Learning Objectives:What should students be able to do at the end of this lesson?
Â·The student will write a thesis statement for their research paper.
Â·Steps to Writing a Research Paper PPT
Â·Thesis Statement PPT
Â·Thesis(document for reference)
Â·The Thesis Machine
Â·Research Paper Graphic Organizer.
Â·Prior to class have chart paper filled out with the Thesis Machine Formula.
Level of Bloomâ€™s Taxonomy:
Background information: what do I need to know to teach this lesson?
Instructional Procedures:How will Iâ€¦?
â€¦recall prior relevant information?Make connections to prior learning?
â€¦.present new material?
Â·Begin the lesson by having the students pull out their questions graphic organizer and their brainstorming web.Explain to the students that these brainstorming pieces will help guide them to determining a position statement, which will be their thesis statement.They will need to look through the brainstorming to find a position on their topic.For example, I could have brainstormed about apples and decided to write about how I think apples are colorful, juicy and delicious.My thesis statement would support my opinion that apples are the best fruit because they are colorful, healthy, and delicious!
Â·Show the students the powerpoint that shows Step 3 â€“ writing a thesis statement.Go over this slide briefly and then jump to the powerpoint on writing a thesis statement.
Â·The writing a thesis statement powerpoint shows examples to the students on how to take a position on what they are writing about.The students will learn that they must state their opinion in the thesis statement and then at the very end of the powerpoint there is a â€œformulaâ€ for writing a basic thesis statement.
Â·Give the students the handout that has the formula on it and have them work on their thesis statement based on the formula.
Â·Prior to class write the formula on a piece of chart paper.Go over the formula with the students using the apply idea.Show the students how to use the formula step by step one more time â€“ this time they should be writing their ideas with you while you are writing on the chart paper about apples.Show the students how to reference their idea webs and questions while formulating the thesis.
Â·After the students have had their thesis statement okayed by the teacher they need to copyit over to the Research Paper Graphic Organizer.Then they need to put their three sub ideas from their idea webs, onto that graphic organizer.
This year’s writing instruction will focus on the pursuit of good writing, with explicit instruction to help students begin to master some of the complex and nuanced qualities of exceptional writing. The goal is for students to improve their writing and simultaneously develop myriad approaches to writing that empower students to effectively evaluate and improve their own writing and thinking. To this end, students will participate in writing workshops of at least forty-five minutes three to five times a week.
The writing workshop begins with a mini-lesson of five to thirty minutes and continues with independent writing, during which time I circulate among writers and meet with individuals or small groups. At any point during the writing workshop, students may share their written work in progress and receive constructive feedback from their peers and me. The writing workshop may conclude with this oral student sharing of written work, with a group discussion of what writers accomplished or what problems emerged, with my observations, or with a follow-up to the mini-lesson. The writing workshop is a quiet and productive period. Writing is thinking so silence is needed to help all writers think and write well. The only noise besides pencils moving across paper is the quiet talking that occurs during writing conferences. During the writing workshop, students develop most of their own writing projects, even during genre studies, writing passionately about what matters most to them.
The writing workshop mini-lessons provide a writing course of study. They draw on a combination of impromptu lessons based on student need and lessons that incorporate key writing instruction critical for every sixth grade student. This year’s mini-lessons have been amassed from a wide variety of sources over the past two decades, but the core of most of the lessons has been informed by Nancie Atwell’s work with junior high school writers and generously shared in her books, In the Middle: New Understandings about Writing, Reading, and Learning and Lessons that Change Writers. Other key resources have been the Resources for Teaching Writing developed by Lucy Calkins with her colleagues from the Reading and Writing Project, as well as the work of Old Adobe Union School District’s writing liaison group, with whom I worked to help enhance our Wonders of Writing program.
The mini-lessons fall into four distinct categories: lessons about topics, lessons about principles of writing, lessons about genres, and lessons about conventions (please note that sometimes conventions will be taught out of the context of writing mini-lessons as separate grammar lessons). Each day’s mini-lesson is akin to a group writing conference, where students share problems they are having as writers, determine solutions to writing problems, evaluate examples of outstanding writing, learn strategies for developing topics, learn and try different genres of writing, develop and experiment with literary techniques, and gain a better mastery and understanding of conventions.
During the daily mini-lesson, students will take notes in their writing binders so that throughout the course of the year, they may refer back to what they’ve learned to inform their writing in an ongoing manner. Students will also create a mini-lessons table of contents for ease of later reference. Some, but by no means all, of the writing mini-lessons are posted here.
|The Writing Workshop||How to Write Compelling Fiction, Short Story Structure|
|What Is Writing?||Ways to Develop a Character|
|Heart Mapping||Grounding Dialogue in Scenes|
|Writing Territories||Setting, More than Just a Backdrop|
|Advice to Poets||Setting Exploration, Stepping into the Picture|
|Where Poetry Hides||Plotting with Tools, Part 1|
|Good Titles||Plotting with Tools, Part 2|
|Proofreading for Spelling||How to Write Compelling Fiction, A Second Look|
|The Rule of Write about a Pebble||Review, Short Fiction Resources and Techniques|
|The Power of I||Student Fictional Narrative Samples|
|Beware the Participle||Traveling Back, Historical Fiction|
|Engaging Beginnings/Leads, Begin Inside||Student Historical Fiction Samples|
|The Rule of So What?||Essay Genre|
|Conclusions, End Strongly||Essays, How Do I Scratch the Itch?|
|Breaking Lines and Stanzas and Punctuating||Thesis Statements|
|Cut to the Bone||Essay Organization and Planning|
|Use Repetition||Some Transition Words and Phrases|
|Figurative Language, Two Things at Once||Conclusions, Experiment with Essay Conclusions|
|Some Additional Literary Devices||Response to Literature Genre|
|Polishing Poems and Prose||Response to Literature Components and Organization|
|Poetry Genre||Critical Review Genre|
|Free Verse Poetry||Effective Critical Book Reviews|
|Spoken Word Poetry||Critical Review, A Beginner’s Guide|
|Where I’m From, Poetry of Place and Identity||Critical Review Components and Organization|
|Paint Me Like I Am, Poetry of Identity||The Vocabulary of Critical Review|
|The Marks We Leave, Poetry of Legacy||Critical Review, Beyond Book Reviews|
|Vanquishing the Monster, Poetry of Empowerment||Troubleshooting, Surefire Ways to Weaken Your Writing|
|Passionate Pontification, Poetry of Fervent Voice||How a Thesaurus Can Help|
|Praise Poetry, Celebration of Identity||The Truth aboutI before E|
|Student Free Verse Samples||Some Foreign Words Used in English Texts|
|Some Additional Poetic Forms||Root Words and Prefixes|
|Personal Narrative Genre||Suffixes, To Double or Not|
|Questions for Personal Narrative Writers||Other Suffix Rules That Mostly Work|
|Effective and Ineffective Personal Narratives||A Brief History of Some Common Punctuation Marks|
|Drawing and Talking to Find Topics||Essential Punctuation Information|
|Narrowing the Topic||How to Correct Comma Splices|
|Narrative Engaging Beginnings/Leads||How to Punctuate Dialogue|
|The Rule of Thoughts and Feelings||Four Capitalization Confusions|
|Conclusions, Reflective Close||Writing Numbers|
|Student Personal Narrative Samples||Indicating Titles|
|Fictional Narrative Genre||Me or I?|
|What’s Easy about Writing Bad Fiction?||Who or Whom?|
|What’s Hard about Writing Good Fiction?||Yours, Mine, and Ours|
|Problems to Explore in Fiction||Reflect and Intensify|
|The Main Character Questionnaire||Vague Confusion|
|Character Exploration, Stepping into the Picture||Daily Editing and Vocabulary Exercises|
|Considerations in Creating a Character|