3rd class
meeting, Spring 2005
Class Activities: Today Chris explained what students would be graded on: Organization, Development, Grammar, and Sentence Variety. He then spent most of the class period on organization and support. He had students examine a paragraph to identify the topic sentence and pick out the three major points of support (reasons). He then had them find the details that went with each point of support. Finally, he spent time discussing prewriting and how to find ideas to support their paragraphs, with some time for questioning and much time spent specifically on clustering.
Chris provided simple slides (not too cluttered—the basics, easily laid out) on what students would be graded on: organization, development, grammar, and sentence variety, but predominantly the first three. I liked his analogy: he likened their being mindful of all four grading categories to juggling balls and reminded them that few people, if anyone, could start off keeping all four balls in the air, but working on one “ball” at a time, eventually everyone could take on more “balls” and manage.
In discussing organization, he examined a simple but well written paragraph (a student sample in the text book) and explained what a topic sentence was, using the sample paragraph to make his point. The juxtaposition of the idea of the topic sentence and the sample topic sentence in their texts seemed to work for them. Chris then asked the students to find the three reasons, or major points of support. Most students seemed to be able to do this. He asked them to write their answers first and then asked for volunteers. (This slow pace seems more effective than what I do on occasion—to do this without writing their answers—I simply have them look for a minute or so and then ask for volunteers. The quiet writing time seems to still the students’ minds and allows more time for reflection.) In this exercise, Chris continued to emphasize the connection between a main idea and topic sentence (linking their reading and writing skills).
In introducing development, or support points, he discussed the essential step of prewriting (clustering, questioning, listing, and freewriting). He dealt only with the first two methods today, walking them SLOWLY through every step. As they clustered, he went so far as to have them draw one circle in the center and start there with the topic (discussing general vs. specific as he went). He then had them add one branch of the cluster at a time, and as they thought of answers to the topic he presented, he flashed a similar cluster on the screen so students could see clearly how the cluster looked (the extent of detail, how the branches looked, etc.).
The topic Chris used in their clustering together was about how school was actually easier than expected (with major points being things like how teachers are helpful and technology can be a tremendous aid in their studies)—so while giving them the lesson on how to cluster, he reinforced the idea of the resources available. He also emphasized how those who maintained a passion for their classes stayed motivated, and that kept them open to learning. His constant reinforcement of healthy student attitudes is smart.
Once they had done one together on paper and viewed the cluster on the screen, he gave them another topic, this time with a prompt (on their favorite restaurant). He went through the prompt slowly, pointing out how to find clues in the prompt itself for the kind of details they might use should they become stuck for what to say. Again, his pointing out what may seem obvious—that clues could be found in the assignment—he called attention to a technique that could well be new to students at this level course.
In terms of atmosphere, Chris did a number of things I would not have thought to do, but seemed to quiet the students down. First, he started off the class (before class time) with soft music and a graphic and thought for the day (“Make every day count”). I noticed that the students didn’t talk to each other at the beginning of class as they might otherwise do, but rather sat quietly. This tone-setting move seems to be a great way to focus the students from the minute they sit down. As the students clustered on their own at the end of class, Chris played soft music (birds chirping, soft violins) and had the lights low (not so low that they couldn’t see, but dimmed). Again, this seemed to keep the students focused and quietly intent on their work. He also covered the clock behind the screen so students were not watching the clock and scrambling for their books close to the end of class. They seemed truly absorbed in the exercise.
Throughout the class period, Chris reinforced what they were doing and why it was important (how it would be helpful each time they wrote a paper). At the end of the class, he reminded them of what their homework was, reminded them of how to access the calendar on the web so that they could find it at home again, and emphasized how important it was to do the homework (text and web), even if it was easy to them at first, since it would warm them up for the harder material to come. In this way, he headed off any temptation they might have not to do the work because it appears basic to them.
Chris also has