Lesson:
I spent the first part of the class period teaching the students different ways of starting sentences to add variety to their paragraphs. For this, I used Andrew Pudewa's material from his Institute for Excellence in Writing, with a little bit of grammatical explanation for the older students.
Sentence Openers:
Subject: typical "the noun verbed" format
The happy children played all day.
Prepositional: prepositional phrase
At the park, the happy children played all day.
"ly": adverb
Happily, the children played at the park all day.
"ing": participle or participial phrase
Laughing with delight, the happy children played at the park all day.
Clausal: dependent clause beginning with when, while, where, as, if, since, although
Since it was summer vacation, the happy children played at the park all day.
After that, Mrs. Arbogast read aloud the student compositions describing persons. The paragraphs were well done and the students enjoyed them immensely.
Assignment:
Students will write another paragraph describing a person. They are to include a good variety of sentence openers as we discussed.
(I would have preferred to move on to a different type of writing, but I thought it too much for the students to learn two new lessons at once.)
Monday, November 17, 2008
7th - 8th Writing, November 14
Half the students were participating in a speech/debate tournament, so we did not go on to a new lesson. Instead, we read aloud and critiqued their most recent essays.
The students have learned the format of the five-paragraph compare/contrast essay fairly well. In general, their writing is technically correct and their points are clearly stated. I am pleased with that.
My next step is to help the students tighten up their compositions. Their writing would be more effective were it leaner and stronger. To that end, I am encouraging the class to choose active verbs and to omit unnecessary words. We want more muscle and less flab.
Assignment:
Students will write another compare or contrast essay, their choice. They are to edit aggressively, choosing active verbs and omitting unnecessary words.
The students have learned the format of the five-paragraph compare/contrast essay fairly well. In general, their writing is technically correct and their points are clearly stated. I am pleased with that.
My next step is to help the students tighten up their compositions. Their writing would be more effective were it leaner and stronger. To that end, I am encouraging the class to choose active verbs and to omit unnecessary words. We want more muscle and less flab.
Assignment:
Students will write another compare or contrast essay, their choice. They are to edit aggressively, choosing active verbs and omitting unnecessary words.
9th - 12th Writing, November 14
Lesson:
Our class was quite small since some students were away participating in a speech/debate tournament. Rather than move on to the planned lesson with so many absent, we used the class period as a workshop for the students who were there.
We read their thesis statements, discussed their topics, and brainstormed ways to frame their arguments in more positive and compelling terms. I reiterated their need to be clear about their specific call to action --- to know in no uncertain terms exactly what they are asking of their readers. Only then can they guide their readers skillfully to that conclusion.
Assignment:
Students are to complete a five-paragraph persuasive essay on a topic of their choice.
Our class was quite small since some students were away participating in a speech/debate tournament. Rather than move on to the planned lesson with so many absent, we used the class period as a workshop for the students who were there.
We read their thesis statements, discussed their topics, and brainstormed ways to frame their arguments in more positive and compelling terms. I reiterated their need to be clear about their specific call to action --- to know in no uncertain terms exactly what they are asking of their readers. Only then can they guide their readers skillfully to that conclusion.
Assignment:
Students are to complete a five-paragraph persuasive essay on a topic of their choice.
AP Writing, November 13
Lesson:
The students came to class with copies of their chosen short stories, which they had read multiple times and marked with highlighted notes from their preliminary analysis. We talked through how the various literary terms and devices we are studying apply to those particular works. We also discussed how to structure their compositions.
The students chose interesting stories and had keen insight; I look forward to their analyses.
Assignment:
Each student will compose a five-paragraph literary analysis essay, discussing the setting, character, and theme of the selected piece, as well as other pertinent features such as point of view, conflict, and so on.
The students came to class with copies of their chosen short stories, which they had read multiple times and marked with highlighted notes from their preliminary analysis. We talked through how the various literary terms and devices we are studying apply to those particular works. We also discussed how to structure their compositions.
The students chose interesting stories and had keen insight; I look forward to their analyses.
Assignment:
Each student will compose a five-paragraph literary analysis essay, discussing the setting, character, and theme of the selected piece, as well as other pertinent features such as point of view, conflict, and so on.
Wednesday, November 12, 2008
4th - 6th Writing, November 7
Lesson:
We spent most of this class period reading aloud the place descriptions the students had written, matching them up with the photos that inspired them. The students were successful in that their classmates were easily able to match the correct image to its corresponding description. In fact, I thought they did a fabulous job, especially with the similes, metaphors, and personification I had asked them to include. I was pleased and impressed.
We also discussed how to describe a person. All that we learned in our previous lessons will still apply, of course, including vivid word choice, strong sensory details, and so on. More than that, I hope the students will be able to imbue personality in their descriptions. As I told them, we want to 'meet' a person, not read an autopsy report.
As we discussed the best ways to convey someone's unique personality, the class came up with wonderful ideas that were exactly right. In particular, in addition to straightforward physical descriptions, the students decided to focus attention on:
eyes (sad, kind, twinkling, tired, etc.)
mouth (smiling, frowning, scowling, laughing easily, etc.)
facial expressions
hand gestures
body language (posture, style of walk, etc.)
personal choices (grooming, clothing choice, etc)
We concluded by reading aloud two example descriptions, one of Jo from Little Women, and one of Mr. Lorry from Tale of Two Cities.
Assignment:
Students are to write a descriptive paragraph of a person. Their description is to be both accurate and kind, bearing in mind the feelings of others. They are NOT to make a story or report of it --- just straight description, with as much detail and life as they can muster.
We spent most of this class period reading aloud the place descriptions the students had written, matching them up with the photos that inspired them. The students were successful in that their classmates were easily able to match the correct image to its corresponding description. In fact, I thought they did a fabulous job, especially with the similes, metaphors, and personification I had asked them to include. I was pleased and impressed.
We also discussed how to describe a person. All that we learned in our previous lessons will still apply, of course, including vivid word choice, strong sensory details, and so on. More than that, I hope the students will be able to imbue personality in their descriptions. As I told them, we want to 'meet' a person, not read an autopsy report.
As we discussed the best ways to convey someone's unique personality, the class came up with wonderful ideas that were exactly right. In particular, in addition to straightforward physical descriptions, the students decided to focus attention on:
eyes (sad, kind, twinkling, tired, etc.)
mouth (smiling, frowning, scowling, laughing easily, etc.)
facial expressions
hand gestures
body language (posture, style of walk, etc.)
personal choices (grooming, clothing choice, etc)
We concluded by reading aloud two example descriptions, one of Jo from Little Women, and one of Mr. Lorry from Tale of Two Cities.
Assignment:
Students are to write a descriptive paragraph of a person. Their description is to be both accurate and kind, bearing in mind the feelings of others. They are NOT to make a story or report of it --- just straight description, with as much detail and life as they can muster.
7th - 8th Writing, November 7
Lesson:
We spent part of the class period reviewing the structure of our recent compare/contrast essay assignment, especially the set-up in the intro paragraph. We also read over and discussed some student essays.
The students are doing solid work, showing excellent progress. I am pleased with the breakthroughs I have seen recently.
Assignment:
Students are to write another five-paragraph compare or contrast essay on topics of their choosing. Those who wrote a contrast last time will write a comparison this time.
We spent part of the class period reviewing the structure of our recent compare/contrast essay assignment, especially the set-up in the intro paragraph. We also read over and discussed some student essays.
The students are doing solid work, showing excellent progress. I am pleased with the breakthroughs I have seen recently.
Assignment:
Students are to write another five-paragraph compare or contrast essay on topics of their choosing. Those who wrote a contrast last time will write a comparison this time.
9th - 12th Writing, November 7
Lesson:
In this lesson, I taught the basic principles of persuasive writing.
Persuasion is the art of guiding and influencing others to think, feel, and behave in a desired manner. Persuasion involves establishing a need or problem, proposing a solution, supporting that solution with sound evidence and argumentation that will appeal to the audience, foreseeing and countering any resistance or opposition to the proposed solution, and issuing a clear call to action.
Persuasion involves:
ethos - an appeal from the authority and integrity of the writer (or speaker)
pathos - an appeal to the emotions of the audience
logos - am appeal to fact and logic
Logic without emotion may be dry or merciless, and may fail to stir many people to act or change.
Emotion without logic may be shallow at best, and may fail to produce lasting change.
Persuasion without ethos becomes propaganda, manipulation, or brainwashing.
We discussed how to structure and support an argument, how to choose the best terms to define one's arguments, how to understand and counter opposing viewpoints, how to gain the trust of the reader (in part by not alienating the reader with overblown claims, unsupported absolutes, or inflammatory language), and how to move the reader along to the desired conclusion.
I distributed a list of some common logical fallacies, such as ad hominem attacks, straw man arguments, etc.
We discussed some of these, and will spend more time next lesson discussing logical fallacies and identifying them in common usage.
Assignment:
Students are to write a five-paragraph persuasive essay on a topic of their choosing, whether a political, moral, or practical policy issue. This must be a topic about which decent, honest people may disagree, and which calls for and allows for a change of mind or behavior.
In this lesson, I taught the basic principles of persuasive writing.
Persuasion is the art of guiding and influencing others to think, feel, and behave in a desired manner. Persuasion involves establishing a need or problem, proposing a solution, supporting that solution with sound evidence and argumentation that will appeal to the audience, foreseeing and countering any resistance or opposition to the proposed solution, and issuing a clear call to action.
Persuasion involves:
ethos - an appeal from the authority and integrity of the writer (or speaker)
pathos - an appeal to the emotions of the audience
logos - am appeal to fact and logic
Logic without emotion may be dry or merciless, and may fail to stir many people to act or change.
Emotion without logic may be shallow at best, and may fail to produce lasting change.
Persuasion without ethos becomes propaganda, manipulation, or brainwashing.
We discussed how to structure and support an argument, how to choose the best terms to define one's arguments, how to understand and counter opposing viewpoints, how to gain the trust of the reader (in part by not alienating the reader with overblown claims, unsupported absolutes, or inflammatory language), and how to move the reader along to the desired conclusion.
I distributed a list of some common logical fallacies, such as ad hominem attacks, straw man arguments, etc.
We discussed some of these, and will spend more time next lesson discussing logical fallacies and identifying them in common usage.
Assignment:
Students are to write a five-paragraph persuasive essay on a topic of their choosing, whether a political, moral, or practical policy issue. This must be a topic about which decent, honest people may disagree, and which calls for and allows for a change of mind or behavior.
Monday, November 10, 2008
AP Writing, November 6
Lesson:
This week, we launched into literary analysis.
First, we discussed basic dramatic structure:
Exposition - intro to setting, main characters, situation (Older works often devote a chapter or more to this, though modern writers usually shorten this or skip it altogether to begin the story in medias res, in the middle of things.)
Complication - the inciting moment that sets up the conflict
Rising action - the unfolding of the conflict leading up to a crisis
Crisis - moment of decision when protagonist commits to a course of action
Climax - peak point of conflict; turning point
Falling action - unraveling/aftermath of conflict
Resolution - also called denouement; conclusion
Moral - sometimes clearly stated in older works; seldom included in modern works
Though not every story has all these elements fully developed, nearly every work will have rising action, climax, and resolution, at least.
In a short story, the dramatic structure is efficiently condensed, with nearly every word or detail packed with significance, which makes short stories an excellent genre for literary analysis.
Next, we defined and discussed essential literary terms and devices, such as:
setting
character (especially protagonist and antagonist)
theme
conflict (of various types, man vs. man, man vs. nature, etc.)
point of view
and more.
I explained the general structure of a five-paragraph literary analysis essay, with intro and concluding paragraphs framing the three body paragraphs devoted to setting,character, and theme.
Assignment:
Students are to select and analyze a short story. I suggested that students read their selections three to five times. The first reading is for the story itself; the subsequent readings are to ferret out the various literary elements, especially as they relate to setting, character, and theme. Students will make notes, highlight passages, etc., in preparation for writing an essay next time.
This week, we launched into literary analysis.
First, we discussed basic dramatic structure:
Exposition - intro to setting, main characters, situation (Older works often devote a chapter or more to this, though modern writers usually shorten this or skip it altogether to begin the story in medias res, in the middle of things.)
Complication - the inciting moment that sets up the conflict
Rising action - the unfolding of the conflict leading up to a crisis
Crisis - moment of decision when protagonist commits to a course of action
Climax - peak point of conflict; turning point
Falling action - unraveling/aftermath of conflict
Resolution - also called denouement; conclusion
Moral - sometimes clearly stated in older works; seldom included in modern works
Though not every story has all these elements fully developed, nearly every work will have rising action, climax, and resolution, at least.
In a short story, the dramatic structure is efficiently condensed, with nearly every word or detail packed with significance, which makes short stories an excellent genre for literary analysis.
Next, we defined and discussed essential literary terms and devices, such as:
setting
character (especially protagonist and antagonist)
theme
conflict (of various types, man vs. man, man vs. nature, etc.)
point of view
and more.
I explained the general structure of a five-paragraph literary analysis essay, with intro and concluding paragraphs framing the three body paragraphs devoted to setting,character, and theme.
Assignment:
Students are to select and analyze a short story. I suggested that students read their selections three to five times. The first reading is for the story itself; the subsequent readings are to ferret out the various literary elements, especially as they relate to setting, character, and theme. Students will make notes, highlight passages, etc., in preparation for writing an essay next time.
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