How can prewriting and organizing help us synthesize sources?
Objective: Students will create outlines that lay out a plan for a paper that incorporates multiple sources.
1. On page 84 of our writer's notebook, we each completed a status report to help us be reflective about our high school experience and set goals for Term 4 and beyond.
2. We read independently for 20 minutes and and completed a reading log.
3. We each met with our book club groups and each made bookmarks featuring the group's reading schedule.
4. We discussed the steps of the POWER writing process (prewriting, organizing, writing, evaluating, and revising), focusing on how even for writing tasks with short timeframes, prewriting and organizing can help our writing be more efficient and successful.
5. We completed the prewriting and organizing steps for a DBQ assignment:
a) First, we read the directions together as a class and identified every important component of the assignment;
b) We each coded the sources, identifying whether how they related to the issue in the prompt -- for (F), against (A), both (B), or neutral (N);
c) We each created an outline for a five-paragraph paper:
Objective: Students will create outlines that lay out a plan for a paper that incorporates multiple sources.
1. On page 84 of our writer's notebook, we each completed a status report to help us be reflective about our high school experience and set goals for Term 4 and beyond.
2. We read independently for 20 minutes and and completed a reading log.
3. We each met with our book club groups and each made bookmarks featuring the group's reading schedule.
4. We discussed the steps of the POWER writing process (prewriting, organizing, writing, evaluating, and revising), focusing on how even for writing tasks with short timeframes, prewriting and organizing can help our writing be more efficient and successful.
5. We completed the prewriting and organizing steps for a DBQ assignment:
a) First, we read the directions together as a class and identified every important component of the assignment;
b) We each coded the sources, identifying whether how they related to the issue in the prompt -- for (F), against (A), both (B), or neutral (N);
c) We each created an outline for a five-paragraph paper:
- Introduction (Write your thesis)
- Support (Write the main idea of the paragraph & any sources you will use in this paragraph)
- Support (Write the main idea of the paragraph & any sources you will use in this paragraph)
- Concession (Write the main idea of the paragraph & any sources you will use in this paragraph)
- Conclusion