Reflection: Perseverance F451 Reading Assignment 2: Day 3 - Section 1: Anticipatory Set


In alignment with the standards, students are expected to participate in a range of writing types and purposes, from informal and brief, to thorough and well-developed over a more extended time frame. That being said, students are expected to be comfortable and familiar with and participate fully in the formal writing process: planning, pre-writing, revising, editing, and publishing. In my experiences and through conversations with many a colleague, I have come to understand that most students will simply skip over the planning and/or pre-writing steps if given even a glimpse of opportunity. In my conferences with students about this process, I have learned that most students believe that this will save them time in the long-run. They simply do not, yet, have the bigger picture perspective that would allow them to see that careful, thorough, and effective front-loading often saves time and energy later on. They do not realize that taking the time to think, process, and think some more will allow them greater understanding and ability to communicate said understanding to others clearly and effectively. 

My plan in rolling this assignment out to the students in this way is to allow them to reach these conclusions I just shared on their own, thus making it a more relevant and genuine learning experience for them. If they are not directly made aware that they are participating in the steps that they would skip over if given the chance, they are less resistant to it, and thus will get more out of the experience, better preparing them for the steps to come. Ultimately, I would like them to see the change in their ability to write, due in large part to planning and processing fully first. I would like them to see the value of the complete process for themselves. I would like them to own this and more consistently choose to fully engage in the complete writing process when relevant and/or required of them, but not because it is required, rather that they see why and how it will help them achieve greater levels of success each time. 

  Why I Roll Out the Writing Assignment In This Fashion
  Perseverance: Why I Roll Out the Writing Assignment In This Fashion
Loading resource...

F451 Reading Assignment 2: Day 3

Unit 5: Fahrenheit 451 - Novel Study
Lesson 6 of 16

Objective: Students will apply language and reading comprehension skills as they read each section of the novel, while continuing to build upon current skill set and abilities.

Big Idea: Conformity Versus Individuality

  Print Lesson
Add this lesson to your favorites
English / Language Arts, theme (Reading Comp), Reading, fahrenheit 451, bradbury, individuality, anticipation
  50 minutes
Similar Lessons
Writing About Independent Reading
8th Grade ELA » Independent Reading
Big Idea: Finding ways to assess a student's critical thinking about their reading.
Demarest, NJ
Environment: Suburban
Toby Sorge
Looking through the Lens of the the First Person Narrator: Refining Our Focus
8th Grade ELA » Looking through the Lens of the First Person Narrator
Big Idea: In opening paragraphs of first person novels and memoirs, authors reveal key details about the speaker, the setting and the conflict.
Leonardtown, MD
Environment: Suburban
Devon  O'Brien
Voice, Tone, and Mood: What Are These And Why Do They Matter?
8th Grade ELA » Literary Analysis: The House on Mango Street
Big Idea: Don't use that voice! Watch your tone! I'm not in the mood! Using what students already know and applying it to writing.

Environment: Urban
Julianne Beebe
Something went wrong. See details for more info
Nothing to upload