Here again, brevity is the need of the hour. Do not go on and on about the main focus of the essay. All you are trying to do is to get the reader familiar with how you are going to organize the whole thing.
Since you have already introduced your essay topic , you could straight into explaining your point and also give the necessary supporting facts that are relevant to the essay. Whether you are writing a persuasive essay or a narrative one, make sure you explain things carefully and in simple language too. You need to sum up all the points in this good essay that you have been working on. Make sure there is a proper connection between the intro and the end. Do not bring in surprise elements if they are not relevant to the work you do.
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At the end of the activity, tell students to write on the card the name of the student who best matches the description. Then have students share their results. How many students guessed correctly?
Patricia McHugh, John W. Set up a circle of chairs with one less chair than the number of students in the class. Play music as the students circle around the chairs. When the music stops, the students must sit in a seat.
Unlike the traditional game, the person without a seat is not out. Instead, someone must make room for that person. Then remove another seat and start the music again. You can play this game outside, and you can end it whenever you wish. Afterward, stress the teamwork and cooperation the game took, and how students needed to accept one another to be successful. Reinforce that idea by repeating this game throughout the year. Danielle Weston, Willard School, Sanford, Maine Hands-On Activity Have students begin this activity by listing at least 25 words that describe them and the things they like.
No sentences allowed, just words! Then ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart. Provide another sheet of paper that the student can place on top of the tracing. Because the tracing was done with a dark pen, the outline should be visible on the sheet below. Direct students to use the outlines as guides and to write their words around it. Provide students a variety of different colored pencils or markers to use as they write.
Then invite students to share their work with the class. They might cut out the hand outlines and mount them on construction paper so you can display the hands for open house. Then provide each student with five different-colored paper strips. Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together.
As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Your school librarian might have a discard pile you can draw from. Invite students to search through the magazines for pictures, words, or anything else that might be used to describe them.
Have students cut out their silhouettes, then fill them with a collage of pictures and words that express their identity. Then give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage. Post the silhouettes to create a sense of "our homeroom. You can use such cards to gather other information too, such as school schedule, why the student signed up for the class, whether the student has a part-time job, and whether he or she has access to the Internet at home.
As a final bit of information, ask the student to write a headline that best describes him or her! This headline might be a quote, a familiar expression, or anything else.
When students finish filling out the cards, give a little quiz. Then read aloud the headlines one at a time. Ask students to write the name of the person they think each headline best describes. Who got the highest score? It seems as if parents are contacted only if there is a problem with students. At the end of each grading period, use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing.
This might take a little time, but it is greatly appreciated! Pop Quiz Ahead of time, write a series of getting-to-know-you questions on slips of paper -- one question to a slip.
You can repeat some of the questions. Then fold up the slips, and tuck each slip inside a different balloon. Blow up the balloons. Give each student a balloon, and let students take turns popping their balloons and answering the questions inside. Contributor Unknown Fact or Fib?
Tell students that you are going to share some information about yourself. Suggest that students take notes; as you speak, they should record what they think are the most important facts you share. When you finish your presentation, tell students that you are going to tell five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib.
This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib.
Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself. Mitzi Geffen Circular Fact or Fib? Organize students into two groups of equal size. One group forms a circle equally spaced around the perimeter of the classroom.
There will be quite a bit of space between students. The other group of students forms a circle inside the first circle; each student faces one of the students in the first group. Give the facing pairs of students two minutes to share their second oral "biographies. After each pair completes the activity, the students on the inside circle move clockwise to face the next student in the outer circle.
Students in the outer circle remain stationary throughout the activity. When all students have had an opportunity to share their biographies with one another, ask students to take turns each sharing facts and fibs with the class.
The other students refer to their notes or try to recall which fact is really a fib. Contributor Unknown People Poems Have each child use the letters in his or her name to create an acrostic poem.
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