Descriptive passages in fiction Example: The iPhone 6 is unexpectedly light.
Teaching writing is tough. Each year, I set out to build a community of writers, and it is no easy task. One of the toughest things for my students is writing endings. They always start out with catchy beginnings only to get bogged down and just stop at the end.
It allows them to be creative, and it helps me to identify their voice as a writer. To start our mini-unit on writing endings, I gave my students a pre-assessment of the substandard to figure out where their knowledge is with writing endings.
These substandard writing assessments are from my English Language Arts Assessments and Teaching Notes for grades I call them writing partial completes in each of my assessments. Students must complete the writing to show their knowledge of the standard. You can see for this substandard assessment above, the ending is left out for students to complete.
Once I pre-assess students, I can then quickly check their work to figure out what I need to modify or differentiate in my teaching. Once I hand back their pre-assessments, they document their scores in their Student Data Tracking Bindersrate their levels of understanding of the standard, and we begin!
We start our lesson by addressing the standard so students know where they are headed with their learning. The great thing about this substandard is that it is extremely open ended. As long as students provide some type of closure or conclusion that follows from the narrated experiences or events, they will meet the standard.
The way in which a student can get there is endless. The main thing I focus on when teaching endings is to notice different endings in all of the literature that we read. Most of the time, students just finish a book without any reflection on the different strategies the author used to end the story.
I read a book or just the ending of a familiar bookhad students turn to a neighbor and share what they noticed, and then we came back together as a class to discuss. We then worked together to compile an anchor chart of what we noticed about the endings of these mentor texts.
I put out a basket of books on each table for students to read through. Then, they used sticky notes to write down what they noticed. After students had been given enough time, we came back together and shared more of what we noticed. This ended our lesson for the day.
If you feel like your students need an extra day with any of the mini-lessons, give them that time in order to make sure they understand the content. Some students may need more time, and some may need less time.
On day 1, we noticed different ways in which authors end their stories. We revisited a few more picture books as mentor texts. I specifically chose mentor texts with endings that I knew my students needed a bit more help with. For example, I knew they were extremely familiar with the question, dialogue, and funny endings, so I chose to grab mentor texts that had cliffhanger and reflection endings to give my students the extra practice.
We gathered this information from all of the different picture books we looked through the day before.
I created a printable version of this anchor chart for students to reference. You can click HERE to grab it as a freebie to use with your students. Now that students can name each ending, they can have a different focus when they are sifting through these picture books.
After students had been given enough time to explore more endings, we came back together as a class and shared our findings. Since this mini-lesson was a bit longer, students only had a few moments to go back to their writing.
Students have now had at least two days worth of exposure to many different types of endings.
On day 3, I did a quick re-visit of the anchor chart, and we recapped what we had learned over the last few days. I answered any questions students had and reminded them of the focus of the standard. Remember to also have your students rate and date their understanding of the standard if you are using my Student Data Tracking Binders.
While my students worked to revise their endings, I pulled small groups for re-teachings, conferenced one-on-one with a few students, and walked the room peeking over the shoulders of as many writers as possible. I especially kept my eye out for students who had done a great job revising their endings with the strategies they learned.
After having the chance to write for some time, I stopped my students and pulled them back together to quickly discuss their progress.The past several decades have seen an explosion of interest in narrative, with this multifaceted object of inquiry becoming a central concern in a wide range of disciplinary fields and research contexts.
This is such a sweet story. I’ve been wheeled into an operating room and while my feelings going into it were a little different from yours, I recognized all of them.
Ordinary, said Aunt Lydia, is what you are used to. This may not seem ordinary to you now, but after a time it will. It will become ordinary. This quotation is from the end of Chapter 6. Offred and Ofglen are standing by the Wall, looking at the bodies of people who have been hanged by Gilead.
The. This webpage is for Dr.
Wheeler's literature students, and it offers introductory survey information concerning the literature of classical China, classical Rome, classical Greece, the Bible as Literature, medieval literature, Renaissance literature, and genre studies.
Art definition, the quality, production, expression, or realm, according to aesthetic principles, of what is beautiful, appealing, or of more than ordinary significance. See more. A writer’s style is a reflection of his or her personality, unique voice, and way of approaching the audience and readers.
However, every piece writers write is for a specific purpose—for example, writers may want to explain how something works or persuade people to agree with their point of view.