Classroom Contributions RW2
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Course = RW
Level = 2
Category = Journal
Task
Core Task = Journal Partners
Center = UNCG
Semester = Spring
Term = 1
Year = 2000
Instructor = kristy perry
E-Mail = [email protected]
Report Text = I didn't have students keep a journal. I preferred to keep them
busy with more paragraph writing. Activities which grew from tasks Some students
did explore their cultures and feelings when creating paragraphs (especially the
compare and contrast paragraphs).
Course = RW
Level = 2
Category = Journal Task
Core Task = E-Mail Journals
Center = CSM
Semester = Fall
Term = 2
Year = 2000
Instructor = Andersen
E-Mail = [email protected]
Report Text = The journal task was set up as an e-mail journal task with each student writing to another student and copying it to me as the teacher. I did not give them specific topics, and assigned a total of eight journals spaced approximately once a week. Students were unclear on the concept and frequently missed assignments or sent me in-class paragraphs as journals. I did not correct the journals in order to reduce stress on the students; unfortunately, because students were unclear on the concept, this was confusing to them, and they didn't seem to understand why I was allowing them to write in this case without correction. I would recommend set topics for this level, but I still wouldn't correct the journals. I think this was a class-specific problem.
Course = RW
Level = 2
Category = Journal Task
Core Task = Personal Journals
Center = ISU
Semester = Spring
Term = 1
Year = 2001
Instructor = Patrick Nolan
E-Mail = [email protected]
Report Text = In my class students write two journals per week about any topic they choose. Although there is always some grumbling at the beginning and some excuse making during the term, I think they all appreciate this writing practice and without a doubt, they all improve their writing. I tell them at the beginning to focus on expressing personal ideas that are important to them and to not worry about perfect spelling, grammar or punctuation, and I generally do not correct their journals so they feel less constrained when writing. I always respond to their ideas, if appropriate. The important thing, I tell them, is to write and to get used to writing in English every day to express themselves! The idea is to learn to write unselfconsciously, as if they were speaking naturally. For some it is easier to write than speak, so it is an especially welcome opportunity. For many it is a new concept, but they usually like the idea once they begin. The wide variety of topics students discuss and their varying levels of self-expression always amaze me. Journals tell me a lot about them and how their writing is progressing over a two-month period. Of course some students grab this opportunity and write long, interesting, personal journals while others tend to just describe the events in their daily lives. Some write about their countries and issues at home, some write observations about the US, and some write more philosophically. I assess my students' journal writing according to the time they spend writing and the thought they put into it. Reading their frequent free writing makes it possible to gauge real progress and to see how students adopt what they are learning in class to their personal writing styles. The grade a student receives in RW 2 is highly dependent on their journal writing because it indicates their level of involvement, their progress and focus. Students who regularly write two or three page journals and discuss topics in-depth are usually "A"students, while those who do the minimum just to meet the requirement tend to be "C" students. I feel that personal free journal writing with no assigned topics and little emphasis on grammar is extremely helpful to students on many different levels and helpful to teachers as an ongoing assessment tool.
Course = RW
Level = 2
Category = Journal Task
Core Task = Journal writing
Center = UNCG
Semester = Spring
Term = 2
Year = 2001
Instructor = Lynn
E-Mail = [email protected]
Report Text = I have the students freewrite a couple of times a week on topics related to something we've read in class. They are to react to the topic (i.e. give their opinion or talk about how it is similar or different in their own culture). They then give their writing to another student and that student writes a response to the first student's ideas. I also read and respond to both. I always tell the students ahead of time when I am going to have other students read it..and we talk about the importance of considering your audience when you write something. I do not mark these for grammar problems, but I will ask when I don't understand something because of the grammar. The topics we have read and written reaction journals to include current examples of slavery (Benin boat), the place of women in the family, body piercing and tatoos, etc. I think the students enjoy reading the comments of their classmates and seeing how they are the same or different. They learn that other people may have very different reactions to the same reading - even when they are from the same culture. I also think the idea of audience is really clarified when they know their classmates will read what they have written.
Course = RW
Level = 2
Category = Journal Task
Core Task = E-mail journals
Center = ISU
Semester = Spring
Term = 2
Year = 2001
Instructor = Allyson Newport
E-Mail = [email protected]
Report Text = This term we had two sections of RW2, so we decided to have the two classes be e-mail journal partners. Twice a week the students e-mailed someone from the other class, and each week they changed partners. The journal topics were based on the novel that they were reading. Here are a few examples of some of the topics: -Describe a time when you or someone you know has had something stolen. -Tell about a time when you were lost or alone. -Why do you think Rifka worried about how she looked? Why do you think people judge others? -Describe a time when you have helped someone. Since sometimes it is difficult thinking of journal topics, using the novel as a resource was very useful. The students seemed to like doing the journals and liked reading what their partners had to say.
Course = RW
Level = 2
Category = Journal Task
Core Task = Journal
Center = UNCG
Semester = Spring
Term = 1
Year = 2002
Instructor = Dean Daniel
E-Mail = [email protected]
Report Text = For the journal task students posted their journal entries on an online bulletin board (available free at http://www.beseen.com). Each week we read 3-4 articles on a related theme and the journal entry (done weekly) was in reaction to the readings. By having all journal entries available in one place online, it was easy for students to read entries made by every student in the class. It was also an easy way for me to keep a record of every student's journal work. I could also easily copy/ paste student writing onto an overhead and use it for editing work in class.
course: RW
level: 2
category: Journal Task
core+task: Journal partners
center: ISU
semester: Fall
term: 1
year: 2003
instructor: Nadine Nicholson
e-mail: [email protected]
report+text: This term my RW2 completed the journal task by entering bi-weekly paragraphs into a paper �bluebook� on topics such as: surprises when first arriving in the U.S., �being late� in their own cultures, lifestyle changes in their own countries, how they studied English writing in the past, activities over the weekend, games they played as a 10-year old, reaction to the novel we were reading, loneliness and how to personally overcome it, and the situation of elder care in their own countries. Topics were based on other material being covered in class, generally from their reading text or the novel, Bridge to Terabithia. Students were told to freewrite for 20-30 minutes at a time for homework, and then were either given time in class or as homework to read and comment on their partner�s entry. Partners were kept for approximately 3 weeks, which aided with continuity. Students appeared to greatly enjoy this interaction after a while, and it seemed to greatly increase bonding and comradery within the class. They dove into deep subjects with each other and expressed ideas with increasing accuracy and articulateness as the term progressed.
course: RW
level: 2
category: Journal Task
core task: Partner & Personal Journals
center: ISU
semester: Spring
term: 2
year: 2007
instructor: Nadine Nicholson
e-mail: [email protected]
report text: This term my RW2 completed the journal task by doing two separate journal tasks: The first was a partner journal (similar to the one described in my Fall 1, 2003 core task report), yet with the same partner kept the entire term. These pairs were assigned after matching each student with someone I deemed had complementary linguistic strengths/weaknesses and based from student-generated lists of 3 classmates each said they would LIKE to pair with. This activity was deemed one of the favorites by all, and greatly added to classroom comradery and intercultural learning as well as English skills. The second journal I had them keep was also a big success, even amongst those who claimed to hate journal writing at the beginning of the term! In this case, the second journals were entitled �personal journals� and had the main aim of promoting self-guided study/learning by developing a frequent writing habit. Students were required to write at least 60 minutes a week, over at least 3 different days, on any topic they chose. As the term progressed, students became more confident and accurate in not only their content, but also grammar, organization, and development. Initially, I collected them once a week for the first 3-4 weeks of the term to oversee and provide logistical help, responding to content, as appropriate. Personal journals were then only collected once every 2 weeks for the remainder of the term as a maintenance measure. Journaling in this fashion also proved to be a very useful way to get information from my introverted class about their lives and worries (school shooting guilt, worries about gossip, missing family, etc.). *Please note: a very useful, concise guide for this particular brand of personal journaling is found on pages 181-183 of Longman�s new Introduction to Academic Writing, 3rd ed. (a more advanced version of the First Steps in Academic Writing�often used in RW2, yet perhaps even more appropriate).
course: RW
level: 2
category: Journal
Task core task: Journal Partners
center: VU
semester: Summer
year: 2007
instructor: Marcia Ricchiuto
e-mail: [email protected]
report text: Since all the students were new in the country, the journal task was to write about their experience with the new culture, the food, language, people, and places. Every day they wrote about something that happened to them on that day and also expressed how they felt about it. Then every Friday they exchanged their journals with their partners, so they could find out what was going on in his/her partner�s life. They also had a chance to write a comment about what was said in the journal. From time to time, I collected their journals just to make sure they were working on them. And in the end I always left a message for them related to something they had written. The students really enjoyed this activity and often talked in class about things they had learned through each other�s journals.
Course
= RW
Level = 2
Category = Reading Task
Core Task = J Novel
Center
= UNCG
Semester = Spring
Term = 1
Year = 2000
Instructor = kristy
perry
E-Mail = [email protected]
Report Text = I did not have the students
read a novel; we read short stories instead. If students don't like the story
in the book, they are "sentenced" to it all term. This can cause lack of motivation
in reading. Also, if students fall behind in a novel, it is difficult to catch
up with readings. How core tasks were used with students Students voted on which
topics they found most interesting in the reading book I chose. Activities which
grew from tasks Reading speed was addressed by the timed skimming and scanning
exercises given in class. The most commonly used vocabulary was drawn from the
readings and quizzes were given. There were vocabulary exercises in the reading
book I chose, and students practiced vocabulary familiarity with those as well
as with vocabulary games done in class. Discussions about the topics and readings
blossomed. What seemed good in terms of timing, connections, etc. Discussions
of the topics and vocabulary games were the most well received activities which
involved reading. Problems Students who didn't do the readings the night before
weren't able to participate in discussions.
Course = RW
Level = 2
Category = Reading Task
Core Task = Novel
Center = ISU
Semester = Summer
Term = 1
Year = 2000
Instructor = Krystie WIlls
E-Mail = [email protected]
Report Text = Instead of using a J novel, I choose Pygmalion by Bernard Shaw. Why?
1) Language learning/phonetics/grammar/register central theme
2) Simple story -- professor teaches pupil/ they fall in love?
3) Not very long ( I thought )
4) Mr Fair Lady was used as a reinforcer
Problems
1) Language was difficult in some parts
2) Some were not interested in the love theme
I used the play primarily for speed reading/comprehesion. Students said that this helped them learn this skill. I eliminated the secondary theme (middle class morality) because the play proved to be two long and complicated. I used group work heavily for this activity. I assigned students to groups based on their ability -- one strong, one weak, one or two average students per group. They quickly read the section and then found answers to questions I gave them by working together. This part generally was very successful. The most interesting part was that the students had to write the ending to the play. What happened after Eliza said, "I won't be seeing you again, Professor Higgins." The students were very creative and funny in their skits. I probably wouldn't use this play again because it was too much work to eliminate the secondary theme. Moreover, there are many other choices available for use with this level. Anyone interested in using this play? I have many worksheets that I could pass on. Just let me know!
Course = RW
Level = 2
Category = Reading Task
Core Task = J Novel
Center = ISU
Semester = Fall
Term = 1
Year = 2000
Instructor = Carolyn Mayo
E-Mail = [email protected]
Report Text = The students read Bridge to Terabithia for their extensive reading task. This was the first time I had tried having the whole class read the same book. There were some problems with the discussion because of the lack of sophistication of their English. Although they found it difficult at first, most of them enjoyed the book, and their ease of reading improved with practice. One change I would make, if I were to do a single novel again, would be to require a written summary of each chapter from each student before having oral discussion. This might solve the problem of lack of preparation. The students also worked of timed readings in class every week. Report Text = The students read Bridge to Terabithia for their extensive reading task. This was the first time I had tried having the whole class read the same book. There were some problems with the discussion because of the lack of sophistication of their English. Although they found it difficult at first, most of them enjoyed the book, and their ease of reading improved with practice. One change I would make, if I were to do a single novel again, would be to require a written summary of each chapter from each student before having oral discussion. This might solve the problem of lack of preparation. The students also worked of timed readings in class every week.
Course = RW
Level = 2
Category = Reading Task
Core Task = Reading Graded Readers/Writing Summaries
Center = ISU
Semester = Fall
Term = 2
Year = 2000
Instructor = Patrick Nolan
E-Mail = [email protected]
Report Text = TWO CORE TASK DESCRIPTIONS - Fall II, 2000 RW 2 Integrated Individual Reading and Writing Book Summaries core tasks Reading English for pleasure is still a sorely neglected aspect of most of our ESL/EFL curricula. The majority of students I have met in both the US and abroad never learn to appreciate literature or the amount of input they can acquire simply by reading for pleasure. Usually their reading input is text-based and/or at inappropriate levels for comprehension. Ploughing through difficult books while constantly using a dictionary is still the norm. For many students, the concept of reading a book for fun is alien and often elicits only disbelief. Hence my decision to individualize my reading and writing program this term to provide a variety of books at various levels so that my students could actually enjoy abundant reading and produce meaningful writing based on books they understood. I think my plan worked very well. First of all, I introduced the Penguin and Oxford Press Graded Readers to the class in the first week. I encouraged them to start reading for fun. Subsequently I added more books at higher levels. I explained that they should choose books they were comfortable reading without a dictionary. I spent a good deal of time identifying each student's reading level and making sure they were able to read the books they chose quickly. I told them to read for the story line and not to worry about understanding every word and that the idea was to read a lot and write about the books they read. In the meantime, using the texts for this class, I began teaching about different reading strategies and how to find the meaning of unknown words without using dictionaries. Simultaneously we began studying the structure and organization of various kinds of paragraphs and writing them in class. About a third of the way through the term we began visiting the computer lab at least once a week, until I was certain they could all function on their own using Microsoft Word. Thereafter, a book summary first draft was due for editing (peer revision or with me) each Monday. Students always read their drafts out loud - the best way to listen for mistakes. We then visited the computer lab each Tuesday to write and format the final draft. During lab time I worked individually with each student to answer questions, help with any word processing problems and to correct grammar. We read out loud there as well. In addition to the many paragraphs the students wrote in class, they successfully completed five book summaries this term. Many of the summaries were up to five paragraphs long and included well-formed topic sentences, adequate development, description, examples, and a conclusion. Most importantly, I think my students enjoyed this process and learned well the basics of writing clearly in English. Because they enjoyed and understood their reading, it was a relatively painless and unselfconscious experience for them to write about their books. I think they all understand now the value of reading English for fun and how this process can provide important comprehensible input.
Course = RW
Level = 2
Category = Reading Task
Core Task = J Novel
Center = CSM
Semester = Fall
Term = 2
Year = 2000
Instructor = Andersen
E-Mail = [email protected]
Report Text = The reading task was completed at the Golden Public Library. Students were given a class period to browse through the YA and J sections, and to choose a book that they thought was appropriate and interesting. Students were then asked to complete reading journals once a week. Reading journals are a reading response technique where paper is divided into two columns, ‘text’ and ‘response’. On the ‘text’ side, the student copies selections of the book along with page numbers. On the ‘response’ side, students can ask questions, define new vocabulary words and respond in other ways, with comments, drawings, or even poetry. In general, this core task was a failure. Only two of the four students understood or completed any of the reading journals, and these same two attempted to complete the entire novel. The other two just didn't get it, despite examples and explanations. I would recommend a common novel for the entire class. The impossibility of in-class activities, since students were reading different novels, was difficult, and I think that peer involvement in this task would have strengthened it.
Course = RW
Level = 2
Category = Reading Task
Core Task = "J" Level Novel
Center = UNCG
Semester = Spring
Term = 1
Year = 2001
Instructor = Lynn Bergschneider
E-Mail = [email protected]
Report Text = I have developed a web page that shows what I did with the Novel. The address is http://www.uncg.edu/~labergsc/rw2main.html
When I was looking for a novel at the beginning of the term, I went to the public library and talked with the librarian in the children's section. I asked for a "J" level book with some sort of local connection. She found "Who Comes with Cannons" which is about a young Quaker girl in NC during the Civil War. It is historical fiction and she meets some historical figures in the book. I was able to pull in other types of reading as well to supplement the book. (See the web page for the reading schedule which shows articles students needed to find on the internet themselves.)
This has worked really well this term. Some students really like the story and find the other readings helpful and interesting. Some students (as always) aren't really interested in the story, but they find the extra readings useful in understanding US culture and other things they hear about in the news. All students get more exposure to what is out on the web and how to find and print off information. A good introduction to web research they will have to do later.
We are also doing a basic web page. I have them write summaries of the novel to put on their page. We had a trainer from the IRC come and give us a training session on how to build web pages on Netscape. (That is how I learned how to put together the page mentioned at the beginning.) Again, this has given the students more energy to work on summaries because it is tied to a skill they can really use later.
In addition, because this book was based on local history, there are field trip possibilities. We have gone to a Quaker plantation to see first hand what life was like in the 1860s (when the story takes place). We also went to the Greensboro Historical Museum to see the Civil War exhibit. After these visits, I had them write compare and contrast paragraphs about life in the 1860s vs now. They had some really great paragraphs for that.
Course = RW
Level = 2
Category = Reading Task
Core Task = Book Summaries
Center = ISU
Semester = Spring
Term = 1
Year = 2001
Instructor = Patrick Nolan
E-Mail = [email protected]
Report Text = Reading English for pleasure is still a sorely neglected aspect of most of our ESL/EFL curricula. The majority of students I have met in both the US and abroad never learn to appreciate literature or the amount of input they can acquire simply by reading for pleasure. Usually their reading input is text-based and/or at inappropriate levels for comprehension. Ploughing through difficult books while constantly using a dictionary is still the norm. For many students, the concept of reading a book for fun is alien and often elicits only disbelief. Hence my decision to individualize my reading and writing program this term to provide a variety of books at various levels so that my students could actually enjoy abundant reading and produce meaningful writing based on books they understood. I think my plan worked very well. First of all, I introduced the Penguin and Oxford Press Graded Readers to the class in the first week. I encouraged them to start reading for fun. Subsequently I added more books at higher levels. I explained that they should choose books they were comfortable reading without a dictionary. I spent a good deal of time identifying each student's reading level and making sure they were able to read the books they chose quickly. I told them to read for the story line and not to worry about understanding every word and that the idea was to read a lot and write about the books they read. In the meantime, using the texts for this class, I began teaching about different reading strategies and how to find the meaning of unknown words without using dictionaries. Simultaneously we began studying the structure and organization of various kinds of paragraphs and writing them in class. About a third of the way through the term we began visiting the computer lab at least once a week, until I was certain they could all function on their own using Microsoft Word. Thereafter, a book summary first draft was due for editing (peer revision or with me) each Monday. Students always read their drafts out loud - the best way to listen for mistakes. We then visited the computer lab each Tuesday to write and format the final draft. During lab time I worked individually with each student to answer questions, help with any word processing problems and to correct grammar. We read out loud there as well. In addition to the many paragraphs the students wrote in class, they successfully completed two book summaries this term. Many of the summaries were up to five paragraphs long and included well-formed topic sentences, adequate development, description, examples, and a conclusion. Most importantly, I think my students enjoyed this process and learned well the basics of writing clearly in English. Because they enjoyed and understood their reading, it was a relatively painless and unselfconscious experience for them to write about their books. I think they all understand now the value of reading English for fun and how this process can provide important comprehensible input.
Course = RW
Level = 2
Category = Reading Task
Core Task = J-Level novel reading
Center = UNCG
Semester = Spring
Term = 2
Year = 2001
Instructor = Lynn
E-Mail = [email protected]
Report Text = I am working with the same novel again this term...Who Comes With Cannons? I am doing things much the same as last time, but I am changing the web page assigment as follows: Each student group is developing a brief (~15 sentences) summary of the novel (not one for each chapter as last term). From this front page they will link to 6 other pages covering the following topics: Truth Hopkins (character description), Quakers, Civil War, Slavery, Underground Railroad, and Life in the 1850s. Each of these pages will include a summary (5-10 sentences) of what they have learned - in their own words. This is to avoid temptation to lift from last term's pages. I have also used more newspaper articles related to the topic..recent stories include the child slave ship from Benin and the Mississipi flag vote. I had students read the article in class, discuss it, write a reaction to it (see Journal Core task report) and then follow the story on the news for homework to find out the outcome.
Course = RW
Level = 2
Category = Reading Task
Core Task = J novel
Center = ISU
Semester = Spring
Term = 2
Year = 2001
Instructor = Allyson Newport
E-Mail = [email protected]
Report Text = The novel I used for RW2 was Letters for Rifka by Karen Hesse. This novel is about a Jewish girl and her family who leave Russia to go to America around the early 1900's. The story is told through letters that Rifka is writing to her cousin who is still in Russia. Early in the book, Rika's family is forced to leave her behind (due to her illness) in Europe while they continue on to America. Most of the book deals with the problems and situations Rifka faces in her attempts to go to America. Over the course of the book, the reader sees Rifka's growth as a person. At the end, she arrives at Ellis Island and then later is finally allowed to enter the U.S. The novel was divided so that the class read 1-2 chapters twice a week. They were given quizzes (short answer, essay, true/false, summary writing) over each reading. Class discussion was always lively because there is a lot of interesting information in the book. This is a 5th grade novel; therefore, it is challengin! g without being too difficult for the students. There is also a great deal of good vocabulary. One student commented that they learned much about different sentence structures from reading the book. All students but one enjoyed the book very much. I would use it again.
Course = RW
Level = 2
Category = Reading Task
Core Task = JA novel
Center = ISU
Semester = Fall
Term = 2
Year = 2001
Instructor = Allyson Newport
E-Mail = [email protected]
Report Text = This term instead of a novel I used a collection of short stories that I had gathered from different sources. The class read one or two a week depending on the schedule and length of the story. The stories were a mixture of fiction and non-fiction. The students were tested at least once a week on one of the stories. There was quite a lot of class discussion about each story. There were two stories I would not include in the packet again because of difficulty and length ("The Legend of Sleepy Hollow" and "The Lottery"), but the others were good. The last story we read was a simplified version of "A Christmas Carol," which the students understood well and really enjoyed. The short story list is attached.
Attachment
Course = RW
Level = 2
Category = Reading Task
Core Task = Novel reading
Center = UNCG
Semester = Fall
Term = 2
Year = 2001
Instructor = Cheryl Howard
E-Mail = [email protected]
Report Text = Novel reading As was used in the past for the reading task at this level, the students read Who Comes With Cannons? by Patricia Beatty and learned about the Civil War, the Underground Railroad, and the Quakers living in the eastern U.S. during the 1860s. They read two chapters a week, discussed what they read in class in groups and took quizzes each week on what had been discussed. Extra readings were given to the students to supplement the material in the book, and the students began to find information on their own on the Internet to help their own personal understanding of facts in the novel of interest to them. The students again went to two local historical sites to learn more about what life was like during the time in which the novel took place. This time, the students visited the Greensboro Historical Museum first and the Mendenhall Plantation second. The students appreciated seeing the exhibits about the Civil War and learning about that time frame first before going to see the false-bottom wagon and authentic Quaker home that focused mainly on detailed daily life at that time. They could understand the broader picture before concentrating on smaller details, and they said that this really helped their understanding of the story and enabled them to enjoy it fully. To further their understanding of the story and the characters, the students wrote a letter to one of the characters as if they were the main character in the book. They had to write about the events that had occurred and about their feelings as the character and her relationship with the other characters. This allowed the students to check their understanding of the story, character development, and personal letter writing skills. In addition, to check their understanding of the novel, the students often wrote questions about what they read that could be answered by reading the novel, and then they asked each other the questions like a game show and some of the questions appeared on their weekly quizzes.
Course = RW
Level = 2
Category = Reading Task
Core Task = J Novel
Center = UNCG
Semester = Fall
Term = 1
Year = 2001
Instructor = Dean Daniel
E-Mail = [email protected]
Report Text = The class novel was The Outsiders by S. E. Hinton. One day of each week was "Novel Day". We had a quiz on the assigned chapters, discussed the chapters, and viewed the part of the film "The Outsiders" that corresponded to what had been read that week. Students were required to choose 10 new vocabulary from the novel each week and create their own study sheets/vocabulary tests. Students seemed to enjoy the story, and it lead to interesting discussions about gangs in the US today, child abuse, and social class. I set up a class online bulletin board (free bulletin boards available at http://www.beseen.com/board/) and students had to post a new message or respond to a message about the novel each week. The other RW2 class read the same novel, and at the end of the term both classes got together to play The Outsiders trivia game using The Outsiders Jeopardy game at http://mrcoward.com/slcusd/outjeopardy.html and did a press conference with some students taking the roles of Ponyboy, Darry, Soda, Cherry, Randy, Ponyboy's doctor, and the judge, and the rest of the students asking questions in the role of reporter.
Course = RW
Level = 2
Category = Reading Task
Core Task = theatrical performance
Center = UNCG
Semester = Spring
Term = 1
Year = 2002
Instructor = Ron Engel
E-Mail = [email protected]
Report Text = RW2
Spring I, 2002
I discovered something in the middle of the term. Through the use of a theatrical presentation, it is possible to make a novel come alive and appear more meaningful to the reader. We read The Outsiders by S.E. Hinton. On a web-based bulletin board, the students in my class exchanged thoughts about the novel with Dean Daniels’ class. We also had in-class discussions, quizzes, and a variety of writing assignments related to the task. However, in addition to that, we found an interesting part of the book that contained a lot of dialogue. Each student was assigned a character and they were told to take on the personality of that character. This activity was divided into two parts. First, the students had to learn what that character said in that part of the novel. With some time allotted for practice and rehearsal, the students were expected to present this part of the novel to other members of the class. In other words, using the language provided by the novel, students put on a theatrical performance. That was part one. Later, students were given another segment of the novel that had a lot of dialogue and, just like the previous time, they were told to “become” characters in the novel. However, almost as if it were an in-class exam, they were told that they had 30 minutes to carefully study the assigned segment. In particular, this was to be done with special focus on the character that they “are” in the assigned segment. Then, with no further access to notes or the text itself, the students had one hour to prepare their segment. In groups of 4 or 5 students, they were instructed to collaboratively write out their segment in their own words. They were instructed to include a narrator and a lot of dialogue so that it would be easy to put on a theatrical performance. Finally, they performed their segment for the rest of the class. All of this can be done during one two-hour class period. It seemed to be challenging and fun. Here is a thought. This activity might be a bit more easily done with more complex novels at higher levels. I tried something similar, although a bit less formalized, a few terms ago in rw4. With only a very short time to prepare, the students merely read their characters part from the book while one of the students was the narrator (that student read everything that was not in quotes). It is actually more challenging than one might think. It seemed to be challenging and fun.
Course = RW
Level = 2
Category = Reading Task
Core Task = Novel
Center = UNCG
Semester = Spring
Term = 2
Year = 2002
Instructor = Jillian Haeseler
E-Mail = [email protected]
Report Text = Instead of a novel, we read a drama which was being performed that semester by the UNC Greensboro Drama Department (which is very good and very inexpensive- five dollars per student ticket.) We read the play, The Visit, was a black comedy written by a Swiss author, Friedrich Durrenmatt. Students had a lot of fun acting out roles in the play, especially that of the femme fatal, Claire Zachanassian. The theme of the play was interesting and relevant. It dealt with issue of morality and money, i.e., how far people will bend their morals for money. In this case, the townspeople in an economically depressed village actually end up killing one of their own in order to get the billions they need to rebuild their sagging economy. It was a challenging play for this level since the script was interspersed with ironic humor which I needed to point out and discuss with the students. We also used the play for paragraph writing. For example, they had to write a descriptive analytical paragraph of the play's protagonist. The students loved seeing the play performed which was done in a truly impressive, very professional manner by UNC G college students. Although the play was not written by an English speaking writer, the students did not seem to mind.
Course = RW
Level = 2
Category = Reading Task
Core Task = J Novel
Center = UNCG
Semester = Summer
Term = 1
Year = 2002
Instructor = Dean Daniel
E-Mail = [email protected]
Report Text = There are many online resources for teachers using The Outsiders by S. E. Hinton. Here are the ones that I have found useful:
S. E. Hinton Teacher Resource File...includes many lesson plans related to The Outsiders http://falcon.jmu.edu/~ramseyil/hinton.htm
Bio of the author and an interview with her on becoming a writer: http://www.randomhouse.com/teachers/authors/sehi.html
Rock and Roll Hall of Fame and Museum. Click on lesson 74 for "Getting Inside The Outsiders Through Music" http://www.rockhall.com/programs/plans.asp
The KidReach Reading Center..details of a novel project that allows students to choose which one of several novels they will read and then work in small groups of students reading the same novel http://www.westga.edu/~kidreach/novelprojects.html
AskERIC..Students relate events from the novel to modern life and write newspaper articles about them. http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Journalism/JNL0003.html
Students take on the role of detective, social worker, or newspaper reporter...do research and write a report. http://www.fsu.edu/~CandI/ENGLISH/webquests/outsiders2.htm#TASK
Outsiders Hangman Game http://www.quia.com/hm/15354.html
Outsiders Jeopardy Game http://mrcoward.com/slcusd/outjeopardy.html
Course = RW
Level = 2
Category = Reading Task
Core Task = J Novel (& Letter Writing)
Center = CSM
Semester = Fall
Term = 1
Year = 2002
Instructor = Saussotte
E-Mail = [email protected]
Report Text = Students really seemed to enjoy the Penguin graded reader edition of Rain Man. We read the beginning of each chapter aloud in class. At the end of each section, students wrote personal letters from one character to another, for example, from Susanna to Charlie. The Level 2 students were also asked to write letters predicting what would happen next, and write some formal letters as well, for example, from the doctor to Charlie. The letters needed to show an understanding of the story and characters and at the same time, gave students a chance to practice letter format and vocabulary. They produced some creative and insightful writing, and really seemed to enjoy reading each other’s letters. Both levels were able to understand and write at their respective skill levels. When we finished reading, we watched the movie and the students had lots of comments and questions and spontaneously noted the differences between the book and the movie. This task could be combined with the CS2 task of acting out a move scene.
Course = RW
Level = 2
Category = Reading Task
Core Task = Raisin in the Sun
Center = UNCG
Semester = Fall
Term = 1
Year = 2002
Instructor = Ron Engel
E-Mail = [email protected]
Report Text = Core task report Rw2 Fall I, 2002 We read the play, A Raisin in the Sun . We were able to take advantage of the fact that it is a play and it has twice been produced as a film. Although the language was a bit difficult for rw2, by the time we were done, most of the students agreed that they were able to handle the material and they enjoyed the experience. Some of the students did question the use of a text that had so much non-standard English. Activities related to the book included the acting out of scenes in front of other ILC students. This was done before we watched how the scenes were portrayed on film. In order to take advantage of the use of non-standard English, the students were instructed to fish around certain sections of the play in search of particularly challenging examples of non- standard English. As a group project they then “translated” certain fairly substantial sections of the play into more standard English. As a final writing project, students wrote a 2-3 paragraph essay in which they compared or contrasted 2 of the 3 “Raisins” that they experienced. Not so surprisingly, many of the students identified features of the film or the book that escaped my attention.
Course = RW
Level = 2
Category = Reading Task
Core Task = YA Novel
Center = UNCG
Semester = Fall
Term = 2
Year = 2002
Instructor = Haeseler
E-Mail = [email protected]
Report Text = This term I chose Agatha Christie?s mystery novel, Murder on the Orient Express, for RW2. I got the idea from Guilford County Public School Summer Reading List for Ninth Graders.
Although the language of the book is challenging for RW 2 students (it also has British spelling and idioms), I was pleased with the outcome. After getting through the first two chapters, the students seemed to have become acclimated to the setting, characters, plot and language. Mystery novels provide wonderful vehicles for ESL students to practice their reading comprehension skills because their suspenseful nature keeps the students interested and motivated. This novel in particular lends itself beautifully to fun, communicative activities. Furthermore, the novel has wonderful international setting and multi-cultural characters (there is an intermittent sprinkling of French which was translated by my Congolese student).
Here are the activities I came up with as we worked through the novel:
Pre-reading activity: I began with the information provided on the back of the paperback. I discovered a very effective way to introduce a novel by using the summary of the novel?s general plot of the back cover. On the back of the paperback is the following:
Agatha Christie is the most popular mystery writer of all time. With over two billion copies of her books in print, her genius for detective fiction is unparalleled. She is truly the one and only Queen of Crime? En route to Paris, Belgian detective Hercule Poirot has booked winter passage on the fabled Orient Express. Among the curious assortment of fellow passengers, one wealthy American holds a unique distinction: He has been found dead of multiple stab wounds in the night compartment of the Calais coach. By dawn, thirteen travelers, each bearing a secret, will find themselves suspect in the most ingenious crime Poirot has ever solved.
Before my students began reading the book, I asked them to first read the above. In the next class, I asked them what the three main topics were. They responded: Agatha Christie, Hercule Poirot and the Orient Express. I wrote these topics on the board and asked the students to write key words under each subheading. This is what they came up with:
Agatha Christie Hercule Poirot Orient Express popular mystery writer Belgian Calais coach two billion copies detective thirteen passengers genius passenger wealthy American Queen of Crime
I then asked the students to take turns making a statement about the book with one of the above key words. Following my instructions, they expressed in their own words the main ideas of the plot summary very well (no one simply read aloud from the synopsis).
One student put a key word under the wrong category (?thirteen passengers? under Hercule Poirot) which other students caught and corrected.
This is an effective technique to introduce a novel in paperback at any level as well as getting students already talking about literature!
Second Pre-reading activity: At the very beginning of the book there is a ?cast of characters.? They are divided into two categories: the nonsuspects and the suspects. There is a short description about each character. For example: Mary Debenham, an English governess whose manner was as calm and unruffled as her coiffure. In order to get the students familiar with the characters beforehand, I asked each student to choose one character and say one thing to the class, which would be a clue for them to guess their identity. The student who chose Mary Debenham said, for example, ?I teach and take of children in their home.?
On-line research activity: Students were asked to research Agatha Christie on the Internet. They came to class with their print outs and each one took turns relating some interesting fact about her life (Dame Agatha Christie was a fascinating woman, an international figure and prolific writer).
Student-prepared discussion questions: I prepared questions for the first chapter for students before they read it since it is the most difficult one. However, after the first chapter was discussed and understood, students took turns writing questions about the chapter after the class had read it.
Journal Activity: I asked students to write short summaries of each character after reading Chapters 1-2 in their journal. Throughout the book, as more information unravels, students can add details to their initial description.
Instructor?s Questions: The book is well organized, consisting of three parts: The Facts, The Evidence and Hercule Poirot Sits Back and Thinks. Throughout the book, I asked students questions such as:
1. Who do you think committed the murder? Why? 2. Who do you think is undoubtedly innocent? Why? 3. Which character would you like to play in a movie? 4. What do you think about Hercule Poirot?s detective skills? How does he compare with another detective you know? 5. What do you think about the final decision at the end of the book? Do you find it ethical?
Role-Plays: Another fun activity was to divide students into pairs and have them read a dialogue from the book and act it out in front of the class. The other students had to guess which characters they were playing and in what situation.
Final Exam: The novel consists of 245 pages and was made into a star-studded movie. The students were very proud of their achievement and enjoyed comparing the book to the movie. I used the novel as their final in-class exam, which was the following:
You will write two paragraphs which have a topic sentence and a concluding sentence. The first paragraph is a comparison and contrast paragraph connected to the novel. You may not use a dictionary. Please choose one topic.
1. Compare Hercule Poirot to another famous detective. What are the differences and similarities?
2. Compare and contrast two characters in the book. One comparison could be Mrs. Hubbard and Princess Dragomiroff or Mr. MacQueen and the Valet.
3. Compare this novel to the movie. What are the most important differences?
The second paragraph will be an argumentative paragraph. You may use your dictionary for this one. Choose one of the following topics.
1. Hercule Poirot is an extraordinary detective. Do you agree or disagree? Give at least three examples in the book to support your opinion.
2. Murder on the Orient Express is a _write your own adjective(s)_detective novel. Support your opinion with at least examples from the book.
Course = RW
Level = 2
Category = Reading Task
Core Task = Junior Novel
Center = ISU
Semester = Fall
Term = 2
Year = 2002
Instructor = Carolyn Mayo
E-Mail = [email protected]
Report Text = This term I used the novel Joey Pigza Swallowed the Key by Jack Gantos. It is the story of a young boy with attention deficit disorder who gets into a lot of trouble at school. While it deals with a serious subject, it is also humorous and fun to read. It is up-to-date and has many current idioms. For the first few weeks I made discussion questions for the students to answer in groups the day before the quiz. After that they developed 5 questions each for their own group discussions. This worked well, and the students became more and more proficient at grasping the main points and important details. I highly recommend this book for level 2. Quizzes.
Course = RW
Level = 2
Category = Reading Task
Core Task = Junior Novel
Center = ISU
Semester = Spring
Term = 1
Year = 2003
Instructor = Margaret Hurdlik
E-Mail = [email protected]
Report Text = RW2 students read Judy Blume�s Tales of a Fourth Grade Nothing as their J novel this term. It's a humorous account of family life in New York City as told through the eyes of Peter, the older brother. The main theme of the novel is sibling rivalry. This is the second time I�ve used this novel and it has worked well both times. Because the themes are simple, most level 2 students are able discuss them (i.e. because they already have a good handle on family and school-related vocabulary). There is a fair amount of vocabulary recycling, which is also beneficial. In addition, students seem to really �get� the humor and enjoy relating the story to their own families. To avoid excessive teacher-talk during class reading discussions (both of the novel and other texts), I had them do some activities which took the teacher out of the mix altogether. A couple that worked well were: Chronological order: I typed up the events in a chapter as a list of sentences and then cut these up into strips. Students had to reassemble them in the correct order (sometimes 30 or more sentences). For added interest, I sometimes put in a couple of false items that students had to identify and eliminate. Linguistically, this activity worked well because students had to focus on time-order transitions and pronoun/antecedent relationships in order to complete the task successfully. Also, because students already knew the story (having read it for homework), it was a good opportunity to passively introduce some grammar (such as past perfect) that they would be studying in future levels. True/False/Opinion: This is similar to the activity above in that I typed and then cut up a list of statements which students had to categorize as being true, false, or an opinion. One positive aspect of this activity is that it can lead to clarification of issues such as the fact that �Mrs. Hatcher should have given Fudge a more serious punishment� is an opinion, whereas �Peter thought Mrs. Hatcher should have given Fudge a more serious punishment� is a true fact.
Course = RW
Level = 2
Category = Reading Task
Core Task = Junior Novel
Center = ISU
Semester = Spring
Term = 1
Year = 2003
Instructor = Carolyn Mayo
E-Mail = [email protected]
Report Text = RW2 Junior Novel Core Task Report This term I used a novel in RW3 that I think would be better suited for RW2. It is a Newbery Medal winner called A Year Down Yonder by Richard Peck. It's the story of a teenage girl who spends a year with her grandmother in rural Illinois during the Great Depression. The main character, Mary Alice, faces the trials and tribulations of being an outsider in a close-knit community. Unfortunately, her grandmother is also not well accepted. Grandma, however, has a great deal of determination, savvy, and love, which she passes on to Mary Alice. The challenge of using this novel was to help the students understand the austerity of the Depression, a situation they have not experienced. There were also some old-fashioned colloquialisms, which I needed to explain. The lessons about life, however, were universal. Overall, I would recommend it. Quizzes attached.
Course = RW
Level = 2
Category = Reading Task
Center = UNCG
Semester = Spring
Term = 1
Year = 2003
Instructor = Julie Shoemaker
E-Mail = [email protected]
Report Text = Our class read Of Beetles and Angels by Mawi Asgedom. It is the story of an Ethiopian family who immigrated to Sudan then the USA. Students can relate to the cross-cultural challenges the protagonist faces as an immigrant and college student in this country. They were impressed that a refugee was able to get a full scholarship and graduate from Harvard. The language was a reasonable challenge for a level two group. Below are questions we answered in discussions, journal writing and/or compositions. For chapters two and three, students wrote comprehension and discussion questions. For the last three chapters of the book, they were assigned reading partners with whom they discussed the chapter either on the phone or in person. They commented that talking about it with their partner was a good way for them to check their understanding. Another bonus is the set of questions provided at the very end of this book. In this class students could choose one question from questions 3-9 and write a paragraph on. Given that level two focuses on composing different types of paragraphs, this book provided good topics for definition, comparison, contrast, description and classification. chapter one: Would your country be able to handle a million refugees? chapter four: What does a world relief sponsor do? What’s his impression of Beth? How was his father when they first arrived? How do you think he felt in a wealthy white environment? chapter five: Explain how his father felt about Angels. What is your belief? What does he say about the exchange of gifts? What is the custom in your country? If a strange dirty person came to your house, would you accept him? Were his parents negligent in letting them go with a stranger? chapter six: vocabulary guessing, p. 38: recounted, retreat, our time was up p. 39: expell p. 40 Write a Contrast paragraph Contrast the way they deal with school violence in the USA with the way they dealt with it in Sudan. His father says: “I will make you lost” What is the meaning of this, why did he say it? chapter seven: How did the way they treated Halloween differ from the way the American children treated it? Have you ever done something that you were later ashamed of? How did they feel about the rich, about the elderly? Give examples. chapter eight: Define Libee Migbar chapter nine-ten Quiz items: 1.True or False. Support your answer with examples. Tewolde, Mehret, Hntsa and Mawi talked about everything with their parents. 2.What is Boona, and why was it so important? 3.Define in one sentence (and by using the techniques for defining two of the following: Eritrea, Ethiopia, Sudan, monastery, Libee Migbar 4.Guess the meaning of the underlined word: But he loved drink. He loved women. He loved every vice that a teenage boy loves when he has no adult supervision. 5.Describe in one paragraph Mawi’s father’s childhood. chapter eleven: The Unmaking of a Man: Explain the meaning of the title of this chapter in relation to: -his health -his character -his relationships In relation to this chapter, what is your definition of a man?
course: RW
level: 2
category: Reading Task
core+task: J novel
center: VU
semester: Spring
term: 2
year: 2003
instructor: Maria Lisak
e-mail: [email protected]
report+text: In week 1 I surveyed my class for reading interests. It was a mixed response without one theme or type of literature being a majority. So I decided to let the students chose their own books, but take ownership of their learning by making a goal of the number of books that they would read in the term. In week 2, we visited the Valpo Public Library. The librarian took them on a tour and introduced what a J novel was. Students were encourage to find some books to read. Students set reading goals for the number of books they would read during the term. Student were encouraged to read 5 to 7 books. Since many of them did not like fiction stories, magazines or nonfiction items were encouraged. After week 2, students filled out "Book Response" sheets from their reading skills book, More Reading Power, for every book that they read. Once every two week, students shared the books that they were reading. A "show and tell" method was used. Students brought in their book or magazine, and every one had time to scan the item and think of two questions to ask the presenter about the book. This worked out well as students not only had a chance to share their book, but also because students were challenged to formulate and answer impromptu questions. Students also had a chance to practice their scanning skills to ask meaningful questions. The textbook, More Reading Power, also has a worksheet to record each book that a student has read. This worksheet is helpful because it acts as a master book list for each student's book response sheets. The book lists as well as each student's book response sheets have been retained in a binder to be used as recommendations for future students.
course: RW
level: 2
category: Reading Task
core+task: novel
center: ISU
semester: Summer
term: 2
year: 2003
instructor: Nadine Nicholson
e-mail: [email protected]
report+text: This term my RW2 class read and enjoyed the novel, The Mouse & the Motorcycle, by Beverly Cleary. Rich with detailed description, the book served to both heighten their understanding of how to �paint a picture with words� and increased their vocabulary. Although it is technically a children�s book, my class of two men and 4 women all enjoyed its rather universal themes of growing up in terms of respect and responsibility, and the love of motorcycles. Particular to this summer term, Summer I students were required to write a �summary� of the first half of the book as a journal assignment, which they then shared orally to the Summer II students, effectively orienting them to the story, while I checked the older students� comprehension. Contact me if you would like copies of the discussion questions/quizzes I made.
course: RW
level: 2
category: Episodic Story Task
core+task: novel
center: CSM
semester: Summer
term: 2
year: 2003
instructor: lane,marcia
e-mail: [email protected]
report+text: Novel: illustrated classic edition by Moby Books of A.C. Doyle's Sherlock Holmes and the case of the Hound of the Baskervilles Because this was a combined 1/2 RW class, I needed to find a way to have discussions of the novels being read by both groups. My solution was STUDY GUIDES, questions I made over each chapter, for level 2. The movel did not include any questions. The first couple of days, students were reluctant to work in a group without me, so I assigned a different student to lead the discussion each day while I worked with level 1. Finally, they got the concept and worked together. (They also could come to class having already answered the questions, if they so chose.) I joined them later when RW2 was doing silent reading so that I could answer questions and ensure their understanding. In addition to being an experience in group learning, this becamse a speaking exercise and an experience in independence from the teacher.
course: RW
level: 2
category: Reading Task
core+task: J Novel
center: VU
semester: Fall
term: 1
year: 2003
instructor: Julie Dean Jones
e-mail: [email protected]
report+text: My students read the J-level novel Sarah, Plain and Tall by Patricia MacLachlan (ISBN 0064402053) and I highly recommend this book. At first I was unsure of its appeal, especially for adult male students, but the students were all very positive about it. It lended itself well to writing tasks (letter writing, descriptive paragraphs, etc.) and interesting discussions (leaving one�s home for a new life, arranged marriages, dialect differences, etc.). I am attaching a SARAH ON-LINE assignment in which students search the internet for information. This book is often taught in public schools so there is a lot of material available. I also prepared a NOVEL BOARD GAME which can be used with almost any novel.
course: RW
level: 2
category: Reading Task
core+task: J Novel
center: ISU
semester: Fall
term: 2
year: 2003
instructor: Randy Green
e-mail: [email protected]
For the RW 2 novel this term, I chose A Series of Unfortunate Events: The Bad Beginning (Book 1) and found that the students not only had a lot of fun reading the book but also did quite well on developing their reading comp skills and vocabulary while working on the book. Since this series of books by Lemony Snicket is quite popular among young people today, reading the first book gave the students a chance to talk about it with some American kids. Since we also read the first book, students were encouraged to buy and keep reading the sequels, which some have already done. Some of the ways we went over the chapters and discussed reading and vocabulary learning skills include: jigsaw puzzle slips, comprehension and discussion questions, a Wheel of Fortune quiz game, student oral summaries of sections, sequencing activities and short-answer tests. We also used the book to work on skimming and scanning skills and guessing the meaning of words in context. Before discussing a particular chapter, students were asked to email vocabulary they were unfamiliar with to me; this was the vocabulary reviewed in class. Students also made posters (with origianal drawings) of the characters, which we posted on the classroom wall, and we wrote vocabulary from the book on index cards and taped those to the wall.
course: RW
level: 2
category: Reading Task
core+task: J Novel
center: VU
semester: Summer
year: 2004
instructor: Julie Dean Jones
e-mail: [email protected]
Our J-level novel was Sarah, Plain and Tall, which has repeatedly been a success for us (see previous cyber-report). I did do something different this term, and it is an idea that could work with any novel. Our higher-level students typically struggle with quoting and paraphrasing from source material, and I thought it might be helpful to gradually introduce the concept in the lower levels. With that in mind, I assigned students to read a chapter of the novel. I gave them index cards and asked them to choose a phrase or sentence from the chapter that they liked or that caught their attention in some way. They wrote the quotation on the card using quotation marks and noting the page number in parentheses. We then used the cards during our discussion of the chapter. I would draw a card and ask the student to read the quotation and explain why they chose it. Sometimes I asked them to paraphrase it as well. In the context of discussing the novel, we talked a bout the difference between quoting and paraphrasing, the significance of quotation marks, and why it was important to include the page number (so we could all find the phrase in the book and talk about it). I saved the cards and we used them later to review the story. Even if this does not help them use quotations and paraphrases in the future, it was an effective way to have a more student-centered discussion of the novel. It gave students responsibility for the ideas we talked about. It also increased students� awareness of the writing skills and language choices of the author, not just the main ideas of the story.
course: CS
level: 1
category: Reading Task
core+task: J level novel
center: VU
semester: Spring
term: 2
year: 2004
instructor: Kate
e-mail: [email protected]
report+text: RW2 students read the novel Sarah, Plain and Tall and learned about family life on the farm in the beginning of the 20th century. Students also watched the video based on the book and saw old photos of the instructor�s family on a farm in Michigan in 1914. The novel task ended with a final writing assignment that consisted of a series of questions about the book to be answered in short paragraphs.
course: RW
level: 2
category: Reading Task
core+task: JA novel
center: ISU
semester: Spring
term: 2
year: 2005
instructor: Allyson Newport
e-mail: [email protected]
report+text: RW 2 Reading Core Task This term my RW 2 students read the novel Frindle by Andrew Clements. The book is 105 pages and is a 4th or 5th grade reading level. The story is about a young boy, Nick, who is known as a troublemaker in his school. Once he reaches 5th grade, he meets his match and does battle with his strict teacher. When Nick is made to do a report on the origin of words, he comes up with a plan to thwart his teacher. He creates a new word (frindle) for a pen. The rest of the book tells about how this causes an uproar in the school and then across the country. It also deals with the relationship between Nick and his teacher. The majority of the students enjoyed the book very much. It is humorous, but it also brings up some interesting discussion questions about school behavior. The students could relate because everyone went to school with a troublemaker. I had the students read twice a week for 6 weeks. There was some good vocabulary including useful idioms that I used for the ir vocabulary tests each week. Overall, this was a very good book for this level, and I would recommend it.
course: RW
level: 2
category: Reading Task
core+task: comprehension/vocabulary/skills development
center: ISU
semester: Summer
year: 2005
instructor: Nadine Nicholson
e-mail: [email protected]
report+text: This term I used a new text with my students called, Password 2, by Longman Press. I found the vocabulary and comprehension exercises it contained for each chapter to be particularly useful for Interlink students and our curriculum goals. Beyond providing mainly interesting, timely topics for reading study and discussion, each chapter also contained useful topics for journal writing as well effective exercises for introducing and practicing skills in paraphrasing, summarizing, quoting, and determining main ideas and examples. With 24 chapters of increasing difficulty, I chose to start my class with chapter 10 and then continue with it through the end of the book, which worked out well time-wise and gave the students a feeling of satisfaction. While the articles themselves are rather short for this level, I believe this can be effectively remedied by increasing the frequency of chapters assigned, limiting most of those assignments to reading skills alone unles s individual students need more vocabulary practice, and limiting students� time to finish unit quizzes (provided in the teacher�s guide) to 15 minutes for the earlier/easier units and 20-25 minutes for the later/harder chapters. Supplemental, longer articles were also introduced periodically throughout the term. Overall, these techniques allowed the students and myself to effectively monitor their reading speed versus comprehension while they developed important skills. I would recommend using this text again, and consider the same series for use in other levels.
course: RW
level: 2
category: Reading Task
core+task: Novel
center: ISU
semester: Fall
term: 2
year: 2005
instructor: Melissa Yi
e-mail: [email protected]
report+text: The novel I chose for RW 2 was The Lion, the Witch and the Wardrobe. I had used this book previously at the RW 3 level, but found that it was not very difficult for my students in level 3, and thus probably more suited for level 2 students. My students seemed to enjoy the novel in both classes. The storyline of the book was somewhat simple and interesting, making it easy for the students to follow the events in the novel. On average, my students read about two chapters per week, which worked out perfectly for a nine-week term. I also gave them vocabulary from those chapters that same week, so they could learn the meaning of the words before they actually read the chapters. At the end of the week, I would give a short quiz on the chapter vocabulary. Because my class was rather quiet and met early in the morning, it was difficult to spark discussion. I usually divided them into small groups to discuss the chapter and any questions they had. To help their d iscussions, I sometimes asked them to write down three discussion questions for homework, and discuss it in their groups so they could have things to talk about. I would sometimes also have each group come up with a timeline of the events in chapter. On other days, I would assign a chapter to each small group and have them act out the chapter for the rest of the class. They seemed to enjoy this and it helped them to understand what happened in the reading. Another activity I had my students do while they were learning how to write descriptive paragraphs, was to look at certain passages in the book that described a scene or character in detail. After reading the passage, they had to draw the scene or character being described. This not only helped them understand how to write good descriptive paragraphs, but it also gave them specific visual images of the book. Lastly, we ended the term by going to the theater and watching the movie that recently came out. I recommend using this novel for RW 2, as it was enjoyable for my students to read and for me to teach.
course: RW
level: 2
category: Reading Task
core+task: J novel
center: ISU
semester: Fall
term: 2
year: 2005
instructor: Margaret Hurdlik
e-mail: [email protected]
report+text: RW2 students read The Lion, the Witch and the Wardrobe by C.S. Lewis as their J novel this term. Last term one of our teachers used it at level 3 and found it too easy for her students. She recommended trying it at level 2. The novel is just over 200 pages, which is longer than most of the novels we�ve used before at level 2. In fact, I found this to be a distinct advantage. In the past, I�ve been troubled that the jump from the RW2 novel to the RW3 novel is so big. By pushing my students to read longer passages this term, I now feel that they are better prepared for moving to the next level. My students really enjoyed reading and discussing this novel. Despite the novel�s length, the overall sentence structure and vocabulary are very appropriate for level 2. My students themselves pointed out that the vocabulary is regularly recycled throughout the chapters. I often had students e-mail me a list of �new and important� vocabulary words and/or discussion questions for the reading assignment prior to class. I would use these in creating my lesson plan. Our timing for this novel was particularly good this term. We finished the novel on Friday, December 9�the same day that the movie was released in theaters. On Saturday, we went to see the movie together.
course: RW level: 2
category: Reading Task
core+task: J level Novel
center: UNCG
semester: Spring
term: 2
year: 2006
instructor: Lynn Bergschneider
e-mail: [email protected]
report+text: I used the book HOLES by Louis Sachar this term and it was a big hit with the students. The story is very well written and, while the language is not too difficult, there is some good vocabulary and it does include a little mystery, some time switching and some story threads that come together at the end. This motivated the students to keep reading and there were some surprises at the end. The book is about young boys, but the setting is unusual, so it doesn't feel like a kids book. For resources I used the following web pages
http://www.teachit.co.uk/
http://www.louissachar.com/
http://www.kcnet.com/~sdjones/ztales.html
There were a lot of great ideas on the teachit site (do a search on the bottom left site- no need to sign up)and not enough time to do them all. One that we used throughout the class was the chart for noting details about themes that run through the book. Also, I had students write letters from one character to another 10 years after the book ended. (That would be the kids when they were our students' age more or less). I also got ads from the local newspaper about summer camp programs that we looked at before we started the book. You could also get materials on Girl Scouts/Boy scouts to look at and build some schema for the whole "camp" setting (even though this isn't an ordinary camp). There is also a movie out, which we haven't watched yet. I highly recommend it.
course: RW
level: 2
category: Reading Task
core+task: Halloween
center: VU
semester: Fall
term: 2
year: 2006
instructor: Kate
e-mail: [email protected]
report+text: Because students are always asking about American holidays, I typed this brief explanation of Halloween. Halloween Halloween is a holiday that is popular in the United States and other countries around the world (Ireland, Canada, Mexico Britain, Spain, Latin America, Australia and New Zealand). People like to decorate with pumpkins and pictures of scary things like ghosts, witches and monsters. The traditions of Halloween come from several different customs in the past. A holiday similar to Halloween began in Ireland with an ancient people called Celts. Around the 5th Century B.C. (400�s) the Celts celebrated their harvest and the end of summer in a festival they called Samhain (sow-en). The time around November 1st was considered the end of summer and the beginning of winter with its long, cold, dark nights. The Celts believed that on the last day of summer the spirits of dead people returned and looked for living bodies they could possess. The people put out the fires, to make their houses cold and dark so the spirits wouldn�t come to their homes. The people also wore scary costumes and walked around the neighborhood making a lot of noise and destroying things, to frighten the spirits away. Another custom for Samhain was for the priests and priestesses (called Druids) to build a big bonfire. At the end of the night the Celts re-lit the fires in their houses from the bonfire. They believed this new fire would protect them during the winter. In the first century A.D., when the Romans controlled Ireland, they took the Samhain holiday and combined it with some of their October celebrations. They set the date at October 31st and used some of the Celtic traditions and some of their own traditions to celebrate. The Christians also combined some holidays in fall with the Celtic and Roman celebrations. In 834 A.D. the Pope named November 1st as a Christian holiday to honor saints. It was called All Saints� Day or All Hallows� Day (hallow means saint). The night before November 1st was called All Hollows� Eve, which is where the name Halloween comes from. In the 1840�s there was a terrible potato famine in Ireland. The potato plants died from a disease, and the people were dying because they had no food. Many Irish people came to America and brought the tradition of celebrating Halloween with them. Halloween became popular in the United States in the 1920�s and 1930�s. A Halloween tradition that is popular with American children is trick-or-treating. This tradition comes from a custom called souling. Around 100 A.D. Christians in Europe celebrated All Souls Day on November 2nd. Their custom was to walk from village to village and beg for soul cakes. If a family gave people soul cakes, the people promised to pray for the family�s dead relatives. In the U.S., children wear costumes and go �trick-or-treating.� This custom started in the western U.S. in the late 1800�s, when the children went to their neighbors� houses and asked for candy or treats by saying �trick or treat.� If the neighbors gave them candy, the children wouldn�t play tricks or jokes on them. Today it�s not the custom to play tricks. Neighbors who don�t want to give children candy, just don�t answer the door when the children come to their house. Not everyone likes Halloween. Some Christians don�t like Halloween because it isn�t really a Christian holiday, and they believe it celebrates evil powers. Some parents worry about the safety of the children when they go trick-or-treating. Most cities set a time in the evening for trick-or-treating, such as 5:00-7:00pm. Children should never go trick-or-treating without an adult to watch over them. Many churches, schools, and families prefer to have a party for the children, with costumes and games, because it�s safer. Some adults like to wear costumes and go to parties, too.
Jack-o-lanterns The tradition of carving pumpkins (cutting a face in the pumpkin) also comes from Ireland. It�s from a story about a man named Stingy Jack, who was so evil he couldn�t get into heaven when he died. However, he also played many tricks on the devil, so he couldn�t get into hell. The devil only gave him a small light and sent him out in the cold night. Jack cut holes in a turnip and put the light inside so he could use it as a lantern. In Ireland people carved faces in turnips and other vegetables. In the U.S., there were more pumpkins, so people carved faces in pumpkins and put lights inside.
Halloween Vocabulary
ghost scary evil witch bonfire tricks monster possess treats spirits saint harvest devil soul Turnips turnip Jack-o-lantern lantern
pumpkin Jack-o-lanterns ghosts witch Frankenstein Count Dracula Werewolf Devil skeleton mummy spiders spider web
course: RW
level: 2
category: Reading Task
core task: Number the Stars (novel)
center: ISU
semester: Summer
year: 2007
instructor: Nadine Nicholson
e-mail: [email protected]
report text: This term my RW2 class (and Ron Engel�s section) read, and for the most part, enjoyed the novel, Number the Stars, by Lois Lowery. All students agreed that it was particularly helpful for vocabulary development, and while it had been previously used as an RW3-level novel at our center, proved to be quite appropriate for a level 2 class (even for the two RW1+ students I had in my class as well). Students seemed to enjoy the story as we went along with discussions, did well with tests for the most part, and several commented how they enjoyed its suspense and the information it provided about World War II in Denmark. I was, therefore, rather surprised to find about 2/3 of the students write it was boring and that they were glad it was over in their partner journals. Go figure. (I suspect much of that had more to do with growing culture shock here among those students than it did for the actual novel.) Despite those journal entries, I would still not hesitate t o recommend using it again as a novel at this level.
course: RW
level: 2
category: Reading Task
core task: J level Novel
center: CSM
semester: Summer
term: 1
year: 2007
instructor: Grace Spivak
e-mail: [email protected]
report text: We read THE DEATH OF KAREN SILKWOOD by Joyce Hannam. This is an Oxford bookworm level 2 novel (ISBN: 0-19-422970-X). If you're not familiar with the 1980s movie of Karen Silkwood, it's a true story about a woman who worked for a nuclear factory. She fought for employee rights to safety. This put her in danger with the powers that be and eventually she was "murdered".
We did the following writing activities:
1. After chapters 1 and 2 - write a friendly letter to Karen's mom from Karen telling her about all the changes that have happened to her recently.
2. Write a business letter to the Nuclear factory president from Karen, representing the union committee, about the safety problems.
3. Write a paragraph about how Karen and Drew's relationship has changed.
4. Write a 3 paragraph or short answer essay on whether the government should protect employees health and safety. (this generated a lot of great vocabulary)
5. Find out the real name of Karen's factory using the internet. (they really liked this and got to see what Karen really looked like).
6. Watch the film and answer #3 after the film since it's clearer how their relationship has changed.
It created a lot of suspense for the readers and they got to speculate how Karen died. We also answered the questions and did the activities in the back of the book but they were too easy in my opinion so I just used some as basis for discussion and a comprehension check.
Course = RW
Level
= 2
Category = Writing Task
Core Task = Formal Letters
Center = UNCG
Semester = Spring
Term = 1
Year = 2000
Instructor = kristy perry
E-Mail = [email protected]
Report Text = I did not teach how to write formal
letters in this course. However, all of the goals in the curriculum's formal letter
writing section were covered. I felt spending time on writing itself, and not
on the mechanics of letter writing, was time better spent. How core tasks were
used with students Getting students to write well organized paragraphs with a
variety of sentence patterns was focused on throughout the term. Students practiced
editing other students' paragraphs, as well as analyzing their own writing problems;
both kinds of activities led to revisions. All of the students had had computer
experience, so teaching basic word processing was not needed. Persuading the reader
of something came to light when the opinion paragraph was practiced. Activities
which grew from tasks Being exposed to other styles of writing during the analysis
of peer works was helpful. This was mastered fairly well by a number of the students,
so I had them do the same thing for their own writing. What seemed good in terms
of timing, connections, etc. Having students respond to their own writing at such
a low level was risky, but I think they met my challenge and proved to be surprisingly
able to perform the task. Problems As always, when some students don't do their
homework, the peer response pairing can become tricky.
Course = RW
Level = 2
Category = Writing Task
Core Task = Paragraph Writing
Center = CSM
Semester = Spring
Term = 1
Year = 2000
Instructor = Andersen
E-Mail = [email protected]
Report Text = The writing task in this level was paragraph writing. We used a variety of activities including picture boards (where students completed drawings in sequence as a way of ordering ideas), chain stories, and silent dialogues to examine five different types of paragraphs. Students then completed examples of each and practiced peer editing in class. Students received examples through homework and intensive reading, which I collected individually. For a final project, students had to complete a final, typed version of each of the five types of paragraphs. I spent two class periods in the computer lab working with students. This also was only a partial success.
Course = RW
Level = 2
Category = Writing Task
Core Task = Formal Letters/ Paragraphs
Center = CSM
Semester = Spring
Term = 1
Year = 2002
Instructor = Saussotte
E-Mail = [email protected]
Report Text = We practiced formal letter format using e-mail journals. Paragraph development, both in letters and other types of writing was a major focus of the class: Narrowing a topic into a topic sentence of appropriate scope, supporting sentences, no irrelevant information, and a conclusion that summarizes main ideas without repeating them and giving a sense of completion to the paragraph. These two students achieved that well. Two things seemed to help the most: Selections from the book "Great Paragraphs" and taking short trips to places of interest and having them write various types of paragraphs about their experience. The latter was easy to do with only two students, of course. It gave them a meaningful and "real" reason to express themselves in English. Ongoing grammatical revisions were done in context of their writing.
Course = RW
Level = 2
Category = Writing Task
Core Task = Descriptive Paragraph
Center = ISU
Semester = Spring
Term = 2
Year = 2002
Instructor = Carolyn Mayo
E-Mail = [email protected]
Report Text = For the descriptive paragraph this term, I began by having groups of students make a list of objects in a picture and then expand the list by adding descriptive adjectives to the nouns. The adjectives included such things as color, size, and material. Then we discussed space organization, and they practiced identifying "top to bottom," " left to right," and " outside to inside" order in some example paragraphs. We also did some exercises using adverbial phrases of position. The next step was to practice making descriptions more specific. Pairs of students wrote replacement sentences for general statements such as "The house was beautiful." Then the same pairs wrote a paragraph about their imaginary limousine (from Hogue, First Steps in Academic Writing). Finally, I took the students to an art exhibit on campus. They were instructed to choose their favorite piece of art and make notes about it on a worksheet that I had given them. The worksheet asked the following questions: 1) What kind of art is it? 2) What material is it made of? 3) What does it represent? 4)What colors does it use? What shapes? 5) How are the colors and shapes arranged? and 6)What feeling does the artwork give you? Then from their notes, they each wrote a descriptive paragraph. Between the first draft and the rewrite, we discussed topic sentences and how they could make one about their favorite work of art. Their final products were very good.
Course = RW
Level = 2
Category = Writing Task
Core Task = summaries/letters
Center = CSM
Semester = Summer
Term = 2
Year = 2002
Instructor = Marcia Lane
E-Mail = mlane@mines
Report Text = This class took several field trips, some for the afternoon module. Since letters were included in the curriculum, we wrote thank you letters after the visits. One visit was to the National Center for Atmospheric Research, so the students sent letters to the lady who was our guide. We also studied brief summaries and wrote these after field trips. (Day in Denver, Day in Boulder, National Renewable Energy Lab were other trips) In addition, we went to the local art gallery and described an object. The method was to take notes on the object, then go outside and write the paragraph. Next, the student gave it to a class member, who went inside and found the object. The students enjoyed this very much. It is something which could be done during the summer only, because our RW class usually meets from 8-10, before the gallary is open, but in the summer our 8-12 five week RW session allowed us to do activites like this.
course: RW
level: 2
category: Writing Task
core+task: Business Letter
center: VU
semester: Fall
term: 2
year: 2003
instructor: Elise Harbin
e-mail: [email protected]
While working on the business letter task, it became apparent that my students would be doing most of their formal correspondence via e-mail. As many of the students in the class were actually business people, we adapted the task a bit for them and turned our focus to writing formal business e-mails.
After reviewing the basic content and structure of a personal letter and then introducing what might be different about a business letter, we brainstormed the different reasons we might be sending formal e-mails. The students came up with a variety of reasons ranging from very specific business issues to more school related ones. Once we had a list, we worked on what might the differences might be between writing a business letter and writing an e-mail for business purposes. A lot of ideas were brought up, but we focused on brevity, the possibility of less contact info, punctuation and spacing and levels of formality. This discussion allowed us to discuss issues of etiquette such as how to address people, when to call them by their first names, and how to show respect without using an honorific. I used Working in English, which has a section on e-mails, and Business Correspondence as resources as well as a few other texts that we have sometimes used in our Business English classes.
For their formal task, each student had to choose from their original lists what might be the most common reason they would be writing business e-mails. Then they had to prepare an e-mail based on the guidelines, expectations, and format that we had been discussing in class and send it to me, the instructor, as if I were the customer, intended recipient, etc. We then carried out an e-mail exchanged playing these roles. After the exchange was completed appropriately, I sent each student comments and suggestions on their e-mails and responses and ways to improve the effectiveness of their e-mail communication. Since then, many students have actually tried to conduct �official� business via e-mail in English and have been pleased with their results. Overall, the students were very happy with the task.
course: RW
level: 2
category: Writing Task
core+task: letters
center: UNCG
semester: Spring
term: 1
year: 2005
instructor: Jennifer Griffin
e-mail: [email protected]
report+text: This term I had the students write letters to gather information from alumni to practice their letter writing skills. We worked on putting together a newsletter for alumni of the program. After we spent some time practicing writing business letters, I had the students compose letters to alumni to gather information for the newsletter. Each student was given a list of former students that they needed to contact by email. This was a great way for students to practice their letter writing skills. The best thing was that they got a lot of responses and became pen pals with some of the alumni. This allowed the students to have a real purpose when writing the letters and practice in responding. We gathered the information, but we didn�t compose the newsletter. I passed on the information to the RW 3 teacher for next term. The actual newsletter seemed more appropriate for that level. I would recommend this vehicle to complete the core task of letter writing.
course: RW
level: 2
category: Writing Task
core+task: business letter
center: CSM
semester: Spring
term: 1
year: 2007
instructor: diane witters
e-mail: [email protected]
report+text: This activity introduced students to the business letter core project. (I used this with a mixed level group of Basic, 1, and 2.) After viewing examples of different types of business letters, comparing them to informal letters, and discussing format, students were divided into teams. Each group was given a situation that they would need to respond to via a business letter. We were also practicing persuasive language so the situations were geared towards that rhetorical mode. Here are a couple of examples of possible situations: -- Two weeks ago, your car was in an accident. It was damaged. You took it to a mechanic, and he tried to fix it. However, he didn�t do an adequate job. He charged you $250, but the car is still not working well. Now you would like to write a letter to him. What should you say? -- You are planning to attend Colorado School of Mines in one year. However, last week you heard an important announcement. The president of the school said that CSM would not allow any more international students to begin their study at the school. You would like to write a letter to the president. What should you say? The teams needed to discuss the situation and their options. They also shared ideas on appropriate language to use in their letters and methods of persuasion. For homework, each student wrote a draft of her / his business letter. In class the next day, they read the letters to their group and received feedback and suggestions. This was also a good time for them to verify the correct format and protocol. Each student then wrote a second draft and turned it in for a grade. If I had time, I would then have the students create their own situations for other types of business letters (requesting or dispensing information, expressing an opinion, filing a complaint, etc.) This seemed to work well, although it was challenging for the lower level students. I had them focus on basic ideas and sentence structure while the upper level students were asked to use a variety of sentences structures and more sophisticated persuasion.
course: RW
level: 2
category: Writing Task
core task: Writing a Letter/Email
center: VU
semester: Spring
term: 2
year: 2007
instructor: SAhola
report text: Lesson: Email Communication
Objectives:
1.To discuss the information a student would include in an email to an instructor
2.To read and discuss a sample email from a student to an instructor and try to revise the contents of the email with a partner
3.To read and discuss a revised sample email and highlight some features of a proper email sent to an instructor
Materials: Sample emails
Lesson Plan:
1.First, the instructor will tell the students the topic for the class�email communication. Then, the instructor says: �Imagine you had to write an email to your instructor. You have to tell your instructor the reason why you missed class last week. How would you begin the email? What information would you include?� The instructor will write their responses on the board.
2.Next, the email sample will be read aloud. Ask the students if they notice any problems with the email. Stress that this email is to an instructor and not to a friend or family member.
3.The students will have some time to revise the email on a separate piece of paper with a partner.
4.The class will read the revised email. They will compare and contrast the two emails. The instructor should highlight some of the features of a proper email sent to an instructor including a greeting, proper student and class identification, purpose of the email, correct spelling and capitalization, and a proper closing.
5.For homework, the students will write an email to the instructor in order to practice writing an email to an instructor.
Sample Paragraph
hey, i�m in your speeech class. i had the flu last week and i wasn�t able to come to your class. i have a dr�s note to show u when i see u on tuesday. could u tell me what the homework is for next week. i lost my homework schedule. thanxs. see u on tues.
Revised Paragraph
Dear Mr. Smith:
My name is Audrey Kuccia and I�m in your Intermediate Speech class on Tuesdays and Thursdays from 10:00-11: 50. I had the flu last week and I wasn�t able to come to your class. I have a doctor�s note to show you when I see you on Tuesday. Could you tell me what the homework is for next week? I lost my homework schedule.
Thank you for your help. See you on Tuesday!
Audrey
Course: RW 2
Term: Spring 1 2007
School: Interlink at UNCG
Ellen Baumgartner
[email protected]
We read the novel, "Kira-Kira" and each week a pair of students had to present the chapter to the other students. They had to choose 5 or 6 questions and then also choose 4 or 5 vocabulary words to present to the class. Halfway through the novel, I realized that we had about 18 vocabulary words already, so I began to think how I could get the SS to remember the words other than giving them a quiz. I wanted the experience to be meaningful to them and I also wanted it to be creative. I decided to let them write a story using about 10 of the vocabulary words. They were allowed to present it in any way they wanted. I was really impressed with their imaginations! There were 3 groups of SS and they each came up with 3 different stories. All of them did powerpoint presentations, complete with pictures. However, the last group went above and beyond any of my expectations. There were 3 of them in the group (2 girls and 1 guy). They created a "love story" and made a type "film" using still pictures. They used UNCG as a background for the photographs and they were the actors in their own story! It was very melodramatic and a lot of fun to watch. They also included music. The other students all applauded at the end and they all wanted copies of the presentation sent to their email addresses! It was a great experience for me because I did not do much preparation at all for this project. I just gave them the assignment and they ran with it.
level: 2
center: VU
semester: Spring
term: 1
year: 2006
instructor: Kate
e-mail: [email protected]
report+text: Writing Assignments and Art. Valparaiso University has a lovely art museum, with a good permanent collection and excellent temporary exhibits. I like to take my students to the museum because it�s a good way to introduce them to the museum, see something new and different, learn some new vocabulary, and experience English in a different setting. They really enjoy the museum and it leads to a lot of good discussions about art, beauty, and different cultures. Viewing art exhibits also provides an opportunity for different writing assignments � descriptive writing, creative writing, writing about emotions and opinions. I provide students with questions and writing prompts, and they choose a picture, sculpture, photo, etc. in the museum and write about it. They stand or sit right in front of the art work, and it�s great to see the level of concentration as they write. Level 1 classes may only list objects and colors that they see, or describe people and clothes. Higher levels have more complex tasks. I think these questions could work just as well in the classroom with prints, photos, or pictures from books, although it would lose some of the richness of actually seeing the artwork. Level 2 � Art Writing Assignment Choose a picture with a person or people. Write a paragraph describing the person or one of the people in the picture. (Say if it�s a man, woman, girl, or boy; approximate age; describe their appearance; describe their clothes.) What is the person doing in the picture? Where is this person? Describe the background. What else is in the picture? Are there other people? Are there animals? Are there buildings, trees, or smaller objects? Imagine that you can hear what this person is thinking? Write what you hear. Why did you choose this person to write about? Level 2 � Art Writing Assignment Artist�s Name _____________________________________________ Title ______________________________________________ Choose a picture that you like. Write a paragraph describing the picture. (people, landscape, animals, objects, etc.) What colors are used in this picture? What feelings do you think about when you see this picture? (Does it make you feel happy or sad or peaceful?) Why do you like this picture? Art Words painting sculpture photo print landscape portrait still life abstract modern art bright colors vivid colors soft colors sharp lines clear lines soft lines artist sculptor Descriptive Writing with Art � Level 2 or 3 Your Name _______________________________________________ Choose a work of art and complete this sheet. 1. What is the title of the artwork? Who is the artist? When was the artwork completed? 2. Describe what this work of art looks like. (What colors are used? What objects are in the picture? Is it a landscape? Are there people in the picture? What are the people doing? ) 3. What emotions or thoughts do you experience when you look at this artwork? Does it make you think of some idea? Explain why. Does it make you feel an emotion, such as happy, sad, upset, or calm? Explain. 4. Do you think there is a message in this artwork? What might the artist be trying to say? 5. Explain why you chose this piece of art. Why do you like it, or why did you want to write about it? Creative Writing � Landscape or Portrait - Level 2 or 3 Your name ______________________________ Chose a landscape or portrait and complete this sheet. 1. What is the title of the artwork? Who is the artist? When was the artwork completed? 2. Describe what this work of art looks like. What objects are in the picture? What colors are used? If it is a landscape, describe what the countryside looks like? If it is a portrait, describe the people and tell what they are doing. 3. Creative Writing Landscape � imagine that you are walking through the place in this picture. Tell why you are there; what you are doing; where you are going next; why this place is important to you. Portrait � imagine that you are the person, or one of the people in the picture. Tell who you are; what you are doing; why you are here; what you are thinking; what you will do next. Art Words painting landscape portrait sculpture print artist sculptor abstract art modern art Words to Describe art colors - bright bold strong vibrant light soft pale subdued warm texture � rough smooth abstract art � lines straight curvy/curved sharp jagged rounded shapes- angular round patterns How does it make you feel? What emotions does it evoke? calm peaceful tranquil relaxed restful quiet serene content harmonious excited exhilarated energetic lively wild inspired cheerful high-spirited spirited optimistic confident strong colorful serious humorous thoughtful sad depressed lonely sorry hopeless overwhelmed sad gloomy confused unsure disturbed troubled frightened irritated nervous apprehensive insecure annoyed disgusted enraged Art Words painting landscape portrait sculpture print photo artist sculptor abstract art modern art Words to Describe art colors - bright bold strong light soft pale quiet warm What does the artist want you to feel? calm peaceful tranquil relaxed restful quiet serene content harmonious excited exhilarated energetic lively wild inspired cheerful high-spirited spirited optimistic confident strong colorful serious humorous thoughtful sad depressed lonely sorry hopeless overwhelmed sad gloomy confused unsure disturbed troubled frightened irritated nervous apprehensive insecure annoyed disgusted enraged Level 2 � Art Writing Assignment Your name ________________________________ Title / Name of the artwork ___________________________________________ Artist�s name _______________________________________ What things do you see? What colors do you see? Are there people? Describe them. Why do you like this picture? PAINTING Title ___________________________________________ Artist ____________________________________ Date _________________________ Country _______________________ Medium (oils, acrylic, watercolor) _______________________________________ 1. Describe your first reaction to what you see. 2. Describe what you see. (Give a full description of the painting) 3. Describe the mood of the painting. What emotions do you feel when you look at it? Explain what it is in the painting that makes you feel these emotions. 3. Color - What colors did the artist use? - Does one color dominate? Which one? - Does the color influence the painting�s purpose or effect? How? 4. Texture - Look at the painting�s surface. Describe how the paint was applied. - Quickly/slowly, small/broad brushstrokes, thickly/thinly, smoothly/roughly - Describe textures that you see. 4. Depth/Dimension - You are looking at a two-dimensional (flat) work of art. Did the artist create a sense of depth and distance? Why is it important to have a sense of depth in this work? 5. How does color, texture and depth influence your reaction to this work of art or what you perceive to be the meaning of this work? 6. Does the painting encourage you to sit or stand in a particular spot? 7. Does something in the painting draw your eye to that spot first? This is called the focal point. What is the focal point? How does the artist draw you eye to the focal point? What effect does that have on you when you focus on this part of the painting first? 8. Are you, the viewer, above the action, part of the event, or outside of it? 9. If this painting could come to life, what sounds would you hear? What would you smell? How would the objects feel? What do you think would happen? 10. If there are people in the painting, imagine a conversation between them based on the setting? What would they be saying? 11. Historical Aspect - Can you tell when this painting was made? What clues did you use? - What was happening in the country where and when it was painted? - How might the painting reflect the artist�s response to this particular time in history? 12. What do you think the artist was feeling and thinking when he made this painting? How can you tell? 13. Do you think the artist intended a message or meaning? What would the message be? What makes you think this is the message? SCULPTURE Title Artist Date Country Medium (What�s it made of?) 1. Describe what you see. (Give a full description of this work). 2. Does the sculpture encourage you to stand or sit in a particular spot in order to view it best? Why/Why not? 3. How does the sculpture create various textures and contrasts in light and dark? 4. Was the sculpture created by carving away (subtractive process) or by adding materials together (additive process)? 5. Is there a main idea or theme to this sculpture? What is it? What makes you say this is the theme? 6. Does it evoke an emotional reaction? What is the emotion? How is it evoked? 7. Is the sculpture larger or smaller than you? How does this influence your reaction to it? 8. Consider the sculpture�s position in the gallery or garden. How does that influence its effect? Level 1 � Art Museum Treasure Hunt What picture has - a girl and cows? ______________________________ 2 black birds? ______________________________ pink flowers and blue eyes? ______________________________ pictures of windows ______________________________ a horse that is red, white and yellow? ______________________________ the word �stop�? ______________________________ an old man with a cigar? ______________________________ a big green house? ______________________________ a woman with a hammer? ______________________________ some goats and sheep? ______________________________ gray head with red eyes? ______________________________ What is the name of the sculpture of a gray dog? ______________________________ What is the name of the sculpture that is a blue book? ____________________________ Find the picture called �Family Portrait in a Fantasy.� How many men are in this picture? ___________________________ Level 1 � Art Museum Treasure Hunt What picture has - a boy and a girl in a boat? ______________________________ apples? ______________________________ an American flag? ______________________________ a woman with red lips? ______________________________ a dog�s nose? ______________________________ trees and snow? ______________________________ 2 men, and one man has a pipe? ______________________________ a man with a saw? ______________________________ 3 orange t-shirts? ______________________________ 2 men, 1 woman, and a black and white donkey? ______________________________ 5 horses? ______________________________ What is the name of the sculpture of a crocodile? ______________________________ Find the picture called �The End of the World.� What colors are in this picture? ______________________________ Find the picture called �Age of Iron.� Who is the artist? ______________________________ Words for Art Museum � Level 1 art words - artist painting sculpture title picture colors � black white red yellow orange blue pink gray green animals- crocodile dog horse cow donkey goats sheep body- eyes nose lips things � hammer saw boat apples cigar pipe book flag tree snow t-shirt flower word bird window
course: RW
level: 2
center: UNCG
semester: Fall
term: 1
year: 2006
instructor: kathy wohlfeld
e-mail: [email protected]
report+text: PLEASURE READING PROJECT. Because students tend to mostly read off the internet now and rarely touch a printed page, the RW2 decided on a pleasure reading project. The goal of the project was for students to get a sense of what kind of current popular magazines are available, and choose topics of high interest to them to read, in the hope the high interest topics would encourage them to read independently on a regular basis. Students visited a bookstore/magazine stand (and also the popular section of the Library), and we browsed through many kinds of magazines. Students were required to choose one or two to use for the term. As the vocabulary was often higher than their level, we discussed getting main ideas by skimming and scanning content, viewing pictures, and reading sub-headings and boxes, graphs, etc... Students were asked to complete a form after reading one short article each week. The form asked the students to write about - main ideas, reasons for interest, recommendation to other readers, and selected vocabulary. Once a week, students brought in the form and magazine for a group discussion. Overall, most students enjoyed their pleasure reading and the chance to share it with peers. A few I have followed up with to ask if they had bought any magazines lately, and many had.
course: RW
level: 2
center: ISU
semester: Fall
term: 2
year: 2006
instructor: Nadine Nicholson
e-mail: [email protected]
report+text: RW2 Core task report
Fall 2, 2006
Spelling skills development
This term, I had an RW2 class with particularly severe, persistent spelling accuracy difficulties. After consulting with other teachers at our center, I decided to address their needs on this area more substantially than I otherwise would:
I began the project by giving them the RW1 spelling inventory test, pointing out that they should already know each of these words (which many didn�t), followed by a discussion of how important spelling accuracy is, both for success at Interlink, as well as future university-level work. I then gave them a handout discussing techniques and resources for addressing spelling needs, and a list of 20 words from the RW2 spelling inventory for them to study that week.
Throughout the week as I corrected student papers, I underlined all misspelled words with a red pen, and wrote a total tally number at the top (for example: 17 spelling). [Other content comments and corrections were made in purple ink, to be easily distinguishable.] Upon receiving their papers back, students were required to write down a list of those words correctly spelled, either from memory, from looking them up in a dictionary, or by asking each other. Students handed in one copy of their lists to me and kept the other for their own study.
A class spelling test was then given each week, consisting of 30 words called out and given in sample sentences, drawn from a combination of the week�s inventory list and the commonly misspelled words drawn from the students� individual errors lists made that week. Any words misspelled by students on the tests were then recycled to appear as candidates for the next week�s test, along with the next installment of 20 words from the RW2 inventory list, and additional words from newly created error lists from the week. During week 9, the regular final RW2 spelling test was also given.
Overall, this approach seemed to effectively focus the attention of students who had weak spelling skills on the importance of addressing their problem, and 8 out of my 9 students showed marked improvement in accuracy of out-of-class work by successfully utilizing spell check and their dictionaries. In-class work continued to show lower than desirable accuracy rates on spelling, though each weak student did make noticeable improvement. Drawbacks included a bit more time on my part for identifying spelling errors on student work (which I chose to do after realizing most of them were not yet capable of identifying their own errors), and a bit of boredom on the part of students with stronger spelling skills.
Spelling Inventories
Knowing how to correctly spell common words in English is important for successful language use. Therefore, INTERLINK requires students at each level to know how to spell a list of 100 basic words. These spelling lists are called �inventories�. The spelling inventories are cumulative. This means that a level 2 student must also know the words for level 1.
The spelling inventories are not very difficult. In fact, you probably already know the correct spelling of most of these words. Near the end of this session, you will take a spelling test on these words. Passing this test is required for moving to level 3.
Here is how we will prepare for the test:
1. Each Thursday, I will give you a list of 20 words from the level 2 inventory.
2. Every Thursday, I will also give you a short spelling quiz on the words from the week before.
3. Spelling tests will also include some words from spelling errors students have made on their classwork and tests that week. (These words will be underlined in red on your papers, with the total number written at the top of your papers. You must make a list of how to spell those words correctly and give a copy of it to me. Use another copy of your list to help yourself study.)
4. Any words that students spell incorrectly on this week�s test will be added to the possible words to be used on the next week�s list.
5. In week 9 of this term, you will take the final level 2 spelling inventory test.
Tips for studying for the spelling quizzes:
� Review the list (briefly) every night. Do not wait until the night before the quiz. You might be able to pass the quiz if you study that way, but you will not remember the words if you study them that way.
� Use flashcards to help you study. Write the spelling word on one side of the card and the same word in your native language on the other side.
� Have a friend read the words to you one by one while you try to spell them out loud, or write them down.
� Use the INTERLINK website to help you practice:
www.eslus.com/eslcenter.htm (Click on �spelling� and then any of the items under level 2).
course: RW
center: VU
semester: Fall
term: 2
year: 2006
instructor: Diane Moryl
e-mail: [email protected]
report+text: As a former long-time teacher of composition at the high school level, I have been very concerned about the weak and faulty syntax of my Interlink students. Although they are able to master the necessary steps in the writing process, they often struggle with coherent sentence structure. A technique that I have found effective is to select awkward "sentences" from work they have submitted for a brief session on sentence revision. I type their sentences, one for each student, on a worksheet or overhead transparency. As a class, we work primarily on improving word choice and word order. These sessions also provide an opportunity to address gaps in grammar on an as-needed basis. Students are not unduly embarrassed by their mistakes because everyone's work is "under the microscope." They learn from the errors of their classmates as well as from their own. Students are encouraged to participate by either locating weaknesses or by suggesting imp rovements. The goal, of course, is for them to be able to do both independently. I have found several benefits from periodically regular use of this method. First, students begin to pay more attention to the coherence and clarity of thei own sentences as they write. They are also less likely to construct a word-for-word translation from their native languages because they have an increased awareness of English syntax. Secondly, they become more sensitive to what is unclear and awkward and to recurring grammatical errors. They become better at recognizing problems. In addition, this approach allows me to wean them from their dependence on my locating and correcting all of the weaknesses in their rough drafts, a practice that makes the validity of the final evaluation of their essays questionable. The time and effort required for this activity are not great, and it allows me to focus on the immediate and specific needs of a particular group. I feel that I am teaching an important component of writing that is often overlooked.
course: RW
level: 2
center: ISU
semester: Spring
term: 2
year: 2007
instructor: Kim Schaefer
e-mail: [email protected]
report+text: Evaluating descriptive paragraph drafts in pairs
After working on using adjectives and prepositional phrases and on evaluating good and bad descriptive sentences and paragraphs, students were asked to choose a photo or picture that they liked. Once they had chosen the picture, they were to create a mind map to get ideas about how to describe the picture. They then wrote a rough draft of a paragraph describing the picture. In the next class, I put the students in pairs. The 1st student then read his/her descriptive paragraph to a partner so that the partner could get a general feel for the whole paragraph. The 1st student reread the descriptive paragraph, pausing at the end of each sentence, while his/her partner drew on a blank piece of paper what was described. At this point, Ss should not add anything to the description or discuss the description. They should just read what is written and draw what they understand. By doing this exercise, both students get a visual image of what is actually described in the paragraph. Aft er the 2nd student is done with the drawing, the 1st student should show the picture to his/her partner and they should discuss the paragraph by answering the following questions:
�Could the partner �see� what was being described?
�How similar or different from the picture is the drawing?
�What was/wasn�t clear about the description?
�What was missing?
�Were there enough details (adj. and prep. phrases)? If not, where could they be added?
�How could the paragraph be improved?
The first student should make notes about what is discussed so that the feedback can be used to write the second draft. The pairs then change roles and repeat the process for the 2nd student. For homework, students use the picture, the drawing and any feedback from their partner or discussion to improve their paragraphs and write the next draft.
level: 2
category: Reading Task
core task: J novel
center: ISU
semester: Fall
term: 1
year: 2007
instructor: Margaret Hurdlik
e-mail: [email protected]
report text: My students read The Report Card by Andrew Clements as their novel this term (Aladdin Paperbacks 2004; 173 pp). It was the first time this book was used at this center, so it was a new experience for both me and the students. The plot involves a fifth-grade genius and her attempt to get her teachers, parents, and peers to re-examine and challenge the ways in which standardized tests and grades are used to categorize students into groups like the “smart” or “dumb” kids.
Although the book is classified as juvenile fiction (ages 8-12), it addresses adult themes of self-esteem, friendship, educational philosophy (etc.) and generated plenty of class discussion. It also lends itself well to journal topics.
If I were to use this novel again (and I highly recommend it), I would begin with a questionnaire of some kind, perhaps asking students to agree or disagree with statements like, “Tests are the best way to determine if a student understands something.” We could discuss the results and then revisit these questions after having read the novel.
course: RW
level: 2
category: Journal Task
core task: Journal writing
center: CSM
semester: Fall
term: 1
year: 2007
instructor: Noelle Vance
e-mail: [email protected]
report text: Here is the Journal Writing Activity that I used for my Basic, 1 and 2 level class. I got the prompts from a useful book called The Daily Spark (2006).
Journal Writing
Dedicate one section of your three-ring binder to
journal writing. You should write in your journal every day for about 10-15 minutes.
You will share your writing with a peer so do not write anything that you do not
want other people to see.
You may write about experiences and thoughts that you have. You may also choose from the prompts below.
Journals will be collected every two weeks on __________________.
Prompts
1. What kind
of English classes have you had in the past? Describe your past classes. What
did you like about them? What did you dislike? What helped you to learn?
2.
Many names have a special meaning or history. For example, the name Hannah means
"favor" or "grace." Write about your own name.
Who named you? Why was your name chosen? What does your name mean? Do you like
your name?
3. Describe a childhood memory. What details of the event do you
remember? Why is this memory so strong?
4. Think of a special event that you
planned for and looked forward to that turned out differently than you had expected.
Write about what you expected to happen and what actually happened.
5. Do you
like sports? What sport do you like to play and/or watch? Why?
6. Write about
a favorite song. Why do you like it? What are the words to the song? What does
the song make you think of?
7. What kind of friend are you? Do you like to
have one best friend? Do you like to go everywhere in big groups? How would others
describe your friendship?
8. Finish this sentence: I believe (don't
believe) there is life on other planets because…
9. What is your favorite
holiday? What is your least favorite holiday? Write about two holiday experiences,
one from your favorite holiday and one from your least favorite.
10. What is
your ideal job? What will you have to do to achieve it?
11. Growing up with
brothers and sisters can be difficult. If you have siblings, discuss the benefits
and shortcomings of your situation. If you're an only child, do the same.
Would you rather have more siblings, or fewer? Do you think you'll feel
the same when you are older?
12. Good luck charms range from stones to coins
to horseshoes to plants. Some people carry personal objects that they consider
lucky, such as a picture or letter. Do you have a good luck charm? Do you consider
charms silly?
13. You just won $10 million. What will you do?
14. Is TV
good or bad for you? For society?
15. What's the worst movie that you
have seen recently? Explain why.
16. Think about this proverb: "One
generation plants the trees; another gets the shade." What does this
mean to you? Explain and give some examples to support your opinion.
17. What
class would you like to take at Interlink? Design a new class to be offered. What
kind of assignments would be required? How would this class help students.
18.
Do you think men or women have an easier time of things? Explain your thoughts.
19.
Think about this quote by Irwin Federman, "People love others not for
who they are, but for how they make them feel." In your experience, have
you found this statement to be true?
20. How do you know if someone is friendly
or intelligent? How do you know someone has similar interests? What helps you
to learn about or judge another person?
course: RW
level: 2
center: VU
semester: Fall
term: 1
year: 2007
instructor: Carl Hart
e-mail: [email protected]
I often find that students either write run-on sentences or sentences that are too short. I used these three worksheets in my RW2 class to address this issue. They should not be given to the student together but one at a time. The first is given without any explanation other than to ask students to read it and figure out for themselves what the problem is. I emphasize that there are no errors in spelling, punctuation of grammar. Then I gave them the second sheet to try on their own to rewrite the sentences. After they finished, I discussed the various possibilities and also the logical times to use then, next, after that, finally, etc. Then I gave them the third sheet to show them one way the paragraph might be rewritten.
course: RW
level: 0
category: Writing Task
core task: Building bridges in writing
center: VU
semester: Fall
term: 1
year: 2007
instructor: Lisa Stodder
e-mail: [email protected]
report text: To help students in my RW supplemental class understand how paragraphs work together, I set up a two-day writing assignment, beginning the first day with a freewriting exercise focusing on a favorite theme. For homework, they typed up their essays and brought them the next day to class, where they cut up the paragraphs and switched authors. Could they recreate the original? What was the most logical progression of paragraphing? The point was not to come up with the perfect essay but to discuss the various possibilities. In the final stage we discussed transition strategies and assessed the “length” of the leap between paragraphs. Were there abrupt jumps? If so, how could we bridge this gap, create links? What were the various ways we could do that?
course: RW
level: 3
category: Reading Task
core task: YA novel
center: ISU
semester: Fall
term: 2
year: 2007
instructor: Allyson Newport
e-mail: [email protected]
report text: This term I used the novel The City of Ember by Jeanne DuPrau for RW3. The plot revolves around a society forced to live underground due to a catastrophe which occurred years earlier on earth. The people are now facing a shortage of supplies and frequent blackouts, and the continued existence of the city is in jeopardy. The main characters are a young girl and boy who try to find a way out of the city. The story deals with the themes of environment, darkness vs. light, corrupt government, the will to survive, and friendship. The vocabulary is level appropriate. The students found the book to be entertaining and neither too easy or too difficult. They were engaged in the storyline and participated well in class discussions. I would use this novel again and highly recommend it to anyone teaching RW3.
course: RW
level: 2
core task: Vocabulary game
center: UNCG
semester: Fall
term: 2
year: 2007
instructor: Stephanie Rummel
e-mail: [email protected]
report text: In my RW2 class we often use the novel as a source of new vocabulary. My problem, however, was getting the students to actually use the new words. For this reason we started an on-going weekly vocabulary game.
Every week each student picks out 3-4 vocabulary words from their novel and shares the definitions and sample sentences with the other students, creating a list of about 20-25 shared words a week. As each week passes, the new words are added to a growing list. The first week, students find the game fairly simple. I create 2 teams and put 2 chairs in front of the whiteboard, facing away from it so they can't see what's written. Each team chooses one person to come and sit in the chair. I write a different word behind each student and make a big deal about keeping their team members silent until I have both words written down. When I give the signal, team members start giving clues to try to get the student in the chair to guess the word on the board behind them. What gets difficult as time goes in is that each week 20-25 new words are added to the list I choose from. I have been keeping an on-going score so that if students do badly one week, they have the chance to redeem themselves and "win" at the end of the term.
The thing that surprised me about this competition was that they have started using their new vocabulary all the time. It shows up in journals, paragraphs, and even in their class discussions. After several weeks of stressing the importance of using their new vocabulary and making requirements for them to use the words, I finally found a way to get this group using the words on their own.
course: RW
level: 2
core task: Essay Writing
center: CSM
semester: Fall
term: 2
year: 2007
instructor: Amy Weinberg
e-mail: [email protected]
report text: Before I asked students to attempt essay-writing on their own, I wanted them to practice in groups. Luckily, I had ten students in my RW2 class this term, so I divided the class in two and had each student write one paragraph of a five-paragraph essay. Both groups had the same writing prompt and were given the following roles in the writing process. After the groups finished their essay, they read them aloud as I made an outline on the board. We compared both outlines to find missing details, unclear topic sentences, irrelevant information or organization problems. You could also have students read each other's essays and write outlines to see if they match.
____________________________
Directions: Read the job descriptions carefully and choose a role. Then read the writing prompt. You will be graded on your paragraph writing as well as your success in your job role. Start with Step #1 and work through the writing process together. DO NOT skip steps!
Step 1 -- Brainstorm Expert #1
You are in charge of the brainstorming
process. Make sure that everyone is participating equally, speaking English and
giving lots of details. If there are any disagreements, you must act as the peacekeeper
to help everyone come to an agreement. Take notes while members are sharing their
ideas. Use these notes to help the Brainstorm Expert #2 write the outline.
Step
2 Brainstorm Expert #2
As a group, you must complete the outline provided.
You are in charge of writing the outline and making sure that everyone is speaking
English during this step. Use the notes of Brainstorm Expert #1 to include plenty
of details and describing words. Work with the Rough Draft Master to make sure
everyone is using the outline to write their rough drafts.
Step 3 -- Rough
Draft Master
You are the leader of the drafting process. Work with Brainstorm
Expert #2 to make sure everyone is using the outline to write their individual
paragraphs (on individual pieces of paper). Once completed, ask everyone to read
their paragraphs aloud. Listen for a topic and concluding sentence in each paragraph.
Make sure that transition words are being used and that all the paragraphs connect
to one another.
Step 4 Peer Editing Guru
You must ensure that each
person in the group has carefully read and made marks on all the other member’s
papers. Once everyone has edited, you must reread the essay and look for errors
in spelling, grammar, punctuation and capitalization. Also, use the dictionary
provided to help you with this important step.
Step 5 Revising Specialist
You
are the leader of the revising process. Make sure that everyone is using the edited
rough drafts of their paragraphs to rewrite a new, clean copy of their paragraph.
The new paragraphs should be written on five clean sheets of paper. Check to make
sure that everyone has a rough draft and a revised draft with their names at the
top of the paper. Once completed, reread the essay again and make any necessary
corrections.
* I will collect the notes, outline, rough draft (with editing marks) and good copies of each paragraph. Good luck and have fun!
Writing
Prompt:
Imagine that you and your group have won a contest. Your prize is a
24-hour dream vacation! You can go anywhere and do anything. Don't worry
about money; all expenses will be paid! You can plan a trip to several places.
Your only limitation is that you have to do it all in 24 hours.
Decide where you want to go in the morning, afternoon and evening. Take notes of your discussion. Organize your notes into three categories: morning, afternoon, and evening.
Talk about the details of your trip. Continue taking notes. How will you get to each place: car, plane, private jet, or limousine? What will you wear? Where will you eat? What will you do? Remember, the more details you have, the more interesting your writing will be.
course: RW
level: 2
center: ISU
semester: Spring
term: 1
year: 2008
instructor: Margaret Hurdlik
e-mail: [email protected]
report text: This is a pre-writing activity that I have used many times for prepping students to write a narrative. I often use it near the beginning of the term because it involves a lot of sharing, and it helps students get to know each other a little better. I pass out the “Family Stories�? handout (which is a slightly simplified version of one in the text Tools for Writing; I’ve sent this attachment separately) and give students time to clarify vocabulary questions and check off the experiences they have had. I only rarely have a student check “yes�? fewer than 3 times. I then ask them to think about which of their experiences would be most interesting to share with their classmates (and I clarify that they should be able to write at least one page about it). At this point I will usually ask each student to tell the class the general topic they’ve chosen (e.g. “a dangerous experience�?). I’ve found that this step helps to identify students who may be struggling. We then do a 5-minute brainstorm. This is often the first time students are being introduced to this process, so I’ll explain its purpose and model it at the board with my own story. After the brainstorm, I put students in groups (usually 3 students per group) and ask them to share their stories orally. Each person must speak continuously for three minutes; the other group members are asked to step in with questions if the storyteller stops talking. Each group member gets a turn to share. At this point, I will often rotate group members (time permitting) so that each person tells their story at least twice to a different audience. Finally, I have the students write their stories on paper. I always follow up this experience by asking students why we spent so much time leading up to the actual writing (and if they felt this pre-writing preparation was helpful).
keyword: Idiom Journals
course: RW
level: 2
center: UNCG
semester: Spring
term: 1
year: 2008
instructor: Jenny Perron
e-mail: [email protected]
report text: After the first couple of weeks of students asking about idioms and idiomatic expressions, I started to bring in a list every week, with my students adding to them. This was a great launch pad for prompting journal writing, as each student chose one idiom from the list in which they could write a one- (and then two-) paragraph narrative telling about a time when they were “fed up�? or what would make them “out of sorts�?. In the past tense, they talked about a time when their “back was against the wall�? or “thought outside of the box.�? In the present, they talked about what “drives them crazy�? or when they “feel at home�?. In the conditional, they talked about what would make them “in knots�? or “light up�?. A minority few got lost while writing the first paper, making general statements about mankind instead of their own personal experiences. However, by the next, their paragraphs showed introspection and reflection. This activity proved an excellent way to explore narrative writing in a variety of situational tenses, as well as exploring ourselves while working with idioms, and at the same time understand the makings of a good narrative paragraph.
keyword: novel
submit: Enviar consulta
course: RW
level: 2
center: UNCG
semester: Spring
term: 1
year: 2008
instructor: Nancy Rivera
e-mail: [email protected]
report text: For our weekly novel discussions, I try to create a different activity each week to get students talking about what they’ve read. By the time we were halfway through the novel, we had quite a lot of information to sift through. I separated students into groups of three and assigned each group a theme. The themes were the following: the changes that occurred in the relationship between the sisters, the effects of one sister’s illness on the family, and how the family has maintained their culture in their new setting. (The novel was Kira-Kira by Cynthia Kadohata.) Each group had to develop questions for their classmates based on the themes and then lead a discussion about their theme with the class. I found that this activity helped my students develop their critical thinking skills greatly, and the activity also served to get students to rely more on each other for guidance instead of just the teacher. After these discussions, I found that students wer e better able to use critical thinking skills on their own when reading the novel and other readings in class.
keyword: writing in class
submit: Submit Query
course: RW
level: 2
center: CSM
semester: Spring
term: 2
year: 2008
instructor: James King
e-mail: [email protected]
report text: I've always hesitated to spend valuable class time having students write in class. It seemed a pity to have them sitting there, doing something they could just as easily do at home. Better to spend class time doing something interactive, where the teacher and other students could play a role!
Well, since I have been able to hold RW class in a computer lab here at CSM, my hesitation is a thing of the past. The lab has high-speed Internet and a lot of software, including Microsoft Word. Having Word is important since it allows you to track the changes you will make in each student's document. (Click on "Tools/Track Changes/Highlight Changes" and check "Track changes while editing". You might also click on "Options" if you want to change the colors, etc. of any comments you make.)
Students start typing their paragraphs and as soon as they have completed the first, they save it under a previously agreed to file name pattern (eg muhammed today's date.doc) email it to me, and continue typing the next paragraph in that same file.
As I receive their files, I read through them and make comments such as "I don't understand. Who is Mary and what did she do?". (My comments will be in a color different from the student's text.) If the student seems to be having difficulty using a certain structure, I might underline the sentence and comment, "Try using the word 'who' in this sentence." When I'm finished with my comments, I re-name the file containing my comments using the file name pattern "muhammed today's date comments 1.doc" and email it back to the student. Muhammad then opens the file with my comments next to his own file and takes advantage of (or not) my comments by making changes to his file, saving it and emailing it to me again.
The process continues with Muhammad always using the same file name. My next set of comments will use the pattern "muhammed today's date comments 2.doc" This file name bookkeeping is important so that you and the student can avoid confusion and you can keep track of the student's progress in the editing process. You may end up with 10 files for a single student. As you save all these files to a folder on your computer, you are building up a permanent record of this real-time editing process that both you and the student can refer to.
If you have a large class, you may get somewhat overwhelmed and have to finish your comments later.
Even if you can't keep up with a large class, this way of writing/editing makes the process much more immediate for the student and, since it's typed, much more readable for you. If you introduce touch typing to the mix, you will be helping the students learn a valuable skill that will be necessary if they decide to enroll in a university where English is the medium of instruction. In many cases, they will also need touch typing in their professional lives. I usually give them a brief introduction to the concept of touch typing and direct them to a few websites where they can practice on their own.
You
might have them try
http://www.sense-lang.org/typing/
http://www.keybr.com/
http://www.nimblefingers.com/typing_video.htm
among
others.
keyword: Reading
submit: Submit Query
course: RW
center: UNCG
semester: Spring
term: 2
year: 2008
instructor: Carrie Castelein
e-mail: [email protected]
report text: This term in RW B I worked with my students on reading strategies. I found various websites that have simple news articles and stories, and I gave them to my students. I then had the students read the article and underline any words they did not understand, but I did not let them look the words up. After this was completed, as a group, we looked at the article. I asked them to tell me what the article was about. I then asked them what happened in each paragraph. This allowed them to practice both asking and answering WH questions. After this was completed, I had them look back through the article and circle the words that answered the WH questions and cross out any sentences, or parts of sentences, they thought were not important ideas. I then had them re-write the article using only the words/ideas that they had circled. I then asked them if the meaning of the story changed or if it stayed the same with the words they used. I then had them look and see if any of the words they thought were important were circled. If they were, they looked them up in a dictionary, if they weren't, they did not look them up. This process took many weeks, and the first ones the student's did were not wonderful, but by the end of the term, the students were able to pull out the imprtant points in an article, understand the gerneral meaning of the story, and answer questions regarding the story. Also, their reading time increased because they were not stopping to look up every word in a dictionary.
keyword: guessing from context
submit: Submit Query
course: RW
level: 2
center: UNCG
semester: Summer
year: 2008
instructor: Lynn Bergschneider
e-mail: [email protected]
report text: This is a lower level activity for guessing words from context, using nonsense words. It's only one paragraph and the situation should be familiar to university students ;) My students had a lot of fun with this. I didn't tell them they were nonsense words to start with...just that we were doing an activity in guessing words from context with no dictionaries. At the end, we guessed the meaning of the new vocabulary and discussed how they can use their background knowledge to guess meaning. They had a real "ah-ha" moment.