Not Just Words: Multi-visual Ways of Teaching Writing

Dana Horsteindanahorstein@mixteco.utm.mx

Universidad Tecnológica de la Mixteca

(22 and 23 September 2011)

Activity #1: Write a creative story (objects)

Activity Steps1. Groups of students create a story about what they would do if they were stuck on a desert island

with only a few objects. They must use all of the objects at some point in the story.2. The groups write their story. Each student takes a turn writing, while the others help with

grammar and spelling.

Rationale for Activity Objects inspire imagination and focus activity Objects and desert island premise provide structure Students are the characters in the stories, which allows them to personalize their

descriptions, as the following student example demonstrates Students tell story orally first because it gives them a chance to be creative and fluent with

language before worrying accuracy with writing; students tend to get excited about story, and then are more invested in writing the story

Sample 3-Day LessonWhen I asked my students to do write the story in class, this writing activity was actually the second of three classes. I often find that developing the theme of the previous day’s lesson increases student motivation for the next day’s class.

Class 1: Desert island objects (speaking)Display 10 objects on the floor of the classroom. Invite students to stand up to examine and touch the objects. Next, ask pairs to discuss the names of the objects. Review as a class. Put students in groups. Tell them that they are stranded on a desert island, and they can only pick five objects to survive. They need to select the objects they are going to choose, then rank them in order. First, they do this individually. Then they have to agree on a common list as a group. Finally, groups compare lists to develop one list for the class.

Class Two: Write a creative story (speaking/writing) – Activity demonstrated in conference workshop; described above

Class Three: Dramatize the desert island story (speaking)Put students into same groups as they were in for the first two classes. Tell them they are going to act out the story that they wrote the previous day. Encourage them to be like actors on TV, making expressions, using body language, moving around the room—give examples. Give students about 15 minutes to practice. Ask each group for the title of their story and put it on the board. Each group performs their story, while the rest of the students try to guess which title it corresponds with.

Activity #1: Write a creative story (objects)(Student Sample)

objects were a mirror, pocket knife, fork, and bottle of mezcalwords that are crossed out are teacher corrections

Activity #2: Identify the main idea of a paragraph (pictures)

Activity Steps(Before they are asked to draw their own pictures to reflect main ideas, the idea of what a main idea is will have already been covered. Also, as a warm-up, students will have read a sample paragraph, and selected which one of three teacher-made drawings represented the “main idea.”)

1. Students read paragraph(s).2. Students draw one picture to represent the idea of each paragraph.3. Pairs discuss.4. Review as a class.

Rationale for Activity Student drawings personalize and make creative what can otherwise be a dry textbook

activity Student drawings, and their interpretations of the main idea, give students more motivation

to discuss the main idea than the paragraph itself would probably generate

Activity #3: Write authentic speech (theater)

Activity Steps1. Groups of students are given a role play structure, such as a parent and child having an

argument. Groups spend about 15 minutes planning their role play.2. Groups perform the role play for the class.3. Groups write the dialogue that they just performed. Each student writes his/her own respective

dialogue so that it will more accurately reflect what was said.

Rationale Drama allows students to be creative and imaginative, thus personalizing the activity and

making it more memorable Students are more invested in the writing activity because they are writing their own words The written authentic speech highlights student problem areas, and can provide material for

future grammar and vocabulary lessons

Sample 3-Day LessonThis writing activity followed two previous activities—one reading and the other speaking.

Class 1: Read an article or story. (reading)I had my high-level ESL students in Chicago read an article about how the number of remittances being sent back to Mexico had declined due to the state of the economy.

Class Two: Role-play dramas (speaking)Students selected roles from the article, such as the reporter and the immigrant. They then planned the interview and other related skits, and performed them for the class.

Class Three: Write authentic speech. (writing) – Activity demonstrated in conference workshop; described above.

Activity #4: Identify the parts of a paragraph (video)

Activity Steps1. Students are told they will watch a video about love that involves a man and a woman2. Students brainstorm ways that men and women flirt with each other3. Students predict who will be flirting with whom in the video: a man or a woman4. Students watch video to answer prediction5. Students watch video again to write down 3 actions both the man and woman do, compare

answers in pairs6. Students review worksheet (see next page), and watch video again in order to complete

worksheet7. Pairs compare worksheet answers8. Review as whole class

Rationale for Activity Video raises student interest and energy level, motivating them to complete worksheet and

making the material more memorable Video is easy to understand because there is a universal storyline and no words Since the storyline is clear, it facilitates students’ comprehension of the relationship

between the topic sentence and supporting details

Watching a Video – Organization of Paragraphs

Watch the video (http://www.youtube.com/watch?v=GCp4AQUFZHk). Below there are some ideas for how to organize the information from the video into topic sentences and supporting details. With a partner, complete the outline for the paragraphs.

A. Topic Sentence The driver flirts with the lady in the car.

Supporting Details

a._____________________________________________

b. _____________________________________________

c. _____________________________________________

B. Topic Sentence ____________________________________

Supporting Detailsa. She looks away from the driver. b. She turns on the music.c. She points to the light.d. She waves goodbye.

C. Topic Sentence The video is funny.

Supporting Details

a._____________________________________________

b. _____________________________________________

c. _____________________________________________