1. Week
In-­‐Class
Activities
Homework
Week
1
4/6
Class Work Homework
Essay #1
The Argument
Class
1
Introduction
Brainstorming Activity
Introduce essay #1
Outlining
Thesis
Topic Sentences
Counterargument
BUY: The Hunger Games (HG)
The Saint Martin's Guide to Writing (SMG).
Make: Your Word Press Website username
Post #1 Outline with thesis
Bring: A hard copy of your outline; pen; paper
Be prepared to take in-class essay test #1
Class
2
Lecture: Four Sentence Types
Discussion: review for essay #1
In-Class Writing: In Class Essay #1
Read: HG through chapter 2. SMG 16-38
Study: Vocab (chapters 1 and 2).
— Post #2: If your last name begins with the letter A-I,
answer the questions in the “Analyzing Writing
Strategies” section after the Dillard essay on pages
25-26
— If your last name begins with the letter J-Q, answer
the questions in the “Analyzing Writing Strategies”
section after the Wolff essay on page 31-32
— If your last name begins with the letter R-Z, answer
the questions in the “Analyzing Writing Strategies”
section after the Bragg essay on page 36-37.
Bring: SMG
Week
2
4/13
Essay #2
The Narrative
Class
3
Teams 1
Presentation: Vocabulary chapters 1-2
Discussion: Readings 16-38
In class Reading: Basic Features (40-41)
Lecture: Formatting dialogue
In-Class Writing: Practicing dialogue
Read: HG through chapter 7. As you read, look for a
passage that reminds you of a personal experience.
Post #3: The dialogues from the in-class writing
Study: Vocab (Chapters 1-4).
Bring: HG and SMG
Class
4
Presentation: Vocabulary chapters 3-4
Activity: Vocabulary
Discussion: The Hunger Games: Stories
Presentation: Essay #2
In-Class Writing: page 46 SMG
1. Beginning with a quotation/transitioning
to your remembered event.
2. Vivid presentation of a place: Using
sensory details: 643-648
3. Describe a person central to your event.
Include a physical description and gestures
or behaviors.
4. Writing Dialogue.
5. Framing: beginnings and endings
• Read: HG through chapter 9.
• Post #4: finish and post your in-class writing
• 1. Beginning with a quotation/transitioning to your
remembered event.
2. Vivid presentation of a place: Using sensory
details: 643-648
3. Describe a person central to your event. Include a
physical description and gestures or behaviors.
4. Writing Dialogue.
5. Framing: beginnings and endings
• Bring: HG and SMG; draft of your writing

2. Week
3
4/20
Class
5
Vocabulary Test: (Chapters 1-4)
The Hunger Games: Themes and Concepts
Discussion: Wolff: “Analyzing Writing
Strategies” #3: p31; Sentence length to build
suspense; Reflecting on the Event's
Significance pp. 48-49.
In-Class Writing
Focus on the climax of your event.
Recalling Remembered Feelings and
Thoughts
Exploring Your Present Perspective
Formulating a Tentative Thesis Statement
Read: HG through chapter 12.
SMG p 37 “Commentary: Autobiographical
Significance,” and 625-633.
Post #5: Post your draft: Long quote; transition; thesis;
intro to event, description of place(s), description of
people, a dialogue or two, the climax (with short and
long sentences working to achieve your goal), and a
paragraph that speaks to the significance or your event
(use the list of answers to the questions on slide #10 and
#11); end with framing plan.
Study: Vocab
Bring: HG and SMG; A copy of post #5
Class
6
Presentation: Essay #2 Review
Group Work/Discussion: Bragg:
“Analyzing Writing Strategies #1 p 36:
Comparing
In-Class Writing:
Similes and Metaphors
Time Transitions and Verb Tenses
Integrating quotations MLA style
Preparing the complete draft: SMG 52-53
Read: Catch up on HG (You should be through chapter
12.
Write: Complete Draft of Essay #2
Endeavor to format it MLA style
Make a works cited page for your essay.
Post #6: Post two dialogues from your essay.
Study: Vocabulary (1-7)
Bring: Two clean, complete copies of your draft; SMG
Week
4
4/27
Class
7
You should have two clean, complete copies of
your draft
Writing Workshop: 25 participation points.
Revision strategies
Presentation: MLA Format
Editing Strategies: compound sentences,
dangling modifiers, homonyms
Discussion: Open for questions
In-Class Writing: Writing Workshop
Read: HG through chapter 15
SMG 134- 148
Write: Using the comments you received from your
readers, revise and edit Essay #2. Due electronically via
Kaizena before the next class. Your paper must be in
MLA format.
Post #7: Post two versions of a section of your essay that
vividly describes a place OR two versions of a section
that vividly describes a person. (One draft version and
one revised version of each)
Vocabulary 1-9 Exam Next class
Essay #3 The Concept Essay
Class
8
Due Essay #2
Change teams
Activity: Vocabulary
Vocabulary Test #2: (Chapters 5-9)
Presentation: Essay #3: The Concept Essay
Discussion: Ngo and Toufexis
In-Class Writing: Considering topics for
your essay from The Hunger Games. Make a
list of four different possibilities. Write
paragraphs for two of them, sketching out
what you already know about the concept.
Think of at least one example for each from
HG
Read: HG through chapter 19; SMG 148-163
Post #8 Finish and post your in-class writing;
find a definition for your concept. It can be from a
dictionary or an encyclopedia.
Post #9: Name the two concepts about which you wrote
paragraphs. Find a few lines from The Hunger Games
that illustrate each concept. Copy them into your post,
and then explain how the example demonstrates, defines,
or embodies the concept. (Include page numbers)
Bring: Post #9 and SMG to Class
Study Vocab 10-13

3. Week
5
5/4
Class
9
Vocabulary (10-13)
Presentation:
• Friedman: Anecdotes; Compare and
Contrast
• Holmes: Illustrations and Examples
• Basic Features
• Discussion: Ways to begin your
concept essay.
In-Class Writing:
• Focusing your Concept
Read: HG through chapter 22
Post #10: Finish and post your in-class writing: Focused
concept, thesis, anecdotes
Find three more examples of your concept in HG.
Endeavor to find examples to represent your
classifications or categories.
Post #11 Choose another concept to compare and
contrast with yours for the purpose of demonstrating
differences.
Study: Vocab (1-18)
Class
10
§ The Works Cited Page
§ Library Orientation 20 participation
points
§ Library Research Task
§ Post #12: Library Project for Concept essay
§ Read your research articles
§ Post #13: answer these questions:
1. Which concept will you write about?
2. What is your limiter?
3. What are your categories?
4. Which anecdotes might you use to help
explain the concept to your readers?
5. What other concepts might you compare and
contrast to your concept?
6. Which terms might you need to define?
7. Will pictures and graphs work to enhance
your explanation of your concept? Which?
Week
6
5/11
Class
11
¡ Review
¡ Essay focus
¡ Discussion:
¡ The Thesis
¡ Writing an Outline
¡ Writing Strategies
¡ Extended Anecdote
¡ Examples
¡ Illustrations
¡ Post #14: Make an outline for your concept essay.
¡ Include a preliminary idea for what kind of
anecdote you might include in your introduction.
¡ Include your thesis
¡ Name at least two categories
¡ Include at least two or three types you may be
able to discuss under each category
¡ Use the format on slide ten if you need
help
¡ Study: Vocab (1-22)
Class
12
v Essay Review
v Conclusions
v Appositives
v How and When to cite
v Plagiarism
v Quoting and Summarizing
v Integrating Quotations
v Writing the draft
v Tips for writing your essay
Read: HG through chapter 24
n Post #15: Post a list of five appositive phrases you
have included in your essay.
n Post #16: Your Conclusion
n Study: Vocab (1-24)
n Bring: Three copies of your complete draft

4. Week
7
5/18
Class
13
Vocab Game
Writing Workshop: 20 participation points.
If you don't have three complete copies of
your draft, you will be asked to go get them
before you can participate.
Write: Revise Essay #3
Bring: One clean copy of your REVISED essay to class
Study Vocabulary 10-18: Exam next class
Class
14
Vocabulary Test #3: 10-18
Presentation: Eliminating wordiness and
repetition; review: comma rules; other
grammar and syntax
Discussion: The Concept Essay
In-Class Writing: Writing Workshop 20
participation points. Editing
Due: Essay #3 Friday week 7 at noon
Read: Finish The Hunger Games
Read: SMG 326-359: Read all four essays in the chapter.
Patrick O Malley, More Testing, More Learning
(annotated student essay)
Karen Kornbluh, Win-Win Flexibility
Matthew Miller, A New Deal for Teachers
Gian-Claudia Sciara, Making Communities Safe for
Bicycles
Post #17: Discuss the basic features as they appear in
each essay. Pick a different feature for each essay
Bring SMG
Week
8
5/25
Essay #4
The Problem/Solution Essay
Class
15
Change Teams
Presentation: Vocabulary 19-21
Discussion: Problem Solution Essays
• Patrick O Malley, “More Testing, More
Learning”
• Karen Kornbluh, “Win-Win
Flexibility”
Introduction to Essay #4
In-Class Writing
Finish your Chart
Post #18 Use your Chart to begin to brainstorm ideas for
your essay. Choose two problems: Write one paragraph
explaining each problem in detail. Write another
explaining a tentative solution for each problem.
Study: Vocabulary 19-23
Bring: Your chart and paragraphs with you to class.
Class
16
• Presentation Vocabulary 22-23
• Vocab Game
• Discussion: Essay #4
• In-Class Writing: Finding a problem to
write about.
Post #19:
§ Your revised and developed description of your
problem. This should be two to four good
paragraphs.
§ Write one or more sentences to serve as your
tentative thesis statement. In most essays proposing
solutions to problems, the thesis statement is a
concise announcement of the solution..
§ Write a paragraph explaining why your solution
would solve the problem.
§ Add a paragraph about why it is possible.
§ Make a list of the steps of implementation.
Bring SMG and a copy of your essay draft.
Week
9
6/1
No
Class
6/2
No Class Today: Conference

5. Class
17
Review
Describing the problem
The solution: the thesis
Outlining the plan
Planning for objections: the counterargument
Evaluating Alternative Solutions
Research?
Investigate
Interview
Read
Post #20
Notes and brainstorming for your counterargument
Your consideration of alternative solutions
Make notes about what kind of information you need to
support your arguments.
Vocabulary Test 4: 19-23
Week
10
6/8
Class
18
Vocabulary Test 4: 19-23
• Library Day
Be prepared to do research for your
problem/ solution essay
Do research for your problem solution essay
Read your research articles
Post #21: Library Task: A Tentative Works Cited page
for your essay
Bring your sources, a draft of all of your work, and SMG
Study Vocabulary from chapters 24-27
Class
19
Review: Essay #4:
Counterargument
Alternative Solutions
Outline
Integrating and Citing Sources
Works Cited Page
o
Put all of the parts of your essay into the outline we
wrote today. Read your essay aloud to make sure it is in
a logical order. Integrate your research into your essay.
Begin your works cited page.
Post #22: your draft thus far.
Study all vocabulary words.
Bring a copy of post #22
Week
11
6/15
Class
20
Vocabulary Game
Introductions
Conclusions
Sentence Strategies
o Self Assessment
Add the introduction and conclusion we wrote today to
your draft. Read it aloud to make sure it is in a logical
order. Change the order of your paragraphs if that makes
sense to you.
Check your essay for ambiguity. Add words to clarify
“this” and “that.” Check your sentences for “agents.”
Post #23: Your introduction and conclusion
Bring one clean, hard copy to class.
• Your essay should be in MLA format
• It should include a works cited page
• Study Vocabulary: Test in next class
• Essay #2 Revision Due Friday at noon
• Self Assessment Due Friday at noon
Class
21
Vocabulary Test 5: 24-27
Writing Workshop
Self Assessment
Review your essay suggestions.
Revise Essay #4 accordingly
Prepare for Vocabulary Test Make-up
Essay #2 Revision Due Friday at noon
Self Assessment Due Friday at noon
Submit essay #4 via Kaizena before Final

6. Week
12
6/22
Final
Class
Essay #4 Due
Make-up Vocabulary Test