How do I assign writing lessons that emphasize details for seventh graders?
115133
Get them to write some how-to papers on things that interest them. You'll get authentic responses, engaged learners, and a necessity to focus on details. For a twist, have one student write a how-to and another follow their directions precisely; see if they missed steps, etc. Can lead to some funny discussions, and real-world experience with need for detail.\n\nSome topic ideas:\n\n- How to make the ultimate burger/pizza/dessert\n- How to annoy your parents\n- How to get even with your siblings\n- How to get your parents to say yes\n- How to buy cool clothes on a tight budget\n- How to find out if a girl/guy likes you\n- How to get a date\n- How to have the best date ever\n- How to fix a mistake
932555
writing for change\nfor teachers\nhttp://www.tolerance.org/teach/web/wfc/wfc_sctn1_4.jsp\nfor kids\nhttp://www.tolerance.org/pt/index.html
1184025
You might consider going to a school district and offering to get alternative certification to teach at the elementary level (I wouldn't wish middle or high school teaching off on even a rabid dog that had bit me!), say 4th or 5th grade.  In those two grades teachers sometimes partner and switch classes back and forth (that is one will teach math and science while the other teaches social studies and English).  You'd be a real asset as an elementary teacher with those special writing skills.
92548
I have never heard of the instructor, but a "Six Trait Writing" workshop is probably worth the money depending on the grade you teach.  I think that it's valuable K-8, but high school writing is a whole other thing.
186105
Here are some ideas.  And you could modify them based on your time limit and the grade level.  Best of luck.\n\nhttp://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/spotlitestrongverbs.pdf\n\nhttp://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/adverbcharades.pdf\n\nhttp://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/predicates.pdf
1067501
Your teacher is asking for an expository paper -- one that explains. These are pretty forumlaic. Imagine that you are talking to an alien who knows nothing about writing. Start by telling them what it is, then tell them how you use it, why it's important, and where you might see writing used. If you write an introduction (what the paper is about), and a couple of good 3-4 sentence paragraphs about each of these things, you'll have two pages.\n\nHere's some help: www.stanford.edu/~arnetha/expowrite/info.html .\n\nGood luck,\n~Tia~\nLive from the big, purple brain\nhttp://advision.webevents.yahoo.com/asktheplanet/brain.html\nASK YOUR QUESTIONS, CALL THE BRAIN - 212-382-3592
509593
Make as many power point presentations as possible. \n\nAlso, use the board to write out things you want them to learn and remember. One teacher I used to evaluate used to put an outline of the day's lesson on the board and followed it closely. That way the students knew what the points she was going to cover were, and they were able to see where they were in the lesson by looking at the outline. This technique was also valuable to absent students because other students in the class had notes in the order they were given and discussed.\n\nIn my own teaching, I used to agree very much with Ted Sizer and his theory of student as worker. My students were required to give 6-7 oral presentations in groups of 3-5 by blind draw. In giving the presentations, they were required to create visuals and to use them as they presented. They were taught to organize and use their visuals in such a way as to eliminate the use of notes. Each group was given a set of questions to respond to, all of which required research and extensive reading. This was a visual and oral activity for the most part and was very successful in that the students learned much and enjoyed the process as well. \n\nGood luck. I hope this helps.
330530
You need to be more specific about what you are looking for. Are you wanting to write a computer program, or a classroom lesson plan program?\n\nI would suggest picture modules -- matching words to pictures -- to start. Also, use the Dolch list, then the Rebecca Sitton list, and make flashcards. \n\nWhat do you mean by "outcome of the objective?" Are you talking about assessment, or creating more specific goals?\n\nWhat objective... are you using a state standard/benchmark, a district objective, a curriculum package objective?
992159
One of the other answers hinted at the key: start general....what is the broad topic you want to write about (e.g., academic achievement, drug abuse, accounting scandals) and then get more specific (e.g., racial differences in academic achievement, social causes of drug abuse, ways to avert accounting scandals), and then even more specific.....but start general, then get specific.
834272
Your post did not mention a content area, so I can't help you much. :o( However, there are some websites that talk about how to develop lesson plans, and have some lesson plans that are already created. I will be listing a couple of these at the bottom. \n\nIt would also be worth checking out your state's standards to see if there are items that you can cover that relate to the material they are expected to learn in 4th grade (or you can review material from previous grades!) Many times there are sample lesson plans on the state's department of education website. \n\nBest of luck!
751954
get the children to read read read read read make sure what they read is interesting, and of a high quality, \n pick interesting fantasy or fictional stories and read them with vigour\n\ncreative writing is 99% inspiration and 1% convention\n the conventions are important but when the children are involved and passionate then they will be most interested in going through the editing and self-correction process which is how they will best learn convention\n\ntalk them through the process of beggining a story, give them perhaps a few beggings, some could be time oriented- long ago... once upon a time... three years ago...  etc.\n\nfind inspiring ideas for them to base their stories on\nuse materials, photographs, objects, guided visualisation, fantasy settings, interesting science fiction ideas, whatever you can dream up to help inspire them\n\nperhaps you could tie it in with the sport they are doing, or the social studies area they are learning about\n\n\n an interesting beggining would be for the children to watch a little bit of the surfing movie- biggest wednesday, (50ft plus face waves) where the surfers towed in by jet-ski and the helicopters watching were dwarfed by the waves -\nand to get them to write from there\n\n as soon as the children have the idea of making stories up-(which most will) they will be able to have far more freedom\n\n a great exercise is to ask the children to give you a list of the ten top words they would use in a story, and then tell them they have to write a story without using these words\n some will struggle, others will relish the challenge, with support all will learn and develop\n\n(if the children struggle with handwriting you may need to set minumum legth requirement and convention guidlines before- hand, as they may write a few sentences and tell you they have finished, these will be useless if the children are not inspired and they will come up with all sorts of strategies to avoid them, however if you can really inspire them these will be easy to help them to achieve.)\n\nonce they have dived in, then it is time to start talking about grammer and paragraphing and sentencing or whatever level they are at\n\nif you can build passion with the entire class about this activity\nthey are already successful and your job will be easy
103606
First, be sure to use spell check.  Find out if there are any learning centers in your area.  Once you've written a piece, take it apart, sentence by sentence.  Make a checklist for yourself:  Correct Spelling, Correct Grammar, Ties Into Main Topic, etc. and then go through the paper, sentence by sentence and make sure each sentence meets the criteria.  There are a million resources out there, if you are willing to try them.  Start by consulting a teacher or going to a learning center.  Last but not least, the best way to improve your writing skills is to write and write often.  Anytime you have a story in your head, write it down.  Practice makes perfect.
245428
I agree with the poster who said make sure you have things written down.  You didin't explain how old your child is or what type of problem you are having, so this might not even apply.\n\nMy daughter had a problem when she was in seventh grade.  She never did learn cursive writing (still hasn't learned it and she now has an undergraduate degree with a double major and is working on a masters).  In 7th grade her teacher held her work up in class one day to show all the examples of what NOT to do in a writing assignment.  Then he went on and told the next class about it as well when someone came back into class and said that my daughter was crying in the washroom - he explained to them why she was probably crying. He also made a sarcastic comment to her as she was leaving that day and she made a nasty comment back to him then.  She was in tears when she got home and very upset.\n\nMy response to her was that she needed to write a letter to the principal and explain what happened and why she was upset.  I told her she needed to give the teacher a copy of the letter because you can't make a complaint about someone in writing without giving them  a copy.  Her letter was two pages long.  The end result was that the teacher had to apologize to my daughter.  \n\nSo my advice is be diplomatic and follow sensible channels.  Be calm.  Put things in writing if they are not resolved with the usual contacts.  If your child is old enough (by fourth grade they can usually state their case quite well) make sure the child is involved in stating the case and the problem.  If there is a meeting my preference would be to have the child there and let him explain what is wrong.\n\nIf necessary get the principal involved.  Hopefully you won't have to take it beyond the principal.  Most principals want a peaceful school and like ot get issues resolved.\n\nI hope this helps.
226311
teaching middle/ high school english classes, or adult ed classes, writing courses.
214778
Yes, email etiquette exists and there are many do's and dont's. You can't learn it all in one sitting but I'll coach you for a fee. I'm in the 97th percentile for writing skills among U.S. high school graduates and have proof from the Michigan Board of Education.
802179
Well get 2 pieces of Cardboard paper,the lined paper to help them write, on the top write- " 2nd grade reading log" and then if you want to spice things up to close it- make sure you put it the way of like a notebook and then hole punch it and then take string and pipe cleaners and then close it.(If you know what I mean) and keep doing that for everyone. Then at school tell them to decorate the front page as pretty as they want it!!- Hope that helped!
1094214
Inhispresence, I commend you for looking for ways to touch the lives of your young ones.  I just "retired" (had to leave for medical reasons) from teaching first graders in an impoverished area and was constantly looking for ways to reach my kids.  Here are some things I learned:\n\n!. Don't be afraid to tell the kids that you love them.  Some of them never hear it at home.  Back it up (aka: more than words), by doing things to show them that you care.  One of the best/most effective way to show your affection is by running a tight ship diciplinewise-being fair and consistent everytime.  I have found that when children know you love them, they will expend every bit of energy and talent they have to achieve what you ask them to do.  \n\n2. Don't be afraid to praise.  But, make sure you're not giving empty praise.  Meaning, instead of saying "Good Job!" leaving the kid to wonder what you're talking about.  Say "Karen, you spelled 'thought' correctly!  That's great work!"\n\n3.  In every lesson, tell them how they can use what they are learning in the real world.  If they don't think what they are learning is important...Why bother??  \n\n4. Use fun things that they like to do (ie writing letters to their favorite tv/movie stars or sports heros) to teach something they need to learn in Language Arts.  My favorite elementary school teacher was Miss Sylvia Teauge, now deceased.  She let us write letters to our favorite stars.  At that time, I was in third grade, my favorite star was (don't laugh!!) Cher!!  I wrote her and she sent me an autographed postcard back!!  I was in HEAVEN!! Man, do I wish I would have kept that thing!!  \nThis requires getting to know your students on a more personal basis and finding out about the things they like to do.\n\n5.  Use recipies whenever possible to teach concepts.  Food brings people together.\n\n6. Give your kids access to the best materials to work with.  In your writing center, provide lots of different types of papers, writing instruments, things they can use to illustrate their work.  I bought a tool chest (one with about 30 drawers) and filled it up with all sorts of things like shells, googly eyes, sequens, pom-poms, stickers, etc. so they could use them in their writing.  I got excellent results.\n\n7. Let the kids know they are part of something bigger than themselves.  Kids are very egocentric.  However, if you expose them to experiences outside of their realm, they really shine.  Ways you can do this:  get them penpals from another school/county, same grade (write about things you are studying); get them involved in music or sports; get them involved in community service.  We had our first graders go to a local nursing home and preform their PTA songs.  We took along cards and some refreshments.  The kids were really proud that they had made someone's day!!\n\n8. Show the children that you value their work.  Get papers graded and back to them quickly.  Post their work on the walls of your classroom and in the halls of the school.  Allow them to go to a computer and type their final drafts of their papers.  Pick some of the best work from each of the students and ask another teacher, perhaps the gym teacher or one of the "specials" teachers or even the principal, to read and comment on how well the work was done and sign in.  When a child did an exceptional job in my class, I would let the child call his/her parents on my phone and tell them about their success.  I would also talk to the parent and tell them how proud I was of their child's accomplishment.  Calls like these make it easier, too, later on when you need to make calls about dicipline issues.\n\n9. Whenever you can, make things a contest or a game.  We had a reading contest going where I made each student a little truck (that they illustrated) and as they read in minutes, they got to drive their truck across a US map.  The first to reach