Play a game with your vocabulary words, units Record the best of the two scores on your grading sheet.
Contact Us Listen to this post as a podcast: For seven years, I was a writing teacher. Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.
That practice will continue for as long as I keep this up. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.
This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like.
I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing.
I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves. Informal Argument, Freestyle Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person.
An activity like This or That one of the classroom icebreakers I talked about last year would be perfect here: Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.
Informal Argument, Not so Freestyle Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time.
Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade.
Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view.
Introduction of the Performance Assessment Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks.
What does this look like? Anytime I give students a major writing assignment, I let them see these documents very early on. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created or an excellent student model from a previous year to fit the parameters of the assignment.
I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.
I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers.
Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come.
When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.
I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.
During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on.
I would encourage students to share their work with peers and give feedback at all stages of the writing process.Transforming media into collaborative spaces with video, voice, and text commenting.
Persuasive Writing Prompts prompts for a range from middle to high school. Pictures and Slogans Persuade an Audience! Designed for , this unit asks students to examine persuasive techniques in .
Carole Adams. Columnists Face Off - Principle Approach Carole Adams tells us why she thinks the Principle Approach is best.. High School with Principles Find out what the Principle Approach is and how it can help your child think like a capable and confident Christian.
As winter weather season approaches, the Erlanger-Elsmere School District wants to remind students, parents, staff, and community of the many ways that you can stay informed about any decisions that are made regarding school closings or delays.
No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser:) Create, engage, and assess your students in every lesson! High School Persuasive Writing High School Persuasive Reading 6 ADDRESSING STUDENTS’ NEEDS IN THE WRITER’S WORKSHOP: AN OVERVIEW This unit was designed to prepare students to draft a persuasive letter.