Students took guided notes of an overview of the assignment.ĭay 2: Evidence Pulling/Sentence StartersĪfter the foundation was set regarding the outline of the essay, and students were given time to review articles and videos, I like to show them how I pulled quotations out of an article. We started with a focused writing or focused reading warm-up. They many not be able to articulate this even if they make this awesome oversation. They might say, "I didn't write anything!" Reward this thought because they are demonstrating that they recognize their papers don't have support or enough reasons. Many struggling writers get held up about the length. You could also do this activity without the aide of technology, but it is extremely helpful having the document on file for submission and resubmission. I love this day because the first pull is to have them open a document they haven't seen in a long time. For this project, they took an essay they have already attempted, and they were revising and editing it at the end of the year. Here is each day broken down with pictures and step-by-step lesson notes: Day 1: Notes/Planningĭay 1 is and will always be my favorite day. The plan was to provide a three-day essay workshop approach where students took guided notes with me, had time to plan out essay, refreshed memories on inserting evidence into written text, and then, of course, had drafting time. This eliminated the pesky, "I don't know how to pick a quotation from all of this text" predicament (PS I am always looking for resources on teaching students to pull quotations from a text). I provided them space to view the videos independently, and on the articles, I had already pre-underlined quotations that they could use for the PRO or CON side of their argument. I provided the same prompt, the same articles, and the same videos used in the fall. I like to scaffold the last essay project just to give them the added lift-off before seventh grade. Cue the last essay project my students will write this year where they take an older project from the beginning of the year and revise it using the skills they have obtained this school year.with some help. However, we don't have time to be frustrated. Where is the disconnect when I am teaching their same-age counterparts in advanced classes how to structure an MLA formatted research paper? My general English 6th-grade students came in this year still working on mechanics like capitals, periods, and complete sentences. They are not lacking anything besides necessary instruction. We get into the mindset that it is because students came with a deficit at some point. This is the ugly stepsister of make-up or catch-up growth: Realizing you still have a long way to go. My missteps, my come-up-shorts, my "yes, you tried, but you didn't quite make it" mentality. Then, I do what all teachers do, and I focus on what they don't know. Thinking back about accomplishments, it is easy to see how far they have come. I would like to take a second to pause out of all of the hustle and bustle of testing and the end of the month of May to realize that it is really, the end of the month of May. Struggling, Striving,…Let’s Just Make This Make Sense
0 Comments
Leave a Reply. |