1 / 36

Agenda

Agenda. Do Now - Life Skills Writing Day 2 - Life Skills Exit Slip for Writing Day - Life Skills ACT Tests - Academic. Games. Objectives. Students will master the ACT Writing strategy for “Writing the Essay ” [Produce]. Review of Day 1 & 2: [ Pg 1].

sheera
Télécharger la présentation

Agenda

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Agenda • Do Now - Life Skills • Writing Day 2 - Life Skills • Exit Slip for Writing Day - Life Skills • ACT Tests - Academic

  2. Games

  3. Objectives Students will master the ACT Writing strategy for “Writing the Essay” [Produce]

  4. Review of Day 1 & 2: [Pg 1] • Day 1: SWM “Understanding the Prompt” • Day 2: SWM “Planning the Essay” 4 P’s Prompt  Plan ☐Produce ☐Proof

  5. 10 min - Quick Practice Prompt: Montefiore Middle School is considering whether or not to make its music program mandatory for all students. Some people believe that learning musical skills helps students develop their creative sides while reinforcing good study habits in other disciplines. Others feel that students should spend more time being exposed to math, science, history, and English. Do you feel that the Montefiore Middle School should implement a mandatory music program?

  6. DISCUSSION NORMS • Snaps for comments you like • Call on someone else once you are finished responding

  7. NOTES/CLASSWORK NORMS 1. Raise your handif you have questions (Do not ask a neighbor) 2. Stay on task 3. Be productive& contribute 4. Be polite - 1 indv. reminder - 2 indv. reminders – 5 min after class - 3 indv. reminders – Detention 5. Stay in your seat

  8. PRACTICE___________________[pg 2]PLANNING [timed: 7min!] STEP 1: UNDERSTANDING THE PROMPT STEP 2: PLANNING THE ESSAY

  9. GUIDED NOTESDAY 3: WRITING THE ESSAY [PRODUCE]  Prompt  Plan ☐ Produce ☐ Proof

  10. “The Introduction” – Packet pg 3 1. The analogy most commonly used to describe an introduction is a funnel. It starts with a wide idea and slowly becomes more and more narrow, finally arriving at a thesis statement.

  11. “The Introduction” – Packet pg 3 2. An introduction should capture the attention of the reader while still making a clear thesis.

  12. “The Introduction” – Packet pg 3 3. Many times it is helpful to introduce an essay with a short anecdoteor metaphorthat will introduce your thesis statement.

  13. The analogy most commonly used to describe an introduction is a funnel. It starts with a wide idea and slowly becomes more and more narrow, finally arriving at a thesis statement. • An introduction should capture the attention of the reader while still making a clear thesis. • Many times it is helpful to introduce an essay with a short anecdoteor metaphorthat will introduce your thesis statement.

  14. EXAMPLE INTRODUCTION – Pg 3 When the door handle came off in my and, I knew there were going to be problems. I spent two hours trying to get out of my room before giving up and calling my mother at work. She was able to come home and open the door from the other side. We talked about how to deal with difficult situations, and how important it is not to panic when things don’t go as expected. This clearly relates to the current political climate in Sudan. As the statement above says, it is just as important to keep a cool head, as it is to take action. Rationality, even in adversity, is crucial to dealing with political situations, educational situations, and even social situations.

  15. Directions • Underline the thesis statement • Circle the 3 pieces of evidence the writer will be using for their essay.

  16. “The Conclusion” – Packet pg 4 1. When writing a conclusion, you can work backwards from your introduction. Start with a sentence that reiterates the thesis statementyou have developed. Then broaden it to a bigger pictureonce again.

  17. “The Conclusion” – Packet pg 4 2. You can think of the conclusion as a reverse introduction.

  18. “The Conclusion” – Packet pg 4 3. The STRUCTURE i. Restate your thesis (put it in other words) ii. Sum up your essay (restate your evidence)

  19. 1. When writing a conclusion, you can work backwards from your introduction. Start with a sentence that reiterates the thesis statementyou have developed. Then broaden it to a bigger pictureonce again. 2. You can think of the conclusion as a reverse introduction. 3. The STRUCTURE i. Restate your thesis (put it in other words) ii. Sum up your essay (restate your evidence)

  20. EXAMPLE OF A THESIS  CONCLUSION [pg 4] Thesis: Students at Belmont High School should not be forced to wear uniforms because it limits students’ ability to express themselves, creates a drab school environment, and puts unnecessary expenses on the parents.

  21. EXAMPLE OF A THESIS  CONCLUSION [pg 4] Conclusion: As you can see, uniforms at Belmont High School would be impractical because of their effect on students’ creativity, their reduction of the general energy level on campus, and the added expense on the parents.

  22. PARTNER PRACTICE – pg 4 DIRECTIONS: With a partner, please reader the prompts provided and use the next steps to guide you.

  23. 15min EXIT SLIP • Fill in the blanks with • The name of the step • An example using the prompt given • Concluding statement should be set up in the format we practice in partners earlier • If you finish early, please work on Freakonomics homework

  24. 5 min break

  25. ACT TESTS • Scratch paper – any questions you have, please write them down so that I can address them in a more organized way

  26. COMPONENTS OF A COLLEGE APPLICATION: EX  UCLA • PERSONAL STATEMENT • GPA • TEST SCORES • HIGH SCHOOL CLASSES (RIGOR) • STRENGTH OF HIGH SCHOOL PROGRAM • AP? IB? • EXTRA-CURRICULAR ACTIVITIES

  27. ACT is only ONE COMPONENT • So why worry? • Because, yes, it is still a large component • … but – it is also the easiest to change • Most of the other factors are pieces that take a LOT of time to change (ex: HS gpa)

  28. Here’s the thing… Possible bad news - Found out recently that the scantron machine is broken… which means… there is a high likelihood that your test has been scored incorrectly. Good news - You’ll …. • Learn how to find your ACT score • See first-hand the questions you missed.

  29. FACTORS THAT WERE WORKING AGAINST YOU: • Lack of momentum (taken over several days) • Heat (no a/c) • Lack of familiarity with test • Lack of purpose

  30. What if… Q: … I wasn’t trying? A: Your score will be the class average and will be replaced by your Oct 6th score Q: … I wasn’t here? A: Your score will be the class average and will be replaced by your Oct 6th score

  31. GROWTH This class is based on growth -Setting up meetings -Recording your… Oct 6th Growth Goal  ________________ Nov 3rd Growth Goal  ________________ Dec 8th Growth Goal  ________________ April 13th Growth Goal  Your score + 3 points (conservative growth)

  32. 1st Step • Use the class copy of the ACT key to double check your scantrons • As you double check each section… record the questions you got incorrect on the handout

  33. English • (1stscantron: 1 – 75) Reading • (1stscantron: 76 – 100 & 2ndscantron 1 – 15) Science • (2ndscantron: 16 – 55) Math • (2ndscantron: 56 – 100 & 3rdscantron 1 – 15)

  34. WHAT YOU ARE WRITING: ASK YOURSELF Did I get the answer correct? A: YES  DON’T DO ANYTHING B: NO  Write the number on the sheet for the section you are checking

  35. STEP 2 • Use the worksheet to figure out your ACT composite score

More Related