Knowing both sides of an issue (pp 177) Kids pick a topic, or there is an overarching theme that they can choose a topic under (Theme = How the Media Affects Us and Topic = "Real" News versus Fluff). Then they make a 4 square chart exploring arguments. One side of the chart is where they write the main points of their argument. Below that they write what their counter-arguments will be from their parents/friends. Next they write what their main arguments are of their parents/friends. And below that they write what the counter-arguments are that they would present to their parents/friends. Filling out this chart is also a great way to practice conferencing with your students because more often than not they will tend to rush through the worksheet without fully considering the opposing sides of an argument.
Drafting the Paper (pp 179) This is a large section which includes the introduction, body paragraphs, and conclusion. For the introduction, Gallagher has his kids write two different introductions, then conference with the teacher/peers to help decide on the best one. For the conclusion (because we tend to ignore it or slap it together) Gallagher provides a list of dos and don'ts that kids can go through to ensure that they have an effective conclusion. Some examples include do point to broader implications, do express your hopes and don't simply restate your thesis or don't focus on only a minor point of the essay.
Recognizing Problems: small to large (pp 192) This is a small mini lesson that has a big punch. This is another chart that has kids order problems from small to big. In the chart, kids start by listing local problems, then move to state problems, and on to national problems, and finally on to world problems. Kids may be provided with a newspaper to do this. Kids can make 24 hour observations to see if there is any change in the problems they charted.
As a closing thought, Gallagher stresses the importance of developing within our students the ability to properly analyze a situation so that they can take a stand and propose a solution if the stance is about a problem. The real world consists of constant problems and debates so by giving kids practice in the classroom, the idea is that they can develop better critical thinking skills to one day better address the world's problems.
I like the idea of having kids write about real world problems, but I think Gee's theory might imply that they need to take on a role and study the ways that people write about these problems rather than just write a five paragraph essay. Do we really want to address the problem or just show that we can fill in a blank with the required information?
ReplyDeleteI absolutely agree. Gallagher spends a portion of the last chapter talking about how disillusioned the 5 paragraph essay is. He says DO NOT TEACH IT, and if you must, only spend a week doing so. He says that real life does not dictate that we write in 5 paragraph format, especially if a point can be made in 4. I couldn't agree more. I think when we stick to molds, we lose substance.
ReplyDeleteI would also say that Gee is correct in implying that students should mock real writing, and this again is why Gallagher stresses the importance of modeling. There is not a single lesson in his book that does not require modeling the writing process.