Plan for Friday, Sept. 30

During Class:

• Key concepts for Peer Review (see handbook)
• Peer review process
• Peer review conferences (see Peer Review Guide)
• Schedule teacher conferences 

Assignment for Monday, Oct. 3:
1. Make revisions based on the peer review.
2. Have teacher conference and make revisions
3. Complete any final edits.
4. Bring completed essay and all Portfolio 1 materials to class on Wednesday.

Plan for Wednesday, Sept. 28 -- English 101

During Class:

• Use the Portfolio 1 Guidelines and Rubric to create a checklist. 
• Use the Revision Guide to annotate your essay
• Read pp. 79-81 in the handbook, which focuses on writing introductions and conclusions.  See also page 99, which focuses on writing an introduction for an argumentative essay.
• Additional questions and discussion of grading criteria and questions about essays as needed. 

Assignment for Friday, Sept. 30:
1. Make revisions based on your annotations from the Revision Guide and/or teacher comments.
2. Bring a hard copy of your rough draft to class for peer review.
3. Read pp. 15-17 about Peer Review in the handbook.
4. Read the Peer Review Guide as a way to prepare for next class.

Plan for Monday, Sept. 26 -- English 101

During class:
(Sorry to be out sick.  Please complete the yellow highlighted items below as well as the homework for Wednesday, Sept. 28.)

• reverse outline of "College's Priceless Value" response (The idea of a "reverse outline" is to construct an outline of an essay you have just written.  The purpose is to identify the main parts and make sure the essay holds together.  Include as much detail as you can in 10 minutes.  Please submit the reverse outline to the basket on my desk.
• Review Portfolio #1 assignment sheet and rubric.
• additional discussion about parts of an essay as needed
• look at a sample response essay
• talk about deciding which summary/response essay you want to revise & polish for Portfolio I.  Portfolio 1 is due Wednesday, October 5.

 Homework due Wednesday, Sept. 28:
1. Choose one summary/response essay to revise and polish for Portfolio I.  Copy & paste this essay to the template on Google Classroom. (Check your email for the invite to this class in Google Classroom). Then revise this summary/response essay to the best of your ability. This revised draft will then go through a self/peer/teacher critique process. 
2. We will be working with your summary/response essays in class on Wednesday. 
3. (Read “Concluding Paragraphs” pages 77-78 in the handbook.) 

Plan for Wednesday, Sept. 21 -- English 101

During class:

1. Complete a third forum response to "College's Priceless Value."  This response will be in the form of a reply to a classmate's post.



2. Use your annotations to write a rough outline, and then use your outline to write a summary of "College's Priceless Value."

3, Check your summary using the Summary Checklist.  Then have a classmate do the same.

4. Use your annotated copy of the article and your summary to create a double-entry journal on the article.  The 2 - 5 points that you wish to respond to will be in the left column.  Your responses (comments, questions, or connections) will be in the right column.

Assignment for Monday:
5. Use your double-entry journal to write a draft of your response essay.  Your 2.5 page response to the article (along with your summary) is due at the start of class.

Plan for Monday, Sept.19 -- English 101

During Class:

• Quick review of MEAL Plan method of paragraph development
• Side-Shadow Facebook response essay.  Submit essay & summary.
• Read & annotate 3rd article, "College's Priceless Value" 
• Share and discuss annotations.   
• Write initial responses on forum.  Your comment should be a minimum of one well-developed paragraph in length.
• Read comments section of article on New York Times website
• Copy and paste one New York Times reader comment (or a portion of that comment) onto the same forum thread that you used above.  Then respond to what that reader has said in a well-developed paragraph.

Assignment for  Wednesday, Sept. 21:
--Complete any of the above that you were not able to complete in class.

Plan for Monday, Sept.19 -- English 101

During Class:

• Quick review of MEAL Plan method of paragraph development
• Side-Shadow Facebook response essay.  Submit essay & summary.
• Read & annotate 3rd article, "College's Priceless Value" 
• Share and discuss annotations.   
• Write initial responses on forum.
• Read comments section of article on New York Times website

Assignment for  Thursday, Sept. 24:
Complete any of the above not completed in class.

Response Writing -- The Process According to English 101

Portfolio 1 Skills & Process:

Plan for Wednesday, Sept. 14 -- English 101

During class:
--peer review of summaries (time permitting)
--complete Double-entry journal on Facebook article.
-----discuss article (main points, supporting details)
--intro. to "Meal Plan."  MEAL Plan 1; MEAL Plan 2 (including sample paragraphs)
-- begin planning a response to the article
.

Assignment for Monday, Sept. 19:
1. Make necessary revisions to your summary of “Facebook” article.  It will be helpful to re-read the article.
2.  Follow your summary with a response to the article.  Your response should include a thesis statement saying whether you agree/disagree, or both, with the main idea(s) of the article.  State specifically with what points you are agreeing/disagreeing.  Be sure your paragraphs begin with clear and specific topic sentences.  Back up your points with specific evidence.  Your summary/Response essay should be roughly 3 pages in length.  Bring this to class.

Plan for Monday, Sept. 12 -- English 101

Class time:

• Discuss response writing
• discuss editing versus revising
• discuss thesis statements
• side shadow the responses you brought with you, looking specifically at evidence
• in-class revision of "Losing" Response Essay
• discuss double entry journals [do this on Wednesday]

Homework due Wednesday, September 14:

1.  Read Chapter 3 in the handbook “Using a Thesis to Shape Your Material” pages 29-36 AND read Chapter 5 “Writing Paragraphs” pages 64-73 in the handbook. 

2.  Read “Facebook Threatens to Zuck Up the Human Race.”   Complete exercise 3.3 (“outlining,” see page 36) in the handbook, using the Facebook article.  In other words, you will first create an outline of the article.  Then you will write a summary of the article.  Bring both to class.

 Other New York Times Opinion Pieces are here. 

3.  In-class on Wednesday:  Create a double entry journal with at least 3 reasons why you agree or disagree with the article.  Refer to specific points made in the article and then provide your reaction noting whether you agree or disagree and why.  Bring this to class.

Plan for Friday, Sept. 9 -- English 101

During Class:

• Strategies for Critical and Analytical Reading
• Additional annotations on "Losing is Good for You"
• guidelines for writing a summary 
• summary checklist; sample summary 
• intro to portfolio 1
• free write

Assignment for Monday, Sept. 12:
--Revise your summary of the "Losing is Good for You" article.  Be sure to re-read the article and look at the sample summary provided.  Bring your original and your revision (stapled together, new version on top) to class.  I will collect both the summary draft and revision.

Assignment to work on during class on Friday:
--Write a personal response to "Losing is Good for You."  You should be agreeing or disagreeing (or both) with the main idea(s) in the article.  This is a rough draft and should be 1 ½ to 2 pages.  Bring this to class on Monday.  We will talk more about response writing in class.

During Class:

• discuss Lamott Article
• Read Chapter 9 in the handbook “Reading to Write” pp. 119-122.
• Annotating an article.  A couple of resources for annotation are here and here.
• Summarizing an article.  Read the handout “Writing a Summary.”
• grammar issues related to writing a summary.

Homework due Thursday, Sept. 10:
--Write a summary of the "Losing is Good for You" article that was passed out in class. Be sure to annotate the article as discussed in the handbook before you write your summary. Also be sure to look up any terms you do not understand. Your summary should be about one paragraph or ½ page long. Bring your annotated copy of the article and your typed summary to the next class.
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“E.L. Doctorow said once said that 'Writing a novel is like driving a car at night. You can see only as far as your headlights, but you can make the whole trip that way.' You don't have to see where you're going, you don't have to see your destination or everything you will pass along the way. You just have to see two or three feet ahead of you. This is right up there with the best advice on writing, or life, I have ever heard.”
― Anne Lamott, Bird by Bird: Some Instructions on Writing and Life

--see this link for more quotes from Bird by Bird.