When responding to a critical response in the reading section of the PSSAs, writers must maintain vigilance regarding the expectations (within the prompt) and time. To ensure that each minute is accounted for and used to its full potential, students may adhere to the following tips and steps.
*Read then reread the prompt to determine ALL the questions/statements being asked of the writer to answer. *In a list, document the answers/statements needed within your essay. This stage will allow writers to fulfill the prewriting stage of writing. *After setting up your scrap paper, skim/reread/highlight textual examples to support your answers regarding the prompt. This is one of the most important steps when completing a critical response. Scorers will want to see how the writer has formulated the answers they've documented. *Since textual evidence should never stand on its own, the writer will need to interpret HOW the information gathered from the reading relates to the answer(s) given in the thesis statement. A skilled writer will ensure that their reader (and even they themselves) understands the choices made within the critical response. *Once students have written/highlighted information to include within their critical response, they must craft a clear, focused response that creates a flow of ideas which culminate into a successful piece.
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Despite the snowy weather and accumulated cancelled days, students can still catch up on their journals for the third nine week period.
Journal #23: In light of the new year, people around the world are working to create and adhere to their 2014 resolutions. Rather than looking ahead, students will look back to their year in 2013. Students will write a letter to their past self and provide advice/support during a trying moment they experienced. Journal #24: After assessing Gary Provost's points on sentence variety and its potential musicality, students will choose an idea they feel passionately about to craft a paragraph expressing their thoughts and feelings while modeling sentence variety in their writing. Journal #25: To engage the classes in introspective thinking and analysis, students will assess their surroundings. At one point in almost everyone's life, the students have faced the temptation or need to "belong." Students must determine in what ways they see others conforming in their surroundings. Likewise, students must write about their own attempts to conform or rebel against the traditions of conformity. Journal #26: During the classes' analysis of Robert Frost's "Two Roads Diverged in a Wood," students will assess whether all decisions made in one's life are of equal importance. Students must also determine what kinds of decisions would take more time to make while fully explaining their reasoning "why." Journal #27: In continuance with our explication of "Two Roads Diverged in a Wood," students will write a personal narrative recounting a decision they made yet regretted at a later date. Students will use reflection to review what happened in their past. Journal #28: (Image Poem) Since evaluating various poems that provide a great deal of imagery, students will write their own poem using this poetic device in the attempt to "bring to life" the sensory details of an image. Journal #29: (Color Poem) After analyzing the relationship between colors and emotions, students will select a color to personify through a narrative, dramatic, or lyrical poem. Students are NOT required to use rhyme unless they choose to incorporate it. |
Ms. HutiraThe following blog allows students and parents to recap the class's unit lessons. Archives
January 2020
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