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Topics - kkiarie

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We often give students samples of texts hoping that they will model their writing from them. However students may not know what to look for in samples. In my experience, students often focus on the language and not the structure. I think giving students an annotated sample before giving them annotating homework would help them understand the expectations better. I am attaching an annotated article I found on http://www.readwritethink.org/classroom-resources/lesson-plans/modeling-academic-writing-through-1133.html?tab=4#tabs

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General Reading Links / Teaching Mystery Genre
« on: April 17, 2019, 08:50:54 PM »
I made a  mystery genre lesson for ESL high schools. The goal of the lesson is to familiarize learners with elements of mystery genre using Arthur Conan Doyle's A Scandal in Bohemia.

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I think activity could be used in class or assigned as homework. Students can complete the chart in groups or individually after reading fiction. The teacher can then use the completed charts to facilitate discussion about characters or events in the text. If students are doing independent extensive reading, students can complete this chart and turn it in as a form a progress assessment. This and other activities are available at http://www.readwritethink.org/classroom-resources/lesson-plans/high-interest-novel-helps-390.html?tab=4#tabs

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General Reading Links / Mystery Genre lesson plan
« on: April 13, 2019, 04:05:05 PM »
This lesson plan uses Arthur Conan Doyle's A Scandal in Bohemia to teach mystery genre.

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General Writing Resources / Mystery Genre Bookmark
« on: April 07, 2019, 05:39:54 PM »
I came across this bookmark activity which can used when teaching mystery genre. This activity can be assigned after class for students to complete it and bring to the next class. Students read the text and note page numbers with elements that are characteristic of mystery text. For each entry in the bookmark, they should provide a brief description of the element. There are more interesting class activities on the NCTE/ILA website http://www.readwritethink.org/classroom-resources

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Feedback--Peer Review / Peer review guidelines
« on: March 14, 2019, 03:38:04 PM »
When using peer review in class, I have noticed that apart from peer review training, giving students guidelines that direct their attention at target areas can go along way in ensuring that students give and receive quality feedback. I developed the following questions from the assignment rubric for my students.
Peer Review Comments
Paste your essays in your group doc.
Highlight your essays as instructed below.
Read and review your peers’ essay using the comment function; your comments will be graded.
In your essay,:
  • highlight the background information about the issue in green (do NOT highlight information about the article)
  • Highlight the two rhetorical strategies that you have discussed in each paragraph in yellow
  • Highlight the summary of your analysis in green
  • Read two of your friends essays and leave specific and general comments in each(the quality of your feedback is worth 20 points).
  • Refer to our lesson material and rubric when giving comments. You can use the following questions as a guide.
General questions
  • Does the essay answer the question?
  • Does the vocabulary show that the author understands the topic?
  • Does the author communicate clearly?(without too many language errors)
  • Does the body support the thesis?
  • Does the author follow APA style in citing/quoting?
  • What is the most critical area the the author should fix?
Specific questions
  • Is there enough background information about the article and about the issue?
  • Does the thesis preview the main points in the essay?
  • Are topic sentences specific enough? Do they support the thesis?
  • Are the paragraphs fully developed?(do they cover two strategies of an appeal)
  • Is each strategy clearly identified? Is there relevant evidence? Is the evidence enough?
  • Is the evidence well-integrated in the paragraph? (use of right verbs, tense)
  • Does the analysis show the connection between the topic sentence and the evidence?
  • Does the conclusion have the 3 parts?

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Vocabulary / Compare & Contrast Phrases Practice
« on: March 07, 2019, 05:03:04 PM »
[<iframe src="https://h5p.org/h5p/embed/316842" width="1090" height="445" frameborder="0" allowfullscreen="allowfullscreen"></iframe><script src="https://h5p.org/sites/all/modules/h5p/library/js/h5p-resizer.js" charset="UTF-8"></script>]
When teaching ESL college writing, I think most teachers prioritize content and structure over language. Even though there are good reasons for this, students' ability to use appropriate language correctly has a big impact on the quality of their writing. I am sharing an activity I used to augment my compare & contrast pattern lesson. Since we did not have much time to practice in class, and I wouldn't be able to grade more homework, I figured a self-grading activity would help students notice how these words and phrases are used. I am sharing this, not so much for the activity as for the free, open-source, online website I used to create it. I have posted a screenshot of the activity as embedded on my coursewebsite; I am not sure the code will work on this website. The application can be used to create lots of other class activities which are compatible with most LMS and websites. Check it out -if you didn't know about it.

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