Hello, Everyone! I hope everyone had a restful weekend.
This week in Writing the students are multi-tasking. I'm working with groups this week on two assignments.
1. The first assignment is an expository writing composition. It is persuasive in nature, as the students were to select their favorite season and explain why it's their favorite while trying to add persuasive tones to it that encourage others to believe as they do. We actually started this before the break. The first step was to fill out a graphic organizer, and have it signed off by the teacher. All students have done this. Now students are going on to our Google Classroom account, where I've reiterated the steps of the assignment. On the drive, students are typing rough drafts, revising, and editing their writing. I check in and make comments and suggestions for them along the way. Soon I will ask each student to "share" the document with one other student to get peer feedback. The final due date for the expository is Monday, January 25. I feel that this is ample time for students to work some in class (as there is time,) and complete it on their own at home or during other free times during the day. EACH student has a log in and is able to access this information. Once we reach January 25, no other revisions or editing will be accepted, and a final grade will be given. Students will receive one grade for the graphic organizer, one grade for the evidence of revisions and editing steps, and a double grade for the final piece.
2. The second assignment, which is being developed concurrently, is an expository poem about a Texas historical figure. Students were to have printed information or a book about the person by January 11th. Most students had the information ready to go. Thank you for any help you gave in that process. Yesterday we had a mini lesson on reading, highlighting, and note-taking. Many students still want to highlight everything, and I instructed them to only highlight key words. Rereading the highlighted portions will trigger their memories, and they will remember what the paragraph is about. We will be choosing some facts about the person chosen, inferring some character traits that apply, and creating rough drafts (on paper) of an expository poem. Students are free to choose a basic rhyming poem pattern or a free verse poem. The finished product will contain 3-4 stanzas and an illustration, though directions for the final draft will be given at a later date.
In addition to the projects going on, we will continue to spiral through various grammar lessons, spelling practice, and editing/revising practice. Though I'm not a big believer in a lot of homework, it is possible that you will begin to see a little more from me, especially since many assignments will be computer driven.
Social Studies (Klein's Class Only): At this time in history, Mexico has taken control of the area we call Texas (Tejas) from Spain. Sometimes Mexico is referred to as New Spain during this time. Stephen F Austin, who had permission from the Spanish government to start a colony in Texas, lost that right when Mexico took control. He earned it back with the help of Baron de Bastrop, who convinced the Mexican government that it was the only way to bring about peace between settlers and the Native Americans. Students will be able to showcase their finished expository poems at the end of this Texas History unit on the Texas Revolution.
That's it. I hope you have a wonderful week.