In our writer’s workshop process, I simply make a few suggestions for revisions and edits on a student’s second draft. I address the most glaring issue that will help the writer improve for his or her third (and usually final) draft. In this case, the most glaring issue was the overuse of “get.”
I circled the four “gets” and in the margins, I wrote “Replace weak verbs.” When I returned it to the student, we talked briefly. I suggested his poem would be stronger with a variety of powerful verbs mainly because the reader wouldn’t be distracted and pulled out of the poem by all the “gets.”
Here’s the student’s third and final draft:
The poem is much stronger, don’t you think?
Sometimes it just takes a little more time to think of a better word.
I also wondered to myself how this poem was the student’s second draft. How did the student who gave him feedback on his first draft not catch this obvious issue? Lazy editing?
Probably, I thought, acknowledging that enabling students to provide effective feedback is still one area in my high school writer’s workshop process that needs improvement.
This poem allowed a quick fix for a common problem. And it caused the unnecessary repetition to be readily recognized and quickly and effectively repaired. This is yet another reason I like teaching poetry. It truly does teach some concepts more efficiently than I can.
Thanks for reading again this week! How is your poetry practice? Do you encourage and/or assign students to write poems? Do tell. And by the way, my next post will focus on the “Treasured Object” poem. I love this easy-to-write poem that allows students to get personal and write about a belonging they wouldn’t part with for the world. Follow my blog to catch my next post!
Now that the new year has started, I thought I would write a short post about the units I’m starting with my juniors and seniors next week.
My junior classes will begin Ernest Hemingway’s The Old Man and the Sea on Wednesday and my senior classes will start Beowulfon the same day. (In addition, my Composition class will begin brainstorming ideas for their I-Search papers on the same day, while my Novels classes begin their independent reading books.)
These lit units are the first ones of the school year for both grades. Last fall, we wrote memoirs, poetry, short story analysis essays, and a variety of pieces for Writer’s Workshop. We also wrote poetry and entered writing contests, such as the Scholastic Art and Writing Awards.
Of course, we also read. Between nonfiction articles for Article of the Week assignments and various books we “tasted” on First Chapter Fridays, we did expose ourselves to new reading. Still, in-depth and extended study of selected literature was not on the menu.
I’m excited to experience these literature studies with my students. I’ve read The Old Man and the Sea before, but not Beowulf. And to be honest, I’m a little embarrassed that I haven’t read this foundational text before. In fact, I’m not sure how I missed reading it until now.
I’m fairly well prepared to get started with these new units, but at the same time, I know that teaching them will be challenging and probably dominate my planning time.
It’s quite a handful to create daily lessons for two new texts. Compound that with the fact that at my small rural high school, I’m the only English teacher for juniors and seniors. That has its positives (I have autonomy and choice when planning), but it also has its negatives. For example, while I do have a general curriculum to follow, I do not have unit specific materials beyond the textbooks and novels.
As such, I’ll be creating and designing lessons as I go. Thank goodness for ready-made unit plans, which provide me a basic framework that I can tweak and adjust for the future.
I’ll update you on how these new units progress in some future posts.
Thanks for reading again this week! What are you gearing up for now that the holidays are over? Feel free to leave a comment and follow my blog to catch those follow-up posts.
This student-written essay illustrates transition ideas
A few weeks ago, I wrote a post about how the nonfiction author James Swanson’ transitions from paragraph and from chapter to chapter in his nonfiction narrative Chasing Lincoln’s Killer. The post discussed transitions words (such as therefore, however, in contrast, nonetheless, and others) that we all know and love and teach. However, the post also discussed a more subtle form of transition… transition ideas. Read that post here.
Below, I’ve shown a student-written example of the same primary technique, repetition, that Swanson used to carry the reader from one paragraph of her text to the next.
This student’s term that she chose to guide the reader through her essay was “moving on.” In the photo below, I’ve underlined the five times that the writer repeated the words “moving on” or “move on.”
The student told me that she didn’t realize she was using repetition to create her transition ideas. Once I called her attention to it, however, she could see how using those words could help a reader navigate her argument’s reasoning and follow her ideas from one paragraph to the next.
We also discussed how repetition can backfire because it’s possible to overuse words and phrases in a piece of writing.
How to tell the difference?
It’s often a judgment call… a judgment call that requires lots of reading and re-reading (especially aloud!) to determine whether the repetition connects ideas and builds the argument, forming a continuous thread through the piece or merely distracts the reader, pulling them away from the argument.
It’s fun to see students making effective moves in their writing, especially when it comes to writing transitions and working hard to make their ideas carry through a piece smoothly, seamlessly, and unobtrusively.
I’ll have a few more examples to show you in a future post or two. Become a follower to catch that post!
Thanks for reading! How do you teach transitions? It’s one of the more challenging aspects of the craft. Feel free to leave a comment with your experiences and thoughts on the subject.
I still use this assignment on a weekly basis, but I’ve added narrative writing to the mix by assigning what I call Essays of the Week (EOWs) every other week. These narrative assignments use prompts provided by The New York Times Learning Network. I select a grouping of prompts from the list and let students choose one to respond to.
I usually assign a new AOW or EOW on the first day of the week with a hard copy due one week later. AOWs usually take a little more time to go over. For example, after a bell-ringer activity and a mini-lesson that addresses a specific skill required in the rubric (such as using semicolons), these take the better part of the class period when we complete these steps:
introducing the assignment
going over the rubric and its specific requirements
discussing the writing prompt
reading the article aloud
watching any related video on the news story
EOWs don’t take as much class time, since there’s no article to read. We might go through each prompt choice, however, and do some discussion to help students come up with writing ideas.
Let me know how these rubrics work for you.
My adaptation of Kelly Gallagher’s AOW is a mainstay in my teaching. The AOWs build nonfiction reading skills, improve writing stamina, and increase students’ prior knowledge of the world around them. My EOW simply adds variety to our routine while giving them opportunities to write narratives.
Thanks for reading again this week! I appreciate any and all comments. In fact, this post was created in response to a comment posted just last week about this article.
Words we’ve recently learned include the following:
Read this post to learn about the specific activities we use to explore each word.
At times over the past seven to eight weeks,
I’ve wondered whether my vocab activities are becoming a little
stale. A little repetitive. Yawn-inducing.
And then over the weekend, as I reviewed second drafts of writing projects that students had turned in during writer’s workshop last week, I noticed two students had used the word “inimitable.” Do you know (of course, you do!) how gratifying it was to see my students using words they had recently acquired as a result of my “repetitive” vocabulary lessons?
I guess repetition has its merits, after all.
It’s easy to doubt myself. I do it a lot. My self-doubt has, at times, caused me to alter my teaching when I’ve suspected it wasn’t working. My self-doubt has, at times, even caused me to discontinue a particular unit or strategy.
And to be honest, I had thought about pushing the pause button on these vocabulary lessons. However, when I read the word “inimitable” in my students’ drafts, I changed my mind.
Exposing kids to new words during a four-day week’s worth of bell-ringer activities seems to be taking hold. When kids acquire new words and then use them to express themselves in poetry or a personal essay, that’s all the confirmation I need to stick with my plan. These two students have given me enough incentive to stay with these vocab lessons and not alter or discontinue them just yet.
Are you like me in this regard? Do you question whether your vocab instruction is helping your students? Don’t assume it’s not working. Continue to expose your students to new words that will give them the precision they need to fully express their ideas in writing. Don’t give up on your vocabulary instruction. Keep with it. Persevere.
This vocabulary pep talk has been brought to you by me. Seriously, vocabulary gets short shrift; kids need to acquire an extensive vocabulary as they transition to high school and college or the workplace. What are your tried-and-true vocabulary lesson ideas? Feel free to share and then follow my blog for more reflection!
Note: I published this post about a year ago when I first attempted an after-school NaNoWriMo program. This year, I have recently moved and am now teaching high school. I hope to eventually host a similar after-school NaNoWriMo program in my new district, but for now, I’ll just look back fondly on last year’s endeavor.
I’m finally doing NaNoWriMo with my students. Well, sort of.
All during November, about fifteen students ranging from fifth- through eighth-grade arrive in my room after school and write for forty-five minutes. I only know a little about what they’re writing. That’s because I’m busy working, too, on my own project… what I call my “historical memoir project thing.” Yes, you heard right. I’m doing NaNoWriMo and I’m not even writing a novel. Oh, well. You gotta start somewhere.
No, the NaNoWriMo in my classroom is not a full-blown NaNoWriMo experience. I don’t have the official posters, or the workbooks, or the full curriculum. But we’re still having a good time getting together after school and just writing.
From some conversations I’ve overheard around my classroom, I know some kids are writing fantasy stories. Some are writing sci-fi. One kid is writing about a worm. Regardless, each student is writing for themselves and that’s the key.
In case you’re unfamiliar with NaNoWriMo, it stands for National Novel Writing Month, when writers around the country write a first draft of a 50,000-word novel. There’s a youth version of this challenge, where students set personal goals to accomplish the first drafts of their own novels, and that’s what we are attempting in my classroom every day after school all November long.
I’ve thought about doing NaNoWriMo for a few years, and finally, last summer, I decided I would stop waiting to do it “right” and, in a nod to Nike, “just do it.” So, in June, I tested the idea with my students with a teaser post on my private class Instagram. Several were interested, including some recently graduated students who were disappointed that I hadn’t tried it when they were in middle school.
Jump forward to last Monday, Nov. 5, the first day on my calendar that we could meet. At the end of the day, when I was tired and definitely ready to lay out my plans for Tuesday and head for home, I asked myself Why did I ever decide to do this?!
However, now with that first week behind me, I’m so glad I “just did it” because my lame version of NaNoWriMo is already illuminating two truths that are easy to forget:
It’s amazing how dedicated kids can be when they’re personally motivated. The mood in my classroom during NaNoWriMo is quite different from my regular classroom, which always contains a few students with little desire to pursue writing. They distract others. They sharpen their pencils four times an hour. They need drinks and bathroom breaks. But after school during NaNoWriMo, it’s a different world. These kids are choosing to write, imagine, create, produce, and they go at it earnestly and with enthusiasm.
Some kids have writing lives outside of school. It’s gratifying to know that there are several students who are writing on their own, at home in notebooks, and online. They “own” these works… no teacher has asked them to outline their ideas, no teacher has asked them to turn in a synopsis or a summary.
Plus, these kids are excited to get to work. I’m amazed that—after eight hours of classes, mind you— my NaNoWriMo kids willingly (with smiles on their faces!) walk into my room with their coats and binders, drop them into a chair, get a laptop from the computer cart, sit down, and write. And think. And quietly chat with others at their table.
It’s a social get-together, after all. I bring snacks of some kind on Mondays, but for the rest of the week, the kids bring their own if they need to. Some bring an orange, some a small bag of chips or crackers, but most don’t bring food.
What they do bring is their imaginations, their productivity, and their determination to get something down on paper. I’ve made sure to tell them that NANOWRIMO is the time to shut off their “inner editor” and just get words on the page. Revision can happen later.
At the end of the hour, we fill out our word-count goal chart. On this chart, we’ve each listed our names with our word-count goal for the month at the far right. If a student reaches their word-count goal for the day (the monthly goal divided by the number of days in the month), they put an X on the chart in that day’s column.
We’ve kept our goals reasonable. Next year, we may be more ambitious. This is not a real NaNoWriMo after all. However, it’s a start. We each have a word-count goal. We each have a project to work on and the dedicated time to work on it.
Who would have thought that I would have accomplished real progress on my “historical memoir project thing” in just forty-five minutes a day… at the end of a busy school day… with twelve to fifteen middle schoolers in the same room?
Thanks for reading! Have you ever tried NaNoWriMo? How was your experience? Did you participate with your students or was it just a personal challenge?
I would love to try NaNoWriMo with my new high school students eventually, but first things first. This year definitely presents a learning curve for me with adjusting to older, more reserved older students.
I’m trying these four short vocabulary bell-work tasks to help kids better learn new words
I recently signed up to receive weekly email updates from the Sadlier School. As part of the email, I receive a free “Power Word of the Week” email from the Vocab Gal’s blog. I’ve been using these “slides” in my classes as a vocabulary bell-work activity. I’m trying four different activities with each new Power Word, so for each day of our week, we can spend a few more minutes to learn the word better. (Yes, you read that right. This year, our district has switched to a four-day week. I’ll let you know how that’s going in an upcoming post.)
The Power Word of the Week slide defines the word, uses it in a sentence, and then asks students to write their own sentence using the word.
Here’s an example of the slides:
We follow the slide exactly and students write a sentence using the new word. Sometimes, depending on the new word, I’ll ask a volunteer to think of a random word (popsicle? frog? hockey?) to throw into the sentence, so the sentences they write will contain both the new word and the random word. It adds more interest to the standard “write a sentence” activity.
The next day, I put the same slide back on the screen and ask students to review the definition and then use it in another sentence. However, this time they must use the word in a sentence about a topic covered in a recent Article of the Week assignment. We recently used the word “gossamer” in a sentence about California’s Fair Pay to Play Act; we also used the word “paragon” in a sentence about robotic bee engineering in the Netherlands.
Here are some student-written examples:
California’s reasons for paying athlete’s for endorsement deals were like gossamer in the eyes of the NCAA.
Scientists from Delft University are working to engineer robotic bees that, if forced to do the work of real bees, will be paragons of nature.
I’ve also asked students to write sentences using the Power Word plus a Power Word from a previous week. This keep the new words in our working vocabularies and increases the chances that these new words will be retained.
On this day, I ask students to make more connections. We take the Power Word and invent an app that is called the word. For example, imagine there’s an app called “Paragon,” then…
Write two to three sentences that describe the features of the app. What would an app called Paragon do?
Write a user review of the app that shows knowledge of the word.
If you have time, ask students to create a logo for the app. This is key if you do this add-on: ask students to make sure the logo illustrates in some way the word’s meaning.
Here are two examples of the Create-an-App activity completed as bell-work:
Two other student examples:
The Perpetuate App…This app helps you find out who your ancestors are. It does that so you can perpetuate their customs.
Use the app Perpetuate… to make any moment in life permanent or long-lasting. Make great life moments last forever.
On this day, I ask students to write a haiku poem. (Many students tell me they haven’t written a haiku since third or fourth grade!) I write one of my own as an example and post it on the board. Students then get started on their own. The requirements: 1) their haiku must be three lines long and contain five syllables in the first and last lines and seven in the second; 2) The poem must contain the Power Word; 3) The poem must be nature-related, in keeping with traditional haiku poetry.
Here’s an example I recently used in class with “fend” as the Power Word:
Soar above, pointing south to
Fend off winter’s wrath
I love words, but I’ve always been perplexed by the best way to increase students’ vocabularies. Rote memorization doesn’t work. Neither does working with a new word every day for that day only. On the other hand, spending five to ten minutes over the course of four days to explore a new word seems, so far anyway, to be a viable option… at least one worth testing out.
When we’ve covered ten or so new Power Words, I’ll assess students to see how well they’ve retained knowledge of the words. I’ll let you know how that goes.
Thanks for reading again this week! In my previous teaching position, my students practiced their cursive writing everyday for bell-work. Since my new students haven’t written in cursive in years, I decided to not fight the cursive battle, and have them learn some new vocabulary instead. So far, I think it’s working.
Stay tuned (in other words, follow my blog!) to receive the follow-up post where I’ll report on a summative assessment.