poem recalls getting to school on information time. memories and about their how it connects photograph, to their own they usually are SW: rewrite the attitudes or able to write narrative with the perceptions. without any following guidelines: problems. · Do not use got Ask students to Recently, one of at all. point to specific my students words and lines wrote to me · Vary your in the poem that about this sentence length and triggered their paper: "The style. reactions. Work photograph to paper was the shift students’ attention to the Add copious easiest for me, details and amounts of detail. because it came features of the Show what from a personal poem by asking happened in that experience and them what word, car when the so my writing phrase, image, or policeman flashed came from my idea were his lights in the heart." important to their rear window. Let reactions. your reader hear the driver’s Be sure that response. What students notice was said?
poem recalls memories and how it connects to their own attitudes or perceptions. Ask students to point to specific words and lines in the poem that triggered their reactions. Work to shift students’ attention to the details and features of the poem by asking them what word, phrase, image, or idea were important to their reactions. Be sure that students notice getting to school on time. SW: rewrite the narrative with the following guidelines: · Do not use got at all. · Vary your sentence length and style. Add copious amounts of detail. Show what happened in that car when the policeman flashed his lights in the rear window. Let your reader hear the driver’s response. What was said? information about their photograph, they usually are able to write without any problems. Recently, one of my students wrote to me about this paper: "The photograph paper was the easiest for me, because it came from a personal experience and so my writing came from my heart."
32816-4116LessonPlan15-16-KiwondaRiley%20(1).docx