English 8 students began creating a model of text annotation that will serve as the goal for the rest of the year, combining the work with our kindness review for the ROCK mini-unit we’re working through this week.
English I students worked with the Schaffer model for the first time, seeing that it is, in fact, not all that difficult at all. Students created the following examples:
Third Period
| TS | Schaffer will make it much easier to write. |
| CD | Helps with planning |
| CM | Focus on ideas not organization |
| CM | Can freely move about paragraph while planning |
| CD | Helps with organization |
| CM | (Has a job) |
| CM | Each ____has own spot |
| CD | Tells you what to write next |
| CM | Each sentence has job |
| CM | Know job = know what next |
Fourth Period
| TS | Schaffer will make it easier to write. |
| CD | Help with planning |
| CM | Separates content from organization |
| CM | Can move freely between ideas |
| CD | organized |
| CM | The model contains order of sentences |
| CM | (Know what the order is) |
| CD | Help you know what to write |
| CM | Each sentence = job |
| CM | Know what job it has to do |
Afterward, students began working on their first Schaffer paragraphs with a partner.
Homework
- English 8 Studies: none.
- English I Honors: complete one whole chunk from today’s planning by yourself. (If you and your partner completed everything in class, create another chunk — CD/CM/CM — for additional practice.)
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