ela master teacher project » New & Popular in English / Language Arts

2135 teachers viewed a Lesson

Comparison/Contrast Essay Planning

8th Grade ELA » Unit: Student-Created Essays and Creative Writing
Big Idea: Planning is a key component of the writing process. Technology can help!
52 teachers viewed a Video

Illuminated Poem %22Still to be Neat%22.mp4

A-P-P-L-A-U-S-E: Put Your Hands Up for Illuminated Poetry Presentations

12th Grade ELA » Unit: Romantic, Victorian, and Modern British Poetry
Big Idea: "Never trust the artist. Trust the tale." --D. H. Lawrence
72 teachers viewed a Reflection

Concept Attainment

     Students seemed to understand the basic concept of Ethos.  They understood that Ethos is persuading someone by mentioning a person you trust that supports your claim.  At their age, they are not familiar with known experts.  So, they will often mention their parents as someone that you trust.  This concept of trusting others (strangers to them) that have expertise in the topic to support their claims needs further exploration.  However, students are creating prior knowledge for later grades even though the knowledge attained are at a very basic level at this age and time, as evident from student Ethos artifact.

     Complex tasks require multi-tasking and overlapping multi-step subtasks to achieve the goal.  My students are just beginning to learn how to perform these multiple tasks scaffolded by having a partner to help complete these tasks.  Students are asked to research topics that support their opinions, organize these topics using a graphic organizer, synthesize their findings to create a presentation, and communicate conceptual knowledge learned by orally presenting to the class.  It will take time to develop automaticity and finese in student performance.  I allow ample opportunity to practice these skills.

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2nd Grade ELA » Unit: Persuasive Techniques
996 teachers viewed a Lesson

Reaching the Summit: Mountains and Nonfiction Text Features (Left Side)

4th grade ELA » Unit: Climbing the Mountain: A Path to Understanding Nonfiction
Big Idea: Students need to know what nonfiction text features are and how to use them to help them understand the text.
22 teachers favorited a Lesson

Using Poetry to Understand History

7th Grade ELA » Unit: What Happened to Emmett Till?: Analyzing Multiple Sources to Discover History
Big Idea: When poetry and nonfiction meet, we better understand historical events.
9 teachers favorited a Reflection

Students Continue to Draw on Literary Analysis Structure

I decided to have students do this as pre-test not only regarding AP exam performance, but more importantly to identify what I should address when teaching argument writing coming up in a few weeks.  I found that having students write a couple narratives during this unit has helped me construct the memoir-writing unit by identifying some key areas for improvement.   Additionally, in my first two writing units on rhetorical analysis essays and synthesis arguments, I found that I had to back-track after reading their drafts far into the process because they were drawing too heavily on the standard literary analysis structure they've learned up to this point.  I wanted to see if that is still the go-to structure for this different type of argument where they are expected to draw largely on their own experiences and knowledge for evidence.

In my initial read, it seems that in fact some students did draw heavily on their previous knowledge.  A number of them seemed to analyze the quote and its meaning rather than use it as a platform to jump off of into their own views--or at least this back and forth was imbalanced toward analyzing the quote (attached here Student Samples for print.docx are two partial essays; both tend toward analysis of Woolf rather then their own unique perspective addressing the prompt).  So I will make sure I spend more time on differentiating this essay from the literary analysis.

Clearly there is a general hole in how students are being taught to write arguments, with too much emphasis on literary analysis; we clearly need to broaden instruction not only to align with the CCSS, but also to help students grow as writers.  In defense of teachers, the high-stakes assessment all sophomores take in Massachusetts (MCAS) includes a writing portion that is a literary analysis. . . thus the emphasis on that genre of writing.  I don't think that teaching other forms of arguments will keep students from scoring well on that one (it will likely help them, since they will have a deeper sense of language function), but it is sometimes difficult to take that risk in the high-stakes environment.  Nevertheless, it is an issue I'll bring to my department as we try to align our courses with the CCSS in a way that benefits students.

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Rhetorical Analysis of Virginia Woolf/Formative Writing Assessment

11th Grade ELA » Unit: Thematic Unit: Gender and the Rhetorical Power of Narrative
35 teachers favorited a Reflection

Student Work

Topic Sentence: Where does it go?

1st Grade ELA » Unit: Writing Based On Research
24 teachers favorited a Lesson

Cosmically Cool Planet Research! Day Seven: Rough Drafts Take Two

3rd Grade ELA » Unit: Out of this World! Exploring Enriching Literature and Cosmically Cool Informational Text
Big Idea: The students complete their planet report rough drafts today!
Gina Wickstead added a Video
Gina Wickstead added a Video

Reflection on Student's "Best" Line of Writing

Using "Firsts" and "Last" Times in Our Lives to Write Meaningful Moments

7th Grade ELA » Unit: Using Mentor Texts,Generating Ideas and Planning for Drafting Memoirs
Big Idea: Creating meaningful moments from your "firsts" and "last" times
Leah Braman added a Lesson
Leah Braman added a Lesson

Practice Two Identifying Claim and Evidence

11th Grade ELA » Unit: Finding and Evaluating Claim and Evidence in Informational Texts
Big Idea: Society and government, dependent in nature and claims.
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