Students: High-intermediate ELLs in a college setting
Objective: The students will be able to interact with “The End of Something” (by E. Hemingway) text both in writing and orally and then write their own Cause/Effect Essay on broken relationships.
Pre-Essay writing tasks
Vocabulary: lumbering town, mill, schooners, hoisted, revolving, circular saw, hull-deep, canvas, bunk houses, sawdust, limestone, rowed, trolling, channel-bank, night lines, trout, ruin, striking, oar, bait, minnows, perch, skinned, ventral fin, leader, overboard, slab, driftwood, ran taut, click on the reel, glinted on, gone to hell, clearing and scene (Note: I probably wouldn’t explicitly teach all of these vocabulary words, but this is a list of words that could possibly be unfamiliar to the students).
Warm-up/pre-reading questions: Have you ever been in a relationship? What types of things did you enjoy doing with your girlfriend/boyfriend or husband/wife? Have you ever had to breakup with someone? How did you breakup with them?
Pre-reading/writing from personal experience: The students should write about a previous relationship where they had to breakup with someone or someone broke-up with them or something they enjoy doing now and would enjoy doing even more with someone else or write about something they enjoy doing with their girlfriend/boyfriend or spouse. The teacher should make these options clear to the students by writing the options on the board. The students should only write about a paragraph or two.
Reading: The students should read the story called, “The End of Something” by E. Hemingway and annotate the text. The teacher can demonstrate different styles of note taking while reading if needed.
Post-reading/writing: The students should write at least one paragraph about the text - this can include anything from their personal feelings to difficulties in reading.
Summary: The students should summarize the text in only a few sentences or a paragraph.
Discussion: The teacher should facilitate a student discussion regarding the text. Discussion questions might include: What are the different scenes in the text? Do they relate in anyway to the relationship? Do both Nick and Marjorie enjoy fishing? What do you imagine Nick and Marjorie to look like? Why was Nick in a bad mood? Why did Nick breakup with Marjorie? Did Marjorie expect Nick to breakup with her? Why or why not? Do you feel sorry for Marjorie or Nick? etc... The questions could certainly go on and on depending on the students’ responses. These are just a few that can be used to facilitate discussion.
Essay Writing Task - Cause/Effect Essay
Brainstorming outline: Split the students up into groups of two and have them brainstorm using the Cause and Effect Essay Diagram. The topic should be “Broken Relationships.”
Peer review of the outline: The students should be split up into different groups of two to review each other’s outlines and offer feedback. The teacher may provide a peer review worksheet.
Essay writing: The thesis statement should contain at least three causes OR three effects of a broken relationship and these should then be used as the topics for each body paragraph. The teacher may provide a body paragraph outline as well.
Peer review of essay: The students should be split up into different groups of two in order to review each other’s essay. The teacher may provide a peer review worksheet.
Language/terms: These are some of the terms that may be associated with a cause and effect essay. For an essay focused on causes - because, causes, caused by, the reason, since and therefore are all very common terms and for an essay focused on effects - as a consequence of, as a result (of), consequently, then and resulting in are all very common terms.
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment