Candis Carey, Portage High School

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Transcript of Candis Carey, Portage High School

  • Candis Carey, Portage High

  • Laura

  • Why do we write? We write to:express and reflectinquire and exploreanalyze and interprettake a standevaluate and judgepropose a solutionseek common groundinform or explainreport research-based writingReading Rhetorically: A Reader for WritersBean, Chappell, and Gillamtake tests

  • German AP TEST

    SectionNumber of Questions Percent of Final Score Time Section I: Multiple ChoiceApprox. 95 minutesPart AInterpretive Communication: Print Texts 30 questions 50%Approx. 40 minutesPart BInterpretive Communication: Print and Audio Texts (combined) 35 questions Approx. 55 minutesInterpretive Communication: Audio Texts Section II: Free Response Approx. 85 minutes Interpersonal Writing: E-mail Reply1 prompt 50%15 minutesPresentational Writing: Persuasive Essay1 promptApprox. 55 minutesInterpersonal Speaking: Conversation5 prompts20 seconds for each responsePresentational Speaking: Cultural Comparison1 prompt2 minutes to respond

  • You will write a persuasive essay to submit to a German writing contest. The essay topic is based on three accompanying sources, which presentdifferent viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then, you will have 40 minutes to prepare and write your essay.

    In your persuasive essay, you should present the sources different viewpoints on the topic and also clearly indicate your own viewpoint and defend it thoroughly. Use information from all of the sourcesto support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs.

  • IdeasSentence FluencyOrganizationWord ChoiceVoice Conventions + PresentationISBN-13: 978-0439280389

  • Vertical ArticulationNovice 4Novice 3Novice 2Novice 1Int. 5Int. 4Int. 3Int. 2Int. 1

  • I am from Israel.

    My name is Amalia. I am a married woman and have 3 kids. My son live in Florida and my girls in Israel. We usely like to travel to new places, to see moves and to go to Conserts.

    We move to St. Louis because my husbend get ajob in Boying Company. In the beging I feel happy to start a new life and my children encorg us to do that but When the day came it was hard to leve my girls in Israel and fly to U.S.

    Now after two years We miss the girls but we are close to my son. We travel a lot in U.S. to West Cost and to the East, meet new people and enjoy the new life. I help to improve my English with reading books watch T.V. and study English.

  • I like to introduce myself to all of you. My name is Jennifer. Im so happy to study in parkway esl school. It was out of my suspect before my arriving here. I have been here for almost six monthes. There are three people in my family. My husband. I and my son. Were new immigration in U.S.A. But America is not strange to us. We had been here for one yoar in 1990 to 1991.

    I came from Taiwan. I was born and grew up in south of Taiwan. I used to live Kalshining city about fourty eight years. When I decided to move here. I was so worried about, what St. Louis look like? Im no sure if I come to here that everything will be all right? Maybe Im afraid to drive. The most difficult thing is langurage problem. I cant sleep very well for a long time. Because I worried so much. I called my friend who had became a u.s. citizen two years ago. Im looking forward to getting more opinions from her. I made a list what should I do or what should I need to bring. The important thing is economic problem. I need to arrange all of my property. I need to give up my life living in Taiwan. But my husband had a strong feeling to send my son to America. He like to support my son to creat a different and challenge new life for his future. This is a motivation for us to move here.

    I hope that I can speak and listen better in the furture.

  • ACTFL Proficiency Guidelines 2012NoviceWriters at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy.IntermediateWriters at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives.AdvancedWriters at the Advanced level are characterized by the ability to write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature. They can narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity. Advanced-level writers produce connected discourse of paragraph length and structure. At this level, writers show good control of the most frequently used structures and generic vocabulary, allowing them to be understood by those unaccustomed to the writing of non-natives.

  • NoviceProduce lists and notesWords and phrasesPracticed materialIntermediateAsk and respond to questionsWrite simple messages and lettersSimple facts and ideasAdvancedMajor time (past, present, future)connections/ conjuctionsParagraph length

  • Lists allow for both inquiry and drafting. Reasons not to lieWays to spend $100Things to do besides watch TVThings that make you smileThings you might find at the beach

  • Dialogue Journal PromptsIts awful when I cantWhen Im boredWhat I like most about myselfSomething strange I saw.I couldnt sleepWhat does it mean to be (lazy)?I went to the end of the rainbow and foundI have a dreamWhen I see (red), I thinkI am happy whenNext year I want to

    Lead ins.Topic words Homework A fast food restaurant Snow Hero Zoo Money Vacation Car Friend Animal Jewelry

  • ListsGenerate an A Z listing on a specific topic. Freewrite on a specific word beauty, dangerous, heroic, love, jealousy, etc. Create big people to explore characters.Use a two voice list to explore aspects of a topic. Create a counting book on a topic. Write a how to on a topic.

  • Generating Ideas Students trace hand on paper. They write the important topic on the palm of the hand. They write 5 facts about the topic on each finger. Students pair with a partner to share their outline.

  • Big PeopleTrace a major character.Write notes about the character inside the body.Draw arrows outside the body. Add specific events and page numbers. Use as source for ideas. Deborah Dean

  • Ask questions. As a class ask questionsTeacher writes questions on boardStudents write a story which answers these questions.

  • Picture ThisUse an image, show for 1 minute, cover, each student writes words, phrases and sentences to describe. Segment image into 6 quadrants, show each quadrant for 1 minute, allow students to write out of context descriptionFinally show entire image again for one minute.

    6 + 1 Traits of Wrting - Ruth Culham

  • Artwork writingGive students a painting or pictureEach student writes a cinquain poemDisplay poems and picturesStudents must choose which poems and pictures go together.

  • Cinquain Poem

    Version 1One noun2 adjectives3 verbs1 phrase with 4 wordsRename the nounVersion 2two syllablesfour syllablesSix syllablesEight syllablesTwo syllables

  • P aris, a dynamic city withA rtistic museums and monuments,R ich in historyI nvites connoisseurs of life to S ites of great appeal.

  • In Loop Poetry there are no restrictions on the number of stanzas nor on the syllable count for each line. In each stanza, the last word of the first line becomes the first word of line two, last word of line 2 becomes the first word of line 3, last word of line 3 becomes the first word of line 4. This is followed for each stanza. What a joy to travelTravel to see placesPlaces that are differentDifferent people to meet.

    Who am I now?Now I have changed Changed by experiencesExperiences that are memories.

  • R.A.F.T.s

  • R.A.F.T.S.persuade, analyze, create, predict, compare, defend, evaluate

    RoleAudienceFormat TopicGerman governmentcitizens of Guernicaletterapology for what was doneFrancopeople of Spainspeechprotestation of innocenceMuseum curatorPicasso newspaper interviewquestions about the painting and likely answersSoldierCommandertelegramreasons for defeatMotherDiaryjournal entrywhat happened and personal thoughts about war????

  • Creative writing ideasWrite a letter to SantaExcuse not from school

  • BrainstormingWrite words about a topic Circle your favorite fiveUse these 5 to then write sentences.

  • Teach transitionsbut alsoand thenstill, alwaysat first as, likehoweverfor example oftenin this waylatersuddenlyperhapsbecau