Can you write? one of these?

Can you write?

one of these?

Can you write?

one of these?

Can you write? one of these?

Can you write one of these?

Writing, Grade 10

Write a letter explaining the meaning of responsibility as it relates to the high school experience. This letter will be included in a high school orientation booklet. You may use the following information, your own experiences, observations, and/or readings.

Responsibility: 1. The quality, state, or fact of being responsible. 2. Something for which one is accountable: duty.Source: Webster’s II New College Dictionary

Responsibility is the thing people dread most of all. Yet it is the one thing in the world that develops us.Source: Frank H. Crane

We must exchange the philosophy of excuse–what I am is beyond my control–for the philosophy ofresponsibility.

Source: Barbara Charline Jordan

It is not only for what we do that we are held responsible, but also for what we do not.Source: Jean Baptiste Poquelin Moliére

To achieve a healthy level of self-esteem, you must be able to accept who you are and be confident about yourdecisions and behavior. But there is another important ingredient in the development of self-esteem that isoften overlooked–the ability to take responsibility for your future. To live self-responsibly, you must be able toinfluence your behavior freely in three major areas: ...

• Taking action in ways that will help you reach your goal• Being accountable for your decisions, priorities and actions• Thinking for yourself by examining and actively choosing the values that will guide you, rather than

blindly accepting whatever you’re told by ... friends or the culture in which you live.

Since being responsible for yourself requires effort, thought and a range of difficult decisions, many peopleconvince themselves that it is an impossible challenge. Some blame others for their problems. Others hope thatsomeone will come along and make everything all right.

Remember: You cannot respect or trust yourself if you continually pass on to others the burdens of yourexistence.

Source: Nathaniel Branden, “All About Responsibility”

As you write a letter explaining the meaning of responsibility as it relates to the high school experience, remember toFocus on the meaning of responsibility as it relates to the high school experience.Consider the purpose, audience, and context of your letter.Organize your letter so that your ideas progress logically.Include relevant details that clearly develop your letter.Edit your letter for standard grammar and language usage.

Use the blank sheet of paper given to you by your teacher to plan your letter. Anything you write on the blank sheet will not be scored. You must write the final copy of your letter on the next page.

Write the final copy of your letter on the next page.

LITERACY

The ability to read,

write and understand

words

NEW: The ability to

read and write multiple forms of media and

integrate them into a

meaningful wholeSource: ASCD. http://www.ascd.org/

21ST CENTURY LITERACY

EVERYONE’S CONCERNS

School Improvement Plan

Teacher Evaluation Instrument

Common Core Standards

IB MYP

TEI Standard III: Teachers know the content they

teach.a. Teachers align their instruction with the North

Carolina Standard Course of Study… …content standards…strategies…rigorous and relevant…balanced curriculum …

balanced curriculum …that enhances

literacy skills…Middle and high-school teachers incorporate

literacy instruction within the content area…

TEI Standard IV: Teachers facilitate learning for their

students. c. Teachers use a variety of instructional

methods….most effective in meeting the needs of students…eliminate achievement gaps…wide range of techniques, including…

Differentiated instruction…

emerging research…use of appropriate

methods

KEY SKILLS

THE 4 TOP INSTRUCTIONAL STRATEGIES

Increase STUDENT ENGAGEMENT through anticipation and writing-to-learn activities

Provide explicitVOCABULARY instruction in your content area.

Provide DIRECT and explicit writing-to-learnCOMPREHENSIONstrategies as students read content-area texts.

Provide opportunities for extended DISCUSSION of text meaning as preparation for writing responses.

DISCUSSION AND WRITING

Read— excerpt from

text related

article(s) from Opposing Viewpoints

Related song lyrics, proverb, book blurb, movie review

How can we get them to THINK??

Write— 2-column

Learning Log

Personal response journal

Summary Sticky note comments KWL chart

Think— Solutions to

problems The “other”

point of view

What you would say to someone who asked…

Discuss— Pair-Share Three’s a

Charm 20

Questions and 40 Answers

Sticky Note Discussions

HOTS Q’s

RTWD

Marzano’s

Top

Identifying similarities and differences

From Marzano, et al., Classroom Instruction That Works, 2001.

Summarizing and note-taking strategiesReinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advanced organizers