Welcome to Writer's Workshop!
I love to help students become better writers! It is a joy and a
challenge! My philosophy about writing is similar to a coach's philosophy
about a sport: students need to have plenty of opportunity to practice before
the big game! For classroom and homework practice, we will have Writer's
Workshop for at least three days of every ten class meetings. We will focus
on specific aspects of our writing that need improvement and development.
Great writing often comes from great thoughts, so many of our practice
writing topics will be related to our classroom discussions. The topics will
range from writing about literature to current events to creative writing. It
is my hope that this form of practice will prepare them very well for the
MCAS Open Response questions they will face in the
future.
When an assignment will be developed into a piece that will be graded,
students will be given a rubric to help them determine the focus correction
areas which will be specifically evaluated. Students will act as editors for
first drafts, and I will edit typed rough drafts if they are double spaced
to allow room for correction. Unless otherwise noted, all final copies must
be typed, size 12 font.
Here is a preliminary schedule of writing assignments for the school
year. Please note that I may have to make changes on assignments due to
schedules, snow days, etc. I will do my best to stick to this schedule.
Also, please note that writing assignments other than the ones listed here
will be completed this year. All writing assignments are kept in a student
folder at school that will be sent home at the end of the school year in the
form of a portfolio. Students may sign their own work out at anytime as long
as they ask and then return it promptly.
September - Summer Reading Evaluation - All Mountview sixth graders should
have read at least two books prior to the start of the school year. We will
be making a Flip Book which we will share during short oral presentations.
Be sure to attach your Summer Reading Notes to the Assignment Sheet to get
full credit!
In conjunction with our study of the genre Fantasy, we will be
writing a creative fantasy of our own called Fantastic Story. This will be
about the first day of school or some other related "First." During this
assignment we will do most of the writing on the library computers. Our
objective is to lay the foundation for how to write word documents at
Mountview. We will also learn how to save them onto a flashdrive - bring one
if you have one!
October - Friendly Letter
Students will be writing a letter using the friendly letter format to a
former teacher to let them know how much they enjoyed his/her class. I was
once told that no one should ever pass up the opportunity to give a
compliment, and this is a perfect opportunity for students to compliment a
former teacher who made learning fun! Yes, we will really be mailing the
letters!
November - Personal Narrative
This is one of my favorite writing assignments! Students will choose an
event in their own lives. The event may have been embarrassing, sad,
exciting, scary, . . . whatever, as long as it was a memorable event in their
lives. They will write this narrative from the first person point of
view and include details, feeling, and description to help the reader
understand what was happening to them and how they felt throughout the
event. Those who choose to may submit their personal narrative to our
classroom book "Chicken Soup for the Mountview Soul," which is a collection
of personal narratives from past classes.
Thank you Letter and Business Letter
This is a great time to write a thank you letter to a loved one or a member
of the military. Then, using one item students have received over the
holidays, they will write a business letter to a company to let them know
their opinions, suggestions for improvements, and future marketing ideas
on any item they received. Although we will use the formal business letter
format, these letters will be creatively written and will not actually be
sent, unless you (the parents) want to send them! When my daughter did this
assignment, I was sent a new mixer to replace the one that had broken!
Effective letters are very powerful!
December - Creative Writing
Students will select story ideas from Daily Journal Writings and develop a
story of their own. Topics will vary widely, but each one will include the
basic elements of a story. Students will be encouraged to add illustrations
and other creative details to make these stories unique!
January - Heritage Project
Students will be asked to interview a family member, gather information about
their family, and then put the information found into the form of an essay.
Many students enhance their essays through pictures, food, and family
heirlooms. This always proves to be a wonderful way for me and my
students to get to know each other better.
February and March - Open Response 101
With the MCAS approaching, students will practice thorough open response
writing. These will be graded using the MCAS Rubric. This type of writing
is the essence of clear, concise written thought. The Writer's Workshops
experiences from the fall contribute to student success now.
April - How To Essay
April Fools!! In groups of two, write the directions explaining how to make
or do something. Be careful not to leave anything out! Trade with your
partner and make or do what is so well explained! Have fun!
May - Persuasive Essay
This month students will be writing an essay where their goal is to convince
the reader to believe as they do on a certain topic. Topics covered in the
past include school uniforms, MCAS as a graduation requirement, and recess at
Mountview. Students will research a topic so that they are informed properly
and will then write a formal persuasive essay stating their informed opinion
along with facts to support that opinion.
June - Qualities Essay
Tell me about the qualities of a good ________. Students will use the five-
paragraph format that they should be quite good at by now to write about a
topic of their choice. This is a great way to end
the year!
Guidelines For Writing Assignments in general:
Writing assignments will be completed quite often throughout the sixth grade
year. Using the Wachusett Regional School District's Style Manual, those
writing assignments required by the district have been spread out through the
school year so that one is covered each month. For all writing
assignments, students should follow the final draft format rules listed
below. These are very important, and assignments that stray from these rules
will not be accepted and will be subject to
loss of points if turned in late.
Final Draft Format Rules
When turning in the final draft of anything in Language Arts class, you
should follow all of the rules listed below. Final assignments that are not
turned in following these rules will not be accepted and will result in lost
points.
Heading
Your full name (first and last)
Mrs. Knight
Date (always written out in full)
Class # (LA 6(_))
Title (if there is one)
Please note that titles of essays are not underlined or placed in quotation
marks.
Rules for Typing
1. Always print in black ink on white paper unless directions indicate
otherwise. There are assignments on which I will make exceptions to this
rule, but I will let you know when that exception is being made.
2. Always use standard font (like this one) no larger than 14. Larger
printing tends to make work look silly. Never use bold on an entire essay.
3. Double-space drafts for editing. Always!
4. Always use the spell check on your word processing program. This can
save you from making errors that may affect your grade. Also, check your
comma usage and refer to the rules that we are
learning in class.
5. Before printing, always read it OUT LOUD to yourself or someone else
in order to find errors that the computer may not pick up.
6. Do not add an additional space between paragraphs. INDENT paragraphs.
7. If something goes wrong with your printer and you are unable to print an
assignment that is due, either hand write it neatly in pen or send it to a
friend as an attachment and ask them to print it for you. As a last resort
you may send it to me and I will print it. Printer problems are not an
excuse for being late with your work.
Rules for Hand Writing
1. Always write in blue or black ink on white lined paper. No red,
green, or gel pens will be allowed on final writing assignments.
.
2. You may write in cursive or print, whichever is neater for you. If I
can not read your writing, I can not grade the assignment.
3. Always have your rough draft edited by at least one peer editor or
adult editor for spelling and
punctuation mistakes before completing the final draft.
4. One-inch margins should be drawn in pencil on either side of the
paper.
5. Only write on one side of a piece of paper. Never go on to the back,
even for one or two words.
This only applies for final drafts that are hand written.
6. Do not write in the bottom space of a page where there are no lines.
7. Skip lines on final drafts. This includes between paragraphs.
Art Project Rules
1. No pencil can show on final drafts. If you draw in pencil, it must
be covered by colored pencil, markers, or crayon or erased entirely.
2. Always be neat. Use glue instead of tape or staples. Erase unwanted
marks completely. Color neatly. Although, I am not grading your artistic
ability, effort is usually indicated by neatness.
If you are unsure if you are following any of these rules correctly, simply
ask.
For details on particular assignments check below:
Mrs. Knight’s Language Arts
Heritage Project 2009/2010
During our study of figurative language, Mrs. Knight’s students will be
taking a story from their heritage and transforming it into a composition.
This project will be separated into several steps, and each step has its own
learning objectives. To simplify the project, please use the following
explanation as a guideline. Each essay will be different because each
student has a unique family story to tell, but all students will share the
experience of the interview and writing processes.
Part I: Conduct an Interview
In accordance with the Massachusetts Language Arts Curriculum Framework 2.3,
students will interview of a family member. The primary objective of this
interview is to learn about his or her heritage as it led the family to its
current residence. In other words, how did you come to live here? Why?
What choices made by your grandparents or other ancestors led to this
location? What country did they live in before moving to America? Why did
they come here? Students will be given a list of fifty questions as
preparation for this interview. Students should make an appointment to
interview a parent,
grandparent or other close relative. As often happens in an interview, new
questions arise,
and often that is where the best part of a story develops. Students should
try to write down all questions and their answers as accurately as possible.
The date, time and duration of the interview should be recorded here.
I will be interviewing _______________________ ( ___________________________)
Name relationship
to you
Interview Date: _____________________________
Time: ___________________________ Place: _______________________________
Part II: Writing the Rough Draft
The Curriculum Frameworks we’ll be working on in this section relate to
General Standard 23, where students practice organizing ideas in a way that
makes sense. Students will have to review their notes from the interview and
use graphic organizers to organize and plan their composition. After
organizing ideas, students will write a first draft of their story. We’ll
use the paragraph writing templates to write our first draft to ensure that
we have clear topic sentences and enough relevant detail in each paragraph.
Learning what makes a strong introduction, body, and conclusion will be
taught and practiced in class before the second draft is completed. Students
will be expected to apply rules of grammar and spelling and choose vivid
verbs and adjectives as well. Students will be encouraged to use figurative
language where appropriate in their essays.
First Draft was passed in: ___________________________________________
First draft was edited by: ___________________________________________
Second Draft was passed in: ________________________________________
Part III: Editing and Revising
All students will have a peer editor who will use the editorial symbols to
help find ways to improve the composition. Students can also email their
drafts directly to me, and we will use them as examples for revision during
class time. The worst thing an editor can say is: “This looks great!” All
students will practice the critical thinking skills used by editors.
Students are also encouraged to edit their own work with a critical eye, and
ask for additional help from a parent or an older sibling at home. Rewriting
is an essential part of writing this essay.
Mrs. Knight corrected my revised work and returned it to me on:
___________________
Other editors at home: _____________________________________________________
Part IV: Creating the Final Copy
During this stage students will create a unique title for their composition
and make a cover which includes paper collage art. The artwork should be
related to the unique story and act as an enticement to readers. Students
can choose one of the following as a “publishing” opportunity:
1.) Read your composition aloud to the class.
2.) Present an oral report which includes pictures
3.) Do a Powerpoint presentation (creating slides of your story)
-----------------------------------------------------------------------------
-
------------------------------
I have read about the Heritage Project for Mrs. Knight’s 6 Gold Language Arts
students, and my child _______________________________ and I understand that
this project has several parts.
_________________________________________ _____________________________
Parent Signature Date
End of Heritage Project
