Welcome to Writing 2 @ CHAT!

 Greetings!

This is just a short note to say "Hello!" and to welcome both students and parents to my Writing 2 class at CHAT.  (I see a great mix of familiar and new names on the list. ) 

I'll be sending a longer, "here's what you need to know before school starts" email over the weekend, so this is just a brief greeting.  

This year I will be using Google Classroom for all of the assignments, so if you don't already have one, you should be getting from Mrs. Nelson a student chatclasses email for your child who is enrolled in this class.  My practice is to send all class emails and updates to parents and students, so if you want to use another email in addition to this one, please let me know.  

I hope you've had a good, fun, and relaxing summer.  And I also hope you're looking forward to a new school year.  I know I am!!

Blessings, 

Mrs. Prichard

Mrs. Prichard's Guide to Technology for 2021 - 2022

Greetings CHAT families!

Last year because of the potential restrictions from COVID-19, I put all of my materials and assignments on Google Classroom.  For many students, Google Classroom helped them keep track of assignments, was a repository of any handouts from class that they had lost, and offered an online way to complete homework.  Considering those benefits, I will again be using Google Classroom for my classes at CHAT.  Below are explanations and descriptions of some helpful resources to help you get set up for the year.

Online Option using Zoom.

• If at any point we require distance learning this year, the classes will meet via Zoom

• Students who are sick or out of town can attend my classes via Zoom.

• Follow this link:   Tamera Prichard’s Zoom classroom.  (password:  chat)

• Note:  Google Classroom offers a Google Meet address for the classes, but at this time I will not be using Google Meet

The G-Suite for CHAT Classes

Kim Nelson has assigned an email account with chatclasses.com to all of my students.  (Last year’s students will continue with their emails.)  This is essential for using Google Classroom and the multiple tools that come with the G-Suite for education.  Mrs. Nelson has also made some videos and a teaching sheet for using your CHAT email account and getting into Google Classroom.  She uses an Algebra 1 class as an example, but the steps will be the same for my writing classes.  

• How to Sign in to Gmail and Google Classroom for CHAT students

• How to Forward Your Email and Create a Filter

• Intro to Google Classroom for Students (20 minutes)

• How to scan a multi-page document using Genius Scan (free) and get it into Google Classroom  (Note:  Genius Scan is phone app that scans documents and saves them as PDFs.)

• Student Quick Guide to Google Classroom

• Another Google Classroom Tutorial

Google Drive

• With the G-Suite, students have access to Google Drive, which is a multi-dimensional platform for documents, slides, spreadsheets, etc.  Think of it as a filing system for your digital content.

• To get started, students should create separate folders for each of their classes.  For some classes, they might want folders within a folder.  (e.g. A Writing 2 folder could have subfolders for Essays, Grammar, Literature.)

• A well-organized Google Drive will help students stay better organized with their school work.  

Google Classroom

• All assignments for the semester will be posted in Google Classroom even if we’re face to face.  

• Students will be added to the roster and will get an invitation to join the class.  Follow the links in the email.  Parents will also be added.  If you prefer to not be added, let me know.  

• The assignments will come in one or more of the following formats:

• An attached Google Doc on which students can type

• A quiz or form that students can complete

• A discussion question on which students can type a comment or respond to a classmate

• An assignment where a student can upload a document or some other type of electronic work

• Students will need to remember to “Turn in” their homework via a button on the assignment page.

• Google Classroom has an attached gradebook and should be used for checking for missing work.  This year I will be using it as my online gradebook.  

• Google Classroom also has a calendar that keeps track of due dates for assignments.

Communication

• Email:  My email is tammy.prichard@chatclasses.com.  (Some of you have my older gmail account, so please change it to this one.)

• Blog:  I send weekly notes in an email and post them on the class blog.  I will also use the blog for sharing other information, such as videos, websites, etc.

• Writing 1

• Writing 2

• Writing 3

Finally, the 2 most important questions

• “Where to find worksheets and materials?”

• Attached to Class Notes emails.

• Attached to Google Classroom assignments

• In the shared folder for your class

•  Writing 

• Writing 2

• Writing 3

• Note:  These documents can only be accessed by students with CHAT emails; they are also set to be “View Only.”

• On the gradebook after the assignment has been posted on Classroom.

• “How can students hand in homework?”

• When we’re face to face, all work can be handed in physically in class

• For face to face OR distance learning:  Via the Google Classroom assignment (using the attached document or uploading material)

• If and only if the Rocketbook app is not working or a student is still in the process of figuring out Google Classroom

• Send an electronic version (i.e. pdf, Google docs, or Word document – NO Pages or photos) via email.

• The specific name of the assignment must be in the subject line.

• Send only one assignment per email.  

Writing 2 Class Notes -- Week 14 (May 6)

 Greetings!

This week we had our penultimate class for the year -- the one before the last one!  We had fun during class, which can be a very good thing, especially since, according to research, "humor activates the brain's dopamine reward system, stimulating goal-oriented motivation and long-term memory, which means that humor can improve retention in students of all ages.? (Edutopia, 2015)

For our Quick Write, I gave the students the following options:

-- Write about Star Wars (May the 4th is National Star Wars Day)

-- Write some fanfiction about another movie, book, or TV series

-- Write about anything else that's on your mind.

For our Words of the Day, we had the following words brought in my the students:

zealot -- a person who exhibits extreme zeal for a cause or ideas

sumptuous -- something that is luxurious and lavish

patootie -- an attractive girl; someone's "backside"

pogonotrophy -- the act of cultivating and growing a beard

The Essay Re-Write was due this week, and their final writing assignment, a Reflection Paper.  For this paper, they are to write about what they learned this year, what they learned about themselves this year, and what did and didn't work well this year.  At the bottom of this email is a link to an article about the value of reflection as a part of learning.

Last week, students took home, completed, and then corrected their Mastering the Comma Review.  This week, they have the final test to take home, complete, and then correct.  They should different colored pens/pencils for correcting their work and be sure to make their marks clearly.  I will figure the final scores for their tests.  The test and the answer key are posted on Google Classroom.  If for some reason they are not able to access Google Classroom, they should still take the test and bring it to class.  I will then correct it.

And, finally, it was time in class for the Poetry Jam, 2021!  The class was divided into 6 teams and took turns coming up to the front to recited their chosen poems.  Not only did the other teams help out with the judging, but we had an illustrious Writing 2 alumni, Nicholas Westerberg, join us as a guest judge.  Nicholas had taken Writing 1, 2, and 3 and Latin 1 from me and is now in college. He wrote a number of original poems for our Poetry Jams!  

I loved listening to all of their poems (and heard a number of my favorites.)  I recorded the Poetry Jam and have posted the video on Google Classroom.  All of the judges' scores have been tallied, and here is the list, in no particular order, of the top 3 teams and top 3 individuals who will complete in the finals next week:

• Teams
• Team 3 (Carson, Peter, Bennett, Ellie, and Ava)
• Team 5 (Elliot, Benjamin, Levi, and Michael S.)
• Team 6 (Philip, Tyler, Michael M. and Jesse T.)
• Individuals
• Kara
• Nalani
• Peter

For the Final Round of Poetry Jam 2021, the team members should each bring 1 poem.  The individuals should also bring 1 poem.  I will also have a poem that we will do as a whole class.  We'll finish our year with a "Party," and I'll set up a table in the hallway with some snacks.  (Students can bring some if they'd like.)

I hope to finish getting all of the scores for current and late homework in my the end of the weekend.  As I've told the students, all work should be in by 11:59 PM on May 15.  I will send an email for you to double check your scores on Track My Grades.

Assignments for Next Week:

-- Any old homework

-- The Reflection Paper

-- Bring a poem if you are a finalist

Links for this Week:

Class Notes

The Value of Reflection Papers

Poetry Jam 2021 Video

Blessings!

Mrs. Prichard

Tamera M. Prichard

Writing Instructor at CHAT

Writing 1, Writing 2, Writing 3

ACT Prep, British Literature

Writing 2 Class Notes -- Week 13 (April 29)

 Greetings!

We had a wonderful day in class.  We started the class period with a Quick Write, and today's prompt was connected with the fact that it is National Poem in Your Pocket Day.  I gave the students a sheet of paper with an extra large pocket outline. They were to write a poem within the lines of that pocket.  They could write originals or copy one from our poetry book.  

Here are our unusual Words of the Day:

Hexadosioihexekontahexaphobie -- the fear of the number 666

ructation -- the act of belching

heaven -- a place regarded as the home of God, the skies

resplendent -- attractive and impressive through being richly colorful or sumptuous.

The Final Drafts of the Evaluation Essays were due today, and I introduced the next writing assignment, which is an Essay Re-Write.  For this essay, students can choose any essay they have written this year for Writing 2, or they can choose an essay that they've written for another class.  They should take a one of their final drafts and look for ways to improve it.  I often suggest that students choose the essay that they got the worst grade on or that they want to spend some more time on. Another option can be to trade essays with a friend and re-write the friend's essay.  This writing assignment is due next week, and students should hand in the original along with the re-write.  (Note:  This isn't our regular pre-write to rough draft to final draft process.)

For our Literature portion of the class, we spend most of our time talking about one of my favorite poems by William Carlos Williams, "A Red Wheelbarrow."  After our discussion, I explained our Poetry Jam, which we will have for the next 2 weeks.  The class has been divided into teams, and those teams will compete in a group by reciting poetry.  (It looks like we might have some guest "judges" for the day.)  Each student should bring in 2 poems next week for the first round of the Poetry Jam.  

Here are the teams:

Team 1:  Maria, Maddy, Anna, Sam, Josie

Team 2:  Ethan, Raya, Zach, Nalani, Grace

Team 3:  Carson, Peter, Bennett, Ellie, Ava

Team 4:  Ingrid, Leighton, Jessie M, Kara, James

Team 5:  Elliot, Benjamin, Levi, Michael S.

Team 6:  Philip, Tyler, Michael M, Jesse T

Finally, to conclude our Grammar for the year, I have a Final Comma Test that they will take next week.  For this week, they have a review sheet that they should complete and then correct.  Correcting their own work will further help them review and will be much more beneficial than waiting a week to see if they got the answers right.  

We have a couple fun weeks planned to finish out our year, so let's make sure you get caught up on any late work.

Assignments for Next Week:

-- Bring 2 poems for your contribution to the Poetry Jam (Here is the scoring information)

-- Complete the Essay Re-Write

-- Complete the Mastering the Comma Review sheet and correct it. (Bring the corrected version to class)

Links for This Week

Class Notes

Have a great weekend!

Blessings,

Mrs. Prichard

Tamera M. Prichard

Writing Instructor at CHAT

Writing 1, Writing 2, Writing 3

ACT Prep, British Literature

Writing 2 Class Notes -- Week 12 (April 22)

 Greetings!

Just a brief note this week.

As always, we had a good class today.  In addition to our Quick Writes and Words of the Day, we had a discussion about common errors & corrections for the rough drafts of the Evaluation Essays.  Then, we broke into small groups to discuss the assigned poems.  Finally, for our grammar section I taught the students how to use the semicolon using Reese's peanut butter cups as an object lesson.

A gentle reminder:  Masks are still required at CHAT (including in the classroom) unless a student's parents have contacted Mrs. Nelson or Mrs. Johnson.  I often ask students to temporarily pull down their masks when I am having a hard time hearing their comments, but otherwise, the masks should be on.  

Assignments for Next Week:

• Evaluation Essay Final Draft

• Poetry: Read Frost (49-50), Sandburg (53-54), Williams (60- 61), Hughes  (75-78)

Note: The individual poems have been posted on Google Classroom: Week 13 Poetry

• Poetry Response (2 Poems)

• Grammar:  Wk11 - The Colon

• Grammar:  Wk11 - Using Semicolons and Colons

This Week's Class Notes: Writing 2 Class Notes -- Week 12 (April 22)

Be blessed this weekend!

Mrs. Prichard

Tamera M. Prichard

Writing Instructor at CHAT

Writing 1, Writing 2, Writing 3

ACT Prep, British Literature

Writing 2 Class Notes -- Week 11 (April 11)

 Greetings!

We had a lovely class this week.  One aspect that I especially enjoy with this Writing 1 class is that they all get along well and participate in a harmonious way.  We have good, productive conversations.

For our Quick Writes, here were their options:

1). If your life had a theme song, what song would it be and why? 2) If your life was a movie, what would the title be and what genre would it be?  Why? 3) Skittles of M & Ms?  Why? and 4) If you could design a “National Day” what would it be and why?

We had some unusual Words of the Day:

xanthophobia -- fr. Greek, xanthos, "yellow;" phobia, "fear" -- the fear of yellow

pentheraphobia -- fr. Greek, penthera, "mother in law"; phobia, "fear" -- a fear of your mother-in-law

tumultuous -- fr. Latin, tumultus, "commotion, bustle" -- a loud uproar

sarcasm -- fr. Latin, sarcasmus, "sneer, taunt"

dunk -- fr. Old German thunkon, "to dip" -- to dip something into a liquid

redhibition -- fr. Latin, rehibitio, "a taking back" -- to return a faulty or damaged product

We had a very short quiz after our Words of the Day.  I asked the students to memorize the state of being words:  am, is, are, was, were, be, being, and been.  I had them list the words, and they did a great job.

They have handed in the rough drafts of their Evaluation Essays.  I'm looking forward to reading them; these were probably the most complex essays that they will write this year.  I also asked them today to think about how they've improved as writers.  They shared some insightful comments.

We are now reading poetry for our Literature portion of the class. Some students like poetry, but many aren't that crazy about it.  Today, we watched a couple of videos of poetry recitations.  (See links at the bottom.)  The class has their new poetry books, and they should read the poems of the poets listed below.  We had some delightful poetry reading by the class of a number of Emily Dickinson poems.

For their homework, they need to respond to 2 poems, and the have 5 options:  

1.  Fill out a Poetry Worksheet for one or both

2.  Write a paragraph about the poem(s) that analyzes the poem; discuss what you think it means and why you like or don't like it.

3.  Instead of writing a paragraph, record a video commentary about the poem.  Youtube LiveStream or some other app on a device is OK as long as it can be seen by me.

4.  Do a piece of art that connects with the content and meaning of the poem.  

5.  Make a video of your recitation of the poem.

For our Grammar section of the class, we worked on 2 worksheets for the students to practice some more punctuation:  quotation marks and italics.

Have a beautiful weekend!

Blessings,

Mrs. Prichard

Assignments for Next Week:

• Poetry: Read Harper (27-29), Wilcox (33), Thayer (34-35), Johnson (41), Dunbar (p. 41 – 43)

• Poetry Packet (2 Poems)

• Grammar:  Wk12 - Italics & Quotation Marks
• Grammar:  Wk12 - Using Italics

Links for this Week

Class Notes

2019 Poetry Out Loud Winner -- Bella Callery (from my other school, Arcadia Charter School)

I Hear America Singing

The Builders

Taylor Mali "Speak with Authority"

Dead Poets Society "What will your verse be?"

Tamera M. Prichard

Writing Instructor at CHAT

Writing 1, Writing 2, Writing 3

ACT Prep, British Literature

Writing 2 Class Notes -- Week 10 (April 1)

 Greetings!

For our Quick Writes, we had 3 options:  1)  Write about a memorable joke or prank; 2) Write about your family's or church family's Easter traditions; 3) Ask Mrs. Prichard 3 questions.  Over the years, the students have enjoyed when this third option comes up; they ask thoughtful, curious, and often quirky questions.  

We had a brief check in on their Evaluation Essay; the rough drafts are due on April 15.  Some students have given this some thought, and others have waited until this next week to work on it.  Establishing criteria and evaluating something with that criteria is an important academic skill.

We had a quiz about our the four Short Stories that we read for this week, and even though I mentioned last week that I might do this, some students were not prepared.  I expected that to happen.  When spring arrives and the end of the year is in sight, most students turn their thoughts to activities other than school.  (The 2020-21 school year has been exceptionally long, so I really don't blame them.)  This was a low stakes reminder for them to do their homework.  

We are finished with our Short Stories and are now onto Poetry. Some students picked up books last week, and I didn't have the extras with me.  So, I have links for the poems they are to read.  These poems come from a book titled 101 Great American Poems, and they will be reading a chronological collection of poems, starting with poetry from the early 1800s to that of the mid-1900s.  

After the students read all of the poems, they are to choose 2 poems to respond to.  They need to respond to 2 poems, and here are their options:

1.  Fill out a Poetry Worksheet for one or both

2.  Write a paragraph about the poem(s) that analyzes the poem; discuss what you think it means and why you like or don't like it.

3.  Instead of writing a paragraph, record a video commentary about the poem.  Youtube LiveStream or some other app on a device is OK as long as it can be seen by me.

4.  Do a piece of art that connects with the content and meaning of the poem.  

5.  Make a video of your recitation of the poem.

Finally, for our Grammar portion of the class, we continued our discussion of punctuation.  This week we went over how parentheses and dashes are used and how they differ from  commas.

Have a blessed Easter weekend!  

Blessing,

Mrs. Prichard

Assignments for Week 11 (April 15)

-- Evaluation Essay Pre-Write

-- Evaluation Essay Rough Draft

-- Poetry: Read Emerson (4-5); Longfellow (6-10); Holmes (21), Whitman (22-26),Dickinson (29 - 32)

Week 11 Poetry Pt. 1 -- Emerson, Holmes, Longfellow

Week 11 Poetry Pt. 2 -- Whitman, Dickinson

-- Poetry Responses (2 Poems)

-- Grammar:  Wk10 - Dashes & Parentheses

-- Grammar:  Wk10 - Parentheses & Dashes

-- Grammar:  Wk10 - Ellipsis

Links for this Week:  

Class Notes

Poetry for Week 11 (April 15)  (Note:  I've added some poetry that wasn't on the syllabus)

Holmes (p. 21 - 22)  Old Ironsides

Emerson (p. 4, 5) Concord Hymn, and The Snowstorm

Longfellow (p. 6 – 10) The Arrow and the Song, and The Builders, and Paul Revere's Ride

Whitman (p. 22 – 26) I Hear America Singing and  O Captain, My Captain

Dickinson (p. 29 – 32)    Because I could not stop for death, and Hope is a thing with feathers, and If I can stop one heart from breaking, and  I'm nobody, who are you? and  There is no frigate like a book, and  This is my letter to the world

Tamera M. Prichard

Writing Instructor at CHAT

Writing 1, Writing 2, Writing 3

ACT Prep, British Literature