A whole group discussion will introduce each of these activities, as students will begin the pre-writing process to complete a graphic organizer for each aspect of the story they will discuss in the essay. The graphic organizer is a chart with two sections; in the left section, students summarize each element of the story in their own words. As students participate in the discussion, their ideas are recorded on overheads, while they use the graphic organizer to take notes. Then, students work either independently or in small groups to find quotes from the text to substantiate these ideas. The quotes and page numbers are recorded on the right section of the graphic organizer. Copies of the graphic organizers follow this plan..
Finally, students will use the information on these organizers to write a first draft of the essay.
Graphic Organizer # 1: Conflict
We have agreed that Alice Walker’s “Everyday Use” has conflicta problem that gets resolved in some way by the end of the story. On the left side of this chart, identify the conflict or conflicts in your own words. Then, in the right section, find quotes from the text which will support your ideas.
What is or are the conflicts in this story?
Prove it! Support your ideas with quotes. Remember page numbers!
Graphic Organizer # 2: Character Development
We have agreed that Alice Walker’s “Everyday Use” has character development. We will use this organizer to chart how one character develops and changes during the story. On the left side, state in your own words what the character was like at the beginning of the story and write down the ways in which she changes during the story. Later, in the left side, you will find quotes from the text to support your ideas. Don’t forget to use page numbers.
Who is the character? How does she change? Use the prompts to show the change.
First:
Next:
Finally:
Prove it! Support your ideas with quotes. Remember page numbers!
First:
Next:
Finally:
@2H(after1H):Graphic Organizer # 3: Universal Theme
We have agreed that Alice Walker’s “Everyday Use” has a theme that speaks to the universal experience of affirming one’s worth and values. We will use this organizer to gather the information we need. First, in your own words tell how Maggie’s worth is validated and how this affirms her place in the family. Write this in the left section of the chart. Then find the quotes you will need and write them in the right section. Don’t forget to include page numbers.
How is Maggie’s place in the family affirmed? Why is this important?
Prove it! Support your ideas with quotes. Remember the page numbers!
@1H:Lesson Plan III: Conducting Writing Conferences
As students complete their essays, I confer with each one to begin the revision process. The conference should be structured to make this activity student-centered, not just the teacher making corrections to the essay. I have a copy of the essay, while the student has the original to work on.
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Always begin the conference by reinforcing the format for a five paragraph essay. First ask the student to identify the parts of the introduction to the essay by underlining the thesis statement and three controlling ideas. Next, then the student should underline the controlling idea in each paragraph of the body of the essay. Finally, the student should underline the main ideas summarized in the conclusion.
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Next begin to discuss questions about the essay with the student, focusing on specific areas that are problems for most students in the class. It is important to begin this stage of the conference by identifying the specific problems you will be looking for. These problems may include grammarusing seen instead of saw, for example; punctuation and capitalizationforgetting possessives or using apostrophes inappropriately; consistency of tense; and clarity of writing.
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Then, guide the discussion by asking the student to look at certain sections of the essay about which there are questions. In response to these questions, allow the student to make decisions about his or her own corrections and revisions. The student should take notes on his or her essay during this part of the conference.
After the conference, students will make corrections and then type the final draft of the essay. Before they hand in the assignment, they must spellcheck and proofread the essay carefully to make final corrections. Always encourage students to proofread and double-check each other’s essays before handing a final copy.
All of the materials used to prepare the essayclass note, the graphic organizers, and first draft must be handed in with the final essay to receive full credit for the assignment.
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Endnotes
1 Walker, 1140
2 Walker, 1140
3 Walker, 1144
4Walker, 1145
5 Oates, 903
6 Oates, 903
7 Oates, 903
8 Oates, 903
9 Oates, 903
10 Oates, 903
11 Oates, 903
12 Oates, 904
13 Oates, 904
14 Uchida, 5
15 Uchida, 6
16Uchida, 7
17 Uchida, 8
18 Uchida, 9
19 Uchida, 11
20 Uchida, 13
21 Mohr, 52
22 Mohr, 56
23 Mohr, 59
