In this two-part video, Bobby Shaddox's and Karen Mac Donald's sixth-graders at King Middle School in Portland, Maine, engage in a highly structured sequence of writing lessons in order to create the final product of their Rules to Live By learning expedition.The final product is a Rules to Live By Poster, which includes their personal rules to live by as well as the story of a major world leader.
In this two-part video, Bobby Shaddox's and Karen Mac Donald's sixth-graders at King Middle School in Portland, Maine, engage in a highly structured sequence of writing lessons in order to create the final product of their Rules to Live By learning expedition.The final product is a Rules to Live By Poster, which includes their personal rules to live by as well as the story of a major world leader.Tags: Catcher In The Rye Mr. Antolini EssayJunior Product Manager Cover LetterDrafting An EssayCompare All Office 365 For Business PlansPitt Dissertation SearchObserving At Play EssayBell Hooks Teaching Critical Thinking
After gathering information, I did an extensive lesson around plagiarism, quoting and paraphrasing.
I acknowledged the ease of which we can now copy and paste text from one source into another with technology, but I emphasized the need for a writer’s own understanding, words and voice to come through, and that if you use information from research, you need to point to it with citations.
He suggests a simplified note-taking system, and he urges teachers to allow students to have choice in the matter of topics, within a larger frame. This year, I found great success with my students’ ability to generate a topic of interest: ► I tapped into a new tool in Google Docs for gathering information; ► shortened the writing expectations to focus on structural development of essay; ► reinforced paraphrasing and quoting while arguing against the plagiarism of copy/paste; and ► added in “extension activities” that allow students to move beyond the essay itself to show understanding with media projects.
The result was a satisfying few weeks of research-based writing, and even my struggling writers made significant progress in writing longer pieces, not to mention learned how to effectively use the Internet for research (done in conjunction with lessons coordinated with our school librarian).
All around her, classmates were putting away laptop computers.
She had spent the past 30 minutes writing with intensity and passion.
I still remember a monumental, and nearly insurmountable, research project that I was assigned in elementary school on an African country.
It caused no end of frustration at the time and the memory of it still gives me shivers.
As teacher, I also was writing my own essay a day or two in front of them (my topic was Loggerhead Turtles, which connected to the novel, , that two classes were in the midst of reading, so my essay had two functions: make visible my writing process and give them information about Loggerhead Turtles).
I annotated my draft files, printed them out to share with students, found and corrected mistakes, and talked through what I was doing, both my struggles and my success.