Derek Jackson Beth Myers ENGL 310 December 5, 2013 Writing Program
Philosophy In my 11th grade English classroom, I will implement multiple opportunities for students to learn through practicing. I will create a writing environment where students will feel safe to explore creativity, diversity, and critical thinking.
Course Methods Build confidence and help create student voice (Kirby et. al 42). Create various writing environments for students (Kirby et. al) Be a Teacher-Coach (Neman 22) Teach the Writing Process (Neman, Chapter 4) Encourage students to be Fair, Not Neutral when persuading (Neman 204) Grow academic knowledge and skills (Neman 539)
Common Core State Standards Initiative *[Link]-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. *[Link]-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Common Core State Standards Initiative: English Language Arts. Common Core State Standards Initiative. Web. 14 Nov 2013. Neman, Beth. Teaching Students to Write. New York: Beth Neman, 1995. Print. Kirby, Dan, D. Kirby, and T. Liner. Inside Out: Strategies for Teaching Writing. Third Edition. Portsmouth, NH: Heinemann, 2004. Print.
Classroom Diagram Students sit in groups My desk at the front of the room by the door Ample whiteboard space for writing Bookshelves of writing materials and guides Educational posters guiding selflearning
Student Desks
Bookshelves
Calendar of Assignments
Monday
Tuesday
Wednesday Start Reading TCITR
Thursday Continue TCITR
Friday Continue TCITR
Week Exploration Introduce 1 of Identity The Catcher in the Rye Define Identity Week 2 Finish TCITR Share Journals Character Recipes Introduction Assign CR for HW
Journal Journal/MultiAssignment media project Share CRs and Multimedia project Discuss Holdens Depression When? Why?
Journal Exploring Themes in TCITR
Week Discuss Research/ Explore Peer Edit 3 Paper over Brainstorm/ introduction Introductions Identity/ Outline writing Prewrite Prep Work
In-class paper writing
Week 4
Revision #1 Due and Peer Edit
Teacher Revision #2 Conferences/ Due and Students Peer Edit edit
Teacher Conferences/ Students edit
Final Draft of Paper Due
Assignment #1: Character Recipe Students: You will demonstrate your understanding of one of the characters in the novel by creating a recipe that highlights their characteristics. You may want to include some of the following in your recipe: personality, actions, word choice, mannerisms, etc. Remember that a recipe includes ingredients and preparation!
Name________________________________Date_______________________Period_________ Character Recipe My character:___________________________________________________ Ingredients:
Preparation:
Teacher: Students will create a Character Recipe to demonstrate their understanding of the personality of a character in the novel that we are reading. They can choose any character within the novel. Below is a basic example for reference. They will have one day to complete the assignment and will be asked to share them the following day.
Harry Potter 1 lightning bolt scar 1/3 cup courage 1 gallon polyjuice potion
Boil the polyjuice potion for 3 years stirring occasionally. Then, add the courage until overflowing. Garnish with the lightning bolt scar.
Assignment #2: Peer Editing Students: Use the PQN technique discussed in class to review 2 of your peers essays. Remember to give positive, constructive feedback. The purpose of this revision is to address cohesion and fluidity; therefore, your comments should reflect these components.
Authors Name___________________________ Editors Name_________________________ P- Praise:
Q- Questions:
N- Notices:
Teacher: Students will use the class period to review each others essays. They will each need 2 handouts of the PQN Editing technique. These are located in the folder. Students should spend about 30 minutes with each partner. Talking is appropriate for this editing process in order to receive adequate feedback; however, students should not be too loud that others are distracted. **If at any time students seem to be off task, you can have students separate themselves and work silently and individually on their own essays.
Assignment #3: First Day of Classes Students: Answer the questions below about your thoughts, feelings, and concerns about writing. Then, choose one of the questions and write a one page letter to me about this topic in detail. What you share will be confidential between you and me. Feel free to include whatever you would like in order to satisfy your thoughts. A Letter to Me Name__________________________________Date__________________Period__________
1. What are some of your strengths when it comes to writing?
2. What are some of your hesitations about writing?
3. What types of writing do you prefer? (Expository, creative, fiction, fantasy, ect.) Why?
4. Describe a memorable writing experience. What makes it so memorable? (5 sentences min.)
5. If you could write about one topic in the world, what would it be about and why?
Teacher: This assignment is to showcase the need for teachers to have an understanding about their students. Students should feel that they have a safe environment where they can express their thoughts, beliefs, and ideas without feeling apprehensive or nervous. This assignment is intended to create a safe writing environment and build trust between you and your students.