Brain-Friendly Strategies for Developing Student Writing by Anne M. Hanson

By Anne M. Hanson

Aligned with center ideas of powerful guide, this source presents brain-compatible thoughts, mirrored image questions, and cross-curricular writing actions to spice up scholars’ writing and success.

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Invite students to use the color code provided and to write their names on the line indicated before they cut their brains out and post them on the wall. 3 Color Your Brain Color Your Brain Key V/L = verbal/linguistic (purple) 7, 14, 21, 31 L/M = logical/mathematical (green) 3, 11, 13, 20 V/S = visual/spatial (brown) 1, 15, 23, 24 M/R = musical/rhythmical (yellow) 2, 10, 18, 19 B/K = bodily/kinesthetic (red) 4, 17, 26, 32 I/S = interpersonal/social (blue) 8, 9, 27, 29 I = intrapersonal/individual (orange) 6, 12, 25, 28 N = naturalist (black) 5, 16, 22, 30 TOTALS V/L L/M V/S M/R B/K I/S I N Copyright © 2009 by Corwin Press.

My informal conference and call provided further insight into John and his home environment, information that helped me during subsequent conferences. Stage 4: The Revision Process I encouraged John to view his first attempt at writing the poem “Concerts” as a draft that would benefit from the revision process. I compli­ mented the format of his poem, interpreting what I saw as his application of my workshop lesson on line break in poetry. I also asked John if his alliterative initiation of many lines beginning with s words was intentional.

I hope the samples provide you a sense of how to plan the plan. 6 Seventh-Grade Language Arts Curriculum Language Arts instructs students to become effective communicators and culturally aware citizens by integrating the following components: reading writing listening speaking viewing Writer’s Workshop Description Narration Exposition Persuasion Process Writing Prewriting Drafting Revising Conferencing Editing Presenting Demand Writing Timed writing tests (excludes steps of process) Reflective “Writing to Learn” Writing Grammar, spelling, and usage will not be graded.

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