Call on several students to share what they learned. By making this activity part of your daily routine, your students will have a ready-made answer when their parents ask "What did you learn in school today? Students might keep a "What I Learned Today" journal.
Some time during October, I teach the following two activities, which are then added to the "menu" of activities my students are allowed to choose from: These both mix logical thinking with creative thinking: Sausage Sentences with Illustrations Imp-Int-Exclam Sentences And right before our fourth quarter, I allow my eighth graders the right to work with partners and create new proposals vocabulary activities for all my students to use.
I choose 6 of their best ideasand I actually don't teach them; I simply post the eighth graders' examples and rubrics and invite all students to look them over.
Exemplary Personified Vocabulary Exemplary Mr. Cartoons Exemplary Vocabulary Haikus Teacher-made exemplar: Click here for my teacher-made exemplar. It comes with explanations for what writing a 5 minute stand up routine takes to earn full points with this writing activity.
Click the image or here to visit our Ning page where teacher members can post their own students' samples. Show your students what an EGOT looks like. Tier-2 Vocabulary-Inspired"Quick Poems" Instead of memorizing new words, I ask students to write thoughtful pieces of short writing inspired by new words they self-select from class reading.
They learn those new words while reviewing their writing skills. Research on acquiring new vocabulary shows that both teachers and students should be involved in the selection of words for study, and my weekly vocabulary routine definitely puts a big responsibility on my students to bring words they've encountered and written about every Friday.
I play my part, of course, by providing plenty of academic vocabulary a. I also serve as a model of someone with a pretty good vocabulary that isn't Language Arts-specific a.
I call them "quick poems," and not only are they a high-quality to minute group writing task, they also build familiarity and usage skills with almost thirty tier-2 vocabulary words that--personally--I love using and--even more so--I love hearing my students use correctly during literature discussions, during writer's workshop response groups, and during Socratic Seminars.
Each of the 18 different poetry formats are based on tier-2 word that I want to hear my students use in class as we talk to each other. I created 18 poetry formats because, starting last year, I set aside a small amount of time every two weeks to learn new vocabulary word in this manner.
I call them "Quick-Poems" because I set the timer, and I don't want them to become a whole period of work.
I want the introduction to the words and poetry format to be learned in less than ten minutes so that students can then have fifteen to twenty minutes to compose as a group. The objective of each poem is not only to teach them a great word, but also have them practice using it by exploring different contexts in which the word would make sense using the support of their small group's combined ideas.
As the poem is written, the group cooperates and uses writing skills we have been working on in class, and each poetry format comes with plenty of obvious opportunities to review grammar and punctuation. In addition, these "quick poems" all: Come with a teacher model that I've written in such a way that you could call what I've written your own teacher model if you wish to.
Can be assigned to single students, partners, or even groups of three or four, depending on the scaffolded support you feel some of your less-productive writers might need to be successful. I prefer the safety of a small group, but I allow those kids of mine who prefer to write alone to separate themselves from the group I have put them in and compose something individually while the rest of the small group stays intact.
Contain directions and expectations that accommodate for differentiation; the poems' advance organizers have room for more stanzas or quatrains than students will probably need, and the directions state for students to complete as many stanzas as they can in the allotted time.
Even if they struggle and write just one stanza, they've made progress at the level they can, and you now have good, formative information about your students.
Some of the poetic challenges, my wife tells me, are pretty difficult too, and to that I say, "Good. Even when they write in groups, I require every student to write their group's poem down on their own advance organizer so they retain a personal copy for their binders.
Some days, we find time to share as a whole group, but some days I simply send them back to sit with their Sacred Writing Time partners and share with that person. The more we share, the more we own the language that surrounds us. Publishing is a powerful incentive to student writers; celebrate their "quick poem" ideas with the other thousands of teachers who also follow and use the materials.
An uproarious time was had as students challenged each other: Below, I provide three free previews from the set of 18 "Quick-Poems.
If you want the whole set of eighteen poems, we sell them for a very reasonable price, and all proceeds are invested back into the website. You may notice that we have no advertisements and that we give out a free lesson every month; it's because of our buyers that we can keep this website going at no cost to anyone.Enter your mobile number or email address below and we'll send you a link to download the free Kindle App.
Then you can start reading Kindle books on your smartphone, tablet, or computer - . This article covers aspects of how to write stand-up comedy material that are not found in popular books on stand-up comedy.
by a reader and writing down and structuring what you want to deliver to an audience to get solid laughs per minute. Stand-up only and should not be confused with the detailed and comprehensive step-by-step.
Successful standup comedy stems from an engaging, positive and constructive writing environment, where students are encouraged to take risks, explore and communicate what they think is fun about the rutadeltambor.com in our program build confidence in the choices they make, in themselves, and in their creative ideas both on paper and on stage.
Just follow your intuition and keep writing, because I think that you know what comedy is all about, you just have to get the stuff in your head on paper. I did a stand up routine at a school talent show, and I told stories about teachers. Everyone loved it.
Now they want me to do it again, and I don’t want to use the same material, and. Writing a Stand-up Routine They allow newbies 3 minutes on stage (regulars get 5 minutes), so I think it shouldn't be too painful even if I totally bomb my 3 minute set.
When I sat down to write the material for my act, I found that it was much easier to pull funny stories from my debut book (about college teaching tips). Whether you’ve 10 readers or 10,, thinking about them makes writing a post daunting.. So, forget about your readers.
Instead, create an imaginary friend. Your friend is a real fan.