There is a diversity and richness of inner language that flows in all of us.
When we write, we dip into that flow and pull out ideas and words to put down on the page.
There is an anxious feeling that a word or phrase will slip by before we get it on the page.
Sometimes it is difficult to draw out the students’ inner language.
Our goal in teaching writing is to teach writing in a natural way, to get out of the way of our students. It is to make writing a part of their lives just as it is a part of ours.
We tend to teach writing in steps, but writing processes are recursive and do not follow neat separate steps.
We should introduce our students to a variety of ways of beginning, drafting, revising, and completing their work.
Help students develop fluency – get students comfortable with the language.
Control – coach students, and don’t discourage them.
Precision – Students should begin looking for better words and better constructions on their own.
Give students examples of writing that give students a feel for language, voice, and syntax.
Offer constraints (structure) but give students freedom to express themselves.
Students can’t be taught, but they can be coached. Coaches don’t advise, they listen and ask questions.
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2 comments:
Dear Ginny,
Lens 1:
Fairy Tale! You did a great job with this lesson.
Lens 2: Articulating best practice.
I really like the way you scaffold the entire lesson. I appreciate the steps of the fairy tale and them being on the internet.
Lens 3: The Texas language arts standards and benchmarks.
1B write in a voice and style appropriate to audience and purpose
5B respond productively to peer review of his/her own work
6A expand vocabulary through wide reading, listening, and discussing
7B rely upon his/her own background to provide connection to texts
7D construct images such as graphic organizers based on text descriptions and text structures
8C read world literature, including classic and contemporary works
9B compare text events with his/her own and other readers experiences
11B analyze the relevance of setting and time frame to text's meaning
11C analyze characters and identify time and point of view
11D analyze basic conflicts
Lens 4: Extensions and adaptations.
I could definitely use this in my classroom. I won’t even modify the text! Kidding. I will definitely use this with The Crucible.
Lens 5: Questions
None at this time.
Thanks for a wonderful lesson! You did a great job!
Rediesha Thompson
Dear Ginny,
Lens 1: Describing affect for teachers and learners.
I liked how you called on our prior knowledge by asking us what we knew about fairy tales. The fairy tale you read was very cute, setting the stage for an enjoyable lesson. You had a very friendly and kind demeanor. I am sure you are an excellent teacher.
Lens 2: Articulating best practice.
You kept us actively engaged the whole time. We all had the opportunity to respond to your questions. We had to read a fairy tale and analyze it together and get inside a character’s head. We worked in groups, as a class, and as individuals. We had to do some critical thinking in trying to decide which princess we were.
Lens 3: The Texas language arts standards and benchmarks.
Thanks for outlining them.
Lens 4: Extensions and adaptations.
I thought it was a great lesson and if I ever do fairy tales, I will definitely use it.
Lens 5: Questions arisen
None. I was a terrific lesson and I really enjoyed. You did an outstanding job!
Thank you. Di
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