We began with a focused group discussion on whether it’s ever OK to give up, re-read the section that we’d study intensively and then groups began to identify key words and concepts required to analyze “The Lotus Eaters.” We listed the best concepts (more than once including drugs, responsibility, escape, obedience, home) on the board and from there went on to do RAFT writing (which I use based on recommendation from Jim Lerch, though Dr. Rojas also mentioned it at the EARCOS conference).

• Role – Odysseus
• Audience – His men who are high on the Lotus
• Format – Persuasive speech
• Topic – Why they should return to the boat

The students wrote. They were required to use at least five of six key concepts written on the board. They then read aloud. From there, they wrote the values The Odyssey attempts to convey.

Reflection:

• Student questions on theme were insightful.
• Student questions on grammar revealed more desire to take risks than usual – they manipulated tense and even used prefixes.
• Voice happened.
• “How do you think Odysseus would feel when he sees his men lazing about?” led to stronger readings.
• The values and evidence discussed in the final activity demonstrated a strong understanding of the text.

On the whole, it was quite an enjoyable lesson for students. It was also effective.

I use the digital projector to show anonymous emails (it’s in Word, but tabled to look like an email) that contain common email errors, including buried requests, ambiguous or rude language, etc. We deconstruct the email in groups before moving on.

***

Example:

Subject: Why I Forgot to Print Your Essay for You Although I Said I Would

Hi Jimmy,
I’m sorry that I forgot to print your essay for you and that the teacher yelled at you because of it.

However, wasn’t it your responsibility to hand in the essay anyway? ;)
See you tomorrow,
Sarah

***

Everyone is ready to learn about the finer points of writing after we deconstruct this.

Some tips from Austin Kleon as well as my experience:

• Scan for attention-grabbing words.
• Choose one.
• Build phrases around that word.
• You can use a marker or you can scan the document and use paint or photoshop.

Good luck.

The guide listed seven basic criteria (example – demonstrates ability to write a correct thesis statement) and three advanced criteria. When marking these papers, there was no middle ground. Students received their score or they received zero credit.

This forced my grade 9 students to master basic skills that I felt many of last year’s students still did not have.

Some reflections:

• I preferred this to the rubric because I find that many of my ELLs refuse to read jargon-laden rubrics (even I can barely read them without getting dizzy).
• Students still did not read this scoring guide until they saw how they were failing the assignment for not demonstrating the necessary skills.
• This scoring system can be painful for students that that do not read instructions (0/100 was a common score in my mainstream class and not uncommon in the advanced group). In response, I read all of the rough drafts and then read the final drafts.
• I am very tired of reading essays.
• I’ve invited students to continue working on their papers until they get 100%, which I find tedious with rubrics that use words like “superior” vs “sufficient.”
• The number of mainstream students who came to my after school essay workshop was three times as high as last year’s most successful workshop for the advanced and dedicated group.
• Because I’ve invited students to redo their assignments repeatedly, they’re beginning to read my feedback and ask questions about it.
• Few students experienced initial success. This process requires students that will be motivated (rather than devastated or indifferent) by a “go for an A” next to a 0/100.
• If these 9s have mastered these skills early on, they’ll be more confident when it comes to peer assessment in the next unit.

Many students are currently failing, but the mainstream class average has improved more than 45%. The advanced group has improved almost 60%. Both groups are still revising their work.