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Pen Name Peer-Pressure Writers' Workshop [email protected] A curriculum that provides students with tools to find their voice through revision. Write Something personal. On the paper inside of the envelope. Are you censoring? Think of a pen name; write it on your paper and envelope.

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Pen Name Peer-Pressure Writers' Workshop [email protected]

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Pen Name Peer-Pressure Writers' [email protected]

A curriculum that provides students with tools to find their voice through revision.


Write Something personal

  • On the paper inside of the envelope.

  • Are you censoring?

  • Think of a pen name; write it on your paper and envelope.

  • Keep writing


Reader Response

On the paper write:

Reader #1 and your pen name

  • What’s the purpose (main idea) of this passage?

  • What parts confuse you?

  • What is uninteresting?

  • What is your favorite part?

    (Raise your hand when you’re done, get another passage, write Reader #2 and answer the same questions again.)


Writing Process

  • Prewrite

  • Draft

  • Share (for purpose, organization, word choice)

  • Revision

  • Share (for grammar)

  • Editing

  • Publishing


Writer’s WorkshopPhilosophy: Sharing is CaringThe Reader benefits more than the writer.


Essential Question

  • What makes Writing worth Reading?


Enduring Ideas

  • A peer audience illuminates purpose and audience in a personal way.

  • Peer responses teach how to approach their papers as readers.

  • The safe pen name hones style, voice, and organization through multiple drafts.

  • Mini lesson of grammar have direct application for long lasting skills.

  • Self motivates and regulates the writing process.


Reader Response 1: Purpose


Reader Response #2

  • Is the hook effective in the introduction?

  • Is the conclusion compelling?

  • Are there enough descriptive details?

  • Are there any confusing parts?


Wall of Fame/Shame

  • After each workshop, readers add names under two different categories:

  • Read to Learn

    (Great hooks, clear purpose, descriptive language)

  • Concerns

    (Confusing parts, big issues)

  • Students pop in to see what names landed on the wall!


Writing Process

Prewrite

Draft

Share (for purpose, organization, word choice)

Revision

Share (for grammar)

Editing

Publishing


Editing Goals

  • Review the Sentence

  • Sentence Variety

  • Subject Verb Agreement

  • Peer Editing:

    Look for three things in other work

    Look for same things in own work

    Punctuation

  • Grammar Journal


Before Editing: Review the Sentence

  • All sentences must have SUBJECTS and VERBS

  • Most have OBJECTS

  • Refer to the predicate nominative as OBJECT.

    S V O

    Ex. Natalie walks to school.


I. Sentence Variety Mini-Lesson (formulas)

  • Simple: SVO.

  • Compound: SVO + , conj + SVO.

  • Complex: DC + , + IC (SVO).

    or IC + DC.

  • Compound Complex:

    DC+ , + SVO + , conj + SVO.


Types of Sentences with Formulas

  • Simple:

    S V O.

    Ex. Bill walks to school.

  • Compound:

    S V O + ,conj + S V.

    Ex. Bill walks to school, but Eva runs.


Types of Sentences with Formulas cont.

  • Complex:

    D.C + , + IC. (S V O.)

    Ex. When I listen to the Akon song, I feel like

    dancing.

    (S V O) IC+DC.

    Ex. I feel like dancing when I listen to the Akon

    song.


Types of Sentence with Formulas cont.

  • Compound Complex:

    DC+SVDO+,conj+SVDO.

    DC S V

    Ex. When I listen to music, I feel like

    O +,conj+ S V O.

    dancing, but I don’t know how.


Peer Example of Editing


Reader Response #3

  • Are there any dead words?

  • Subject verb agreement

  • Sentence Variety

  • Comments:


After students examine other’s work for grammar, they apply it to their own

  • Does every sentence have a subject and a verb?

  • Do I have sentence variety?

  • Were the readers’ editing comments correct?


Grammar Mini Lessons

  • Punctuation

  • Focus on class needs/ errors / apply all previous learned grammar to current writing!


II. Punctuation Mini-Lesson

  • Punctuation is the sentence’s traffic lights.

  • Periods are red lights; they stop the sentence.

  • Commas are green lights; they build sentences

  • Learn the Punctuation Formulas.


Punctuation Formulas

Period: SVDO.

Semicolon: SVDO;SVDO.

Colon: SVDO:___.


Grammar Error Journal

  • A place where the students log errors, the grammar rules, and the errors corrected.

  • Helps students connect grammar to their writing and become aware of repeated errors.

  • The journal drives instruction to additional mini-lessons.


Unit’s Enduring Ideas Review

  • A peer audience illuminates purpose and audience in a personal way.

  • It clarifies purpose as they learn how to approach their papers as readers.

  • The safe pen name drives them to hone style, voice, and organization through multiple drafts.

  • Mini lesson of grammar have direct application for long lasting skills.

  • Self motivates and regulates the writing process.


Anecdote

  • Students regulate each other


Response 1


Response 2


The ultimate


Revisit the Essential Questions

  • What makes Writing worth Reading?


Publication

  • A book of class work that reflects the process

  • Metacognitives

  • Final Drafts

  • Love notes


Metacognitives


More Metacognitives


Love Notes


Love Notes


Love Notes


Love Notes


Love Notes


Expansion Ideas

  • Peer Edit another grade level.

  • ESL

  • Critical Analysis Papers

  • Research Papers


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