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AS YOU KNOW, I'M TRYING TO KEEP YOU FROM PROCRASTINATING and that is why I am asking you, this week, to post initial ideas about your assignment design to this space. You do not need to respond to a colleague for this post. And remember: we will discuss your assignment in our short conference this week. So posting here only helps you prepare for that meeting.
WHAT TO POST: In roughly 300 words, identify what texts you intend to use in your assignment, what your learning goals are, and, finally a general idea of what the writing assignment looks like. Make an argument about why this idea is a good one--why students will learn what you think they'll learn, why they might not hate doing it, etc. Connect your choices back to things we've explored in class, and, in particular, connect your ideas to what you read in Kittle and Delpit for today's post. Directly address this in your post.
9 Comments
Sarah Egan
6/15/2021 06:20:49 am
In my assignment design, I plan on incorporating cultural awareness and appreciation through short stories. I also plan on using “quick writes” which is low stakes writing as a way to get the students more involved in this assignment. Overall, what can be taken away from this lesson guide is: exploring and identifying theme in a short story, using textual evidence to support ideas in a written response, connecting a theme of a story to the world we live in, and researching other cultures for awareness and appreciation. The short story used in this lesson highlights the damaging effects of racism. In groups, students will discuss what they have noticed about the reading and each group will provide the class an idea. After this is complete, there is a plan for a narrative essay that talks about their cultural identity. Something that I took away from reading, Kittle and Delpit, was that “collaboration is at the heart of our work” (63). I incorporated a lot of group work into my lesson plan because I believe this kind of collaboration helps with challenging assumptions that a student may make. I was also inspired to design a high stake writing around a narrative essay after reading Kittle and Delpit. They discussed the importance of giving students freedom to choose their own topics for essays like this. The topic that was given to the students in the book was, “choose something big in your life” (107). My prompt is similar to this as it allows room for creativity and expression in their writing.
Aliyah Pires
6/15/2021 09:55:10 am
For my assignment I am going to incorporate 3-4 picture books in which I can talk about story structure. Students will be able to identify a beginning, middle, and end of a story based on the identifiers. Once they can identify what makes up these parts of a story, they will be able to write their own story in this way. This writing assignment will contain practice worksheets where they will be asked to identify part of a given story. each day they will be prompted to write a beginning, middle, and an end until they have developed a full story. They will have creative ability to write about anything they wish along with drawing pictures too fully understand what their story is about. Their informal writing will deal with drafting their story while the formal writing pieces will be the story itself along with stating what parts of their story is the beginning, middle, or end. This idea is a good one because it allows students to be able to write creatively the right way, including all aspects of what makes a story. They will be able to learn first by identifying and then bye doing it themselves in order to fully comprehend the ideas. I feel like they would enjoy this assignment because it allows for creative ability and there's no one way to do it besides getting the structure correct. I feel like this relates to Kittle and Delpit significantly as they talk about working collaboratively and creatively. Students can share their stories with others and their ideas of what makes up a story with their peers in order to understand it. Also creating a story on their own allows for them to be creative in what they're interested in.
Alexis Medeiros
6/15/2021 12:11:48 pm
For my assignment design I plan on having students construct an argumentative essay of their own based on the argumentative essay that we work on together as a class. I consider this majorly an assignment that would take place over a few weeks. Students will learn how to make a claim, develop counter claims, link major sections of text to make relationships between their reasons and claim, establish a style that is appropriate for an audience and lastly provide a concluding statement that supports the argument in which they present. Essentially students will be able to write a complete argument while learning all of the separate pieces that are crucial to developing their argumentative essay. Students will be engaged through a wide variety of activities. Those activities include, whole class discussion, small group activities, partner activities and individual tasks. Students will brainstorm individually, talk to a neighbor and talk for two minutes. As both texts emphasized collaboration is important not only for engagement but for the student as a whole. This process of writing argumentative essay in class and then writing one one their own will prepare students for exactly what I as the teacher am looking for. Students will also know the steps for drafting their own essay and the rubric grading sheet that I will be using. Even in this class, our professor has emphasized exactly what she is looking for in each assignment so as a further teacher I think that is important to do with my future students.
Gabriel El Khoury
6/15/2021 12:13:56 pm
As my assignment design presently stands, I am highly considering incorporating a number of quick writes, of which Kettle is quite the proponent (29), essentially in order to prompt students “to write freely, to experiment with their thinking and ideas” (29), building arguments incrementally for what shall constitute the high stakes writing assignment at the end: a five-paragraph essay. Delpit’s mentioning of the efficacy of “‘fast writes’ and ‘golden lines’ and group progress” (15) only reinforces my conviction to incorporate quick writes as a component of low stakes writing. I might also consider incorporating what Kittle describes as “reading like a writer” (74), having students tear apart a writer’s craft by dissecting their writing on a sentence-level, using colored pencils to identify techniques, such as sensory detail, effective dialogue, all while annotating the text. What better way to improve writing among students than to have them deeply engage with professional models, to closely examine what makes them tick (inspect the clockwork of a story, so to speak)? Additionally, in Other People’s Children, Delpit puts forth an argument at the end of his chapter entitled “The Silenced Dialogue” which seems to be in complete agreement with a point raised in Wolfgang Iser’s The Anthropology of Reading: “And finally, we must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness” (61). I am specifically referring to Iser’s defense of literature (borrowing from Sontag) as a participatory process, and that, like James Joyce’s Ulysses, reading, like the classroom, must be counterbalanced by life experience.
Elizabeth Cheesman
6/15/2021 12:34:32 pm
In my assignment design, I intend to use books by Ezra Jack Keats: Letter to Amy (1968), The Snowy Day (1962) and Whistle for Willie (1964). The assignment looks like writing notes about what they notice about the character named Peter throughout the three books informally and then a higher stakes opinion/compare and contrast piece on why students are similar or different to Peter using linking words into writing. Kittle suggests this scaffolding: “how those unformed ideas can be developed to create clarity” (7). The learning goals are demonstrating their understanding of the characters through text, seeing a pattern of who Peter is. Students see how a character may stay the same or different throughout different books as well as comparing and contrasting themselves and Peter. Delpit compliments the assignment, adding cultural relevance: “communicating across cultures and in addressing the more fundamental issue of power” (46). When noticing the difference in family life and race, students see the social and diversity exposure through literacy. This assignment is a good one because using three books instead of one may be a challenge to find patterns but Iser argues to challenge students by providing a variety of ways to engage and interact with various texts which compliments this assignment. Rosenblatt's connection with the mind, body and brain also is incorporated and the students will learn to find characteristics of Peter and connection to themselves because using text to challenge students and compare and contrast themselves to a story character works the elements of the mind, body and brain. This stretches their muscles of reading and writing for future encounters with text. Students may not hate doing this assignment because the purpose is to be investigators, actively finding who Peter is and how he may connect to their own lives.
Emma Healy
6/15/2021 01:38:09 pm
For my assignment, I plan to include low stakes and high stakes writing for the early childhood education grade level. The goal of the assignment is to get to know our classmates better. I will open with prereading questions to the read aloud I will present, “Our Class is a Family” by Shannon Olsen. Some of these questions will include, “What do you think of when you hear the word ‘family’?” “Can you think of people who you aren’t related to you that you may consider family and why?” and “Why might a classroom be considered a family?” I will ask the students to discuss in their small groups the prereading questions before coming back to listen to the read aloud. I will then discuss the assignment which will be divided into several parts. First, students will be assigned a partner who they will “interview.” Using the letters of the alphabet, each student will describe to their partner what they like or what holds importance to them. Students will be writing their partners responses down and will then create an alphabet book based on their answers. They will be asked to write the word or phrase down and have the option of drawing visuals to go along with each letter, as Kittle argues showing students how many writing routes they can go to express an idea is important. The high stakes portion will be a reflection writing where students are asked to write how you and your partner are similar, how you are different, and how you appreciate your partner more after learning about them. Lisa Delpit’s, “Other People’s Children” acknowledges the idea of looking at different points of view and not just listening, but hearing. Students will be more aware of their classmate’s interests, family, hobbies, etc. that they may not have known before. She also points out that writing for real audiences and purposes is important for letting students know they have a voice, so these reflective essays will be displayed for all to read. Students may find this process tedious, but like Kittle suggests, writing is supposed to be challenging and students should be challenged at any academic level. My learning goals are for students to translate oral reading into low and high stakes writing.
Lauren Wrigley
6/15/2021 07:31:39 pm
Writing Assignment: multigenre project
David Golden
6/15/2021 08:17:07 pm
For my assignment, I plan on having the students write an essay where they will establish a theme and discuss that throughout the text. The students must form an argument and have evidence that supports it. The students will use the information that they have learned throughout the entirety of the lesson to write a well-structured essay that uses information from the text to bolster their overall theme. The students will use in-text citations to link their major ideas to their theme and broaden their claims. My desire is to have the students learn how to write a competent essay that is executed well and separated into multiple paragraphs. The students will also have individual exercises that they will have to accomplish before and after they write. First, they have to brainstorm ideas and come up with a claim for the text. Then the students will do individual research and present evidence towards the claim. The students will then have a partner critique the evidence they have found and how it relates to the overall claim the student is trying to make. While the students are writing the essay they will present drafts that will be improved as they go. Finally, after the essay has been written, the students will be given the opportunity to revise the essay and learn from their mistakes. My goal is to have the students visualize the writing process and take away the key lessons from that. Throughout the entire process, I will also underline the key points from their claims and if they are missing any key information I will have the students elaborate on them. I anticipate the process to be quite grueling, but I will space out each assignment enough so that it gives the students ample time to finish the assignment.
Tenneh.S
6/17/2021 07:50:05 pm
So I don't know if i'm doing this right, but for my assignment I want to stay focus on "The Bluest Eye" and how they would dealing with the ideas of beauty, self-hate, and family in a worksheet. The first page would be Anticipation Guide for The Bluest Eye by Toni Morrison where I would be make them do a predict about the book and they point of view on it like whether you agree or disagree with each statement by making a YES or NO next Leave a Reply. |
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