Sojourner Truth Speech Writing Activity

Sojourner Truth's "Ain't I a Woman?" speech is short and powerful. I assign this reading during our argumentative essay writing unit and then we analyze it for logic and persuasive techniques.

I recently started assigning a writing activity to go along with it, and it was successful. I got some of the best writing out of my students all quarter because they wrote passionately.  Here's the prompt:

Write a short, logical, persuasive speech defending yourself against something you have been denied or a stereotype or misconception about you.

Some examples of something students have been denied are attending an event or place because of age, a request to a parent (allowance, pet, expensive clothes...), membership in a club, a job they applied for, or a class change. Examples of stereotypes of misconceptions are that video game players are lazy, people who get good grades are nerds, athletes are not smart, or girls are too dramatic.

My students had no problem coming up with something. In fact, many immediately started writing the second I finished writing the prompt. The examples I gave were light-hearted and some were silly, but some students wrote about very serious racial stereotypes and misconceptions, and they said it felt good to be able to communicate what they felt.

 Here's a link to "Ain't I a Woman?" if you want to give this a try:

https://sourcebooks.fordham.edu/mod/sojtruth-woman.asp

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. 

Pay for Grades?

Should kids get paid for good grades? As a parent, I did not offer any incentive for good grades, other than a trip out for ice cream on report card day. It was part of an overall philosophy about kids learning to be responsible without a dangling carrot. Along the same line, I never paid for regular chores, either. Doing well in school and pushing back your fair share of the dirt was just a basic expectation. This seemed to work, and I patted myself on the parental back.

Then along came some life experiences where I realized that my kids were a certain personality type that worked well with this kind of parenting. They had internal motivation to excel. I never had to remind them to do their homework, let alone nag, or come to the point where I considered offering incentives. Enter the life experience. What to do with students who lack the internal motivation? What to do with students who can't be encouraged or cajoled into doing their homework? What to do with students who didn't even care if they graduated from high school?

I started to read and study about motivation and incentives. The research is all over the place, and sometimes contradictory. Consider the different studies over the years cited by the good folks at Freakonomics. One study showed a program administered by a school offering cash and incentives for improved grades at the end of each term was marginally successful, at best. With only external motivations, and lacking intristic motivation, the incentives mostly failed. Another study showed that immediate gratification improved test scores. Dangle a $20.00 bill for a good test score, and scores improve. Better yet, tell the students they have $20.00, which will be taken away if they don't score well, and the improvement is even better.

The question remains, then, whether these immediate incentives pay off in the long run, or whether they damage the internal motivation. Many studies I've read, not related to grades, show that generally, when people think they are doing something to help someone else they perform better and complete the task more often than if they are receiving a cash reward.  I believe this, and I tend to think cash motivation for grades do more harm than good, for most kids, including the risk of creating a feeling of entitlement. I have learned, however, that one philosophy does not fit all. For students who lack the internal motivation, it might serve them best to offer the carrots to make some progress.

This is an interesting discussion to have with your students. I'm always curious to know what other parents do, and to compare and contrast how my students are motivated. When I've used this topic in my classes, I'm always surprised how much self-knowledge even younger students have about what makes them successful (or not).  I'm curious to know what you think, too. Do you reward your own kids for good grades? How about the students in your classroom? What works?

I've put together a packet with a pro and con article on this topic at the fifth through seventh grade reading level (Lexile leveled) if you think this would be of interest to your students.  It has plenty of options for classwork, group work, and writing assignments.

Fall and Halloween Reading

Fall and Halloween are the perfect time to bring seasonal reading into the classroom. These packets contain high-interest reading topics relating to Fall and Halloween. They also have reading comprehension questions, vocabulary work, and a creative writing prompt. The reading level is in the Lexile stretch band for fifth grade through the basic level for eighth grade. These are zero-prep, so you will have more time to enjoy this spooky season!

High Interest Reading - Extreme Sports

Of all the original reading passages I've used in my classroom, the most popular, by far, have been on extreme sports. The appeal is obvious to the athletes, but even students with no interest in sports find the topic fascinating. Why would someone participate in such dangerous and extreme behavior? How did these sports start? What drives the athletes?

P.S. The man on the Slacklining cover is of my friend's son. He's a an out-of-the-box athlete who has also competed on America Ninja Warriors. He's only landed in the hospital once : )

Descriptive Writing Prompts 2 - FREE

Descriptive writing prompts are a great way to get a writing sample at the beginning of the year. They are also a good warm-up for a narrative essay, which I usually assign as a first essay in a basic composition class. The key is getting the students to write concrete, or sensory, detail instead of abstractions. Download this freebie for a short lesson plan and three of my new descriptive writing prompts appropriate for middle school and above:

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.

What's in the Sack? Group Brainstorming Activity

Whether your students are preparing for a big essay assignment or a quick in-class effort, coming up with a topic to write about can be the hard part. Here is a fun activity I've used with my classes with good results. It loosens up the thought process, and is a nice change of pace.

Divide the class in to groups. Give each group a bag with six everyday items in it, such as a rock, a deck of cards, a piece of fruit, a magazine, a quarter, etc....Set a timer for two minutes and have the group pull one item out of the bag. During the two minutes, the group should come up with as many topic ideas as possible related to the object. For example, if the group pulls out the quarter, some topic ideas might be money management, saving strategies, summer jobs, economic policy, reward motivation, allowances from parents, getting paid for good grades....Tell the students to list everything that comes to mind without editing. The more ideas, the better. After the activity, have each group share of few of their best ideas for each object with the whole class.

           

Evaluating Sources Prompt - Bottled Water

It's important to teach students to use qualified academic sources in their papers. The temptation is to use the easy, entertaining stuff they find on the internet instead. Here is a classroom activity to start a discussion and use as a writing prompt.

1. Show the video "The Story of Bottled Water."

2. After the video, have a brief discussion of the issues. Now show the video "The Real Story of Bottled Water."

3. Have a discussion on why or why not either of these are credible sources. (They are not--one is inflammatory, for example, it compares drinking bottled water to smoking while pregnant, and one is put out by a trade association with a commercial interest). Ask students what questions they have now, what information they can use or trust, and how to go about verifying facts and getting the real story.

4. At this point, I ask students to find a good academic source, and write a response to the issue based on the credible information they find.

An important concept the students learn is that unqualified sources such as the videos are good starting points for asking questions and learning what the conversation is all about, but that in order to be a good research, facts must be verified.

Writing Prompt - Videos for College Applications?

This week's writing prompt is about whether students think videos should be part of the college admission's process. Some universities are now accepting videos in lieu of, or in addition to, the traditional written essay component.

I have my students read an article about it, and then watch actual video submissions. The article is here. Links to the videos are embedded in the article, and two are below.

I would think that my students would embrace the idea of using videos instead of writing essays, but surprisingly, they seem to understand the importance of showing communication skills on paper. After a class discussion, I have them write for thirty minutes.

The purpose of this writing prompt in my classroom is to demonstrate competency in incorporating outside sources to back up opinions. Here is the actual assignment:

Please read the article about You Tube college applications and watch the video clips.

Write a one-page opinion piece (about 30 minutes effort) on whether or not you think videos should be part of the college application process and possibly even replace the written essay requirement. Use specific examples from the article and the videos.

Grading criteria:

30 minutes effort

Contains a clear opinion/thesis statement

Specific examples from the article and videos used to back up opinion.

Free Halloween Treat Tags and a Trick

 Halloween is my favorite time to bring treats to my students. These treats, however, come with a trick--I write a Halloween writing prompt on the inside of the tag. I have the students write a descriptive paragraph on topics such as carving a pumpkin, going through a haunted house, or eating Halloween candy.

For the treat, I like to fill clear plastic bags with candied popcorn: Melt 1 bag of candy melts (found at the craft store or anywhere that sells cake or candy supplies) in the microwave, stirring every 30 seconds, and add to 12 cups of popped popcorn. Stir quickly to coat all the popcorn and let set for about an hour. Break up and mix with a handful of candy corn. Inexpensive, tasty, and easy!

Click on the pictures or here to download the tags.

Short film theme activity

Here's fun compare/contrast writing activity that I use with my classes when I want to talk about theme:

Have them watch the two entertaining short films "The Lunch Date" and "For the Birds," available on YouTube. Then have a brainstorming session with the whole class on the themes in the films (prejudice, pre-judgment, karma etc....). Then have them write a short paragraph comparing and contrasting the two films with the focus on theme.

I love this activity because the students are immediately engaged because the films are short, funny and thought-provoking. They are also so disparate (one is an old-timey black and white and the other is a pixar animated film), that the students have to think about it to come up with the similar themes. Once they get it, they have an Aha! moment. They then usually write enthusiastically about their findings. Can't beat that.