Writing+SAINTS

=The Writing SAINTS =

What are the Writing SAINTS? Well you are! When you take to the fields and courts you represent St. Croix Falls as the "Fighting Saints." When you communicate in writing you are the "Writing Saints". Pretty cool huh?

It gets better.

Because now you also have a tool you can use (for the rest of your life!) to help you remember what you need to do to be a winning writer! And because you've already got Saints Spirit running through your veins, there is no way you can forget it!

But before we get into all the great details, here's what I want you to remember about the SAINTS writing model. It's a //** MODEL **//. There are a couple of important things I want you to remember about the writing SAINTS model. It //** REPRESENTS **// all the good things that happen when people create quality writing.

That's right! When you write well, you do all of these things without even thinking about them. I created the model as a //** REMINDER **//, so that now you can be sure to always do all of the right things.

The other thing I want you to remember about the writing SAINTS model is that it is __**NOT**__ a step by step list. You may "T" (for touch up) your writing at any time. And even though the model has "I" (for introduce) near the beginning, you might decide to write YOUR introduction last. That is totally cool.

Writing is often a messy, complicated process. The SAINTS model is meant to help you remember //__ WHAT __// to do--not __// WHEN //__ to do it. So feel free to skip around--within reason. If this is confusing, don't sweat it, we'll talk more about this in class.

Well, enough talk. Let's get to it. I present. . . SAINTS writing:

S ee A ccess and organize I ntroduce N ow add support T ouch up S ettle it

But what does it mean? Again, basically, this is what we all do naturally when we write well. SAINTS is just a reminder of the steps we need to take to do a good job. I could go on, but I thought you might like to see what some students thought it meant:



** Or **



Or

== Note to Self--The Important thing is valuable build upon it with "The problem with" ex. The problem with coffee is that it doesn't stay hot. . . then go on to describe the problem and/or solutions. The problem w/ brothers. . ., school. . ., winter. . ., language arts. . ., toothpaste. . ., . . . ==

The important thing about this unit is that we explore how good communication often follows a very simple 3-step pattern:
1. The important thing (about a topic) 2. Other stuff (about a topic) 3 The important thing (again)

If that's not enough for you, and you'd like even more detailed information, and teacher talk, about what we're up to here with this unit, you can check all that out by viewing this document:.

It is my backward design of the important unit. In it you'll find all kinds of detail about the Enduring Understandings, Knowledge and Skills, Wisconsin State Standards, Assessments, Instruction--the whole deal. Knock yourself out. I like to begin the year with this unit because it builds a simple, yet surprisingly strong foundation for the writing we will be doing throughout the rest of the year.

If, on the other hand, you're a student just looking to pick up something you may be missing--have at it. Almost everything you need is right below (or on it's way).

Click here to view The Important Pattern

Click here to see the Important Pattern Rubric for Ideas and Organization.

9/14/2010
__** Assignments **__** : **
 * In class Important revision activity. Because revision is important too. Essay Critique Sheet.
 * Continue to stay current with Planning Pages, Every Day Edits, and Vocabulary.

__** Important Concepts **__** : **
 * Revision makes writing better.

9/13/2010
__** Assignments **__** : **
 * Peer review, checklist and edit Topic 1 Mind Map Essay
 * Continue to stay current with Planning Pages, Every Day Edits, and Vocabulary,

__** Important Concepts **__** : **
 * Use your mindmap (prewriting) to make intelligent choices about what you will include in your essay.
 * Use the senses to describe what your topic IS
 * Also describe what your topic (or a 1st or 2nd level idea) DOES
 * Use the

9/10/2010
__** Assignments **__** : **
 * Topic 1 Mind Map Essay,
 * Continue to stay current with Planning Pages, Every Day Edits, and Vocabulary,

__** Important Concepts **__** : **
 * Use your mindmap (prewriting) to make intelligent choices about what you will include in your essay.
 * Use the senses to describe what your topic IS
 * Also describe what your topic (or a 1st or 2nd level idea) DOES
 * Use the Important Pattern

9/9/2010
__** Assignments **__** : **
 * Introduced Topic 1 Mind Map Essay,
 * Continue to stay current with Planning Pages, Every Day Edits, and Vocabulary,

__** Important Concepts **__** : **using your senses as well as what something does to describe. For example, consider the following:


 * //"The important thing about rain is that it is wet. It falls out of the sky, and it sounds like rain, and makes things shiny, and it does not taste like anything, and is the color of air. But the important thing about rain is that it is wet."//**

What **senses** does the author use? What does rain **do**?

9/8/2010
__** Assignments **__** : **
 * Peer review of your Mind Map Topic 1 Peer Assessment
 * Continue to stay current with Planning Pages, Every Day Edits, and Vocabulary,

__** Important Concepts **__** : **

See:

the prompt

your purpose

your audience

Access and organize:

prior knowledge, or do additional

research

Introduce:

attention grabbers

topic sentence

thesis statement

Now add support

Examples

Details

Evidence

Reasons

Touch up: tweak, add transitions

conventions stuff

grammar

spelling

word choice

parallel structure

Settle it: finish up

Conclusions

Call to action Closing statements/remarks

Summarizing�