Writing+Project+P.D.--On-Demand+Writing

__**Pre-Assessment:**__ Have students spend an hour in class writing using one of the released prompts. Use this to guide your planning and as a marker for success. I also type portions of the student samples to use in discussion.
 * The GLOG: []**

__**Scoring Guide:**__ Look at criteria as a class//.// Discuss the expectations for a 4, 3, and 2. I make sure that I point out that using proper grammar, including transitions, and splitting the paper into paragraphs can bump 3's to 4's. I also ask them to count how many times the word audience is mentioned.


 * __Samples__:** There are several things you can do with the scored samples on KDE's website.
 * Build confidence
 * Model expectations
 * Annotate (using language from the scoring guide)
 * Highlight (evidence of audience awareness, the main support points, transitions, etc.) Excellent Bell Ringer Activities.
 * Reverse Outline--Have students find and rewrite the hook, thesis, and three points in outline form.
 * Teach students to score.

Site Based Decision Making Council (SBDM) School Board || * respect
 * __Audience__:**
 * **Audience:** || **What do they want?** || **How should I speak to them?** || **How should I NOT speak to them?** ||  ||
 * Peers || * freedom
 * respect
 * money
 * food
 * entertainment || * some slang
 * conversational
 * we, us, our, you
 * rhetorical questions || * condescending
 * profanity
 * "Teens should..."
 * "thesaurasize" ||  ||
 * Principal
 * high test scores
 * happy students and parents
 * well-run school || * formal language
 * Mr., Mrs., Sir, Ma'am, please, appreciate, our school || * very little "you"
 * "Principals should..."
 * profanity
 * slang
 * hateful commentary
 * whining ||  ||
 * Parents || * respect
 * happy, healthy children
 * ACT scores
 * college admissions
 * children who are prepared || * a nice mix of formal and conversational language || * teen slang
 * profanity
 * whinng
 * hateful commentary
 * "Parents should..." ||  ||



Ask students to bring in their favorite magazines. Have students highlight phrases that speak directly to the audience. Show them that audience awareness is not confined to the introduction and conclusion.

__**Using the Passage:**__ 1. Quick reads. Find high interest articles or editorials. Have students read and form an opinion. Discuss. Encourage students to use the text to support their thinking.

2. Highlight. Pass out copies of the student samples from KDE. Students should read the passages first. Next, read the models. Highlight material from the passages. Discuss how the 4 used the passage, 3, 2, and 1.

3. Check/X. When students practice writing an On-Demand, ask them to put check marks beside evidence that will help them prove their points. Have them put an X beside each idea that might become a counterclaim.

After this activity, students label what type of introduction the writer used.
 * __Introductions__: Introductions can utilize quotations, statistics, startling statements, stories/scenes, questions, etc.**



Make students think: I did these short writing assignments before I even mentioned that students would take an On-Demand test. You could do them during the body paragraph portion of your teaching.**
 * __Developing ideas:__**
 * News articles on hot topics (Casey Anthony, Amy Winehouse, football lockout, etc.)
 * You Tube videos
 * Responding to editorials
 * Listing topics that involve the school, community, school, and nation.
 * Things that make me angry...
 * I wish I could help...

Write, pair share, whole group share.





The Table Legs Theory: One point must be strong enough to hold up an entire paper. (Narrative) Two points must be equally strong. Three points are usually best because weight is distributed.

__**Transitions:**__ Subtle=Distinguished (however, nonetheless, conversely, for instance, etc.) Obvious, but effective=Proficient (first, second, third, in conclusion)


 * Use a website or a textbook to find a list of transitions. Have students take notes on transitions that introduce information, transitions that lead to examples, transitions that lead to counterarguments, transitions that begin conclusions, etc


 * Give out copied magazine articles, editorials, and speeches. Have students highlight transitions. Read the highlighted portions aloud so that students can hear how a writer moves a reader from point to point or paragraph to paragraph.


 * Make transition Mad Libs. White out transitions from an article or other text. Ask students to insert appropriate transitions.


 * __Rebuttals and Counter-Arguments:__ Show audience awareness. Also, students may only be able to think of two pro points. A counterargument makes a great third point. Distinguished writers may be able to write three pros and a counter.**

Point/Counter Point: Put students in pairs. One student is pro; one student is con. After students write about their positions, they should switch papers. Now, have students choose one of the opposition's views, and ask them to write a paragraph addressing and refuting the claim.

Note card Activity: Have each student write an opinion statement on a note card. Send the card around asking for evidence to support the opinion. Then flip the card, and ask for evidence to oppose the opinion.

__**Conclusions:**__
 * Have students bring in articles that have introductions and conclusions that come full circle. Ask students to write the introduction and conclusion on chart paper. Ask them to present the paragraphs to the class and discuss the elements that both paragraphs share.


 * Give students an article, speech, letter, etc. Cut off the conclusion. Ask students to write a new conclusion that comes full circle but that does not simply repeat the introduction.

__**Baby Steps:**__ 1. Choose a **prompt**. It can be a released prompt or a prompt you create. 2. Break students into **groups**. 3. Day one: the group creates a **introduction**. Everyone writes. The groups share. Discuss strengths and weaknesses. 4. Day two: the group creates the three **body paragraphs**. Develop ideas. Use appeals. Share. Discuss. 5. Day three: **rebuttal and conclusion**. Share. Discuss.

6. **Debate**: split the room. Sample Topics: Apples v. Oranges, Brooms v. Mops, Cars v. Trucks. Encourage students to use transition words in their points and rebuttals. Do a practice debate. Then conduct research for a true debate.
 * 3 minutes: introduction
 * 5-10 minutes: three points
 * 5 minutes: rebuttals
 * 5 minutes: conclusion

7. Now the students have completed two persuasive arguments. Give them a prompt to write on their own.

8. Teach them how to score. Students should score their own papers and analyze areas for growth.
 * Another opiton: Have students take the sample KDE papers from a score of 2 to a score of 3 and from a score of 3 to a score of 4.**


 * __Grammar:__**
 * It is important!!**
 * Read backward.**
 * Learn to revise.**

__**Informative and Narration:**__
 * Now they can do anything.**

__**Miscellaneous**__. Have students create prompts. Brainstorm possible topics and write down three points for each.**