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As a warmup, students created a short vignette using hyperbole.

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We will read a chapter of Bryson's memoir and then work on writing analytical paragraphs about the text. Bryson is also the hyperbole master, so I imagine we will have some interesting art coming from images in his text.

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Life 20and 20Times 20of 20the 20Thunderbolt 20Kid 20Audio

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This is an outline that will help students organize analytical paragraphs. We go through this step by step to help students learn how to organize their ideas before writing.

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Each week I ask students to fill in a Weekly Reflection. Today I spent classtime meeting with each student to go over their work, hearing how they are doing, and setting goals.

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Students have been filling out weekly reflectiosn all year. This week I am going to push them to "say more" by backing up their answers with more thorough explanations. The goals for the reflections are:
-give students a time each week to practice meta-cognition
-have a space where students can let me know how class is going for them and ask questions if they have any that they did not ask in class
-help me get to know students better

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On Wednesday we worked on coming up with claims, creating topic sentences, and finding evidence. Today we talked about flushing out the rest of the TRIAC paragraph including:
-how to introduce a quote by giving relevant context before introducing an illustration (quotation)
-how to analyze a quote to explain why the evidence proves the claim
-how to wrap up with a "so what"

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A goal we have for paragraph writing is helping students finish their paragraphs with a conclusion that brings their ideas to a close without simply restating the topic sentence. This "So What?" Helper gives students prompts to help them think about tieing what they have just written about to a larger idea to leave the reader thinking.

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First Draft Tuesday, Final Draft Wednesday 

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First Draft Tuesday, Final Draft Wednesday 

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Click on the assignment to see the results.

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Today we went back over yesterday’s focus write. Students wrote their first draft on lines paper. Today they typed their writing, fixing and mechanical errors and adding more figurative language. The goal is to work on teaching students that writing often talked more than one draft.