Wiki Page, ELA 10A - Heintschel - Tri 1: Mon 9.13: Set-Up Literacy Notebook + First Fluency Exercise

Wiki Page
2021-09-13T11:55:22-07:00

Today, we are setting up your Literacy Notebook.

This is where you will do your classroom work: take notes on content, write the Fluency Exercises, write Quickwrites, plans for writing, etc.

Literacy Notebook Set-Up for physical notebooks:

Reserve first 3 pages for a “Table of Contents”

If you have already written in your notebook, you have a couple of options:

Just start the table of contents on the next open page

Tear-out what you have done so far, create the table of contents, and then staple the work you’re your notebook after the table of contents.

Reserve the back 2 pages for a “Fluency Exercises Word Counts”

Here is a template for keeping your Literacy Notebook in a GoogleDoc:

Gdoc Template for Literacy Notebook

You will need to Make a Copy and save it in your drive before you can type in it! (File > Make a Copy)

Fluency Exercises

Writing is more than just trying to create the perfect response to a class assignment – writing is a process of thinking and exploring ideas, it is a skill that grows and changes over time, and it is something that a person can only get better at by doing it regularly.

One aspect of writing is called fluency – basically, the ability for a writer to express a large amount of thinking about a topic in a way that makes sense to a reader. On most days this trimester, you will be given a few minutes of class time to practice this skill, to chart your progress, and to share your writing with partners or the class.

You should think of these exercises as writing games – they are meant to be lighthearted personal challenges that take some of the anxiety out of writing.

Showing, Not Telling (a foundational writing skill)

When you use vivid details, you are allowing readers to see and fell things for themselves. This allows you to make you point clear and memorable. It also generates emotion within readers about the subject and forges a connection between speaker and audience.

Example:

He was nervous.

or

His head was spinning as his palms began to sweat and he couldn’t catch his breath.

Which is showing and which is telling?

Which creates a picture in your head that you can relate to your experience?

Why are we doing these activities again?

Increased writing fluency is a skill that will work as a gateway to learning and producing stronger writing.

It will make writing and schoolwork easier.

To have fun and approach writing skills with a spirit of playfulness.

Put the number, title, and date in the Table of Contents AND at the top of your writing. This will help me find your entries when I check your notebook or document. If you don't label them, you won't get credit. Here is an example:

#1 – Fluency: Showing, Not Telling (9.13)

Let’s try one real quick:

It was a nice day. (Telling)

Possible "Showing" responses:

Classes felt like they were 10 minutes long, I was the first one in line for lunch, and when I got home I had the house to myself!

The sun was shining and the birds were singing.

The sun kissed my forehead as I looked up and saw the bird I was hoping for.

I saw a Spotted Towhee, a Nuthatch, and an Eagle on my birdwalk.

HERE IS THE ACTUAL PROMPT FOR TODAY: #1 – Fluency: Showing, Not Telling (9.13)

Directions for Fluency Exercises:

Write as much as you can during the time given. The focus in on getting ideas and details down on the paper, rather than on getting the grammar and punctuation perfect. Keep writing instead of editing what you have written.

Pay attention to organization, but not so much that it limits your writing. Stream of consciousness is better than a blank page.

If you are struggling to get started, try changing the prompt a little. Change “he” to “she”; “cat” to “dog”; “worst” to “best” and see if it helps.

He changed.

or

He looked guilty.