Connections for Language Arts and Social Studies

Reading, Writing, and Student-Driven Learning

by Tamara Doehring The English Teachers Friend www.EnglishTeachersFriend.com Tamara@EnglishTeachersFriend.com

Strategies for Formative Assessment, Review and Reflection, and Writing to Learn Check for Understanding Strategies
Formative assessment serves to improve instruction and provide student feedback and which is administered throughout instruction. Students use the results to monitor their own learning; teachers use the results to check for understanding and then to plan their next instructional moves.

Strategy
3-2-1

Description
Option I Students communicate their level of understanding to teacher using their fingers 321 Scoring Scale A posted scale that can be used either as a quick check with hand or a numerical value for students to selfassess on a written assignment Option II Students consider what they have learned by responding to the following prompt at the end of the lesson: 3: Things that they learned today; 2: Things they want to know more about; and 1: Questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning. The Three Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification. I changed my attitude about I became more aware of I was surprised about I felt I related to I empathized with Each student in the class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied. Each student will be asked to reflect on a concept and draw a visual of his/her interpretation. Then they will share their answer with each other in a zigzag pattern within their group. Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like _________________ because _______________. In response to a cue, all students respond verbally at the same time. The response can be either to answer a question or to repeat something the teacher has said. (Circle) Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that Squared or agreed with your thinking Given a prompt, class goes to the side (or corner) that corresponds to their opinion on the topic, side share out reasoning, and students are allowed to change sides after discussion. Each student will be given a ticket to complete before leaving the room answering: What is the most important thing I learned today? What questions do I still have? These tickets can be given to the teacher when exiting the room or upon entering the next day. The teacher uses this information to guide the instruction. Each student receives different colored cards. Each color represents a specific response. Students raise the card to provide the correct response to a teacher directed question. Given a concept, students sort or write variou s examples/nonexamples. Given examples / nonexamples, students determine concept. Written check for understanding strategy where students fill the blank. (A simile is a comparison using words such as ___ or ____.) Students use this strategy to help them remember information that is important to them. They will flag their ideas on a sticky note or flag die cut Students respond individually to short, pencilpaper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction. Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.

3 minute pause

ABC Summaries ABC Whisper Analogy Prompt Choral Response Circle, Triangle, Square Decisions, Decisions Or Four Corners Entrance/Exit ticket

Every Pupil Response Example/NonExample Fill In Your Thoughts Flag It Formative PencilPaper Assessment

Give One, Get One Index Card Summaries and Questions

Inner-Outer Circle

Journal Reflections / Entry

Know and Grow Misconception Check

One Question Quiz One Sentence Summary Portfolio Check

Cooperative activity where the students write response to a prompt, meet up with another student and share ideas so that each leaves with something to add to their list. Periodically, distribute index cards and ask students to write on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement or question. Students form an inner and outer circle facing a partner. The teacher asks a question and the students are given time to respond to their partner. Next, the inner circle rotates one person to the left. The teacher asks another question and the cycle repeats itself. Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student journals, teachers can identify class and individual misconceptions and successes. Present a summary of what was just learned: We know that. The n provide a statement/problem for students to solve. Given that we know this, how do we determine Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. Can also be presented in the form of a multiple-choice or true-false quiz. One specific focused question with a specific goal that can be answered within a minute or two. Teachers can quickly scan the written responses to assess student understanding. Students are asked to write a summary sentence that answers the who, what, where, when, why, how questions about the topic. Check the progress of a students portfolio. A portfolio is a purposeful collection of significant work, carefully selected, dated and presented to tell the story of a students achievement or growth in well-defined areas of performance, such as reading, writing, etc. A portfolio usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities. A timed writing in response to a question or prompt (before, during, or after instruction) Students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning. Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding. Cooperative group activity used to share or collect information from each member of the group; students write a response, then pass to the right, add their response to next paper, continue until they get their paper back, then group debriefs. Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class. Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a ticket out the door to check for students understanding. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing later. Ask students to create a visual representation (e.g., web, concept map, flow chart, or time line) to show the elements or components of a topic or process. This technique effectively reveals whether students understand the relationships among the elements.

Quick Writes Self- Assessment Socratic Seminar

Take and Pass

Think-Pair-Share Ticket Out the Door

Visual Representation (Web or Concept Map)

List of Review and Reflection Ideas Class mural Students create a reflection of the semester/year in collage style using magazine, excerpts, quotes, art, and other means of review and reflection. Create with the intent of leaving up for the new school year as a way to entice students about what you will be learning. Using quotes can be a useful way to initiate reviewstudents have to recall the context of the quote and can connect to the story/fact surrounding it. Reflective essays are a more formal example of journal entries. Essay questions are provided and can focus on personal development, academic connections to the course content, or ideas and recommendations for future action. This can be done in groups or individually. (consider giving students the option) Tell the students that they will have the opportunity to create an artistic summary and reflection of the year/summary. Examples could include poetry, visual art, (paintings, drawings, sculptures) music, individually created games or puzzles, any form of creative outlet that gives the student the chance to perform or explain in front of the class. 5-7 students sit in a circle in the middle of the room. The remaining students form a large circle outside of the inner circle. The teacher provides the inner circle with open-ended questions about content in the class and encourages students to maintain a discussion. If a student from the outer circle has something to add to the discussion, that student joins the circle and replaces an inner circle student. Important to this reflection technique is a clear set of ground rules (all ideas are respected, replacing a student happens after he or she is done speaking, and there is no talking from the outer circle). This activity allows for students to speak freely about sensitive topics and allows for both internal and external processing, public and private reflection. Use this as a review or for a final project. Publications can include Web sites, brochures, newsletters, press releases, newspaper articles, etc. Students pair with one or two others to discuss a specific topic. This encourages participation from individuals who are not comfortable addressing the larger group. Variation: 2,4,8: After students respond to a question/statement in pairs, have pairs combine to form a foursome. They can share answers from the previous pairing and/or respond to a new issue. Then the foursomes join another, creating groups of eight. The process is repeated. Ask students to generate problems for an upcoming test. Students might work collaboratively either to generate problems or to draft solutions. By asking each student or group of students to generate problems, students will cover the course material more fully than they might otherwise do in studying. Moreover, if you assure students that at least some of the test material will draw on the problems students generate, they are more likely to take both the problems and solutions more seriously. Writing to Learn Reading journal: Use the left half of the page or the left sheet of an opened notebook for recording what the reading is about. Teachers can ask for quite a lot of detail in this half of the reading journal so that students get practice in summarizing entire articles or summarizing particular arguments, identifying main ideas, noting key details, and choosing pertinent quotations, among other crucial reading skills. On the right half of the page (or right page of the notebook), students jot down any questions they have or any connections they can make between readings or between readings and class discussions Allow students to write whatever comes into their head. It is a useful tool for generating ideas and discovering attitudes. The key here is to keep writing, even when they are having difficulty thinking of something to say

Quotes Reflective Essays

Artistic expression

Fish Bowl (inner/outer circle)

Student-created publications Think, Pair, Share

Pre-test warm-ups

Freewriting

Short summary

Ask students to summarize in no more than 50 words the main points of their reading assignment. Use index cards to mix it up. The activity encourages them to read the assignment and helps them to remember what they have read. The brief format is nonthreatening. The learning log serves many of the functions of an ongoing laboratory notebook. During most class sessions, students write for about five minutes, often summarizing the class lecture material, noting the key points of a session, raising unanswered questions from a preceding class. Sometimes, students write for just one or two minutes both at the beginning and end of a class session. At the beginning, they might summarize the key points from the preceding class (so that the teacher doesn't have to remind them about the previous day's class). At the end of class students might write briefly about a question such as: What one idea that we talked about today most interested you and why? What was the clearest point we made today? What was the foggiest point? What do you still not understand about the concept we've been discussing? If you had to restate the concept in your own terms, how would you do that? How does today's discussion build on yesterday's? Such questions can provide continuity from class to class, but they can also give teachers a quick glimpse into how well the class materials are getting across. Some teachers pick up the complete learning logs every other week to skim through them, and others pick up a single response, particularly after introducing a key concept. These occasional snapshots of students comprehension help teachers quickly gauge just how well students understand the material. Teachers can then tailor the following class to clarify and elaborate most helpfully for students. Models the genres of different writing styles while allowing for research into any content. (See book) The response paper asks students to react to assigned readings. Students might write responses that analyze specified features of a reading or they might write counter-arguments. A more complex response to assigned readings is the synthesis paper. Rather than summarizing or responding to a single reading assignment, the synthesis paper asks students to work with several readings and to draw commonalities out of those readings. Particularly when individual readings over-simplify a topic the synthesis paper guarantees that students grapple with the complexity of issues and ideas. It can be shorter and less formal, or you can assign it at or near the end of a unit leading to a more formal assignment. A. Ask students to work together revising a document that has already been written. This is a useful activity for work on focus, organization, support, and use of jargon. You might have them rewrite something for a different purpose or audience. You have the option of having them sit down together cold or work individually on the document beforehand and then pool their suggested changes. B. Assign a group writing project. Some students do the background research while others conduct interviews or surveys. Each student prepares a draft of his or her results for the group. Then the group as a whole must synthesize the information, organize, and prepare a report for presentation to the entire class. This assignment provides the instructor with only five or six papers to grade. C. Use peer response groups to work on all stages of major assignments: 1. Brainstorm about possible topics or approaches to the assigned topic. 2. Bring in plans or notes for feedback from group members. 3. Read drafts to check that criteria for the assignment are being met. Provide feedback forms that address the criteria (i.e., questions about content, focus, organization, style, etc. 4. Read completed drafts for work on editing and/or revision. 5. Written Critiques: Ask students to write an overall response to another students essay. Provide guidelines for criticism which address the assignment criteria.

The Learning Log

Research Magazine or Blog The response paper Synthesis papers

Group Writing Activities These assignments provide the instructor with only five or six papers to grade.

Clarification /Review Letters

Solving real problems

Students reflect on a reading and then write a 200-300 note to a classmate in which they describe some aspect of the reading that they are having trouble understanding--a specific area they are having difficulty interpreting or fully comprehending. They have to provide a context for what they dont understand--so their reader can see the difficulties and thereby give some assistance. Next, exchange notes among classmates and the reader considers their note carefully, then respond to classmate with a thoughtful note of explanation and exploration. Reader explains where they can, and where they are not sure of particular aspects they explore reasonable possibilities. Ask individuals or groups to analyze a real problem--gleaned from industry reports, scientific journals, personal experience, management practices, law, etc. Students must write about the problem and a solution they could implement. Students can write to explain professional concepts, positions, or policies in letters of application or letters to politicians. Students can also write business letters of introduction and research gathering, introducing their projects and plans for approval. Another version of an introductory letter could have students try to persuade an interested party (e.g. a foundation, the NSA, etc.) to provide funding or approval for their research. Or have them write a letter after completing a project which tries to persuade someone interested in the project to accept their recommendations. Although it might seem like only History classes might assign an analysis of events, if is a useful assignment in more classes. After an event is reported in the general news media or in your disciplinary media, ask students to reflect on what happened, why it happened, and what it means in the context of this class. Take an actual event and ask students to write about how the outcome might differ if one crucial condition were changed. For example, what if Dolly, the famous cloned sheep, had been successfully produced on the first try? Students in science disciplines can speculate about scientific elements of this event; students in agriculture courses can focus on the immediate impacts in food production; students in ethics courses could examine the balance of world-wide patterns of food production v. individual identity; students in political science could focus on government funding issues; and so on. The microtheme is an increasingly popular writing assignment that bridges informal and formal writing. Assign a paper topic but require students to write the paper on a 5 x 8 notecard or on a single sheet of paper. They are to ignore introductions and conclusions. Just put down the main points. Make sure they understand that they are to write in complete sentences. Especially good in courses where students are asked to find positions on issues, to argue and support positions issues. But microthemes can involve all kinds of writing. For example, the text feature microtheme asks students to develop generalizations/conclusions based on data provided by the instructor (e.g., a graph or statistical data). The microtheme also makes for excellent preparation for writing longer pieces of discourse on the same topic, where they will need to provide background information, expand their support for their claims, and write introductions and conclusions, taking audience into consideration.

Letters

Analysis of events

What-if analysis

Microtheme

RAFT
R = Role (Whose perspective are they writing from? Are they a student? A character? An inanimate object?) A = Audience (Who are they writing to?) F = Format (Is it an essay? A letter? A brochure?) T = Topic (What are they writing about?) S = Strong Verb (use a strong verb such as examine, convince, etc. to explain the purpose) Role Brainstorm some possible choices: Audience Format Topic Strong Verb

Complete these sentences: I am a ____________________ writing a ____________________ to ___________________________ about (role) (format) (audience) _______________________________________________________________________________________. (topic) My purpose for writing is to _________________________________________________________________ .
(Expand on topic using a strong verb ie. convince, persuade, examine) Encyclopedia entry Essay Eulogy Fact sheet Fairy tale Historical account Interview Invitation Job description Journal entry Lab report Memo Monologue Myth News Story Pamphlet Petition Poem Resume Review Science fiction Skit Slogan Song Tape Telegram Warning Will Debate Yearbook Possible formats: Advertisement Advice Column Application Biographical sketch Bumper sticker Brochure Caption Cartoon Case study Commentary Commercial Debate notes/outline Dialogues Directions Editorial

Writing Contests and Publications Across Curriculum Areas

Contest title and link to site
History / Social Studies First Freedom Student Competition Essay (or video) Essay Essay then record as an audio Research essay describing an act of political courage Essay on a given topic Essay topic provided Essay on Science-related topic Essay on Science experiment and process Essay based on interview 700 to 1,000-word essay written for this contes Grades 7-8: 500-2,000 words Grades 9-10: 750-2,500 words Grades 11-12: 1,000-3,000 words March 9
Students should first draft their essay based on the 20112012 theme: "Is There Pride in Serving in Our Military?" Students should then record their reading of the draft to a CD.

Type(s) of Writing
High school students examine the history and current-day relevance of religious freedom For High school students April 19 Nov 1 High school students Nov 14 $2500

Specific Requirements

Due date

Prizes

Additional notes

Holocaust Remembrance Project Essay Contest The Voice of Democracy Audio Essay Program JFK Profile in Courage Grades 9-12 Minimum five sources 1,000 words maximum

1st place $5,000-$2,500. 2nd place $500 3rd place $250

Teacher Resource Guide available 1st place $30,000 Each Post level winner varies

Listen to previous winners

January 7th Feb 1

1st place $10,000 2nd place $1,000 5 finalists $500

First-place state winners receive scholarships and are invited to Washington for a 5 day awards program.

Entries begin at the Post level. Students submit to their local participating VFW Post no later than Nov 1/11

Lots of teacher / classroom resources for promoting this contest

National Peace Essay Contest

The National WWII Museum Essay contest

1500 words Scroll to bottom of this page to see the questions and requirements.

Opens in January See All awards here

cash awards expense-paid trip to the American Museum of Natural History in NYC publication on website

Science Dupont Challenge Science Essay Writing Contests Young Naturalist Award

Opens on NOV 15

Teacher Resources with videos, lessons and timelines

Math Association for Women in Mathematics 500 to 1000 words Jan 31

Publication

Opens dec 1

Additional Contests, Publications, and Resources The Magazine Directory has links to lots of magazines where you can find samples and submit writing Concord Review selects exemplary high school history essays (examples) of 4,000+ words for this prestigious print quarterly journal of history. Submit via snail mail according to guidelines, along with $40 for a subscription. My Hero invites original writing, images and short films celebrating heroes around the world, which are archived in a database under alphabetical categories such as angels, animals, artiststo scientists, sports figures, teachers, women and writers. After reading instructions and registering, authors are able to upload and edit their submissions of images and text using the site's software.

Civics Scavenger Hunt

1. Poll 10 people on this question: How many amendments does the Constitution have?
Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Answer

How many people out of 10 answered this question correctly: _____

2. Recite from memory the preamble to the Constitution to an adult and have them sign here. _____________________ The Preamble: We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. 3. Find a poster somewhere in the school that relates to the Constitution. Where is the poster located? ______________ 4. Print and attach a picture of your current state Senator. Include full name. 5. What is civics education? 6. Who is head of the judicial branch? 7. The Pledge of Allegiance was an advertising message intended to celebrate ____________ arrival in the Americas.
8. How many words are in the first Amendment? 9. What does the first Amendment state? Summarize in your own words. 10. Attach an article of a current event (past 6 weeks) that relates to the first Amendment.

Harlem Renaissance

Scavenger Hunt
Complete all items on the list. Name: __________________________
1. When did the Harlem Renaissance take place? ____________________________________________ 2. Name a location and item in the school that relates to the Harlem Renaissance and explain your answer. ______________________________________________________________________________ _____________________________________________________________________________________ 3. Who was known as the Poet Laureate of Harlem? __________________________________________ 4. Attach a copy of a poem by the poet named in #3. 5. What was the Silent Protest of 1917? _____________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Attach a map of Harlem during the Renaissance with at least 10 historical locations listed. 7. What famous artist of the Harlem Renaissance period painted this? ___________________________

8. Attach another image of a painting by this artist. 9. Who was Harvards first African-American to earn a Ph.D.? 10. What does the great migration refer to?

Summary and Main Idea Somebody Wants But So

Somebody Wants (character) (goal or motivation)
Literary The main character Cinderella wants to live happily ever after but she has an evil stepmother and sisters who dont let her go to the ball To achieve a goal Something or someone is in the way Example CINDERELLA How does it get resolved? her fairy godmother helps her

Optional But (conflict) So (resolution) But (conflict)

Some stories may need more than one statement because there are often subplots or several important characters.

Something or someone is in the way but has to be back by midnight

How does it get resolved?

So (resolution)

Then

the end

so the prince finds her with the class slipper

And they live happily ever after

Somebody
Nonfiction The main person, people or thing involved Students want to wear the I heart boobies bracelets want something

Wants

But
Another person, people or thing is in the way school officials consider it lewd

So
How does it get resolved? they banned them

But
Another person, people or thing is in the way students are fighting for their constitutional rights

So

Then

How does it get resolved?

Example Does the Constitution have a heart for boobies?

so a federal court will make a decision

Important things to remember about SWBS statements: They can be used with almost any text. The Somebody does not have to be a person, it can be a thing, institution, group of people, etc. Some stories can have more than one Somebody Wanted But So statements. Some stories may need more than one statement because there are often subplots or several important characters. When you write your one sentence summary from the SWBS chart, you can connect the pieces with the SWBS words.

Find the Main Idea and Summarize

Somebody (character)
(goal or motivation) To achieve a goal Something or someone is in the way How does it get resolved?

Wants But (conflict) So (resolution)

But (conflict)
Something or someone is in the way

Optional So (resolution)

Then

Literary The main character

How does it get resolved?

the end

Example

Somebody
Nonfiction The main person, people or thing involved want something

Wants

But
Another person, people or thing is in the way

So
How does it get resolved?

But
Another person, people or thing is in the way

So

Then

How does it get resolved?

Example

Reflection
Think about what you have learned in our class this past year. Begin by creating a list (on another sheet of paper not to be turned in) of the best lessons/activities and the worst lessons/activities. Now think about which ones you remembered the most and why? Which do you think will be the most helpful to you in school and beyond? Explain why. Write your thoughts here: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Now think about which ones you liked the least and why? Which do you think will be the most helpful to you in school and beyond? Explain why. Write your thoughts here: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Did technology, or lack of it, play a part in your opinion of the lessons above? In other words, do you think the learning would have been more engaging if technology had, or had not, been used? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Interest Inventory Respond honestly to the following questions. Select how often you read the following. Name: _______________
F= Frequently O=Occasionally N= Never Newspapers Magazines Novels Web sites Poetry Essays Plays Auto/biographies Comics/graphic novels Email Manuals Textbooks

Start of Year
F O N

End of 1st Q
F O N

End of 2nd Q
F O N

End of 3rd Q
F O N

NAME: _________________ Interest Inventory Rate yourself on a scale from 1-5 Start of the Year End of 1st Q End of 2nd Q End of 3rd Q

I am a(n) ____ reader.

1= terrible 2= poor 3= okay 4= good 5= excellent

I_______ reading
1= hate 2= dislike 3= neutral 4= like 5= love

I am a _____ writer.
1= terrible 2= poor 3= okay 4= good 5= excellent

I _____ writing.
1= hate 2= dislike 3= neutral 4= like 5= love

Write a reflective essay about this class and your role as a student, reader, and writer. Which assignments did you like the least and most and why? Have your attitudes about reading/writing changed? Where have you improved and where do you need more improvement? Are you earning the best grades you can make? Why or why not? What were your goals and did you meet them? What are your goals for the next grading period? And how will you meet them?

Part One: Brainstorm and Research Make a list of important skills needed in the 21st century. Start by brainstorming, but also search for ideas that go beyond what you currently know.
(What skills do students NEED in the 21 century?) Include WHERE you get this information

Technology Review

21st century skills

st

Tools (programs, software, hardware, etc.)

Cell phones Photostory Sliderocket Letterpop Thinkfold Voice Thread Wikispaces.com Camtasia Blogging Ning Ebooks Skype MovieMaker MS Word Glogster Flixtime Google (Docs, Groups, Sites, Books,etc) 280 Slides Pixton for schools Story Bird Pbwiki Prezi.com Adobe Pro Podcasting Garage Band Audacity Animoto

AND MOREThink of others.

Part Two: Create A Persuasive Presentation Create a persuasive presentation on why a particular tool can help the 21st century learner in this class. To do this you can think of lessons covered in class throughout the year(s) and how it could be improved with technology tools. Or, you can create a new lesson based on content related to the course. You also might want to start by just searching for tools and then consider how they could best be used in the classroom. If possible, use the technology to create the persuasive presentation. Examples: Use MovieMaker to create book reports Use Google Docs for online research projects Description The presentation must meet the following criteria: Points received Points possible

Provide a brief summary of the technology tool Explain how it could be used in the classroom: what sort of lessons would this technology enhance? Explain how it would IMPROVE learning : how would student learning, thinking and
communication skills improve as a result of this use of technology

List Pros and Cons of the tool: specifically in a school setting

Provide 1-2 page step-by-step instructions on how to begin using Presentation must be visually appealing (Print form or multi-media project) Tips to create your presentation To copy your computer screen Select CTRL and PRTSCN. Then open Paint program (All programs-Accessories). Select Edit-Paste and save This is now saved as a picture and you can add it in a document or video as you please Download a free trial of Camtasia for screen casting (capturing what you screen shows you doinglike recording the screen as a tutorial method) Most, if not all, programs provide a free trial even if they are not free http://www.internet4classrooms.com/on-line2.htm#office2007 use this site to assist with finding tools Once you select your tool search _(tool)_____ review to see what others say about its use http://podcast-software-review.toptenreviews.com/audacity-review.html See sample review here and search for others on this site.

Teach a Lesson Explanation: The best way to learn an idea is to teach it to someone else. During the 9 weeks you will present a lesson to the class. You may work in pairs or individually for the assignment. This lesson will be based on some aspect of writing. I will give you some time in class to research this but the development of this lesson will be mostly on your own time. Requirements: o Teach a skill necessary and relevant to the craft of writing o Choose a topic from my list or one approved by me o Provide a plan for the lesson outline and any materials you will provide students o Must conduct class for 20-30 minutes o Class must participate in some form of activity during the lesson (can be homework) o You must collect and grade or respond to their activity o Turn in a one page reflection about the process, your thoughts, etc. o Have fun! Grading This presentation is worth 100 points toward your final grade. _____/20 points: Your lesson plan with materials _____/20 points: preparedness and knowledge of the subject (how well do you know what you teach) _____/10 points: feedback to class (the class will write something based on your assignment and you will grade and return) _____/20 points: presentation to the class (eye contact, body language, time limit, enthusiasm) _____/10 points: class evaluation (written responseclass evaluates you at the end of your lesson) _____/20 points: one page reflection about the process (objectives, research, thoughts, etc.) Topics for class lesson: I will give you a calendar to choose when to present. Those who choose earliest have first choice of topics. Choose your top three choices from this list, or choose another but see me first for approval. Imagery Character Tone Dialogue Plot Vocabulary Expository Symbolism Setting Narrative Publishing Poetry (pick a form) Point of view Revision Support Grammar issues Flat/Round Characters Style Figurative Language Foreshadowing Flashback Voice Persuasion Diction Organization Editorial Sentence Structure/Fluency See me if you are interested in another topic

Free ebooks available for download most of the classics and many with audio Learn Out Loud includes collections of audio books, many of which are free NPR provides excellent brief reviews of popular Young Adult books

America Rhetoric contains an online speech bank and list of the 100 best speeches. 10,000+ Speech Topics with lots of help, advice, and resources
ProCon.Org provides resources to both sides of important and controversial issues without sharing a bias

Famous Poets and Poems contains large collection of poems in audio and text format Poets.org is another site with huge collection of poems and poet biographies Poetry 180 presents a poem a day for high school students mostly contemporary poems.

The OWL The Online Writing Lab at Purdue University is an excellent resource for anything writing or research related. Writing prompts for all occasions. Contests and publication opportunities for students (scroll down)

Quizlet allows users to create flashcards and play games using vocab words you enter or find lists already created. MyVocabulary.Com provides vocabulary lists and games for novels, test prep and more. Word Dynamo in beta form on Dictionary.com allows you to create flashcards, play games, and take tests using the words.

The New York Times UpFront Magazine by Scholastic provides content relevant to high schools students Great collection of links to news sources, magazines, editorials and more from around the world NPR current events and articles that are typically high interest to students.

MovieMaker download and tutorials Powerpoint 2010 tutorials and updates Animoto video slideshows with music Use Audacity to create and edit audio clips GoAnimate create your own animated short videos.

NoodleTools is a resource for all things research related. Use the Noodle Bib Express to create a works cited page. The OWL The Online Writing Lab at Purdue University is an excellent resource for anything writing or research related. A great site on how to evaluate resources.

ESL Gold provides a huge collection of language resources Games and interactive lessons for ESL learners Academic English Caf includes lots of quizzes and resources for students and teachers

Create an authentic looking newspaper article using your text. Comic creator Public Domain images

www.EnglishTeachersFriend.com

The Resident Experts (Example)

Names
Billy and Bob Jack and Jill Abbot and Costello Batman and Robin Clark and Lois Wilbur and Orville Peter & MaryJane Mickey and Minnie Ike and Tina Tom and Jerry Fred and Ethel Ricky and Lucy Sonny and Cher Barbie and Ken Fred and Ginger Simon & Garfunkel Hansel and Gretel Thelma and Louise Romeo and Juliet Chip and Dale Bonnie and Clyde Donnie and Marie

Writing
Comma usage Sentence fragments Run-on Sentences Phrases Tense shifts Active/Passive Voice Parallel structure
Misplaced/dangling Modifier

Reading
Authors Purpose Authors POV Authors tone Authors tone Irony Bias and spin Mood Plot Theme Propaganda Symbolism Inferences Inferences Text features Text features Plot Rhetoric Summary Imagery Metaphor & Simile Personification Sentence fluency

Media/Tech.
MS Word MS Word MS Word Instructional videos Thematic videos Powerpoint Copyright rules Copyright rules Copyright rules Copyright rules
Smart Board features Wikis Blogs Video sharing
Google Docs Movie Maker Free pictures and music Editing software

Lie/lay sit/set good/well

Further/farther effect/affect

There/their/theyre its/its Your/youre who/whom Colon and semicolon Apostrophes and quotations Subject/verb agreement Pronouns (ambiguous) Parts of speech Verb tense Imagery Metaphor and Simile Personification Sentence fluency

Online school sources Online school sources Online school sources Online school sources

The Resident Experts

Names

Vocabulary Acrostic Poems/Definitions

Have fun with new vocabulary words and use them in a creative writing style. Give out the words, then write the letter ACROSTIC style and fill in with words or phrases to define the word. DON NOT USE SYNONYMS. Conclude by writing a sentence that defines the word in context. RASH Really Acting Swiftly, sometimes Harshly He ruined his chance for a second date when he made the rash decision to leave his date at the theatre. Bewilder Be Elusive or make people Wonder. Be Indefinable Love often Does this. Ever wondered how Juliet could fall so quickly for Romeo? You were bewildered by their relationship. Benevolent Ben Enjoys helping Needy people Everywhere, Volunteers at Old folks homes, Lends his Ears for friends who Need to Talk What a BENevolent guy.

Apartheid A racist system-prejudice against blacks in South Africa. apartheid rose to normalcy like the Jim Crow laws in America. hero to the people, Nelson Mandela elected the first South African President after incarceration for 27 years, fighting for democracy, freedom, and an end to apartheid. South Africans racial segregation had left a scar among its people.

Vocabulary: Why not make it fun? Create a large master list. Choose words that are relevant. Do not choose words that they will see ONLY in the text you are reading, or that are not relatively useful words. Use academic words, tone words, roots. Then, ask students to highlight using three colors--words they know, words they think they know, words they have never seen/heard. Focus on the collective list of words they think they know. These will be the words they have the best chance of owning. You can also just make this a diagnostic test so you can see where they need to go. The targeted list should be no more than 300 words. Imagine how pleased you would be if 300 words were OWNED by your students at the end of the year. Also remember the important part is that they will be learning PLENTY of words on their own IF they are engaged with these activities. Next, post the list of vocabulary words prominently in the classroom. All the words. All year long. You can add or replace with the visuals (see ideas below) as the year progresses. Perhaps you can string a border across at the top of the wall around the room. Leave them there all year as a reminder to you and the students to use the word as often as possible in speech and writing. No more weekly tests. Fill the time with engaging activities. Share your objectives: we want you to have fun with words and learn them, too. A mid and final test will be your assessments but these words are expected to start showing up in your writing and communication. Then, use the following ideas throughout the year to keep the learning fresh and fun. Show your students that it is not about passing a test of vocabulary words that is most important to you; it is that they learn to recognize words they dont know and begin using them in speech and writing. And if they learn to love words in the process, thats a wonderful side effect. Try a different one each week and repeat those that work best. 1. Create your own class version of Balderdash using difficult words (but not terribly uncommon words like
Balderdash uses). A few students try to create the real definition or fake it (must be convincing) if they dont know it. Others vote on the best choice.

2. Acrostic Vocab (see page ) This can be used in pairs with one or two words at a time and doubles as a creative
writing assignment. It is important to NOT make it a regular acrostic where each letter represents a word that is a synonym, but to create a sentence or two, lines of poetry, that define the word.

3. Create vocabulary flashcards (with images) on Quizlet.com Or better yet, search to find ones already created. This site is incredible and allows you to mix and match flashcards already created. Check out this link on Monsters of Greek Myths. Once you create a list, the students can play several games with the word list, print the flashcards or
download to other formats.

4. Create word walls on select words each week and add images, examples from text outside of class, and student
writing. Use Wordle.net

5. Use a continuum and a thesaurus to teach connotations and denotations of words.

emaciated

bony

skinny

THIN

slender

lean

slim
Positive Connotation

Negative Connotation

6. Create a comic for new vocabulary words. Use Make Beliefs Comix, an incredible free site for creating really cool
comics.

7. Pictionary Make teams and compete. Who can draw the word and get their group to guess it first? 8. Create Visuals for the words. Use a really cool site like Big Huge Labs HUGE collection of ideas for photo editing
and visual creations. Make your own Wanted Posters, magazine covers, motivational posters.FREE!!!

9. Use the Hot Word Blog at dictionary.com as a reference on your site or to share in class. What I like about this is
the connection to words and phrases being used in current trends. 10. Free Rice end world hunger and learn new words at the same time. Caution: VERY ADDICTIVE 11. Play Word Games on Dictionary.com

12. Arizona K-12 Center has a great page with lots of links to other fun sites for creating visual and audio samples. 13. Word stories tell students about the origins of words IF they are interesting. 14. Real examples. Give extra credit when students bring in examples of those words used outside of the classroom. 15. Create a school scavenger hunt to find the words in a way that relates to their definition. Ex. They have to ask an
administrator for the word authoritative or see the librarian for bibliophile. Etc.

16. Word charades create teams to compete for acting out the words. 17. 25 Words or Less. Based on the boxed game. Students work in teams. One representative (the speaker) goes up
from each team. The speakers are given one card with the vocabulary word on top and 4-5 CANNOT SAY words below. They will have to try to get their team to guess it in 25 words or less without using the words on the list. To determine who goes first the Speakers bid and the lowest bidder goes first and gets to try. So, team A speaker might say, I think I can get them to guess this is 22 words. Team B Speaker returns with Go ahead and try, or I can do it in 18. If he underbids him and tries but does not make it, the other team wins the points. The timer is set for one minute. It is very challenging and very fun. They will beg to play this again.

18. Use one word as a writing prompt. Make it clear that they are not to write the word or the definition in the
writing, but to write a story, essay, poem, etc. about what they word makes them think about.

19. Role play These can be quick five minute fun activities for reinforcement throughout the year. You know those
last moments before the bell rings when kids want to pack up early. Try this instead. Ask for two volunteers who want extra credit. They have a time limit (2 minutes) to use as many of the vocabulary words as they can in a dialogue between two characters that the class determines. They earn a point for each word used properly in context. Remember, the words are all around them so it is easy for them to pull words, harder to use them in context under pressure. Do this several times and see improvement each time.

20. Wear the Words: Ask each student to bring in a blank t-shirt (can usually purchase for $3). They draw vocabulary
words from a box and then have to design a t-shirt reflecting that word. Can use the computer to create an iron on, or use fabric markers, sharpies, etc. Give extra credit for those who wear the shirt on a given day. Get other teachers involved and make a vocabulary DAY.

Book and Beyond Project Create a 3-5 minute video.

Name: _________________________________________

I read the book ____________________________________________________________________________ (Novel, nonfiction, biography, travel, memoir, etc)

As I read I wanted to learn more about _________________________________________________________

(something in the book that peaked your interest-directly or indirectly related)

Example: I read the book ______A

Long Way Gone by Ishmael Beah___ As I read I wanted to learn more about _________Children soldiers __
Follow up by researching at least one reliable source from each of these groups: print resource (magazine, book, newspaper, etc.) web resource (reliable site for information) live resource (interview, surveys, polls, letter, etc.) Your final product will be a video (approximately 3-5 minutes) with the purpose of encouraging others to read this book as well as informing them about something significant you learned in respect to the reading. As we view the product it should be evident that you researched a variety of sources and found information about your topic that is not common knowledge. We should be both entertained and educated. You also must show your understanding of citing resources as they will need to be included in your credits. Rubric:

Content
Presentation title, student name, book title, author Basic summary/overview of the book (plot, characters, setting, type of book) Evidence of at least 4 different sources (independent book, web source, print, and person) Research information is specific and beyond the obvious Credits include citations of all items used in presentation

Points Possible 5 10 10 10 15 10 10 10 10 10 100

Points Earned

Presentation
3-7 minutes in length Images, videos, audio are clear (not pixellated, missing, hard to hear, etc.) Submit in required format (Cd, online, email, MP4, e tc.) All text is spelled correctly and large enough to be read (2-3 fonts max) Text remains long enough for readers to view quickly in flow with the movie Information is organized consistently and cohesively Total

Book and Beyond Project Post Project Student Reflection 1. What grade do you think you deserve and why? ____________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. What is the most valuable lesson you learned from this assignment? _____________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

3. What suggestions do you have for improving this assignment? _________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Weekly Reading Log

Date and title of what you read
Read a minimum of 20 minutes 5 days/nights a week.

Name ___________________________________ PD ________

Pages read

Week start __________________

Respond to one of the following each time you rea d 1. Three things I learned are 6. The setting is important because 11. (Name a character) surprised me when 2. A really good description is 7. This reminds me of 12.(Name a literary device) was used in the line 3. The best part of this section wasbecause 8. I predict _________will happen 13. These pages were interesting because 4. I want to know more about 9. These pages were boring because 14. The conflict in this section is. 5. I can relate to (name a character) because 10. The theme in this story is 15. Summarize what happened in this section

Example:
Touching Spirit Bear Mon 8/22

1822

8. Because the island he is on is like a character in the story. It makes life difficult for him and the setting, the island, is what causes him to change.

5 pts per day X 5 days =

______/ 25

Text Poster
How to create a Text Poster 1. Find high interest text (try to get a variety of text features: charts, graphs, captions, etc.) 2. Copy the pages and make enough copies to have one set per 4-5 students in a class. 3. Tape all the pages together and laminate or tape to a larger poster board or kraft paper. (something that will be easy to store for future use) 4. When using, hang these posters around the classroom, or in the hallway so they have to get up to read them. TIPS: If you laminate them, student can use wipe off markers to highlight the text Use sticky notes of different colors to represent different groups Sticky notes can get expensive so consider notepads with tape if the poster is laminated.

Types of Text Posters to Create TIPS: A complete short story Several pages of a magazine A pro / con poster articles that represent two opposing sides Practice standardized test A series of unrelated pieces in a variety of genres First pages of novels or short stories Collection of essays (expository, persuasive, narrative, etc.) Consider asking each teacher in the department to make one set and you can rotate/share throughout the year(s). Or bring in all the materials on one of those off days (test days, pep rallies, class pictures, etc.) and let the students make them

Setting up Groups with the Text Poster You can use these text posters for students individually or in pairs. But since you likely do not have dozens of them posted around the room, it is often best to use groups when working with them. Here is one way to establish group competition: each team consists of 4 students each team has o a mailman (mailperson) -delivers and returns questions o a buzzer - the only person to buzz in when they have the right answer. o two runners- students who run back and forth to the passages on the poster to find the answer first, each team picks their name (draw a scoreboard on the doc cam or whiteboard) as an incentive and to get their competitive nature going each point can be worth a piece of candy--they lose points for answering incorrectly or for breaking the rules set a timer, the mailman comes to get the question and takes it back to the group (you will need a set of questions for each group and they obviously need the same questions each time) the runners race to read/skim the passage and then back to try to answer--meanwhile the other two are looking over the questions trying to break it down in ways to help them answer, trying to eliminate answers, etc. to keep encouraging, make harder questions worth bonus points

Activities to use with the Text Poster Text Feature Finder Label the poster with #s next to each text feature such as Heading, Captions, Bar Graphs, etc. Provide students with a handout that has a list of all the text features. They must find and write the correct number Test Practices Use sample test posters Use sample test questions let students search for answers Often the question can be answered without reading the passage Race to comprehension Use any type of text poster Create a list of comprehension questions based on the text Literary Devices Best used with fiction, but can be used with other genres as well Create cards with literary devices on them and teams compete to find examples in the text Jigsaw Reading Jigsaw strategy where each group divides the reading and then reports to the others on the content Vocab in context Each group places their (specific colored) sticky notes to unknown words Other groups place sticky note by it with guesses on what it means and if it can be determined by context clues. QAR Create each type of question using the different articles QAR = Question Answer Relationship

Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place. Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages. Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question. On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it. Genre search Label each piece in the poster from a list provided (essay, opinion, feature story, sidebar, etc. ) Understanding Essays Label as expository, persuasive, descriptive, etc. Use wipe off markers and note things like support, details, transitions, etc.

Textbook or Newspaper Survey

In groups of 3-4 look through a common textbook or newspaper. Complete the chart below based on your findings.

Find an example of:

A chart

Page #
title of book / paper

What is the purpose of the alternate text?

Why did the author use this method?

Two facts you can determine from the example.

A map

A graph

An illustration

A heading

A subheading

A bulleted list

A caption

Other

www.EnglishTeachersFriend.com

Speech Lessons, Ideas, and Resources Lesson Ideas

o Provide students with list of quotes (see attached). Have students put them in their own words. Ask them why the speaker does not just say the words in simplest terms. Underline repetitions and contrasts so students can see how these two elements play a large role in speech writing. Provide students with the MLK I Have a Dream speech. (see attached) Read aloud once Underline repetitions Highlight metaphors and similes in one color Highlight other methods of figurative language (personification, hyperbole, imagery) in another color Mark to the side where there are shifts in focus (past to present, etc.) Examine the length of sentences. After students look at these techniques, they take a persuasive paper they have already written and turn it into a speech using these same techniques. This lesson page has more questions and activities related to this speech: http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/LIT0004.html For high school students use the contest from Poetry Out Loud to encourage students to present. This contest offers excellent prizes and resources for students in 9-12th grade for reciting poetry. http://poetryoutloud.org Use the Quick List of Speech and Debate activities (see attached) to perform throughout the year. http://www.educationworld.com/a_lesson/03/lp304-03.shtml This lesson includes the versions of several fairy tales and asks students to take a stand on questions of ethical nature. http://www.beaconlearningcenter.com/UnitPlan/2949.htm This site offers a complete 15 day unit where students answer the question What does it take to make a good speaker? The analyze speeches, role-play, identify formal and informal language, modify word choice to fit audience, then organize and produces their own presentations. Excellent material. http://www.pbs.org/circleofstories/educators/index.html Three lessons examine Native American storytelling. Students research and explore their own cultural heritage by recording their unique family stories and heritage.

o o o o

Web resources o http://americanrhetoric.com Contains an online speech bank and list of the 100 best speeches. o http://www.multcolib.org/homework/sochc.html This web page was created by Multnomah County with links for researching current social issues from multiple perspectives o http://gos.sbc.edu Collection of Women Speeches from around the world o http://soundlearning.publicradio.org/features/2005/02 Say It Plain is a site dedicated to African American speeches with a collection of lesson ideas as well. o http://www.public-speaking.org/public-speaking-articles.htm#genius a collection of public speaking articles ranging from how to cure stage fright to jokes for speeches. o http://www.stresscure.com/jobstress/speak.html An excellent article to provide students who have a fear of public speaking.

Quick List of Speech and Debate Activities

1. Role Play students draw a card and have to take a position / trait of what is listed on the card. Set timer to one minute and let them go. 2. Four CornersPost a sign (strongly agree, agree, disagree, strongly disagree) in each corner of the room. Select a statement appropriate for your students, read aloud the statement, and give students 5 minutes to collect their thoughts about the topic. Then ask students if they

strongly agree, agree, disagree, or strongly disagree

with the statement. Direct those who strongly agree to move to the corner of the classroom where the Strongly Agree sign is posted, those who agree to move to the corner of the classroom where the Agree sign is posted, etc Give students 5-10 minutes to discuss with the other students in their corner the reasons they strongly agree, agree, disagree, or strongly disagree. Ask the question again and repeat. Have students share their reasons. Give another 5 minutes to think of rebuttals to the reasons of another group. Finalize by sitting back at their desks and using the information to write a persuasive paper. 3. Inner Circle/Outer Circle - Arrange students into four groups of equal size. Arrange students in Group 1 into a circle of chairs facing out, away from the circle. Arrange students in Group 2 into a circle of chairs around Group 1, facing the students in Group 1. Groups 3 and 4 gather around the perimeter of the circle, facing the circle. Provide students in the inner circle 10-15 minutes to discuss the topic. During that time, all other students focus their attention on the students in the inner circle. No one else is allowed to speak. Other students take notes about points those students bring up; notes are used in a follow-up classroom discussion and/or for writing an editorial opinion expressing a point of view on the issue at hand. 4. Group Practice Divide the class into groups with a combination of advanced and novice debaters in each group. Give them each a list of 3 groups of impromptu topics. Examples - Concrete words - Xmas tree, plane, skates Abstract words - sorrow, joy, hope Quotations The students will pick a word and take turns speaking about that word in front of their small group. They will do this 3 times with one concrete word, abstract word and quotation. Group will give a helpful and kind verbal critique of each speaker, discuss their speaking strengths and give suggestions to improve their stage fright weaknesses. They should list on paper their strengths and weaknesses and suggestions for improvement. On a follow-up day, activity could be repeated in front of the entire class. On a follow-up day, activity could be implemented with tape player or video camera. 5. Three-Card strategy -- This technique can be used as a pre-debate strategy to help students gather information about topics they might not know a lot about. It can also be used after students observe two groups in a debate, when the debatable question is put up for full classroom discussion. This strategy provides opportunities for all students to participate in discussions that might otherwise be monopolized by students who are frequent participators. In this strategy, the teacher provides each student with two or three cards on which are printed the words "Comment or Question." When a student wishes to make a point as part of the discussion, he or she raises one of the cards; after making a comment or asking a question pertinent to the discussion, the student turns in the card. This strategy encourages participants to think before jumping in; those who are usually frequent participants in classroom discussions must weigh whether the point they wish to make is valuable enough to turn in a card. When a student has used all the cards, he or she cannot participate again in the discussion until all students have used all their cards.

6. Participation Countdown strategy -- Similar to the technique above, the countdown strategy helps students monitor their participation, so they don't monopolize the discussion. In this strategy, students raise a hand when they have something to say. The second time they have something to say, they must raise their hand with one finger pointing up (to indicate they have already participated once). When they raise their hand a third time, they do so with two fingers pointing up (to indicate they have participated twice before). After a student has participated three times, he or she cannot share again as long as any other student has something to add to the discussion. 7. Tag Team Debate strategy -- This strategy can be used to help students learn about a topic before a debate, but it is probably better used when opening up discussion after a formal debate. In a tag team debate, each team of five members represents one side of a debatable question. Each team has a set amount of time (say, 5 minutes) to present its point of view. When it's time for the team to state its point of view, one speaker from the team takes the floor. That speaker can speak for no more than 1 minute, and must "tag" another member of the team to pick up the argument before his or her minute is up. Team members who are eager to pick up a point or add to the team's argument, can put out a hand to be tagged. That way, the current speaker knows who might be ready to pick up the team's argument. No member of the team can be tagged twice until all members have been tagged once. 8. Fishbowl strategy -- This strategy helps focus the attention of students not immediately involved in the current classroom debate; or it can be used to put the most skilled and confident debaters center stage, as they model proper debate form and etiquette. As the debaters sit center-stage (in the "fishbowl"), other students observe the action from outside the fishbowl. To actively involve observers, appoint them to judge the debate; have each observer keep a running tally of new points introduced by each side as the debate progresses. Note: If you plan to use debates in the future, it might be a good idea to videotape the final student debates your current students present. Those videos can be used to help this year's students evaluate their participation, and students in the videos can serve as the "fishbowl" group when you introduce the debate structure to future students. 9. Think-Pair-Share Debate strategy -- This strategy can be used during the information gathering part of a debate or as a stand-alone strategy. Students start the activity by gathering information on their own. Give students about 10 minutes to think and make notes. Next, pair each student with another student; give the pair about 10 minutes to share their ideas, combine their notes, and think more deeply about the topic. Then pair those students with another pair; give them about 10 minutes to share their thoughts and gather more notes Eventually, the entire class will come together to share information they have gathered about the topic. 10. Focus Discussions strategy -- Allow students 3 minutes to prepare their arguments. The debatable question/policy is not introduced prior to that time. If your students might benefit from some research and/or discussion before the debate, you might pose the question and then have students spend one class period (or less or more) gathering information about the issue's affirmative arguments (no negative arguments allowed) and the same amount of time on the negative arguments (no affirmative arguments allowed). 11. Imitate- Students choose a famous speech and present it in front of class trying best to imitate the style and tone of the original speaker. 12. Class Rubric- As a class, brainstorm the characteristics of a good speech. Create a rubric based on the class suggestions.

Quotes
Look at repetition, contrast, word choice in these quotations. 1. "The man who does not read good books has no advantage over the man who cannot read them." Mark Twain 2. "The only thing necessary for the triumph of evil is for good men to do nothing." - Edmund Burke 3. "Ask not what your country can do for you - ask what you can do for your country."---John F. Kennedy 4. "In the End, we will remember not the words of our enemies, but the silence of our friends." - Martin Luther King Jr. 5. "Well done is better than well said." - Benjamin Franklin 6. "I must study politics and war that my sons may have liberty to study mathematics and philosophy." ~John Adams 7. "Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." ~Dr. Seuss 8. "The artist is nothing without the gift, but the gift is nothing without work." - Emile Zola 9. "Success is never final. Failure is never fatal. It is courage that counts." ~Winston Churchill 10. "The covers of this book are too far apart." - Ambrose Bierce 11. "In America, anybody can be president. That's one of the risks you take." - Adlai Stevenson 12. "Forgive your enemies, but never forget their names." - John F. Kennedy 13. "Education is a progressive discovery of our own ignorance." - Will Durant 14. "A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." --Sir Winston Churchill 15. "Argue for your limitations, and sure enough they're yours." - Richard Bach 16. "A people that values its privileges above its principles soon loses both." - Dwight D. Eisenhower 17. What lies behind us and what lies before us are tiny matters compared to what lies within us." ~Oliver Wendell Holmes 18. Loyalty to petrified opinion never broke a chain or freed a human soul. Mark Twain 19. "Not everything that can be counted counts, and not everything that counts can be counted." - Albert Einstein 20. "Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can't ride you unless your back is bent." --- Martin Luther King Jr.

Martin Luther King

I Have a Dream - Address at March on Washington
August 28, 1963. Washington, D.C.

Underline repetitions Highlight metaphors and similes Mark other areas of figurative language (personification, hyperbole, imagery) Note where there are shifts in focus (past to present to future) Look at the length of sentences

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. [Applause] Five score years ago, a great American, in whose symbolic shadow we stand signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity. But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize an appalling condition. In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. It would be fatal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny and their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today. I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words of interposition and nullification, will be transformed into a situation where little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring." And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous peaks of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring. When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!"