C&I 2022 - Writing Assignment Gallery by Brieana Johnson https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t en-us 2022-11-16 21:30:44 UTC 2025-10-09 03:15:45 UTC hello@padlet.com Writing Assignment Title bjohnson1616 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387337885 Include an image that represents your writing assignment]]> 2022-11-16 21:34:27 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387337885 Prompt bjohnson1616 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387339128 2022-11-16 21:35:56 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387339128 Hook/Gateway bjohnson1616 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387339855 2022-11-16 21:36:42 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387339855 Sequence bjohnson1616 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387340738 2022-11-16 21:37:47 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2387340738 bevenson4 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389177333 2022-11-18 01:02:22 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389177333 Prompt: bevenson4 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389177777 You will be writing a 4-5 page paper where you will be applying one of our critical theory lenses to your favorite piece of media. It can be a movie, book, short story, poem, album, etc. The point of this assignment is to see something that you have seen before through a new perspective. For example, Avatar: The Last Airbender could be seen through a postcolonialism lens. 


]]> 2022-11-18 01:02:49 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389177777 Christmas Traditions https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178023 2022-11-18 01:03:05 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178023 Hook bevenson4 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178110
  • Introductory game of Kahoot where they guess the critical lens and what it means.  (10-15 minutes)
  • Then from there, we will have a short lecture about the first lens (undecided).               (15-20 minutes)
    • They will then add it to a glossary either on paper or on the computer that will eventually compile all of the terms. (N/A)
  • Then we will do a group activity where they share what they know about the lens and maybe some examples of where they have seen it. (10 minutes)
    • The class will come together and combine answers on the board. (10 minutes)

    • ]]>     2022-11-18 01:03:10 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178110     Sequence bevenson4 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178718
  • First: Glossary making
  • Second: Picking out a lens and collecting the readings that are under that lens
  • Third: Pick or create a thesis statement using their lens and the novel in the class
  • Fourth: Draft out introduction and thesis statement/
  • Fifth: Present thesis to peers and receive feedback. Along with that, give constructive feedback to peers in the same time frame.
  • Sixth: Revise thesis statements and begin an outline of their body paragraphs.
  • Seventh: Conclusion workshop- what-to-do and what-not-to-do.
  • Eight: Peer feedback on essay rough draft.
  • Nine: Final draft time!

    • ]]>     2022-11-18 01:03:42 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178718     Literary Analysis & Music https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178840 2022-11-18 01:03:50 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178840 Characterization https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178948 2022-11-18 01:03:57 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389178948 Letters to Friends https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179207 2022-11-18 01:04:13 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179207 Poetry as Activism https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179240 2022-11-18 01:04:15 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179240 The Call of The Wild Argumentative Essay mitchfeingold11 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179371 2022-11-18 01:04:24 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179371 Prompt https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179637 Imagine yourself as a fictional character in a fictional world. Choose your favorite fictional world that you would like to be reborn in if you died. Write at least 3 paragraphs including:
    1. State which fictional world you chose and explain why
    2. A physical description of yourself in the fictional world
    3. A description of your personality in the fictional world
    4. Explain what makes you unique as a character
    5. Write about if there was anything you chose to add/or not add to the fictional you, and explain why
    6. Explain why your character would be a good addition to the story
    ]]>     2022-11-18 01:04:38 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179637     Prompt mitchfeingold11 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179893
  • Choose one of the following themes present in The Call of the Wild. What is Jack London trying to tell us through this theme? Use textual evidence to support your claim on the theme's deeper message and meaning. Your claim should focus on matters deeper than the context of the book.
  • Survival of the Fittest
    • Things to consider: 
      • Buck's character development over the course of the book
      • Hal, Mercedes, and Charles's death
      • The struggle for power between Spitz and Buck
  • The Power of Primitive/Primordial Instincts
    • Things to consider:
      • Buck beginning to leave John Thorton for experiences in the wild
      • John Thorton being murdered when Buck is not there to save him
      • Buck’s mind frame the deeper in the wild he goes / Buck’s overall transformation as the book progresses
  • Loyalty
    • Things to consider: 
      • Club v fang
      • Buck’s different relationships with his various masters throughout the novel
      • The fact that Buck doesn’t fully commit to a life in the wild until John Thorton’s death

    • ]]>     2022-11-18 01:04:55 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389179893     Hook/Gateway---Prompt at the Bottom https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389180084 Activity 1-Reading El Aguinaldo in Cajas de Cartón
    • I will hand out copies of the chapter El Aguinaldo in Francisco Jimenez’s  Cajas de Cartón. This chapter is about the first Christmas that an immigrant is spending in the United States. The family works in agriculture and does not have a lot of money. The story is from the point of view of a 12-year-old and he recounts the Christmas traditions that this family had when they still lived in Mexico and how it is both the same and different in the states. 
    • The majority of my class is Latino and some come from immigrant families so I hope that this story connects with them on some level and if not gives the students a new perspective on what Christmas looks like
    • Before we begin the story I will show students examples of dialogue, pace, and descriptive language as well as how to identify a theme. 
    • I will be the one reading the story out loud. After we finish reading it I will then give students some questions asking where they see descriptive language, dialogue, and the theme. The students will annotate their copy of the chapter with this information.
    Activity 2-Sharing
    • After annotating their papers students will then share with a partner what they found and discuss the differences and similarities in what they found
    • We will then have a whole class discussion about their findings and together write a small summary of the findings
    ]]>     2022-11-18 01:05:06 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389180084     Prompt https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389180988 Write a free verse poem about a social justice issue that is important to you. (Make sure the poem has a clear perspective, message, creative imagery, and purposeful line breaks.) ]]> 2022-11-18 01:05:53 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389180988 “What is your greatest hope for your future?” https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181036 Write to someone important in your life addressing this question

    OR

    Write three shorter essays to three different people or characters you don't know]]>     2022-11-18 01:05:56 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181036     What is Freedom? https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181037 2022-11-18 01:05:56 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181037 Hook/Gateway mitchfeingold11 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181303 1. Prereading Teaching Jigsaw for book background
    2. Presenting Themes
    3. Setting Reading Expectations & Modeling TTT]]>     2022-11-18 01:06:11 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181303     Prompt https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181712 In the book Harbor Me by Jacqueline Woodson, the character Amari says, “This is America. Supposed to be the land of the free, but we free? Nah. We got rules everywhere we step.”

    Your task is to write a five paragraph expository essay answering the following prompts:
    • How did the different characters in the novel Harbor Me view freedom?
      • Include at least three pieces of text evidence in your response
    • What is your definition of freedom? Do you think you are free? Who is not free?
      • Make sure to properly cite any outside sources you use in your answers
    ]]>     2022-11-18 01:06:36 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181712     Hook/gateway https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181822 Students will be asked to visualize their life one, five, and twenty years from now. They will write one paragraph on each of these time frames]]> 2022-11-18 01:06:44 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389181822 Sequence mitchfeingold11 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182157
  • Hook/Gateway Activity | Timeline: 1 day
  • Critical Reading Logs (gathering evidence) | Timeline: 2-4 weeks
  • Small Group Brainstorm | Timeline: 1 day
  • Drafting | Timeline: 1 week
  • Revising | Timeline: 2 days
  • Peer editing | Timeline: 2 days
  • Publishing + Final Evaluation | Timeline: 1 day

    • ]]>     2022-11-18 01:07:05 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182157     Sequence of Events https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182374 Activity 1-Reading El Aguinaldo in Cajas de Cartón
    • I will hand out copies of the chapter El Aguinaldo in Francisco Jimenez’s  Cajas de Cartón. This chapter is about the first Christmas that an immigrant is spending in the United States. The family works in agriculture and does not have a lot of money. The story is from the point of view of a 12-year-old and he recounts the Christmas traditions that this family had when they still lived in Mexico and how it is both the same and different in the states. 
    • The majority of my class is Latino and some come from immigrant families so I hope that this story connects with them on some level and if not gives the students a new perspective on what Christmas looks like
    • Before we begin the story I will show students examples of dialogue, pace, and descriptive language as well as how to identify a theme. 
    • I will be the one reading the story out loud. After we finish reading it I will then give students some questions asking where they see descriptive language, dialogue, and the theme. The students will annotate their copy of the chapter with this information.
    Activity 2-Sharing
    • After annotating their papers students will then share with a partner what they found and discuss the differences and similarities in what they found
    • We will then have a whole class discussion about their findings and together write a small summary of the findings
    Activity 3- Brainstorming
    • Students will be asked to reflect on their own Christmas traditions including their favorite Christmas memory 
    • They will write down a couple of these memories and begin to think of a theme that they want to focus on in their retelling of the story. I will give some examples such as family, culture, compassion, and so on. 
    • This will all be written down
    Activity 4- Writing Draft
    • Students will be handed the writing prompt and rubric that comes with the prompt. The rubric is not going to be used to grade them but rather to serve as a guide to what boxes they need to hit for the assignment.
    • I will write my short memoir in real time and call out the different elements that I want in the story when I am writing it.
    • Students will then write their stories and focus on nothing except hitting those elements as this is their first draft.
    Activity 5- Revision 
    • Students will then share their rough drafts with the same partner that they have been working with for the other activities and offer feedback, corrections, and advice on how to improve the story.
    • The student who is revising will fill out the grading rubric with comments
    Activity 5-Editing
    • Students will then be able to edit their next draft which I will then revise again and hand back for them to write their final draft. 
    Activity 6-Presentation
    • Students will then present their Christmas traditions and will be encouraged to bring an item from home to tie everything together. (or food to share)
    ]]>     2022-11-18 01:07:19 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182374     Hook/Gateway Activity https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182403 Up until this point, many students will have only engaged with more traditional poetry, so I want the gateway activity to encourage exploration. I plan on splitting the class into groups and having each group read a single poem out loud together. I’m going to select poems by Ocean Vuong, Richard Siken, Ada Limon, and Tracy K. Smith and assign them randomly. Once students read the poems, they will have an opportunity to discuss what they read with their groups, focusing on how the poet uses imagery, themes, and style to create an impact. They’ll underline some of the lines and words that were most impactful for them and then we’ll then bring all of these ideas into a class wide discussion and create an anchor chart that features some of the poetic tools and elements that students noticed. Students will be able to use these ideas as they go back into their groups and transform their original text into an illustrated blackout poem. At the end of class, we’ll do a gallery walk so that students can appreciate and learn from one another’s work.]]> 2022-11-18 01:07:20 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182403 In a 3 paragraph essay, analyze a song of your choice. Explore how the musician(s) use literary devices and storytelling elements to creatively communicate a perspective and impact the listener. https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182642 2022-11-18 01:07:36 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389182642 https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183693 2022-11-18 01:08:43 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183693 Hook/Gateway https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183940 - Think-Pair-Share around qualities of a good leader, leading to class discussion and class list
    - Explain Characterization and using DEATS graphic organizer to analyze Olaf as a character together (as a class)
    - Watch short recap video of Frozen
    - Students pick which of the 4 main characters they think would make the best leader and form groups of 3-5.
    - Using DEATS, analyze their chosen character and form a short argument for why their character is the best leader
    - Present arguments to the class and vote
    - Short time of reflection to wrap-up]]>     2022-11-18 01:08:59 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183940     Sequence https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183968 Students will brainstorm in class

    Students will write essays at home

    Teacher will offer feedback in the form of questions

    Students will go home and revise

    Students will share final product with their chosen person, or share their essays to people they don't know with the class]]>     2022-11-18 01:09:00 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183968     Sequence https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183969
  • Hook/Gateway activity (see part 1)
  • Line Breaks
    1. The whole class reads and and discusses two poems that use line breaks and formatting in different ways.
    2. Launch into a mini lesson about how contemporary poets use form as a tool to pace the poem and emphasize powerful sections. Incorporate think, pair, shares for active engagement.  
    3. Students will then receive a handout with a classic poem that’s line breaks have been removed. In small groups, they’re going to practice breaking it into lines. As a class, we read the poem together and students raise their hands whenever they put a break. I can then call on students to explain why they broke up the poem the way they did. The point of this is to show that there isn’t a right or wrong way to format a poem as long as all of the stylistic choices contribute something to it.  
    4. At the end of the class, I’ll introduce students to the prompt that they will be working on and have them think about which poems they want to use as inspiration. This inspiration brainstorm will be their exit ticket for the day. 
  • Poetry as Activism
    1. As a class, we’re going to learn about the history of the Harlem Renaissance by watching a short documentary and reading and discussing poems by Langston Hughes, Claude McKay, Alice Dunbar Nelson, Helene Johnson, and Georgia Douglas Johnson.
    2. The central question of this lesson will be “what role does art play in social/political movements?” Students will generate ideas about this throughout the lesson and then write a short reflection at the end of class. 
    3. As an exit ticket, students will also choose a social justice issue that they want to center in their final poem. 
  • Metaphor
    1. Start with a close reading of Harlem and examine how Hughes uses an extended metaphor to make his point. 
    2. Metaphor game (students randomly pick two nouns and have a minute to come up with as many things as possible that the two things have in common). This will prepare them to think abstractly and draw connections based on sensory details, feelings, and other observations. 
    3. At the end of class, students will think about some of the feelings that are connected to the topic of their poem. They will then brainstorm some metaphors and imagery that convey that feeling. 
  • Drafting
    1. Students will start the class by looking over all of their inspiration and brainstorming materials, then they will pick a perspective that they are going to write their poem from. 
    2. As a class, we’ll review the prompt and expectations for the final writing assignment and then do a 10 minute quick write. 
    3. Students will have the opportunity to work with their peers to develop some of the ideas that came up during the quick write before jumping back into the writing process. 
  • Workshop
    1. We’ll begin class by watching the “Austin’s Butterfly” video to think about the purpose and power of feedback. 
    2. Students will then take their first drafts and break into workshop groups to share and give one another constructive feedback. They will use handouts to guide this process and ensure that everyone is getting what they need to improve their work. 
    3. They will spend the rest of class revising and adding to their work
  • Poetry Slam and Gallery Walk
    1. The final part of this sequence will be an opportunity for students to share and celebrate their work with their peers. I’ll also encourage students to think about how they can share their work outside of the classroom community as a form of activism. 


    • ]]>     2022-11-18 01:09:01 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389183969     Promp https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389184015 Write about how your family's Christmas traditions and/or your favorite Christmas memory. (prompt still in the works) ]]> 2022-11-18 01:09:03 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389184015 Hook/Gateway Activity https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389184250 Think-Pair-Share:
    • What words come to mind when you hear the word “freedom”?
    Poem Analysis:
    • Students will read Freedom's Fool Poem by Robert William Service
    • Reflect in notebooks:
      • What were your initial thoughts after reading this poem?
      • Did any elements of the poem change your views on freedom?
      • What are some specifics that Service named as forces that take away or prohibit freedom?
    Six Word Stories:
    • Students will write six word stories about what the definition of freedom is to them
    ]]>     2022-11-18 01:09:18 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389184250     Sequence https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389184866 Step 1 - Prewrite 
    • Students will brainstorm for their essays 
      • Outlining, mapping, charting, brain dumping, etc.
    • Collect evidence 
      • Text evidence, examples from other sources, personal experiences

    Step 2 - Create first draft
    • Rough draft of five paragraph essay 

    Step 3 - Peer Review #1
    • Students will find at least three other people to peer review their work
      • Can share on Google Docs so peers can leave comments and suggestions 
      • Comments can be in regards to the following: organization, transitions, thesis statement, topic sentences, flow, spelling and grammar sentence variety, analysis of examples, strength of stance 

    Step 4 - Revision  #1
    • Students will revise and make edits from comments peers made and from teacher 

    Step 5 - Peer Review #2
    • Students will find at least two other people to peer review their work
      • Repeat steps from first peer review

    Step 6 - Revision #2
    • Students will revise and make edits from comments peers made and from teacher 

    Step 7 - Final Draft
    • Construct final draft 
      • Complete five paragraph essay answering prompt question
      • Focusing on:
        • Overall organization
        • Strong thesis statement
        • Effective use of examples throughout (from text, other sources, and personal experiences)
        • Effective use of transitions 
        • Demonstrates sentence variety 
        • Proficient in grammar and spelling conventions
    ]]>     2022-11-18 01:09:56 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389184866     Rationale: high interest topic, encourages personal reflection, requires choice, prompts passion, unique responses, more fun to grade ;) https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389185474 2022-11-18 01:10:33 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389185474 Sequence https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389187039 1. Hook/Gateway Activity
    2. Brainstorming + Organizing Info: narrow down choice of fictional world and start using the DEATS organizer to write about themselves as a character
    3. Start drafting their writing
    4. Peer-Editing and Revising
    5. Final Drafting
    6. Artistic component to accompany their writing]]>     2022-11-18 01:12:05 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389187039     Sequence https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389187615 This is a cumulating assignment for the spring (after we explore personal narratives, story arcs, literary devices, and poetry)

    Hook/gateway activity 

    Teacher model: we simply listen and react to the song; students provide their responses casually, we get deeper over the course of 2 class periods, I take their thoughts into consideration and answer the prompt in a teacher model essay. I introduce the assignment and essay prompt. 

    Students brainstorm their own song choice based on the criteria. 

    Students submit 3 song options and write a brief rationale. 

    Teacher approval. 

    Students complete 3 pre-thinking handouts/graphic organizers to use for their essays. 

    Essay drafting 

    Teacher and peer feedback 

    Essay editing 

    Teacher and peer feedback 

    Submission 

    Extension activities ]]>     2022-11-18 01:12:38 UTC https://padlet.com/bjohnson1616/2zjy9m5d0mdch28t/wish/2389187615