What Type of Trash or Garbage Do You Leave Behind? 1.Think about the trash and garbage you produce each day. Where does it go? What happens to the trash.

Slides:

Advertisements

Similar presentations

ENTREPRENEURSHIP EDUCATION AT THE MIDDLE LEVELs

Advertisements

Strategies for Writing in the Elementary Classroom

Qatar Health and Wellnesswww.qatar.ucalgary.caEnriching Qatar Health and Wellness The Writing and Research Workshop Series.

Common Core State Standards (CCSS) Nevada Joint Union High School District Nevada Union High School September 23, 2013 Louise Johnson, Ed.D. Superintendent.

Rubric Basics. Focus Pictures of ducks Focus Addresses all aspects of prompt appropriately maintains a strongly developed focus. Look for: *Thesis statement.

Writing Performance Tasks* for CTE *also known as Writing Tasks.

CCSS Performance Tasks

What does it take to produce effective writing? The goal is clear, fluent, and effective communication of IDEAS.

Depth of Knowledge, Standards, and the New State Assessments (AMP)

The Writing Process.

EVIDENCE BASED WRITING

Michigan Common Core Standards

PENNSYLVANIA COMMON CORE STANDARDS 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined.

Educator’s Guide Using Instructables With Your Students.

The Common Core and Argument Writing. Write: What was your best writing experience? What was your worst writing experience?

CCSS: Types of Writing.

Task Card Templates Choose one slide below each week to create a task card for a Tech Tub station. Make sure to fill in the “Notes” below the task card.

Rubric Understanding. Focus Addresses all aspects of prompt appropriately maintains a strongly developed focus. A B C D.

Meet a Friend and Write Their Story

Unit Portfolio Presentation Linda Hill & Jonna Wallis

CTE Literacy Support Session 3 Using Templates for Scaffolding Student Writing Feedback and evaluation of student writing.

Standards! What are we writing? What are we practicing?

ELA Common Core Shifts. Shift 1 Balancing Informational & Literary Text.

Grades 4-5 Extended-response (4-point) Rubric/Constructed-response.

Welcome Parents Thank you for coming! Grab a 6 th Grade Standards Handout. Sit wherever you would like.

Writing Journal Objectives: I will produce clear and coherent writing. I will become a better writer through routine practice and activities.

Lesson Plan Project by Jill Keeve. Goal/Objective Goal : Students will use a reading excerpt to explore alternate background information on conic sections.

African-American History WebQuest by E. R. Luchs.

Anchor Standards ELA Standards marked with this symbol represent Kansas’s 15%

New Writing Expectations Require a New Approach: An Introduction to Ready ® Writing Grades 3-5 Adam Berkin Vice President, Product Development

DO NOW August 13 COPY THE FOLLOWING RED STATEMENT IN THE OVAL ON THE HANDOUT I GAVE YOU AS YOU CAME IN THE DOOR. WHAT ARE THE STEPS OF THE SCIENTIFIC METHOD.

The Paper Graduation Project. The basics… A 6-8 page research paper in 11 th grade English. The final draft is graded by a board of “ghost graders,” i.e.

Grade 5:Text Types and Purposes W1

Grade 3: Text Types and Purposes W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they.

School Start Time Adapted from a presentation by Tom Fox, National Writing Project (June 16, 2014) A Mini-Unit on Teaching Argument.

Writing Informative Grades College and Career Readiness Standards for Writing Text Types and Purposes arguments 1.Write arguments to support a substantive.

Mini-Lesson ideas to do with the class Create a graphic organizer – word web Create a 4 square writing Create a Venn Diagram Teach a song or poem Present.

11/3/14 Do Now: Take out: -Notes and outline -Copies of Dialectical Journals -Gatsby books Homework: Gatsby Literary Analysis Essay due 11/4 by 11:59pm.

The Writing Process Section 1. 5 Steps  Prewrite Comprehend, brainstorm, and organize Comprehend, brainstorm, and organize  Write Get your ideas down.

ELACC7W1 Write arguments to support claims with clear reasons and relevant evidence.

Argumentative Writing Grades College and Career Readiness Standards for Writing Text Types and Purposes arguments 1.Write arguments to support a.

COMMON CORE CONTENT STANDARDS Module 1: Read and Know the Standard.

There are five steps in the writing process. Hand book page 1.

Writing a Research Paper Workshop 4 in Holt Literature.

ELA - 3 Common Core Vs Kansas Standards. DOMAIN Standards For Literature (RL)

+ PARCC Partnership for Assessment of Readiness for College and Careers.

PARENT MEETING 1 ST GRADING PERIOD with Mrs. Besuden.

1.Read entire task before beginning. 2.Choose one picture of a Native American group on your table. 3.Start with a Circle Map and write everything that.

Winston - Salem / Forsyth County Schools ELA Module Two: Writing.

Humor & Exaggeration Poem Interpretation 1.Re-read the poem entitled “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” on pages 582 and 583 in.

The Paragraph. Parts of a Paragraph 1.One Main Idea 2.Topic sentence 3.Indent; spelling and punctuation sentences 5.Closing sentence.

6 + 1 Writing Traits Selma City Schools Summer Conference

Drummer Boys The student will create an online K-W-L chart on the drummer boys of the Civil War before reading “The Drummer Boy of Shiloh” Follow the directions.

A Character’s Character

Common Core State Standards

6th Grade Research Project Almeria Middle School 2013

Literacy April 7, 2014 Get all materials and books ready for the day.

Trading Cards After reading the short story entitled “The Dinner Party,” you will create a trading card that is reflective of your interpretation of character.

Writing Workshop: Courage & heroism

Warm-Up: Take a ¼ sheet of paper.

AVID and The Common Core

CAHSEE Writing Prompt.

Team Composition Group Director: Cooperation and Time Management Group Artist: Conceptualization and Design Group Stenographer: Copying Standards Atop.

Humor & Exaggeration Poem Interpretation

Lesson 6-7: Understanding the MYP Grading Rubric/Writing a response paragraph using PEEL 9/20/2017.

My Family Heritage Project.

Informative/Explanatory Writing

Warm-Up: Take a ¼ sheet of paper.

Take out your pre-writing materials.

Presentation transcript:

What Type of Trash or Garbage Do You Leave Behind? 1.Think about the trash and garbage you produce each day. Where does it go? What happens to the trash and garbage? 2.Complete an online K-W-L chart of: a) What you know about recyclable, reusable, and compostable trash/garbage. b) What you WANT to know about recyclable, reusable, and compostable trash/garbage. 3. Save your draft online following the directions given on the website provided. 4.Read the poem entitled “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” on pages 582 and 583 in your Holt literature textbook. 5.Research the words recyclable, reusable, and compostable trash. 6.Keep a log of the trash you produce in three days (for example: a banana peel, an apple core, a chip bag, a water bottle, etc.) 7.Revisit your saved draft of your K-W-L chart and complete the last column: What you LEARNED about recyclable, reusable, and compostable trash. 8.Write a well-developed paragraph in Microsoft Word about what types of trash or garbage you leave behind and include a commentary on how you can make an environmental difference. 9.Click on FILE, and then SAVE AS. Enter your first initial and your last name followed by kwl. Save to DOCUMENTS. Example: tthibodeauxkwl Students will complete an online K-W-L chart on the trash/garbage before reading the poem entitled “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” Follow the directions below to complete the activity. This task uses: om-resources/student- interactives/creator html Common Core/NG Standard(s): 7.W.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 7.W.6- Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 7.W.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Rubric for a Well-Written Paragraph Categories of Performance:Beginner (1)Basic (2)Intermediate (3)Advanced (4) ToneThe tone is inappropriate for the writing purpose. The tone shifts from formal to informal and is not consistent. The tone shifts occasionally from formal to informal, or vice versa. The appropriate tone is used consistently. Opening sentenceThe sentence is incomplete and does not state the main idea. The sentence is complete, but does not state the main idea. The sentence is complete and adequately states the main idea. The sentence is complete and clearly states the main idea. Supporting sentencesSome sentences are incomplete or run- on and do not support the main idea. Some sentences are incomplete or run-on, but support the main idea. Most sentences are complete and support the main idea. All sentences are complete and support the main idea. Closing sentence The sentence is incomplete and does not sum up the paragraph. The sentence is complete, but does not sum up the paragraph. The sentence is complete and adequately sums up the paragraph. The sentence is complete and clearly sums up the paragraph. Organization of ideasIdeas in the paragraph are disorganized and do not support the main idea, causing a confusion of meaning. A few ideas in the paragraph do not support the main idea or are out of place, causing a confusion of meaning. Ideas in the paragraph support the main idea, but could be organized more clearly. Ideas flow in the paragraph and clearly support the main idea, creating meaning. Vocabulary or word useSome inappropriate vocabulary is used and some words are used in the wrong context. Some words are used in the wrong context. All words are used appropriately.All words are used appropriately and there is evidence of some new vocabulary being used. Spelling, capitalization, and punctuation There are many errors in spelling, capitalization, and punctuation. There are some errors in spelling, capitalization, and punctuation. There are only a few errors in spelling, capitalization, and punctuation. There are no errors in spelling, capitalization, or punctuation