What a great chapter title! Yes, yes, yes! How do we expect students to get excited about writing if we make it judgmental drudgery?
I thought the Valentine idea of writing letters of love and thanks to someone with whom we share a special bond or memory was just terrific, and I enjoyed reading the student samples.
I liked the question on p. 19: "who tried something new? who rewrote something that didn't work? who has a great lead?" were so positive and encouraging. I should put them on a sticky note in my lesson plan book. I found myself wishing over and over that I had had this book when I taught 3rd grade, but I am confident that the ideas and concepts will work with middle-schoolers, too.
I appreciate the admonition on p. 21: Make Sure Writing is Meaningful, Not Just Correct. I remember from undergrad writing class the importance of giving students choice in what they write about, and this author says the same thing. I think when students insist they have no ideas to write about it, you can still give them choice by giving several vague suggestions from which they may select.When students write about something that interests them or is important to them, of course they are going to be more enthusiastic and make more effort.
On p. 23, the author suggests we start with a story. What a great idea. Her list of reasons to do so is right on the money. Language, vocabulary, comprehension, imagination, story structure, etc. - all these are enriched and developed when we share our stories with each other, orally and in writing. We will also get to know each other and become more comfortable sharing and grow into a true learning community. The author made a great point that we should ensure all students take part in this sharing - it is not a time for pull-out for special services, as those students might well have the most to lose by missing out.
I underlined the quote from Kate DiCamillo (one of my favorite authors) on p. 25: "I put my heart on the page when I tell the story." I can't wait to share that with 7th graders, many of whom will be familiar with several of her books, when we talk about including the details that make a story come alive.
The list of personal writing prompts on p. 27 is a good one. I can imagine writing on some of these together and compiling a class book if the students are willing to share to that extent.
Marquita's story really touched me, and I loved the author's idea of having her write to the students at the school where she'd led the workshop. Having them all write to each other about writing was a clever writing exercise! Marquita's teacher could have led workshops on how NOT to do it.
Like after the first chapter, I am excited to try these ideas with my own students. I expect that excitement will continue to build.
When reading the part about making sure writing is meaningful, not just correct, I realized that I was that teacher who focused on the "correct" way. Instead of giving my students ways to make their writing creative, I stressed the importance of editing. I guess we all need to learn to balance in our teaching!
ReplyDeletePatty-
ReplyDeleteI loved reading about chapter 2. I liked your idea of making a class book. I know this seems to be a hit when I try it with my first graders. The children love to hear their stories and others in the class. I do need to let my children be more creative in their writing, instead of always correcting their grammar or spelling.