Thanks for the Lesson Dr. Furuness!
TOPIC / Exploring writing techniques
GRADE / 10
TIME / 2 50 minute periods
Common Core (9-10) Standard(s) / RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, orderevents within it (e.g., parallel plots), and manipulate time (e.g., pacing,flashbacks) create such effects as mystery, tension, or surprise.
OBJECTIVES / Content- Students, working in groups, will examine one particular writing technique and demonstrate their knowledge of that technique to the class. Students, working in pairs, will create a poster that demonstrates their ability to use a chosen writing technique.
Language- Students, working individually, will read with the purpose of identifying writing techniques.
Time / TEACHER ACTIVITY / STUDENT ACTIVITY / MATERIALS Equipment, materials, teaching aids
5 / Anticipatory Set
Secret Life of Bees has sold over six million copies and was on the New York Times best seller list for two and a half years. Ask students why they think that might be. Ask them to answer the question, “What do you think are some characteristics of great writing?” on a half sheet of paper.
Ask students to share their ideas. Try to direct conversation to how writers engage the reader through the techniques they use. / Students will answer the question on a half sheet of paper and share their ideas with the class.
2 / Objective and purpose
Tell the class that over the next two days we will examine some specific writing techniques as a class. We will work in groups to teach the rest of the class a technique, have individual reading time to look for some of the techniques in Bees, and work in pairs to create posters where we apply what we’ve learned.
5
15 / Input / Instructional strategies
Handout Smiley-Face Tricks handout. Tell students to get into 8 groups of 3. Assign each group to a “trick”. Ask them to discuss their trick and to come up with answers to the following questions: What is your technique? How is it used? Why would a writer use this technique? Have you seen this technique before? Where? They will be responsible for teaching their techniques to the class. Walk around to help groups
Ask groups guiding questions as they present. / Students will work in groups to answer the questions and then share with the class. / Handouts
3 / Checking for understanding (Formative evaluation)
Ask if there are any questions.
5 / Guided practice
Read A Fine, Fine School.
Ask students to listen for examples of the Smiley-Face Tricks as the book is read.
Mention that we are seeing so many of these techniques used in a simple children’s book but that these techniques are also used in more serious writing. / Students will listen to the story and volunteer what they think were some examples of the techniques.
15
10
25
15 / Independent practice
Independent reading of Secret Life of Bees.
Ask students to find at least one example of a smiley-face trick. They should write the quote and page number on a piece of paper and then write a sentence about how the technique was used.
DAY 2
Share some examples from previous days reading of Bees
Now that we have had practice finding other writers’ examples of good writing techniques, we will practice writing them on our own. Ask the class to get in pairs. Each pair will choose their favorite writing technique and write their own example of the writing technique with an accompanying illustration that will be shared with the class. The example should be the best possible example they can think of and should help the class to never forget how the writing technique is used. One partner will be the “Text support” and will lead in coming up with the words for the poster and the second partner will be the “Graphic Designer” responsible for illustrations. Their names and roles should be written on the back of the poster.
Group Share / Students will read and find examples of the techniques in their books.Two or three students will share their examples.
Students will work in pairs to create a poster depicting a writing technique.
Students will share with the class. / Copies of Secret Life of Bees, poster paper, markers
Closure
Tell class that they will never be able to stop seeing these techniques now that they are aware of them. Continue to mark them as they read Bees when one sticks out.
Reflection: DAY 1-- This went ok. The initial group work went ok and I should have been more clear with the instructions. I had planned on writing the questions on the board (What is your technique? How is it used? Why would a writer use this technique? Have you seen this technique before? Where?)as a guide but was “talked out of it” by Mrs. Robillard. I was disappointed in my feedback for this lesson because it seemed every last minute change that I made based on Mrs. Robillard’s suggestions (she teaches my lessons all day and gives me a little feedback each day before I begin) was an area of concern. Some of the changes I disagreed with and went with anyway (like the absence of the guiding questions). I think this speaks to my confidence level right now. After the last lesson bomb, I haven’t been trusting my gut as much and it is hurting my performance. I really need to go with my gut. Mrs. Robillard is very experienced and although those changes worked for her, the lesson was most likely presented differently than the why I, a novice teacher, was able to present the information. I also will NEVER walk about the room while reading again. SOOOO awkward. I didn’t seventh period and I did a lot less sweating.
DAY 2- FABULOUS! For 6th period, which is a little lower ability, I stuck with the original plan to work in groups and provide a visual but altered the instructions to “2-3 sentences relating to a civil rights or discrimination issue they have encountered in their lives using 1 trick” (instructions written on board) and for 7th period-much more advanced- the students worked individually to come up with the same topic but had to write a 4-5 sentence paragraph using as many tricks as they could (instructions AGAIN written on the board). The share-out was amazing and the students really connected to the assignment. Some of these students are great writers!
Thanks for the lesson Dr. Furuness!