Below are three exceptional essays from that class. I rest on firm bedrock: Water finds the path of least resistance. Drips join drops, and trickling streams follow.
Using a computer with speakers, share the examples of Basic English podcasts you have selected see Preparation, Step 2. If you have printed copies of the essays, distribute them to students to read aloud.
After each one, have students share items that they thought made the essay strong e. Write their responses on a T chart. Have students return to their Two Belief Statements handouts, and share their statements and reasons with a partner to help select the most engaging and coherent belief statement.
If they need help in narrowing the statements, have them talk with a partner about what each statement means to them and the story behind the statement. Explain to them that they probably want to choose the statement about which they have the most to say. Post the T chart from this session and the previous one where students can see them.
Have students take their strongest belief to begin crafting an essay that is similar to the ones they have been listening to and reading.
They should start the essay with the words I Believe. Give students time to finish a draft of their essay. If necessary, assign it for homework. You might have students e-mail the drafts to you on a Friday so that you have time over the weekend to respond.
Use the class-created T charts from Sessions 4 and 5 as anchors for your feedback. From here your students will work at different paces. The work will not neatly fall into sessions, but should take approximately three class sessions to complete.
See the Creating, Editing, and Posting Podcasts handout for a detailed explanation of the steps you should be taking to make the podcasts while students continue working on their essays.
Have students revise their essays. This can be done by hand or on the computers and may take some students multiple sessions. Check in with students as they work, assisting them as necessary, and helping them determine when the essay is finished.
As students complete their essays, they should prepare to record them. Have students work in pairs to practice reading the essays aloud.
The listener should offer feedback both about the content of the essay and the quality of the reading.
Students often will find that they have holes in their writing or areas that do not flow well. They will therefore move back and forth between the revising stage and the practice stage.
It is not uncommon for students who think that they are finished to go back to their essay and fine tune it.Students write and record their own essays for a class blog by first completing a series of activities designed to get them thinking and writing about their experiences.
Giving Voice to Students Through "This I Believe" Podcasts - ReadWriteThink. February 9, • Kendra Jones assigned her students to write This I Believe essays and decided that she owed it to them to write one of her own.
Jones believes toughness, steeliness and even. A site for students in Nicole Boudreau Smith's English class to publish their written work. Sample "This I Believe" student essays for you to evaluate - . I gave students the option of reviewing their own essays or partnering up with someone to peer edit.
Again, this was the end of the year, so we had already established a pretty firm . Students define their values, analyze essays for organizational patterns, and write their own values essay.
Creating a "This I Believe" essay. Students define their values, analyze essays for organizational patterns, and write their own values essay.
Larry J. Classroom teacher. “This I Believe” Assignment: ESSAY Think about something that you truly believe with all of your heart. This could be anything that you have learned through your experiences, growth or struggles about life, yourself, or.