Reflection: Trust and Respect Taking Note of Famous Landforms - Section 2: Independent Practice

 

One of my students asked me if the interesting facts she’d written were interesting. I told her to ask herself if the information would make a person say, “Wow! That is so interesting!” She decided they were not, so she went off to revise. After she wrote them, she asked Daniel, who was sitting next to her, to read her facts and tell her if they were interesting. When he was done reading, she said to him, “That’s pretty amazing, huh?” (It was about the height of Mt. Helens.)

Three things came to mind from this, even though neither was the focus of the lesson. One, allowing students to select their own landforms meant they were hooked into what they were writing about. They were interested in the subject and more inclined to their best work. Two, Katie took her audience into consideration by asking Daniel whether or not he thought her facts were interesting. I stress to my students that the goal of writing is to make others want to read it. Her awareness of audience meant she has internalized this.  Thirdly, I found it interesting that she decided to frame the interesting facts as a question. She's starting to take risks with her writing. This is the type of confidence I work to instill in my students. She decided to do something different and risk sharing it with a fellow student.

 

  Trust and Respect: Getting Interesting Feedback
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Taking Note of Famous Landforms

Unit 14: Writing Informational Text
Lesson 1 of 4

Objective: SWBAT gather information from digital sources, take brief notes on sources, and sort evidence into provided categories.

Big Idea: Students begin conducting research in preparation for writing an informational paragraph.

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canyon
 
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