Professional Documents
Culture Documents
Eng. 313
2. Grade Level: 9, 10
3. Standards Addressed: (Michigan Curriculum Framework) 4.1, 4.2, 4.3, 4.4, and
possibly 4.5 (going into further depth for advanced). These ideas pertain to the use
of language and its mechanisms to create a well rounded student. This lesson is
designed to press upon the student the need to use words carefully.
4. General Goals: The general goal of this exercise is to limit the length of any
given paper that they might have. An example specific to descriptive writing
could be a paper recounting some personal experience that they might write.
Instead of giving the students a high end limitation of, “not over 3 pages,” I will
give the students a low end limitation of, “not over 250 words.” I will press upon
them the need to use words very carefully and be sure that each one is chosen
5. Specific Objectives (learning outcomes): I want the students to learn new and
important vocabulary. I also want the students to learn the importance of words in
a paper and learn not to waste them with “filler.” I want my students to be able to
use language to describe something in a brief setting, because if they can learn to
hour to brainstorm and rough draft and should be written at home over night and
8. Procedures Step-by-step
something vivid and important in their lives that they would like to share.
2. I also might scaffold for them what I am looking for with a paper of my
3. Next, I will ask them to, within 250 words (3/4 of a page double spaced),
to describe the event and its importance using all of the conventional
4. I will also inform them that because the paper is so short, there is added
stress on the words that they use. Their words need to carry as much
meaning as possible because they will have no fluff to carry their paper.
5. They will have one class period of explanation, brainstorming, rough draft
writing, and even starting their final drafts if they wish, and then whey
6. The rest of the day I will be able to ask questions and stimulate ideas.
9. Assessment based on objectives: their papers will be graded the same as any
paper would be with added emphasis on word choice. This means that the other
conventions such as grammar and spelling and such will still be graded, just not
as much as they would otherwise with the added emphasis on word choice. They
recount a story about their life, something that was important to them and grade
them as I would grade that individual normally depending on their ability level.
11. Extensions (for advanced students): For more advanced students I would extend
the length of their paper, being sure to emphasize the remaining importance of
multiple audiences in mind. Although I don’t think I would have only a select few
12. Possible connections to other subjects (math, science, history etc): Very important
in science when describing reactions etc. Also in math in number language when
Notes: Their in class time to work would look a lot like Dornan’s idea of classroom
workshops, where the students can help each other to write rough drafts and brainstorm
ideas. They can share their ideas and see how effective they are or what word choices
might be better before coming back the next day with their final copy.