Reflection: Performance Tasks Speaking Out! Narratives published in voice recording and writing. - Section 2: Written Reflection on


Overall, how did the students do?  

In one sense, quite well.  We explored some of the literary aspects of narrative writing such as figurative language (W.9-10.3d) and precise characterization and dialogue (W.9-10.3b).  Our next unit will focus on reading a challenging novel, Fahrenheit 451, so I think that the students will be ready to read Bradbury's often thick, figural descriptions with a new appreciation.  Now that my students have created original characters and attempted to make their plights emotionally impactful for an intended reader, I think that their own reading will be strengthened.  

In another sense, we still have some room for sharpening up grammar and mechanics as well as some attention to word choice.  I see these still-present opportunities  for growth as evidence of the need for a stronger writing process.  We worked to extend the writing process in this unit by exploring drafts in a writer's workshop and by using peer editing, but in the future, I would like to expand what we are doing and use the building-level writing center that is available to students most periods or even have "mandatory" office hours for them to come and get help.  These ideas are just a couple of examples of ways in which we can expand the writing process and make it more rigorous.

  On the quality of student work
  Performance Tasks: On the quality of student work
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Speaking Out! Narratives published in voice recording and writing.

Unit 3: In My Mind's Eye: Writing Powerful Narration
Lesson 10 of 10

Objective: SWBAT publish a final spoken and written draft by completing a final manuscript in two modes of expression.

Big Idea: Story Slam! student voice in writing can be activated by engaging in vocal performance.

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120px patrick watson performing with a megaphone at de melkweg  2009
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