Tag Archives: warrior essay

Wednesday, 11/15 (A) – Thursday, 11/16 (B): Warrior Essay Feedback

Announcements:

  • Hold onto The Contender novels. Some students are still using them given they were absent and have extensions on assignments that require the novel. Thus, no dates have been announced when these books will be collected, but books checked out to you must be returned to the school or paid for if lost. For this reason, please store the book some place safe, until the books are collected.
  • There’s been a lot of questions regarding the “Research Extra Credit” grade in Focus. As discussed in class, each quarter this category will appear. Periodically in class, we come up with questions we cannot stop and answer in the moment, but that are valid questions worth our attention. When Ms. Barker deems an question worthy, she will announce it to all classes and via the blog. The first student to email her (email because it date/time stamps) the correct answer they have researched will earn extra credit in the “Research Extra Credit” assignment. Currently there are no research extra credit opportunities available.
  • Make-Up Monday sign-up sheets are posted outside our classroom door for the entire second quarter. If you plan to attend, remember you must sign-up to reserve your spot. The sign-up sheets will be taken down each Friday afternoon. If there’s no interest (assessed by no students signing up,) there will be no Make-Up Monday the following week.

Assignments:

  • For today’s bell ringer, please reference the power point. It’s important to keep your comp. book updated and accurate in the event of periodic comp. book checks. If absent, please borrow Ms. Barker’s comp. book to the get the information. Your post-it is in the absence folder.
  • Classes had differentiated methods for receiving their essay feedback and completed the Initial Writing Review worksheet to guide them through their reflection, before learning their scores.
  • When finished, students worked their way through the work period checklist (slide/page 8 in today’s power point.)
  • The teacher had conferences with students on an as-needed basis.
  • Students got back their Theme short response (last page in the Close Reader for “He-y, Come on Ou-t!” and were given directions for further practice (slide/page 4 in today’s power point.) Students who earned a “check plus” have satisfied the requirement for the assignment and do not need further practice. Students who earned a “check” may re-do the assignment on a separate piece of paper, staple it to the first, and re-submit for a second chance. Students who earned a “check minus” need to complete the Level Up Tutorial on Theme and complete an article analysis sheet for the practice questions. Here are generic directions for how-to access the Level Up Tutorials. Category: Analyzing Literature. Topic: Theme. Both opportunities are due at the end of next class. Students may work on for homework, if they’re worried they won’t finish in class next time.

Homework:

  • Bring your Collections textbook (hard cover) next class until told otherwise.
  • Complete two weekly A3K choice articles between midnight on Monday – 11:59 P.M. on Sunday, scoring 75% or higher on each article to earn credit. For more info, please check the Achieve 3000 vs. Weekly A3K tab to answer FAQ. Remember, assigned articles like “Teens Saving, Not Spending” count for an assigned article only.

If you haven’t done so already:

  • Turn in late work (only accepted one A or B day late.)
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Warrior Essay Deadlines by Situations *Updated*

Announcements:

During housekeeping, this chart was reviewed with students. Those with accommodations have extended time to complete beyond these deadlines, according their specific plans. Those with extenuating circumstances, should reach out to Ms. Barker and explain any concerns they see with meeting these deadlines. The purpose of this chart is intended to help chart out credit, so students can be informed and help them stay on top of their work to earn their desired grade. For a PDF of the chart, click here.

For directions how to upload the file to Focus, please view the power point covered in class. It’s suggested to view in presentation mode, as some of the images overlap to give written and visual step-by-step directions.

Mac users, the school uses PC and cannot open pages. Please email the teacher your essay and submit a printed copy to the inbox with “I have a mac” written on the submission, so the teacher knows why you submitted the typed version.

Credit Warrior Essay

digital vs paper copy

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Wednesday, 10/25 (A) – Wednesday, 11/1 (B): Warrior Essay Writing Unit *UPDATED*

fsa-writing-1

Announcements:

  • There’s been a lot of questions regarding the “Research Extra Credit” grade in Focus. As discussed in class, each quarter this category will appear. Periodically in class, we come up with questions we cannot stop and answer in the moment, but that are valid questions worth our attention. When Ms. Barker deems an question worthy, she will announce it to all classes and via the blog. The first student to email her (email because it date/time stamps) the correct answer they have researched will earn extra credit in the “Research Extra Credit” assignment. Currently there are no research extra credit opportunities available.
  • Make-Up Monday sign-up sheets are posted outside our classroom door for the entire second quarter. If you plan to attend, remember you must sign-up to reserve your spot. The sign-up sheets will be taken down each Friday afternoon. If there’s no interest (assessed by no students signing up,) there will be no Make-Up Monday the following week. Monday, Oct. 30th had big attendance. Thank you to everyone who signed up and showed up!

Assignments:

Day 1 – Oct. 25(A) & Oct. 26 (B):

  • Students defined traditional warrior, literary warriors, and real-world warriors.
  • The class analyzed the prompt to be sure students had an accurate understanding of the informative essay’s prompt.
  • Students wrote their essays in their writing packets.
  • Students submitted their essays at the end of class to continue writing next time.

Day 2 – Oct. 27 (A) & Oct. 30 (B):

  • Students looked at anonymous student responses to an assigned Achieve 3000 Thought Question and we discussed how best to revise each one/talk about the importance of revising our work.
  • Students finished their writing and began their revisions. Students revised their writing within their original essay packet, using colored pens. There is a revision packet to guide students through analyzing 10 areas of their writing and color-coding their revisions to determine strengths/weaknesses in their writing. These packets are available in Class Dojo only, since they contain copyrighted material.
  • The teacher met with small groups of students to discuss targeted areas. For example, she met with absent students to review the prompt, students who did not utilize the time check post-it from last class to discuss how they can better manage their time going forward, and with students who struggled with the prompt to be sure their writing was on topic, etc. She was able to answer questions in small group and as she circulated the class between conferences.

Day 3 – Oct. 31 (A) & Nov. 1 (B):

  • The class reviewed the Informative/Explanatory FSA Writing Rubric and discussed how to use it to help them revise their writing before submitting.
  • Students finished all their revisions today and typed their final (revised) draft of their writing in a Word document. (The school uses P.C.’s, so we cannot open Pages.)
  • Students finished revising/typing the final draft of their essays.
  • The teacher showed students how to upload their work to the assignment in Focus. Students who did not have the essay ready to complete today, may take it home to complete. If you’ve been present all days, the deadline is 11/2 (A) and 11/3 (B) as outlined on the original Contender Pacing Guide. If absent, students have one day for every day absent to complete the assignment, but no more class time can be given. The remainder of the assessment must be completed at home. Please be honest and do not use outside tools when completing.
  • For students who finished the essay in class today, they used their remaining time to complete one of the two student engagement extension activities. All students must complete one of the two choices. The official deadline is 11/6 (A) and 11/7 (B.)

Homework:

  • Bring The Contender novel to class daily.
  • Submit your typed essay to Focus and your written essay packet to the class inbox by your deadline (see chart below:) Please note, essays may be turned in prior to deadlines, but the written essay still needs to be submitted to communicate the essay in Focus is the finalized essay and is ready to be graded.
  • Complete two weekly A3K choice articles between midnight on Monday – 11:59 P.M. on Sunday, scoring 75% or higher on each article to earn credit. For more info, please check the Achieve 3000 vs. Weekly A3K tab to answer FAQ. NOTE: “Slam Dunk to Success” is an assigned article, which will count as a classwork score. If already completed, it will NOT count as one of your weekly A3Ks.
  • Finish ONE extension activity packet by 11/6 (A) 11/7 (B.) Packets are available in class, if you were absent or forgot to pick one up. They’re on the table by the door, since you choose your preference.

warrior essay deadlines

If you haven’t done so already:

  • Turn in late work (only accepted one A or B day late.)

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