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Second Day of Class Writing Assignment |
Our school uses a common writing program that increases in complexity
at each grade level. The teachers use common terminology and formats
for paragraphs which are the basis of our drafting.
Thus, I know they will have a bit of familiarity with the process.
However, even if you are teaching 'on an island' without any class or
grade continuity, this activity will allow you to assess your students
understanding of the writing process and set them up for the teaching
of your expectations for writing paragraphs.
I've put this
activity onto an overhead sheet so I can use it each year. At the top
are the writing directions: "Write a paragraph describing one of the
most important things you learned over the summer. No talking, and no
questions." The directions are specific enough that I want a paragraph
written, not a page or a few sentences. And the topic is broad enough
that everyone can think of something to write about. However, it is
just vague enough that students must use their best judgment to decide
exactly HOW to structure the writing and how long it should be.
I
tell the kids there is no right or wrong way to do this assignment, and
there is no right or wrong response to the prompt. In fact, the only
wrong thing that can be done is just to NOT write anything at all. This
explanation will help most of your students get started right away. If
a student is sitting idle for more than a minute, I'll remind them that
this is a writing activity, not a thinking activity. They need to get
started writing, or I'll assign them a disciplinary paragraph to copy.
That's usually enough to get them going.
Undoubtedly you will
have some students who seem stumped on this, or will want to ask
questions of you. Stand firm on the 'no questions', and let them figure
it out for themselves. If you give in now, these same students will
rely on you the entire year. You want them to become good thinkers and
problem solvers. Let them do it!
We
usually give students about ten minutes to write. Although this is less
than normal, it's just enough to get them on the right track and enough
for you to see if they have any idea what they're doing.
Once
the time is up, each student draws a line across his/her paper right
under the paragraph. I then uncover the second part of the activity.
Students must now "write down THREE rules, guidelines, or expectations
they have learned about writing paragraphs." After these are written
down, the students prioritize them, the most important labeled #1, and
so forth. These provide excellent prompts for class discussions, which
is next. We look to affirm correct ideas, and dispel the wrong ones.
Then the students draw another line across the page.
Lastly, the
students number their page #1-5, and write in their responses to four
questions I pose for them. We then discuss their answers, and I'm able
to evaluate what they know and what they think they know about
paragraph writing.
Again, these help me to see what knowledge
the students bring to class, and how closely they are to our class's
writing expectations.
The last thing we do is a bit of
self-editing. The students are to underline their topic sentences and
clincher statements and number their three supporting statements (just
imagine their surprise if any realize they didn't write these down!)
This also makes for great conversation.
Now they're ready to
learn the rules, procedures, and expectations for the formatting of a
paragraph in this class. I have these on an overhead sheet and also on
a PowerPoint presentation. Both have a note sheet so students can write
down the information as it is presented. They quickly learn the rules
and expectations I have for the formatting and writing of their
paragraphs.
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Frank Holes, Jr.
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Frank Holes
Hi I'm Frank Holes, a middle school teacher in Michigan, and I publish
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