Marcone,+Nicole-chapter


 * link to my FINAL PROJECT

WHAT EVERY HIGH SCHOOL STUDENT NEEDS TO KNOW: Tackling writing: The basics and different types of essays ** As a writer, the first thing that you should be familiar with is the WRITING PROCESS. This process really should be used in ALL types of writing. The five steps to the WRITING PROCESS are (**GSE W-10-10):** 1. Prewriting 2. Writing 3. Revising 4. Editing 5. Publishing § Ask yourself: ü What am I supposed to do here? ü What type of writing am I supposed to do? ü What exactly am I being asked to write? ü What do I already know about this topic? ü What else do I need to know? ü What does my reader need to know? Typically revising means to look for places in your writing that you can make it CLEARER, more INTERESTING, more INFORMATIVE or more CONVINCING. You also want to look for specific organizational pieces such as a thesis statement, supportive details and clear sentences and paragraphs. Of course you can usually just look at the specific assignment to figure out exactly what the teacher wants. ** The BASICS OF WRITING-WHAT EVERY STUDENT NEEDS TO KNOW! ** ** What is a thesis statement and how do I make a good one? W-10-3 ** § It is usually ONE clear sentence that tells the reader EXACTLY what the focus/goal of your paper is going to be. § It is usually located at the end of your first paragraph. § It must be CLEAR, STRONG, and easy to find. § It needs to be an arguable point in with which people can disagree.
 * 1) Prewriting- Prewriting is any and all brainstorming that you do BEFORE you actually being to write your essay. It can be something as simple as a quick list, an outline, notes, graphic organizers (many times your teacher will give you one, but many times you are given nothing to help get you started! A graphic organizer can work WONDERS to help you organize your ideas!) See link(s) of hyperlinked graphic organizers.
 * 1) Writing-this is probably the hardest part. What I always tell my students is, “Just write-get your thoughts on paper and we can go from there.” Many students struggle with the fear of starting! They always say,” I do not know how to start!” No matter which types of writing you are producing you ALWAYS want to start with a HOOK! to capture your reader’s attention. See below for specifics on hooks.
 * 1) Revising-As a teacher it drives me nuts when my students hand in a “final” copy of an essay that is nothing more than a typed version of their rough draft. This is NOT a final copy! I have learned that if I expect students to properly revise their work I MUST give them a list of things to look for when they are going through this process. However if you are not given a list, you can make one YOURSELF!
 * 1) Editing-is looking for errors in spelling, capitalization, punctuation, grammar, sentence structure, subject/verb agreement, consistent verb tense and word usage. I always combine steps 3 and 4 and call both steps revising. But students please hear me when I tell you that it is extremely frustrating when you hand in a paper with SIMPLE words misspelled only because you were too lasy to check your own paper!
 * 2) Publishing- just means to make a NEAT, PRESENTABLE, REVISED (and edited) paper. You can “publish” your work even if it just to hand it in for a teacher.

If you are writing a thesis statement you most likely also have to write an introduction paragraph. All introduction paragraphs need to contain three parts. 1. **A Hook**-a hook grabs your reader’s attention! To do this use a. A question b. A quote c. An interesting point or fact

2. **Background information** on your topic. Ask yourself “What does my reader need to know in order to understand my paper?” a. If you think of it like your read does NOT know ANYTHING about your topic and it is your job to inform them-this is what you need to include in your background information.

3. **Thesis statement** (INSERT STANDARD)

** HOW DO I PROPERLY USE EVIDENCE FROM A TEXT? ** What I mean here is how do you use information from a text to help you backup what you are trying to say. Let’s say that you read an article and you want to use a sentence from the article to help you prove your point. You need to do the following: 1. Copy the lines from the text into your paper. 2. Put the copied words in quotation marks. 3. Put a coma right before the last quotation. 4. Put the author’s last name and page number in parenthesis. 5. Put a period.
 * W-10-3.3 **

So it will look like this: “ 80 out of every one hundred people believe that dogs are more fun than cats,” (Marcone p.5).

** OK-great you can copy someone else’s words, BUT HOW DO YOU PUT THIS INTO YOUR OWN PAPER? ** Just for an example let’s say you are writing to prove that dogs make better pets than cats. Your thesis statement is Dogs make better pets than cats. Now you have this great quote “The survey shows that 80 out of every one hundred people believe that dogs are the best pet for families in the United States,” (Marcone p.5). Let’s make this one little quote a WHOLE paragraph! “80 out of every one hundred people believe that dogs are more fun than cats,” (Marcone p.5).
 * W-10-3.4 **
 * 1) Start with the quote.

This means that if people feel that dogs are more fun than cats, then clearly they would rather have a dog for a pet. If dogs are more fun they make better pets because you can enjoy doing activities like running outside, going to the beach, and playing fetch with them. “80 out of every one hundred people believe that dogs are more fun than cats,” (Marcone p.5). This means that if people feel that dogs are more fun than cats, then clearly they would rather have a dog for a pet. If dogs are more fun they make better pets because you can enjoy doing activities like running outside, going to the beach, and playing fetch with them. PLEASE NOTE THAT THIS IS A VERY BASIC EXAMPLE TO SHOW YOU THE STEPS. WE WILL LOOK AT OTHER EXAMPLE IN THE SAMPLE ESSAYS IN THE NEXT SECTION. ** HOW DO I KNOW IF I WROTE A GOOD PARAGRAPH? ** A paragraph is a piece of writing that consists of several sentences. A paragraph should always have complete, correct, and concise sentences. As well it should be easy to read and well organized. The paragraph itself should focus on one subject, theme, or central idea. GSE W-10-1
 * 1) Now add your interpretation of what the quote means.
 * 1) Now make sure your quote and your interpretation clearly support your thesis.
 * 1) Now combine all three steps.
 * W-10-1 **

In other words, a paragraph could be about an object such as a young boy. If the paragraph starts out talking about the boy, it must stay the same throughout. For example, if the writer were to talk about where a young boy lives and then go on to describe what the boy looks like these are two separate ideas. This is demonstrated below: **// John lived in San Francisco, California, with his two parents. He had his own bedroom, which he decorated himself. Him and parents all lived comfortably in the cozy apartment on the third floor. The apartments were only three blocks from where he attended J.U. High School. //** **//

John was only five years old, but he was extremely smart for his age. He wasn’t that tall and he was a bit on the skinny side. He had big blue eyes, light brown hair, rosy cheeks, and a friendly smile. Just looking at him he seemed like any other kid-- quite normal. Yet, everyone in his class looked at him differently because John could never be a normal kid. Instead, he wasn’t normal. No, he was a genius. //**  ** How to Write Descriptively ** Descriptive writing is important because it makes an experience VIVID for the reader Some tips on how to think about it: ** GSE W-10-5.3 ** § Show the reader with words, don’t tell o Do not say-Mrs. Smith was mad at the class. o Do say- Mrs. Smith was as mad as a hungry grizzly bear. o Do say- As Mrs. Smith pounded her fist on the desk her frustration filled the room from wall to wall. § Appeal to the 5 senses (see, hear, taste, touch and smell) § Use similies-making a comparison using like or as o  Say-He was as red as a tomato. o Don’t say- He was very embarrassed. § Use metaphors-making a comparison without using like or as o  Say-He was a red tomato. o Don’t say-He was very embarrassed. § Use adjectives –words that describe nouns or pronouns o Say- The prickly, army green cactus. o Don’t say- The green plant.

= PERSUASIVE ESSAY = = GSE W-10-6 = When writing persuasively the writer takes a position for or against an issue and writes to CONVINCE the reader (audience) to believe or do something. Step 1: prewriting- § 1.Write a thesis statement. o Ask yourself-what do I want to convince my audience? o What ONE idea do I want my whole paper to focus on?
 * Let’s get into different types of writing that you will be required to do. **

EXAMPLE: A monster (criminal) can become a man. § Decide what information you have to help you prove your point. o Ask yourself-What main arguments am I going to use to prove my points? o The MORE FACTS that you include that support your argument, the more convincing you will be. § Get facts from · Text/story/novel that you read · Research · Interviews · Real life experiences PERSSUASIVE ESSAY OUTLINE 1. THESIS STATEMENT a. 2. Supporting evidence(4 quotes from the text) a. b. c. d.
 * Below is an outline that I give to my students to fill out BEFORE they begin to write their persuasive essay

3. NOW take each quote and do 2 things 1. Explain what the quote means-give necessary background information about the quote. It is VERY IMPORTANT to act like your reader knows NOTHING about your topic, this way you MUST give them background information so they know what you are talking about. · It’s just like if you are telling someone about a movie- you would not just say, “Then he killed him.” In order for me to understand what you are talking about you must give me a brief description o what the movie is about. 2. Explain how the quote helps you prove that your thesis is true 2a (1st quote) 1. 2. 2b(2nd quote) 1. 2. 2c(3rd quote) 1. 2. 2d(4th quote) 1. 2. Now you are ready to write your essay! Follow the guidelines. 1. Intro paragraph- YOU NEED TO DO THREE THINGS HERE a. A hook can be i. A quote ii. A question iii. An interesting fact b. Give the reader background information about the text. c. Include your thesis statement. 2. BODY PARAGRAPHS (you will have 4) a. Make 2a-2d your 4 body paragraphs
 * Start with a hook!
 * 3. ****Counter-argument: Some people think (the OPPOSITE of your thesis, so if your thesis is “a monster can become a man” in your counter-argument you say “Some people think that once you become a monster you are always a monster.” Now give a reason WHY someone might say this. Next you want to give another reason WHY THIS IS NOT TRUE (another reason to support your side) GSE W-10-8.3**

4. Conclusion: a. Restate your MAIN points. b. Wrap it up! c. Leave a lasting impression in your reader’s mind-like a hook, but it’s at the end! == Example of completed work- in this assignment students first had to read a three part newspaper article about a young man that brutally murdered a family and then they had to decide if a monster can become a man or not. ==  Outline: PERSUASIVE ESSAY OUTLINE 4. THESIS STATEMENT a. A monster can become a man

5. Supporting evidence(4 quotes from the text) a. “ Fifteen-year-old Craig Price was high on marijuana and LSD.” b. “Memories of scores that needed settling -- some distant and faded, some fresh and still jagged -- bombarded him.” c. “The paper "explores the possible role of [Craig Price's] exposure to racism as a factor in the murders," Feinstein writes in a brief introduction. While other factors were present in Price's psyche, "years of experiencing both overt and covert forms of racism appear to have had a significant impact on his psychological functioning and ultimate acts of aggression."” d. “ As a youngster, their son Craig was accident-prone -- always rushing around, sometimes not watching where he was going. He slipped unnoticed out of the house at age 3, was hit by a car and hurt his leg. He had stitches when he was about 7, after being hit on the head with a rock. A year or two later, he fell off a chair and broke his collarbone. Craig Price loved football and baseball, and playing his fire-red electric guitar. He was good at sports and he didn't care if he won or lost. He was a blue jeans and T-shirt kid, who liked hard rock and rap music. He was a storyteller, a mimic, practically a standup comic, described as a "big marshmallow" and a pied piper, always surrounded by friends. He could be a wiseguy around authority, but was respectful to grownups in the neighborhood, quick to offer his strong back to shovel snow or cut some grass. His teachers at Warwick Veterans Memorial High School thought he was bright -- in state custody at age 15, he tested above his grade level in reading and spelling -- but that he didn't try. He cut class, and had to repeat seventh grade.” 6. NOW take each quote and do 2 things 1. Explain what the quote means 2. Explain how the quote helps you prove that your thesis is true 2a (1st quote) : 1. Drugs clearly had a huge impact on this man’s mindset. 2. This helps me prove that a monster can become a man because anyone that is on drugs can do things, even kill) that they would not do in the right state of mind. 2b(2nd quote)  1. This means that Craig is haunted and angered by past memories. As it mentions in the article there were many times that he felt racially harassed and therefore not accepted in his white neighborhood.  2.  This helps me prove my thesis because anyone that is constantly picked on and does not know how to deal with it will sooner or later explode. Unfortunately Price exploded to the point of murder. 2c(3rd quote)  1. This means that many people in his white neighborhood did not accept Price, a young black teenager. This psychologist is linking the racial harassment that happened to Price with the reason for Price to be angry and kill.

2. This helps prove my thesis because anyone can be driven to do something. People can only take so much. Especially I someone has not learned how to deal with anger, then anything can happen. 2d(4th quote) 1. This quote sounds like many young thirteen year old boys, not one isolated murdered. 2. This proves that my thesis is true because if he was “normal” as a kid then he can be normal again. Now you are ready to write your essay! Follow the guidelines. 3. Intro paragraph- YOU NEED TO DO THREE THINGS HERE Start with a hook! d. A hook can be i. A quote ii. A question iii. An interesting fact 5. BODY PARAGRAPHS (you will have 4) a. Make 2a-2d your 4 body paragraphs
 * 6. ****Counter-argument: Some people think (the OPPOSITE of your thesis, so if your thesis is “a monster can become a man” in your counter-argument you say “Some people think that once you become a monster you are always a monster.” Now give a reason WHY someone might say this. Next you want to give another reason WHY THIS IS NOT TRUE (another reason to support your side)**

7. Conclusion: wrap it up! Leave a lasting impression I your reader’s mind-like a hook, but it’s at the end!

Now let’s put it all together! See [|sample persuasive essay] ** NARRATIVE WRITING GSE W-10-4 ** Narrative writing tells a story or part of a story. Narrative can be written in 1st, 2nd or 3rd person; however for our purposed we are going to stick with first person, when the narrator is “I”. Step 1: Prewriting-before anything else you must have an understanding of some basic term that apply to narrative writing. 1. Plot structure a. Introduction b. Rising action c. Climax d. Falling action e. Conclusion 2. Conflict GSE-5.1 3. Characterization 4. Setting 5. Theme [|Plot chart organizer] –this links to a simple chart that I give my students to help them develop the steps of their stories BEFORE they even think about writing. Using this chart will keep your writing focused and concise. Trust me-students will say, “I don’t need to use this. I just want to write.” And guess what happens? Their writing is completely unfocused, it rambles on and the student never knows where they are going next! Then they will say, “Miss, I need help.” And guess what I tell them? ** NOW GO BACK AND DO YOUR PLOT CHART DIAGRAM!!!! ** I CANNOT stress enough how important it is to have a plan before you write. You have to have a basic plot structure to your story –**GSE 10-4** You must plan and develop your characters before you start writing. See link to character development worksheet. – this is important for you, as the writer to really think about whom your characters are. Again the more you have a solid understanding of who they are-the easier it will be to write them into a story. But don’t ask me how to write a story about no one, because I do not know! **GSE-5.3** The third element that is imperative to decide on BEFORE you write is a THEME. Every story, book, movie, TV show that we read/watch has a message and yours needs one too. Not only does having a message make your story more meaningful, it AGAIN helps you to stay focused in your writing. **GSE 4.5** Think about-why is my character telling this story? What is the point? What message does he/she want to convey to people? This message should be something that can be applied to all people, not just few people in your story. Other elements to use in narrative writing § Dialogue **GSE W-10-5.2** o Dialogue can be a very powerful tool if used correctly. o Remember-dialogue must have meaning and details. o Anyone can ramble on about nothing for a LONG time, but after a while we stop listening, right? So, when your characters speaks make it meaningful and concise. o A few RULES to use when writing dialogue § ** RULE #1: Use quotation marks to indicate words that are spoken by characters. ** § ** RULE #2: Always starts a new paragraph when changing speakers. You cannot have two people speaking in the same paragraph. ** § **RULE #3: Make sure the reader knows who is speaking. RULE #4: Use correct punctuation, capitalization and spacing.** See link for a [|detailed lesson] on how to set up your dialogue

§ Flashback/foreshadowing o Flashback offers us a way to go back in time-literally as if the character is thinking back to an earlier time in his/her life. o Foreshadowing offers us a way to look ahead-to get a glimpse of what might happen down the road.

Step 2: Writing Now you are ready to write! So HOW do you start? You really want to JUMP right in with an action scene or dialogue. Sort of like a hook. You want to grab your reader right away. Think about it, if you start to read a book and you are BORED right from the start are you going to continue to read and finish the book? For most of us, the answer is NO! [|Help starting] –this is a simple activity that will guide you through thinking about your own story. A few tips for writing your narrative:   <span style="position: absolute; width: 99px; font-family: Times New Roman; height: 111px; margin-left: 287px; margin-right: auto; msoignore: vglayout;"> <span style="position: absolute; width: 87px; font-family: Times New Roman; height: 111px; margin-left: -1px; margin-right: auto; msoignore: vglayout;"> *Many times when we think about the plot diagram we think about a triangle with equal sides, meaning that the rising action and the falling action have the same amount of events and details happening. This is NOT true! Many times your triangle will be extremely lopsided, with the rising action side being LONG and DEATILED and the falling action side being very short.
 * I feel that it is harder to write a clear, concise narrative (2-5pages) than it is to write a 20 page narrative because the shorter length forces you to make the action happen rather quickly, create meaningful description and dialogue where the longer length almost allows you to blab on and on!
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<span style="position: absolute; width: 27px; font-family: Times New Roman; height: 3px; margin-left: 263px; margin-right: auto; msoignore: vglayout;"> <span style="position: absolute; width: 39px; font-family: Times New Roman; height: 3px; margin-left: 155px; margin-right: auto; msoignore: vglayout;"> <span style="position: absolute; width: 39px; font-family: Times New Roman; height: 3px; margin-left: -37px; margin-right: auto; msoignore: vglayout;"> >> character acts or speaks in a certain way. [|Sample Fever Narrative] –In this assignment students had to write from the point of view of a character in a book that we read in class, __Fever 1793__
 * Step 3: Revise and proofread
 * Questions to ask yourself
 * Can you read it out loud without stumbling?
 * Does every word and action count? There should be a reason why a
 * Is the series of events logical? Do they relate?
 * Is it clear what your goal or your main character's goal is throughout the piece of writing?
 * Are vivid/descriptive words used to describe characters and/or events?

** RESPONSE TO LITERATURE **

** W-10-2 **
A **response to literature** examines the theme, plot, characters, or other aspects of a chapter, story, book, or poem. In high school it is most common that you will either be asked to analyze the THEME of a text or a CHARACTER from a text or to give your own interpretation of a text. § Focus on how the conflict reveals the theme. § Show what the characters learn during the story. § Reflect on what the author feels about the characters and conflict. § Describe the character’s personality, strengths, weaknesses, and goals. § Focus on how the character changes throughout the story. § Think about the author’s intention for the character (what purpose does he/she serve?) Believe it or not your format for a Response to Lit is very similar to a persuasive essay. § You need to start with a thesis statement. § Then you need to find supporting evidence from the text that will help you to prove your point. Let’s go back to the outline 7. THESIS STATEMENT a. 8. Supporting evidence(4 quotes from the text) a. b. c. d.
 * To write an analysis of a theme
 * To write an analysis of character

9. NOW take each quote and do 2 things 3. Explain what the quote means-give necessary background information about the quote. It is VERY IMPORTANT to act like your reader knows NOTHING about your text, this way you MUST give them background information so they know what you are talking about. · It’s just like if you are telling someone about a movie- you would not just say, “Then he killed him.” In order for me to understand what you are talking about you must give me a brief description o what the movie is about. 4. Explain how the quote helps you prove that your thesis is true. 2a (1st quote) : 1. 2. 2b(2nd quote) 1. 2. 2c(3rd quote) 1. 2. 2d(4th quote) 1. 2.

Now you are ready to write your essay! Follow the guidelines. 2. Intro paragraph- YOU NEED TO DO THREE THINGS HERE Start with a hook! a. A hook can be i. A quote from the text ii. A question about the text iii. An interesting fact 3. BODY PARAGRAPHS (you will have 4) 1. Make 2a-2d your 4 body paragraphs 4. Conclusion: wrap it up! Leave a lasting impression I your reader’s mind-like a hook, but it’s at the end! [|Sample response to literature] § ** Is it ok to just include links to grammar sites and not “teach it” b/c that would be 5564576 more pages! ** § ** Is it acceptable to work on making this into a wiki for d3/final project? ** § ** Is this enough for my chapter? I feel like I HAD to end it or I would just keep going and going?! **
 * Random questions for Dave Fontaine **

D**3 Proposal-**

To KC Perry, Due to the fact that Providence will soon be working on a new ELA curriculum I thought that this would be a great time to begin to implement more technology into our program of study. There is a movement for educators and students to use Open Educational Resources, which is a means of accessing a rapidly growing number of FREE, OPEN educational resources. I would like FHS to only focus on one aspect of this movement- the use of wikis in the classroom. First and foremost you need to understand what a wiki is. A wiki is a collaborative Webspace where users can create content for instant publication or add, edit, and embellish content that has already been published. The potential for both instructive and creative uses of wikis in the classroom, school-wide or even within individual departments is vast. // If you can use a word processor, you can use a wiki! // Visitors can see a history of changes and revert to earlier versions. Visitors can discuss the page in a threaded forum. Wikis can be extremely useful in the classroom setting by acting as a medium to have:

Wikis also allow a teacher to : · Post tasks online, linked directly to relevant websites. · Provide lesson information, resources, and syllabus for long-term absentees. · Provide an ordered list of course requirements; gave structure to students work (and helped organize the teacher). · Post exemplar work/model answers for pupils online. · Create a medium that allows the students and the teacher(s) to communicate not only with each other, but also with anyone else that may be working on a similar assignment. ·  Allow students the ability to publish their work and receive feedback on it from people other than just the teacher. ·  Regularly update links/materials. · Edit/add new links in lessons, immediately they are suggested by students. · Post a skills ‘toolbox’ to assist in essay planning etc. · Post revision materials online – for pupils with identified problems. · Post general paperwork, syllabuses, trip letters, health and safety forms posted online to save administration time and paper. · Post homework online – no excuse for forgetting/misinterpreting tasks Wikis have the added advantage of being multi-dimensional, so images and links can be added, and features such as vocabulary definitions can be embedded in the text. In this regard, wikis help to differentiate instruction and teach to multiple intelligences. Because most of the work is student generated and monitored, wikis are an excellent way for schools and districts to showcase student work. Furthermore, giving students control of the editorial content on a wiki affords them a sense of responsibility and ownership while cultivating social skills such as negotiating and collaborating. To get a better example of how wikis work well and how tech-savvy teachers and students can create a media rich, differentiated classroom, you can access the following websites: Sharon Peters’ wiki that includes projects, assignments, management tips, etc. at https://k12onlinespeters.wikispaces.com, and Mark Wagner’s website that includes both basic information for understanding and more in depth discussions/tutorials [] and Wagner’s video here []. There are of course some justifiable concerns about the use of wikis in our classrooms. First and foremost is the concern of students’ safety on a very public Internet. Wikispaces, which is the wiki provider that I feel, is best suited to our needs, offers options for restricted and/ or open access. For instance, if I had a classroom wiki I could set it up so that only people that had a username and password could access and edit information. If at any point it is decided that it would be beneficial for the students to share their knowledge and their work, collaborate with others beyond the district or community who share interest in particular topics, and enhance their understanding of any given topic, then the wiki can be made more open and accessible with a simple click of the mouse. Another concern is vandalism and inappropriate use of the wiki. Any wiki used in a classroom must have a site manager (I volunteer for my class and/or department) whose job it is to maintain the appropriateness and accuracy of the content. Also, I would review and reinforce with my students the appropriate and inappropriate uses of the wiki before allowing any of them to access it. Students who violate the protocol will be temporarily banned from accessing and adding content to the wiki until they show they can follow rules, and I would make the creation of content on the wiki a part of each quarterly grade, so those who get temporarily banned would see their grades suffer. Furthermore, I would send letters home to my students’ parents explaining exactly what a wiki is, how their students would be using it in the classroom and at home, and the appropriate wiki protocol and penalties for violating it. The letter would also request parental and/ or guardian permission in the form of a signature. Any student who does not return a signed permission form will not be allowed to access a wiki. I will create traditional methods for the creation, evaluation and assessment of student work in those cases. As I mentioned before I am proposing that we use Wikispaces as our wiki provider. They offer free wikis for educators with varying levels of privacy and security to suit your liking. Also using this tool is fairly simple and therefore would not require extensive PD and training for teachers and students. In the future I foresee each classroom with its own wiki. Rather than teachers having to make copies of handouts etc. everything would be right on the wiki for anyone-teachers, students, parents and administrators to access at any time. More importantly than efficiency and environmental factors, is the wonderful possibility of the endless possibilities for students to have more ownership of not only their own work, but also of what the whole classroom, or even the whole school creates. A wiki allows students to publish their work in ways that have not been possible before. Teachers and students can collaborate with the peers in others districts, states and even countries. Students can learn from each other and at the same time can work towards becoming technologically savvy and literate. Our society is changing faster than many of us even imagine and our students must keep up in order to be successful in life. Although having a classroom wiki is only the first step to this process, it is vitally important to provide our students with this opportunity. Thank you for your time and consideration.
 * Collaboratively Authored Class Texts
 * Writing Projects
 * Group Projects
 * Sharing Resources
 * Grade Level Teams
 * Subject Area Teams
 * Professional Development

Sincerely,

Nicole Marcone

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