Writing 2 – 2019/2020 -- Classroom Policies

Classroom Conduct

·         As we explore the topics in our literature selections and the various aspects of writing, we’ll engage in whole-class and small group discussions.  Be polite and respectful of each other’s time and comments.

·         We only meet once a week and need to make the most of our time.  Come to class prepared and with the appropriate materials (books, notebook, pens, etc.).  Avoid unrelated and unnecessary conversations and activities that will distract us from learning.  Turn off ALL electronic devices.  (They may be confiscated until the end of the CHAT school day.  Please see the CHAT Code of Conduct for specific guidelines.)

Communication

·         Weekly updates that include the material covered and upcoming assignments will be sent to the e-mail addresses that parents submitted when registering for the class.  I will also collect e-mail addresses from students.  I prefer to communicate via e-mail, but can be reached on my cell phone if the concern is urgent.  (507/581-0270)

·         I’m using two other on-line resources: a blog and Google Drive as a document storage site.  Here’s how they will work:

–  Writing 2 – www.chatwriting2.blogspot.com.  The blog entries will contain the same information from the e-mail updates.  These entries will serve as a consolidation and reference for our weekly lessons for the semester.  Hopefully we can avoid forgotten assignments or missing e-mails.  If students or parents are unsure about an assignment, they have two places to go to find the information.

–  Google Drive –Most of the handouts will be available on a shared folder in Google Drive either as Word documents or PDF files.  Parents and students will receive an e-mail and be invited to view the “Writing 1” folder.  These documents can be downloaded and printed from home computers.

–  MyGradeBook – www.mygradebook.com. This is an online grade book on which I will enter the grades and scores for completed assignments.  Parents and students can log in to check progress.  Note:  Scores may not be immediately added to the website; feel free to contact me for any questions.

Homework Guidelines

·         Short writing assignments, Literature assignments, and Grammar worksheets should be handed in at class time when it is due.  Unless arrangements have been made with Mrs. Prichard, any assignments handed in after this time will be considered late.  While a lot of grace and patience will be given for overdue homework, students must show effort and must communicate about any difficulties they are having.  Please see the Late Homework Guidelines below.

·         Keep on schedule with the reading assignments.  Students who have read the assigned portions will engage more actively, learn more effectively and enjoy more fully the class discussions.

·         Rough drafts must be handed in on time, either in class or via e-mail so that they can be corrected and handed back on time.  If a rough draft does not get handed in, the student will miss out on the opportunity to learn from mistakes.  His/her composition will be graded as a final draft.

·         Final copies of assigned essays should be handed in when due or e-mailed on the Monday after it was assigned.  With special permission, an essay will be given an extension.

·         Extra credit activities will be offered from time to time.  The thrust of these will be mostly “fun and interest.”  Even though the scores will be added to the cumulative scores for the class, they are not a substitute for regular assignments.

Late Homework Guidelines

·         Homework is most useful when it is completed by the due date.  Grammar worksheets and     literature-related homework is not as beneficial for the student if it is done after the class has     covered that topic

·         Any homework handed in more than 2 weeks late will not be scored.  For example, if a worksheet     is assigned in Week 2 and due Week 3, it will not be accepted after Week 5.

·         If a student is absent due to an illness or family situation, parents should contact me.  Extensions       will be given in these circumstances.

Grading Policy

·         Accumulating points is the NOT an important aspect of this class.  My goal is that students grow as learners and writers; this is not always reflected in classroom points.  However, points are a helpful indicator of diligence, improvement, and, to some extent, quality.

·         Points will be given in the following areas:

–  Quick Writes & Vocabulary Builders – 5 pt. /day.  These exercises at the beginning of each class will not be graded for content, but will receive points for participation.

–  Short writing assignments, including lists, grammar exercises, 1 paragraph answers, etc. – points are dependent on the assignment.

–  Extra Credit – 2 – 10 pt. each, depending on the assignment.

–  Pre-Writes – 5 points for outlines, mindmaps, and any activity that shows brainstorming and researching.

–  Rough Drafts – 10 points for handing it in on time.

–  Final Essays – 40 pt.  Essays will be graded in four areas:  Focus, Content, Organization, and Mechanics /Grammar.

Writing 2 Fall Technology Resources

Greetings Parents of Writing 1 Students!

Below are the four primary sources that I will be using with your students this year.  One is an online grade book, and the other three are duplicates of information that students will be getting in class.  You can use them to stay connected with our work in class or to remind a student of an impending assignment or to get a copy of a worksheet that the dog has eaten.

Below are explanations of the resources:

Class Updates: Following our classes, I will send out an email that explains what we covered and class and what the assignments are.  Occasionally I will include links to interesting or pertinent sites that connect to our class discussions.  Any handouts from the class will be attached to these emails. Double check to make sure these emails are making it to your Inbox and not the Junk/Spam folder.

Writing 2 Blog:  The Weekly Class Updates and any other email messages will be posted on this site.  If you need to see a number of the updates at once, this is an efficient way to do it.  Copies of handouts, including links to pdfs on Google Drive, will also be posted.  Photos, images, videos, and links to other related websites will appear on this site.  If you're curious, you can peruse the blog for past posts in order to get a feeling for what to expect this year.  (Follow this link for this message!)

Google Drive:  This is an online storage site, and I have folders with all of the documents that I use in a larger folder labeled 2019 CHAT Writing 1 Fall Student.  If a student loses something handed out in class, this is another place to find it.  Most of the documents are as pdfs, but there are a few Word documents and Google docs mixed in.  (Note:  I am still in the process of loading up the folders, so you might not see much until the start of school.)

My GradeBook:  This is the online grade book that I will be using this year.  I've used it for a couple of years now, and it is pretty straightforward.  I also use an old-fashioned paper grade book that is up to date with every assignment, but it may take a week or so to get the grades onto this site.  That said, it should be a pretty accurate picture of what homework is missing and of ongoing scores for work handed in.  (Note:  You will be getting another email with specific instructions about signing in to the class.)

These resources have helped solve some of these problems:

If a student isn't sure of an assignment, he/sh can check

-- the syllabus that was handed out

-- the Class Update

-- the Writing 1 blog

If a student is missing something that I handed out, he/she can find it

-- as an attachment to a Class Update

-- on the Writing 1 blog

-- in the appropriate folder on Google Drive

If you have questions about grades or missing homework, you can

-- check My GradeBook

-- send me a personal e-mail.

Thank you for entrusting your children to my teaching.  I'll do my best to communicate with you, and feel free to contact me if you have questions.

Tammy Prichard

Welcome to Writing 2, Fall 2019

Greetings Parents!

Registrations have been coming in, and Kim Nelson has sent out updated class rosters to the tutors.  I'm excited to see so many Writing 2 students.  For those who are new to my classes, I will use emails and this blog, Writing 2, to keep parents informed and connected.  If you are curious about the class, feel free to peruse past blog posts, especially the Weekly Class Notes.

The students will be reading My Antonia (Willa Cather), I have purchased these books for the students. I prefer that students all have the same edition & publisher, so I purchase the books through Dover Publications, which are also fairly inexpensive.  I'll bring the books to class, and your students should plan to bring a notebook or paper for taking notes and a binder or folders for keeping track of handouts and assignments.

In addition to weekly emails and blog posts, I will use Google Drive for access to any class worksheets and handouts, and My GradeBook as an online grade book for keeping track of scores and assignments.  In the near future, you will be getting 2 emails -- one to invite you to a shared folder of the classes documents and one to invite you to your My GradeBook account.

I'm looking forward to a new group of students and a fresh year of writing.  Feel free to contact me if you have any questions.  Please let me know that you received this email; you can simply hit "reply" and "send."  Also, if you student has a separate email that he/she would like me to use, please send that to me.

Looking forward to my fall classes,

Tammy Prichard

Writing 2 -- Grades are Coming

Dear CHAT Writing 2 Students & Parents,

I've just finished calculating the grades for the Spring semester, and you will be finding them in your inbox by the end of the week.  As tutors, these are suggested grades for you as homeschooling families to consider.

For those who are new to my classes, let me share my thoughts on grades.  As I homeschooled, I didn't give my children grades.  I felt that grades were far too subjective.  I taught my own children for mastery.  We didn't proceed with a topic until they were ready no matter how long that took.  In a class setting, knowing where each student is with regards to his/her understanding of a topic is not possible, so any grade given is not a complete representation of what the student learned or accomplished this year.

Letter grades are a funny thing.  For some students, it becomes the only motivation for doing well.  For some, it becomes a measure of their worth as a person or as an academic learner.  I personally don't like these "side effects" of the grading system.  On the other hand, grades can be a valid reflection and reward for working hard, being diligent, and understanding the materials.

When teaching students to be good writers, I give a lot of consideration for growth and improvement. Each student has a starting place; over time I look for him or her to learn the mechanics of grammar, good writing techniques, and analytical thinking skills.

For this class, I gave points for attendance, participation, short assignments, literature assignments, grammar exercises, and longer essays. (I tend to be an "easy grader" and like to see my students encouraged to do their best.)  For these essay assignments, the final drafts were graded using a rubric that divided the papers into the following categories:  focus, content, organization, and mechanics.  The grades will be divided into the following categories:  Assignments (Quick Writes and in class activities), Literature, and Writing.  A student may have been strong in one area and not in another, and this will be reflected in these categories.  The categories are not evenly weighted; in other words, 100% in Assignments, which were almost all Quick Writes, does not have the same value as 100% in Grammar, which included lots of worksheets and new material to learn.

Each student (and parents) will receive an e-mail with percentages and suggested grades for this semester.  I’ve seen each student improve with each paper.  Good Work!

Blessings,

Tammy Prichard

Links:
Writing 2 -- Grades are coming!
Grades, Percentages, and Scores Clarification

Grades, Scores, and Percentages

Greetings!

In addition to my earlier comments about grades in general, I want to clarify how I have scored and graded my students this semester.  Firstly, I've divided the work done in the class into categories:  Assignments, Writing, Grammar, and Literature.  Each category is somewhat self-explanatory, except for perhaps the "Assignments" section.  This is where I put our Quick Writes, vocabulary work, and any other class participation scores.

For the past two years I've been using My GradeBook, an online grade book.  With this program, I can assign a category to each assignment, for example, Writing, Literature, Grammar, Assignments (in-class work.)  My GradeBook figures percentages for total scores and for scores within each of these categories. 

However, the four categories used for Writing 1 did not have the same number of assignments, so a straight averaging of the scores does not give an accurate total percentage/grade.  For example, the Assignments category had 16 scores, and 15 of them were small, 5-point Quick Writes.  Writing section had fewer assignments, but the scores were higher per assignment.

Though the categories are not exactly even, I feel that dividing the scores like this is helpful because it helps parent, students, and teacher have a better picture of the work done in the semester.  For example, if a student scores 100% on this Assignments section, I know that he showed up and participated well in class.  A low score in the Literature section is most likely a sign of a significant number of missing assignments.  Likewise, a low score in grammar could be because assignments were not handed in, or it could be a lack of knowledge in this area. As it is with all homework assignments for any subject area, the scores reflect a mix of quantity and quality. 

When you get the grades, you should see a small table like this:

Assignments		Grammar		Literature		Writing		Combined
Grade	%	Grade	%	Grade	%	Grade	%	Grade	%

I hope I haven't further confused the grading for this class.  Working with students to help them develop into first-rate thinkers and writers is my  primary goal.  Points, scores, percentages, and grades are only small parts in the learning process.

Blessings to all of you,
Tammy Prichard

Writing 2 Class Notes -- Week 15 (May 10)

Greetings!

Well, we've made it through another great year at CHAT.   I know that these great students learned a lot -- just compare their first essays with their final ones!

Even though I had a full day planned for the class, we didn't skip the Quick Write.  Students had two options:  they could write an end of the year thank you letter to their parents or they could brainstorm and list as much as they could remember about what they learned this year.  As we went around the room, they commented on both academic topics and every day life learning.  

We didn't do any Words of the Day this week.  I wanted to make sure we had time for the rest of our activities.

I handed back all the homework that I had graded, and students handed in their Reflection Papers along with any other homework that they had for me.  Today was the last day to hand in homework.  My hope is to get everything graded and have the grades sent out by the beginning of next week.

Now for the fun stuff ...

We finished our Poetry Jam.  Team 3 (David, Madi, Katelyn, and Timothy) and Team 4 (Carter, Julia, Alec, and Sofia) recited against each other, while the other 2 teams judged.  We had a great collection of poems, some memorized and some originals.  As far as I'm concerned everyone who participated was a winner!  We also heard poetry presentations from our "MVPs," the top scorers from each team.  We finished our poetry with the 5 teams doing a class reading of Dr. Seuss's "Oh the Places You will Go" with a rap background.

Remaining in our teams, the class then played a Jeopardy game with questions related to the grammar, writing, and literature that we've covered this year.  

Today was a bitter sweet day.  After eight great years at CHAT, I will miss engaging with young student writers.  I'm pretty proud of these kids.  They've written well, engaged well in class discussions, worked hard on homework, and been generally great all-around kids.  We had a marvelous year reading and writing! At the end of class, the students presented me with a sweet card, and a few tears were shed.  

Assignments for Next Week:

-- ABSOLUTELY NOTHING!!

This week's links:

Class Notes 

Jeopardy Final Exam

Have a great summer!

Mrs. Prichard

Writing 2 Class Notes -- Week 14 (May 3)

Greetings!

It's Spring, and before we know it Summer will be here, too.  While you may still have more school to do at home, I can tell that students are ready for a change and for the end of CHAT classes. We've had a great year and they've worked hard!

For our Quick Write today, I used the following prompts.  Students could write about one or more, and they always have the option to write about something else that is one their minds.  I know of at least one student who combined the prompts.  

#1 -- Describe your worst day ever.

#2 -- Describe your best day ever.

#3 -- "I couldn't believe my eyes . . . "

Our Words of the Day were all words of Latin roots:

incognito -- fr. Latin, in, "not" and cogito, "to know" -- when the true identity of a person is not known or is hidden

muscle -- fr. Latin mus, "mouse" -- Ancient Romans thought that the movement of muscles were somewhat mouse-like.

companion -- fr. Latin com, "with" and panis, "bread" -- The Old French version of this word meant someone with whom you would break bread.

Following our beginning of class activities, I checked in with their final essay assignment, which was the Essay Re-Write.  Some students had asked if they could really alter the essay, and I'll never say "no" to doing more writing.  I also mentioned that next week, May 10, will be their last chance to hand in any homework.  

Their very last assignment for the class is to write a Reflection Paper.  This doesn't need to be long, or perfectly written, but I want them to take some time and think about what and how they have learned this year.  (I wrote a blog post a few years ago, "The Value of Reflection Papers" that might be helpful to read.)  For these papers, students should include the following

Paragraph #1 -- Answer the question, "What have you learned this year?"  (They can do this with a mix of sentences and lists.)

Paragraph #2 -- Answer the question, "What have you learned about yourself as a student/writer this year?"

Paragraph #3 -- Answer the question, "What did you like or not like in the class?  What worked well for you and what didn't?"

Extra Credit -- Draw a picture of anything that will remind me of the class or of you!

We closed out the Grammar section with a "Final Exam."  We've done a lot of talking about sentence construction this semester, so most of the test was to see if they can build their own sentences from scratch.  If you were absent from class, I'm attaching the exam, and it can be done and brought to class. 

And then -- the Poetry Jam!  I look forward to this all year long.  Some students love poetry, some tolerate it, and a few really don't like it; I've found that even those who don't like poetry are great sports.  If you haven't heard about the logistics of the "jam," the students present their poems as teams with the other teams scoring them using a rubric.  I plug those  numbers into my spread sheet and average the scores. (The scores listed below are averaged from the scores of the judging teams and for the number of players in each team.)  Next week, the top two teams will compete, and I have something for the top scoring students, too.

The scores for the Poetry Jam were pretty close.  Teams 3 and 4 should come prepared for Round 2 of the Poetry Jam.

Team 1 -- 8.33

Team 2 -- 7.22

Team 3 -- 9.58

Team 4 -- 8.44

Our top scoring students were Caitlin, Noah, Madi, Katelyn, and Julia.  They should come prepared to recite something that I will give them.

Next Week:

Poetry Jam, Round 2

Final Exam (a.k.a. a Jeopardy game)

Reflection Papers

Note:  All homework should be handed in by May 10.

Links for This Week

Class Notes

The Value of Reflection Papers 

Final Grammar Exam

Have a great weekend!

Mrs. Prichard