Sounds like a good idea, thanks
On Mon, Apr 4, 2011 at 3:02 PM, Knall, Katherine
<kathy.knall_at_sinclair.edu>wrote:
> Kathy,
> I love the idea of using "children's" books as models of good writing. They
> are short, have wonderful illustrations, and many of the themes are very
> appropriate for adult students. You can talk about style, point of view,
> theme, and all the other things you mentioned. For those of you who may not
> know, the OLRC has a wonderful resource in their Trade Books collection on
> the Eureka! Database. The books are selected for their texts, illustrations,
> or the interaction of the two that are appropriate for adults. Thematic
> Collections on common classroom subjects, such as Civil War and Slavery,
> Work, and Poetry, list books by title, author, level of difficulty, type,
> and sub-topics. Just go to www.ohioable.org and click on "Eureka" at the
> top of the page, then follow the "Trade Books" prompts.
>
>
> Kathy Knall
> Researcher/trainer, SW ABLE Resource Center
> 444 W. 3rd. St. Room 6130
> Dayton, OH 45402
> Phone: 937-512-5364
> FAX: 937-512-3434
>
>
> -----Original Message-----
> From: teacher-talkhswriters-bounces_at_learner.org [mailto:
> teacher-talkhswriters-bounces_at_learner.org] On Behalf Of
> teacher-talkhswriters-request_at_learner.org
> Sent: Saturday, April 02, 2011 12:00 PM
> To: teacher-talkhswriters_at_learner.org
> Subject: Teacher-talkhswriters Digest, Vol 12, Issue 1
>
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> Today's Topics:
>
> 1. Developing Writers Workshop 7 & 8 (Kathy Petrek)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Fri, 01 Apr 2011 14:53:14 -0400
> From: Kathy Petrek <HAAU_KP_at_swoca.net>
> To: teacher-talkhswriters_at_learner.org
> Subject: [Teacher-talkhswriters] Developing Writers Workshop 7 & 8
> Message-ID: <4CD1A46E_at_webmail>
> Content-Type: TEXT/PLAIN
>
> I used the book When I was Young in the Mountains by Cynthia Rylant as an
> inspirational text for imitation writing with the ESOL students. Last week
> we
> read the book together, and I gave the students a copy of the text. We
> referred to the book often, and students read parts of it to each other as
> they worked on their writing.
>
> We made a list of the types of memories in the book: relatives, food,
> daily
> routines, and events unique to a time and place. We looked at how the
> pictures in the book showed clothing and life styles that portrayed the
> time
> and place as well as the economic status of the narrator. We talked about
> the structure of the book and the way each memory began with ?When I was
> young
> in the mountains. . .? We talked about the tone of the book. Students
> commented that they thought the narrator must have been poor but never said
> it
> directly. She was not bitter or angry that they did not have indoor
> plumbing,
> electricity, or a TV. We felt the narrator shared her feelings of
> contentment
> with her childhood and the mountain life she experienced.
>
> For the writing assignment, students used the phrase, ?When I was young in
> (their native country). . .? and wrote sentences or paragraphs about
> memories
> from their childhood. They used similar topics from the book and wrote
> about
> relatives, food, and daily activities. They asked each other questions,
> and
> we had good conversations that inspired students to include more details in
> their writing. They naturally gave each other feedback to improve sentences
> and word choice. They had amazing stories. Writing is hard for some of
> them,
> but they were very motivated to write their memories. The imitation aspect
> made writing easier for them.
>
> We decided to publish the stories in Power Point format. Only one student
> chose not to continue to work on his story because he said it made him sad
> that he was so poor and did not have good memories of his childhood. The
> other students have been working on their stories to add slides and
> pictures.
>
> The assignment helped students improve both vocabulary and writing. It is
> interesting to see how they are bonding as a group doing this activity. I
> think it made them realize how many things they have in common despite the
> fact that they are from different countries and different religions. Their
> memories of day to day life are often similar. Some students are gaining
> confidence, and they are adding more emotional memories and things unique
> to
> their culture.
>
> It had been a good activity. It stimulated good conversation, and we
> learned
> about different cultures. The students developed as writers and improved
> their skills in giving feedback. They were highly motivated to use the
> correct words and write correct sentences in their Power Points. They
> learned
> to use technology to enhance their writing, and I think they will be proud
> of
> their finished projects.
>
> Kathy Petrek
> Hamilton City ABLE
>
>
>
>
> ------------------------------
>
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> End of Teacher-talkhswriters Digest, Vol 12, Issue 1
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--
Pamela Chaney
Lead Instructor
Coshocton County ABLE Program
740-295-7411
"In matters of style, swim with the current; in matters of principle, stand
like a rock."
Thomas Jefferson
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Received on Sun Apr 10 2011 - 10:12:29 EDT
