A Nutshell Analysis

The chapter also goes into explaining the writing process itself in greater detail. Writers are encouraged to first make sure they fully understand their assignment, before then moving onto throwing around ideas (such as by brainstorming, clustering, ect), developing a thesis statement, and scheduling

Then have the class read it together. o Ask the class for their understanding of punctuation symbols (capital letter, comma, full stop) and point to the sentence strips to show examples. o Explain how a sentence can contain one or more ‘happenings’ o Focus on the sentence on the sentence strips and ask the children how many happenings occur in the sentence. o Underline the clauses in the section not including conjunctions. o For each of the clauses, identify - what’s happening, who or what is involved, when, where, why, how?

“ There are your radish seeds everyone.” Said Mr. Susick. The whole class looked around at each other with a blank confused face. It was the first day of junior year in my English class. Mr. Susick started talking about how our first assignment would be to grow radishes. We were all thinking, how in the world does gardening relate to English class. I had heard about this project from previous juniors but none of them said what the real reason was. All Mr. Susick said was that you need to let the project teach itself and get into nature. He left us with one bit of information along with the requirements to start. The main goal of the assignment was to extract your own universal truths. For the first time in English class,

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

Starting off this lesson, we will ask the students what they had for dinner the night before. We will write down some of the food on the board for the class to see. We will then ask the class if these are foods that a plant could eat. We will then explain that plants cannot eat the same food we eat but they have their own food. After explaining that plants cannot eat the

Prewriting- Explain to the students that the first step in the process approach to writing is prewriting which includes choosing a topic, planning and rehearsing.

The “Monkey Garden” descriptive writing was one of the most beneficial daily assignments that we have done all year. We received a paper to fill in different categories including images, sounds, emotions etc. After analyzing the writing of Sandra Cisneros we received the chance to do a free write about our favorite place. I thought this process was beneficial because of how we listened to her writings and had to pick out the details when we heard them. When Mrs. Rowe gave us the chance to write our own story, it helped to solidify the recognition of rhetoric within an author’s piece. It helped me use the word choice in the text to figure out the tone of the author, it is similar to reading between the lines. I got the chance to capture a

The two boys showed they were confidant and knowledgeable about gardening, for example they knew how to use a rake to mulch the garden and how to care for the plants (Elliott, 2014). As a future educator this example can be facilitated into a lesson by developing children’s knowledge on the environment, weather, and season pattern changes that cause the leaves to die and fall off trees (ACARA, 2015). Additionally, children also learn about composting and how these leaves provide essential nutrients to the soil for plants to grow and provide shelter and cover for animals and living things (ACARA, 2015). Children can also develop their science inquiry skills by questioning and predicting various trees and leaves and identify and analyse similarities and differences in the leaves by also using their senses to explore. Most importantly, by engaging children in the process of gardening, they begin to show respect for the environment and understand the importance of maintaining

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

What is the Writing process?The writing process is what you will need to go by when writing for essays and future classes.I have included a few tips throughout this template to help you get started. • You will need to identify the components of a basic sentence.• You will need to be able to identify the four most serious writing errors.• Define subject-verb agreement.• Identify common errors in subject-verb agreement.• Recognize regular and irregular verbs• Use regular and irregular verbs correctly in basic sentences.

Learners returned to class without the document and so we completed a group activity where they made notes individually on a form and then we used the Smart board to note down what everyone had met. I chose the most common experience and we used that to base our first statement on. We discussed the unit that it related to and the group were able to ask questions. I circulated, checking their first sentence and then the paragraph for spelling and grammar issues which were identified and I used an activity to note down key words which developed into a sentence – asking what should go at the beginning and at the end, use of commas, etc. Once the opening sentence was perfect, the learners used the same skills to write the rest of the paragraph and I was able to give individual support to suit their needs on a 1:1 basis.

Not to mention a famous saying that one soldier said, "It’s a hornet’s nest in there.". The hornet’s nest is said to be the key to holding back the Confederate soldiers until backup came in the Battle of Shiloh. The fighting on April 6th concludes and the two sides rest. General Johnston dies that day and a new confederate general rises to defeat the north. But Grant’s supplies arrive that night and he is more than ready for the next day. On April 7th the fighting resumes, except this time Grant is driving the Confederates back with the added force of General Buell. As they are backtracking they have to fight over the bloody ground covered with corpses from the day before’s fight. Nonetheless to say the Unioners won this battle, driving the

My students will create their own Natures Notebook out of donated notebooks given to the school or I will provide them given the income status and if the student’s families can afford one. I will start the Natures Notebook with a PowerPoint describing what the project is, how it will be graded weekly and why it is important. For the observations, we will take 20 minutes at the beginning of class to go outside and observe, write what we observe and in the class that will lead us into our unique lesson plan for the day. At the end of the lesson, students will have 5 minutes to make a prediction for the next day.

I may ask if anyone had ever eaten to much candy or if anyone had tripped over something. Once the students share their answers I will then ask them what happened once they ate to much candy or once they tripped over something. Once everyone is done sharing I will introduce the topic of cause and effect and explain to them using the previous examples what cause and effect is. For example, when the students ate to much candy they got a tummy ache, the cause of the tummy ache was eating too much candy and the effect of eating too much candy was a tummy ache, I will do the same thing and use the example of tripping over something. Once they have a pretty good understanding of the concept I will read the book to them. Once I am done reading the book the students and I will go back through it and figure out all of the examples of cause and effect throughout the book. For example, in the book it reads “If you take a mouse to school, he’ll ask you for your lunch box. When you give him your lunchbox, he’ll want a sandwich and a snack for later.” After reading this the students and I would discuss that the cause of the mouse wanting the lunch box was because he was going to school and because he was given a lunch box he wanted to fill it with food for later and that was the effect the mouse receiving the lunch box. Once the students understand this concept pretty well, they will break into groups of two and create a short story of cause and effect using any animal they want. Just a couple sentences of using cause and effect so that the teacher can check for their understanding. Having them create their own story will help them to use their imagination, writing skills, and help them to work with a

The students will sit on the reading/writing rug, this is where writing instruction happens daily. (This will be part of their daily program, so the students will be familiar with this type of whole group instruction).