1. Student Survey: a writing process Lesson Plan Created by LaRay Biziewski Venice High School

2. Step One: Review “do/don’t” infraction list“do/don’t” See Writing Criteria on website Practice

3. 1) no run ons or comma splices 2) no fragments 3) capitalize: sentences, proper nouns, proper adjectives, titles, etc. 4) use apostrophes to show possession 5) no contractions in formal writing 6) use appropriate end marks 7) use commas in a series 8) no 1 st person or 2 nd person (unless appropriate) 9) write out words and, because, with 10)proper heading: first and last name, date, period / upper right / assignment title / first line / center 11) titles: (bmmns) underline / italics, quotation mark

4. Step Two: Answer the following statements on your paper. Use complete sentences and support your answers with specific details. Use blue or black pen ONLY. Adhere to the “do/don’t” infraction list on the Writing Criteria page in your packet and on my website

5. Directions: Write the following stems on your paper. Leave room to answer them. (answers that are “squeezed” in the spaces will be returned for you to rewrite) Use blue or black pen only. Do NOT write on the back of your paper. Use complete sentences and support your answers with SPECIFIC details. Finish the survey at home, if necessary. You may word process your answers at home, but utilize your in-class time by writing down rough draft ideas.

6. 1.The school subject that is easiest for me is 2. After school, I spend my time 3.My favorite movie of all time is 4.One thing I know that I really need to work on in this is class is 5.My strength in English class is Reminder: use blue or black pen (or word process)

7. 6.The most favorite academic activity I have EVER done in an English class is 7.At this point, my plans for after high school are 8.If I could make any changes in my educational past, I would have 9.If a teacher really wants to get along with me 10.If neither money, talent nor brains were a factor, and I could have any career in the world, I would Reminder: Use blue or black pen (or word process) DUE TOMORROW!

8. Step Three: Take out your survey questions. Now pick ONE question to develop into a well-developed paragraph of approximately 10 sentences. Use a separate sheet of paper for the paragraph. Use blue or black pen ONLY. You have 30 minutes to write the paragraph. Pass your sentences forward.

9. Step Four: Pass out syntax-analysis chart. Number each sentence in your paragraph. Then fill out the syntax chart for each sentence. Complete the chart at home, if necessary. Staple the chart to the BACK of the paragraph. DUE TOMORROW!

10. Syntax-analysis chart 1st 4 wordsverbsSpecial features transition s# of words Purpose of sentence: MI, SD, EL

11. Step Five: Share syntax charts under the doc cam. Analyze findings. Share aloud. FOCUS: sentence beginning/length/combining, strong and varied verbs, transition/signal words, creative/figurative language Take the paragraphs home and rewrite them based on your findings from the chart. Adhere to “do/don’t” infraction list (-2 points each!) Rewritten paragraphs MUST be word- processed. Staple typed rewrite to the top of the rough & syntax chart.

12. Step Six: Self-analysis: With your highlighters underline your changes: blue (sentences), pink (verbs), yellow (creative), transitions (orange) Now, write to explain what you discovered about your writing. Be sure to elaborate on each skill (see syntax chart). Use blue or black pen. Paperclip the reflection and rubric to the top of the entire process. Turn in.

13. Rubric: 10 points / 10 sentences 20 points / 10-sentence paragraph, rough 20 points / syntax chart, complete 30 points / word processed, revised paragraph with highlighting 20 points / Reflection --------------------- 100 points total