Reflection: Grappling with Complexity Writing a Crime Report of Homer Barron’s Murder, Day 2 of 3 - Section 2: Mini Lesson On Nominalization


This is the second time this year I address nominalization. Based on the level of participation when we work on this skill collaboratively and on the responses they provide, I can tell two things: they understand the idea I am trying to teach them, they find this a challenging task. For instance, they are able to identify the strongest ideas once we have brainstormed a list. However, to formulate the actual sentence, I had to step in and modify words or add words or structure part of the sentence. This is because students are still learning to gain control of language and struggle when trying to structure language that communicates larger ideas. I’ll see how this lesson shows up in the conclusion of their report.

  On Teaching Students To Write Academic Papers
  Grappling with Complexity: On Teaching Students To Write Academic Papers
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Writing a Crime Report of Homer Barron’s Murder, Day 2 of 3

Unit 8: A Rose For Emily
Lesson 5 of 6

Objective: SWBAT analyze textual details in “A Rose For Emily” by considering them clues Faulkner presents to guide the reader to conclude the main character is a murderer. SWBAT take a step towards more sophisticated writing by collaborating to identify and formulate abstract concepts.

Big Idea: Collaborating with students to tackle big ideas in writing may inspire them to do the same when they write individually.

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