Success Writing Prompts - Four Rhetorical Strategies

There are a lot of good writing prompts out there that ask for an opinion, but there are few that ask for rhetorical strategies beyond that. I created this product to help students practice writing with different methods - expository, narrative, persuasive, and research-based. Each prompt has a quote from a famous person on an aspect of success, and then a writing prompt that promotes critical thinking. Students write in the mode specified at the top of the page. There are ten for each strategy.

I also created this product in three versions for maximum flexibility: print, digital (for Google Drive and MS One Drive), and a Power Point presentation. Whether you want to hand out copies for students to write on, have students write on the computer, or project a slide and have students use their own paper, you're covered. Click on the picture above or here to get to the product preview.

Extreme Sports Argumentative Writing Prompt

One of my favorite activities in class to practice a particular writing skill is to show a short video about a high-interest topic and then give the class a writing prompt after a class discussion. By far, the most engaging topic for this method is extreme sports. The videos are gripping, and everyone pays attention. 

Here are two videos on YouTube about the topic that I like to show together. The first one is some amazing footage of people doing some extreme sports. The second explores the psychology behind it. 

https://www.youtube.com/watch?v=uAz9hZmcr58

https://www.youtube.com/watch?v=9qEbjw_I0-o 

In the class discussion, we talk about why people engage in these sports, but also the risk, the cost of rescue operations, and the legality of some of the stunts. This discussion always leads to arguments (in a good way!) and therefore, the prompts are easy:  Should people be able to engage in high-risk sports in national parks? Should they be required to pay for search and rescue if they get in trouble? Should the deadliest sports be illegal or regulated? Why would someone want to engage in such a dangerous activity? Is the freedom to do what you want worth the risk to rescue personnel? 

I think you'll find a lively discussion on this topic and some excellent written responses.

If you would like to add some reading to supplement the topic, click on the photos below for informational articles on extreme sports. The reading level is grades 5 - 8, but because of the subject matter, they are appropriate for high school students as well. 

Learning Students' Names (and more!) Activity

I am a big proponent of learning students' names early on, and several studies bear out the importance of this. In a recent small study of students in a large class, 85% said it was important to them that instructors know their name, but 80% of the students said it was "unlikely" that the instructors could name them. Not only did the students say they felt more valued when instructors knew their name, but they were also more likely to ask for help. I'm on board for that!

In the past, the most effective method I've used is taking their pictures in groups with each person holding a piece of paper with their name. (See my blog post about this here.)

I recently read about another method that sounds even better that I'm going to try this Fall, where each student glues a picture of him or herself to a notecard and gives their basic information. I'll modify this by making it a class activity at the end of the first week. I'll take group pictures the first day (many students don't have access to a color printer) and have them cut out their face and glue it to a half sheet of paper with questions on it. I'll include questions to help me also get insight into how I can be the most helpful in their learning process.

Here's an example of what they will look like:

I like the idea of memorizing not only their names, but a little about each student. The extra effort will pay off for everyone.

Preparing to Substitute

Whenever I substitute for a class, I come with a prepared bag of tricks, even if the teacher has left a detailed plan. You never know when something can go awry (see last week's post here about just such an incident), and you'll be left with minutes or hours of extra time.

It's not enough to have just one emergency lesson plan. The personality of the class and the time you may have to fill can vary greatly. That sure-fire game you always use might stir up an already out-of-control class. A quiet, introverted class may need something a little more engaging than those vocabulary worksheets. A variety of activities that take varying lengths of time is just the ticket to be sure you can adjust to any situation.

I like to bring photocopied reading passages for English classes, along with a variety of activities to go along with it so I can fill any amount of time. Along with the reading passage, I bring quick and easy vocabulary work, reading comprehension questions, short answers, and a writing prompt. I can mix and match according to the time available.

I also bring a grammar game (see my post here for my tried-and-true activity), and a quiz and worksheets to go along with it.

I never plan an activity that requires media equipment. I've had too many times where something wasn't working right. Stalling to try and fix equipment is the perfect opportunity for students to get bored and restless.

I'm not above a few prizes and bribes in my bag as well. Sometimes a piece of candy for students who are on task and working quietly can be a great motivator. Competing for a Sharpie or highlighter can keep students engaged in a game.

Writing a list of assignments on the board, such as short writing prompts or vocabulary work can also keep early finishers from becoming restless.

Whatever happens, smile and have confidence, knowing you are well prepared.

Revising Paragraphs in Essays - Lesson Plan

My students generally write paragraphs that contain topic sentences and evidence to support their points. What they are missing sometimes is their analysis, commentary, or support for the evidence. The more common problem, though, is redundant and "fluff" sentences because the are trying to fill space, or make a point via unnecessary repetition. Of course this adds no substance, and makes the paragraph laborious to read.

The method contained in this lesson plan will have students analyze each sentence in their paragraphs to make sure they have purpose. They can easily recognize the fluff and redundancies. It will also help them understand when they are missing important elements. Click on the photo above to get to the product.

Here's to better paragraphs!

Thesis Statement Activity

A solid thesis statement is critical to the success of any essay, but I often find my students disengaged while I try and teach them the fundamentals. Out of desperation, I tried this activity, and it was a resounding success. I saw improvement immediately on the practice thesis statements used for the activity. That improvement then translated into their next essays. Yes, there was a bribe involved, but whatever works, right?

Here's the activity, which should be used directly after instruction on how to write a thesis statement:

1. Give the class an interesting reading or show a short video about a topic that is ripe for varied opinions. I like to show this seven-minute clip about AutoTune from Nova:

https://www.youtube.com/watch?v=9OUgXFZ_WeY

2. Facilitate a short class discussion on the topic to get them thinking about the pros and cons. For the AutoTune example, we talk about whether an artist who uses AutoTune in a live concert or on a recording is deceiving the audience. We talk about the common use, the ethics, and whether the audience should be aware of its use.

3. Ask them to write a thesis statement about the topic (as if they were going to use it for an essay). Tell them not to write their names on the paper.

4. Collect all the papers, shuffle them, and redistribute. Ask students to carefully read the thesis on the paper they have.

5. Now ask all the students to stand up.

6. One by one, go through the points of a good thesis statement. For example, say, "Does it contain a clear opinion?" Have the students consider the thesis and sit down if it does not meet the criteria.

7. When you have only a few students left standing (or have gone through all the criteria), have the class vote on the best thesis still remaining.

8. The writer of the winning thesis gets a prize! (I like to give out colorful Sharpie pens.)

I've done this for several quarters now, and the students always show improvement, I think because they are so engaged in the process, whether in writing their own thesis or evaluating others' thesis statement.

If you need a lesson for writing a thesis statements, here's the one I use. It's a Power Point presentation, along with handouts and worksheets.

https://www.teacherspayteachers.com/Product/Thesis-Statements-Writing-a-Great-Thesis-386472?utm_source=LT%20Blog&utm_campaign=LT%20Blog%20Thesis%20statement%20activity

Back to School Icebreaker for Middle and High School

It's that time of year again to begin planning for back to school. Icebreakers for the first day are hard to find for middle and high schoolers, so I always come back to the tried-and-true Bingo game.

The idea of an ice breaker is to get students to interact, start conversations, and find things they have in common with each other. This activity does that better than any other that I've tried.

You will need eight or nine different Bingo cards, the squares filled in with different things your students may have done or hobbies they have, favorites, characteristics, or anything else unique that you think is interesting. I like to use things they might have done over the summer: jobs, vacations, etc. There are many blank Bingo card templates you can download for free. Just do a search for "Bingo template" and you'll find some. Fill in the squares on the first card, then keep mixing them up and adding and subtracting items for the remaining seven or eight cards. I'll be honest, it's a lot of work, but you can re-use them every year.

To play, mix up the cards and pass out one to each student. On "go," they have to find someone who matches the item in the square, and write his or her name on the card.

Students can only use the same person for two squares, then they have to move on to someone else. When someone gets a Bingo (diagonal, horizontal, or vertical row all marked off) they shout out "Bingo!" In a regular game, that would end it, but I like to give out treats for five or six Bingos to encourage the conversations to go on.

If you don't want to make your own cards, I have some in my store that have been successful with multiple classes. You can find them here: 

End of Year Reflection Activity

clip art by Image Boutique  

I have been assigning this reflection activity for five years now, and have found it to be a productive way to end the school year or quarter for the students and myself.

1. Review the major assignments from the class and their purpose. I use the four major essay assignments, the weekly in-class response papers, exercises on writing introductions and conclusions, and incorporating research. I project a list on the screen, but you could also make a handout. (At the beginning of the class, I encourage students to save all their assignments so they can review them for this assignment. This step is helpful, but not necessary.)

2. Instruct students to choose the three assignments that they learned the most from. These are not necessarily the assignments that earned the best grades.

3. Have them then write a letter that explains why they chose the assignments and what they learned from them. Also have them write about their overall progress in the class, and any constructive criticism for improving the class.

4. As a class, make a tally of the assignments the students chose, then discuss the reasons together. Also discuss the assignments they didn't choose, and why.

This activity is a great way for students to recall the amount of work they accomplished and see their progress. The best part of this assignment, though, is the feedback that I get. I replace assignments that no one chose as learning experiences, and take to heart all their comments and suggestions.

This is the one stack of papers I look forward to reading all year. Most of the time, the students are honest and give a lot of positive feedback, and I have been enlightened by some of the thoughtful suggestions for improvement, which I haven't hesitated to incorporate. Sometimes our students are our best teachers.

Idiom Posters and Matching Game

According to the common core standards, students learn idioms in second through fifth grade. I created these two products with those grades in mind, but I used more mature artwork and added some more sophisticated idioms into the mix so that teachers can use them for older, or even adult, ESL students. Idioms are hard to master for ESL students because they don't make literal sense, and are often cultural references. These posters and matching cards will hopefully help a broad range of students, and make learning fun.

Artwork by Image Boutique

Punch Game

Once in a while, I like to do something a little silly to add interest to an otherwise dry lesson plan. This is a game I've used before to spice up grammar lessons and review for final tests. It takes a little time to prep, but you can re-use it for years to come.

On a piece of foam core, hot glue plastic cups in rows, leaving at least a half inch between the rims of each cup.

 When the glue is set, you can put a question, task, or review question in each cup. I like to add a different treat along with each question and a few "free passes."

Cut squares of tissue paper and use a rubber band to secure them to around the top of the cups.

Here is one I made for a church class (Primary). When you call a student up, he or she has to choose a cup and punch through the tissue to get to the question (and treat).

An alternative use it fill it with prizes and let students punch on their birthday or after certain goals are met.

The element of surprise and the carnival feel of this game will be sure to add a little extra fun to your classroom!

Back To School Bingo Ice Breaker

When I have a class where the students don't know each other already, I like to break the ice with this tried-and-true activity. It opens up conversations, helps students find others with similar interests, and helps them learn names.

Use a Bingo card template and write in activities or experiences your students might have engaged in over the summer in each space. You'll want to make several different cards, then photocopy them. I use about eight original cards for a class of 25 - 30.

Give each student a card, and ask them to find fellow students who fit the description in the square. They then write that person's name in the square. I make a rule that they can only use one person for two squares so they have to circulate.

When someone gets a Bingo, give them a small treat. I usually let them play until we've had five or so winners. Afterwards, we have a discussion about what they might have learned about each other.

You can find blank templates online, or if you don't want to make your own cards, I have some available here:

Writing Prompts for Research Papers

 

I like to let my students choose their research paper topics, unlike some of my colleagues who assign topics. I believe if students are interested in their topics, they will be more fully engaged and get more out of the whole process. With a topic they care about, they are less likely to view the assignment as hoop jumping, and invest more energy and time into it. 

That said, it has never worked well just to say, "Choose whatever you want to write about." Most students are like deer in the headlights - they have no idea where to go or where to start. I used to write a list of previous topics that worked well on the whiteboard, but that was ineffective.

What did finally work was when I gave some topic ideas, and then posed some questions to think about, along with ideas for research.

For example, most students were not excited about the topic of genetically modified foods, until I posed a few questions for thought: "Should genetically modified foods be labeled?"  "What should the government's role be in oversight, testing, and labeling?"  "Why would voters shoot down a proposition in California requiring labeling?"  Once we talked about these, then I asked for questions about the topic to research: "What measures have other countries taken against genetically modified foods?"  "What do studies show about safety?" By the end of the discussion, I had a few enthusiastic takers.

I got the idea to make a set of cards with topic ideas, questions to consider, and research ideas. This way, students can flip through them and see what speaks to them. The best thing is that most use the cards as a starting point, and end up with a unique spin on the topic.

 

I recommend doing this in your own classroom if you want students to choose their own topics, or you can limit the topics to a few of the cards you have made. Either way, it gets everyone off to a great start.

If you don't want to make your own, I've compiled 40 ideas that students have used successfully and put them on half-sheet cards. I've also added a full-color Power Point so you can use the ideas one at a time for discussion or response papers. Click here to see the product.

Trading Cards in the Classroom

 
 My students have mentioned that the posters and Power Point I use with visual clues and examples are a great way to help them remember figurative language terms. When I noticed them making flash cards to study, I thought, why not shrink the graphics to flash card size to help out my students? When I made the cards, I sized them to fit inside a trading card protector, and realized that what I had created were trading cards. Of course they can be used as flash cards, but I have found many other uses for trading cards in the classroom.

 Concentration: For younger students, a simple matching game will breed familiarity with the terms and examples. For older students, you could create cards with examples and cards with the terms, and ask students to match the examples with terms. For the cards I made here, I'm going to create cards without the terms at the top, and matching term cards for the game.

Rewards: You could pass out the trading cards as rewards for quiz scores or answering questions in class etc... Even my older students secretly get excited about this.

Reference: If the cards are laminated and put on a ring, they could be permanent fixtures in the classroom as a study/reference tool.

Interactive notebooks: Printed out on paper instead of card stock, these could be glued into a notebook for reference with activities for that particular term.

 The possibilities are endless! If you want to create your own cards, there are numerous templates available for free online. The standard size is 2 1/2" x 3 1/2", but if you are going to use them primarily for matching games, it wouldn't hurt to go larger. There is also a fun trading card app from the International Reading Association found here.

If you want these figurative language trading cards, they are found in my store here for only $2.00. They are inexpensive because I had already made the posters (found here) so it was just a matter of shrinking them to size.

Spaghetti Tower Group Dynamic Exercise

For some of my students, twenty percent of their grade is determined by group work. They have "learning teams," which are governed by a self-written charter. How they cooperate in these teams is essential to their success.

I like to do this exercise at the beginning of the class, before they form learning teams, to help students recognize how they, and others, work in a group dynamic.

1. Divide the students into teams of four to five.

2. Give each team half a package of spaghetti, a jumbo box of Dots candy and one regular size marshmallow.

3. Tell the teams they have 18 minutes to build a tower. The tallest free-standing tower at the end of 18 minutes wins. When time is up, hands off.

4. The only rules are:  the tower must be free-standing (no propping), the marshmallow must be at the top of the tower, and teams must use only the materials provided.


The exercise is a variation of one that a friend participated in at a police academy. They also use it in business schools, and in various employee retreats. If you search "spaghetti team building" you will find the original exercise using 20 spaghetti noodles, a length of string, a length of tape and one marshmallow. I modified the materials to get more inventive, taller towers.

After the exercise, I have students write a few paragraphs of reflection:

1. How did your group work together?
2. Did someone emerge as the leader? How were decisions made?
3. What was your role in the group dynamic?
4. Was someone primarily a creative thinker? A practical thinker? An analyzer?
5. What could your group have done better?
6. How could you better contribute to the group dynamic?

Students love this activity, and it gets them thinking about the different ways people approach group work. The discussion is afterwards is always interesting.

Most recently, one group said they worked together seamlessly because they were all ex-military and had a similar mindset, with no problem trading off leadership. Another group had some contention because one of the members was eating the Dots and the self-appointed leader was trying to convince her that the group needed every Dot. One all-male team finished two minutes early and sat back. One all-female team fussed with their tower until the very last second. Every team is different, but there is always plenty to analyze.

 The winning tower!

Calming the Chaos

I like to use engaging, small group activities toward the end of the year as opposed to individual work. Let's face it - the students have ants in their pants and engaging socially in a worthwhile activity can settle things down. Here's an activity that I can't take credit for creating, but have been using for a few years. I've found it several places on the internet, and I can't nail down the original creator, so if you know who it is (or if it's you!) please let me know so I can give credit. It's become a favorite, and I look forward to it every year.

The exercise is meant to help students understand that although we may all read the same text, we all react differently, based on our experience, culture, perceptions, emotions etc...Pass out Pablo Neruda's "Ode to My Socks" (link here), divide the students into groups of three or four, and pass out paper and markers. Have the group read the poem, and then create an artistic rendition of the socks. Post each piece of art on the board and have the groups explain why they made the decisions they made and which images spoke to them. A great discussion generator!

FREEBIE! Here is a link to an SQ3R note-taking freebie that will help your students study their textbooks for finals. 

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