Therefore, one of my body paragraphs could be about how the governor violated rights, one body paragraph could be about the soldiers, and the third paragraph could be about the other students. subject (3) claim purpose = thesis statement governor violated rights, soldiers violated rights, other students violated rights rights were violated = thesis statement I asked the students if they thought that their thesis statement would help the reader navigate their essay easily or if their thesis statement would make their reader lost. They came up with some super awesome ideas that were so awesome I got chills. Most students hadn't considered the right/responsibility component, so there were some ruffled feathers. It was much more emphatic when I could slam my hand on a desk at the bam! After each thesis statement workshop, I checked in with students and asked them to give me a thumbs up if they felt they could write the thesis on their own, thumbs sideways if they needed help, and thumbs down if they had no idea what to do.
Every student thought their readers would get lost and maybe end up up in the middle of the desert. Quite often, they realized that they needed to do additional research. The next step was to determine and then to write the whole thing as one sentence. Through the discussion, we were able to determine that scientists have responsibilities. The responsibility to not kill people with experiments, to not use something without testing, and to follow the laws of the country. At least one student in every class wrote about Native American boarding schools. Through the discussion, each student identified something like the right to speak the native language was taken away, rights to religion were taken away, and rights to live where they wanted to were taken away. I then called on students with sideways or down thumbs to work with.
The Little Rock Nine were denied their rights by a number of people. A lot of the times, they couldn't answer that question. They'd have to read their thesis statement as is and let us rip it to shreds. The video in this section shows how I went through the process of identifying three major points in their essay and relating it to the theme of rights and responsibilities to get to the point of writing a thesis statement.
The governor, soldiers, white citizens, and schoolmates all denied them the right to an equal education. In a group discussion, they were able to get help, not only from me, but also from their peers. Essentially, I asked students what their topic was and if it was a right or a responsibility.
If they can identify at least three solid pillars and provide evidence from research, they are approved to move on.
(I do require students to begin collecting sources during the pre-writing stage, and I encourage them to tweak their original Works Cited page as they draft and revise.) I like to give my students specific examples of strategies they can use as hooks.Even students who don’t need much scaffolding must understand that those elements are necessary in order to grab the audience’s attention, fill in gaps of knowledge, and establish a sound position.I find it important to give students feedback on their introduction paragraphs before moving on to the body of the essay.If the writer clearly states where they're taking the reader, there are no road bumps, it's just smooth reading.I wrote the sample introduction on the topic of the Little Rock Nine, which falls under the rights theme.Let's review--what strategies can a writer use to catch the reader's attention?Zoe said that we could use a thought-provoking question.One of the great things about having a student teacher is that we can break students up in to more groups to give them more focused instruction, which is what we did today. In the above picture, one student wrote about scientists. The student then had to take that and write a complete sentence. In that case, we determined that rights were violated. Throughout the process, I reminded students that they might discover that their whole essay needed to change, that they might need to rewrite whole paragraphs, or relocate sentences within the essay.One on one instruction in a group of twelve is a whole lot more than one on one help in a group of twenty-eight. That's just part of the writing process and part of being a writer.Bill reminded us that we could use q vivid description with imagery or figurative language. Tanner got excited and reminded us that we shouldn't use anecdotes or exclamatory sentences in a history essay. It's ONE sentence, a complete sentence, mind you, that clearly lays out what the essay is going to be about.It's a road map that lets the reader know where the writer is taking them.