Using Pictures to Teach narrative Writing with Roll of Thunder, Hear My Cry

Using Pictures to Teach narrative Writing with Roll of Thunder, Hear My Cry-English Tests Free

Subject: Sixth Grade Language Arts - Segregation and Roll of Thunder, Hear My Cry

English Tests Free

Time allotted: 90 minutes

Organization: large group

Objective: Students will demonstrate the comprehension of the components in a article by using pictures about segregation to write the narrative.

Student worksheet available at http://www.trinaallen.com/rollofthunderstudent.html

Teaching Mode: Direct

Provision for personel Differences: Students are heterogeneously mixed. The composition of modeling by the educator and students will help to meet the needs of the varying abilities in the classroom. This assignment is open-ended enough for all students to find success "where they are" (Gardner, 2004).

Teaching Strategies: Some lecture, dialogue, modeling, discussion, group critique, planning.

Teaching Behavior focus: Focus will be as facilitator. Students will direct the episode by creating the model used to demonstrate article writing.

Materials needed for this lesson:

oOne copy of a photograph depicting segregation for each student-- ideally with larger copies available for fine details.

oPaper- pencil

ooverhead, board and markers, or chalk

oGeneral classroom supplies

Lesson Activities:

Step 1. Anticipatory Set: (Motivation)

oAs review, ask students to write a definition of segregation. Volunteers will state their definitions. Write the definition on the board for students to refer to as they write their narratives. (Students should have read and discussed segregation and Roll of Thunder, Hear My Cry prior to this lesson).

oDistribute pictures depicting segregation- one to each student. Or ask students to bring pictures from magazines that demonstrate segregation or reverse segregation. Hang any larger pictures on the wall so students can use them for greater detail.

oStudents will recognize their photograph individually for five minutes, writing details on the worksheet.

Note: Newspapers and magazines are good sources of pictures for this episode as well as the following online museum Web sites.

Jim Crow Museum of Racist Memorabilia at Ferris State http://www.ferris.edu/htmls/news/jimcrow/index.htm

Norman Rockwell Museum http://www.nrm.org/

Online Tours of the National Gallery of Art http://www.nga.gov/onlinetours/index.shtm

Web Museum, Paris http://www.ibiblio.org/wm/paint/auth/

Step 2. Objective (Overview of learning outcomes to pupils):

Students will use pictures about segregation related to their unit of study for Roll of Thunder, Hear My Cry to:

odemonstrate knowledge of the characteristics of article writing by writing a narrative.

odemonstrate connections in the middle of images and words by using article writing to build comprehension of content.

ouse detailed vocabulary in writing their text.

Step 3. Presentation (Input) of information:

Students will present the following characteristics of article writing as a whole class: developing plot, character and setting using exact information and ordering events clearly using chronological order.
Direct students' attentiveness to one photograph on the board. As a whole class have students brainstorm potential events and characters this photograph illustrates about segregation. Place the words or phrases under the following headings on the board as students share their ideas. Have students fill this information in on their worksheets.

Characters Setting Situation Feelings Vocabulary

Step 4. Modeling/Examples:

Use one character from the class table. Model writing a article on the board from the character's point of view by calling on students to give the details. Encourage students to present the photograph and to create an customary story related to the segregation descriptive in the picture. rule as a class either to tell the story that leads up to the picture, or to present the events that corollary the picture. Write events in chronological order on the board as well as including the character's feelings and thoughts.

Step 5. Checking for Understanding:

Have students evaluate the story written on the board that they created by checking the blank before each element of article writing that they find in the class story about segregation.

1. _____ One character's point of view.

2. _____ Details about the character .

3. _____ Details about the setting.

4. _____ Details about the situation.

5. _____ The story was in the accurate chronological order.

6. _____ The article contained feelings and thoughts.

Circulate as students work to check for understanding. Call on students to share their estimation to be sure all students understand the content.

Step 6. Guided Practice:

Using the photograph that they were assigned (or the one they brought from home) students will brainstorm potential events and characters by filling their ideas in the same table used in step 3:

Characters Setting Situation Feelings Vocabulary

Circulate to check for understanding.

Step 7. Independent Practice:

Have students choose one character from the table and write a article similar to the one modeled for them in step 4 from that character's point of view. Students will create an customary story related to the segregation descriptive in the picture. They will rule either to tell the story that leads up to the picture, or to present the events that corollary the picture. They will write events in chronological order and write about the character's feelings and thoughts.

Step 8. Closure:

Students will be evaluated using the same rubric used in step five, Checking for Understanding. Refer students to that estimation rubric and ask students to give the example from the story previously written on the board to clarify each area from the rubric. The stories can be assigned as homework or completed as class work as per the preference of the teacher.

Note: This episode is modified from Gardner, T. (2004). A Picture's Worth a Thousand Words: From Image to Detailed Narrative, from http://www.readwritethink.org/lessons/lesson_view.asp?id=116.

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How to exact English Writing Errors

English writing can be difficult if the writer does not make use of the many English language writing resources that are available to help them. Writers can use dictionaries, style guides, spell checks, show the writing to friends, fellow students and of policy their English language teachers.

How to correct English writing Errors?

The most clear rejoinder is teacher correction. But is teacher-correction effective? There is some research that shows English language students do not make efficient use of teacher-corrections.

Every English writing teacher would like to dream that their trainee takes their corrected paper home, pulls out a dictionary and grammar book and thought about goes over each correction. Unfortunately, most students only check to see how much "red" is on the paper and then file it away - never to be looked at again.

Most of the teacher's meticulous written corrections are precisely wasted.

Error correcting takes lots of teacher time and vigor and many students just do not want to see their writing compositions after teacher corrections.

Beware of the trainee who forgot the homework and just before the homework is due dashes off a quick paper. He makes a lot of mistakes all made in haste. The question is that the trainee wants his paper to be corrected and correcting it takes four times the exertion to read the "mess with multiple errors". Your policy should be: if the trainee does not have time to try to write it well, then you do not have time to try to correct it.

John Truscott and later Krashen have presented research indicating that grammar correction does not precisely help students at all.

Personally, I have seen that my students do learn from some corrections.

Except for typos and straightforward errors, self-correction is very difficult for English students because if they understood what was wrong they would not have written it in the first place.

One to One peer correction is not fun and it is difficult for many students to fully trust their partner's language experience or writing ability.

How can the trainee add to his English writing skills in a way that interacts with his previous English grammar knowledge and vocabulary?

One of many new methods is called Group writing.

Group writing helps students to advantage from any peers, helps students to learn not only from their mistakes but from the mistakes of others and makes economical and efficient use of the students' and the teacher's time.

The group writing tasks are everything from writing a paragraph to writing an essay.

Each group can get a different topic to work on or sometimes it can be the same topic and they compete with the other groups.

You can use the whiteboard, the large paper paper pads on an easel or overhead projector as long as there is one per group. One trainee writes while the rest of the team from one to three others offers suggestions and corrections while the writing process.

Group writing gets the students to advantage from group assistance as a peer-learning experience with more resource value than one to one peer sharing.

With the entire class finding on we contemplate each closed writing sample and I ask the class to offer corrections. The class precisely focuses on every group closed writing to see if it is correct or not. Especially if there is challenge or competition at stake.

Group writing seems to be an efficient formula of correcting English writing errors. Immediate feedback is quick within the groups and again when corrections are suggested in front of the entire class.

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