Sarah+Thompson

Name of Assignment ** Unlearn

Sarah Thompson Inspired by Linda Christensen’s //Reading, Writing and Rising Up//
 * Name of Preparer**

Grades 8-10 *
 * Grade Level **

This six week writing unit has been developed for eighth, ninth and tenth grade English courses, but could easily be adapted for younger or older audiences by simply introducing less or more mature resources/materials *. The general purpose of the unit is to expose, awaken and dispel cultural and social inequalities presented through the media that both influence and govern social roles, values and perceptions. Students will educate the general public about their discoveries through an informative essay addressed to the editors of newspapers and magazines. Students will also be creating a multi-genre portfolio, which will include samples of poetry, short stories and the fore-mentioned informative essay, devoted entirely to this writing unit. These formal writing assignments, as well as informal daily journal entries, will serve as outlets to express and convey reactions as they uncover and overcome the “social myths that bind us.”(Christensen, 40). Technology is an important component of this writing unit – supporting research, writing, editing, printing, and publishing opportunities. Additionally, various modes of publication will be utilized to showcase polished written works. Students will post their final works on our classroom website, illustrate and publish a piece to be printed on a personalized bookmark, create a multi-genre portfolio devoted entirely to this unit, and share one selective piece during a read-around on the last scheduled class period designated to this writing assignment.
 * Overview **

The text //Reading, Writing and Rising Up//, written by Linda Christensen, offers numerous teaching ideas and resources that support the fundamentals of this proposed writing unit. Christensen argues “Our society’s culture industry colonizes their [students’] minds and teaches them how to act, live and dream”, and Chilean writer Ariel Dorfman dubs this indoctrination the “secret education”, that teaches young people to “accept the world as portrayed in these social blueprints.”(40). David Stovall, in a 2006 article titled “Urban Poetics: Poetry, Social Justice and Critical Pedagogy in Education”, published in //The Urban Review//, claims “Teaching social justice… is a libratory, conscious-raising, politicized process that challenges young people to develop understandings of their world and begin to engage the world as agents of change.”(63-64). This unit encourages students to question this accepted knowledge, gives them the tools to decode underlying assumptions, and unlearn the “secret education” and the “myths that bind us”. Students will be enlisted to “imagine a better world, characterized by relationships of respect and equality.”(Christensen, 41).
 * From Theory to Practice **

ü Participate in the writing process as authors, editors, publishers and illustrators. ü Achieve personal growth and awareness. ü Learn to address various audiences suiting each particular purpose and/or function. ü Inform audiences through multiple modes/forums, which include publications online, media publications – newspaper and/or magazine article, and public speaking. ü Develop critical reading, listening and viewing strategies that allow students to intercept messages and construct meaning beyond the literal. ü Effectively use the English language to express and convey their message and interests. ü Become investigators of mass media. ü Successfully use technology as a tool and resource.
 * Student Objectives **

1.1 Understand and practice writing as a recursive process. 1.2 Use writing, speaking, and visual expression for personal understanding and growth. 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose. 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work. 2.1 Develop critical reading, listening, and viewing strategies. 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level. 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading. 3.1 Develop the skills of close and contextual literary reading. 3.4 Examine mass media, film, series fiction, and other texts from popular culture. 4.1 Understand and use the English language effectively in a variety of contexts and settings. 4.2 Understand how language variety reflects and shapes experience.
 * Michigan Content Expectations**

This particular writing assignment will span the course of several weeks. The unit is supported by several mini-lessons to assist teachers in either presenting or refining writing skills. Any number of the proposed mini-lessons can be eliminated from the unit to reduce instructional time; however, I caution that students should have had exposure to several writing styles prior to introducing this unit if considering doing so.
 * Instructional Plan Overview **

v ** Resources ** Ø Technology § Internet Access – View cartoons on You Tube website (//Popeye: Ali Baba and the 40 Thieves//, //Bugs Bunny: Witch Hazel’s Vanity//, and personal choice selections); Access Mary Carter Smith’s “Cindy Ellie, A Modern Fairy Tale” at [|www.books.google.com]. § Classroom Website – Participate in online discussions; Post written works for teacher and peer review; Post polished pieces for publication. § Writing Lab – Writing drafts, correcting/revising pieces, printing. Ø Literary Works § George Ella Lyon’s “Where I’m from” [|Where I'm From Poem -- Sarah Thompson.doc] § Lucile Clifton’s “Homage to my Hips” [|**Homage to My Hips Poem by Lucile Clifton -- Sarah Thompson.doc**] § Preface and Chapter 1 from Ariel Dorfman’s __The Emperor’s Old Clothes: What the Lone Ranger, Barbar, and Other Innocent Heroes Do to Our Minds__ purchase book at [|www.books.google.com] § “In My Father’s Kitchen” by Laura Tourtillot [|Sweet Learning Minilesson In My Father's Kitchen -- Sarah Thompson.pub] Ø Physical Materials § Pen or Pencil § Composition Book for Daily Journal Entries § Notebook for Comprehensive Portfolio § Drawing Paper for Bookmark Submissions Ø Handouts, Guidelines & Resources § Unlearn Assignment Sheet [|Unlearn Assignment Sheet -- Sarah Thompson.doc] § Writing Workshop Self-Assessment Sheet by Cheryl Almeda [|**Self-Assessment Sheet -- Sarah Thompson.pub**] § Writing Workshop Expectations [|**Expectations for Writing Workshop -- Sarah Thompson.doc**] § Dialogue Journal Strategy [|**Dialogue Journal Strategy -- Sarah Thompson.doc**] § Writer’s Reflection of Draft by Cheryl Almeda [|Writer's Reflection on Draft -- Sarah Thompson.doc] § Writer’s Reflection on Finished Paper by Cheryl Almeda [|Writer's Reflection on Finished Paper -- Sarah Thompson.doc] § Showcase Portfolio Grading Rubric by Cheryl Almeda [|**Showcase Portfolio Rubric -- Sarah Thompson.pub**] § No Praise, No Blame Peer Response Sheet by Chuck Guilford [|**Guilford's No Praise No Blame Peer Response -- Sarah Thompson.doc**] § Charting Stereotypes Activity Directions by Linda Christensen [|**Charting Stereotypes Activity -- Sarah Thompson.doc**] § Charting Stereotypes Activity Worksheet by Linda Christensen [|**Charting Stereotypes Chart -- Sarah Thompson.doc**] § No Praise, No Blame Workshop Guidelines by Chuck Guilford [|**Guilford's No Praise No Blame Workshop Guidelines -- Sarah Thompson.doc**] § Criteria for Judging Poetry by Chuck Guilford [|**Guilford's Criteria for Judging Poetry -- Sarah Thompson.doc**] Ø Mini-Lesson Materials § 5 pictures portraying varying emotions – //** How Do You Feel **// (find pictures in a magazine, online, etc.) § 5 index cards with thought-provoking questions – **//Persuasive Argument//** (create questions on your own that do not allow simple yes or no answers) § Excerpt from Ariel Dorfman’s __The Emperor’s Old Clothes: What the Lone Ranger, Barbar, and Other Innocent Heroes Do to Our Minds__ //– **Written Conversation**// purchase book at [|www.books.google.com] § Four Corners Opinion Log – **//Four Corners//****//: Connecting Ideas// [|Four Corners Mini-lesson Opinion Log -- Sarah Thompson.doc] ** § 4 posters, “Yes, No, Maybe, I Don’t Know” and tape – **//Four Corners//** (use colored paper and marker to create your posters with one word per poster) § Prepositions Handout – **//Four Corners// [|Preposition Activity Worksheet -- Sarah Thompson.pub] ** § Prepositions Worksheet – **//Four Corners// [|Preposition Worksheet -- Sarah Thompson.pub] ** § “In My Father’s Kitchen” by Laura Tourtillot – **//Sweet Learning// [|Sweet Learning Minilesson In My Father's Kitchen -- Sarah Thompson.pub] ** § 9 Elements of Fiction Handout – **//Sweet Learning// [|Sweet Learning Minilesson 9 Elements of Fiction -- Sarah Thompson.pub] ** § Mad Lib //**-** Show! (Don’t Tell)// by Janell Baker [|**Show! Don't Tell Mad Lib.pdf**] § Essay Introductions Examples **//– Essay With an Attitude Part I// [|Essay w Attitude Intro pg.1.pdf] [|Essay w Attitude Intro pg.2.pdf] ** § Criteria Sheet **//– Essay With an Attitude Part II// [|Essay w Attitude Criteria Sheet.pdf] ** § Student Response Sheet **//– Essay With an Attitude Part II// [|Essay w Attitude Response Sheet.pdf] ** Ø Mini-Lessons Consulted § **//Found Treasures//** by Rachel Rosenbach [|**Found Treasures Mini-lesson.pdf**] § **//How Do You Feel?//** by Kandace Lavender [|**How Do You Feel Mini-lesson.pdf**] § **//Persuasive Argument//** by Raphael Johnson [|**Persuasive Argument Mini-lesson.pdf**] § **//Written Conversation//** by Alyssa Schafer [|**Written Conversation Mini-lesson.pdf**] § **//Vortex Vocab by//** Kandace Lavender [|**Vortex Vocab Mini-lesson.pdf**] § **//Show! (Don’t Tell)//** by Janell Baker [|**Show! Don't Tell Mini-lesson.pdf**] § **//Four Corners//****//: Connecting Ideas//** by Cheryl Almeda [|**Four Corners Mini-lesson.pdf**] § **//Where I’m From//** by Cheryl Almeda [|Where I'm From Minilesson -- Sarah Thompson.doc] § **//Sweet Learning//** by Sarah Thompson [|Sweet Learning Minilesson Teaching Strategy -- Sarah Thompson.pub]
 * Instructional Plan Components **

v **Teacher Preparation** -- It will be necessary, due to copyright restrictions, for the instructor to purchase Ariel Dorfman’s book; all other literary material can be accessed online. Dorfman’s, __The Emperor’s Old Clothes: What the Lone Ranger, Barbar and Other Innocent Heroes Do to Our Minds,__ will need to be assigned reading prior to beginning the writing unit. Handouts, including guidelines and resources, will need to be copied and made available for each student. Instructors will want to preview proposed mini-lessons to ensure they meet the needs and criteria for your individual course. If computers are not accessible within the classroom, then the instructor will need to allot several class periods to be held in the school’s computer/writing lab. Lastly, teachers will want to browse [|www.overnightprints.com] to decide whether they would like to take this particular approach to publishing students’ bookmarks, which requires downloading images and some expense, or whether the instructor would prefer a less expensive, less technical approach. v **Detailed Lesson Plans** – lesson plans are based on 50 minute class sessions, 5 times per week, for 6 weeks //Students should have already read the preface and first chapter of Ariel Dorfman’s, __The Emperor’s Old Clothes: What Lone Ranger, Barbar, and Other Innocent Heroes Do to Our Minds__, and made entries about the reading in their response journals, replying to the following questions: Do you agree with Dorfman’s position that children receive a “secret education” in the media? Do you remember any incidents from your own childhood that supports his allegations? // The objective of this lesson is to hold a meaningful discussion about Ariel Dorfman’s text, __The Emperor’s Old Clothes: What Lone Ranger, Barbar and Other Innocent Heroes Do to Our Minds__. //(This discussion will serve as the introduction to this unit, and the instructor’s rationale for addressing this topic.)// Additionally, visual images/representations of social injustices and inequalities, as portrayed through mass media, will be viewed to prompt students to review, analyze, and question their findings. Internet access to //Popeye Episode: Ali Baba and the 40 Thieves//, //Bugs Bunny Episode: Witch Hazel’s Vanity//, and other personal selection choices Paper and Pen/Pencil Charting Stereotypes Directions and Activity Sheet 1. Discuss assigned reading and journal entries from preceding class. (15 minutes) -- Revisit journal entry prompts: Do you agree with Dorfman’s position that children receive a “secret education” in the media? Do you remember any incidents from your own childhood that supports his allegations? 2. Using the internet, either in the school’s computer lab or from the classroom’s tech center and over-head projector, have students review cartoon images. Students chart stereotypes during viewings. (20 minutes) 3. Students collaborate to share ideas discuss findings. (10 minutes) -- Do not be too quick to point out stereotypes. Give students ample time to weigh their thoughts and ideas before nudging them. It is important that they make these discoveries on their own. 4. Conclude class session and present follow-up materials. (5 minutes) Have students read Mary Carter Smith’s “Cindy Ellie, A Modern Fairy Tale” (1989), and assign an entry in their response journal as homework. Open the next class session with a discussion on the reading and their responses. ***Make sure students are referencing the //Dialogue Journal Strategy Worksheet// to help along journal entries for reluctant or uninspired writers.**
 * Week 1 **
 * __Day 1 __** – (meets discussion activity/prompt requirement)
 * Objective: **
 * Materials Needed: **
 * Process: **
 * Follow-Up: **

__Day 2 __** – (meets assignment sheet and assessment rubric requirement) Discuss assigned reading from day 1 – Mary Carter Smith’s “Cindy Ellie, A Modern Fairy Tale”. Introduce the idea of “taking action”. This is where the instructor will explain how all the writing that will take place during the 6 week marking period will accumulate into one last piece – the informative essay. Students need to be encouraged to begin exploring ideas/topics for their essay immediately. The informative essay will be a work “in progress” throughout the unit; the final draft of the informative essay will be the last piece showcased in their portfolio. Distribute unit assignment sheet and rubric. **

__<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 3 __
 * <span style="font-family: 'Times New Roman','serif';">The objective of this lesson is to make a transition into poetry, and make use of this writing style to creatively express and celebrate individual attributes and personal characteristics. “Praise poems” offer students a chance to recognize society’s often harshly critical views and counterbalancing them with joyous praise to themselves and their unique qualities in an attempt to modify their own, likely skewed, perceptions of beauty. Read, Lucille Clifton’s, “Homage to my Hips”. Class time should be allotted for students to begin working on their own “praise poem”. **

__<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 4 __**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> – (meets the pre-writing activity requirement) //<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Prior to the lesson, instructors should familiarize themselves with the teaching strategies used in the //**Where I’m From//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> **mini-lesson.** // <span style="font-family: 'Times New Roman','serif';">Objective: <span style="font-family: 'Times New Roman','serif';">Materials Needed: //<span style="font-family: 'Times New Roman','serif';">Where I’m From //**<span style="font-family: 'Times New Roman','serif';"> mini-lesson George Ella Lyon’s, “Where I’m From” Poem Paper and Pen/Pencil Chuck Guilford’s //Some Criteria for Judging Poetry// ** <span style="font-family: 'Times New Roman','serif';">Process: 2. Direct students take special notice to details and reoccurring phrases; afterwards, conduct a brief discussion of findings. (5 minutes) 3. Instruct students to make a list of personal memories <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">– see **//Where I’m From//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> **mini-lesson prompts –** <span style="font-family: 'Times New Roman','serif';">(10 minutes) 4. Share lists out loud. (5 minutes) 5. Begin writing. (15 minutes) 6. Conclude class session. Distribute follow-up material, briefly commenting on purpose and function. (10 minutes) Follow-Up:
 * <span style="font-family: 'Times New Roman','serif';">The objective of this lesson is to use a pre-writing activity to help reluctant writers develop strategies to initiate/prompt poetry writing, and to introduce responsible peer editing techniques for poetry editing and revision. **
 * <span style="font-family: 'Times New Roman','serif';">1. Read, George Ella Lyon’s, “Where I’m From” poem. (5 minutes)
 * <span style="font-family: 'Times New Roman','serif';">Ask students to continue developing this piece for homework, and try employing these writing strategies on other works “in progress”. Distribute Chuck Guilford’s //Some Criteria for Judging Poetry//. Instruct students to review worksheet for the subsequent lesson. **

__<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 5 __**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> – (meets peer review requirement) ** <span style="font-family: 'Times New Roman','serif';">Objective: <span style="font-family: 'Times New Roman','serif';">Materials Needed: Pen/Pencil Students’ “Where I’m From” Poems or “Praise” Poems ** <span style="font-family: 'Times New Roman','serif';">Process: 2. Allow students to ask questions or seek clarification about judging criteria. (5 minutes) 3. Present a work “in progress” on the overhead projector from your poetry collection. Have students make suggestions for revision. (10 minutes) 4. Organize students in small groups of 3-5 people. (3 minutes) 5. Each student will act as author and responder. Students will take turns reading their selected poem aloud, while the other members are noting comments/suggestions for revision. Writers will leave session with notes from each group member that supports the revision process. (30 minutes) 6. Conclude class session. (2 minutes) ** <span style="font-family: 'Times New Roman','serif';">Follow-Up:
 * <span style="font-family: 'Times New Roman','serif';">The objective of this lesson is to provide students with an opportunity to participate in the editing process as a peer editor, and teach students the basics of respectful, responsible, thoughtful collaboration. A peer response workshop, working in small groups of 3-5 students, will be conducted during this lesson. **
 * <span style="font-family: 'Times New Roman','serif';">Chuck Guilford’s No Praise, No Blame Peer Response Worksheet
 * <span style="font-family: 'Times New Roman','serif';">1. Have students retrieve //Some Criteria for Judging Poetry// Sheet
 * <span style="font-family: 'Times New Roman','serif';">Have writers begin the revision process on their selected poetry piece. Encourage students to revisit any other works “in progress”. Students will post revised poetry on classroom website for instructor’s review/comments. **

<span style="font-family: 'Times New Roman',Times,serif;">Class will be held in the writing lab. Students will consider instructor’s revision suggestions from online post and produce a final draft of their selected poetry piece for their showcase portfolio and post their work on the class’ website.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Week 2 **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 1 __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 2 __**
 * <span style="font-family: 'Times New Roman','serif';">Sweet Learning **<span style="font-family: 'Times New Roman','serif';"> mini-lesson. This is a day of transition, moving from poetry to short-stories and personal narratives.

<span style="font-family: 'Times New Roman','serif';">Use the first-half of class to continue working on short-story/narrative drafts from previous day; reserve the second-half of class for the **//Found Treasures//** mini-lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 3 __**

<span style="font-family: 'Times New Roman','serif';">Peer editing workshop for short-stories/personal narratives. This workshop will be held in pairs, not small groups. Have students revisit Guilford’s //No Praise, No Blame Workshop Guidelines// for helpful peer revision strategies.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 4 __**

<span style="font-family: 'Times New Roman','serif';">Class will be held in the writing lab. Students will work towards a final draft, posting their work on the class’ website for instructor’s review/comments.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 5 __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Week 3 **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 1 __**
 * //<span style="font-family: 'Times New Roman','serif';">Show! (Don’t Tell) //**<span style="font-family: 'Times New Roman','serif';"> mini-lesson. Students receive instructor’s revision suggestions; the remainder of class time is used for correcting/revising drafts and preparing for a final draft of their short-story and/or personal narrative.

<span style="font-family: 'Times New Roman','serif';">Class will be held in the writing lab. Students will print a final draft of their short-story and/or personal narrative for their portfolio and post their finished piece on the class’ website.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 2 __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 3 __**
 * //<span style="font-family: 'Times New Roman','serif';">Persuasive Argument //**<span style="font-family: 'Times New Roman','serif';"> mini-lesson. This is a transitional day, moving from short-stories and personal narratives to informative essays. The informative essay portion of this writing unit will be the most involved and lengthiest.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 4 __**
 * //<span style="font-family: 'Times New Roman','serif';">Essay With an Attitude Part I //**<span style="font-family: 'Times New Roman','serif';"> mini-lesson.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 5 __**
 * //<span style="font-family: 'Times New Roman','serif';">Essay With an Attitude Part II //**<span style="font-family: 'Times New Roman','serif';"> mini-lesson.

<span style="font-family: 'Times New Roman','serif';">Mid-way conferences and writing workshop. While students are looking through their earlier pieces to find evidence to support their informative essay, as well as beginning to work on their essay introductions, the instructor will be holding brief, informal conferences with each student to check their progress and address any questions or concerns. Students will be assigned a self-reflection for homework – the student may select from either one of the two pieces they’ve completed thus far.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Week 4 **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 1 __**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> – (meets self-reflection requirements)


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 2 __**
 * //<span style="font-family: 'Times New Roman','serif';">Written Conversation //** <span style="font-family: 'Times New Roman','serif';">mini-lesson; afterwards, students remain in groups to engage in a peer editing workshop.

<span style="font-family: 'Times New Roman','serif';">Class will be held in the computer lab. Students will need to work on revising their essay following the advice given during the peer editing workshop. Rough drafts will be posted on the class’ website for instructor review and comments/suggestions. Essay introductions should be complete at this stage.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 3 __**

Four Corners: Connecting Ideas mini-lesson. Grammar activity and worksheet to follow.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 4 __** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">– (meets grammar mini-lesson requirement) <span style="font-family: 'Times New Roman','serif';">

<span style="font-family: 'Times New Roman','serif';">Writing workshop. Students will reference teacher’s comments and peer suggestions to polish writing.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 5 __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Week 5 **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 1 __**
 * //<span style="font-family: 'Times New Roman','serif';">Vortex Vocab //**<span style="font-family: 'Times New Roman','serif';"> mini-lesson.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 2 __**
 * //<span style="font-family: 'Times New Roman','serif';">How Do You Feel //**<span style="font-family: 'Times New Roman','serif';"> mini-lesson. Students will use the remainder of the class period to review their essay drafts. Look for solid supportive evidence; look for emotion in the paper; check vocabulary usage; correct grammar mistakes.

<span style="font-family: 'Times New Roman','serif';">Bookmark Activity. Have students select a powerful quote from their essay and then draw an illustration to represent their words. Students can work in pairs, small groups or individually. Explain that students will later vote on which illustration and quote best represents what they have learned during this writing unit. The winner will have their work published on a print-quality bookmark that will be distributed to their classmates and fellow students.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 3 __**

<span style="font-family: 'Times New Roman','serif';">Complete bookmark activity. As students complete their work, they will need to have access to the computer lab to scan and download their bookmark submission to the class’ website.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 4 __**

<span style="font-family: 'Times New Roman','serif';">Writing workshop. Bookmark entries will be viewed collectively and students will cast their vote to determine the winner of the bookmark contest.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 5 __**

<span style="font-family: 'Times New Roman','serif';">Final peer editing workshop for informative essay; to be followed by a writing workshop. This activity should be conducted in pairs.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Week 6 **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 1 __**

<span style="font-family: 'Times New Roman','serif';">Class will be held in the writing lab. Students will print final drafts and post work on class’ website.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 2 __**

<span style="font-family: 'Times New Roman','serif';">Students and instructor work collectively to develop a brief essay addressed to local newspaper and magazine editors requesting their consideration to publish students’ informative essays.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 3 __**

<span style="font-family: 'Times New Roman','serif';">Students will complete a writing workshop self-reflection and fill-in the requested information on the portfolio assessment cover sheet. Instructor will hold an informal conference with each student to discuss their work and celebrate their accomplishments as a writer.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 4 __**

<span style="font-family: 'Times New Roman','serif';">Read-around. Each student selects one polished piece from their showcase portfolio to share and read aloud with classmates. Showcase portfolios are to be turned in for instructor’s review.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Day 5 __**