creating grammatical magic with menus
Post on 23-Mar-2016
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CreatingGrammaticalMenuMagicPresentedby:
MaryESchmutz8thgradeLanguageArtsTeacherJunctionCityMiddleSchool
USD475GearyCountySchools700WildcatLane
JunctionCity,KS66441maryschmutz@usd475.org
785.717.4400
Grammarisrarelytaughtdirectlyanymore.However,studentscanlearnhowtospiceuptheirwritingbylearningtheimportanceandthepowerofusingadjectivestodescribethings.Byusingmenusfromfavoriteeateries,studentslearnthepowerofadjectivesto“sell”theirproductsintheirownrestaurant.Studentscreatetheirownrestaurant,menu,overalldesignschemefortherestaurant,andevenproduceasonglistappropriatefortherestauranttypechosen.Theylearngrammar,reallifeskills,andhowtowriteforadifferentaudienceinthisauthenticassignment.Let’sgetcookin’!
ApresentationoftheFlintHillsWritingProjectForinformation,pleasecontactDr.F.ToddGoodson,Director
tgoodson@ksu.eduKansasStateUniversity
359BluemontHall,1100Mid‐CampusDriveManhattan,KS66506
CommonCoreStandardsfor8thgradeEnglishLanguageArts:WritingStandards:1.Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.2.Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,andinformationthroughtheselection,organization,andanalysisofrelevantcontent.4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.5.Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudiencehavebeenaddressed.
6.Usetechnology,includingtheInternet,toproduceandpublishwritingandpresenttherelationshipsbetweeninformationandideasefficientlyaswellastointeractandcollaboratewithothers.
KansasWritingStandardsandBenchmarks:
Standard1:Thestudentswriteeffectivelyforavarietyofaudiences,purposes,andcontexts.
2.8‐Understandsandindependentlyusesappropriatestrategiestogenerateexpositorytext(e.g.brainstorming,listing,webbing,workinginpairsorincooperativegroupsandidentifyinginformationfromprintsources).
2.12‐Selectsoriginalandcompellingvocabularyand/orfigurativelanguagetoinformthereader.2.13‐Selectswordsandphrasesthataresuitableandprecisethatcreateappropriateimagery(e.g.vividverbs,explicitnouns,naturalmodifiers).ISTEStandardsforStudents:1.b. CreativityandInnovation‐Studentsdemonstratecreativethinking,constructknowledge,anddevelopinnovativeproductsandprocessesusingtechnology.Studentscreateoriginalworksasameansofpersonalorgroupexpression.2. CommunicationandCollaboration‐Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,tosupportindividuallearningandcontributetothelearningofothers.Students:
a. interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia. b. communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyofmediaandformats.
3. ResearchandInformationFluency‐Studentsapplydigitaltoolstogather,evaluate,anduseinformation.Students:
a. planstrategiestoguideinquiry.b. locate,organize,analyze,evaluate,synthesize,andethicallyuseinformationfromavarietyof
sourcesandmedia.c. evaluateandselectinformationsourcesanddigitaltoolsbasedontheappropriatenessto
specifictasks. d. processdataandreportresults.
4.CriticalThinking,ProblemSolving,andDecisionMaking‐Studentsusecriticalthinkingskillstoplanandconductresearch,manageprojects,solveproblems,andmakeinformeddecisionsusingappropriatedigitaltoolsandresources.Students:
b. planandmanageactivitiestodevelopasolutionorcompleteaproject. c. collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions.
5.DigitalCitizenship‐Studentsunderstandhuman,cultural,andsocietalissuesrelatedtotechnologyandpracticelegalandethicalbehavior.Students:
a. advocateandpracticesafe,legal,andresponsibleuseofinformationandtechnology. b. exhibitapositiveattitudetowardusingtechnologythatsupportscollaboration,learning,andproductivity.
6.TechnologyOperationsandConcepts‐Studentsdemonstrateasoundunderstandingoftechnologyconcepts,systems,andoperations.Students:
a. understandandusetechnologysystems.b. selectanduseapplicationseffectivelyandproductively.c. troubleshootsystemsandapplications.
d. transfercurrentknowledgetolearningofnewtechnologies.
Research:
Anderson,J.,Bills,P.,Bush,J.,Weaver,C.(2006).Grammarintertwinedthroughout
thewritingprocess:an“inchwideandamiledeep”.EnglishTeaching:Practiceand
Critique,5(1),77‐101.
“NodenoffersanexcellentexampleofgrammarasenrichmentinImagegrammar(1999).ForNoden,grammarisameansofhelpingstudentsdeveloptheirtextmuchinthesamewaythatpaintersareabletousevariousbrushstrokestocrafttheirart‐orthewaysthatanyartistorcraftmansusesspecializedskillstodevelopthecraft…Ourstudentsareoftenlikethenoviceartistwhoseesabeautifulsceneshewantstoreplicateanddevelop,butlackstheability.Instead,thensheusesonlyrudimentarytoolsandisunabletoreplicatethoseimages…Ittakesspecificskillsforthecraftingoflanguagetomakewritinginterestingandsophisticated”(81).
Farnan,N.&Fearn,L.(2007).Whenisaverb.JournalofBasicWriting,26(1),63‐87.
“Wedoarguethattheabilitytodefineandidentifygrammaticalelementsisnotrelatedtowritingskills”(64).
“Writingcanbethecontextwhenweteachgrammar.Wecanusewritingtoteachthegrammarwewanttoteach…Ifthepurposeofgrammarinstructionistosatisfystandardsandprepareforhigh‐stakestesting,wecanteachsentencepartsandenhancestudents’writingatthesametimewithoutcompromisingeither.Theinstructionaboutadjectives,forexample,focusedonthefunctionofadjectivesinsentences,sostudentslearnedtounderstandadjectives’purposeandtousethemproperlywhentheywrotesentences”(78).
Comments&Suggestions:
• Writingforrealaudiences• Buildsonstudent'scultureandbackgroundknowledgeinterests• Learningofgrammarandmechanics• Funandcreative• Gottoworktogether
• Gottousetechnologyoronpaper• Multi‐modal• Canstillbedone,evenifthey'renotgoodwithtechnologyorhavetechnologyathome• greatwaytoimprovedescriptivelanguage• thislendsitselfwelltocollaborativework,allstudentswillhavetheopportunityto
participate• reachesintoreallifeandappreciatesorrecognizesculturaldifferences• studentsseepracticalvalueofroughdraft(descriptions)andfinaldraft(actualmenu);
writingprocessistrulyauthenticratherthanartificialorforced
• ProjectOutlineforClassroomImplementation:
Iusuallytakeoneweekfromexplanationuntilcompletion.Asusual,therearealwaysstudentswhofinishearlyandsomewhowillnotbefinishedbythedeadline.
Materialsneeded:
Constructionpaperinvariouscolors
Magazinesforcutoutsoffoodproducts
ClipartorotherimagesfromInternet
Computersforwordprocessingdocuments/images
Gluesticksorrubbercement
Menusfromlocalrestaurants
Day1‐Iexplainadjectivesandthepowerthosewordshold.Asaclass,wegothroughusingadjectivestodescribeeachotherintheirsmallgroups.Wereadasamplingofresponsesfromstudents.Ialsopassoutthemenusfromlocaleateries.Wetalkabouttheimportanceofsellingtheproducttotheconsumerandhowadjectivescanhelpwithsellingtheproduct.WewriteseveralappropriateadjectivesforfoodontheSmartBoardandsavethoseinafile.Ithenexplaintheactualprojectofdesigningarestaurantname,thefooditems,andanappropriatemenuwithattractiveadjectivesdescribingalltheirmenuitems.
Day2‐Thestudentsareplacedinpairsbyrandomselection.Thestudentsspendthisdaybrainstormingordefendingthenamesoftherestaurantsandmenuitems.Bytheendofthehour,theyneedtocheckwithteacherforapprovalofrestaurantnameandtheme.
Day3‐4‐Studentsarerequiredtoincludeatleast3ofthefollowingitemsontheirmenus:
Appetizers,maincoursesorentrees,desserts,anddrinks(sodasandmilkdonotcount!).Studentsareencouragedtohavemorethanthatusingthesamplemenusbuttherubricrequiresatleast3fromeachcategory.
Day5‐Studentsmakefinalsmallchangestotheirmenus,placingallcut‐outsandmenudescriptionsprintedoffintotheirmenubook.Theysharebyconductingagallerywalkmakingpositivecommentsalongtheway.Turninfinalcopyforassessment.
Alternatives/Otherapproaches:
IwouldencourageallstudentstocreatemenususinganyofthesiteswehavelearnedaboutthissummersuchasGlogster,VoiceThread,orIssuu.Ihaveaclasswebsiteviatheschoolandalwayshavestudentsuploadmaterialthereaswell.
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