Teacher: “Ok, teams, for your research, you’ll need to examine the issue through multiple perspectives. Mmm-kay?”
Student (during presentation of research): “When I did my research from the environmental perspective, I found that…”
In courses like AP Seminar or AICE Global Perspectives & Research, this is all too often the talk. And let me tell you the dog’s honest truth…during my first year as an AP Seminar teacher, I seriously thought this was right.
Problem is, ‘environment‘ isn’t a perspective. It’s a LENS. WithIN that lens you may have varying perspectives as to whether topic X is environmentally awesome or not, but the environment itself is NOT the point of view.
Sound like a mix-up you’re either teaching or allowing in your class right now? Don’t stress. It’s almost a rite of passage NOT to know what the difference between ‘lens’ and ‘perspective’ is during Year One. Hence the reason for this blog post…to pave a smoother for you than I had.
Annnnd it’s because I like you, really.
So if you’re interested and want to read on-slash-rock on, head over to the new, blog landscape at edPioneer:
CLICK HERE to read the full blog post!!
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Yup, the content of this post has found a new home within the vast, online landscape we now call edPioneer!
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Happy Summer, Global Pen fans! Forgive my scarceness, but my Global Writing Block has kind of dominated my world these days. But it’s summer now, and the livin’s eaz-ay!
I have something to add a little extra sun to your summer…The Global Pen will be pumping out plans full-time! Here’s the scoop…
So….from my earliest days as a child, I’ve always had two big dreams…
- Be a teacher.
- Be a writer.
Because I’m big on following dreams, I’ve been livin’ my creed as a writing teacher at Boca High for 12, glorious years. Best of both, right? The cup is almost full. Almost. Lately, I find myself daydreaming, though…there’s still SO much more left to do.
Therefore, the time has come for me to spread my teaching wings even further…I’ve decided to step away from the classroom for a while in order to delve more deeply into the potential of my lifelong dreams. (Yes, you read that right. Me, leaving Boca High…crazy, right?!)
Sometimes I feel like I’m a writer, hiding behind being a writing teacher. Other times, I feel like there’s so much more I can do as a teacher. So I’ve decided to simply JUMP, and let the academic universe catch me. In leaving the classroom, I’ll be writing a LOT more about education, but hopefully it will pave my path toward my true love for writing, which lies in fiction, believe it or not. Meanwhile, I’ll also be training teachers, so I won’t be straying too far from the classroom after all!
I love to teach. I love to write. It’s time to separate and expand each of these. Or so the voices in my head tell me…
For those of you Penners interested, here’s where my career path is headed (which mainly involves me working for you!):
1. I’ll be writing the textbook AND blogging full-time this school year!
I spoke with my Cambridge University Press (CUP) editor on Friday, and the General Paper textbook is back in full swing, which is GREAT news. (For those of you who don’t know, it was scheduled for publication Dec. 2015, but my deadline was delayed because the GP syllabus is getting a re-vamp. Since the textbook needs to reflect these changes, I had to hit the pause button).
There are certain things I won’t be able to put in the textbook, however. One thing I have to keep in mind, for instance, involves timeliness. If I suggest a URL for my textbook audience to visit, it could easily be gone from existence by the time the book is actually published; I’d be much better off blogging about said resource here at the Global Pen.
Also, textbook content needs to appeal to the widest audience possible, from here to Mauritius and back; I can’t rattle on about America’s minimum wage issues, for example, because this has little relevance to other people across the globe.
And one of the biggest hurdles I face in writing the textbook involves getting permission to re-print certain sources such as news articles. This is where the blog comes in…you’ll be getting the best of both worlds when it comes to General Paper resources!
The major difference? The textbook will be endorsed by CIE (#holler), but this blog-on what makes for successful and rewarding GP teaching and learning-is entirely my own opinion (I’m a credible source, darn it!).
I love to write. I love to design curriculum. Why not write about curriculum design and all things teaching?! What better way to spend my time?! #livinthedream
2. I’ll be training teachers for Cambridge!
I’ve been selected to become an accredited, Cambridge International trainer. This is SO exciting for me because part of my dream in being a teacher is not just about teaching students, but teaching teachers, too! I love offering help and guidance (hence the blog!), and I’ve always enjoyed being a facilitator for the various workshops and roundtables in our state, so this will give me the opportunity to train nation-maybe even world-wide!
By the way, if you’re an AP Capstone teacher, I’ll be co-leading a workshop with my dear friend and colleague, Beth Rubin, at the AP Annual Conference this July 16th in Anaheim, CA! Hope to see you there!
3. I’ll be rolling out my very own consulting business!
I’m goin’ rogue, people!
One of the problems I always have as a classroom teacher is that summer is just. not. long. enough. And I don’t mean R&R in the sense that most non-teachers think. I mean (R)esearch. I have so many ideas I want to whip (and nae-nae) together, but there just isn’t enough time to do it all before the year begins again.
You know how it goes…First you gotta Google it. Then you find yourself printing a stack of cool materials a mile high. Then you have to piece them together in a way that makes sense for your world, target your objectives. Then you have to actually craft the synthesis of your materials found. Then you have to scaffold the plans, pace ’em, prep the execution of ’em…oh, and don’t forget about creating a valid and reliable assessment to determine whether or not your kiddos ‘got it.’ With all this work, I’m lucky to get three projects off the ground before August hits!
As 21st century technology takes flight, I want to explore innovative ways to use this technology WELL in my classroom (and I’m not just talkin’ doc cameras and TED Talks); but who has time to learn it all, then design it, too?
So the point of my business adventure, I suppose, is to do all this work for you. Good deal, right? I quit my job to research it all, then share it with you! At the same time, this is deepening my dream because I’m not just enriching the learning experience of my own students, but for those of you who come along with me, I’ll be reaching out to your students as well. And that makes me happy. #goforhappy
Therefore, this fall, I’m challenging my entrepreneurial edge by dipping into the world of consulting. I’ll be offering a range of workshops, training, materials, and other classroom support options (including student support) to help you navigate this brave, new, 21st century world of learning. Though my expertise lies in the AICE and AP Capstone programs, my work will focus more on navigating 21st century learning altogether, featuring tons of innovative ways to make learning matter for your students, AICE and/or AP or not!
Launch: September 2016
4. And last but not least, I’m rethinking high school education altogether!
Yep, you read that right also…I’m building a school, people. Currently, I’m part of the core team for the School of Leadership, Innovation, Creativity, & Entrepreneurship (S.L.I.C.E.). We are a school, think-tank, and start-up incubator that focuses on content creation as opposed to content consumption. In fact, a lot of what I’m learning will surface in the innovative plans I have up my sleeve for your 2016-2017 school year. I simply can’t wait to share! And I’ll be sharing FULL-time! Woot woot!
We are piloting our program for the first time next summer in Dublin, Ireland. More to come on this awesome, international adventure!
If you want to know more about S.L.I.C.E., visit our website or check out the awesome trailer I made for us. You can also follow my @edupavich Twitter handle, where I tweet a lot about rethinking high school education 😉
* * * * * *
I suppose these are tall orders. A teacher-slash-writer can dream, right?! I hope you’ll join me on this awesome, new adventure.
To show how much I value your support, I have a little something extra special to celebrate the blog’s FOURTH birthday this June 18th…it’s a real doosey for those lovers of global writing. Be sure to check in this Saturday for a special gift from your favorite education blogger 🙂
Taking time away from the classroom gives me more time with you, and I’m looking forward to it. (Oh, and I get to spend more time with my two, amazing, darling, good-eatin’, sound-sleepin’ little ones, too! Sweet!).
Many of you are new to these curriculums and just as many of you are seasoned in the ways of AICE and AP Capstone. I can’t wait to collaborate with you. All of you. I don’t care if you’ve never taught a day in your life…send me your ideas and I’ll feature ya on the blog.
COMMUNITY, Y’ALL!! COLLABORATE! 🙂
Jill Pavich, NBCT
Greetings, Global Penners!
Are you a south Florida resident? If you are, I’m cordially inviting you to join me for an awesome, awe-inspiring opportunity! On Sunday, April 17th, 2016, there will be a community viewing of the documentary, Most Likely to Succeed, followed by an education forum to exchange ideas about improving learning in America!
Most Likely to Succeed gracefully challenges the conventional wisdom for a longer day, longer year, and an increasing focus on test prep. This documentary argues that it’s “time for another transformation.” Specifically, it features High Tech High–located in San Diego, California; here, students spend their year preparing for their term-end ‘Presentation of Learning,’ an inspiring picture of what many of us hope for millions of American students…
Check out the Most Likely to Succeed trailer HERE!
One of the goals of this documentary is to inspire discussion between parents and teachers, students, community members.
Anyone who has a stake in education should be a part of this conversation!
This is why the Global Pen is inviting YOU to take part in the movement to #RethinkHighSchool education in America!
As a part of our south Florida community and as a part of some very forward-thinking curriculums where students are at the center of learning via project-based inquiry and exploration (AICE and AP Capstone), I know we have much to say in this conversation…I couldn’t think of better voices in the matter than each of you!!
This event is hosted by the School of Leadership, Innovation, Creativity, & Entrepreneurship. (Guess who had the pleasure of designing the video below to depict S.L.I.C.E.’s vision? Yours Truly 😉 )
Here are the invitation details 🙂 DO join us on April 17! I can’t wait to see all of your faces and hear all of your voices!
The School of Leadership, Innovation, Creativity, and Entrepreneurship (S.L.I.C.E.) invites you to join us for a viewing of the evolutionary documentary, Most Likely to Succeed, followed by an Innovation Forum where we’ll engage in an open exchange of ideas in an attempt to improve high school education in Palm Beach County, Florida. We hope that our ideas will inspire a national movement for change in education.
Most Likely to Succeed
Documentary Viewing & Innovation Forum
April 17th, 3:30pm-6:30pm
Boca Raton Community High School, Kathryn Lindgren Theater
1501 NW 15th Court
Boca Raton, Florida
Food sponsored by Benny’s on the Beach
Brought to you by the AP Capstone Program at BRHS
FREE Event, open to the public
Let us know if you’re thinking about coming!! Please RSVP by Wednesday, April 13th.
To sign up, please visit this link:
What is S.L.I.C.E.?
The School of Leadership, Innovation, Creativity, & Entrepreneurship (S.L.I.C.E.) is just the blend of school (program), think tank, and start-up incubator that Palm Beach County needs. At S.L.I.C.E., it is our vision to unite entrepreneurial experts from around the world with a focus on innovation leadership. Students and mentors complete real-world projects that have the potential to reshape the local landscape, while developing networks and sharpening the skills necessary to compete in a globalized market. By applying theories in practical situations, S.L.I.C.E. students see that their work has genuine value.
At S.L.I.CE., students no longer merely consume content; they create it themselves.
And while we know change is not always easy, we know that it is necessary, especially when it comes to education. According to the U.S. Department of Education, only about half of those who graduate are actually college and career ready. It is crucial that we better align learning with the real world our students will eventually be responsible for, which is what the S.L.I.C.E. curriculum aims to do. Our visionary approach will be preparing students for jobs that do not yet exist.
What is the XQ America Challenge?
Part of our journey involves our participation in the XQ Super School Project. This challenge–spearheaded by Lauren Powell Jobs, philanthropist and late wife of Steve Jobs– is an open call to rethink high school education in America. The project will provide the winning teams with expert support and funds totaling over $50 million over five years to make their “Super School” concept a reality. If S.L.I.CE. wins this challenge, we will be breaking dirt or rebuilding bricks right here in Palm Beach County, so we’re counting on you to share your thoughts of what education should be because it is our collective imagination that will truly make change possible.
Why Most Likely to Succeed?
Our viewing of Most Likely To Succeed is the perfect access point to this kind of discussion. It offers a smart and engaging look at education in the 21st century society, exposing the true potential young learners have if we let them lead. Get ready for an inspiring glimpse at what our school system could look like if we embrace a much-needed movement for change.
The paradigm is shifting…will we shift with it?
Together, we can continue to transform our local community and the nation at large by rebuilding our schools to inspire new possibilities, but we can’t do it without YOU. Therefore, we’re calling on all parents, teachers, students, administrators, future teachers, college professors, local business owners, CEO’s, yoga instructors and enthusiasts, policy makers, designers, architects, artists, neighbors, friends, CITIZENS of PBC…
JOIN US as we rethink high school education in Palm Beach County and in America.
Please share this FLIER with anyone you know who might be interested in this event! We can’t wait to collaborate with you.
Yours in Education,
The School of Leadership, Innovation, Creativity, & Entrepreneurship (S.L.I.C.E.)
Core S.L.I.C.E. Squad:
Todd LaVogue, Simon Behan, Petro Andreadis, Wes Logsdon, Jill Pavich, Jessica Murray, Marybeth Bauer, Mary Wilson
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Yup, the content of this post has found a new home within the vast, online landscape we now call edPioneer!
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Now issuing your summer homework…TAKE NOTES!
This won’t require too much effort while you’re soaking up the summer sun, but you’ll be glad you did it when that first week back rolls around…
The ‘Summer Sizzle’ activity is a simple, unintimidating way to immerse students in the real world events that General Paper pursues. Keep a log of this summer’s big headlines, then apply them to the activity linked below:
Hot Seat ‘Summer Sizzle’: Instructions/Activity Overview
Hot Seat ‘Summer Sizzle’ SAMPLE Headlines List from 2013: Sample List of Headlines (2013)
Want more guidance on how to run the Sizzle? Check this previous post…lots of advice on ways to organize groups, approach questioning, spark discussion, etc…
This is lots of fun to assign for a Friday, and it gives students the chance to be conversational with you about the news…encourage them to be curious! The GP experience is all about inquiry, so remind them that they aren’t expected to ‘know-it-all’ and that ‘General’ Paper certainly doesn’t expect that of them either. Instead of just spitting out facts like an Internet clone, students should allow their general understanding of the issue to lead them to new questions; by the time they’ve satiated their need for answers, they should arrive at their own conclusions about the issue and its situation in the world.
INQUIRE –> RESEARCH –> DISCUSS –> QUESTION –> THINK CRITICALLY –> DETERMINE JUDGMENT
Perhaps as the teacher, you have a few questions of your own. Take this opportunity to show students how to pursue these curious moments responsibly. Just a couple of talking points to stimulate discussion:
- Where might we go for answers?
- What does it mean to corroborate that information?
- How do we read for information versus reading for analysis, etc.?
- Where do we find and how do we identify primary versus secondary information in an article?
- How do we take what we’ve read and put it into our own words?
PAVICH’S WORKING LIST FOR THE ‘SUMMER SIZZLE’…
- Santa Barbara oil spill (May)
- Boston bomber verdict (May)
- Charleston church shooting in SC
- Maximum security prison break chase and capture in NY
- Confederate flag controversy
- Terrorist attacks in Tunisia (also France, Kuwait)
- Same-sex marriage legal nationwide
- Nuclear talks with Iran
Best of luck preparing your list. Share your ideas on The Global Pen’s Facebook page by responding to this post there!
Yours In Collaboration,
Jill Pavich, NBCT
Psssst…rumor has it, the Global Pen is inking back into action…
Notice the magical expansion taking place before your very eyes…tab titles are changing, new courses are appearing, dated links disappearing…
BUT NEVER FEAR! More valuable material will soon be here!
First of all, THANK YOU for bearing with me through this unbelievably busy school year. A much lengthier, (and rather personal!) post to follow this weekend as I beg for your forgiveness, but here are the hints and highlights as to why the Pen has been so sadly MIA…
- New AP Capstone Seminar curriculum is eating GP blogger for breakfast, lunch, and dinner. Nasty appetite on that one, I tell ya…
- FSA evil is afoot (I jest, I jest)
- Pipe dreams of GP publication slowly becoming a reality for blogger/writer/teacher/mommy 🙂 🙂 🙂
- And perhaps the most cryptic update of them all…a new muse is in our midst…
I’ll let you ponder that last one for a while, but a very clear update on this bloggie is in the wing.
What else should you expect in the next 7 days? Let’s put it this way, friends…
CLEAR YOUR LESSON PLANS FOR THE NEXT 4 WEEKS because I have a whopper of a unit for you!!
Learning Target? It’s a GP Content Meets Common Core Writing Standards type of task, and it’s sure to shine up your kids’ essay content while simultaneously preparing them for the upcoming, state-standardized exams!
Can’t wait to share once again with each of you! Stay tuned throughout the week as the Global Pen transforms in size and shakes out a little ink in the process!
Happy Friday, all!
Jill Pavich, NBCT
The GP End is Near! Just 6 academic days left before the GP Exam arrives! The lesson in today’s post is perfect for wrapping up your final week of instruction or as a themed, Saturday Session event; but it can also be used any time during the school year to accomplish the following learning goals:
- Build content knowledge
- Heighten hot-button-issue awareness
- Sharpen argumentative mindset
- Broaden discursive reach
This past Saturday, my students rallied together for Saturday Session #3, where I challenged them to the ultimate GP Mission…I call this one…
The activity itself took the full, 3 hours of our Saturday, so if you’re using this activity in the classroom, you’ll want to break it up into smaller parts, which I will slow-down and lay-out in this post:
- DAY 1: Organizing Teams/Instructional Overview
- DAYS 2-3: Top-Secret, Team Research and Debate Strategy
- DAYS 4-5: Debate Presentations
- DAYS 6-7: Essay Session
Cue the theme song…here we go!
ORGANIZE THE TEAMS…
As a bird’s-eye-view point of reference, take a look below at how the Mission G(P)ossible Debate Topics are laid out:
This is a Teacher Reference…don’t share the actual debate topics beforehand because its part of the fun letting them randomly select their Missions without knowing what they’re getting themselves into! Plus, it’s a great way to get them to step outside their comfort zones in a fun, non-threatening way!
There are 7 debate topics total listed below. If you have an average class size of 24, you will only need to select FOUR debate topics. This will put:
- 3 kids on a team
- 6 kids total in a single debate
- @ 4 debate topics,
- = 24 kids!
Adjust the numbers according to:
- How many kids you have
- How many team members you want on a side (groups of 2, 3, 4, etc.)
- How many debate topics you want to cover
Mission G(P)ossible Debate Topics
CLICK HERE for a PDF version of the Operation Cover Sheets.
Who is winning the gender wars?
- Operation Rosie Riveter (women are winning it)
- Operation Ken Doll (men are winning it)
PS…I put the incorrect spelling of “Rosie the Riveter” on my original folder (image above), but I amended this in the document I linked for the Operation Cover Sheets…woops, humanoid moment! Rosy must be Rosie’s alter ego when she’s really being “I am woman, hear me roarrrr!”
Should international tourism be regulated?
- Operation Jet Set (no! don’t regulate it!)
- Operation Homebody (yes! regulate it!)
Should any limits be placed upon scientific research?
- Operation Einstein (no limits to science!)
- Operation Chucky (limit science!)
In an increasingly environmentally-concious society, is Global Warming still a threat?
- Operation Apocalypse Now (yes, it’s still a threat!)
- Operation Brightside (no, it’s decreasing in threat!)
Are we taking modern technology too far?
- Operation Jetson (no! technology is appropriate for our times)
- Operation Old-School (yes! technology is taking it too far!)
How justified are the high salaries and bonuses paid out in celebrity professions?
- Operation Cash Flow (yes, these bonuses are justifiable)
- Operation 99 Percent (no, these bonuses aren’t justified!)
Which form of entertainment makes for a richer, audience experience: the theatre or the cinema/television?
- Operation Broadway (theatre!)
- Operation Starlet (cinema/television!)
Feel free, of course, to adjust the debate topics and mission names at your discretion. I chose mine based on what we still needed in terms of content exposure. If it’s near test time, consider hot-button topics that you think might show up on the test!
Display the Mission G(P)ossible titles (above) in front of the classroom and allow students to ponder the cryptic names of each; do NOT tell them what the debate topics are! It’s part of the fun to watch them blindly select their topics 😉
The teacher should select a group of team leaders. If there are 4 debate topics (which is just about perfect for a class size of 24), you will need 8 leaders (since there are 2 sides to every debate, of course!) to head to the front of the room. These leaders will then browse the Mission titles and select an Operation of their choice.
Once leadership is secured, these students should then be asked to draft their team of researchers. Again, for a class size of 24, your leaders will select at least 2 more researchers from the audience to join them in their mission.
- If this is the first debate/public-speaking experience your students will have, I like teams of 3 on a single side for a debate…typically, I’ll have the team leader engage in the Round 1 speech of 2 minutes; then I’ll have the other two team members tag-team the Round 2 Counter speech, which is a 1-minute time frame.
- Since public speaking can be intimidating, I like the idea of one, more confident student taking control of the first round to get the argument going, followed by the potentially less-bold students having a ‘partner’ to rely on in the follow-up round.
- This strategy ensures that all students feel comfortable in their role. In turn, they will relay information more confidently while getting familiar with being in front of an audience. As the year progresses, you can tighten this standard, but it’s always nice to start slowly!
Click HERE for a PDF copy of the Special Intel sheets I gave each team.
Now it’s time to navigate the activity with your class. Have them find a cozy group spot somewhere in the room, keeping in mind that they have NO idea who their opposition is (hence, the cryptic Operation titles!), so they’ll need to keep their research focus, quiet, and confidential (built-in, classroom management technique to keep down the noise level! I did it this way to micro-manage a devoted, energized-bordering-boisterous, Saturday Session group of 35 kids…all by my lonesome!)
Each team will be given their Top-Secret File, in the form of a manila folder. Inside of this folder, teams will find the Special Intelligence pertaining to their debate task.
MISSION TARGET = the prompt
RESEARCH ANGLE = the argumentative thesis/central idea students will be researching and upholding in the debate
SPECIAL INTELLIGENCE = themed ideas to get students moving in the right direction as they begin their research; this is a brief, teacher-generated scaffold of ideas meant to inspire more in-depth examples…the intention is for students to take the research and run with it!
SECRET WEAPON = unique ideas that the opposition might not necessarily think of, which will serve as Thor’s Hammer during the debate!
As students begin their research, be sure to circulate the room to make certain that all groups understand their task. Also, discuss with them how the “Research Angle” provided is actually the
potential THESIS STATEMENT for a persuasive essay written on that prompt! It’s essential they see this connection right away in order to comprehend how the spoken activity will eventually translate into a written one!
If you have the time, feel free to stuff the Top Secret folders with other valuable research tid-bits, as they apply.
For example, I might a print-out of the following link inside Operation: ‘Rosie Riveter,’ who will be arguing in favor of women winning the gender war:
TOP-SECRET, TEAM RESEARCH & DEBATE STRATEGIZING SESSION
For this portion of the activity, we migrated over to the computer lab, so if you’re taking a week for this activity, you’ll likely want to make some reservations at your Media Center or Computer Lab. Productive noise, welcome!
Here are a few snapshots from Operation Research…
INFORMAL DEBATE PRESENTATIONS
Debate Type: informal, have fun with it!
- ROUND 1, 2 minutes…the argument for or against
- ROUND 2, 1 minute…point-counter rebuttals to Round 1 opposition speech
- Audience Vote, Teacher Confirmation (if they vote the same as you, they get a treat! This ensure that they vote based on evidence, not friendships or entertainment!)
Once students have spent a sufficient amount of time researching their argument, they’ll draft up a strategy for presenting it. Here are a few things they’ll need to work out as a team:
- Who will give the solo, 2-minute speech in Round 1?
- Who would rather team up with a partner to provide counterarguments/rebuttals in the 1-minute segment of Round 2?
- What paperwork should we bring to the podium?
- What will we say if the opposition raises Points X, Y, Z?
- Who will be in charge of organizing our information on the board for the audience to follow?
Once these final details are ironed out, it’s time to hit the podium!
On the board behind each team, I’ve provided space for them to write the following information:
- Mission Target/Essay Prompt
- Investigative Coordinates/Persuasive Thesis
- Mission Accomplished/Evidence to Support the Argument
Have one student from the group quickly jot the information on the board, OR pre-arrange the information on large post-it notes or magnetic card-stock print-outs for quick swapping (which is what I will definitely be doing next time around!)
I encourage students to arrange ideas into Hand Approach themes, or sub-points, so the audience can follow supporting details easily. I also encourage them to use the Point-Counterpoint Chart to draft additional arguments as they arise organically during the course of the debate.
Students can take any notes they’d like up to the podium…
Either of these sets of notes is pretty free-form, but encourage them to keep a list of their original sources handy as well.
Once debate presentations are complete, students will need to transfer spoken knowledge into written communication…let the Operation Essay begin!
You can organize this any which way you’d like, depending on class writing needs. For example, students could:
- Write a full, persuasive essay on their debate side.
- Write a full, discursive essay on their debate topic.
- Draft part of an essay, based on several debate topics (i.e. choosing any debate topic other than you own, draft an intro plus two, discursive body paragraphs–one in favor and one against–that adheres to the selected prompt)
- Write ’em individually.
- Write ’em as a team.
Either way, students are getting exposure to content, finding the connection between content and essay prompt, and practicing the writing craft!
As I mentioned in my most recent post, my students are writing their final essay today…but we’ve taken essay writing to a WHOLE new GP level this time! If you are interested in having your students not only write about global issues but be a part of the solution to one as well, CLICK HERE! Visit The GP Indie to see what we were up to today while writing.
Earlier this year, we did a unit on the value of potable water; and today students are writing to the prompt:
“How far do receiving countries really benefit from development aid?”
Being a part of the UNICEF Tap Project is providing cleaner drinking water to countries in need AND it’s giving students knowledge and experience to support the above essay prompt…share this with your kids as a mini lesson in writing and in global citizenship 😉
Interested in attending Cambridge’s “Best Practices” workshop this summer? Great news…I’m facilitating a two-day workshop for AICE: General Paper 8004!
If you are interested in learning more about this awesome opportunity in June 2014, CLICK HERE!!!!!!