Use Your Words

David Bills Eng. 313 1. Title: Use Your Words 2. Grade Level: 9, 10 3. Standards Addressed: (Michigan Curriculum Framework) 4.1, 4.2, 4.3, 4.4, and possibly 4.5 (going into further depth for advanced). These ideas pertain to the use of language and its mechanisms to create a well rounded student. This lesson is designed to press upon the student the need to use words carefully. 4. General Goals: The general goal of this exercise is to limit the length of any given paper that they might have. An example specific to descriptive writing could be a paper recounting some personal experience that they might write. Instead of giving the students a high end limitation of, “not over 3 pages,” I will give the students a low end limitation of, “not over 250 words.” I will press upon them the need to use words very carefully and be sure that each one is chosen correctly, because all of the conventions of normal writing will be needed. A thesis, an argument, evidence, and a conclusion. 5. Specific Objectives (learning outcomes): I want the students to learn new and important vocabulary. I also want the students to learn the importance of words in a paper and learn not to waste them with “filler.” I want my students to be able to use language to describe something in a brief setting, because if they can learn to describe something briefly, they will be better equipped to describe something in a longer more drawn out way.

6. Duration (try to limit demonstration to 313 class time): This should take one class hour to brainstorm and rough draft and should be written at home over night and brought into class the next day. 7. Materials: pen, paper, Thesaurus (on hand in class) 8. Procedures Step-by-step 1. I will describe the assignment to the class, asking them to recount something vivid and important in their lives that they would like to share. 2. I also might scaffold for them what I am looking for with a paper of my own with examples of the level of vocabulary I will be expecting (Grade level; and very descriptive) 3. Next, I will ask them to, within 250 words (3/4 of a page double spaced), to describe the event and its importance using all of the conventional writing techniques we would normally use for a paper. 4. I will also inform them that because the paper is so short, there is added stress on the words that they use. Their words need to carry as much meaning as possible because they will have no fluff to carry their paper. 5. They will have one class period of explanation, brainstorming, rough draft writing, and even starting their final drafts if they wish, and then whey will have over night to complete it. 6. The rest of the day I will be able to ask questions and stimulate ideas. 9. Assessment based on objectives: their papers will be graded the same as any paper would be with added emphasis on word choice. This means that the other conventions such as grammar and spelling and such will still be graded, just not

as much as they would otherwise with the added emphasis on word choice. They will also know this before the assessment. 10. Adaptations (for student’s w/learning differences/disabilities): I would have them recount a story about their life, something that was important to them and grade them as I would grade that individual normally depending on their ability level. 11. Extensions (for advanced students): For more advanced students I would extend the length of their paper, being sure to emphasize the remaining importance of word choice. Possibly adapting for a possible speech or presentation, keeping multiple audiences in mind. Although I don’t think I would have only a select few present, I would have them write as if they were. 12. Possible connections to other subjects (math, science, history etc): Very important in science when describing reactions etc. Also in math in number language when describing an equation. Finally, useful in history when possibly writing a paper about something you have read about or seen in a movie.

Notes: Their in class time to work would look a lot like Dornan’s idea of classroom workshops, where the students can help each other to write rough drafts and brainstorm ideas. They can share their ideas and see how effective they are or what word choices might be better before coming back the next day with their final copy.