English Language Arts Writing - Hinds County School .Vertical Articulation of Writing Skills and

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Transcript of English Language Arts Writing - Hinds County School .Vertical Articulation of Writing Skills and

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    English Language Arts

    Writing SpringBoard

    Grade

    10 Workshop

    TCB_LA_WW_SE_G10_FM.indd 1 03/08/14 3:56 PM

  • Contents Writing Workshop 1 The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

    Writing Workshop 2 Argumentative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

    Writing Workshop 3 Expository Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

    Writing Workshop 4 Narrative Writing: Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

    Writing Workshop 5 Response to Literature: Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

    Writing Workshop 6 Research Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

    isBn: 9781457303425

    Copyright 2014 the College Board. All rights reserved.

    College Board, Advanced placement program, Ap, Ap Central, Ap Vertical teams, College Ed, pre-Ap, springBoard, connecting to college success, sAt, and the acorn logo are registered trademarks of the College Board. College Board standards for College success, connect to college success, English textual power, and springBoard are trademarks owned by College Board. psAt/nMsQt is a registered trademark of the College Board and national Merit scholarship Corporation. All other products and services may be trademarks of their respective owners.

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    ii SpringBoard English Language Arts Grade 10

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  • IntroductionspringBoard instruction in writing is addressed in two integrated ways:through project-based, scaffolded writing assessments in the student textsthrough springBoard writing workshops

    to support students in becoming effective writers, these writing workshops offer guided experiences in specific rhetorical and grammar and usage skills, emphasizing practice and mastery of specific writing modes. the springBoard writing workshops offer direct writing instruction to support and extend mastery of the writing process and commonly assessed written products. Each workshop guides students through the writing of three separate texts in the specific mode being taught: one that is constructed as a class with direct guidance from the teacher, one that is peer constructed with teacher support, and one that is written independently.

    Instructional Designthe springBoard writing workshops follow an instructional sequence designed to support students in their initial writing efforts and to provide practice to help them gain independent writing skills. Each workshop is composed of four activities that are structured to provide a gradual release of control, moving students from a class writing exercise to writing independently.

    Activity 1 requires students to read a mentor text and to study it from the perspective of a writer to understand structure and stylistic techniques the author uses to create meaning in the text.

    Activity 2 has students participate in a class-constructed writing practice in which the teacher guides students in writing a model text that incorporates learning from the analysis of the mentor text in Activity 1. Activity 2 enables the most proficient writer in the roomthe teacherto model springBoard writing strategies and to help students move successfully through the writing process to create a text that adheres to the Learning targets outlined for the activity.

    Activity 3 has students work in collaborative groups to apply knowledge learned from the first two activities and to produce a writing product that meets the expectations for writing in the specific mode. For this activity, students do the planning and writing, while teachers monitor their work and provide mini-lessons as needed to differentiate instruction and to support student learning.

    Activity 4 requires students to work on their own to produce writing that demonstrates all the characteristics of the mode they have been learning and practicing.

    Vertical Articulation of Writing Skills and Conceptsthe springBoard writing workshops provide extensive coverage in essential modes, as well as in creative modes. For each writing mode, there is a clear sequence of writing development, taking students through organizational structure, presentation of ideas, use of stylistic techniques, use of sentence structure for effect, and incorporation of grammar and language conventions. Each writing workshop is accompanied by a scoring guide that outlines the performance expectations for each writing mode and provides accountability for the learning targets identified at each grade level.

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    Writing Workshop iii

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  • in the upper grades these writing workshops provide several opportunities for students to practice responding to writing prompts that are modeled on Ap-type prompts, thus preparing them to demonstrate the skills needed for college entrance exams, Ap assessments, and high-stakes state assessments.

    through writing experiences in the springBoard texts as well as in these writing workshops, students will be prepared to write in any tested genre and will gain the following:reading-writing connections that result in transferable literacy skillsAbility to produce writing in a variety of modesExperience in using research to inform writing and to support credible argumentskills in collaborating and communicating with other writersLanguage development in writing and speech, as well as embedded grammar

    instruction that focuses on structure and effect in writing

    Acknowledgmentsthe College Board gratefully acknowledges the contributions of the following classroom teachers and writers who contributed to the revision of these writing workshops.

    Lance Balla T. J. Hanifyk-12 English Curriculum Developer English Language Arts Ap teacherBellevue school District 405 Bellevue school District 405Bellevue, Washington Bellevue, Washington

    Robert J. Caughey Susan Van DorenAp English teacher English Language Arts & Ap teachersan Dieguito Union high school District Douglas County school Districtsan Diego, California Minden, nevada Charise Hallberg Michelle LewisEnglish Language Arts Ap teacher Curriculum Coordinator: English Bellevue school District 405 and social studiesBellevue, Washington spokane public school spokane, Washington

    Springboard English Language Arts StaffJoely Negedly Doug WaughEnglish Language Arts Executive Director, instructional specialist product Management

    JoEllen VictoreenEnglish Language Arts senior instructional specialist

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    iv SpringBoard English Language Arts Grade 10

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  • WRITING WORKSHOP

    Writing Process: Stages and Strategies Learning TargetsProduceclearandcoherentwritinginwhichthedevelopment,organization,and

    styleareappropriatetotask,purpose,andaudience.Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,

    ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.(EditingforconventionsshoulddemonstratecommandofLanguagestandards13uptoandincludinghighschoolgradelevels).

    DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

    DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

    Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

    Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersonhighschoolleveltopics,texts,andissues,buildingonothersideasandexpressingtheirownclearlyandpersuasively.

    The Writing ProcessWritingisarecursiveprocessandnotmerelyasetofstagestofollowwhencomposingatext.Successfulwritersareflexibleinhowtheyapproachawritingassignment.Theyuseavarietyofstrategiestocarryoutandmanagethetaskofcomposing.Thisworkshopisdesignedtohelpyouunderstandthestagesofthewritingprocessandstrategiesthatwillhelpdevelopyourownwritingprocess.

    Tocompletethisworkshopyouwillworkwithyourteacherandyourclassmatestoconstructamodelessay.Youwillthenusethismodeltowriteyourownessay.

    AcTiviTy 1

    Exploring the Writing Process Before Reading 1.Whatisyourwritingprocess?Describethestagesyougothrough,from

    beginningtoend,topublishapieceofwriting.

    Stages of the Writing Process 2.Definethetraditionalstagesofthewritingprocesslistedbelowinrandom

    order.Workwithapartnertobrainstormtheroleofthewriterwithineachstageofthewritingprocess.

    1

    LEARNING STRATEGIESQuickwrite,Previewing,Think-Pair-Share,GraphicOrganizer,RAFT,ThinkAloud,GeneratingQuestions,Brainstorming,Self-Editing,MarkingtheText,SharingandResponding

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    Writing Workshop 1 Writing Process: Stages and Strategies 1

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  • Writing Workshop 1 (continued)

    Writers Role

    SharingandResponding Prewriting

    Editing Publishing

    Revising Drafting