English

Guiding Questions  How do grammar skills enhance written communication?  What does it mean to be an effective writer?  How do grammar skills enhance written communication?  What does it mean to be an effective writer?

Vocabulary  Revise  Voice  Quotation Marks  Revise  Voice  Quotation Marks

Objective: Students revise drafts for improved voice, literary techniques, and sentence variety.  Today you will continue to improve your engaging stories by making sure you have a strong voice in your writing.  What is voice?  How can it affect writing?  Do you always have to write in your own voice?  Share examples.  Today you will continue to improve your engaging stories by making sure you have a strong voice in your writing.  What is voice?  How can it affect writing?  Do you always have to write in your own voice?  Share examples.

Students revise drafts for improved voice, literary techniques, and sentence variety.  Explain that one of the more difficult aspects of voice is assessing it fairly. Handout: Voice Rubric..  Display the selected piece of writing. Think Aloud with students while using Handout: Voice Rubric to assess voice in the piece.  Explain that one of the more difficult aspects of voice is assessing it fairly. Handout: Voice Rubric..  Display the selected piece of writing. Think Aloud with students while using Handout: Voice Rubric to assess voice in the piece.

 You don’t know about me, without you have read a book by the name of “The Adventures of Tom Sawyer,” but that ain’t no matter. That book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he told the truth. That is nothing. I never seen anybody but lied, one time or another, without it was Aunty Polly— Tom’s Aunt Polly, she is—and Mary, and the Widow Douglas, is all told about in that book—which is mostly a true book, with some stretchers, as I said before.  Breaking rules left and right here. Note the atrocious grammar and the way he interrupts and repeats himself. Mr. Twain puts us right in the room with Huck Finn. Simply the way it is worded helps us to both hear the accent and see the boy—before ever being told what he sounds or looks like.Mr. Twain  You don’t know about me, without you have read a book by the name of “The Adventures of Tom Sawyer,” but that ain’t no matter. That book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he told the truth. That is nothing. I never seen anybody but lied, one time or another, without it was Aunty Polly— Tom’s Aunt Polly, she is—and Mary, and the Widow Douglas, is all told about in that book—which is mostly a true book, with some stretchers, as I said before.  Breaking rules left and right here. Note the atrocious grammar and the way he interrupts and repeats himself. Mr. Twain puts us right in the room with Huck Finn. Simply the way it is worded helps us to both hear the accent and see the boy—before ever being told what he sounds or looks like.Mr. Twain

Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it showMatching voice to purpose 531 The author’s fingerprints are on this piece of writing. Voice is expressive and lively. Voice is used inconsistently, with strong and weak examples throughout the piece. There is not much voice or energy in this piece. The author cares deeply about the topic and it shows in nearly every line. The author likes the topic and the voice is adequate. The author is indifferent and voice is not apparent. The author is fully aware of the audience and uses voice to capture readers and keep them interested. The author is aware of the audience. The voice is acceptable and functional. The author is unaware of the audience. The voice is boring and dull. The voice enhances the purpose of this piece and is a perfect fit. Sometimes the voice matches the purpose of the piece, but at other times it is not appropriate. The voice in this piece is not at all appropriate for the purpose. The voice captures the mood and tone of this piece and makes readers want to read it aloud to others. The voice supports the mood and tone of this piece, but stronger words would make it more evident. The voice doesn’t help readers recognize the mood or tone of the piece. Readers are glad when they finally finish reading the piece.

 Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #1  There is not much voice or energy in this piece.  The author is indifferent and voice is not apparent.  The author is unaware of the audience. The voice is boring and dull.  The voice in this piece is not at all appropriate for the purpose.  The voice doesn’t help readers recognize the mood or tone of the piece. Readers are glad when they finally finish reading the piece.  Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #1  There is not much voice or energy in this piece.  The author is indifferent and voice is not apparent.  The author is unaware of the audience. The voice is boring and dull.  The voice in this piece is not at all appropriate for the purpose.  The voice doesn’t help readers recognize the mood or tone of the piece. Readers are glad when they finally finish reading the piece.

Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #3  Voice is used inconsistently, with strong and weak examples throughout the piece.  The author likes the topic and the voice is adequate.  The author is aware of the audience. The voice is acceptable and functional.  Sometimes the voice matches the purpose of the piece, but at other times it is not appropriate.  The voice supports the mood and tone of this piece, but stronger words would make it more evident. Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #3  Voice is used inconsistently, with strong and weak examples throughout the piece.  The author likes the topic and the voice is adequate.  The author is aware of the audience. The voice is acceptable and functional.  Sometimes the voice matches the purpose of the piece, but at other times it is not appropriate.  The voice supports the mood and tone of this piece, but stronger words would make it more evident.

Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #5  The author’s fingerprints are on this piece of writing. Voice is expressive and lively.  The author cares deeply about the topic and it shows in nearly every line.  The author is fully aware of the audience and uses voice to capture readers and keep them interested.  The voice enhances the purpose of this piece and is a perfect fit.  The voice captures the mood and tone of this piece and makes readers want to read it aloud to others. #5  The author’s fingerprints are on this piece of writing. Voice is expressive and lively.  The author cares deeply about the topic and it shows in nearly every line.  The author is fully aware of the audience and uses voice to capture readers and keep them interested.  The voice enhances the purpose of this piece and is a perfect fit.  The voice captures the mood and tone of this piece and makes readers want to read it aloud to others.

 Select a piece of writing with either a strong or weak voice to assess with students using Handout: Voice Rubric.  Background Information This Instructional Routine partially assesses Performance Indicator: “Use the writing process and conventions of language to write an engaging story using a range of literary strategies and devices to enhance the plot.” Teacher Notes: MISCONCEPTION: Some students believe that the voice of a paper must always be the authentic voice of the writer. However, the author does not have to write in his/her authentic voice, but must make us believe that it is his/her authentic voice throughout the writing.  Voice is something that is not nearly as tangible as grammar or focus. It is necessary for a teacher to truly understand voice in order to ensure that it becomes concrete to students. Consider preparing a practice activity to further support students. An example could be for students to write a short note of apology from different perspectives for breaking a neighbor’s window: a sweet little girl, a rough teenager, and one from themselves. Assign these one at a time and stop to read a few as the students finish them. This will demonstrate what voice looks like in a more concrete manner  Select a piece of writing with either a strong or weak voice to assess with students using Handout: Voice Rubric.  Background Information This Instructional Routine partially assesses Performance Indicator: “Use the writing process and conventions of language to write an engaging story using a range of literary strategies and devices to enhance the plot.” Teacher Notes: MISCONCEPTION: Some students believe that the voice of a paper must always be the authentic voice of the writer. However, the author does not have to write in his/her authentic voice, but must make us believe that it is his/her authentic voice throughout the writing.  Voice is something that is not nearly as tangible as grammar or focus. It is necessary for a teacher to truly understand voice in order to ensure that it becomes concrete to students. Consider preparing a practice activity to further support students. An example could be for students to write a short note of apology from different perspectives for breaking a neighbor’s window: a sweet little girl, a rough teenager, and one from themselves. Assign these one at a time and stop to read a few as the students finish them. This will demonstrate what voice looks like in a more concrete manner

Students revise drafts for improved voice, literary techniques, and sentence variety.  Explain that using a variety of sentence types and lengths when writing adds rhythm and voice. Model revising selected sentences to increase variety.  Literary techniques also contribute to voice. Students revise drafts for improved voice, literary techniques, and sentence variety.  Explain that using a variety of sentence types and lengths when writing adds rhythm and voice. Model revising selected sentences to increase variety.  Literary techniques also contribute to voice.

Students revise drafts for improved voice, literary techniques, and sentence variety. Learning Applications  1.Handout: Voice Rubric. Assess the use of voice in your engaging stories.  2. Continue revising your engaging story drafts, focusing on using a variety of sentence types and lengths and other literary techniques that contribute to voice.  3. Meet with me at least once this week so that I may provide targeted, individualized instruction.  1.Handout: Voice Rubric. Assess the use of voice in your engaging stories.  2. Continue revising your engaging story drafts, focusing on using a variety of sentence types and lengths and other literary techniques that contribute to voice.  3. Meet with me at least once this week so that I may provide targeted, individualized instruction.

Quotation Marks USE quotation marks to enclose a direct quote: Example: “My work will be completed on time,” the student promised. DO NOT USE quotation marks with an indirect quote. Example: The teacher said she wanted all of the students to pass her class. Explain why they aren’t needed in the second example: __________________________________________________ __________________________________________________ USE quotation marks to enclose a direct quote: Example: “My work will be completed on time,” the student promised. DO NOT USE quotation marks with an indirect quote. Example: The teacher said she wanted all of the students to pass her class. Explain why they aren’t needed in the second example: __________________________________________________ __________________________________________________

Quotation Marks. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Example: Her comment of “yeah, right” indicated her attitude toward my suggestion.. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Example: Her comment of “yeah, right” indicated her attitude toward my suggestion.

Quotation Marks 2. Use single marks to enclose a quotation within a quotation. Example: The parent explained to the teacher, “My child told me, ‘Mother I don’t have any homework tonight.’” 2. Use single marks to enclose a quotation within a quotation. Example: The parent explained to the teacher, “My child told me, ‘Mother I don’t have any homework tonight.’”

Quotation Marks 3. Place closing quotation marks outside a period or comma. Example: My mom said, “I love you.” 4. Place quotation marks OUTSIDE if a question or exclamation point is part of the quotation. 3. Place closing quotation marks outside a period or comma. Example: My mom said, “I love you.” 4. Place quotation marks OUTSIDE if a question or exclamation point is part of the quotation.

Quotation Marks 5. Place exclamation points or question marks that are NOT part of the quotation OUTSIDE the quotation marks. Example: What do you think of the saying, “Do your own thing”? 5. Place exclamation points or question marks that are NOT part of the quotation OUTSIDE the quotation marks. Example: What do you think of the saying, “Do your own thing”?

Quotation Marks 6. Use quotation marks with titles of articles, chapters, poems, short stories, or art works. UNDERLINE books, magazines, newspapers, aircrafts, ships, and trains. Example: The article “Money Management” is in the last issue of Newsweek magazine. 6. Use quotation marks with titles of articles, chapters, poems, short stories, or art works. UNDERLINE books, magazines, newspapers, aircrafts, ships, and trains. Example: The article “Money Management” is in the last issue of Newsweek magazine.

Students revise drafts for improved voice, literary techniques, and sentence variety. Closure 30 Second Write Which strategies did you use to create voice in your writing? Discuss responses. Share your revisions with the class