The Week Ahead
Jennifer ("Ms. Hoggatt") Hoggatt
Robert (Mac) Stephens
February 27, 2017
Everything English: Persuasive Pile Up
This week all English Dwellers will publish their final written project for The Omnivore’s Dilemma: The Secrets Behind What You Eat, by Michael Pollan. Last week, we spent time investigating a speaker’s purpose and an author’s purpose…is it truly to entertain, to inform, or to persuade? Or is it more than just one of those things? All fifth graders worked quite hard to develop a claim about which food chain they would choose to feed their family. After justifying two reasons for this choice and locating evidence (four direct quotes!), all writers began writing introductions. WOW! I was truly blown away with the creative attention grabbers already drafted and the personal, yet convincing words used to describe the issue and state the opinion.
So, what are we doing this week? Well, writing and advocating persuasively!
1. Let’s finish rough drafts!
· An introduction that includes an attention grabber, a description of a problem that led you to chose a desirable food chain that will feed your family, and one opinion statement.
· Two body paragraphs that include a topic sentence, details and examples, evidence to support your two main reasons for choosing that food chain, and a summary sentence to wrap up your argument.
· A conclusion that reminds the reader of your argument. Why is important to know where your food comes from? What are some simple changes your readers can make in their diets?
2. By Wednesday, be ready for editing and revising!
· One peer edit evaluation form.
· One self edit evaluation form.
· (In-class) Transfer rough draft to digital second draft.
3. By Friday (so, use your allotted homework time!), publish your final draft!
· All forms and rubric will need to be submitted to teacher at the start of class.
· Print final copy at home. If this is not an option, set up a time to print your essay at school.
4. Build the Persuasive Pile Up!
· Use provided art materials, boxes, and your “inner skyscraper” to build our tower of persuasion. Have fun!
Due Wednesday- Completed four paragraph rough draft. (Composition book)
Due Friday- Final draft is due! See listed requirements above.
This past week we took our first vocabulary test since we have been back, and we used our new software, Schoology, to do it. I asked my students which method they preferred, and it seems they are cut from the technology era. We’ll be taking vocabulary tests (not quizzes) on Chromebooks from now on, so they will be able to see how they did as soon as they are finished. We also took a walk to Dolores park on Wednesday. I must say that I didn’t realize how much of a workout it would be for me to make the trek five times; although, it was nice to be out of the classroom. During our walk, students partnered up and discussed their five “seed stories,” which they will use to grow into their larger short story this week. I believe everyone enjoyed the walk, so we will definitely be looking into moving about on Wednesdays in the future.
Everything English: I had eagerly planned to have their short stories completed last week, but I gave use one extra to make sure that we had time to outline properly, and I didn’t want to inhibit their ability to study for the vocabulary test. I’m excited for a week of writing. We will begin on Monday with an outline for our short stories. Taking the plot notes we took during our short story unit, students will create an outline, showing their exposition, rising action, conflict, climax, falling action, and resolution. After the outlines are checked, students will be using the “slow motion” technique on their stories, so that hopefully we can avoid the dreaded “and then” story. On Thursday night, I will ask students to read their peers’ work, so that we can have a Harkness on Friday about everyone’s achievement. There will be no vocabulary this week.
Homework for all classes
Tuesday Night - Complete rough draft for short story
Thursday Night - Finish final draft, read partner story
a progressive learning environment
an emphasis on science, math and technology
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