Every hour has Capote's In Cold Blood passage on the mind and on the paper at this point - whether it be in close reading, writing, or peer evaluating.
1 & 4: The entire hour was dedicated to the writing portion of the Capote passage. Thus far, groups have crafted a thesis statement, body paragraphs, and (starting at least) hooks. Groups will finish the final phrases of writing the hook and then move into peer and teacher evaluation of writing with the new 1-6 system. If absent, you will be completing this task solo: compose a thesis statement, a body paragraph on one of the strategies from your thesis, and a hook. In any circumstances, this is a chance to garner sophistication points and kudos from your evaluators, so make sure to craft some extraordinary composition.
3: After our vocab review, we moved into the close read of the Capote passage, which we will need to complete on Monday. If absent, I highly recommend stopping by prior to school on Monday for a copy of the passage so that you are up to date with the readings and ready to move onto the writing portion during class.
7: After finishing the team hooks, you shared your writing with your classmates for our first peer review with the 1-6 system. Afterwards, the groups turned in their writing for my first opportunity to score the writing with a 1-6. If time permitted, you jotted down the next unit of vocab. If not, we will do so on Monday. Syntax unit will be next.
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