the journey where have you come from? where are you going?

The Journey

Where have you come from?

Where are you going?

• This will be the over-riding theme for this class this year.

• We will be looking at many kinds of journeys:– Travel/Destinations – Spiritual, Emotional and Moral– Coming of Age/Growing up– Epics– Survival– Self-awareness– And many other possibilities as well

The Journey

• One of my favorite writers, Ursula K. LeGuin, once said:

“It is good to have an end to journey toward, but it is the journey that matters in the end.”

Take a few moments to reflect on what LeGuin might be trying to say with this passage.

The Journey

• One of my favorite writers, Ursula K. LeGuin, once said:

“It is good to have an end to journey toward, but it is the journey that matters in the end.”

Take thirty seconds to share your thoughts with someone sitting near you and another thirty seconds to hear their thoughts.

The Journey

I’m curious about you.

I’m curious about your journey so far.

I’m curious about what you are journeying towards.

The Journey

The Journey

On a piece of notebook paper, answerthe following questions about your journey so far.

Put a header on the page that looks like this:

Your NameMr. WatsonEnglish 4B21 August 2012

The Journey—so farPlease write the question and your answer

1. Where have you lived?

2. Who joins you in your journey? (i.e., parents, siblings, additional family or friends, pets)

3. What accomplishment or talent are you most proud of?

4. What do you do for fun/entertainment? (hobbies, sports, music, movies, etc.)

5. How has school played a role in your journey?

6. In what ways has reading and writing played a role in your journey?

7. Where have you traveled or vacationed to?

8. What is something that others would find surprising or

unique about your journey so far?

The Journey—What’s in your futurePlease write the question and your answer

1. Where would you like to live?

2. What are your hopes for family and friends in the future?

3. What do you see as major life goals for your future?

4. How will you support yourself in the future?

5. What do you see as the role of school/education beyond high school graduation?

6. What’s on your bucket list?

The JourneyGetting to Know You

1. Find a partner-preferably someone you don’t know already

2. Take five to eight minutes to share your answers with your partner.

3. You might want to take a few notes concerning what you learn about the other person because…

The JourneyGetting to Know You

4.You will be introducing your partner to the class in about 10 minutes.

You will introduce them by name (first and last)

You will share one interesting fact about their journey so far

You will share one interesting thing about their plans for the future

The Journey

The Assignment:

Create a multi-paragraph expository essay in which you explain your journey to your English teacher. Include an introductory paragraph, body paragraphs, and a concluding paragraph.

Purpose:

As your teacher, I would like to get to know you better; as your English teacher, I need to know how you write. Think of this essay as an opportunity to introduce yourself to me while at the same time showing me what you know about the writing process.

An Essay Writing Exercise

The JourneyAn Essay Writing Exercise

Suggestions:

•Go back to the questions you answered earlier for ideas of where this paper might go.

•Add other pertinent information that you feel is important for me to know.

•Subtract irrelevant information that would detract from the organization and purpose of this essay.

•Look for logical patterns to this information that will help you organize your thoughts in a meaningful way.


Standards Assessed:

Writing Standard 2a:Introduce a topic; organize complex ideas, concepts, and

information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. *MLA formatting

Language Standard 2c:

Spell Correctly.

Writing Standard 2d:

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


Scoring Rubrics:



What are the three things this standard is asking you to do?


Scoring Rubrics:




Scoring Rubrics:

Writing Standard 2a:Introduce a topic; organize complex ideas, concepts,

and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. *MLA formatting


Scoring Rubrics:




Scoring Rubrics:


information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia

when useful to aiding comprehension. *MLA formatting 4. Introduces a topic in an engaging way; organizes complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension* 3. Introduces a topic; organizes complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension*

2. Introduces topic; organizes ideas, concepts, and information, and formatted correctly*

1. Introduces topic; organizes ideas poorly or includes formatting errors

This is the “C”


Scoring Rubrics:


Spell Correctly.

4. No spelling errors

3. Minimal spelling errors that do not distract from meaning

2. Spelling errors distract from meaning

1. Spelling errors inhibit meaning


Scoring Rubrics:


Spell Correctly.

Example Sentence:

The quick brown fox jumps over the lazy dog.4. No spelling errors





Scoring Rubrics:


Spell Correctly.

Example Sentence:

The quik brown fox jumps over the lazy dog.4. No spelling errors





Scoring Rubrics:


Spell Correctly.

Example Sentence:

The quik brown fox jump over the lazy dawg.4. No spelling errors





Scoring Rubrics:


Spell Correctly.

Example Sentence:

The quk bran fax jump ofer the lacy dog.4. No spelling errors





Scoring Rubrics:

Writing Standard 1d:

Establish and maintain a formal style and objective tone while attending to

the norms and conventions of the discipline in which they are writing.4. Establishes and maintains a formal style and objective tone; demonstrates a grade-level mastery of English language norms and conventions

3. Establishes and maintains a formal style and objective tone; demonstrates a command for English language norms and conventions

2. Establishes but does not maintain formal style and objective tone; demonstrates a basic understanding of the English language norms and conventions 1. Uses informal style or tone or does not demonstrate an understanding of the English language norms and conventions

the journey where have you come from? where are you going?

Documents