WRT421A
Mid-term Assessment
6 Trait Breakdown
For your midterm assessment, you will completing an oral presentation. This will be based on the independent novels you have been reading this term, and will occur during the scheduled exam period. There will be only one day for presentations; therefore, attendance is mandatory. Failing to attend without justification will result in an automatic zero.
Requirements:
- All novels must be approved by your teacher.
- Presentations must be 4-5 minutes.
There are two components to your 6 Trait Breakdown.
Component 1 - Should be 1 minute. In this section, you will give a brief plot summary of the novel. This section might include information on such things as type of conflict, theme, setting, and characters (identify protagonist and antagonist, are they static or dynamic?).
Component 2 - Should be 4 minutes. In this section, the focus should be on analyzing and discussing how the author employs the 6 Traits of Writing in the novel. You are to select a paragraph or two from your novel, and put it on an overhead. The paragraph(s) must be carefully selected in order to illustrate how well the author uses the 6 Traits.
Your task: Deconstruct a paragraph in a way that clearly demonstrates each trait. Your presentation should show evidence of thorough analysis and preparation. You will lead the class through your analysis of the paragraph(s) in a clear, structured, and audience appropriate manner. It is expected that you will use your overhead as a visual aid.
Items to be addressed: - Voice (Author's style and individuality)
- Organization (Chronology and Structure)
- Word choice (Diction/Imagery)
- Ideas (Familiarity of author with subject)
- Sentence fluency (Clarity and meaning)
- Conventions (Readability)
The 6 Traits of Writing
Ideas A writer should:
*Narrow the topic to something specific
*Use a fresh, original perspective
*When possible, write from experience
*Use important, interesting details
Organization -- A writer should:
* Use an inviting lead that hooks the reader
* Use logical and effective order, structure, & sequence
* Use smooth transitions to emphasize main idea
* Place supporting details where they are most appropriate
* Use a conclusion that gives the reader a sense of resolution (clincher)
Word Choice A writer should:
*Use words that create a mental picture for the reader
* Use powerful action verbs (vivid verbs)
* Use specific nouns and adjectives
* Use language that is natural and not overdone
* Be concise (tighten sentences)
* Avoid repetition, slang, and clichés
Sentence Fluency A writer should:
*Vary sentence beginning, structure, and length
* Use complete sentences
* Use transitions (internal & external) to promote cadence
Voice A writer should:
*Write honestly and from the heart
* Interact with the reader
*Use language that brings the topic to life
* Care about topic
* Use expression to voice personality
Conventions A writer should:
*Turn in a clean, edited, and polished final draft
* Reinforce the organization with good paragraphing
*Use correct punctuation, spelling, and grammar
Wednesday, March 31, 2010
Wed. March 31
Silent Reading OR working on midterm oral presentation -- 20 minutes
Passed out information sheet on the 6 Traits of Writing (went over them together)
Worked in groups to complete the "deconstructing a paragraph" activity from yesterday
Some students handed in their 6 Trait Posters (individual)
Groups presented their "group" 6 Trait Posters to the class
Tomorrow we will be spending most of the class working on our midterm oral presentations and going over the deconstruction of the Dan Brown (Davinci Code) paragraphs.
Passed out information sheet on the 6 Traits of Writing (went over them together)
Worked in groups to complete the "deconstructing a paragraph" activity from yesterday
Some students handed in their 6 Trait Posters (individual)
Groups presented their "group" 6 Trait Posters to the class
Tomorrow we will be spending most of the class working on our midterm oral presentations and going over the deconstruction of the Dan Brown (Davinci Code) paragraphs.
Tuesday, March 30, 2010
Additional notes on The 6 Traits of Writing
The 6 Traits of Writing
Ideas
The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative–often the kinds of details the reader would not normally anticipate or predict. Successful writers do not "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked.
Organization
Organization is the internal structure of a piece of writing, the thread of central meaning, the pattern and sequence, so long as it fits the central idea. Organizational structure can be based on comparison-contrast, deductive logic, point-by-point analysis, development of a central theme, chronological history of an event, or any of a dozen other identifiable patterns. When the organization is strong, the piece begins meaningfully and creates in the writer a sense of anticipation that is, ultimately, systematically fulfilled. Events proceed logically; information is given to the reader in the right doses at the right times so that the reader never loses interest. Connections are strong, which is another way of saying that bridges from one idea to the next hold up. The piece closes with a sense of resolution, tying up loose ends, bringing things to a satisfying closure, answering important questions while still leaving the reader something to think about.
Voice
Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.
Word Choice
Word Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In descriptive writing, strong word choice resulting in imagery, especially sensory, show-me writing, clarifies and expands ideas. In persuasive writing, purposeful word choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content. Strong word choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well.
Sentence Fluency
Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader's progress. Sentences vary in length, beginnings, structure, and style, and are so well crafted that the writer moves through the piece with ease.
Conventions
The Conventions Trait is the mechanical correctness of the piece and includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. Writing that is strong in Conventions has been proofread and edited with care. Since this trait has so many pieces to it, it's almost an analytical trait within an analytic system. As you assess a piece for convention, ask yourself: "How much work would a copy editor need to do to prepare the piece for publication?" This will keep all of the elements in conventions equally in play.
Ideas
The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative–often the kinds of details the reader would not normally anticipate or predict. Successful writers do not "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked.
Organization
Organization is the internal structure of a piece of writing, the thread of central meaning, the pattern and sequence, so long as it fits the central idea. Organizational structure can be based on comparison-contrast, deductive logic, point-by-point analysis, development of a central theme, chronological history of an event, or any of a dozen other identifiable patterns. When the organization is strong, the piece begins meaningfully and creates in the writer a sense of anticipation that is, ultimately, systematically fulfilled. Events proceed logically; information is given to the reader in the right doses at the right times so that the reader never loses interest. Connections are strong, which is another way of saying that bridges from one idea to the next hold up. The piece closes with a sense of resolution, tying up loose ends, bringing things to a satisfying closure, answering important questions while still leaving the reader something to think about.
Voice
Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.
Word Choice
Word Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In descriptive writing, strong word choice resulting in imagery, especially sensory, show-me writing, clarifies and expands ideas. In persuasive writing, purposeful word choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content. Strong word choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well.
Sentence Fluency
Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader's progress. Sentences vary in length, beginnings, structure, and style, and are so well crafted that the writer moves through the piece with ease.
Conventions
The Conventions Trait is the mechanical correctness of the piece and includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. Writing that is strong in Conventions has been proofread and edited with care. Since this trait has so many pieces to it, it's almost an analytical trait within an analytic system. As you assess a piece for convention, ask yourself: "How much work would a copy editor need to do to prepare the piece for publication?" This will keep all of the elements in conventions equally in play.
Elements of Fiction Notes (For Component 1 of your oral presentation -- midterm)
Elements of Fiction
When studying literature, there are many terms used when discussing and evaluating a literary work. Whether one is studying children=s literature, or fiction geared towards teens, the same terminology is used.
Point of View: The way in which the reader is presented with the materials of the story; the perspective the author establishes to tell the story.
$ Omniscient point of view allows the author to describe any character from outside (ie: movements or appearance) and the inside (ie: thoughts and feelings). In other words, the omniscient narrator is Aall knowing@.
$ Limited omniscient point of view allows the author to tell the story form the point of view of one character but without the use of AI@. This is the most common way of telling a story.
Protagonist: The main character in a story, novel, or play.
Antagonist: The character that struggles or fights against the protagonist.
Plot: The plot of a story is the series of events created by the author to tell the story. The plot usually includes the sequence: rising action, climax, and falling action. Rising action refers to the events leading to the climax (or the peak in action). The falling action refers to the events which occur following the climax. The climax can be described as the highest point of interest in the story, at which point one (or more) of the conflicts is resolved.
Characterization: The creation of characters in fiction; the methods used by the author to create or reveal the characters in a story. Characters are revealed to readers by what the character says or thinks; what the character does; and what the characters say about the character. A good writer creates characters that people cares about. Whether a reader loves or hates a character, it is important that the reader has an emotional response to the character=s actions. If the writer is able to evoke the reader=s emotions, then they have done their job.
Dialogue: The exchange of words between characters. Dialogue makes the characters seem real to the readers, by exposing first-hand their thoughts, feelings, ideas, and emotions.
Setting: The background for the story; the times and places in which the events of the story occur. The setting is the Awhere@, the Awhen@, and the general environment. Most stories have multiple settings, such as the general setting (country/town etc.), or specific locations in the story where the action takes place (a certain room, street, etc.).
Theme: Theme is the central unifying element of the story which ties together all of the other elements of fiction used by the author to tell the story. It is the message or dominating idea of the story. In order to understand or identify the theme, one must know the whole story.
Conflict: The element of the story which shows the concerns of the central characters. There several types of conflict present in fiction which are often identified by the terms: character vs. character, character vs. self, character vs. society, character vs. nature. One or more of these types of conflict can be found in a work of fiction.
Foreshadowing: A technique which provides clues about events that may happen later in the story.
Flashback: A technique for presenting something that happened earlier that helps explain something about the current situation.
Symbol: Something that represents something else by association, resemblance, or convention; especially a material/concrete object used to represent something invisible/abstract.
When studying literature, there are many terms used when discussing and evaluating a literary work. Whether one is studying children=s literature, or fiction geared towards teens, the same terminology is used.
Point of View: The way in which the reader is presented with the materials of the story; the perspective the author establishes to tell the story.
$ Omniscient point of view allows the author to describe any character from outside (ie: movements or appearance) and the inside (ie: thoughts and feelings). In other words, the omniscient narrator is Aall knowing@.
$ Limited omniscient point of view allows the author to tell the story form the point of view of one character but without the use of AI@. This is the most common way of telling a story.
Protagonist: The main character in a story, novel, or play.
Antagonist: The character that struggles or fights against the protagonist.
Plot: The plot of a story is the series of events created by the author to tell the story. The plot usually includes the sequence: rising action, climax, and falling action. Rising action refers to the events leading to the climax (or the peak in action). The falling action refers to the events which occur following the climax. The climax can be described as the highest point of interest in the story, at which point one (or more) of the conflicts is resolved.
Characterization: The creation of characters in fiction; the methods used by the author to create or reveal the characters in a story. Characters are revealed to readers by what the character says or thinks; what the character does; and what the characters say about the character. A good writer creates characters that people cares about. Whether a reader loves or hates a character, it is important that the reader has an emotional response to the character=s actions. If the writer is able to evoke the reader=s emotions, then they have done their job.
Dialogue: The exchange of words between characters. Dialogue makes the characters seem real to the readers, by exposing first-hand their thoughts, feelings, ideas, and emotions.
Setting: The background for the story; the times and places in which the events of the story occur. The setting is the Awhere@, the Awhen@, and the general environment. Most stories have multiple settings, such as the general setting (country/town etc.), or specific locations in the story where the action takes place (a certain room, street, etc.).
Theme: Theme is the central unifying element of the story which ties together all of the other elements of fiction used by the author to tell the story. It is the message or dominating idea of the story. In order to understand or identify the theme, one must know the whole story.
Conflict: The element of the story which shows the concerns of the central characters. There several types of conflict present in fiction which are often identified by the terms: character vs. character, character vs. self, character vs. society, character vs. nature. One or more of these types of conflict can be found in a work of fiction.
Foreshadowing: A technique which provides clues about events that may happen later in the story.
Flashback: A technique for presenting something that happened earlier that helps explain something about the current situation.
Symbol: Something that represents something else by association, resemblance, or convention; especially a material/concrete object used to represent something invisible/abstract.
Blogging Hiatus!
My apologies for the lack of posts! I was out at an in-service workshop on Thursday, Friday was PT interviews, and I was not in school yesterday because I was having my ultrasound and my daughter's babysitter was sick.
Recap:
Thursday:
Silent Reading: 20 minutes
Students worked on 6 Trait posters (group)
Monday:
Reading 20 minutes
Passed out criteria for midterm assessment (oral presentation -- 6 Traits)
Students continued to work on individual and group posters (group poster presentations are tomorrow and individual posters are due either tomorrow or Thursday (if you aren't going to be here Thursday, be sure to pass yours in on Wednesday!)
Today (Tuesday, March 30th)
Passed out rubrics for 6 Traits posters (individual)
Passed out rubrics for the midterm oral presentation
Went over criteria for the oral presentation
Went over 6 Traits of Writing
Activity: Deconstruct the assigned paragraph (Dan Brown's Davinci Code) --> Worked in groups to complete this activity.
Due Wed: Grp posters
Recap:
Thursday:
Silent Reading: 20 minutes
Students worked on 6 Trait posters (group)
Monday:
Reading 20 minutes
Passed out criteria for midterm assessment (oral presentation -- 6 Traits)
Students continued to work on individual and group posters (group poster presentations are tomorrow and individual posters are due either tomorrow or Thursday (if you aren't going to be here Thursday, be sure to pass yours in on Wednesday!)
Today (Tuesday, March 30th)
Passed out rubrics for 6 Traits posters (individual)
Passed out rubrics for the midterm oral presentation
Went over criteria for the oral presentation
Went over 6 Traits of Writing
Activity: Deconstruct the assigned paragraph (Dan Brown's Davinci Code) --> Worked in groups to complete this activity.
Due Wed: Grp posters
Tuesday, March 23, 2010
Tuesday, March 23
Parts of Speech Grammar Quiz
Worked on Group 6 Traits of Writing posters
Eyewitness Account is now due on Monday, March 29
Worked on Group 6 Traits of Writing posters
Eyewitness Account is now due on Monday, March 29
Monday, March 22
Silent Reading
Reading Response
Reviewed grammar sheets Adjectives and Adverbs Exercise 1 & 2
Started copying "Commonly Confused Words" exercise from overhead
Grammar Quiz "Parts of Speech" Tuesday
Reading Response
Reviewed grammar sheets Adjectives and Adverbs Exercise 1 & 2
Started copying "Commonly Confused Words" exercise from overhead
Grammar Quiz "Parts of Speech" Tuesday
Thursday, March 11, 2010
Thursday, March 11
Block C: Copied Personal pronouns notes and discussed (Block D already copied them, so we just discussed them).
Personal Pronouns worksheet (from overhead)
Passed out 2 sheets on Adverbs/Adjectives -- to be completed for Mon. after the break.
Used remaining time to work on upcoming projects.
A.A is due tomorrow!
Personal Pronouns worksheet (from overhead)
Passed out 2 sheets on Adverbs/Adjectives -- to be completed for Mon. after the break.
Used remaining time to work on upcoming projects.
A.A is due tomorrow!
Post from March 8 -- I posted it on my History 631 blog accidently!
Silent Reading 20 minutes
Checked (for marks) rough drafts of Alphabetical Autobiographies. Good copy due on Friday!
Reading Response -- Writing Folders
Sense of Smell Activity
Corrected "Types of Nouns" worksheet together
Alphabetical Autobiography is due Friday (or your last day in class before the break). If you pass it in after this time, you will receive 30% off. A note from a parent or a phone call is not sufficient in this situation (you would need a doctor's note).
Checked (for marks) rough drafts of Alphabetical Autobiographies. Good copy due on Friday!
Reading Response -- Writing Folders
Sense of Smell Activity
Corrected "Types of Nouns" worksheet together
Alphabetical Autobiography is due Friday (or your last day in class before the break). If you pass it in after this time, you will receive 30% off. A note from a parent or a phone call is not sufficient in this situation (you would need a doctor's note).
Wednesday, March 10, 2010
March 10, 2010 -- Assignment for the computer lab
Preparation Assignment for Midterm Evaluation – WRT 421
Step 1:
You will be working with a group to research your assigned trait from the 6 Traits of Writing. You will create a poster meant to educate students on your trait. Your poster should be attractive and neat; it should thoroughly explain your trait in detail. I will provide you with bristol board to complete your poster in class.
Step 2:
You will now research your assigned trait and create an individual (smaller scale) poster. Please use the above criteria to complete this assignment.
Each group will present their poster to the class.
Your midterm evaluation will be based on the 6 Traits of Writing, so please take this assignment seriously!
You should google your trait to find various sites with relevant information. Ex: "Word Choice AND 6 traits of writing".
You will be evaluated on the following criteria: Explanation of your trait, poster layout(organization, attractiveness, neatness), and overall effort.
Step 1:
You will be working with a group to research your assigned trait from the 6 Traits of Writing. You will create a poster meant to educate students on your trait. Your poster should be attractive and neat; it should thoroughly explain your trait in detail. I will provide you with bristol board to complete your poster in class.
Step 2:
You will now research your assigned trait and create an individual (smaller scale) poster. Please use the above criteria to complete this assignment.
Each group will present their poster to the class.
Your midterm evaluation will be based on the 6 Traits of Writing, so please take this assignment seriously!
You should google your trait to find various sites with relevant information. Ex: "Word Choice AND 6 traits of writing".
You will be evaluated on the following criteria: Explanation of your trait, poster layout(organization, attractiveness, neatness), and overall effort.
Tuesday, March 9, 2010
Tuesday, March 9
Crime Scene Description Scenario -- Writing Folder Response (if you were absent for this you will have to make it up at lunch someday).
Passed out new assignment & rubric: Eyewitness Account (due the Friday after the March Break).
A.A is due before the break!
Grammar Quiz: Parts of Speech (Tuesday after March Break).
Passed out new assignment & rubric: Eyewitness Account (due the Friday after the March Break).
A.A is due before the break!
Grammar Quiz: Parts of Speech (Tuesday after March Break).
Wednesday, March 3, 2010
March 2&3
March 2: Worked on Alphabetical Autobiography (20 min) Rough Draft is due Friday
Sense of Hearing and Sense of Taste Activities for rest of class.
Please come see me if you were absent (you will have to make up for this on your own time).
March 3: Reading and/or working on Alphabetical Autobiography (20min)
Sense of Touch Activity (come see me if you missed, you will need to make this up)
Grammar sheets (2) on Parts of Speech -- Quiz next week!
Sense of Hearing and Sense of Taste Activities for rest of class.
Please come see me if you were absent (you will have to make up for this on your own time).
March 3: Reading and/or working on Alphabetical Autobiography (20min)
Sense of Touch Activity (come see me if you missed, you will need to make this up)
Grammar sheets (2) on Parts of Speech -- Quiz next week!
Monday, March 1, 2010
Silent Reading (20 minutes)
Showed "I am Canadian" type rants/chants on LCD
Passed out hand-out of "I am Canadian" and "We are More" rants
Worked in groups on the following assignment:
Rural Rant
Your mission is to create a rant which promotes pride in our school.
You will work in groups to prepare a rant that supports, and appeals to, all students and staff at Charlottetown Rural High School.
Your rant must:
Contain at least 20 lines.
Contain specific details relating to Charlottetown Rural High School.
Be both inspiring and positive.
Be performed by group members in front of the class.
Please work together in your groups to create a positive rant/chant to promote our school. Best rant/chant will win a prize!!!
Showed "I am Canadian" type rants/chants on LCD
Passed out hand-out of "I am Canadian" and "We are More" rants
Worked in groups on the following assignment:
Rural Rant
Your mission is to create a rant which promotes pride in our school.
You will work in groups to prepare a rant that supports, and appeals to, all students and staff at Charlottetown Rural High School.
Your rant must:
Contain at least 20 lines.
Contain specific details relating to Charlottetown Rural High School.
Be both inspiring and positive.
Be performed by group members in front of the class.
Please work together in your groups to create a positive rant/chant to promote our school. Best rant/chant will win a prize!!!
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