15
Oct

Writing with Senses - Descriptive Writing

One of the first things we try to drill into the heads of young writers is to "write using senses" - describe for the reader using sight, sound, smell, touch.  This is one of my favorite activities for demonstrating to students how they can do that, and all it takes is a trip to the home improvement store's paint aisle.

I usually do this with middle school classes, but this past week I tried it in a 5th grade classroom and the kids loved it.

paint-chips-1

Bright colors are great for younger writers.

 

 

First, head out to your local paint store and browse the paint chips.  Look for some visually stimulating colors. With the 5th graders I went bright, but with the older kids I was able to mix it up.  You'll want to grab the single color chips that have names that the kids will be able to visualize.  For example, I was able to grab a  bright green chip called Amazon Parrot, and a gorgeous yellow called Warm Sunrise, among others.  You'll find many great names - Pacific Surf, Tropical Paradise, Cowboy Hat, Desert Oasis, Wet Riverbed, etc.

As I mentioned, for the older kids, I stuck with more muted colors which were named a bit differently, with names like Midnight Fog, Sea Spray, Thunderstorm, Harbor View, Gentle Moss.

paint-chips-2

Middle School kids can be challenged with more difficult names.

 

 

 

For the activity, you'll need a graphic organizer such as the one I've shown below. You'll review with them the importance of "creating a scene" when writing, of being so graphic that the reader feels as if he is right there with you in that moment. Also, read a great passage or two from a book that they can relate to, pointing out how the author uses different senses to help the reader get pulled into a scene.

I drew an organizer on the board and then used the name from a paint chip (not revealing to them yet what they would soon be doing!) and asked them to help "visualize the scene using the name". After brainstorming a bit, I told them to now continue with a few words knowing that the name corresponded to a color - and I showed them my paint chip.  Harbor View - was the name and evoked great scenery of standing on a dock looking at sailboats. But the color was grey, so now we looked at it as a rainy, or foggy day, and that changed our descriptive words.

paint-chips-3

A sample brainstorming for "Harbor View"

 

 

I told them that writers can be inspired by anything - even paint chips - and that doing practice writing exercises will help authors  become better at their craft.  Then I distributed their own copy of the graphic organizer and followed that with one paint chip. They couldn't choose the chip.  It was dealt to them to give them a bit more of a challenge. They were told to write words and phrases inspired by both the color and name on the chip.

paint-chips-4

Just a simple graphic organizer will guide them.

 

 

 

Following a fifteen minute brain dump into our graphic organizers, during which everyone participated enthusiastically, the next task was to write a one-to-two paragraph "scene" based on what the color and chip brought to mind.

For example, for the grey Harbor View chip, it came out something like this:

"The early morning fog settled heavy onto the water as I walked to the end of the dock. The stillness of the air seemed peaceful, and allowed the mist to envelope me, swallow me up. The faint sounds of gulls and voices of fisherman, their yellow raincoats barely seen, were about the only sounds I heard. Fog horns interrupted my thoughts, and I watched as small boats and fishing vessels moved carefully about. The grey skies reflected my somber mood. A chill went through me, but the smell of the salt air still made me feel wonderful, and I continued to watch as the harbor's day went on despite the weather."

The students glued their paint chip right onto their graphic organizer and stored it in their Writer's Workshop binder as a reminder to write using senses.  The paragraphs they wrote became part of their writing portfolio.

 

This was definitely an activity that they enjoyed, and hopefully will try to do with other writing props.

 

 

12
Jul

Using a Journal in Middle School Language Arts

I'm often asked to explain how I use an interactive journal in the Middle School Language Arts classroom. I'll attempt to give my best overview of how I use it with my students, and give some tips as to how to set up the journal. I have used them in class for the past 4 years, and will never do without one again. I absolutely love using it.

First of all, if I had to define what it is, I'd have to call it a mix between a notebook, interactive notebook, personal journal, reading response journal, scrapbook and mixed medium journal. It's the only notebook we use in class, and no two students will have the same. The journals are completely personalized by the student so that it works best for them.

It starts with a marble composition notebook, the kind you can get at the back to school sale. While smaller than a spiral notebook, it is more sturdy, and the pages are more secure. The only other supplies needed are simply a glue stick, colored pencils or colored Flair felt-tip pens, and a black ink pen. Optional supplies include photos, colored scrap paper, paper punches, washi tape (if you haven't yet discovered washi tape, you haven't yet lived!), and anything else you can think of to decorate the journal with.

The journal will be home to a student's in-class notes, reading responses, background information, writing pieces, opinion writing, and pre-writing organization, among other things.  Any type of full size paper handout can easily fit into the marble sized notebook by folding it in half, and gluing the back of one half onto a notebook page. The sheet will be securely stored, and easily read by unfolding the sheet. Another way, which I prefer, is to use a copier to shrink the 8.5x11 inch handout to 80% of its original size. This is easily done, and then just trim the excess to fit the size of the journal, which is about 9.5 x 7 inches. The page can then be glued into the notebook onto a sheet using the stick glue. (Some people prefer white liquid glue, but I find it's very messy, causes bumps, and students get too carried away with it, not understanding that a little goes a long way.)

Organization is key with the journal, which is one of the reasons I love to use it.  Everything can be easily found by utilizing a table of contents, or index.

So, first day - make sure every student has a marble composition book, including yourself. Have them take a few minutes either in class, or for homework, to number the bottom outside corner of each page. Begin with the first sheet when you open the book.  In class, this can usually be done in about 10-15 minutes.  If you want to speed things up, have them only number the odd number pages, which would be each sheet on the right side of the book. Either way, they'll be able to flip through to find what they are looking for.

On the top of pages 1 through 5, have the student write "Table of Contents" as a header.  You'll be using the margin on the page for the "page number" column, the middle of the line for a "description" of each item, and the far right of the page for a "date". In my photo, instead of the date, I listed whether the item was a 7th or 8th grade activity. I made sure to do each activity as a sample when it was assigned the first time to show the students how it could be done, however, it was a guideline only. Part of the beauty of the journal will be that each student will interpret the activity and it's overall usage differently. I'll touch more on this later.

The first assignment for the journal will begin on page 6 of the journal. After this, all of your students will always be working on different page numbers. What I mean by this is that if Johnny writes only one page in his first assignment and Sally writes two pages, they will both be doing their second assignments on different page numbers. DON'T PANIC! That is exactly the way it should be. You should record somewhere the assignment and date assigned to keep track for grading purposes, and not worry about what page they did it on. That's why they have a Table of Contents.

One of the best activities of the journal is the first activity. You can have them decorate the cover to reflect themselves using pictures from magazines, duct tape, markers, whatever, and assign a writing prompt as a "getting to know you" writing activity, such as "Where do you see yourself in 5 years?" or "What aspect of Language Arts do you find most challenging? What would you like to improve on this year?"  The prompt can be a way of getting to know them as a student and a person, and it serves an even more important purpose: it personalizes their journal from the start, and shows them that being self-reflective is an important part of writing in your classroom.

Once you have the Table of Contents and first writing assignment completed (and you've reminded them to record that first assignment in their Table of Contents along with page number (should be on page 6!), assignment title and date, then you are free to take it wherever you want it to go.  Here are some ideas:

For Novel Studies: Begin with an Introduction Page, which includes a photo of the book cover (I usually print a sheet of 16 photos of the covers and cut them out for the students), and research the book a bit. Setting, genre, published date, author... the page introduces the novel study and familiarizes the student with the genre. To explore the setting further, I have a set of student atlas books in the classroom, so we always include a map of the state/country where the story is set. For example, when my 7th graders read Voyage of the Frog by Gary Paulsen which was set off the coast of California and Mexico in the Pacific Ocean, we drew a map of that area of the country in order to better understand where the voyage took place, and throughout the story we drew lines to map the progress. Then, dig deeper, by having the students look up the background information on the author. I call this an Author Page. What types of work does this author generally write? How many books has he/she published? Usually by researching the author, students will better understand the author's writing style. For example, Gary Paulsen has been a nature lover his whole life - his bio reflects that. Reading about his hardships growing up, the student sees why Paulsen often writes books set around nature. Connecting the author to his writing helps the student comprehend the story a bit more. Next, tackle any vocabulary words that you'll be using that are specific to the book. For example, when reading the The Giver, defining words such as Utopian and Dystopian Society might be helpful. Don't forget about Dynamic Characters and Static Characters, Protagonist, Antagonist, etc...  Next, set aside a Quote Page for the students to use as they read. When they come across a quote that is important to the story, have them add it to the page, along with page number and who said it. They will refer to this later in their written assignments, for example.  Also, have them title a Character List on one page, where they can jot down characters from the story, identifying later if they are dynamic or static, major or minor, and what their relationship is to the protagonist.  All of this helps them in better understanding the story. Finally, a simple Plot Chart can be drawn in this section so students can jot down key events that take them to the conflict, climax and resolution of the story. Remember that some students will simply want to write down their notes - others may want to sketch note their pages with doodles or drawings, or color code their notes. Whatever works for them should be encouraged. The goal here is to let them explore ways that will help them to best retain the information based on their own learning styles.

Quickwrites are one page writing assignments that can be used in conjunction with a novel ("Should Jonas have left Gabriel behind when he ran away to find Elsewhere? Why or why not?") or just to get some opinion writing practice into class ("Should all toys be marketed to boys or girls or should they be gender-neutral? Should toy stores continue to have "pink" and "blue" aisles?). After assigning something like this, you can leave time in class for sharing, which some students usually love to do.

Creative Writing assignments are great in journals because the journal lends itself to being a perfect place to map out a story using a grid or a timeline, or to create character profiles by cutting out pictures from magazines and gluing them into the journal and then writing around the picture all of the traits of the character. Mr. Tall Dark and Handsome maybe has a secret life as a bank robber, but loves kittens and is married with 3 kids...

Steps to Structured Writing can be graphically represented in the journal. Samples of an opening paragraph for an essay and a thesis can be drawn out or highlighted in a writing passage and notes can be written in the outline to help with identifying key words, punctuation, structure. For each type of structured writing we do, I always draw out a diagram that students can refer to, whether for responding to a quote, writing a compare/contrast essay, an argument, etc.  Visual representation helps them to understand the structure before they even put any words on the paper.

Vocabulary Words can be tackled using foldables that allow students to study on their own. Taping index cards in their journal by only taping a small area at the top or side of the card allows the card to be flipped to reveal a definition or example.

Common Themes of stories can be included and examples can be given of stories or movies that have those themes so students can understand them. "Courage and Bravery" can easily relate to books (The Fault in our Stars) as well as Movies (Batman vs. Superman, Dawn of Justice").  Once they understand this, they can easily do the same to books they read in class.

How to grade journals? Well, I just check that the activity was completed. I told them up front that how they do it is up to them, but the information that should be included, needs to be included in order to get credit. And I grade them only once a month or so. They can use them on any of their writing assessments or tests. I want them to learn to take good, usable notes. Knowing they can use them on a test or writing assignment makes them take the time to be sure the information they include is useful to them.

These are just a few of the ways that journals can be used in class. We use them almost daily. I've included some photos below with some writing assignments we've done in class, and some that show how each student can make the journal their own through personalization and adding photos or poetry or whatever. The only rule is that everything has to be listed in the table of contents. I hope you try using the journal in your own classroom. If you do, let me know if you and your students enjoyed using them, and tell me about your favorite lesson or activity. If you want some other ideas, or have any questions, please feel free to contact me! I've included some other activities in other blog posts, so feel free to browse.

Click on any of the pictures below to enlarge.

 

covertable of contents   anne conflict schema

themes thankful reference quickpublic speaking

dialogue dialogue 2 holocaust giver jack

plot chart  quick 2

 

 

 

 

 

 

 

 

 

 

23
Mar

I Scream, You Scream, We All Scream For... Alliteration!

Once a week, I have a 40 minute period with the seventh graders. Aside from their daily Language Arts class, this additional weekly class allows us to explore aspects of grammar and writing in more detail. We call it "Language Arts Lab".  This is the class that is mixed with general education and special education students, so I try to keep my lab lessons fun and creative to allow all levels to participate.  A few weeks ago, I decided to tackle the idea of "alliteration", you know, those great tongue-twisters that kids love.

Using the idea of an ice-cream store, the students were given a blank three-scoop cone, a picture of a store-front, and instructions to create an Ice Cream Parlor that focuses on alliteration. The goal was to design a newspaper ad for the store that features some of the store's famous flavors of ice cream, along with a catchy name and slogan.

Immediately, the students began creating ice cream flavors - some delicious, some not-so-delicious - with such catchy names such as Cranberry Cannoli (yum!) and Blazing Blueberry Blast (yum!) and Fish Frenzy (not-so-yum!). The store names were just as fun. Who wouldn't want to grab a cone on Memorial Day at the red, white and blue themed Frozen Frenzy Freedom Factory?

My in-class support partner teacher and I enjoyed watching the ice cream flavors and storefronts come to life. I would recommend this activity to any grade level that wants to grasp the idea of alliteration. Here are some of the finished products that decorated our Middle School hallway after this activity:

alliteration 1 alliteration 2 alliteration 3 alliteration 4

10
Feb

Language Arts Bingo: A Week of "Do Now" Writing

I wanted to find a way to keep my Middle School students writing often, but to do that, and to keep them from being overloaded with all of the large writing assignments and long-term writing we were doing in class, I tried to come up with some options for writing short-and-quick. I came up with "Two Paragraph Bingo".  The idea is to write just two paragraphs on a given prompt, and to complete a Bingo board by the end of the week.

Each prompt is open-ended, and provides the student the freedom to write with few constraints. They can write 2 paragraphs or more, but the purpose is to have them complete the writing in the time provided. I used a 10 minute time frame at the start of each class.  If a student is drawing a blank on one topic, they simply choose another. The idea is to keep using the same Bingo board until they complete a row.

I have a few different boards available waiting in the wings, and when they complete one, they take another. I've found, however, that the students who enjoy the timed writing will continue to use the same board even after completing a "Bingo".   I utilize marble notebooks in my classroom as our Language Arts Journals. They are used for notes, for quick writing assignments, for capturing research, for writing novel chapter summaries, and for creative assignments. We add photos, doodles, comics, and anything else that personalizes the journals and keeps them (and their classmates) revisiting each page. I also encourage them to add their own entries as well. The table of contents we've established at the front of the journal (the first 6 pages) allows me to find whatever I'm looking for when I grade them.

I've attached a sample of the Language Arts Bingo Board below. Feel free to try it out, and let me know if you've found it helpful.

LANGUAGEARTSBINGO-2

30
Jan

All I Need to Know.... Writing Activity for Middle School

I did a quick writing activity with my 7th graders, and it was based on the book "All I Really Need to Know I Learned in Kindergarten" by Robert Fulghum. You remember the lessons - sharing, saying thank you and please, taking naps, enjoying a simple snack of milk and cookies.... Everyone can relate to its simplicity. As we get older, we can really appreciate those things in life. For teens, not so clear to them yet.

I read the first 3 pages of the book to them. It's a perfect introduction to those simple things we appreciate, and perfectly illustrates the task you are going to charge them with: show how a common object can teach us many life lessons.

Here are some the class has come up with. I showed them a sample of the finished product using my dog. I always model the expected outcome in all of my lessons - even the essays. I believe it is important at this age to set expectations for them. The others are the posters they came up with. I picked out a few to give you ideas.

I suggest you try it with your own classes. Mine enjoyed the challenge!

IMG_3153                                                                                           IMG_3156IMG_3158IMG_3155