Upon our return from Thanksgiving Recess, we will engage the concepts in chapter 6 and then begin the process of writing about said ideas. The Writing Tasks for Chapter 6 will run the range of difficulty and intellectual capacity. I felt that students were pushed and motivated to produce quality work for the Chapter 5 Writing Tasks. I equally feel that students will be driven to display even stronger quality work for the Chapter 6 Writing Tasks. The horizons already set will be expanded into a terrain full of more blue skies and broader frontiers. I have enclosed the letter on the writing tasks that students will receive the week they return that explains the nature of these writing assessments. As always, happy hunting and all best.
Mr. Kannan
Dear Parents/ Guardians of _________________:
The purpose of this letter is to inform you of our upcoming Writing Assessment for Chapter 6- The American Revolution. Students will have six choices from which to choose. All options are rooted in the writing process. This particular task will serve as an excellent opportunity for students to display their talents as they focus on writing about the American Revolution. As with our previous assessments, this assessment will yet again force all 7-1 scholars to raise their capabilities in meeting and triumphing over yet one more challenge.
The writing options featured range from the traditional to the unconventional. One option is for students to write formalized essays on topics pertaining to the Revolution. Other tasks ask students to assume different historical personas and construct meaning as to how they see themselves and the time period, while another option asks students to explain the relevance of particular concepts and construct drawings of specific events in the Revolution. Another one is a hodgepodge of thought. In all choices, students must use the connection between reading and writing to compose works that display a challenging combination of student reflection and analysis of history. The primary learning style of each task has also been detailed at the outset of each task, so that students can select with this element in mind. In addition to a completed writing sample, students will be asked to submit two completed sets of Check Your Progress Questions from chapter 6 (previously assigned).
Students will have to assess which option is best for them. I have encouraged them to share these ideas with you, as well. After this, students will have to commit to a particular task and compose their work. Students will be allowed to work on this assessment in class and at home. In all honesty, I believe that success on such a daunting assessment can only be achieved if there is consistent and incremental completion of it in both domains. Students are free to bring materials from home with which to work on this task, but must bear responsibility for storing them in their lockers. They may seek counsel from outside sources in completing this assessment, but must shoulder the burden of completing the tasks on their own. This means that while they may seek advice and input from others, the responsibility for completing quality work in a timely fashion rests solely with their autonomy. During in class work time, I will be conferencing with students, by learning style/ task, monitoring their progress and allowing them an opportunity to ask questions of clarification. I will also have a collection point set up in the classroom for rough drafts to be submitted for review. There will be a cut off for this and students have been made aware of this.
I invite you to discuss which writing task best suits your scholar at this point on their educational journey. On the reverse side of this letter is the timetable of due dates and progress benchmarks. Each student’s specific “chunking” of this task will be contingent on the choices made. The timetable offered is a general plan of attack. Students have been reminded that throughout the course of this task rotation assessment, they may contact me outside of class via district email or at my home, ________________________. Should you have any questions or concerns, I welcome you to do the same.
Wishing you all the best,
________________________ ________________________
Student Signature Parent/ Guardian Signature
Timetable of work on the reverse side! Does not include weekend time. Students are encouraged to use the weekend as part of their calculus in planning and configuring work schedules. Student budgeting of time should be determined based on student choice of task.
Mr. Kannan
Mr. Kannan
Dear Parents/ Guardians of _________________:
The purpose of this letter is to inform you of our upcoming Writing Assessment for Chapter 6- The American Revolution. Students will have six choices from which to choose. All options are rooted in the writing process. This particular task will serve as an excellent opportunity for students to display their talents as they focus on writing about the American Revolution. As with our previous assessments, this assessment will yet again force all 7-1 scholars to raise their capabilities in meeting and triumphing over yet one more challenge.
The writing options featured range from the traditional to the unconventional. One option is for students to write formalized essays on topics pertaining to the Revolution. Other tasks ask students to assume different historical personas and construct meaning as to how they see themselves and the time period, while another option asks students to explain the relevance of particular concepts and construct drawings of specific events in the Revolution. Another one is a hodgepodge of thought. In all choices, students must use the connection between reading and writing to compose works that display a challenging combination of student reflection and analysis of history. The primary learning style of each task has also been detailed at the outset of each task, so that students can select with this element in mind. In addition to a completed writing sample, students will be asked to submit two completed sets of Check Your Progress Questions from chapter 6 (previously assigned).
Students will have to assess which option is best for them. I have encouraged them to share these ideas with you, as well. After this, students will have to commit to a particular task and compose their work. Students will be allowed to work on this assessment in class and at home. In all honesty, I believe that success on such a daunting assessment can only be achieved if there is consistent and incremental completion of it in both domains. Students are free to bring materials from home with which to work on this task, but must bear responsibility for storing them in their lockers. They may seek counsel from outside sources in completing this assessment, but must shoulder the burden of completing the tasks on their own. This means that while they may seek advice and input from others, the responsibility for completing quality work in a timely fashion rests solely with their autonomy. During in class work time, I will be conferencing with students, by learning style/ task, monitoring their progress and allowing them an opportunity to ask questions of clarification. I will also have a collection point set up in the classroom for rough drafts to be submitted for review. There will be a cut off for this and students have been made aware of this.
I invite you to discuss which writing task best suits your scholar at this point on their educational journey. On the reverse side of this letter is the timetable of due dates and progress benchmarks. Each student’s specific “chunking” of this task will be contingent on the choices made. The timetable offered is a general plan of attack. Students have been reminded that throughout the course of this task rotation assessment, they may contact me outside of class via district email or at my home, ________________________. Should you have any questions or concerns, I welcome you to do the same.
Wishing you all the best,
________________________ ________________________
Student Signature Parent/ Guardian Signature
Timetable of work on the reverse side! Does not include weekend time. Students are encouraged to use the weekend as part of their calculus in planning and configuring work schedules. Student budgeting of time should be determined based on student choice of task.
Mr. Kannan
Day and Date
Benchmark to be Reached
Day 1: _____________________
Question: Have you asked your questions? Did you enter class with an idea of which tasks you find interesting or the one(s) that you know you would never do?
Selection of writing task declared by the end of the class period.
HW: Start brainstorming on how to complete your task, along with a schedule of how each portion of the task will be completed on a nightly and consistent basis.
Benchmark to be Reached
Day 1: _____________________
Question: Have you asked your questions? Did you enter class with an idea of which tasks you find interesting or the one(s) that you know you would never do?
Selection of writing task declared by the end of the class period.
HW: Start brainstorming on how to complete your task, along with a schedule of how each portion of the task will be completed on a nightly and consistent basis.
Day 2:_____________________
Question: Do you take this writing task to be your writing task? Are you comfortable with it?
In class time devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences start on day 3.
Question: Do you take this writing task to be your writing task? Are you comfortable with it?
In class time devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences start on day 3.
Day 3:_____________________
Question: Have you addressed all parts of the question/ topic/ task description? Nothing should be left behind. Have you paced yourself out? There might be multiple parts that need to be completed piece by piece.
In class time devoted to working on writing tasks. At this point, a rough draft should be evident, or envisioned.
HW: Continue your work on your writing task. Conferences start tomorrow.
Question: Have you addressed all parts of the question/ topic/ task description? Nothing should be left behind. Have you paced yourself out? There might be multiple parts that need to be completed piece by piece.
In class time devoted to working on writing tasks. At this point, a rough draft should be evident, or envisioned.
HW: Continue your work on your writing task. Conferences start tomorrow.
Day 4:_____________________
Question: Is the history in the writing? If not, get it in there in an abundant manner. Make sure you have your Completed Check Your Progress Questions.
Group Conferencing begins while In class time is devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences continue tomorrow. Rough drafts should be continuing.
Question: Is the history in the writing? If not, get it in there in an abundant manner. Make sure you have your Completed Check Your Progress Questions.
Group Conferencing begins while In class time is devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences continue tomorrow. Rough drafts should be continuing.
Day 5:_____________________
Question: Is your writing clear? If it’s scrambled and unfocused, I am not sure it’s going to be efficient. This would not be good… Eggs can be scrambled, not your writing.
Group Conferencing continues while In class time is devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences continue tomorrow. Rough drafts should be continuing.
Question: Is your writing clear? If it’s scrambled and unfocused, I am not sure it’s going to be efficient. This would not be good… Eggs can be scrambled, not your writing.
Group Conferencing continues while In class time is devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences continue tomorrow. Rough drafts should be continuing.
Day 6: ______________________
Question: In the words of Al Pacino, “What do we got?!” Take stock in what is there and what needs to be there because work is due by day 10.
Group Conferencing continues while In class time is devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences continue tomorrow. Rough drafts should be continuing/ completed
Question: In the words of Al Pacino, “What do we got?!” Take stock in what is there and what needs to be there because work is due by day 10.
Group Conferencing continues while In class time is devoted to working on writing tasks.
HW: Continue your work on your writing task. Conferences continue tomorrow. Rough drafts should be continuing/ completed
Day 7: _________________ and _____________
Question: Looking at what is there, can the final product be envisioned? What needs to be done to bring the vision into reality? Do it… now! Make sure you have your Completed Check Your Progress Questions.
Conferences concluding. In class time devoted to writing tasks, and perhaps conferencing with colleagues could be in order.
HW: Continue your writing task. Editing should be happening. Final drafts due at the end of Day 10.
Question: Looking at what is there, can the final product be envisioned? What needs to be done to bring the vision into reality? Do it… now! Make sure you have your Completed Check Your Progress Questions.
Conferences concluding. In class time devoted to writing tasks, and perhaps conferencing with colleagues could be in order.
HW: Continue your writing task. Editing should be happening. Final drafts due at the end of Day 10.
Day 8: _______________________
Question: Do you address everything that is in the rubric? If not, how can you do so?
In class time devoted to writing tasks. Editing process, review of work, streamlining work to rubric standards should all be in play at this point.
HW: Final Drafts are due at end of Day 10.
Question: Do you address everything that is in the rubric? If not, how can you do so?
In class time devoted to writing tasks. Editing process, review of work, streamlining work to rubric standards should all be in play at this point.
HW: Final Drafts are due at end of Day 10.
Day 9:_______________________
Question: “It’s showtime, folks!” The due date is near. Is your work ready for showtime?
Final Drafts due at the end of tomorrow’s class. Students should be working towards this.
Question: “It’s showtime, folks!” The due date is near. Is your work ready for showtime?
Final Drafts due at the end of tomorrow’s class. Students should be working towards this.
Day 10:_______________
The end of all things… or these assessments.
Final Drafts due at the end of class.
All Final Drafts are due by the end of class on Friday, December 19, 2008. If you are going to be absent, your Final Drafts are due before your departure.
The end of all things… or these assessments.
Final Drafts due at the end of class.
All Final Drafts are due by the end of class on Friday, December 19, 2008. If you are going to be absent, your Final Drafts are due before your departure.
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