tag:blogger.com,1999:blog-81477414567374760692024-03-05T04:28:58.093-05:00Room 213Tips and ideas for middle and high school English TeachersRoom 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.comBlogger273125tag:blogger.com,1999:blog-8147741456737476069.post-71534160788659082432020-02-20T14:45:00.001-05:002020-02-20T17:18:28.284-05:003 Reasons Why Your Mentor Texts Should Not Be "Perfect"<h2 style="text-align: center;">
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USE MENTOR TEXTS TO BUILD THE HABIT OF REVISION</span></h2>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The idea of using mentor texts was one of those game-changing ideas for me. Showing students what the end result should look like just made a whole lot of sense. I mean, if I was unaware of the game of golf and someone passed me a club, a ball, and pointed to the flag fluttering so far away, would I know what to do?</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Of course not. That's why those mentor texts are so valuable for students - they give them a pathway to success. The show them where the flag is AND show them how to get there.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">However, I don't always give my students a perfectly polished piece of writing when I give them a mentor text. Here's why:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>1. "Perfect" pieces can be discouraging to many students</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">If I give them an amazing piece of writing right away, they might see it as unattainable and disengage right from the start. When someone who struggles with writing sees a text that is several levels above what they can do, frustration can set in. So, instead, I start with a piece that lays out the basics, showing them what the expectations are for the assignment, without making it look too difficult. To go back to my golf analogy, I want them to be able to play the game and not feel like they need to make par right away.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">But what about raising the bar, giving our kids something to aim for? I know that objection is in some of your heads because I want my bar raised too. That's where my next strategy comes into play.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>2. Imperfect Mentor Texts Teach the Habit of Revision</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">I want my students to learn the all-important art of revision - and to make it a regular practice in their writing game.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So, when I write - or choose - a mentor text, I make sure the basics are there, but <a href="https://www.teacherspayteachers.com/Product/Informational-Mentor-Texts-Healthy-Lifestyles-5222059?utm_source=My%20Blog&utm_campaign=info%20mentor" target="_blank">I want a piece that has room for improvement, as well as strengths</a>. Then when I give it to my students, I want them to read it over, looking for things that the writer did well, and areas that could be better. I always copy the text with wide margins and ask my kids to write all over it, underlining and highlighting as they evaluate the writing.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">After they've done this on their own, they turn to a partner to confer, allowing them to have an even deeper discussion on the merits of the mentor text. Finally, we go over it as a class. </span><br />
<a href="http://eepurl.com/cGiy7L" target="_blank"><img alt="Get lesson plans for secondary English, delivered straight to your inbox!" border="0" data-original-height="320" data-original-width="1600" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibzXfRozLFwaGNcRls365_oxZRTLUeZpPtvzNKFL7E4WTStJhe-hmBX1i5c4SIkdRYOoYDrLVkxARdhVUlV4iswsQHxNMeWvexKKaCaQq1W_WKQLmmDdWSbpTJ9fIf2p_6kR7afJfA_gw/s640/freebie+header.jpg" style="background-color: white; border: none; box-sizing: border-box; color: #d13441; font-family: catamaran, sans-serif; font-size: 18px; height: auto; letter-spacing: 0.6px; margin: 5px 0px 0px; max-width: 100%; padding: 5px; position: relative; text-align: center;" title="" width="640" /></a><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">By going through this process with a text someone else wrote, they learn the skill of looking critically at a piece of writing and thinking about what could be done to improve it. The hope is that this is a skill they will then use when they revise their own work.</span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span><span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>3. A Variety of Texts foster Critical Thinking Skills</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">For major assignments, I try to give my students a variety of mentor texts - one that's just ok, one that's pretty good, and one that <i>is</i> polished and well developed. That way, they can really think about what makes an effective piece of writing in the genre we are working with.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I will give them all three and ask them to read and evaluate each one. Then, I ask them to rank them one to three. When they are done, they confer in partners or groups to come to a consensus about their rankings. After they have done this, and we have discussed it as a class, the students will have a good vision of the expectations of the assignment - and what they can model if they want to achieve a certain level.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So what's the end result of using imperfect mentor texts? The students get a far better understanding of what I expect, as I've done more than just point them to the flag in the golf green. I've shown them what a golfer does when she picks up the driver. And then what she does next, whether her ball is in the woods or on the edge of the green. The students also get to practice their revision skills, ones that they will then (hopefully) apply to their own writing.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you would like to get some ready-made mentor texts to use for informational writing, you can <a href="https://www.teacherspayteachers.com/Product/Informational-Mentor-Texts-Healthy-Lifestyles-5222059?utm_source=my%20blog&utm_campaign=healthy%20mentor%20post" target="_blank">check them out here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-40412439752486586342020-02-12T08:32:00.003-05:002020-02-12T13:57:58.796-05:00Can you do reading workshop with a whole class novel?<h2 style="text-align: center;">
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<b><span style="font-size: x-large;">Can you do reading workshop with a whole class novel?</span></b></h2>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The short answer? Absolutely!</span></div>
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<span style="font-size: large;">This is a question that I hear a lot from teachers who are considering using reading workshop in their classrooms. They are either reluctant to give up a chance to do full class instruction - or their curriculum requires that they do. I totally get it because I'm in the former group: I believe so much in the power of workshop, but I also see the benefit of doing a text together. </span></span><span style="font-family: "verdana" , sans-serif; font-size: large;">Because of this, I always do both in all of my classes. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Here's how:</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>Start the Year with Workshop</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">For me, this is key. I begin the semester with choice novels because I want the kids to learn to love reading - and they may not do that with a book they are required to read. During this time, the kids <a href="https://reallearningroom213.blogspot.com/2018/05/keeping-kids-accountable-with.html" target="_blank">build the habit of reading</a> and then when it's time to do a text together, they are much more likely to actually read it. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So, we spend two months with workshop. However, during this time, I'm scaffolding skills that they will need when we do the full class texts - and the assignments that go along with them. For example, we will have done lots of lessons and activities on <a href="https://reallearningroom213.blogspot.com/2018/09/a-quick-easy-skill-building-activity.html" target="_blank">how writers develop character</a> and <a href="https://reallearningroom213.blogspot.com/2018/10/teaching-theme-when-everyones-reading.html" target="_blank">theme</a> (click to read about how we do this). By the time we finish workshop my students will have written several analytical paragraphs and essays, and they will be well versed on how to choose and embed quotations to support their analysis of a text.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">They will also have read a lot of books.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">My method for teaching them analysis during workshop this is pretty simple: I do a mini-lesson on some aspect of analyzing lit. I might do one, for example, on how authors use dialogue to develop a character (as well as how they punctuate it). Then, as they read, the students will note how their authors develop a character with dialogue, and <a href="https://www.teacherspayteachers.com/Product/Activities-for-Independent-Reading-3666170" target="_blank">mark sample passages with a sticky</a>. We follow this up with student discussions or conferences with me.</span><br />
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<img alt="Reading workshop and the full class novel" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSlWNSbPyuHUNhubRTBghA63wwmkxxGZPC27fRKKClM1Wupw1KE-ZtRhtIHzN4ErGPg8yvMHzwi9K9Wp4F-nVyUoSu0PHWE78by5VGlwrKH-QhEprm7p3AcWCyYy8Un6KAIT9Rde5Lkic/s640/character+activity+post.jpg" title="" /><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b style="font-size: xx-large;">Transition to Full Class Texts</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Once we begin our full class texts, we still start every class with ten minutes of independent reading so the kids can continue to read the books they have chosen themselves. They no longer have assignments associated with these books - they get to just enjoy them. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">After the ten minutes of silent reading, the rest of the class is dedicated to the activities I have planned for our full class texts. I <i>could</i> use these titles as part of a book club situation, but I still like the idea of us all doing a book together, one where we can delve into and discuss the issues that it explores.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The transition into full class texts is usually pretty smooth. In fact, since I started doing workshop for the first half of the semester, I have more buy in for the class novels and plays. This is because I always have students who will say that during workshop, they actually finished (and enjoyed) a book for the first time in their lives. Once they see that reading is OK, </span><i style="font-family: verdana, sans-serif;"><span style="font-size: large;">Animal Farm</span></i><span style="font-family: "verdana" , sans-serif; font-size: large;"> and even </span><i style="font-family: verdana, sans-serif;"><span style="font-size: large;">Macbeth</span></i><span style="font-family: "verdana" , sans-serif; font-size: large;"> isn't so daunting anymore. I still have some of the struggles that go along with full class texts, but there are definitely fewer of them.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">After we've done the class texts, we start to work on a multi-genre project that ties them all together. <a href="https://reallearningroom213.blogspot.com/2018/12/teaching-ideas-three-reasons-why-you.html" target="_blank">Learn how on this blog post.</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I hope that answered some of your questions! If not, let me know. You can also check out my online class for <a href="https://jackie-414f.mykajabi.com/read-workshop-masterclass" target="_blank">Planning a Reading Workshop</a>.</span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-90009446726877848222020-02-12T08:14:00.000-05:002020-02-20T17:18:07.472-05:00Speed Dating with Books<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5hKOahg9B9ibU_tPXVz2ewYK32jyluPTrRI7wy9_4QQUOIrXyauvQF9dfplQpdcQd2YTlTtWZIFbRshWIL3tc5iqmePpwHy4dFDV_0W76IQJAIv7Y9av3ZCXL8pdSqbdtOk8AIW4h0A/s1600/Speed+Date.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Speed dating with books: this is the perfect activity to introduce reading workshop or independent reading." border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5hKOahg9B9ibU_tPXVz2ewYK32jyluPTrRI7wy9_4QQUOIrXyauvQF9dfplQpdcQd2YTlTtWZIFbRshWIL3tc5iqmePpwHy4dFDV_0W76IQJAIv7Y9av3ZCXL8pdSqbdtOk8AIW4h0A/s640/Speed+Date.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;">Speed Dating with Books</span></h2>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I tried something new this week, and I'm so glad I did. I was ready to launch reading workshop with my new tenth grade class, and I decided to let them speed date with the books I have in the classroom. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">First, I had to decide how to get it all organized. Because our district is committed to reading workshop, I am blessed to have a huge pile of amazing titles. I wasn't sure if I should put out random selections of books at each station, or group them by subject/genre. I didn't want the kids to judge the books because they were in a certain category, but sometimes those categories help, right? A quick survey on <a href="https://www.instagram.com/room213tpt/" target="_blank">Instagram</a> helped me decide that random would be best.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Next, I printed off an instruction card for each station, and brought in some "romantic" props from home. Luckily, I have a pile of LED candles and lots of fake flowers ;). </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I arranged everything on Sunday afternoon, so when the kids arrived it would be all ready to go. In fact, I kept the door shut until the bell rang, to get the buzz going. I poked my head out to tell them that I had something very special for them, and they had to be patient.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">When they came in, they saw the tables arranged with just the candles and flowers (I had the books stacked and ready to go on my shelves). I told them first that, in honour of Valentine's Day on Friday, we were going to do some speed dating. I quickly told them (to avert the panic) that their potential dates would be with books, and started arranging the titles at the stations as I explained how it would work.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">There were five stations with five titles at each one (I have twenty-five students, so the math was easy). I gave them approximately seven-eight minutes at each station - I circulated and told them to rotate to the next station once it seemed like they'd all had a chance to check out each book. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">They were instructed to take notes on the cue cards I gave them. On side one they'd note which books they liked; when they had been to each station, they were to write their top three titles on the back.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I also had an "overflow" table with other books that didn't make it to the stations. They had a few minutes to browse that at the end.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">This took us about forty minutes. Next they watched a video that was leading into an activity for the next day, and while they watched, I was able to use their top three lists to assign their books. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I was very pleased with the activity and will most definitely do it again. Previously I would just let them roam the shelves, but I decided to do this for a couple of reasons. First, it's Valentine's Day on Friday, so I thought it would be a fun way to start the week. Secondly, I figured this process would create more buzz for the books, because the kids would have to make a list of their top three books and wait to see what they got. And, finally, it forced them to take a look at titles that they may not normally gravitate toward. All in all, it was a huge success!</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Let me know if you have any questions! </span><span style="font-size: large;"><span style="background-color: white; color: #001017; font-family: "verdana" , sans-serif; letter-spacing: 0.6px; text-align: justify;">You can also check out my online class for </span><a href="https://jackie-414f.mykajabi.com/read-workshop-masterclass" style="background-color: white; color: #f15059; font-family: verdana, sans-serif; letter-spacing: 0.6px; margin: 0px !important; max-width: 100%; text-align: justify; text-decoration-line: none;" target="_blank">Planning a Reading Workshop</a><span style="background-color: white; color: #001017; font-family: "verdana" , sans-serif; letter-spacing: 0.6px; text-align: justify;">.</span></span></div>
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com1tag:blogger.com,1999:blog-8147741456737476069.post-40910958906564288532020-01-17T08:12:00.000-05:002020-01-26T12:15:24.851-05:00Encouraging Your Reluctant Writers<div style="text-align: center;">
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>Encouraging Your Reluctant Writers</b></span></h2>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">You've created the perfect lesson plan. Your kids are engaged in the writing activity... all except a handful. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">You know them, the ones who refuse to write no matter what you ask them to do. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">Encouraging reluctant writers to pick up the pen can be hard, but with a few simple strategies, you just might them get started.</span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span><span style="font-family: "verdana" , sans-serif; font-size: large;">Let me start by telling you about Lucas. He was a senior in my class who was convinced that he could. not. write. When I assigned anything - from a simple journal entry to an essay - he would sit there, starting into space. When I tried to get him to start writing, he would state, categorically, "I can't. I just can't write." By the end of the semester, though, he was producing some pretty good work. He still didn't like it very much, but he was writing. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So what did I do? I tried a few strategies that I've been honing over the years, ones that I know from experience will work with a lot of kids. Every student is different, of course, but if you try some of these, you'll get more kids writing:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>Give them choice - but not too much:</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">There is no question that when we give our students choice, many will flourish and find their voices. Giving high interest topics and/or free choice is just good practice. However, some reluctant writers struggle with this - they can't think of an idea, or they fear their ideas are "stupid." If you think this is the case, help your students come up with a subject. Use what you know about them to find a topic that they will engage with. Lucas, for example, was an outdoorsy guy who loved to work with his hands. His passion was snowmobiling so, after a few desk-side discussions that began with "I have no idea" or "I don't know," he ended up writing his narrative essay about the time he ran out of gas far from home and had to abandon his snowmobile and walk home. Once he got confirmation from me that this was a "cool" thing to write about, he began to think he could do it - and his narrative was very well done. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>Provide mentor texts and starter sentences:
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<span style="font-family: "verdana" , sans-serif; font-size: large; font-weight: normal;">It's good practice to use mentor texts for <i>all </i>students, but reluctant writers really benefit from being able to see what a finished product will look like. They can mimic the structure and style of the the mentor text, using it as a support to create their own piece. Many reluctant writers can't envision what the end product will look like. This overwhelms them and prevents them from even starting, so that finished product gives them something to aim for.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large; font-weight: normal;">Starter sentences are also an effective tool for reluctant writers. Give them ideas for ways they can start their sentences or paragraphs; this will help them get started and gain the confidence they need to experiment with their own sentences in the future.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>Encourage them to take it one step at time:</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">The secret with Lucas was to show him how to take things one step at a time. He got very overwhelmed with the idea of a complete product, so instead of focusing on the fact that he had to write a whole essay, I told him that we were going to take it slowly, even if that meant he needed a little more time to get it all done. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: medium;"><span style="font-family: "verdana" , sans-serif; font-size: large;">Once he got over the hurdle of choosing a topic, his next task was to create an outline. We didn't talk intros or paragraphs or anything other than brainstorming ideas. I would tell him that all I wanted him to do was to create the outline - and when he did, I'd move the goal post. I'd tell him that now that he had a plan, it was time to think about a great lead. After he had that, we'd focus on writing one paragraph. Basically, each class we set smaller goals for him than the other students had. And, once he found his rhythm and got over the stress and overwhelm, he often surpassed his goals and got as much done as the rest of the kids.</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: small;"><b style="font-family: verdana, sans-serif;"><span style="font-size: x-large;">Have one-on-one conferences:</span></b></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small;"><span style="font-weight: normal;"><span style="font-family: "verdana" , sans-serif; font-size: large;">I conference with all of my students, but I had more with Lucas, the kind where I just pull up a chair and have a chat. (He was not at all put off by talking in front of his classmates, but if you suspect that the student doesn't want others to hear, find a time and place to have a private conversation). These one-on-one conversations are invaluable because most kids will open up far more when you are having a private chat. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">They don't have to happen during a special conferencing time, either. You can just squat down beside the student or pull up a chair while the rest are working.</span></span></span><br />
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Give focused feedback that builds confidence:</span></b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Last, but <i>certainly</i> not least, be very careful with your feedback. Reluctant writers usually believe that they are bad at it - and no one wants to do something that is going to be judged when they feel like they are going to fail. For example, I am terrible at golf. If I knew that someone was going to watch me tee up and then give me a grade on it, I would be very unhappy and reluctant as well. But if I had a patient coach, ready to help me get better without focusing on how terrible I was, then I'd be MUCH more willing.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><i>Here are the things I keep in mind when providing feedback to reluctant writers:</i></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>> Celebrate what they did well:</b> When I told Lucas how proud I was of his finished products and picked out a few things that I really liked, I could literally see his chest swell. Even when the kids were doing a group exercise, I'd make sure I'd find an opportunity to give him an encouraging comment, like "great idea, Lucas!" </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>> Focus on ideas and content, not grammar mistakes:</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">The red pen is a powerful weapon, one that can sometimes do more harm than good. Yes, it's our job to teach mechanics and to help students improve, but if students can't get an assignment done because they are worried that their spelling and grammar is bad, they will never improve. These things <i>will </i>improve with time and practice, though. Be patient and get their ideas flowing first. Then, you can tackle the fragments and comma splices. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>> Give only a few things to improve: </b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">When the assignment comes back, tell the student what they did well, and give them one or two things to improve, not a laundry list. I used to feel like I had to justify a grade with "all of the things," but that list can be pretty discouraging. Now, I pick the one or two improvements that will make the biggest difference for a student. For example, I might suggest that they need to start adding more specific examples to flesh out their ideas. I don't add that they need transitions, sentence variety, stronger word choice, and a more engaging opening because then they just get overwhelmed and discouraged. Go back to my golf example. If my coach listed ten things I needed to do to get that ball to the green, I would probably put the club back in the bag. But, if she told me one thing to work on to do better the next time, I would be more likely to swing again.</span><br />
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<span style="font-family: "verdana" , sans-serif;"><b><span style="font-size: x-large;">Don't worry that you're lowering your standards:</span></b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">I get this one, believe me. I was there for many years. The standards will still be there; you're just taking things more slowly with these students and coaxing them out of their reluctance, so they can grow as writers. You can't work with them when they can't produce. They can't learn and grow when they are paralyzed and overwhelmed. Like a baby learning to walk, you need to hold their hands and smile and encourage as they take their first steps. You step back and stay close in case they fall. You keep moving back as they take a few more steps. It might take one baby longer to get there, but in the end, everyone is off and running.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Do you have any tips? Anything that has worked for you in the past? Please let us know in the comments. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com5tag:blogger.com,1999:blog-8147741456737476069.post-1448992512518427202020-01-01T11:47:00.000-05:002020-02-09T12:41:04.098-05:003 ways to make student thinking visible<h2 style="text-align: center;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Three Visible Thinking Activities:</span></h2>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Often, the most successful activities in my classroom, the ones where students engage and learn a lot, are those where we've <a href="http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html" target="_blank">made the thinking visible</a>. Deeper learning happens when I pull back the curtain on the process students need to follow, so they can clearly see what needs to be done. </span><br />
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<span style="font-size: large;">And because they have a clearer idea of how to do it, they produce <i>much </i>better work.</span></span><br />
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<span style="font-size: large;">In the past, whenever I gave students a complex task, like literary analysis, there was always a struggle. Some would sit there, somewhat paralyzed, because they just couldn't figure out where to start. Others would go through the motions, but just skate over the surface, missing many of the important elements of the text. Usually only a few would take off and give me amazing work.</span></span><br />
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<span style="font-size: large;">Often I'd blame this on lazy thinking. However, once I realized that it might just be the result of the inability to "see" how to complete the task, I did something to change that - and my students were suddenly feeling more confident and ready to work. </span></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><br /></span><span style="font-size: large;">Here are three of my favorite ways to do make thinking visible for my students (the lesson plan for each one is part of my <a href="https://www.teacherspayteachers.com/Product/Active-Learning-Exercises-for-Reading-Writing-5067421?utm_source=blogger&utm_campaign=visible%20post" target="_blank">Active Learning Exercises</a>):</span></span><br />
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<b><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: x-large;">Analyzing a text & providing support:</span></b></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Literary analysis is far from easy for most of our students, so I make sure I scaffold the process with them. First of all, I model how to close read and give them lots of opportunities to collaborate with each other when they do. And, after we read a chunk of a text, we do activities that help them visualize how to analyze author purpose and technique.</span><br />
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<span style="clear: left; float: left; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; margin-bottom: 1em; margin-right: 1em;"><img alt="Visible thinking activities for middle or high school English students" border="0" height="400" src="https://lh3.googleusercontent.com/xqEItWmx55eNMHmV-VvOd6vsbXXwmZE1qwVW9vvDqQbz76QEwOO7dgL5GD6FLgeuo4EP22MuRmosYLKIP5abJI9XAXq8aZVZv0plJELlQ8ZjoWbynIHTEzuK4BKAU0uQDPw0UFfD" style="margin-top: 0px;" title="" width="400" /></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">For example, after we read a section of </span><i style="font-family: "helvetica neue", arial, helvetica, sans-serif;"><span style="font-size: large;">The Book Thief</span></i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"> I asked the students to decide which elements of the section were most important. I assigned each group one of these sections and had them brainstorm assertions that stated the purpose of the section. They chose their best one and wrote it on a piece of 11 x 17 paper. Then, they began adding evidence to support the assertion. After several minutes, I had them pass their sheet to the next group, who had to add more evidence to the sheet. And, if they didn't like the original assertion, they could write a new one on a sticky note and add it to the poster. We did this a couple of times, and each time, the new group used a different colored marker, so I could see who did what (I need visible thinking too!).</span><br />
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<span style="font-size: large;">Finally the poster went back to the original group, so they could see what was added. Then, each student had to choose one quote from the page and write a statement that explained how it supported their statement about author purpose.</span></span><br />
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<span style="font-size: large;">When they were all done, the students could <i>see </i>the process that they need to follow to fully develop an assertion with multiple pieces of evidence.</span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b><span style="font-size: x-large;">Creating a Mind Map:</span></b></span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">One of my missions this semester was to get my IB students to zero in on key facts in a section and to make their assertions about the text based on those facts. I want them to learn to filter what's important in helping them understand author purpose, so they can get better at taking notes and analyzing as they read. </span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">They've worked a lot on this, and when they finished </span><i><span style="font-size: large;">The Book Thief</span></i><i style="font-size: x-large;">,</i><span style="font-size: large;"> I had them use key facts to create a mind map to help them figure out Zusak's purpose in the last few sections of the novel.</span><span style="font-size: large;"></span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">We began the activity with the students brainstorming the key facts from the section. Then they chose the ones they believed to be most important and wrote them on the "key fact strips" I gave them. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Next, I explained that I wanted each group to create a mind map poster, one that would take a viewer through the group's thought process as they tried to decide on the overall purpose of the section. </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">I told them they could put the poster together whatever way they wanted, but the assertion should be at the top, and they needed make their thinking very visible. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Not surprisingly, they all had a very similar assertion, but it was fascinating to see how they all explained it, and which facts and evidence they chose to use as support. Their approaches to creating the poster were different too, but regardless of how they did it, each group was actively thinking, discussing, and learning as they did their mind maps.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">When they finished, each group did an informal presentation of their poster to take their classmates through their thinking process, and by the time we were done, everyone had a much better understanding of that section of the novel.</span><br />
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<b style="font-size: xx-large;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Hexagonal Thinking:</span></b></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Another strategy I used during our study of </span><i><span style="font-size: large;">The Book Thief</span></i><i style="font-size: x-large;"> </i><span style="font-size: large;">was</span><span style="font-size: large;"> <a href="https://www.unstucklearning.design/single-post/2018/09/12/A-users-guide-to-hexagonal-thinking" target="_blank">hexagonal thinking</a>, a powerful strategy to get students to see the connections in their texts.</span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><br /></span><span style="font-size: large;">I gave each group a set of shapes with the names of major characters, themes, and evenys in the middle of them. Each student had to randomly grab three to five of them and put them together on a sheet of paper (they did not glue them down). Then, they had to brainstorm all of the connections they could see.</span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">After they did their individual work, they shared their ideas with group members. At that point they tried to find other connections and put these shapes together in the middle of the group. When they finished I asked them to decide which was the most interesting connection and to share it with the group.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Because they will need to write a compare and contrast essay at the end of the term, I added another layer to this, and gave each group a handful of shapes, in different colors, from the other two texts we've read (<i>Night</i> and <i>Antigone)</i>. Then they had to try to add at least one of them to the connections they'd found in <i>The Book Thief. </i></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">As they did this, they wrote down the connections they found and we repeated the process above.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Each of these activities was effective for the same reasons: they allowed the students to clearly <i>see</i> a learning process in a way that just talking about text does not. Also, the kids love the interactive nature of these activities, so it really ups the engagement factor!</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What are your favorite visible learning activities? Let us know in the comments! And, if you'd like a whole pile of active learning lesson plans, <a href="https://www.teacherspayteachers.com/Product/Active-Learning-Exercises-for-Reading-Writing-5067421?utm_source=blogger&utm_campaign=visible%20post" target="_blank">click here</a> .</span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com3tag:blogger.com,1999:blog-8147741456737476069.post-21815568962548966732019-12-14T11:19:00.000-05:002019-12-14T11:20:32.384-05:00A Socratic Seminar that Really Worked<span style="font-size: large;">It was the second last Friday before Christmas and the day after a school dance. I knew I needed something engaging for my seniors, or the class would be a struggle. I also needed some more speaking and listening activities, so I decided to do an impromptu Socratic seminar - and it was one of the best things we did all year.</span><br />
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<span style="font-size: large;">We've just finished <i><a href="https://www.teacherspayteachers.com/Product/Animal-Farm-Activities-Lessons-with-an-Inquiry-Approach-995878" target="_blank">Animal Farm</a></i>, and we've been making some real world connections. So, I decided to do an informal seminar that could allow them to apply their learning.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7o35IRnxMcgJd2P3GR9qTm78t6Jelg_l4GGDjqSqpItWb7BS1rqU3jDTwePxjZHArFh9rbrLhXJ-l6d02mXkiQ6BDw_1umVJP3QQUAxhWs1pUXSiUXVhR-fX_86YSuVqczFn6SDYXQQc/s1600/AF+seminar+one.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="English Teachers: Try this engaging topic for a Socratic seminar, whether you are teaching Animal Farm or not." border="0" data-original-height="1600" data-original-width="1483" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7o35IRnxMcgJd2P3GR9qTm78t6Jelg_l4GGDjqSqpItWb7BS1rqU3jDTwePxjZHArFh9rbrLhXJ-l6d02mXkiQ6BDw_1umVJP3QQUAxhWs1pUXSiUXVhR-fX_86YSuVqczFn6SDYXQQc/s640/AF+seminar+one.jpeg" title="" width="592" /></a></div>
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<span style="font-size: large;">I created a slide show that set up the (fake) concept that our school had gone to the dogs. The principal is corrupt and things are terrible for everyone in the building except a few select adults. When my students came into the class, their chairs were in a circle so they could face each other, and I had the first slide projected on the screen.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPPzSQQSI912PZm3DVO4UQs4G2BFS1A4mZ5pJGTY5zqCfWlYTSS-9WXLKDTrKXhZRP-xJeO1LYik26B2Y0YmYv8WH5kuQU-Llc-70Dv3IGWrWzQP2EqaclRAirX0BE7kHHCxrD4nxii2w/s1600/Af+seminar+two.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="English Teachers: Try this engaging topic for a Socratic seminar, whether you are teaching Animal Farm or not." border="0" data-original-height="1465" data-original-width="1600" height="586" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPPzSQQSI912PZm3DVO4UQs4G2BFS1A4mZ5pJGTY5zqCfWlYTSS-9WXLKDTrKXhZRP-xJeO1LYik26B2Y0YmYv8WH5kuQU-Llc-70Dv3IGWrWzQP2EqaclRAirX0BE7kHHCxrD4nxii2w/s640/Af+seminar+two.jpeg" title="" width="640" /></a></div>
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<span style="font-size: large;">I explained the situation and told them to plan a takeover. They needed to discuss the problems and solutions and come up with some guiding principals for a new and better school. Then, I sat back and said nothing else. </span><br />
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<span style="font-size: large;">But I took notes of what happened.</span><br />
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<span style="font-size: large;">Right away, the leaders in the class started talking and sharing ideas. This sparked some of the more quiet students in the class to speak up, even a few that surprised me. They were immediately engaged in the topic and had a very insightful discussion (I told them they could not use any names, by the way). They quickly identified some problems in the school and came up with some very creative solutions. (The teacher's kid had a lot of "yeah buts," so I know he's heard some kitchen table discussions ;) )</span><br />
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<span style="font-size: large;">I sat back and proudly listened. The plan was to let them read for a good chunk of the class after they'd finished, but they were so engaged, they talked the whole period! However, I did cut them off with a few minutes left to make the connections to <i>Animal Farm</i>. I asked them to think about their individual participation in the seminar, and to decide which animal they were most like. Were they a pig who took over and started to plan and organize? Were they a persuasive Squealer? A Clover who couldn't really put her ideas into words? Or a Benjamin who thinks that nothing will really change anyway. I made it clear that there was nothing wrong with being a leader who takes charge, or someone who can't always think of the right thing to say. The novella is about people who allow power to corrupt them or their abilities to hold them back. We need leaders and followers, speakers and listeners for our wonderful world to work. As long as we all work together for the greater good and stand up to corruption, things will work out.</span><br />
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<span style="font-size: large;">This activity was a huge success on a day when I thought I'd get little out of my students. And it's one you could use, whether you're doing Animal Farm or not. </span><br />
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<span style="font-size: large;">Happy teaching!</span><br />
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<span style="font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-36315448021478805982019-12-04T07:56:00.001-05:002020-01-26T12:18:14.779-05:00How to Successfully Implement Stations in a High School Classroom<h2 style="text-align: center;">
<span style="font-family: "verdana" , sans-serif; font-size: large;">Learning Stations in Middle & High School:</span></h2>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Learning stations or centers are very popular in elementary grades, but do they work with older students? Absolutely. In fact, they are an incredible tool for focus and learning.</span><br />
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<span style="font-size: large;">There are so many reasons why I use (and adore) stations in my classroom, but I'll give you the quick version here: </span></span><br />
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">Learning stations get kids to focus on small chunks of learning which keeps them from getting overwhelmed</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">This focus helps you scaffold skills one at a time and leads to deeper learning</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">The kids have to get up and moving which not only adds variety to the class but also helps the learning process</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">Students love them!</span></li>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So how do you make it all work with a class full of teenagers? Grab this free organizer, and use it as I go through the steps:</span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: x-large;"><b>1. Start with the end in mind:</b></span></span></h3>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Before you begin, you need to know where you're going. Ask yourself: <i>what is it that I need my kids to know or understand? What skill(s) do they need to work on? At the end of the class, what will be accomplished? </i>For example, in my classroom, I use stations in the following ways:</span><br />
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<span style="font-family: "verdana" , sans-serif;"><b><span style="font-size: large;">Pre-Reading Stations </span></b><span style="font-size: large;">give students background information they need before we start a text. Each station will focus on one part of that information, and when they finish, students have the same information that I used to deliver in a lecture/ hand-out. </span></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: large;"><br /></span><span style="font-size: large;"><b><span style="font-size: large;">Process Stations</span></b><span style="font-size: x-large;"> </span></span><span style="font-size: large;">require students to go through one step of a process at each station. At the end of the rotation, they will have an outline created for an essay, an essay revised or edited, a poem analyzed, the theme of a text figured out, etc.</span></span><br />
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<span style="font-family: "verdana" , sans-serif;"><b><span style="font-size: large;">Skills-Based Stations</span></b><span style="font-size: large;"> require students to work on certain skills and provide time for them to zero in one one skill at a time. For example, the end of the class, they may have practiced skills for things like descriptive or narrative writing, learned when and how to use transitions, or practiced close reading and note-taking skills. </span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: large;"><br /></span><span style="font-size: small;"><b><span style="font-size: large;">Chat Stations</span><span style="font-size: x-large;"> </span></b><span style="font-size: large;">provide students with topics for discussion, with a different one at each rotation. These could be ideas that they will encounter in a text or real life, and are great for building confidence in students as they get to practice s</span></span><span style="font-size: large;">peaking skills in a much smaller group.</span></span></div>
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<b style="font-family: verdana, sans-serif; font-size: xx-large;">2. Break the big task into smaller chunks</b></h3>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Once you decide the purpose and end result of your station activity, you need to decide how you will break it down into small, focused tasks for your kids, ones that will take an equal amount of time. </span><br />
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">If you are doing chat stations, you will have one topic per station. For example, when I do <i>Macbeth</i>, we begin with chat stations that have the kids reflecting on and discussing topics like peer pressure, guilt, ambition, etc. Each topic is a different station (You can <a href="https://www.teacherspayteachers.com/Product/Macbeth-Pre-Reading-Stations-FREE-3528408" target="_blank">grab this free activity here</a> ). With A<i>nimal Farm</i>, I did stand up chat stations. At one they discussed whether true democracy is ever possible. At another, they discussed the characteristics of a good leader. There were five in all and each one zeroed in on a different idea from the novella.</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">If you want the students to complete a finished product like an outline or draft, you need to choose activities where the order that they complete the tasks doesn't matter. For example, when I do pre-writing stations for an essay, I make sure that the kids already have a thesis before we start. Then, they can brainstorm ideas for an intro, work on developing one point, or think about research they might need at any point in the rotation. With revision stations, each one focuses on a different step in the process: they look at idea development at one, word choice at another, use of research at another, and so on. If you want them to analyze a poem, they might look at structure at station one, use of figurative language at station two, diction at station three, etc.</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">For stations that focus on skill building, each station will require the students to work on one skill at a time. These are especially effective because students are able to zero in on one task without getting overwhelmed. So, if you want them to work on descriptive writing, one station may have them working on writing imagery, another will ask them to experiment with metaphor, while the next has them play around with personification. </span></li>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">There are so many ways you can do this, you just need to take some time before you begin to make sure that you divide the tasks up in a logical way. And you know what? If it's not exactly perfect the fist time, that's ok!</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>3. Setting up the stations:</b></span></h3>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">First of all, you will need to copy the handouts/directions that are required and assemble anything else the kids will need:</span><br />
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">Each station will need a task card or a sheet of directions that tell kids what needs to happen during that rotation.</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">You may also provide a task sheet where students will do their work. However, if they are not passing the work in (assessment ideas are coming), they can do the work in their notebooks - or on a draft they are writing or a text they are annotating.</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">If students are required to get information at the station, you may need to photocopy some handouts (or provide a number of computers). If I want them to take notes, I leave four - five copies at the station, so each kid who sits there can use one of the copies to take notes. </span></li>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: large;"><br /></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYLfcll992M6bMrdzjxb_sExcVEVpfB9un-UySpCuEjhGHS5lpgqioYqn4ph85XYIk9c9uS6Uw5lDv4Uhrg4PyhihBgFm37Too8zk1yVT_2MObykihColYLdjEa63uUcv7y0gp4MNPvbc/s1600/animal+farm+stations.jpg" imageanchor="1" style="font-size: x-large; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="Middle and high school English teachers: learning stations or centers do work with older students. Find out how to use them in your classroom." border="0" data-original-height="480" data-original-width="480" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYLfcll992M6bMrdzjxb_sExcVEVpfB9un-UySpCuEjhGHS5lpgqioYqn4ph85XYIk9c9uS6Uw5lDv4Uhrg4PyhihBgFm37Too8zk1yVT_2MObykihColYLdjEa63uUcv7y0gp4MNPvbc/s640/animal+farm+stations.jpg" title="" width="640" /></a></span><br />
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">When I do revision stations, I provide students with highlighters, post-its, and colored pencils so they can make their revisions visible. So, at each station, I leave a few of each or tell the kids to take their own as they rotate around.</span></li>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: large;">Second, you'll need to set up your desks to create the stations. </span><span style="font-size: large;">My classroom has the desks set up in groups of four - five students so we just use what we have. Before the kids arrive, I place the required handouts/tools in the middle of each grouping, and tell the kids to leave their books, etc. off the desks so there is room for everyone to do their work. If your desks are in rows, you'll just need to move them into groups to create a station.</span></span><br />
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<span style="font-size: large;">If you want, you can create title cards or numbers to identify each station. Just take a piece of 8 x 11 paper (card stock works really well for this), fold it over vertically, and write the title or number of the station on it. Then, set it up in the middle of the station.</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>4. Grouping & Timing:</b></span></h3>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">There are several ways to approach this. My favorite is to allow students to choose their own groups, especially if the station requires them to work together - they are just more comfortable that way. You can, of course, create the groups so you can separate people who don't work well together. Grouping can also be used to differentiate, so students who need more time can be given fewer tasks at each station. Basically, you need to think about the needs of your class and set up the groups accordingly. If you are concerned about keep them on task, make sure you <a href="https://reallearningroom213.blogspot.com/2017/06/5-ways-to-keep-secondary-students-on.html" target="_blank">read this post </a>where I give you lots of strategies for doing just that.</span><br />
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<span style="font-size: large;">As far as timing goes, you can set a timer and have students move as a group once the time is up. When I do this, if I notice that the tasks are taking too long, I'll add more time for each rotation. (If it's taking longer because the kids aren't working, I don't. Then they realize that if they don't focus, they don't finish). You can also choose to have students just move along individually as they finish each task. This works well when the kids are used to using stations and know the procedure.</span></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: large;"><b style="font-size: xx-large;">5. Assessment:</b></span></span></h3>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: large;">I rarely assess the work the students do at their stations. This is because they are most often </span><span style="font-size: large;">skills/process based tasks andy they are working on things that you will eventually assess anyway. For example, when we do revision stations, I will see the work they did on their drafts because they pass them in to me. If I didn't do that, the hope is that I'll "see" the work in the good copy. When they do poetry analysis stations, students are learning how to analyze a poem. This is usually for skill building/confidence before they actually write an analysis, or you could have them use the stations to write an analysis that they pass in. </span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Sometimes, though, you have a class that needs to be held accountable for their work. When I do, I'll take in task sheets to give them a completion grade. I just assess that the work is done; however, there's no reason why you couldn't grade them for correct answers too. </span><br />
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<b style="font-size: xx-large;"><span style="font-family: "verdana" , sans-serif;">Your Role:</span></b></h3>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The key to successful stations is in the teacher's hands. You need to do the organization up front so they are ready to go when the students enter your room. But it's also very important that you are circulating as the students work, so you can help them and keep them on task. Once they get used to the procedure, they'll be asking to do stations again and again - but there will be some growing pains the first time you do it. Don't be discouraged if it's not completely smooth the first time because you and the students have to get used to a new way of running the class.</span><br />
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<span style="font-size: large;">I hope I've helped you get a clearer idea of how to use stations in your classroom. It may seem scary at first, but I think if you try, you'll start using them as a regular activity with your students. Please leave any questions that you have in the comments! And, if you'd like some ready to go stations, check out the links below - or get them all in my </span><a href="https://www.teacherspayteachers.com/Product/Learning-Stations-Mega-Bundle-2470473" style="font-size: x-large;" target="_blank">Mega Bundle</a><span style="font-size: large;">.</span></span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-2503706841726238882019-11-24T09:43:00.002-05:002020-01-26T12:19:24.684-05:005 Ways to Make Poetry Fun and Accessible<div class="separator" style="clear: both; text-align: center;">
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<h2 style="text-align: center;">
<b style="font-family: verdana, sans-serif; font-size: x-large;">5 Ways to Make Poetry Fun and Accessible</b></h2>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Usually, students don't get too excited when we begin teaching poetry. In fact, we often get a lot of groaning and eye-rolling when the poetry lessons start. You can turn that around by making poetry fun - while still keeping the rigour level high.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I never dive into analysis with a difficult poem, that's for sure. In fact, I don't even start with analysis. Instead, I scaffold the skills they will need to feel confident and successful when it comes time to do an analysis, </span><span style="font-family: "verdana" , sans-serif; font-size: large;">and I try to do it in a way that makes poetry accessible and fun!</span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-size: x-large;">1. Play Figurative Language Bingo:</span></b></span></span><br />
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<span style="font-size: large;"><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="white-space: pre-wrap;">This is something you can do even before you start a unit on poetry. When your students are reading fiction and non-fiction, you can begin the practice of identifying poetic devices in their texts. As they are reading, have them record examples of any devices that they find in the text. You can create a bingo card by making a 5 x 6 table and filling it in with the different devices that you want your students to find. I repeat the most common ones - like metaphor, simile and personification - and throw in just one of the least common ones like synecdoche. Students can fill in their cards by recording quotations that match each device.
<span style="color: black; font-family: "verdana" , sans-serif; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrbFaC0oS3WvL1-gDR_G1-ENAOidjZRX32Tfwv1qp2kCslp_2MU89FrKxl8wwcevc-qn3n-8LgjEjnsQ_pU3-kvHJBf4qO4Y_t4UBrxBv84Wz_g9p0Gbux7L7ZD4hTbgaTZ2j1ZmWUSDtf/s1600/bingo+2.JPG" imageanchor="1" style="color: #039da5; margin-left: 1em; margin-right: 1em; max-width: 770px; outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;"><img alt="Make poetry fun and accessible for your middle and high school English students." border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrbFaC0oS3WvL1-gDR_G1-ENAOidjZRX32Tfwv1qp2kCslp_2MU89FrKxl8wwcevc-qn3n-8LgjEjnsQ_pU3-kvHJBf4qO4Y_t4UBrxBv84Wz_g9p0Gbux7L7ZD4hTbgaTZ2j1ZmWUSDtf/s640/bingo+2.JPG" style="border: none; height: auto; max-width: 100%; position: relative;" title="" width="640" /></a></span></span></span></span>
<span style="background-color: white; font-family: "verdana" , sans-serif; font-size: medium; letter-spacing: 0.5px;"><span style="white-space: pre-wrap;"><br /></span></span><span style="background-color: white; color: #343434; font-family: "eb garamond" , serif; letter-spacing: 0.5px;"></span><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="white-space: pre-wrap;"><span style="font-size: large;">I step my figurative language bingo up a notch, so the students also have to analyze the purpose of each device they discover. I provide them with folded-over cards where they record the quotation that illustrates the device, and then, on the inside, they write a brief statement about what they believe the author's purpose is. They check with me before they put it on the board, which builds in some formative assessment too. Once someone gets a row, I give them a little prize, so the competition is fierce! (You can check out my bingo board <a href="https://www.teacherspayteachers.com/Product/Figurative-Language-Bingo-Board-3632326?utm_source=Blogger&utm_campaign=Coffee%20Bingo" style="color: #039da5; max-width: 770px; outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">here</a>).</span></span></span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-size: x-large;">2. Have Poetry Scavenger Hunts:</span></b></span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><span style="background-color: white; letter-spacing: 0.5px; white-space: pre-wrap;">I use these in a couple of ways. If I want students to write a poem, I'll send them to different locations around the school (or our local park) to "find" inspiration. You can <a href="https://reallearningroom213.blogspot.com/2016/10/take-it-outside-embracing-autumn.html" target="_blank">read about this here</a> and grab an editable copy of the scavenger hunt <a href="https://docs.google.com/presentation/d/1Pd0ZqKftf3wmwkDcuzzwC-I6ZA1tV6uAp3Nu2zJE7Rk/copy" target="_blank">here</a>.</span></span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="white-space: pre-wrap;"><span style="font-size: large;"></span></span></span>
<span style="font-family: "verdana" , sans-serif; font-size: large;"><span style="background-color: white;"><span style="letter-spacing: 0.5px; white-space: pre-wrap;">I also <a href="https://docs.google.com/presentation/d/1i6loUPHyRjRTBdhS8AA5bSvHK5XgDlCAKsEUlUiNGaU/copy" target="_blank">use poetry scavenger hunts</a> when I'm ready to get the kids analyzing poetry. However, when we do this, we are still scaffolding, because I want the kids to get used to identifying devices in poetry before they have to write an analysis. I choose five different poems that, together, contain a range of poetic devices. </span></span></span><span style="background-color: white; font-family: "verdana" , sans-serif; font-size: large; letter-spacing: 0.5px; white-space: pre-wrap;">One poem might have a number of metaphors and allusions, another might be full of imagery, etc. </span><span style="background-color: white; font-family: "verdana" , sans-serif; font-size: large; letter-spacing: 0.5px; white-space: pre-wrap;"> I enlarge each one and place it at a different station; then, I give the kids a task sheet <a href="https://docs.google.com/presentation/d/1i6loUPHyRjRTBdhS8AA5bSvHK5XgDlCAKsEUlUiNGaU/copy" target="_blank">like this one</a>, and they have to go to each station to "find" the devices on the scavenger hunt.</span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-size: x-large;"><br /></span></b></span></span>
<span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-size: x-large;">3. Do Figurative Language Challenges:</span></b></span></span><br />
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<span style="font-size: large;"><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="white-space: pre-wrap;">A few years ago, I discovered that my 12th grade students - who could easily identify a metaphor - could not write one. So, I created <a href="https://reallearningroom213.blogspot.com/2017/09/the-metaphor-challenge.html" target="_blank">The Metaphor Challenge</a> to teach them how to do so. This was such a hit that I created challenges that teach them about other figurative devices like personification, allusion, and imagery. </span></span></span><span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;">Each challenge is designed to give students practice with the process required to create their own figurative devices which, in turn, will help them better understand it in the poetry you will give them to read.</span></span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; font-size: large; letter-spacing: 0.5px; white-space: pre-wrap;">Each one of these challenges is available in </span><span style="font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Figurative-Language-Challenge-Bundle-3449102?utm_source=my%20blog&utm_campaign=poetry%20fun" style="background-color: white; font-family: verdana, sans-serif; letter-spacing: 0.5px; white-space: pre-wrap;" target="_blank">this bundle</a><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px; white-space: pre-wrap;">.</span></span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-size: x-large;">4. Create Collaborative Poetry:</span></b></span></span><br />
<span style="background-color: white; font-family: "verdana" , sans-serif; font-size: large; letter-spacing: 0.5px; white-space: pre-wrap;">One way to remove the mystery from poetry is to have students create their own. However, many lack the confidence to do this, so I usually begin with some collaborative poetry that allows them to work together to create a free-verse poem. </span><br />
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<span style="font-size: large;"><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="white-space: pre-wrap;">To do this, give them an interesting topic that they will eventually write their poem about. I usually choose something they can all relate to like a location in the school or a topic like love, friendship, etc. I instruct them to brainstorm phrases, images, or ideas that they associate with the topic. Then, I give each student strips of paper and ask them to write their best ones on the strips.</span></span></span><br />
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<span style="font-size: large;"><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDhM1pm8fSb6LC5TVX7t-9X6YAvbAHFEVgb8u6fOajGWJE1gB-7qpdkH9yQMdwgCKqE2EBaQVjwyg1FOcxcHRWz3BQZkEYjZ3mK2phVbnjCzL59dS2ldjwHq0vLXxMxwG-tGj2OQdSCi4/s1600/collab+poem.jpg" imageanchor="1" style="color: #d13441; font-family: Catamaran, sans-serif; font-size: 18px; letter-spacing: 0.6px; margin: 0px !important; max-width: 100%; text-align: center; text-decoration-line: none; white-space: normal;" target="_blank"><img alt="collaborative poetry with "Where I'm From" Poems " border="0" data-original-height="877" data-original-width="1600" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDhM1pm8fSb6LC5TVX7t-9X6YAvbAHFEVgb8u6fOajGWJE1gB-7qpdkH9yQMdwgCKqE2EBaQVjwyg1FOcxcHRWz3BQZkEYjZ3mK2phVbnjCzL59dS2ldjwHq0vLXxMxwG-tGj2OQdSCi4/s1600/collab+poem.jpg" style="border: none; box-sizing: border-box; margin: 5px 0px 0px; max-width: 100%; padding: 5px; position: relative;" title="" /></a></span></span></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Finally, I group students and have them use their strips to create a free verse poem on chart paper. You can read more about this process <a href="https://reallearningroom213.blogspot.com/2018/09/collaborative-poetry-with-where-im-from.html" target="_blank">here</a>.</span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-size: x-large;">5. Do a Group Poetry Analysis:</span></b></span></span><br />
<span style="color: #343434; font-family: "verdana" , sans-serif; font-size: large; letter-spacing: 0.5px;">I give my students several opportunities to collaborate when they are learning to analyze poetry, so they can help each through the process. One of my favourite activities lets them work in groups to focus on only one element of a challenging poem; after, they get to see how each element works together </span><span style="color: #343434; font-family: "verdana" , sans-serif; font-size: large; letter-spacing: 0.5px;">(you can <a href="https://docs.google.com/presentation/d/1mr7lOsFz0gZiYgX1oETeeFcwD_DShdSDXVEqMchfEYI/copy" target="_blank">grab the free lesson plan here</a>)</span><span style="color: #343434; font-family: "verdana" , sans-serif; font-size: large; letter-spacing: 0.5px;">. </span><br />
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<span style="font-family: "verdana" , sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjXMCQgbuP257lyXicyRGfIMYvXtd3t3ZTFumKKHeUHn0UDc5ZQow5U41soUvZx1wiJYgLQEP_RpAkWCPHL2uol1fafnBuJUZ8YasipRyVD7CYoFdeNs-Aw4NjowU2nlcypaU3HwQN7-4/s1600/group+poetry+analysis.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Make poetry fun and accessible for your middle and high school English students." border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjXMCQgbuP257lyXicyRGfIMYvXtd3t3ZTFumKKHeUHn0UDc5ZQow5U41soUvZx1wiJYgLQEP_RpAkWCPHL2uol1fafnBuJUZ8YasipRyVD7CYoFdeNs-Aw4NjowU2nlcypaU3HwQN7-4/s640/group+poetry+analysis.jpg" title="" width="640" /></a></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: large;">You will need to choose a poem that has multiple elements that you want students to look at (diction, imagery, sound and rhythm, figurative language, etc.). Each group will look at one of these, and after discussion, will create a poster that explains their conclusions about the poet's use of their assigned element. Groups will hang all of their posters on a wall of the classroom. Next, they do a gallery walk so each student can examine every group's work. Finally, the class will have a big discussion about the effect that each element has on the poem -- and how they all work together to create meaning. This exercise works really well because students get a chance to see how each part works to create the whole.</span></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you would like more lessons and activities that make poetry more accessible and fun, check these out:</span><br />
<span style="font-size: large;"><a href="https://drive.google.com/file/d/1PK-X_713ph6cVlZ3uYEPf7_fcW2vl39l/view" style="font-family: verdana, sans-serif;" target="_blank">A list of engaging and accessible poems</a><span style="font-family: "verdana" , sans-serif; font-size: medium;"> </span></span><br />
<a href="https://www.teacherspayteachers.com/Product/Figurative-Language-Stations-3710695?utm_source=my%20blog&utm_campaign=poetry%20fun" target="_blank"><span style="font-family: "verdana" , sans-serif; font-size: large;">Figurative Language Stations</span></a><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Poetry-Games-Activities-1796653?utm_source=my%20blog&utm_campaign=poetry%20fun" target="_blank">Poetry Games</a></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Teaching-the-Process-for-Literary-Analysis-Activities-Strategies-3740268?utm_source=my%20blog&utm_campaign=poetry%20fun" target="_blank">Teaching the Process of Literary Analysis</a></span><br />
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</style>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-29960966462095683052019-10-27T16:41:00.001-04:002020-01-26T12:21:10.896-05:00Persuasive Writing: the pre-writing stage<h2 style="text-align: center;">
<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>Persuasive Writing: the pre-writing stage</b></span></h2>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Often when we announce that we are assigning an essay we get some groans and eye rolls. I try to circumvent that with some activities that get my students excited (or at least somewhat interested) in the art of persuasion. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Before we even begin any activity, I like to prime the pump with an activity that will get students interested in what comes next. So because we were about to begin persuasive essays, I printed off a pile of cards that instructed students to persuade a partner of something.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNyG4Bz9yQiEYtjuxFduAhjoYJyz9e7p1-Kp9Z47wopIGUnrUUgMyne2bsIz4qVT-Nq1xw2MdK8-H5npCmQSeLb6ki7-nGVwFW90XYDNr7kKRs5xQmy2rD2AMKSk5sL6pUa_i1cGuy39M/s1600/persuasive+cards.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="An engaging activity to get students ready for persuasive writing. " border="0" data-original-height="1569" data-original-width="1600" height="626" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNyG4Bz9yQiEYtjuxFduAhjoYJyz9e7p1-Kp9Z47wopIGUnrUUgMyne2bsIz4qVT-Nq1xw2MdK8-H5npCmQSeLb6ki7-nGVwFW90XYDNr7kKRs5xQmy2rD2AMKSk5sL6pUa_i1cGuy39M/s640/persuasive+cards.JPG" title="" width="640" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span><span style="font-family: "verdana" , sans-serif; font-size: large;">I grouped my students and gave each group a stack of persuasion cards. Every student in the group had to choose one and had a minute to brainstorm the points they would use to attempt convince their partner to do the thing on their chosen card.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcf1bs9W8MT0m8Kn3ue0PtHKRK30TcLi4xSsWjnaoZGdvXfPXufyCMB1hucsvWlDCkocu3iqfGNBKal4X_4fCRQQ1dl_gAI1Fb4MTetK7gOQgq36VMOnU0f7KLmPSoMxmbMAu-XXFKOeg/s1600/Persuasive+Practice+Cards.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="An engaging activity to get students ready for persuasive writing. " border="0" data-original-height="768" data-original-width="1008" height="486" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcf1bs9W8MT0m8Kn3ue0PtHKRK30TcLi4xSsWjnaoZGdvXfPXufyCMB1hucsvWlDCkocu3iqfGNBKal4X_4fCRQQ1dl_gAI1Fb4MTetK7gOQgq36VMOnU0f7KLmPSoMxmbMAu-XXFKOeg/s640/Persuasive+Practice+Cards.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">This was one of those activities that I thought of in the shower - you know the ones. You have a completely different plan and then some aqua-inspired idea descends on you, and you completely switch it up. They are usually some of the best ideas, and this was one of them. My students were very engaged in the activity, and at the end of the class, I heard "that was fun" several times. Warmed my teacher heart.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Not only was the activity deemed fun, but it also got my students ready to start thinking about a topic for their persuasive essay. We spent some time brainstorming and free-writing to get them exploring ideas, and because of the activity that preceded this, they were much more engaged in coming up with topics than they ever were before.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you'd like to grab this persuasive pre-writing activity, you can do so <a href="https://docs.google.com/presentation/d/1FxKLTeePMU8H6PUZNnEuznoy_ps-v5WZdnacjnW0e8A/copy" target="_blank">here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com6tag:blogger.com,1999:blog-8147741456737476069.post-63032048520654372112019-09-30T07:49:00.003-04:002020-02-09T12:29:41.020-05:00Expository Writing: Teaching Kids to Inform & Explain<h2 style="text-align: center;">
<span style="color: #202020;"><span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>Expository Writing: Teaching Kids to Inform & Explain</b></span></span></h2>
<span style="color: #202020;"><span style="font-family: "verdana" , sans-serif; font-size: large;">So you are <a href="https://www.teacherspayteachers.com/Product/Expository-Writing-Lessons-Activities-That-Teach-Students-to-Inform-Explain-4219439?utm_source=Blogger&utm_campaign=Inform%20and%20explain%20blog" target="_blank">teaching expository writing</a> and here's the outcome for your students: <i>Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.</i></span></span><br />
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<span style="color: #202020; font-family: "verdana" , sans-serif; font-size: large;">It sounds a little dry, doesn't it? I mean, how do you make that engaging and enticing for your writers? </span><br />
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<span style="color: #202020; font-family: "verdana" , sans-serif; font-size: large;"><b>1. HOOK THEM:</b></span><br />
<span style="color: #202020; font-family: "verdana" , sans-serif; font-size: large;">Well, first of all, you need to show them <i>why</i> it's important to learn to introduce and develop "precise claims" and to "</span><span style="color: #202020;"><span style="font-family: "verdana" , sans-serif; font-size: large;">examine and convey complex ideas." You do this by explaining that, yes, they need to write this way to be successful in school, but you should also show them that expository writing is everywhere in their lives. In fact, most of them probably read and write it every day. Ask them how many have recently read an on-line review or an on-line article about something. Hook students into the process by showing them high-interest examples of this form of writing that they will be very familiar with. For example, you might find <a href="http://reallearningroom213.blogspot.com/2019/05/real-life-writing-assignments.html" target="_blank">reviews</a> of a new and hot video game, or for a local restaurant.</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>2. MODEL THE PROCESS:</b></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Then, teach them HOW to inform and explain by taking them through the process. Many times, students will disengage if they aren't sure just how to do something. By providing them with clear directions and models that show them the desired result and the steps to achieve it, they will feel more confident and ready to write their own expository essays.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>3. PROVIDE OPPORTUNITIES TO PRACTICE:</b></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Before I get my students to write their essays, I build in lots of skill-building activities that allow students to practice the skills they need to be successful. My favourite way to do this is with collaborative activities that allow them to work together as they experiment with the strategies for informing and explaining in a way that engages readers.</span></div>
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<span style="color: #202020;"><span style="font-family: "verdana" , sans-serif; font-size: large;">I have a whole pile of activities that focus on the different skills that writers need to hone if they want to be successful, and when the students work together to learn these skills, the process is a lot more fun - which means they will engage in the activity and learn!</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_NDodONIR3BecZbiDf3hDrsKAywxl7F24B4smCgoLjNMfXhosKMtyCkb6GQgHQDUHmx5EIxNNOOuDg3yRq1WfdnsvxXfJ8B4mk2gKuid0P5-qBpRuoR3IV4p5hHpoCS9JOlEN4NnKrb4/s1600/expos+how+to.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Expository writing: teaching students to inform and explain" border="0" data-original-height="1113" data-original-width="959" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_NDodONIR3BecZbiDf3hDrsKAywxl7F24B4smCgoLjNMfXhosKMtyCkb6GQgHQDUHmx5EIxNNOOuDg3yRq1WfdnsvxXfJ8B4mk2gKuid0P5-qBpRuoR3IV4p5hHpoCS9JOlEN4NnKrb4/s640/expos+how+to.jpeg" title="" width="550" /></a></div>
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<span style="color: #202020;"><span style="font-family: "verdana" , sans-serif; font-size: large;">For example, when I teach my students how to write a definition essay, we begin with an activity where each group is assigned a word, and they have to work together to brainstorm and develop ideas that will help them define it. This activity, combined with the mentor texts that illustrate what a definition essay looks like, gives the students a much better idea of how to write one of their own. </span></span><br />
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<span style="color: #202020;"><span style="font-family: "verdana" , sans-serif; font-size: large;">If you would like to follow a similar process, I've got it all ready to go for you in this product: <a href="https://www.teacherspayteachers.com/Product/Expository-Writing-Lessons-Activities-That-Teach-Students-to-Inform-Explain-4219439?utm_source=Blogger&utm_campaign=Inform%20and%20explain%20blog" target="_blank">Expository Writing: Lessons & Activities That Teach Students to Inform and Explain</a>. It's got everything you'll need to teach your students how to write engaging and effective essays.</span></span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-34569911823322367472019-09-26T09:27:00.001-04:002019-10-16T10:32:57.980-04:00Preventing Fear of Failure<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I'm sure that many of you have had "failures" in your life that taught you some important lessons. I know I certainly do. As adults, we can usually look back and understand that the pain and the shame that may have come with those events made us stronger and wiser, more ready to take on future challenges.</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUj8u7nEwE8QCvFoHZdIB475_ou-kv1CCZeFrLOzbJaUjJPDGrQ3H4yfl5BuLeb-EGTrBa69EObfDp9e-IOeiP3oOr5SBVuKMG2c83JftwBVcaeCvCmLao-P036vMb_AaSlxxfhWCWF-s/s1600/Thinks+dewey+ig.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUj8u7nEwE8QCvFoHZdIB475_ou-kv1CCZeFrLOzbJaUjJPDGrQ3H4yfl5BuLeb-EGTrBa69EObfDp9e-IOeiP3oOr5SBVuKMG2c83JftwBVcaeCvCmLao-P036vMb_AaSlxxfhWCWF-s/s640/Thinks+dewey+ig.jpg" width="640" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;">The resiliency that we learn from failure is something that we want our students to gain too. However, they are plunked in a system where failure is seen as an "f-word," one that they want to avoid at all costs. This creates an attitude of risk-avoidance, something that sometimes prevents students from really learning and growing.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">We can't do much to change the system, but we can work to change our students' attitudes. And of course, we <i>do</i> want them to avoid failing assess-ments and courses, but there are several things we can do along the way to teach them that failure is instructive and not evil. We can create a learning environment where they can stretch and grow on the road to those grades that "count."</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So how do we do that? </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">For me, formative assessment is the answer. When we give kids a chance to use descriptive feedback to improve their work, they are going to learn more. They are going to be more willing to take a risk because they know that they can try again. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Now, I'm pretty sure that I know what some of you are thinking: <i>this just sounds like more work, and I already have too much to do.</i> I get it. That was me before I embraced this approach. Now I am a convert, and I want to share some time-saving strategies with you.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I've already written many blog posts on the topic, but I've collected and organized them here so you can find them more easily:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://reallearningroom213.blogspot.com/2019/02/tame-grading-beast-work-smarter-not.html" target="_blank"><b>Tame the Grading Beast: Work Smarter, Not Harder:</b> This post</a> has a collection of techniques that I've learned to make the grading process more efficient and effective.</span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://reallearningroom213.blogspot.com/2018/02/grade-student-responses-quickly.html" target="_blank"><br /></a></span>
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://reallearningroom213.blogspot.com/2018/02/grade-student-responses-quickly.html" target="_blank"><b>Grade Student Responses Quickly:</b> This post</a> gives you tips for faster - and better - feedback when you're grading journals or notebooks.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b><a href="http://reallearningroom213.blogspot.com/2016/03/making-feedback-meaningful.html" target="_blank">Make Feedback Descriptive and Meaningful:</a></b> This process is key if you really want to feed your students forward.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b><a href="http://reallearningroom213.blogspot.com/2018/05/redos-essential-part-of-learning-process.html" target="_blank">Redos: An Essential Part of the Learning Process:</a></b> I used to avoid these like the plague; now, they are an essential part of the learning process in my room. Read how I do it without making myself crazy.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b><a href="https://reallearningroom213.blogspot.com/2016/12/5-reasons-to-start-conferencing-now.html" target="_blank">Five Reasons to Start Conferencing Now:</a></b> There are many excellent reasons to start, but in relation to this topic, conferencing allows you to give better feedback in class, not home at your kitchen table.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b><a href="https://reallearningroom213.blogspot.com/2019/02/grading-conferences-maximize-learning.html" target="_blank">Grading Conferences: Maximize Learning AND Reduce Your Grading Load:</a></b> Once you get the hang of conferencing, you can grade full assignments with the student - and save lots of time.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b><a href="https://reallearningroom213.blogspot.com/2019/02/how-to-make-time-to-conference.html" target="_blank">How to Make Time to Conference:</a></b> You want to try conferencing but just can't imagine how you'll find the time? <a href="https://reallearningroom213.blogspot.com/2019/02/how-to-make-time-to-conference.html" target="_blank">This post</a> may help.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-51648445603928754952019-09-25T06:26:00.001-04:002020-02-09T12:30:57.094-05:00Dealing with Student Apathy<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: x-large;"><b>Student Apathy: </b></span></h2>
<span style="font-family: "verdana" , sans-serif; font-size: large;">I know you feel it. Kids are just not as easy to engage these days. We can blame it on a lot of things, but that just won't get us anywhere other than worked up and discouraged.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Instead, what can we do about it?</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: x-large;"><b>1. Build Relationships</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">In my experience, the best way to get your kids engaged in what you're offering is to spend time building relationships with them. When students know that you see them and that you care about them, they will want to please you - for the most part. So, spending time building a climate of trust is a key component to ending apathy. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><i>How to do this? </i></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">My favourite way is pretty simple: I stand at my door every day before class and make a deliberate attempt to speak to as many kids as I can. Then, when I'm circulating during class time, I'll stop at a desk and talk about not only the work, but students' lives. Every day, I make a plan to have a chat with at least three different kids and work my way randomly through the class list so no one gets missed. I also build in a lot of activities that build relationships and climate in Room 213. You can grab a list of ones that you can use <a href="https://mailchi.mp/acf951a15af6/relationships" target="_blank">here.</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: medium;"><b><span style="font-size: x-large;">2. Make it Relevant</span></b><span style="font-size: large;"> </span></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Another key to engagement is showing kids why what you want them to do matters - beyond writing a test. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">No one likes to have their time wasted, and kids are no different.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGL9WMz9v_emOEa8F6R_yW73RsP68EADNBBxR9pmNVCnybdv5Ofg8w1Nr96XownaO315G51OE6H81HvOUzYF-VfvMUI4Nlfqoq1pILigqVz39TKmWAEVyl5VgdcOg5p9pV30gcAyqZLXU/s1600/Messages+Image%2528337227267%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="How to deal with student apathy in middle and high school English." border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGL9WMz9v_emOEa8F6R_yW73RsP68EADNBBxR9pmNVCnybdv5Ofg8w1Nr96XownaO315G51OE6H81HvOUzYF-VfvMUI4Nlfqoq1pILigqVz39TKmWAEVyl5VgdcOg5p9pV30gcAyqZLXU/s640/Messages+Image%2528337227267%2529.png" title="" width="640" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;">So, whenever we start something new, I explain to students why learning it is important. I'll show how it links back to what we've already done and explain how they will use it in our classroom. More importantly, I try to make links to real life so they see the skill as useful beyond school. For example, when we start persuasion, I ask if they ever get in arguments or try to convince people of their point of view? Then, I ask them if they'd like to get better at getting people to <i>really</i> listen to them - most teens will answer yes to this, of course, and so are ready to really listen to me when I start teaching them strategies.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">By the way, I don't use this strategy just to trick them into paying attention: I try to make sure everything we do has some sort of real-life connection or application.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: x-large;"><b>3. Focus on Process</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">One big reason why kids disengage is because they are frustrated and don't know what they are supposed to do to be successful. If you focus on the process of whatever you are teaching them, you can try to alleviate that. Always plan your lessons so you model and scaffold the steps that lead to success. Break the learning down in small, digestible chunks.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Let's look at close reading as an example: kids don't find literary analysis easy. So, when you start, don't jump right into the essay. Build students up to the point where they are ready to handle it. Start by teaching them how to close read by modelling your own process and then use gradual release of responsibility to guide them on their way to learning how to do it effectively. Let them work on a challenging passage together and build their confidence before you ask them to do it alone. (Get more ideas about how to do this <a href="https://secondaryenglishcoffeeshop.blogspot.com/2019/08/get-your-students-ready-to-analyze-lit.html" target="_blank">here)</a>. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">When you do assign an essay or a project, break it into steps and make those steps a part of your classroom activities, so you can be there to facilitate your students' learning. In my experience, when students can clearly see their target and the path they need to take to get there, they are far more likely to come along for the ride. A perfect way to do this is <a href="https://www.teacherspayteachers.com/Store/Room-213/Category/Learning-Stations-229663?utm_source=blogger&utm_campaign=apathy" target="_blank">with learning stations</a> - they slow kids down and focus them on the process every time. </span><br />
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<b style="font-family: "trebuchet ms", sans-serif;">4. Make Sure It's "Just Right"</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Vygotsky calls it the </span><i style="font-family: verdana, sans-serif;"><span style="font-size: large;">Zone of Proximal Development;</span></i><span style="font-family: "verdana" , sans-serif; font-size: large;"> others call it </span><i style="font-family: verdana, sans-serif;"><span style="font-size: large;">The Goldilock's Principle</span></i><span style="font-family: "verdana" , sans-serif; font-size: large;"> because it's the place where students find their work is "just right." It's not too easy that they find it boring, and it's not too difficult that they can't do it without guidance and scaffolding from the teacher. When the students find themselves </span><i style="font-family: verdana, sans-serif; font-size: large;">in the zone</i><span style="font-family: "verdana" , sans-serif; font-size: large;">, they feel like they can be successful, and the task is challenging enough to make it engaging. So, if the majority of your class is disengaged, it </span><i style="font-family: verdana, sans-serif; font-size: large;">could</i><span style="font-family: "verdana" , sans-serif; font-size: large;"> be that the task is either too easy or too difficult. Take a step back and reflect if you're giving them something that doesn't challenge them enough to make it interesting OR that it's one that you've provided enough guidance to help them to do something that makes them stretch a bit - something that happens naturally when you put a focus on the process.</span><br />
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<b style="font-family: "trebuchet ms", sans-serif;"><span style="font-size: x-large;">5. Add Movement and Variety</span></b><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Variety is the spice of life and it will spice up your class too. Even if you have an amazing and engaging way to run your classes, if every class is the same, it will get a little stale. So will a class that has the kids sitting passively for the whole period. Instead, aim to have a variety of activities in your class, especially ones that have the students actively engaged in an activity, rather than just listening or doing rote exercises. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Giving students a chance to move at some point during the class will go a long way toward waking them up. We don't "move" in every one of my classes, but I do try to make it happen as often as I can - even if I just get the kids to stand up half way through class for a stretch. It's hard to sit still for a whole period, plus moving helps us learn. You can find ten simple ways to get your students moving to learn <a href="https://blog.teacherspayteachers.com/10-simple-ways-get-students-moving-learning/" target="_blank">here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: medium;"><b><span style="font-family: "trebuchet ms" , sans-serif; font-size: x-large;">Always Ask: Is it apathy or something else?</span></b><span style="font-family: "verdana" , sans-serif; font-size: large;"> </span></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">"I don't care" can be a mask for a lot of other things, like fear of failure. Like I said above, when kids get frustrated - or bored - they disengage. If you've built in some of the first four strategies, you may take care of some of the boredom and frustration, but if a kid is really disengaged, it may be time to investigate further. An after class chat about how you can help is most likely in order to see if you can get to the bottom of what is happening. And, I find that when you get a chance to speak to kids one-on-one, away from the audience, they are much more likely to open up about what's bothering them.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I hope you found something in here to help!</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com2tag:blogger.com,1999:blog-8147741456737476069.post-66027736903774979712019-09-13T15:46:00.000-04:002020-02-09T12:34:42.302-05:00Lesson Planning in Room 213: Speaking, Listening & Brainstorming with Candy<span style="font-family: "verdana" , sans-serif; font-size: large;">Today was an action-packed class, with lots of engagement from my students - a perfect way to spend a full moon Friday the 13th together!</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The class had two distinct sections today, starting with our first <a href="http://reallearningroom213.blogspot.com/2018/07/speaking-and-listening-in-your-reading.html" target="_blank">Speaking Workshop</a>. On Monday, I assigned several articles and poems for the students to read, all of which revolved around the question: should you follow your passion or not? They had all week to read them and were instructed to come to class with notes and quotes that they could use as reference during their small group discussions.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdVuLuHkBCVhnbejxSOH9VkBvFVd7sf8IjhE_yaM8Wd-rfjqej4N9kTLa3RvahaGxObp_xda2b_kQVL430ffGzapkabcUZ7p52V7HlV-VW7Myw0BraaLP2QUks9T8AJy3vqRV22NkowSw/s1600/speaking+workshop+2+pin.jpg" imageanchor="1" style="clear: left; display: inline; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="640" data-original-width="427" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdVuLuHkBCVhnbejxSOH9VkBvFVd7sf8IjhE_yaM8Wd-rfjqej4N9kTLa3RvahaGxObp_xda2b_kQVL430ffGzapkabcUZ7p52V7HlV-VW7Myw0BraaLP2QUks9T8AJy3vqRV22NkowSw/s400/speaking+workshop+2+pin.jpg" width="266" /></a><span style="font-family: "verdana" , sans-serif; font-size: large;">Before the discussion began, I asked the students to write a reflection on what they thought about the topic; after, they added to their response, using some of the ideas that were brought up by their classmates. Then, after they had time to write, I told them to re-read it and underline and revise any tired words and weak words - something they worked on yesterday.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I like to begin with small group discussions at the beginning of the year, so students who are timid about speaking their ideas can build their speaking skills in a less intimidating situation. And today, the first day of our workshop, we just focused on them discussing the ideas. Next week we will start practicing specific skills like eye contact. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">(You can read more about how I run speaking workshop <a href="http://reallearningroom213.blogspot.com/2018/07/speaking-and-listening-in-your-reading.html" target="_blank">here</a>).</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">After their discussion, we switched over to one of my favourite writing activities. We review the rules of brainstorming and then I group students and tell them to pick a recorder. Then I hand out a sour key to each student and tell them not to touch it (I put a napkin on one of their desks and place the candies on it).</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Next, I tell them that the exercise has three parts and they have to pay attention to my instructions. To sweeten the task, literarily, I tell them that one group will get the rest of the candy. And then we begin. First, they brainstorm what the candy looks like. I encourage them to be as descriptive as possible. After about ninety seconds, I tell them they can pick the key up and feel it. They brainstorm words and phrases to describe how it feels in their hands, and then, finally, they can put it in their mouth. At this point I tell them to describe not only how it tastes, but how it feels in their mouths.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Once this process is over, I instruct them to work together to create a descriptive paragraph that captures the essence of the candy - but then I add in a twist. Each group gets one of these perspective cards, and they need to write their paragraph from the point of view of the person on the card (you can <a href="https://drive.google.com/file/d/1fVgHMVhu2jrnGw4KD1DrT2NqklhmQPoz/view?usp=sharing" target="_blank">grab them here</a>).</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">As you can guess, because there is a pile of candy at stake, the competition was fierce! They wrote for about five-ten minutes and then each group read their description to the class - and each group guessed what was on their card. Finally, they voted for their favourite, and the victor was crowned.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I said earlier that it's a favourite assignment. Why is that? Well, first of all, it's fun and it gets the kids to engage in the process of descriptive writing. It also teaches them about the power of brainstorming - when we finish, I always ask them if I had help up the candy and asked you to describe it, would you have gotten as much information as you did during the brainstorming process? Of course, they say that they would not. At this point, I push the importance of the pre-writing process, one that we will use time and again throughout the semester. </span>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Next week, we'll be taking a closer look at the literary elements of setting and point of view - and getting closer to <a href="https://www.teacherspayteachers.com/Product/Personal-Narrative-Assignment-4400619?utm_source=blogger&utm_campaign=day%20five" target="_blank">writing a personal narrative</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><span style="background-color: white; letter-spacing: 0.5px;">If you'd like more tips and strategies from me, </span><a href="http://eepurl.com/cF2ZK9" style="background-color: white; letter-spacing: 0.5px; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">sign up here</a><span style="background-color: white; letter-spacing: 0.5px;"> to get them delivered right to your inbox.</span><br style="background-color: white; font-family: Lora; letter-spacing: 0.5px;" /><span style="background-color: white; letter-spacing: 0.5px;"><br /></span><span style="background-color: white; letter-spacing: 0.5px;">~ Would you like to read about my other lessons this week? Click <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-one.html" style="max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">here</a> for lesson one, <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-two.html" style="max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">here</a> for lesson two, <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-three.html" style="max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">here</a> for lesson three, and <a href="http://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-day-four.html" target="_blank">here</a> for lesson four.</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><img border="0" data-original-height="445" data-original-width="1600" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpovdFJ_esC6U7aKll7bfstvQ6_vd2xUDl-ST3i4hSpEve5gXCeBj5ELHxY_W49GT-Z76G5PnYytZ-wEJnppmn_DmvwrTMPSyjSz1W1gf_i14IxFVBi0v4NUGMsnIBtDkn81AdCbDIAJs/s640/signature+2.jpg" style="background-color: white; border: none; color: #545454; font-family: Lora; font-size: 16px; height: auto; letter-spacing: 0.5px; max-width: 100%; position: relative; text-align: center;" width="640" /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-675977948225610102019-09-12T16:50:00.001-04:002019-10-20T07:06:14.038-04:00Lesson Planning in Room 213: BUILDING WORD MUSCLE<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Hello, there! If you've been following along, all week I've been sharing the things that I've been doing with my students. It's only our second week, so the students are learning about my expectations for reading and writing workshop - and about the importance of word choice.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Yesterday, <a href="http://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-three.html" target="_blank">I did lessons on tired words and weak verbs</a>. We started today with a review of what they learned yesterday, and then each student did revised some sentences that needed better language choices.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Next, I gave each group of students an 11 x 17 sheet that had a sentence written across the top. They had to underline the weak verbs and tired words; then, they had to re-write the sentence.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Once they'd finished their sentences, each group passed their sheet clockwise to another group. That group had to re-write the sentence and change the meaning by changing some of the words. The situation had to be the same, but they could change words to create a better picture in the reader's mind.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvogYAp3hQk86ywprgCpnnD8fC7__3Zkm01b0Vd8VKw8dBJCFoT6tDCi-aREnm8i7lz4qErJWY8q0ntUT9cHJyIJo0PoiDZwwpzXuqJld3v8vfsHc6wRI4UJksi6nddJmc1zCe440RpLw/s1600/word+choice+group+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop" border="0" data-original-height="1047" data-original-width="1223" height="546" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvogYAp3hQk86ywprgCpnnD8fC7__3Zkm01b0Vd8VKw8dBJCFoT6tDCi-aREnm8i7lz4qErJWY8q0ntUT9cHJyIJo0PoiDZwwpzXuqJld3v8vfsHc6wRI4UJksi6nddJmc1zCe440RpLw/s640/word+choice+group+2.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">We repeated the exercise until every group had a chance to re-write the sentence. At that point, each sheet went back to its original group - and they had to choose their favourite sentence and be ready to explain why.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3jk4bqV1p711c-25Nh4U1VZ4N0nEGzho57p3RJ-L1wZ7WbX_blCc4huSMjPPWotdm9iumAsb-s1FgzyvjNw14GtfTD6eZpXcBlxb6E8rgzjnn3pcaAAnaUvmsM6Gg-4ESiNmlX0Lszw/s1600/a+day+in+room+213.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop" border="0" data-original-height="1600" data-original-width="1068" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3jk4bqV1p711c-25Nh4U1VZ4N0nEGzho57p3RJ-L1wZ7WbX_blCc4huSMjPPWotdm9iumAsb-s1FgzyvjNw14GtfTD6eZpXcBlxb6E8rgzjnn3pcaAAnaUvmsM6Gg-4ESiNmlX0Lszw/s640/a+day+in+room+213.jpg" title="" width="425" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;">It was an effective exercise for the beginning of the year. I got to circulate and get to know my new students better as I guided them through the exercise. Some groups needed a little more help than others, while some flew through it because they knew exactly what I wanted them to do an how to do it. If you'd like to grab the sheets I used for this exercise, you can grab them right <a href="https://docs.google.com/presentation/d/1KnQJ01S1f8OSjjhY68vNWqFYqMY5EXU35VvaqRkgjqI/copy" target="_blank">here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">We followed this exercise up with another reading session where they had to mark a passage where the writer made strong language choices. The discussions about this were better than yesterday - they're getting the hang of what I'm expecting when we do this. It's all about skill building and getting them ready to do some literary analysis and to create their personal narratives in a week or so.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Tomorrow is all about speaking workshop and more descriptive writing. Stay tuned!</span><br />
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<span style="font-size: large;"><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;">If you'd like more tips and strategies from me, </span><a href="http://eepurl.com/cF2ZK9" style="background-color: white; font-family: verdana, sans-serif; letter-spacing: 0.5px; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">sign up here</a><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"> to get them delivered right to your inbox.</span><br style="background-color: white; font-family: Lora; letter-spacing: 0.5px;" /><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><br /></span><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;">If you're interested in the lessons I mentioned in this post, you can get more information by clicking the following:</span><br style="background-color: white; font-family: Lora; letter-spacing: 0.5px;" /><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><br /></span><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><a href="https://www.teacherspayteachers.com/Product/Activities-for-Independent-Reading-3666170?utm_source=blogger&utm_campaign=day%20three" style="max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">Activities for Independent Reading</a></span><br style="background-color: white; font-family: Lora; letter-spacing: 0.5px;" /><a href="https://www.teacherspayteachers.com/Product/Writing-Lessons-Word-Choice-3023678?utm_source=blogger&utm_campaign=day%20three" style="background-color: white; font-family: Lora; letter-spacing: 0.5px; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank"><span style="font-family: "verdana" , sans-serif;">Word Choice Lessons</span></a><br style="background-color: white; font-family: Lora; letter-spacing: 0.5px;" /><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Bundle-Secondary-1997220?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" style="max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">Reading Workshop</a> Bundle of Activities</span><br style="background-color: white; font-family: Lora; letter-spacing: 0.5px;" /><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;"><br /></span><span style="background-color: white; font-family: "lora"; letter-spacing: 0.5px;"></span><span style="background-color: white; font-family: "verdana" , sans-serif; letter-spacing: 0.5px;">Would you like to read about my other lessons this week? Click <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-one.html" style="max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">here</a> for lesson one, <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-two.html" style="max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">here</a> for lesson two, and <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-three.html" target="_blank">here</a> for lesson three.</span></span><br />
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<img border="0" data-original-height="445" data-original-width="1600" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpovdFJ_esC6U7aKll7bfstvQ6_vd2xUDl-ST3i4hSpEve5gXCeBj5ELHxY_W49GT-Z76G5PnYytZ-wEJnppmn_DmvwrTMPSyjSz1W1gf_i14IxFVBi0v4NUGMsnIBtDkn81AdCbDIAJs/s640/signature+2.jpg" style="background-color: white; border: none; font-family: Lora; font-size: 16px; height: auto; letter-spacing: 0.5px; max-width: 100%; position: relative; text-align: center;" width="640" /><span style="font-size: large;"><span style="font-family: "verdana" , sans-serif;"><br style="background-color: white; letter-spacing: 0.5px;" /></span></span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-73530935965388730742019-09-11T05:58:00.003-04:002019-10-20T07:08:37.392-04:00Lesson Planning in Room 213: The importance of word choice<span style="font-family: "verdana" , sans-serif; font-size: large;">This is my first full week with my students so we started with some warm up activities and ones that get us started and organized. Today, I'm ready to start focusing on how author's use language deliberately.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">My students are seniors, so much of what I'll cover over the next few classes is not new. However, in my experience, they need the review and the practice. plus I tell them that even though they've been hearing about word choice from English teachers for many years, each year we expect them - the older and more sophisticated version of themselves - to use more complex thought and language in their work.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6dM1sjMnxNs5GCPemArjBaPB3xaYWsJQPL74OxU0Nxs6Hdd1_VT5cTb1WEOfGPwLs7T5hJbPUSIFzVOwPoHcymPxNjFwVuXu95EPJMMnmrKNssUtj9LY9ifFmIci1gak2aSlecLb88ZY/s1600/FullSizeRender%255B2%255D.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop" border="0" data-original-height="1512" data-original-width="1512" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6dM1sjMnxNs5GCPemArjBaPB3xaYWsJQPL74OxU0Nxs6Hdd1_VT5cTb1WEOfGPwLs7T5hJbPUSIFzVOwPoHcymPxNjFwVuXu95EPJMMnmrKNssUtj9LY9ifFmIci1gak2aSlecLb88ZY/s640/FullSizeRender%255B2%255D.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">We will start Wednesday's class with a book talk and <a href="https://www.teacherspayteachers.com/Product/Writing-Lessons-Word-Choice-3023678?utm_source=blogger&utm_campaign=day%20three" target="_blank">a mini-lesson that reviews tired words and vivid verbs</a>. Then, we will read for fifteen or twenty minutes. I'll tell my kids to grab some <a href="https://www.teacherspayteachers.com/Product/Activities-for-Independent-Reading-3666170?utm_source=blogger&utm_campaign=day%20three" target="_blank">post-it notes </a>(I'll provide them if necessary) and mark passages where their authors avoided tired words or used strong, active verbs. Once their reading time is over, they will share their passages with a partner and then I'll ask for volunteers to share with the whole class. This is an activity we will repeat many times, with different variations, throughout the semester, as I want my kids to become more aware of what good writing looks like.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjhJPfLO8a-azySvrX4mIAPpyDpHhNzHYDCS2oIhrSRPikNwRKkld9Al9NDcqvjRYuUV1aLxUDhjPOkA3v9zZdCl6GVR61dxJMqQY_FRiJTGxQrL9eO7QCEhaH5JGgrtqmliwRm6xiOog/s1600/post+it+book.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop" border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjhJPfLO8a-azySvrX4mIAPpyDpHhNzHYDCS2oIhrSRPikNwRKkld9Al9NDcqvjRYuUV1aLxUDhjPOkA3v9zZdCl6GVR61dxJMqQY_FRiJTGxQrL9eO7QCEhaH5JGgrtqmliwRm6xiOog/s640/post+it+book.JPG" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span><span style="font-family: "verdana" , sans-serif; font-size: large;">I do <a href="http://reallearningroom213.blogspot.com/2017/08/5-ways-to-blend-readers-and-writers.html" target="_blank">a combination of reading and writing workshop </a>for the first two months of the semester, so during the last part of class, students will have time to write in their writing notebooks. This time, they can write about whatever they want to write about. As it's the first time they've been given freedom to choose what goes in the notebooks, I'll begin with my expectations for this and have the kids brainstorm ideas for what they'd like to write about. For those that struggle to find a topic, I have a binder of <b><a href="https://www.teacherspayteachers.com/Product/Writing-Prompts-for-Building-Skills-Stamina-3148453?utm_source=blogger&utm_campaign=day%20three" target="_blank">writing prompts</a></b> that they can use for inspiration.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEMBauHUBzo5YORSCU35bED3vOw4uYo6quXcUwusgZV8fo3xOamGvEBfvjECUgb_Pd8Og56g8XITrR2LBun6WdmGJFT7qaJFMWRPfk4lHWP2xfWOjupv2OBiX__hKGFBmoEIhOLEB5AP0/s1600/prompts.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop" border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEMBauHUBzo5YORSCU35bED3vOw4uYo6quXcUwusgZV8fo3xOamGvEBfvjECUgb_Pd8Og56g8XITrR2LBun6WdmGJFT7qaJFMWRPfk4lHWP2xfWOjupv2OBiX__hKGFBmoEIhOLEB5AP0/s640/prompts.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Finally, just before class ends, I'll ask them to read over what they wrote in their notebooks, and highlight any tired words or weak verbs. Then, they'll take a minute to revise them.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you'd like more tips and strategies from me, </span><a href="http://eepurl.com/cF2ZK9" style="font-family: verdana, sans-serif;" target="_blank"><span style="font-size: large;">sign up here</span></a><span style="font-family: "verdana" , sans-serif; font-size: large;"> to get them delivered right to your inbox.</span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span><span style="font-family: "verdana" , sans-serif; font-size: large;">If you're interested in the lessons I mentioned in this post, you can get more information by clicking the following:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Writing-Prompts-for-Building-Skills-Stamina-3148453?utm_source=blogger&utm_campaign=day%20three" target="_blank">Writing Prompts</a><a href="https://www.teacherspayteachers.com/Product/Writing-Prompts-for-Building-Skills-Stamina-3148453?utm_source=blogger&utm_campaign=day%20three" target="_blank"> for Building Skills and Stamina</a></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Literary-Elements-Mini-Lessons-1994423?utm_source=blogger&utm_campaign=lessons%20day%20two" target="_blank">Literary Elements Mini-Lessons</a></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Activities-for-Independent-Reading-3666170?utm_source=blogger&utm_campaign=day%20three" target="_blank">Activities for Independent Reading</a></span><br />
<a href="https://www.teacherspayteachers.com/Product/Writing-Lessons-Word-Choice-3023678?utm_source=blogger&utm_campaign=day%20three" target="_blank"><span style="font-family: "verdana" , sans-serif; font-size: large;">Word Choice Lessons</span></a><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Bundle-Secondary-1997220?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">Reading Workshop</a> Bundle of Activities</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Would you like to read about my other lessons this week? Click <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-one.html" target="_blank">here</a> for lesson one and <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-two.html" target="_blank">here</a> for lesson two.</span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-86759387044801868232019-09-09T09:32:00.001-04:002019-10-20T07:07:56.899-04:00Lesson Planning in Room 213: Starting reading and writing workshop<span style="font-family: "verdana" , sans-serif; font-size: large;">Welcome back to the second part of my series where I'm giving readers a closer look at my lessons. <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-one.html" target="_blank">Yesterday, I shared a spoken word poem</a> by Matthew Foley to get my students thinking about being truly "present" in class - as well as to see what they knew about word choice and using mentor texts. We also got started with logistics of reading workshop. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><i>Now, let's look at Tuesday's lesson:</i></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTasJIdXq8wPq137pWLGOWwhC2sR3UffYbNgs7PveCbLAGrvxZZ4ykZJlokTD8SERaSLO0xWlAFDKTqtI5XsP7g03uFD5YOwYiserD-w2fuxAsO6V9Kmpl85Cp25LGFBdkUXSYQTwEk_k/s1600/Slide03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop" border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTasJIdXq8wPq137pWLGOWwhC2sR3UffYbNgs7PveCbLAGrvxZZ4ykZJlokTD8SERaSLO0xWlAFDKTqtI5XsP7g03uFD5YOwYiserD-w2fuxAsO6V9Kmpl85Cp25LGFBdkUXSYQTwEk_k/s640/Slide03.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">We'll start with fifteen minutes of reading and then I'll give the students a very short <a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Literary-Elements-Mini-Lessons-1994423?utm_source=blogger&utm_campaign=lessons%20day%20two" target="_blank">mini-lesson on how authors use opening lines</a> to draw readers into their books. After, I'll read some opening paragraphs from some of the books I want to book talk. This will be followed with a writing prompt where the kids will be asked to look at the opening lines of the novel they are reading and describe the technique(s) the author uses to pull them in. I'll ask them to share this with a partner after they have finished. We do a lot of turn-and-talks to build speaking and listening skills, but this is also a great way to spread interest for other books.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">After their chats, they will do another writing prompt, this time, writing the opening lines to the book of their life - or a chapter of it. So, they may begin at their birth or, perhaps, their first day of high school, or another significant event in their lives. The ideas they generate with this prompt may get used for the beginning of the <a href="https://www.teacherspayteachers.com/Product/Personal-Narrative-Assignment-4400619?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">narrative essays</a> they will have to write in a few weeks. Whether they use it or not, the ideas that we discussed will help them write an engaging intro to the narrative when the time comes.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3jk4bqV1p711c-25Nh4U1VZ4N0nEGzho57p3RJ-L1wZ7WbX_blCc4huSMjPPWotdm9iumAsb-s1FgzyvjNw14GtfTD6eZpXcBlxb6E8rgzjnn3pcaAAnaUvmsM6Gg-4ESiNmlX0Lszw/s1600/a+day+in+room+213.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop" border="0" data-original-height="1600" data-original-width="1068" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3jk4bqV1p711c-25Nh4U1VZ4N0nEGzho57p3RJ-L1wZ7WbX_blCc4huSMjPPWotdm9iumAsb-s1FgzyvjNw14GtfTD6eZpXcBlxb6E8rgzjnn3pcaAAnaUvmsM6Gg-4ESiNmlX0Lszw/s400/a+day+in+room+213.jpg" title="" width="266" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Next, we'll revisit yesterday's writing prompt and use it to start to write a letter to themselves to be read in June. They did an initial reflection on what it means to be truly "present," and I will ask them to use it as a jumping off point for the letter. This will become a baseline assignment that they will submit to me on Google Classroom and we will use as a reference during our final conferences in January. You can get all of the details for how that works on <a href="https://reallearningroom213.blogspot.com/2019/01/final-assessment-for-reading-and.html" target="_blank">this post</a>. Because I'm using it as a baseline, I'm not doing any lessons on word choice yet - I'll just remind them of the things we discussed yesterday with Matthew Foley's poem. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">Most of them won't finish the letter during class, so I'll assign it as something that has to be submitted in a few days. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">What's up for Wednesday? Check tomorrow to find out!</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you'd like more tips and strategies from me, </span><a href="http://eepurl.com/cF2ZK9" style="font-family: verdana, sans-serif;" target="_blank"><span style="font-size: large;">sign up here</span></a><span style="font-family: "verdana" , sans-serif; font-size: large;"> to get them delivered right to your inbox.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you're interested in the lessons I mentioned in this post, you can get more information by clicking the following:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Literary-Elements-Mini-Lessons-1994423?utm_source=blogger&utm_campaign=lessons%20day%20two" target="_blank">Literary Elements Mini-Lessons</a></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Bundle-Secondary-1997220?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">Reading Workshop</a> Bundle of Activities</span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Personal-Narrative-Assignment-4400619?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">Writing the Personal Narrative</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Would you like to read about my other lessons this week? Click </span><a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-one.html" style="font-family: verdana, sans-serif; font-size: x-large;" target="_blank">here</a><span style="font-family: "verdana" , sans-serif; font-size: large;"> for lesson one and </span><a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-three.html" style="font-family: verdana, sans-serif; font-size: x-large;" target="_blank">here</a><span style="font-family: "verdana" , sans-serif; font-size: large;"> for lesson three.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-89990179652050629332019-09-08T12:08:00.001-04:002019-10-20T07:06:57.787-04:00Lesson Planning in Room 213: Lesson for the first week of school<span style="font-family: "verdana" , sans-serif; font-size: large;">I've heard from my readers that they'd like to see me write about what a day actually looks like in Room 213, so this month I'm planning some posts that do just that. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5TD7SBFmawkAWbgqS-cN_YKerolqiPdP_He_xyww5_2jBeocbWRrN8JcoBKQ9XPnIJSR_3J17NetXZNrkc-2Ii5tu28cMJABwNgjIFVAEfqZ_Ut_85wB1Vv4Vu4Widi44AFoyeBTUxNo/s1600/a+day+room+213.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Lesson plans for high school English class. Room 213 shares how balances reading and writing workshop." border="0" data-original-height="865" data-original-width="911" height="606" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5TD7SBFmawkAWbgqS-cN_YKerolqiPdP_He_xyww5_2jBeocbWRrN8JcoBKQ9XPnIJSR_3J17NetXZNrkc-2Ii5tu28cMJABwNgjIFVAEfqZ_Ut_85wB1Vv4Vu4Widi44AFoyeBTUxNo/s640/a+day+room+213.JPG" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">But first, a little background:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">My seniors' first major assessment will be <a href="https://www.teacherspayteachers.com/Product/Personal-Narrative-Assignment-4400619?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">a narrative essay</a>, so most of the lessons and activities in my first "unit" will be designed to scaffold them on their way to writing this essay. We will dive head first into effective word choice and sentence construction, as well as the elements of a good story. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">For the first half of my semester, I run reading, writing, and <a href="http://reallearningroom213.blogspot.com/2018/07/speaking-and-listening-in-your-reading.html" target="_blank">speaking workshop</a> in my classroom, so every seventy-five minute class contains a mini-lesson as well as time to read, write, share, and confer. On Fridays, we devote half the class to speaking skills. You can check out my blog post that explains this process <a href="http://reallearningroom213.blogspot.com/2018/07/speaking-and-listening-in-your-reading.html" target="_blank">here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">That brings me to my first lesson, one that I'll be giving tomorrow. I'll be using a spoken word poem by Matthew Foley called <i><a href="http://matthewfoleypoetry.com/poems/what-you-will-need-in-class-today/" target="_blank">What You Will Need in Class Today</a>. </i>I won't begin with a mini-lesson because my goal is to see how much these seniors know about using a mentor text and about word choice. Therefore, we'll just start with the poem and I'll be taking mental note about how much my new crop of students knows. I will give each of them a copy of the poem and ask them to note the moves the poet makes - what techniques he uses - to make his point. Then, we will watch Foley perform the poem on this youtube video:</span><br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/HRPJgkgA1Dk/0.jpg" frameborder="0" height="486" src="https://www.youtube.com/embed/HRPJgkgA1Dk?feature=player_embedded" width="540"></iframe></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><span style="font-size: large;"><span style="font-family: "verdana" , sans-serif; font-size: large;">After, I give students a few minutes to make notes on their copy, followed by a turn-and-talk where they will discuss the following question: </span><i>What is Foley's purpose, and how does he achieve it?</i></span><i> </i></span><span style="font-family: "verdana" , sans-serif; font-size: large;">Once I hear the discussion waning, I'll bring them back and ask for volunteers to report on their findings. There are so many great examples of deliberate word choice and use of figurative language, ones that are pretty obvious to the students, that we usually have a pretty good discussion about the poet's technique and purpose.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Finally, I will bring their attention to these lines: </span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif; font-size: large;">We discuss what it means to be truly present - in life, not just school - and then, I'll ask my students to do an entry in their notebooks that focuses on this prompt: </span><i style="font-family: verdana, sans-serif; font-size: large;">How will you be present during your senior year? </i><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">After the prompt, we will dive into the logistics of our <a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Bundle-Secondary-1997220?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">reading workshop</a>. I'll talk to them about setting reading goals each week and give them the form that they will use to track them. Then, I'll give my first book talk and invite the kids to start exploring my bookshelves to choose something they want to read. If there's time, they'll read until the end of class.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">That's my Monday. Tuesday, we will explore opening lines of our novels; then we will work with the ideas they recorded in today's writing prompt and begin to create a baseline assignment that they will use during their final assessment. Stay tuned...</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you'd like more tips and strategies from me, <a href="http://eepurl.com/cF2ZK9" target="_blank">sign up here</a> to get them delivered right to your inbox.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you're interested in the lessons I mentioned in this post, you can get more information by clicking the following:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Speaking-and-Listening-Workshop-3948552?utm_source=blogger&utm_campaign=lessons%20day%20one" target="_blank">Speaking and Listening Workshop</a></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Bundle-Secondary-1997220?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">Reading Workshop</a></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Personal-Narrative-Assignment-4400619?utm_source=Blogger&utm_campaign=narrative%20lesson%20one" target="_blank">Writing the Personal Narrative</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Would you like to read about my other lessons this week? Click <a href="https://reallearningroom213.blogspot.com/2019/09/lesson-planning-in-room-213-lesson-two.html" target="_blank">here</a> for lesson two.</span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com1tag:blogger.com,1999:blog-8147741456737476069.post-42727673759959286072019-08-06T07:59:00.003-04:002020-02-12T14:04:11.778-05:00Reading Workshop: Where Do I Start?<div style="text-align: center;">
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<span style="font-family: "verdana" , sans-serif; font-size: large;">"Where do I start with reading workshop?"</span></h2>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I get this question a lot, and it's not surprising. If you have never run a reading workshop in your secondary classroom, starting one can be <i>very</i> overwhelming. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Recently I shared a bunch of blog posts on <a href="https://www.instagram.com/room213tpt/" target="_blank">Instagram </a>with those who were unsure of the process, and as I did so, I realized that even they were a little overwhelming. So, this post is an attempt to take away some of that confusion. (I've also decided to start a free masterclass to help people get started. If you're interested, you can get started by <a href="https://jackie-414f.mykajabi.com/read-workshop-masterclass" target="_blank">clicking here</a>).</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So where, oh where, does one start? </span><br />
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<a href="https://jackie-414f.mykajabi.com/read-workshop-masterclass" target="_blank"><img border="0" data-original-height="320" data-original-width="1600" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmZqlf18xy1iLaipgMhqTDkKy3KoEqsIxON1n5PNLh1Z_Vy6La9KwNBL3qzsqUbgssle19omJpeW3gOdQ7IBVpVZwy0O4QMTwaJad4hcWlvDszlz_GzK29u4mghTyjTQjyiRVVzEpBC24/s640/online+reading+header.jpg" width="640" /></a></div>
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<b style="font-family: verdana, sans-serif; font-size: xx-large;">1. As with most things, start with the end in mind</b><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Unlike a novel study when everyone is literally on the same page, students in reading workshop will be reading different books at their own pace. That means that as a teacher, <a href="http://reallearningroom213.blogspot.com/2018/02/reading-workshop-and-teaching-skills.html" target="_blank">you are focusing on skill development</a>, not answers to questions about one text. So, you need to sit down and decide on the skills that you want your students to attain by the end of your time together. Likely, your curriculum already does that, so you need to just make an easy-to-read checklist of them, so you can see what your goal is. If you want more info on this, <a href="http://reallearningroom213.blogspot.com/2018/02/reading-workshop-and-teaching-skills.html" target="_blank">click here</a>.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-T521LcFKY1AI92ILaDbHDpyQkA8EoF5ZW2pn5qj62o5GbcDYxcrTI9VcvW7S8STjteZ_HFNPaZ-FM4E-1nBFTrMVMib79HY_9j3XdmN7QdLWSEd2-a2o_2FTsx0yE5zdtCaB3Ngz4mg/s1600/character+silde.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Reading workshop in middle and high school English: Room 213 shares how to get started with reading workshop in secondary ela." border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-T521LcFKY1AI92ILaDbHDpyQkA8EoF5ZW2pn5qj62o5GbcDYxcrTI9VcvW7S8STjteZ_HFNPaZ-FM4E-1nBFTrMVMib79HY_9j3XdmN7QdLWSEd2-a2o_2FTsx0yE5zdtCaB3Ngz4mg/s640/character+silde.jpg" title="" width="640" /></a></div>
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<b style="font-family: Verdana, sans-serif;"><span style="font-size: x-large;">2. Once you have your list, plan the order that you will teach these skills</span></b></h3>
<span style="font-family: "verdana" , sans-serif; font-size: large;">You will want to scaffold your students' skill attainment, so you need to make an organized plan to do that. With the above example for character, students need to understand the basics of characterization before they can get into analyzing complex motivations. So, early in the semester, I will begin with mini-lessons on understanding the various ways that authors develop their characters. We will spend a week or more on that, focusing on a different method each day. Then, we will build toward analyzing how the writers use characters to develop a theme. </span><br />
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<a href="http://eepurl.com/cGiy7L" target="_blank"><img alt="Five days of freebies" border="0" data-original-height="320" data-original-width="1600" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic_ZTHKqfWtXObDvawgBqXBlHnA7dPSBbVwPU4t5tcsdBSWK0_isr-HIuoROUwtMXFLCGfdzSOLZVr5MoC1ZvaBm9PKIAwYHa5rRXSaSdIMxsiP8zZcXSreKfw_Zpo9z9TiSMcpPPx0nY/s640/freebie+header.jpg" title="" width="640" /></a></div>
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<b style="font-family: verdana, sans-serif;"><span style="font-size: x-large;">3. Plan your mini-lessons & activities</span></b><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">Once you have your road map, it's time to get specific about how you will teach these skills. I will present the concept/skill during a mini-lesson using a mentor text, and then ask students to apply the skill using their novels. What does that look like? Let's say we're looking at the ways that authors develop character through what they say. I will find samples of passages with dialogue that illustrate character development and project them on my screen. I will model my thought process as I read the samples and make notes about what the passage says about the character. Then, I'll give my kids time to read and tell them to mark, with sticky notes, passages that illustrate how their writers develop character through dialogue. After their reading time, they will discuss what they find with a partner. Often, I will provide other skill building activities like the one I explain <a href="https://reallearningroom213.blogspot.com/2018/09/a-quick-easy-skill-building-activity.html" target="_blank">on this blog post</a>. Sometimes, I'll follow it with a response in their notebooks.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYBgd-oY3M4ZhVs6Rv-0dvkxIN67yifJ8n2PlVwQiRjUdq7xoGUP67060Rmzy6idS_SryWYpyZ0u81JSPmIMxp6xB6EfHkV8aox3zUmxJYhjW9cUy1R7-yj3zv5BfSs8IeOjOPELdyquQ/s1600/sticky+sky+3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Reading workshop in middle and high school English: Room 213 shares how to get started with reading workshop in secondary ela." border="0" data-original-height="1512" data-original-width="1512" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYBgd-oY3M4ZhVs6Rv-0dvkxIN67yifJ8n2PlVwQiRjUdq7xoGUP67060Rmzy6idS_SryWYpyZ0u81JSPmIMxp6xB6EfHkV8aox3zUmxJYhjW9cUy1R7-yj3zv5BfSs8IeOjOPELdyquQ/s640/sticky+sky+3.JPG" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">While my focus is on character, I will keep giving lessons like the one above until we have covered all of the strategies that authors use to develop character. Then we'll move on to <i>how</i> they use their characters. I give a lesson with mentor texts, students look for the same thing in their novels, and then they will either share verbally with a partner (or me in a conference), and then they may write about it.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">This is one of the harder things to adapt to with workshop: how do you assess students when they are all reading something different? I've already got a focused blog post on that so I'm going to <a href="http://reallearningroom213.blogspot.com/2017/08/blending-reading-writing-workshop.html" target="_blank">send you over there</a>. However, here's the short version:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">a) Create forms and checklists that correspond with the skills you want students to achieve. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">b) Conference with students regularly. Once a student has achieved the skill, check it off or give them a grade. The secret here is getting organized ahead of time. You can read more about that <a href="https://reallearningroom213.blogspot.com/2019/02/how-to-make-time-to-conference.html" target="_blank">here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">c) Take in student notebooks every few weeks. Have a checklist ready to assess whether they have done all of the required entries and then <a href="http://reallearningroom213.blogspot.com/2018/02/grade-student-responses-quickly.html" target="_blank">ONLY READ SOME OF THEM</a>. You can't read them all - randomly choose some to read and let the kids choose one of their favorites.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">d) Decide on <a href="https://reallearningroom213.blogspot.com/2019/01/final-assessment-for-reading-and.html" target="_blank">major assessments</a> and make a plan for when you will assign them. These might be longer assignments like the traditional essay on character or theme, or more creative ones like the multi-genre project. Don't worry if you haven't read the students' texts. After all of the scaffolding you have done to show them how to analyze their texts, and if you have <a href="http://reallearningroom213.blogspot.com/2018/04/teaching-process-of-literary-analysis.html" target="_blank">done the work to show them how to write their analysis</a>, you will be able assess their ability to write about and analyze a book you have not read. Trust me on that!</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So those are the broad strokes. If you want some help, I do have a <a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Bundle-Secondary-1997220" target="_blank">reading workshop bundle</a>. If you aren't ready for the bundle, or you want more direction, here's what I'd start with (in order of importance):</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Independent-Reading-Goal-Setting-and-Assignments-1052432" target="_blank">Independent Reading: Goal Setting & Assignments</a>: if you want to start with the basics, this will help you do that.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Literary-Elements-Mini-Lessons-1994423" target="_blank">Literary Elements Mini-Lessons</a>: These lessons </span><span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;">can be used to introduce or review these basic elements of fiction writing: opening lines, setting, point of view, tone, characterization, theme and author style.</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Activities-for-Independent-Reading-3666170" target="_blank">Activities for Independent Reading</a>: </span><span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;">This product offers you a variety of activities that you can use to help your students become active readers who can effectively analyze their texts. These activities will teach them the habits of active reading and will guide them to have meaningful discussions about literature.</span></span><br />
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<span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Stations-for-Learning-to-Respond-to-Text-3237928" target="_blank">Stations for Learning to Respond to Text:</a> This is a great jumping off point to teach your kids how you want them to respond to text. They also provide you with some awesome classroom posters!</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwsNeaBTn9_15cljWn-TeIu3BYnTaFFOmZWV4UkykjsSK9Iq271Y2FwqHAAej0ca2gP6Yf8jemVjtJVBg0SoNSx91OZt142U9kh2dwdl-2o3KNMKdJ20skUIpUhcuWnZCj9y8Pd6SljaM/s1600/sam+notebook+ig.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Reading workshop in middle and high school English: Room 213 shares how to get started with reading workshop in secondary ela." border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwsNeaBTn9_15cljWn-TeIu3BYnTaFFOmZWV4UkykjsSK9Iq271Y2FwqHAAej0ca2gP6Yf8jemVjtJVBg0SoNSx91OZt142U9kh2dwdl-2o3KNMKdJ20skUIpUhcuWnZCj9y8Pd6SljaM/s640/sam+notebook+ig.jpg" title="" width="640" /></a></div>
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<span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Independent-Reading-Learning-Stations-2127616" target="_blank">Independent Reading Learning Stations</a>: </span></span><span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;">The tasks at each station require that students look for, and write about, different elements of fiction. Included are titles and task cards for: opening lines, setting, point of view, tone, character, conflict, author's message, author's style, great quotes and questions.</span></span><br />
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<span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Writing-Prompts-for-Independent-Reading-3382976" target="_blank">Prompts for Independent Reading</a>: T</span></span><span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;">hese writing prompts are perfect to use as bell ringers for independent reading or reader's workshop. Each one asks students to reflect on -- or connect to -- some aspect of their reading, such as character, theme, point of view, conflict, or setting. Some prompts ask them to make a creative connection.</span></span><br />
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<span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="http://reallearningroom213.blogspot.com/2018/07/lesson-plans-for-reading-and-writing.html" target="_blank">My Teacher Planner:</a> lays out a lot of the ways that I unfold my workshop. If you're looking for step-by-step, this will work!</span></span><br />
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<span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Reading-Conference-Guides-Assessment-Tools-3271428" target="_blank">Reading Conference Guides</a>: these will help you plan, organize, and assess your conferences.</span></span><br />
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<span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;">All of this and more is available in the <a href="https://www.teacherspayteachers.com/Product/Readers-Workshop-Bundle-Secondary-1997220" target="_blank">reading workshop bundle</a>.</span></span><br />
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<span style="background-color: white; color: #222222;"><span style="font-family: "verdana" , sans-serif; font-size: large;">I hope that clears up some of the confusion! Please leave questions if you need some more clarifica-tion. </span></span><span style="font-size: large;"><span style="background-color: white; color: #001017; font-family: "verdana" , sans-serif; letter-spacing: 0.6px; text-align: justify;">You can also check out my online class for </span><a href="https://jackie-414f.mykajabi.com/read-workshop-masterclass" style="background-color: white; color: #f15059; font-family: verdana, sans-serif; letter-spacing: 0.6px; margin: 0px !important; max-width: 100%; text-align: justify; text-decoration-line: none;" target="_blank">Planning a Reading Workshop</a><span style="background-color: white; color: #001017; font-family: "verdana" , sans-serif; letter-spacing: 0.6px; text-align: justify;">.</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-36138913262332561432019-07-27T07:09:00.000-04:002019-07-27T08:12:11.309-04:00Setting Up Your Classroom: What you REALLY need<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA9A-SjJBrSVQhmQvkUOcY80rSY4KXaayj5KkIIK67nYrXXusYLwde4Z7kGo-ykZT00cXinYyHCLWGuA81JXZJwJ-tHCqJZFIj5UnjiQ0M4pfk-qzCv0zmbmp9uGJVsQsQPMUFgWp8dgg/s1600/teacher+copy.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="294" data-original-width="789" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA9A-SjJBrSVQhmQvkUOcY80rSY4KXaayj5KkIIK67nYrXXusYLwde4Z7kGo-ykZT00cXinYyHCLWGuA81JXZJwJ-tHCqJZFIj5UnjiQ0M4pfk-qzCv0zmbmp9uGJVsQsQPMUFgWp8dgg/s640/teacher+copy.jpeg" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I feel the need to write about this after reading many comments from new teachers (and some vets) who are feeling absolutely stressed and inadequate right now because they are on social media, seeing pictures and videos of amazing classroom set ups.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Please stop feeling that way.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">First of all, I'll start with a disclaimer. In this post I am NOT suggesting that those who are putting a lot of time and effort into decorating their classrooms are not worried about pedagogy. Let's get that straight from the outset.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">However, the message that I want to get out there is that it is not necessary. If you are new to this game, having an Instagram-worthy classroom is not a requirement. It takes a lot of time - not to mention money - and in the end, the decor does. not. matter.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">What matters is that you put the time into honing your craft and creating lessons and activities that will help kids learn. You can have the most amazing classroom, but if what happens within those walls is not rigorous or engaging, then all those pretty things won't matter much. Or you can have four bare walls and students who can't wait to get to your class because what happens in there makes them want to be in your room everyday. There are many variations on this theme, but one essential truth remains the same: the decor is not what's important.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Teaching is a tough job - and it takes a long time to get really good at it. If you are new to this game, take the pressure off and concentrate on what really matters: getting to know your kids and planning the lessons they need to learn. That is all that matters. Really. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So stop looking at those pictures and videos. Don't feel anxious about your set up and decor. Yes, you can make the room feel cozy, but what you really need is...</span><br />
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;"> Space on those walls for anchor charts and other visuals that will help students learn. </span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">A place where they can proudly display their work (and it's the work they'll care about, not the fancy bulletin board it's on). </span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">Space so students can do some group work with chart paper on the wall (one of my favourite activities - read more <a href="http://reallearningroom213.blogspot.com/2016/07/four-school-supplies-you-must-have.html" target="_blank">here</a>).</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">Quiet places so students don't get over-stimulated everywhere they look.</span></li>
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<li><span style="font-family: "verdana" , sans-serif; font-size: large;">Space for <i>you</i> to focus on what <i>really</i> matters.</span></li>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Ok, I'm getting off my stump. I hope that I've helped alleviate a little bit of pressure for some of you. When I started teaching, I didn't have Pinterest and Instagram to make me feel unworthy, so it was so much easier to slap up a few posters, buy a few plants, and get to what mattered: teaching my kids.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you would like some help with managing your classes and planning highly engaging lessons, you should check out my masterclass. Click <a href="https://jackie-414f.mykajabi.com/sales-page" target="_blank">here</a> for more info.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Have an amazing semester!</span></div>
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com2tag:blogger.com,1999:blog-8147741456737476069.post-18644108027501333592019-06-09T16:51:00.001-04:002020-02-09T12:35:30.168-05:00Classroom Management Strategies: The last minutes of class<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjejTJpivmeGimbGk22cWULZKm0Em8RA8VrDeIwlwYhWVSof9pCLmQUn3WdPRn3tz_HdvCWwkyI24lEErcd5_7Q_XK-BlbM2DaDM7VcPXyRsnj1z75Fq-HJ059BTnJr97Fr5UH4zFw928Y/s1600/bell.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Classroom management strategies - use the last few minutes of class wisely" border="0" data-original-height="389" data-original-width="1024" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjejTJpivmeGimbGk22cWULZKm0Em8RA8VrDeIwlwYhWVSof9pCLmQUn3WdPRn3tz_HdvCWwkyI24lEErcd5_7Q_XK-BlbM2DaDM7VcPXyRsnj1z75Fq-HJ059BTnJr97Fr5UH4zFw928Y/s640/bell.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>Classroom Management Strategies: The last minutes of class</b></span></h2>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Classroom management can be a struggle, especially if you have a talkative or energetic class. One of the best pieces of advice I ever got from a teaching mentor was to teach bell to bell. If I want a well-managed class of active learners, I need to grab my students' attention at the beginning of class, and hold it until the very end, so they can get into a habit of learning when they are in my classroom. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">If we're slow to start, or there's a bunch of time at the end of class, that free time is open for all kinds of distracted behaviour. And it can be hard to reign them back in once that happens.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhor5wFglofmGmB57DZvv0Zs-T-cAgl7AI5J7DolortwJJF90fzXpqsov8_S55Ld74YGUxY10ePlSMfZlj16f0nnvJqvGIMFiiqp1PN8bbSZMWMTWcXHOgPwBA82BO1_csXzmVgFv7gfLo/s1600/big+close.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Classroom management strategies - use the last few minutes of class wisely" border="0" data-original-height="1600" data-original-width="1200" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhor5wFglofmGmB57DZvv0Zs-T-cAgl7AI5J7DolortwJJF90fzXpqsov8_S55Ld74YGUxY10ePlSMfZlj16f0nnvJqvGIMFiiqp1PN8bbSZMWMTWcXHOgPwBA82BO1_csXzmVgFv7gfLo/s400/big+close.jpg" title="" width="300" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;"><span style="color: black;">We all know that the
first few minutes of your lesson are </span><span style="color: black; font-style: italic;">very </span><span style="color: black;">important.
You need to grab the students’ attention right away so they are right there
with you, ready to learn. But those last minutes are equally significant for student learning and engagement.</span></span><!--StartFragment--><!--EndFragment--><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><i>Why is that? </i></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If a class activity just fades off with no closure, a number of problems can occur. First of all, a block of empty time at the end of class is an invitation for distraction and misbehavior. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">Secondly, if you don't close the lesson, students may lose the thread of what you wanted them to learn. Just like a good book or a movie, you want your students to leave satisfied that things wrapped up as they should.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">You want to end with their attention on the learning, so plan activities that remind them of the purpose of your lesson: <i>what is it that they need to remember? What skill do they need to master? How will they use it in the short and long term? What are their next steps?</i></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCT3KsAfrv-Q-jKvseanK3xtr5KoU7OWIbycp8vwWKUjOwk1GxcCytYORUv-JtyZupBItDoYr6JwhZmRp4o-Jv-TeDjYBrNDCWpT92z-IMVJozt-Fu8AOzBnbjAJa1gE4V328xJI1r488/s1600/exit+ticket+copy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Classroom management strategies - use the last few minutes of class wisely" border="0" data-original-height="355" data-original-width="800" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCT3KsAfrv-Q-jKvseanK3xtr5KoU7OWIbycp8vwWKUjOwk1GxcCytYORUv-JtyZupBItDoYr6JwhZmRp4o-Jv-TeDjYBrNDCWpT92z-IMVJozt-Fu8AOzBnbjAJa1gE4V328xJI1r488/s640/exit+ticket+copy.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">You can also use the last few minutes of class to collect information about your students' learning: <i>Did they get it? Can you move on or will they need more instruction?</i> There are quick and easy ways that you can assess this, and they will provide you will the info you need to plan for your next classes.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I've got a page of strategies for you to download, including the exit ticket pictured above. Click <a href="https://mailchi.mp/87fed04cb11c/thelastminutesofclass" target="_blank">here</a>, and they will be delivered to your mailbox right away. And, if you'd like to find out when my digital course on classroom management opens again, you can sign up to be notified <a href="http://reallearningroom213.blogspot.com/p/digital-courses.html" target="_blank">here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Do you have any go-to strategies for closing your class? Please share in the comments!</span><br />
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<!--EndFragment--></span>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com1tag:blogger.com,1999:blog-8147741456737476069.post-41288853025422669792019-05-04T17:30:00.005-04:002020-01-29T06:48:11.064-05:00Real Life Assignments: Writing Reviews<div class="separator" style="clear: both; text-align: left;">
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><medium><b>Real Life Assignments: Writing Reviews</b></medium></span></h2>
<span style="font-family: "verdana" , sans-serif; font-size: large;"><i><medium>Students will buy into the writing assignment when they see the relevance to their lives.</medium></i></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large; text-align: start;">This semester, I've been adding more real life writing assignments to my writing workshop. I'm loving them because the kids are engaged, and because I can easily answer the inevitable question: </span><span style="font-size: large;"><i style="font-family: verdana, sans-serif;">when will we </i><span style="font-family: "verdana" , sans-serif; font-size: large; text-align: start;">ever </span><i style="font-family: verdana, sans-serif;">use this?</i></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfDTXLoFDJAubWrHwrGnabH4jFOOLbpnmm85KEAY_E_rdf8nT12nyQOxxNBK5n5KTmkTe9OHeqi5gpDecyNlk6gYR6d-jlYx3jLZLENqepP3tVLlQvKsdgMferMDiAcwjJKpiv5MThAE8/s1600/type.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Real life writing assignments for middle and high school English classes. " border="0" data-original-height="1201" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfDTXLoFDJAubWrHwrGnabH4jFOOLbpnmm85KEAY_E_rdf8nT12nyQOxxNBK5n5KTmkTe9OHeqi5gpDecyNlk6gYR6d-jlYx3jLZLENqepP3tVLlQvKsdgMferMDiAcwjJKpiv5MThAE8/s640/type.jpg" title="Real life writing assignments for middle and high school English classes. " width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The first new assignment I added was a <a href="https://www.teacherspayteachers.com/Product/Writing-Activity-Reviews-4550107?utm_source=blogger&utm_campaign=reviews" target="_blank">review</a>. Reviews are everywhere in our world: sites such as <i>Yelp, Amazon, Goodreads, </i>and <i>Rotten Tomatoes </i>have become part of our daily lives, as we search to find out where to eat, what to read, and what to watch.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqNPtTwdx9RW8F9AkDiIB8KIKlG3s96Yyd3ur-C1-YUEYZ0st-GmyklDmXI4HMNnBP4TVe7u0YijKF69J9lzbEockJU43tdw8AFGFK1GgJA3TlXFmxEJnOsBNRFxE5wtLybYu7UTT16ek/s1600/Slide18.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Real life writing assignments for middle and high school English classes. " border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqNPtTwdx9RW8F9AkDiIB8KIKlG3s96Yyd3ur-C1-YUEYZ0st-GmyklDmXI4HMNnBP4TVe7u0YijKF69J9lzbEockJU43tdw8AFGFK1GgJA3TlXFmxEJnOsBNRFxE5wtLybYu7UTT16ek/s640/Slide18.jpeg" title="Real life writing assignments for middle and high school English classes. " width="640" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Reviews also focus on things we love to do, so it's easier to come up with details and examples to support our ideas; it makes for the perfect way to let kids hone their persuasive and descriptive writing skills.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSObCjoamz6LQGzVuslcLttuPUtidxv5Y6guRCbsaEAE4wx0FuDNavLKicoQEaXkjnROMiEc2Kvq1Q1OFdFw-t-YqfVjQWUUkvQmd90Mtb5ZNRJeHXylj6kbJpF-7AeojzvrLSwfAXT7U/s1600/Slide2.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Real life writing assignments for middle and high school English classes. " border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSObCjoamz6LQGzVuslcLttuPUtidxv5Y6guRCbsaEAE4wx0FuDNavLKicoQEaXkjnROMiEc2Kvq1Q1OFdFw-t-YqfVjQWUUkvQmd90Mtb5ZNRJeHXylj6kbJpF-7AeojzvrLSwfAXT7U/s640/Slide2.jpeg" title="Real life writing assignments for middle and high school English classes. " width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">In my class, we began with a group activity that got the kids collaborating as they brainstormed the details they would need to describe a favourite meal. I took them through the process of choosing best words, sensory imagery, and figurative language, so they could show this delicious meal to a reader. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Next we looked at a series of mentor texts - reviews for a restaurant, a book, and a TV series. I asked the kids to note the "ingredients" of a good review and we started making a list. We also took the time to look at the writers' language choices in each review, so the kids can see how they used diction, imagery and figurative language to show, rather than tell.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgg5vHNn_ymKuVgQ7uDXAQYDA3UUc0aaHKC9k8TmrxHUWsF93gA-vySz9McJnXD2VKftYIbty3xhk3TC3vCfNaKgcrbvR0hC2Gjflov1G8U6hQja_2Q9e8_Gcgeps-S5-BTtwdQK6nEhTY/s1600/Slide49.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Real life writing assignments for middle and high school English classes. " border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgg5vHNn_ymKuVgQ7uDXAQYDA3UUc0aaHKC9k8TmrxHUWsF93gA-vySz9McJnXD2VKftYIbty3xhk3TC3vCfNaKgcrbvR0hC2Gjflov1G8U6hQja_2Q9e8_Gcgeps-S5-BTtwdQK6nEhTY/s640/Slide49.jpeg" title="Real life writing assignments for middle and high school English classes. " width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Finally, the kids worked through the process of <a href="https://www.teacherspayteachers.com/Product/Writing-Activity-Reviews-4550107?utm_source=blogger&utm_campaign=reviews" target="_blank">writing their own reviews</a>. They were so engaged, and the end results were so fun to read! This is a new <i>must-do</i> in my classroom. You can check out the whole lesson <a href="https://www.teacherspayteachers.com/Product/Writing-Activity-Reviews-4550107?utm_source=blogger&utm_campaign=reviews" target="_blank">here</a>.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic6hcRPZ1nRgyA2jxvP_hkvqgSy-g9Qb-XzsJQV_5GlgWFyJh4X2MhaZizYfvIfMNFIzJsELwZ_uS9R_Odrx0ZzaGwn_kQ4jY35EqWx6LgYATA6Vq1oUUwCP-ytwlowmXMfOG0iYQj6bU/s1600/review+pin.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Real life writing assignments for middle and high school English classes. " border="0" data-original-height="1600" data-original-width="1067" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic6hcRPZ1nRgyA2jxvP_hkvqgSy-g9Qb-XzsJQV_5GlgWFyJh4X2MhaZizYfvIfMNFIzJsELwZ_uS9R_Odrx0ZzaGwn_kQ4jY35EqWx6LgYATA6Vq1oUUwCP-ytwlowmXMfOG0iYQj6bU/s640/review+pin.jpg" title="Real life writing assignments for middle and high school English classes. " width="426" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Another real life writing assignment that we tried was not as uplifting, but effective, nonetheless. Tired of reading literary analysis, I decided to do something different this year, and had my seniors write an obituary for either Macbeth or his wife. It's sad to think about, but some day, our kids may be called on to write an obituary for a loved one, a piece of writing that has to capture the essence of just who that person was. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I gave them <a href="https://www.macleans.ca/tag/the-end-2/" target="_blank">a link to some obituaries</a> at <i>Maclean's Magazine </i>and also at <i><a href="http://time.com/tag/obituaries/" target="_blank">Time Magazine</a>. </i>After they read a few, we discussed the elements of a well written tribute. Then we discussed how we could use these as exemplars to write an obituary for either Macbeth or Lady Macbeth. I stressed that their ultimate purpose was to illustrate what they knew about the character they chose; they could write the obituary in whatever way the wanted, but they had to demonstrate a firm understanding of the character. Most of them ran with it and wrote wonderful pieces that were a nice break from the typical character analysis.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">You can grab the slideshow and assessment checklist for this assignment <a href="https://mailchi.mp/4b671dfe3205/obituary" target="_blank">here</a>.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">These <b>real life writing assignments</b> have been fun to write for the kids, and fun for me to read. It's a win-win, for sure! </span><br />
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<span style="font-family: verdana, sans-serif; font-size: large;">Do you have any favourite real life assignments? Let us know in the comments.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFJoJB-En6hYHz5OQ4bYyFYTUb17D-4T7gmx67_vmeOzCTCiPCMMvbIMVou-mu9w69Z7uXJQ6EmuxA0Z9UYIlcOiP2MSLtx6ibiy2ZQIjHzsIQDcmH0u5YoGk2BOocjRg7PdoB1jg_wwM/s1600/signature+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="445" data-original-width="1600" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFJoJB-En6hYHz5OQ4bYyFYTUb17D-4T7gmx67_vmeOzCTCiPCMMvbIMVou-mu9w69Z7uXJQ6EmuxA0Z9UYIlcOiP2MSLtx6ibiy2ZQIjHzsIQDcmH0u5YoGk2BOocjRg7PdoB1jg_wwM/s640/signature+2.jpg" width="640" /></a></div>
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com2tag:blogger.com,1999:blog-8147741456737476069.post-29656271257900389552019-05-03T06:28:00.001-04:002019-05-04T15:15:13.350-04:00Happy Teacher Appreciation Week, 2019<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYJNbsOVhnlUUkvcuIb0ogcWZK_QCqbxQ2t7qO1q2qfPEcUQoEkGAmVSjcoJgl0HvcjoHzDguSX1o7J1DCkENA9MFFI5PSRVqUVLg0o0oAKHYJIvNihSG49RSKoPXlxIFyK6XCSc_0Oqw/s1600/apple-food-fruit-42068.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: x-large;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYJNbsOVhnlUUkvcuIb0ogcWZK_QCqbxQ2t7qO1q2qfPEcUQoEkGAmVSjcoJgl0HvcjoHzDguSX1o7J1DCkENA9MFFI5PSRVqUVLg0o0oAKHYJIvNihSG49RSKoPXlxIFyK6XCSc_0Oqw/s640/apple-food-fruit-42068.jpg" width="640" /></span></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;">I love <b>teacher appreciation week</b> because I get to spread some appreciation to my followers. I know that you all work so hard - often without much appreciation - so it's fun to give away some things that will save you time and help you get some time for yourself.</span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: x-large;">All weekend, I'll be giving away some assignments that can help you teach different aspects of writing. On Monday evening, I'll give away a grand prize to <b>one person who enters the giveaway</b>: my <a href="https://www.teacherspayteachers.com/Product/Writers-Workshop-Bundle-Secondary-2678714" target="_blank">Writing Worksop Bundle</a>, a $20 gift card to TpT, and a $25 shopping spree in my store. You will have to head on over to <a href="https://www.instagram.com/room213tpt/" target="_blank">my Instagram</a> and watch for my giveaway posts. Winners of the mini-bundles will be included in the grand prize draw too!</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>Saturday Giveaway:</b></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh3N55bM3ba_-ciyDhhCXccc0rnkgxeAnlIn3DJrWmYe1X7JgDXH_d54z6Pm0UQvhg0dr44MEzNvKuP-PgNQAavPyuJJSiFHqWsDt6syNMYEtp68nenoSRnBvywRiC8Idrovd9V3ztRpU/s1600/ACS_0101.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-size: x-large;"><img border="0" data-original-height="1600" data-original-width="1200" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh3N55bM3ba_-ciyDhhCXccc0rnkgxeAnlIn3DJrWmYe1X7JgDXH_d54z6Pm0UQvhg0dr44MEzNvKuP-PgNQAavPyuJJSiFHqWsDt6syNMYEtp68nenoSRnBvywRiC8Idrovd9V3ztRpU/s400/ACS_0101.JPG" width="300" /></span></a></div>
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: x-large;">On Saturday, I'll be giving away four products. This mini-bundle will include my best-selling <a href="https://www.teacherspayteachers.com/Product/Essay-Revision-Learning-Stations-2143289?utm_source=blogger&utm_campaign=appreciation" target="_blank">Revision Stations</a>. This is definitely one of my favourite activities because it helps the kids focus on the writing process - and it produces much better essays on their part too! Because of that it's become a staple in my classroom.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkJQZCgSIDW9UaRmSpWgNAHjZBOZfYk7a469El5ona1VQelOmwT1N6GFLPFaHG66OSDujjS1qtM6Cyr66GRa9-U6CNT2z1qGH_fMPBzpNrSBe9sRa5IND1aMqykPgAbwdH_1DOXFOLBVY/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkJQZCgSIDW9UaRmSpWgNAHjZBOZfYk7a469El5ona1VQelOmwT1N6GFLPFaHG66OSDujjS1qtM6Cyr66GRa9-U6CNT2z1qGH_fMPBzpNrSBe9sRa5IND1aMqykPgAbwdH_1DOXFOLBVY/s640/Slide3.jpg" width="640" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: x-large;">This giveaway bundle will include my <a href="https://www.teacherspayteachers.com/Product/Writing-Lessons-Word-Choice-3023678?utm_source=blogger&utm_campaign=appreciation" target="_blank">Word Choice Lessons</a>, a pile of mini-lessons that you can use to help your students improve their diction and to experiment with imagery and figurative language.</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEindNFLpxivYR_7QcHgXJx4QqY-rX4LFA0O99N5jaxfFnsDCpax1DmMNycH3LLV7l9qxM6tm-FkwNzulmOsU4dlG5TJptCRJVuGBmi9CHzY8XXtAfzbaVpJlY-8BQKqRt2NYfHbSj8SJSA/s1600/narrative+preview.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-size: x-large;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEindNFLpxivYR_7QcHgXJx4QqY-rX4LFA0O99N5jaxfFnsDCpax1DmMNycH3LLV7l9qxM6tm-FkwNzulmOsU4dlG5TJptCRJVuGBmi9CHzY8XXtAfzbaVpJlY-8BQKqRt2NYfHbSj8SJSA/s400/narrative+preview.jpg" width="400" /></span></a><br />
<span style="font-size: x-large;"><span style="font-family: "verdana" , sans-serif;">Saturday's winner will also receive my </span><a href="https://www.teacherspayteachers.com/Product/Personal-Narrative-Assignment-4400619?utm_source=blogger&utm_campaign=appreciation" style="font-family: Verdana, sans-serif;" target="_blank">Writing a Personal Narrative Lesson</a><span style="font-family: "verdana" , sans-serif;">. This is an assignment that has quickly become a favourite for me because the kids get so engaged, resulting is very pleasurable reading/grading for me (you can read about how I use this in my classroom below). I'm adding my </span><a href="https://www.teacherspayteachers.com/Product/Narrative-Writing-Task-Cards-2709567?utm_source=blogger&utm_campaign=appreciation" style="font-family: Verdana, sans-serif;" target="_blank">Narrative Writing Task Cards</a><span style="font-family: "verdana" , sans-serif;"> as a bonus here too, as they are perfect for prompting kids who have trouble getting started</span><span style="font-family: "verdana" , sans-serif;">.</span></span><br />
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<b style="font-family: Verdana, sans-serif; font-size: xx-large;">Sunday Giveaway:</b><br />
<span style="font-family: "verdana" , sans-serif; font-size: x-large;">The Sunday bundle will focus on informational text. It will include <a href="https://www.teacherspayteachers.com/Product/Expository-Writing-Lessons-Activities-That-Teach-Students-to-Inform-Explain-4219439?utm_source=blogger&utm_campaign=appreciation" target="_blank">Expository Writing: Lessons & Activities</a>, a great bundle of lessons designed to engage your students.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXvYxIm1yk72DVsY5SNKuikMGfepQEPLiJKoosFkhF3apSVDnKQeNXZ9SIh9cvhEFvYVKMqfgoUekTJnVAuxZ96TkLUTP5ESWmxCJNoGKrMYlfvSiQaQSMxpZquJOI9LRjeK76ApEhugk/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXvYxIm1yk72DVsY5SNKuikMGfepQEPLiJKoosFkhF3apSVDnKQeNXZ9SIh9cvhEFvYVKMqfgoUekTJnVAuxZ96TkLUTP5ESWmxCJNoGKrMYlfvSiQaQSMxpZquJOI9LRjeK76ApEhugk/s640/Slide2.jpg" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;">This bundle will also include my new <a href="https://www.teacherspayteachers.com/Product/Exploring-Issues-and-Informational-Text-BUNDLE-4276479?utm_source=blogger&utm_campaign=appreciation" target="_blank">Exploring Issues and Informational Text lessons</a>.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhefaF5xFxrQkBzjMzlnSjJQUPJACygbFVw47R6ejtV-nd3TNJR5MdULWXAHXE3WePi01FGjIEfrfq2mpLpiS2_F_FJzBo2hAfN6DT2Ju1fl2n4gQ6Ex-6OtcAAFtTp9kzhnVGaVlBaqVQ/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhefaF5xFxrQkBzjMzlnSjJQUPJACygbFVw47R6ejtV-nd3TNJR5MdULWXAHXE3WePi01FGjIEfrfq2mpLpiS2_F_FJzBo2hAfN6DT2Ju1fl2n4gQ6Ex-6OtcAAFtTp9kzhnVGaVlBaqVQ/s640/Slide01.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAVv2y2xYHgQKaDeDMQJPuXviZNmnS0qXUd44m0dPNCPLh61WclEXiIu1FFFlb4ZsOmPAz62aCXodqDLsecB9iORw3UmaNa3bGNREG45Gj74DbH1axFEQaM0hIzL6vALUHn0o7g1HfrxQ/s1600/Slide80.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1068" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAVv2y2xYHgQKaDeDMQJPuXviZNmnS0qXUd44m0dPNCPLh61WclEXiIu1FFFlb4ZsOmPAz62aCXodqDLsecB9iORw3UmaNa3bGNREG45Gj74DbH1axFEQaM0hIzL6vALUHn0o7g1HfrxQ/s400/Slide80.jpg" width="266" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: x-large;">I'll round out this bundle with another favourite of mine: <a href="https://www.teacherspayteachers.com/Product/Teaching-the-Process-for-Literary-Analysis-Activities-Strategies-3740268?utm_source=blogger&utm_campaign=appreciation" target="_blank">Teaching the Process of Literary Analysis</a>.These lessons have been a game changer in my classroom, as my students now have a much better understanding of how to analyze lit. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;">Here are some blog posts that will show you how I use these products with my own students:</span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: x-large;"><a href="https://reallearningroom213.blogspot.com/2019/02/narrative-writing.html" target="_blank">Narrative Writing Blog Post</a></span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><a href="https://reallearningroom213.blogspot.com/2018/12/teaching-reading-writing-and-awareness.html" target="_blank">Exploring Issues and Informational Text</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><a href="https://reallearningroom213.blogspot.com/2018/04/teaching-process-of-literary-analysis.html" target="_blank">Teaching the Process of Literary Analysis</a></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: x-large;"><a href="https://reallearningroom213.blogspot.com/2017/11/terrific-tools-for-teaching-writing.html" target="_blank">Terrific Tools for Teaching Writing</a></span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><a href="https://reallearningroom213.blogspot.com/2016/03/revision-learning-stations.html" target="_blank">Revision Learning Stations</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;">So, stay tuned on <a href="https://www.instagram.com/room213tpt/" target="_blank">Instagram</a> - and good luck!</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgppdEdms4qdFjR9PVUL8utOfEgR0XvqoNHeTmc3043AxuDIRML_TLz4Oj7YYI9djS3c1cscf8XjgzzoAMy-b5RwMRz2f9moy7kMQqmyEJSpQmFIxdZ0bW6iqyrZF3jcZRoBEM5HR14Qg0/s1600/signature+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="445" data-original-width="1600" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgppdEdms4qdFjR9PVUL8utOfEgR0XvqoNHeTmc3043AxuDIRML_TLz4Oj7YYI9djS3c1cscf8XjgzzoAMy-b5RwMRz2f9moy7kMQqmyEJSpQmFIxdZ0bW6iqyrZF3jcZRoBEM5HR14Qg0/s640/signature+2.jpg" width="640" /></a></div>
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<script data-dojo-config="usePlainJson: true, isDebug: false" src="//downloads.mailchimp.com/js/signup-forms/popup/unique-methods/embed.js" type="text/javascript"></script><script type="text/javascript">window.dojoRequire(["mojo/signup-forms/Loader"], function(L) { L.start({"baseUrl":"mc.us14.list-manage.com","uuid":"5191cfe6c575b142997f0c717","lid":"c550af7ee9","uniqueMethods":true}) })</script>Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-16408653892316290172019-04-30T18:27:00.001-04:002019-05-24T06:34:13.099-04:00End of the Year Activities for English Classes<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The end of the school year is getting oh-so-close - exciting, isn't it? But we're also feeling pretty tired, drained from the work of the year. And it can be <i>such </i>a challenge to keep our students motivated through those last few weeks of class. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">It's not an impossible task, though, especially if you use a few of these end of the year activities:</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>End of the Year Activities for English Classes:</b></span></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF4vyx7DfJ4FYmIMuzi52ExE8OGKgj7MreQEz6Oef0MK5cvgPWhdOSodgYzdJb7G-jUXmE8tq4_DHoHJyyQAfMg719diFuF5l7-2tDS0z4dto7R5tktwcKZCIJugon8yq4Ys-DFzfaQUg/s1600/gallery.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="End of the year activities for middle and high school English classes." border="0" data-original-height="640" data-original-width="480" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF4vyx7DfJ4FYmIMuzi52ExE8OGKgj7MreQEz6Oef0MK5cvgPWhdOSodgYzdJb7G-jUXmE8tq4_DHoHJyyQAfMg719diFuF5l7-2tDS0z4dto7R5tktwcKZCIJugon8yq4Ys-DFzfaQUg/s640/gallery.jpg" title="" width="480" /></a><span style="font-family: "verdana" , sans-serif; font-size: x-large;"><b>1. Get Them Moving</b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">One of the best ways from keeping your kids from melting into their chairs is to get them out of them. Literally. If you can add some movement to the class your engagement level will go way up. One of my favourite ways to make this happen is with "stand-up stations." These are different from <a href="https://www.teacherspayteachers.com/Store/Room-213/Category/Learning-Stations-229663?utm_source=Blogger&utm_campaign=coffee%20end%20of%20year" target="_blank">my usual learning stations</a> in that they don't take as much time. To create "stand-up stations", put a series of tasks on a sheet of paper (I like to use ledger size) and adhere each one on the walls of your classroom. Use tasks that are relatively quick, so the kids can easily circulate around your room to visit each station. It could be as simple as individual questions you want to ask them about a section of text, or short writing prompts that you want them to respond to.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikhbi2B_ovrwtHxwHM8dkM0yosBSKPCPZ1SUTZh8TusD0za1rTmHlIEEpk6s2GA9otEMqwOEpDb6Iz4ibwPaNwI42wany5dN_kzyrPz5kxzgZB2_MMRUV-ICFx8mufXqXiJJQxp4GA0rg/s1600/ACS_0080+copy.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="End of the year activities for middle and high school English classes." border="0" data-original-height="1085" data-original-width="1045" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikhbi2B_ovrwtHxwHM8dkM0yosBSKPCPZ1SUTZh8TusD0za1rTmHlIEEpk6s2GA9otEMqwOEpDb6Iz4ibwPaNwI42wany5dN_kzyrPz5kxzgZB2_MMRUV-ICFx8mufXqXiJJQxp4GA0rg/s640/ACS_0080+copy.jpeg" title="" width="616" /></a>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">My favourite way to use these stations is to put a passage from a text on each sheet - I've used them to have kids respond to the ideas presented in the passages, or to do an analysis of the author's purpose and techniques. (Sign up <a href="https://mailchi.mp/8467f63c7f44/endofyear" target="_blank">here</a> to get my latest version of these delivered to your inbox).</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">You can read about some of my other tried and true methods for getting kids out of their seats by clicking <a href="http://reallearningroom213.blogspot.com/2015/09/simple-ways-to-get-your-students-moving.html" target="_blank">here</a>. </span><br />
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<span style="font-size: x-large;"><b><span style="font-size: x-large;"><span style="font-family: "verdana" , sans-serif; font-size: x-large;">2. Use Review Games and Writing Challenges</span></span></b></span><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;"><a href="https://secondaryenglishcoffeeshop.blogspot.com/2018/01/games-challenges-for-secondary-english.html" target="_blank">Games and challenges</a> are the perfect way to keep your kids engaged and learning at this time of year. Anytime you turn something into a game, even the most reluctant learner is all in. I've got a whole pile of activities that you could choose from, like my <a href="https://www.teacherspayteachers.com/Product/Figurative-Language-Challenge-Bundle-3449102?utm_source=blogger&utm_campaign=end%20of%20year" target="_blank">figurative language challenges</a>. You can read how the metaphor challenge works <a href="https://reallearningroom213.blogspot.com/2019/04/writing-lessons-expanding-sentences.html" target="_blank">here</a>.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0gT-EPlhTHeV0vHbVp16y5CpeoCUFjJHAOkM09is9gnPfKarAovkNBqj7CyEcE3odQrpx9ms6NrnUf9vgsQyU95g0Ni0T3FkYA65_N6hdLY-uuuTJB7QTpUPh9s6HGymrUexZJijmXV4/s1600/metaphor+pic.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="End of the year activities for middle and high school English classes." border="0" data-original-height="640" data-original-width="640" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0gT-EPlhTHeV0vHbVp16y5CpeoCUFjJHAOkM09is9gnPfKarAovkNBqj7CyEcE3odQrpx9ms6NrnUf9vgsQyU95g0Ni0T3FkYA65_N6hdLY-uuuTJB7QTpUPh9s6HGymrUexZJijmXV4/s640/metaphor+pic.png" title="" width="640" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Students can stretch their writing muscle and review important skills using <a href="https://www.teacherspayteachers.com/Product/Writing-Activities-Challenges-for-Inspiration-and-Practice-3042389" target="_blank">these writing challenges</a> too.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmhPNklKQMv27M9fNvWUPIwJPDoeyzDMnW6UCDgYw4j6JTp0pdyFyVd76PJiUhicW8x3hc7BA4GFqXx7SwwSGnOEEnC6ksvqCLxU07_ClKvwFp4pfVQr_vbH4PNE8zIG0HMtc2tM3ysRY/s1600/end+of+year.JPG" imageanchor="1" style="font-family: times; font-size: medium; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="End of the year activities for middle and high school English classes." border="0" data-original-height="1080" data-original-width="1080" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmhPNklKQMv27M9fNvWUPIwJPDoeyzDMnW6UCDgYw4j6JTp0pdyFyVd76PJiUhicW8x3hc7BA4GFqXx7SwwSGnOEEnC6ksvqCLxU07_ClKvwFp4pfVQr_vbH4PNE8zIG0HMtc2tM3ysRY/s640/end+of+year.JPG" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The end of the year usually requires review for final assessments. This doesn't have to be a dry, boring activity, though. Find interesting ways to get students to review or reflect on their year, like these <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Learning-Stations-3139468" target="_blank">learning stations</a>. They provide multiple ways for kids to look back at their year and the things that they learned. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">My favourite parts of this activity are the creative tasks that the students do, like the six word memoirs or the poems that they use to capture important moments in the class. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">They can also leave some wisdom for future classes or book recommendations that you can use to create a display in your classroom.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgypi4uBuYPM7GnJLPE40pA6QXXrGu77hkCrrGEQS9abTJu9i0i7CqUf8ZfRZNXc-kaZT9wdBm9DjlUgweSyi19VO3P-Kxzp4grj8fs9wHSWtiq25DTgD_w9UZxxYrAo5jGAAv83iT2hXM/s1600/got+to+read+this.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="End of the year activities for middle and high school English classes." border="0" data-original-height="1600" data-original-width="1200" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgypi4uBuYPM7GnJLPE40pA6QXXrGu77hkCrrGEQS9abTJu9i0i7CqUf8ZfRZNXc-kaZT9wdBm9DjlUgweSyi19VO3P-Kxzp4grj8fs9wHSWtiq25DTgD_w9UZxxYrAo5jGAAv83iT2hXM/s640/got+to+read+this.JPG" title="" width="480" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Another fabulous end of the year activity for English students is <i>The Best Quotation Challenge</i>. <a href="https://mailchi.mp/8467f63c7f44/endofyear" target="_blank">Sign up here</a>, and I'll send that to your inbox, along with the Stand Up Stations.</span><br />
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<b><span style="font-size: x-large;"><span style="font-family: "verdana" , sans-serif; font-size: x-large;">4. Take it outside</span></span></b><br />
<span style="font-family: "verdana" , sans-serif; font-size: large;">When the days get hot and the classroom is a sauna, try moving everyone outside. Give students a task where they can walk and talk or a poetry scavenger hunt like the one I explain <a href="http://reallearningroom213.blogspot.com/2015/09/open-walls-of-your-classroom.html" target="_blank">here</a>. I always take my kids for a walk in the park too. <a href="http://reallearningroom213.blogspot.com/2016/10/take-it-outside-embracing-autumn.html" target="_blank">This blog post</a> refers to our autumn excursion, but I do the same thing in the spring.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Well, there you go. I hope there are some end of the year activities in the post that can help you get you and your students over the finish line!</span><br />
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com2tag:blogger.com,1999:blog-8147741456737476069.post-70721631095232918892019-04-06T08:46:00.000-04:002019-06-07T05:57:47.209-04:00Grading Student Work: A Tip for More Learning<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA2Rb_avRBclBgzKEbuB_6SyGasvlasdk1ErriJ87VtkM1_tbGZd8nvaN1wK1Y7bEnkP6145KJq981su4MxD9vlBVoHiRh4fSxCOWJegyFEWHH59iNGyM-Oz4-gg1Xtv2vccapbtkMMEs/s1600/girl+writing.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Feedback and grading strategies for English essays" border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA2Rb_avRBclBgzKEbuB_6SyGasvlasdk1ErriJ87VtkM1_tbGZd8nvaN1wK1Y7bEnkP6145KJq981su4MxD9vlBVoHiRh4fSxCOWJegyFEWHH59iNGyM-Oz4-gg1Xtv2vccapbtkMMEs/s640/girl+writing.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Would you like a grading strategy that puts the responsibility for learning in your students' hands? You can do that by leaving feedback in the form of a question, rather than a statement.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">I tried something new while I was grading my tenth grader's persuasive research essays last week. It was not a pre-planned strategy; instead, it was one that was born out of frustration. In the end, though, I'm liking it because it put more responsibility in the students' hands - right where it should be.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Why was I frustrated? One of the skills I focused on for this assignment was <a href="https://www.teacherspayteachers.com/Product/Embedding-Quotations-1255177?utm_source=blogger&utm_campaign=question%20feedback" target="_blank">embedding and citing quotations.</a> We did quite a lot of work on it before the final copy was due. The kids had access to handouts and a slideshow that showed them how to do it properly. They just had to take the time to review it when they did their final revisions.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">So, when I discovered a quotation that was just plopped into the essay without an introduction or citation, I highlighted it and wrote </span><span style="font-family: "verdana" , sans-serif; font-size: large;">"What's missing?" If the punctuation was incorrect, I asked, </span><span style="font-family: "verdana" , sans-serif; font-size: large;">"Where does the period/comma go?"</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">The next thing I noticed was a great number of fused sentences and fragments, so my questions changed to: </span><span style="font-family: "verdana" , sans-serif; font-size: large;">"Why is this a comma splice?" and </span><span style="font-family: "verdana" , sans-serif; font-size: large;">"Why is this a fragment?"</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE4F-ZWb_7pMEVVXinDBOPRXcJX5sDvJP0cZczUm2o5_OgzzHJUr7cLxh5pdTXZPf-53lOmNvdy-mMwswgrda99lkSWMUlTdfjPeSoHgsNxIZBPyc0i4P0wARVBDZoReQb796Fxn04IQo/s1600/question+feedback.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="A fast and effective strategy for giving student feedback" border="0" data-original-height="1600" data-original-width="1068" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE4F-ZWb_7pMEVVXinDBOPRXcJX5sDvJP0cZczUm2o5_OgzzHJUr7cLxh5pdTXZPf-53lOmNvdy-mMwswgrda99lkSWMUlTdfjPeSoHgsNxIZBPyc0i4P0wARVBDZoReQb796Fxn04IQo/s640/question+feedback.jpg" title="" width="426" /></a></div>
<span style="font-family: "verdana" , sans-serif; font-size: large;">Now this would just be a complete waste of time, if I didn't plan a "next step." After the kids got their essays back, they were required to c<a href="http://reallearningroom213.blogspot.com/2018/05/redos-essential-part-of-learning-process.html" target="_blank">hoose one component of the rubric </a>to redo, something I do with each major assignment. However, this time, they had to respond to my questions as well. I reminded them of the handouts they had in their binders, and told them to go find the answers - and then fix the error on their essay. Of course, if they still didn't know what to do, they had to ask me during work time in class.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">They resubmitted their essays on Google Classroom, and had to highlight the areas where the changes were made - and respond to my questions in the comments. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Now this might seem like I'm just adding too much work to my already sky-high pile. However, I really believe that it's worth it because I'm holding the kids responsible for using the feedback I give. Also, the highlighting makes it easy for me to see the revisions, so it's actually a pretty quick process. The other reality is that when I <a href="http://reallearningroom213.blogspot.com/2018/05/redos-essential-part-of-learning-process.html" target="_blank">started allowing for redos</a>, I had to drop some other assignments - and that's OK, because now my students are learning more in the long run!</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Do you have any feedback strategies that really work? Let us know in the comments!</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8N2I4MP53BAwppaA237CAFYPRMrCF2xVmYmphkaKXJ-pOtEUZ7mS93hSgQh6fAE0C8CF3zb2fVouRwJVvsZcXbh_P4KKCQqppndWowzsaSabZHmsy2WPcQqY4SUJN4xwrg20ZBDA_w4Y/s1600/signature+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="445" data-original-width="1600" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8N2I4MP53BAwppaA237CAFYPRMrCF2xVmYmphkaKXJ-pOtEUZ7mS93hSgQh6fAE0C8CF3zb2fVouRwJVvsZcXbh_P4KKCQqppndWowzsaSabZHmsy2WPcQqY4SUJN4xwrg20ZBDA_w4Y/s640/signature+2.jpg" width="640" /></a></div>
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Room 213http://www.blogger.com/profile/04994184250569494671noreply@blogger.com0tag:blogger.com,1999:blog-8147741456737476069.post-15000540385181599562019-04-03T06:49:00.003-04:002019-05-11T11:11:31.131-04:00Writing Lessons: Expanding Sentences to add variety<div style="text-align: justify; text-indent: 48px;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipHx5xe2Np7ZKrEhLMhcQ4AQmdqZmnkIJM0rjQPykL_5BoC6WCPpstywz0IhJ2AThm_5NinD03vOGDw1gpcDmyuXguWHCC8THnpbJUfrbJPFhWpbJ03DeSHqySne-ZWgU5RHRD8BFKMJM/s1600/expanding.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Sentence expanding" border="0" data-original-height="900" data-original-width="1600" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipHx5xe2Np7ZKrEhLMhcQ4AQmdqZmnkIJM0rjQPykL_5BoC6WCPpstywz0IhJ2AThm_5NinD03vOGDw1gpcDmyuXguWHCC8THnpbJUfrbJPFhWpbJ03DeSHqySne-ZWgU5RHRD8BFKMJM/s640/expanding.jpg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Some students struggle to write strong, effective sentences. They get the job done, but the results are often pretty basic because their ideas are underdeveloped and the writing lacks flow. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">So how do we show our students how to be more fluent writers? </span><span style="font-family: "verdana" , sans-serif; font-size: large;"><b><a href="https://www.teacherspayteachers.com/Product/Sentence-Expanding-Exercises-for-adding-variety-and-detail-to-student-writing-4480643?utm_source=Blogger&utm_campaign=Expanding%20blog%20post" target="_blank">Sentence expanding</a></b> is an activity that pushes students to create longer, more detailed sentences. And, like anything we teach them, I believe it's so much more effective if we show them how to do this, rather than tell them. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Let me show you how I do it.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9cCUAmMzHiU3ey7uYHrdGd9My5kKcoNNe-Xa_2AcBcAJXnprz0vDW51GDhVa02shiKvDUwdHMmefbe3T1Paezww1T4CHqj8f-ZXZUXtImUozIkBp3Ad57PNhhfiB1-NilSCDnM03G4xI/s1600/Slide2.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="sentence expanding activities" border="0" data-original-height="843" data-original-width="1499" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9cCUAmMzHiU3ey7uYHrdGd9My5kKcoNNe-Xa_2AcBcAJXnprz0vDW51GDhVa02shiKvDUwdHMmefbe3T1Paezww1T4CHqj8f-ZXZUXtImUozIkBp3Ad57PNhhfiB1-NilSCDnM03G4xI/s640/Slide2.jpeg" title="" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">First, I project this paragraph from a persuasive essay and tell my kids that I want them to listen carefully as I read it out loud to them. I say that I want them to assess its effectiveness and to jot down any comments or advice they would give to the writer to help improve the writing. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><i>(You can grab this introductory lesson by <a href="https://mailchi.mp/d1c0aef8ba09/expansion" target="_blank">signing up here</a>).</i></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">When they hear it read aloud, the kids are pretty quick to point out that it sounds choppy. I ask for reasons why that is so, and we discuss the fact that all of the sentences are short. Then, if they haven't said so already, I'll ask if there are any underdeveloped ideas, sentences that need to provide more detail.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">My next step is to launch into some lessons on <b><a href="https://www.teacherspayteachers.com/Product/Sentence-Expanding-Exercises-for-adding-variety-and-detail-to-student-writing-4480643?utm_source=Blogger&utm_campaign=Expanding%20blog%20post" target="_blank">sentence expanding</a></b>. One issue I often have with this process is that the kids don't always know the vocabulary they need to discuss sentence construction. In my district, students don't have to parse sentences, so they usually don't get lessons on the parts of speech and sentences. This means that when I start talking about phrases and clauses and modifiers, I can get some blank stares.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span><span style="font-family: "verdana" , sans-serif; font-size: large;">So, I created a lesson that gives them an overview of the vocabulary they need, as well as some group exercises that help them become familiar with both the language and the process of expanding sentences. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">For example, one activity requires that each person in the group write a simple sentence on the top of a piece of paper. Then, they pass the sheet to the person on their right. The next person has to add another part of speech or a phrase to expand the sentence. With yet another activity, I use stand up stations to get them moving <i>and</i> expanding.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: large;">If you'd like to try my sentence expanding lessons and activities, you can <a href="https://www.teacherspayteachers.com/Product/Sentence-Expanding-Exercises-for-adding-variety-and-detail-to-student-writing-4480643?utm_source=Blogger&utm_campaign=Expanding%20blog%20post" target="_blank">check them out here</a>. </span><span style="font-family: "verdana" , sans-serif; font-size: large;">And, if you have other tips and tricks for helping students write strong, effective sentences, let us know in the comments!</span><br />
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