Stephanie's Guide to Teaching Writing

  Creating the Lesson For this lesson, I chose to have students create a recipe for the most disgusting food using imagery and sensory details to appeal to their readers. When starting this assignment, I browsed the internet for possible inspiration looking for something I knew the students would enjoy. When I found an example of the world's most disgusting sandwich, I instantly had an idea! I wanted students to create their own recipe but how could I make this educational and adhere to the standards? Have students create their own recipe while incorporating imagery! I thought this would be an exciting activity that the students would enjoy.  Teaching the Class I have completed a number of teaching demonstrations during the past few years of my academic career. However, this was my first virtual classroom experience, and I was a bit nervous to be teaching a class through the computer. But there is a first time for everything! I believe I did well keeping a good pace and tone while

Introduction to Assignment        For this assignment, we were asked to create a short demo lesson on argumentative writing using the New Jersey English standards. We developed a SWBAT, designed a class activity, along with a short script, and a model example for our students to follow.  Creating My Lesson     To begin my class, I asked my students to raise their hands and share their knowledge of argumentative writing. Afterward, I read aloud the SWBAT so that students knew our topic of focus. When thinking about my lesson I wanted to choose a topic that students would be able to relate to and feel strongly about one side in particular. That being said, I chose the question: Should cell phones be allowed in the classroom? Students then had thirty minutes to read the article I provided and were given instructions to: write a response supporting their argument using evidence from the source, discuss counterarguments, and use their own personal experience if relevant. I put emphasis on t

How Bright It Is April. And the air dry As the shoulders of a water buffalo. Grasshoppers scratch at the dirt, rub their wings with thin legs flaring out in front of the soldiers in low arcing flights, wings a blur. The soldiers don’t notice anymore, seeing only the wreckage of the streets, bodies draped with sheets, and the sun, how bright it is, how hard and flat and white. It will take many nails from the coffinmakers to shut out this light, which reflects off everything: the calloused feet of the dead, their bony hands,  their pale foreheads so cold, brilliant in the sun. -Brian turner  How Bright It Is, a poem written by U.S Veteran, Brian Turner, uses imagery of light to convey the realities of war and the trauma felt as a veteran. Additionally, Connie Wanek, uses imagery in her poem After Us, as she writes about a terrible rain causing damage to a beautiful place. I chose these two poems because I imme

  Authors note  While working on this piece, I wanted to choose words that the reader would be able to feel a connection to or a sense of emotion. The meaning behind this poem can be felt in different ways, leaving it up for interpretation for the reader. Enjoy reading! This prompt definitely challenged me, putting me outside of my comfort zone. Looking at my bookcase knowing I have never highlighted, annotated, or touched a pen to one of my books, I knew I wanted to try something that would challenge me. I looked through a dozen different books, scanning the pages, my mind overwhelmed with ideas. It was an incredible experience trying to create my own thoughts while reading someone else's. I chose the words, “When I find her, the universe stops. She walks toward me. Together. Always.” When I saw the words ‘universe stops’ I knew I wanted to build from there. The universe, to me, tends to have an overwhelming connotation as it is so vast and unknown. It immediately gives you this d

     From our course readings thus far, I have encountered many helpful strategies for teaching writer's workshop in the classroom. Two strategies I particularly like are mini-lessons and rereading.  As a future educator, I know how important it is to be an effective teacher. With that, I often wonder, how do you know when your students are learning? Mini-lessons can be used in the classroom to gain an understanding of where your students are struggling or excelling.  In chapter three of Teaching that Makes Sense, Steve Peha writes, " If the mini-lessons are delivered in a thoughtful and entertaining way that addresses legitimate student needs, and students are given encouragement and ample writing time to try out the new things they’ve learned, the concepts will begin to show up in their writing". Rather than give students an assessment, you can utilize class time by taking advantage of mini-lessons and focusing on the student's needs. In addition, we know some stude