Wordle is a fun tool-- my students and I love using it. There is something so visually appealing to word-lovers and writers, in seeing the artistry of ideas in this way.
I am comfortable sharing my original quick-write reflections, so thought I'd post thoughts about how this lessons went in my class, for my future reference.
As I consider how my students are doing with this large-feeling assignment, the following ideas occur to me:
· Students should have been taught the formula and format of persuasive writing beforehand, so that integrating this type of writing with history content was not so large a task. We’ve only had minimal experience with persuasive to day….a few opinion polls, mini lessons on point/counter point, and then the topic, “should all children have pets?” --they’ve only completed up to paragraph 2 on this and it was pretty guided.
· In reviewing student work so far….which has been a graphic organizer and the first paragraph in rough draft form, it is evident that all of my students love this content/subject and that tying the assignment to a mystery was good choice to motivate students. It also occurs to me that my students have grown as writers, many are developing great voice, ad virtually all have great hooks.
· I wish that my students were more comfortable taking risks in their writing. They seem slowed down by needing to check and see if sentences, ideas, or supporting details are “ok” to add to their work.
· I’d also like to add more reading selections or video items, perhaps images or primary sources to their body of knowledge before asking them to write. Using only the evidence from the book, our read-aloud seemed limiting.
· Great that we are concurrently reading Blood on the River, as this story of Jamestown really helps students to connect with how life really was in the new world.
