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.

Short Story Speed Round Discussion Activity

Discussion questions are a great idea to kick off a short story unit, but the participation of my students has been lackluster with the traditional format. Enter a fast and fun discussion activity based on the speed dating concept. This will be my go-to activity on Halloween with a spooky Edgar Allan Poe story. 

Every student participates, and the stakes are low for exploring the answers to questions because they are working one-on-one with each other for short periods of time. It gets students up and moving, a rare thing when studying literature. Below are the rules of the activity. You'll have to make cards with discussion questions, or if you want to save time and check out mine for Poe's The Black Cat, click here.

1. Arrange students in one of the following ways:

A. Have students form two circles, one inside the other, with an equal number of students in each. Have students face each other.  

 or

B. Have students stand in two equal lines, facing each other.

(If you have an odd number of students, you can participate or rotate one student out each round.)

2. Divide the cards evenly among one line or one circle of students.

3. Start a timer for two minutes. The student with the cards reads the question from the first card, and then the students facing each other discuss the question.

4. When two minutes are up, have the circle or line of students without cards rotate to the left (for a line, have the last person come to the front of a line).  The students with the cards will put the used question at the bottom of their pile.

5. Repeat process for about 10 rounds, or as time permits.

If a student gets asked a duplicate question, the student with the cards skips to a new question.

This activity is perfect for starting a unit, or as a stand-alone activity. I'll be using "The Black Cat" this year on Halloween, as Poe is the master of combining spooky and gruesome. The psychology of the narrator and the symbols throughout leave a lot of room for spirited discussion. Another favorite is "An Occurrence at Owl Creek Bridge" by Ambrose Bierce. 

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

Grammar Game for Secondary Students

This game is a hit every time I use it in class. There are few ways to teach grammar and have it really stick. This is one of them. The example here is for active and passive voice, but you can adapt it for parts of speech, sentence structure (have categories for fragments, complete sentences, and run-ons), or correct/incorrect usage of punctuation marks.

1. Divide a whiteboard, chalkboard, or bulletin board into two halves. Label one side “Active” and one side “Passive.”

2.  Pass out one or two sentences to each student. Tell the students that they have three rounds to get all the words in the correct category. (I offer a small treat, prize, or bonus points to the whole class if they can accomplish this.)

3. Have the students come up to the board and place each sentence where they think it belongs.

4. When all the sentences are in place, tell the students how many are incorrect.

5. Allow the students to study the board and discuss which are incorrect. Any student can move any of the sentences from one category to the other, as long as he or she offers an explanation. As they try to sort it out, this is where the learning comes in. It's also a learning experience for me When they are satisfied, tell them how many are incorrect, and give them one more round to work it out.  The hardest part will be for you to keep a poker face!

6. You may have to set a time limit for the rounds or give a few hints, but I find it usually works out well if the students are left to their own devices.  Go over the answers at the end, and discuss any that gave them trouble.