Reflection: Student Ownership Heads Down Writing; Heads Up Conferencing - Section 2: Writing and Quick Conferences


MOST students worked diligently for MOST of the time.

I have tried hard all year to set a culture of respect and part of that means respecting everyone's time, including mine. I am known for repeating "my time is a terrible thing to waste." I expect my students to come ready to work, and for the most part, they do. It helps that four of the six freshmen class times are first period, so they don't have much will to fight me! This class, however, was Friday afternoon and a few of the students were rowdier than usual. I think it helped that they knew my sayings because when they did start to giggle or get distracted, I could redirect them quickly. Despite the distractions, I was able to talk to every student at least once and many of them twice. The essays are coming along. The intro paragraphs are really great, but the body paragraphs still need work, specifically they need a "more blue," what we call analysis statements, which should reveal theme.

  Writing in the Afternoon
  Student Ownership: Writing in the Afternoon
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Heads Down Writing; Heads Up Conferencing

Unit 8: Long Composition on Choice Reading
Lesson 8 of 8

Objective: SWBAT write arguments to support claims in an analysis of a text, using valid reasoning and relevant and sufficient evidence by writing an analytical essay on a book of choice.

Big Idea: Quick, informal, but personal conferences can strengthen writing and build confidence.

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writing quietly
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