They worked in groups or individually to come up with questions. I knew that I needed to give them parameters to work from, so I pulled some of the reading and writing standards from the state and told them that their essay needed to allow them to demonstrate the ability to perform those skills W.
It took them about fifteen minutes of class time to write their prompts. I created a Google Form for them to submit their questions.
Once they were collected, I transferred them all to a shared Google Doc for them to see. About half of them chose a question they had no part in creating. There seems to be a lot of similarities between the characters of the first generation and the second. Compare and contrast the development of these two groups of characters. Would he be considered a hero or a villain? Throughout the novel, Catherine experiences multiple obstacles in her life. Describe these obstacles and evaluate how they are significant in regards to her relationships with others.
I would definitely give them some sample essay prompts that they can use as models. I might also give them some topics to write about, such as conflict, character motivation, and so forth. David Rickert is a high school English teacher in a suburb of Columbus, Ohio. He has been teaching for over 20 years and has taught virtually every grade and every subject.
David is passionate about developing lessons that make difficult language arts subjects fun and engaging. He is also an author on Teachers Pay Teachers. Sociograms are visual representations of the interaction of characters in a novel. They are a wonderfully flexible assessment tool and can be used in all grade levels. Best of all, they require the same sort of critical analysis that you would use in writing an essay. We just finished our unit on Romeo and Juliet and did a sociogram.
We also have a bunch of markers in our department that hey could use for their final. It usually takes them one period to plan it out after I explain the procedure and a couple of periods after that to finish it. I always have them explain the symbols that they chose. Or I might have them do it based on their location — the closer they are, the more significant the relationship is. I did this with freshmen who need more structure than my seniors. Once they get more advanced I have them use the sociogram to demonstrate a theme, or have them create a unifying concept that makes sense from the work.
I have always bought a big pad of paper and provided markers and colored pencils for them to work from. Check out my Teachers Pay Teachers store for fun comic resources like those below. Mini-timed writings get your students writing more without adding a whole lot more to your grading.
Plus they seem like a test, rather than a quick write or a journal, so students tend to do their best work. Students are given a prompt, such as a personal narrative or a persuasive essay, or they might have to respond to a poem or an article. The have the period to write about it. A mini-timed writing only takes half the period. The idea for mini-timed writings came out of my AP classes, where timed writings are frequent assessments. With a mini-timed writing, students have 25 minutes about half the period to write on a topic.
Their final assessment for the Dickinson unit is a paper, so the mini-timed writing is designed to help them prepare for that. The prompt was simple: According to Emily Dickinson, how is faith like a bridge? I gave them the poem and the prompt, set 25 minutes on the timer, and let them have at it. After the 25 minutes was up, I asked them to respond to the following questions at the bottom of the essay:.
On all three questions I want them to be specific. We use the time remaining in the period to discuss their responses to these three questions. Students share their struggles and I get an immediate idea of what I need to teach or review before the next formal writing assignment. I then collect their papers and read over what they wrote.
Boston Public Gardens. First Day
I want to have a general idea of what skills we need to work on before the next essay, so I pick three things that seem to be common problems to target with mini-lessons. However, I also have good self-reflection from the students to look at that give me even more information of what they find difficult. All of this occurs in one period! If you like this post, you should consider joining my email list for more teaching tips and some freebies.
Just click the box below. Have a thesis at the end of the introduction. Adding citations.
Address counterarguments. They start a paragraph with a fact, not a claim. They stray from their topic sentence. Start with a passage.
IB English A Literature: Writing good paragraphs
Making a claim. So here are some approaches to take: Choose a passage in which a character is described. Ask students what is revealed about that character. Choose a passage that describes the setting. What does the author want us to know about where the story occurs beyond just the time and place?
Choose a dream sequence. What about the dream is important? Choose a passage in which a character is engaged in self-reflection. What does he or she discover? Finally… A good way to frame the importance of topic sentences to students is to tell them that anyone who reads ONLY their topic sentences in a piece of writing should be able to trace their line of thinking. The Background I wanted my students to write an essay once they finished Wuthering Heights. How I Set It Up The plan was that each class would create a set of questions that the class could choose from.
What Can I Do? Other classes could certainly do it too, but they might need more support. It adds a layer of design thinking to the process. Students want to do well on the paper, so they are motivated to design a good question. I have to reset my brain each time I have a new essay. How it works: We just finished our unit on Romeo and Juliet and did a sociogram.
Add the other characters from the play by connecting them to the main character in the middle. Any characters that have some sort of significant interaction should be connected.
RESOURCES FOR compare/contrast literary essays
This applies to the character in the middle as well as characters on the periphery that interact during the play. You can leave characters off, but be prepared to justify why you did. Add something to the lines to indicate the importance of the relationship. You can add different colors, or make them dotted or squiggly lines, or make the lines actual shapes like hearts or daggers. Provide a key that explains what each line means. To each line add a brief description of the interaction between the characters in the play. Group the characters in some meaningful way with a color, symbol, or font that represents a meaningful grouping in the play.
Writing the "The Market for 'Lemons'": A Personal Interpretive Essay
But can you think of any others? I like it when they group them based on who is alive and who is dead at the end. Explain in 2 or 3 sentences on a separate sheet of paper why you chose the symbol that you did.
I always have them explain the symbols that they chose Students using the Popplet app to plan out their sociogram. Another sociogram. Notice in every picture they have their phones close by. Crazy kids. After the 25 minutes was up, I asked them to respond to the following questions at the bottom of the essay: What did you find difficult about the poem? Students engage in a close reading of a passage from Matt de la Pena's novel Ball Don't Lie before researching important background information to assess the accuracy of the claims made by a character. This lesson eases students' fear of interpreting complex poetry by teaching them a strategy with which they determine patterns of imagery, diction, and figurative language in order to unlock meaning.
Students take a postcolonial perspective on the portrayal of Caliban from Shakespeare's The Tempest by comparing it to a modern adaptation of the play.
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