Prewriting

Mini lesson by: Rachel Wood

Purpose:

This mini lesson is designed to help students understand the importance and necessity of organizing and brainstorming when beginning any writing assignment.

Time:

Fifteen Minutes

Materials:

Overhead Projector

Transparency of “Mother to Son” by Langston Hughes

Objectives:

NCSCS 8^th Grade

Competency Goal 2: The learner will use and evaluate information from a variety of sources.

2.01: Analyze and evaluate informational materials that are read, hear, and/or viewed by:

• summarizing information
• determining the importance of information
• making connections to related topics/information
• monitoring comprehension
• drawing inferences
• generating questions
• extending ideas

NCTE/IRA 8^th Grade:

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Note: This lesson is to be conducted early on in the year in order to demonstrate the importance of the first step in the writing process. Ideally, the following lesson would focus on more specific forms of prewriting using graphic organizers. Once students fully appreciate this step, they will be more prepared to write thoughtful essays, stories, etc.

Dialogue:

At the beginning of the lesson I will place the transparency of the Hughes poem on the overhead. I will read the poem aloud without giving any information about the author or the subject matter of the poem. I will then ask the students, “Would you like to use the rest of the class to write a critical response paper to this poem independently right now, or would you rather have less time to write the paper at the end of class, but use more time to brainstorm and discuss?” The class may be divided. I will add that, “the paper must include student thoughts on the author’s purpose for the poem, why he chose this style and the images, and also personal reactions to the poem.” I will ask what reasons the students have for their decisions. “What would be the benefits of taking extra time to organize thoughts and ideas when writing a paper?” Discuss. I will have the class take out a piece of paper and write notes about what they think the poem means and what purpose it serves. This will last approximately five minutes. “How many of you feel more comfortable now about writing your paper than you did at the beginning of class?” Briefly discuss. Finally, I will have the students sit in pairs and share their prewriting thoughts with one another. “How many of you feel more comfortable than you did before?” Discuss. As a class, we will discuss what the pairs talked about and write their ideas on the board to make a composite group of thoughts and ideas about the poem. The class will have the last part of the period to write their critical responses.

“Mother to Son”

Langston Hughes

Well, son, I’ll tell you:

Life for me ain’t been no crystal stair.

It’s had tacks in it,

And splinters,

And boards, torn up,

And places with no carpet on the floor-

Bare.

But all the time

I’se been a-climbin’ on,

And reachin’ landin’s,

And turnin’ corners,

And sometimes goin’ in the dark

Where there ain’t been no light.

So boy, don’t you turn back.

Don’t you set down on the steps

‘Cause you finds it’s kinder hard.

Don’t you fall now-

For I’se still goin’, honey,

I’se still climbin’,

And life for me ain’t been no crystal stair.