pen name peer-pressure writers' workshop nataliegiacone@yahoo
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Pen Name Peer-Pressure Writers' Workshop [email protected]. A curriculum that provides students with tools to find their voice through revision. Write Something personal. On the paper inside of the envelope. Are you censoring? Think of a pen name; write it on your paper and envelope. - PowerPoint PPT PresentationTRANSCRIPT
Pen Name Peer-Pressure Writers'
Pen Name Peer-Pressure Writers'
A curriculum that provides students with tools to find
their voice through revision.
A curriculum that provides students with tools to find
their voice through revision.
Write Something personalWrite Something personal
On the paper inside of the envelope.
Are you censoring? Think of a pen name; write it on your paper and envelope.
Keep writing
On the paper inside of the envelope.
Are you censoring? Think of a pen name; write it on your paper and envelope.
Keep writing
Reader ResponseOn the paper write: Reader #1 and your pen name
1. What’s the purpose (main idea) of this passage?
2. What parts confuse you?3. What is uninteresting?4. What is your favorite part?
(Raise your hand when you’re done, get another passage, write Reader #2 and answer the same questions again.)
Writing ProcessPrewriteDraftShare (for purpose, organization,
word choice)RevisionShare (for grammar)EditingPublishing
Writer’s WorkshopPhilosophy: Sharing is Caring
The Reader benefits more than the writer.
Essential Question
• What makes Writing worth Reading?
Enduring Ideas
•A peer audience illuminates purpose and audience in a personal way.
•Peer responses teach how to approach their papers as readers.
•The safe pen name hones style, voice, and organization through multiple drafts.
•Mini lesson of grammar have direct application for long lasting skills.
•Self motivates and regulates the writing process.
Reader Response 1: Purpose
Reader Response #2
Is the hook effective in the introduction?
Is the conclusion compelling?Are there enough descriptive details?Are there any confusing parts?
Wall of Fame/Shame
After each workshop, readers add names under two different categories:
Read to Learn(Great hooks, clear purpose, descriptive language)
Concerns(Confusing parts, big issues)
Students pop in to see what names landed on the wall!
Writing ProcessPrewriteDraftShare (for purpose, organization,
word choice)RevisionShare (for grammar)EditingPublishing
Editing GoalsReview the SentenceSentence VarietySubject Verb Agreement
Peer Editing:Look for three things in other workLook for same things in own workPunctuationGrammar Journal
Before Editing: Review the Sentence
All sentences must have SUBJECTS and VERBSMost have OBJECTS Refer to the predicate nominative as OBJECT.
S V O
Ex. Natalie walks to school.
I. Sentence Variety Mini-Lesson (formulas)Simple: SVO.Compound: SVO + , conj + SVO.Complex: DC + , + IC (SVO).
or IC + DC.Compound Complex:
DC+ , + SVO + , conj + SVO.
Types of Sentences with Formulas
Simple: S V O.
Ex. Bill walks to school.
Compound: S V O + ,conj + S V.
Ex. Bill walks to school, but Eva runs.
Types of Sentences with Formulas cont.
Complex:
D.C + , + IC. (S V O.)
Ex. When I listen to the Akon song, I feel like dancing. (S V O) IC+DC.
Ex. I feel like dancing when I listen to the Akon song.
Types of Sentence with Formulas cont.
Compound Complex: DC+SVDO+,conj+SVDO.
DC S V
Ex. When I listen to music, I feel like O +,conj+ S V O.
dancing, but I don’t know how.
Peer Example of Editing
Reader Response #3
Are there any dead words?Subject verb agreementSentence VarietyComments:
After students examine other’s work for
grammar, they apply it to their own
After students examine other’s work for
grammar, they apply it to their own
Does every sentence have a subject and a verb?
Do I have sentence variety? Were the readers’ editing comments correct?
Does every sentence have a subject and a verb?
Do I have sentence variety? Were the readers’ editing comments correct?
Grammar Mini Lessons
PunctuationFocus on class needs/ errors /
apply all previous learned grammar to current writing!
II. Punctuation Mini-Lesson»Punctuation is the sentence’s traffic lights.
»Periods are red lights; they stop the sentence.
»Commas are green lights; they build sentences
»Learn the Punctuation Formulas.
Punctuation Formulas
Period: SVDO.Semicolon: SVDO;SVDO.
Colon: SVDO:___.
Grammar Error Journal
• A place where the students log errors, the grammar rules, and the errors corrected.
• Helps students connect grammar to their writing and become aware of repeated errors.
• The journal drives instruction to additional mini-lessons.
Unit’s Enduring Ideas Review
•A peer audience illuminates purpose and audience in a personal way.
• It clarifies purpose as they learn how to approach their papers as readers.
•The safe pen name drives them to hone style, voice, and organization through multiple drafts.
•Mini lesson of grammar have direct application for long lasting skills.
•Self motivates and regulates the writing process.
Anecdote Anecdote
Students regulate each other Students regulate each other
Response 1
Response 2
The ultimate
Revisit the Essential Questions
What makes Writing worth Reading?
PublicationPublication
A book of class work that reflects the process
Metacognitives Final Drafts Love notes
A book of class work that reflects the process
Metacognitives Final Drafts Love notes
Metacognitives
More Metacognitives
Love NotesLove Notes
Love NotesLove Notes
Love NotesLove Notes
Love NotesLove Notes
Love NotesLove Notes
Expansion IdeasExpansion Ideas
Peer Edit another grade level.
ESL Critical Analysis Papers Research Papers
Peer Edit another grade level.
ESL Critical Analysis Papers Research Papers