Writing Lesson Plan- Revision 5th/6th grades Kate Thurmond Materials: copies (13) of original and extra worded Charlotte’s Web opening paragraph, highlighters Resource: The Revision Toolbox Teaching Techniques That Work by Georgia Heard Key Words: Essential, Revision Tell a story about something that was essential (short). Discuss with student what they think essential means. Discussion: Read the extra worded Charlotte’s Web with a partner. What might be some words or sentences that are not needed? Discuss and agree upon what needs to be taken out. What sentences or words are essential? What must stay? Find out what students decided on. Discuss what words describe what’s really happening in this scene? Do they really need to know that Fern’s hair color is brown in this first scene when her father is heading toward the hoghouse with an ax? Hand out the original text scene. Partners read and discuss the differences between the two papers. What might be the reason for the author writing the way he did? Discussion: When might a student revise their writing? What might be some reason to revise? What is essential in a person’s writing? What needs to stay? Create a list of revision strategies or questions to ask when revision is happening.
Writing Lesson Plan- Ideas Kate Thurmond Materials: Copies (13) of The Hollywood Reporter Percy Jackson & the Olympians: The Lightning Thief-Film Review, student booklets Resource: Traits Writing 6th Grade Teaching Guide and Student Traits Writing workbook Key Words: Film Reviewer, Summary, Opinion Tell a story about a movie that you enjoyed or hated and why (summarize and give opinion). Discussion: Brainstorm a list of movies or series students might enjoy or dislike at each table. Report out what students’ heard. Hand out The Hollywood Reporter, give time to note details, discuss sheet. Ask: What might students notice on this sheet? Ask: What might be the qualification for a film reviewer? Create a list of ideas. In this next assignment-You are a Film Reviewer. Choose a film or series. Answer and take notes on pg. 45 of the student handbook to help generate ideas on this topic. The assignment must include a film or series, your summary, your opinion (both paragraphs), characters, & setting. How to Earn an A: Discuss with students what would make an A paper. Use RubiStar to create a rubric for Film Reviewer from what was decided from the whole group. Student write assignment, using the writing process.
Debbie Koontz Lesson Plan : Organization Ideas taken from wiredinstructor.com Improving your lead. Day 1 - Use a sensory experience that your class has just had - playing outside in the snow, building a survival shelter in the woods, dissecting fish in Science, etc. This year, I had the whole class step out on the porch in the freezing cold to observe the full moon peeping through the trees. Bring the class together in the classroom and write a group account of the experience rather quickly, accepting suggestions from the group, but not imposing your own input. Let it be a bit of a celebration. Day 2 - Post in the room the following suggestions for leads: action question announcement bold statement dialog puzzle or riddle discription of emotion or personal feeling (The website has examples of each.) Bring back the group story. Tell them you feel that the beginning party could be stronger. "Let's try some of these ideas." Model how the first sentence could be changed by letting a student choose one of the options and as teacher, model how it might be done. Accept suggestions for improvement. Do this with more than 1 of the suggestions. Day 3: Pass out a copy of the group story. In groups of 2, 3 , or 4. Have the students practice changing the lead. After the right amount of time - Have each group share. Celebrate. If appropriate, choose the one the group likes the best. Discussion: I like using a story that we wrote together, because no one student feels like their ideas are being disrespected.
Debbie Koontz Lesson Plan November 29, 2012 6 Trait Strand - Voice This is a lesson I've developed for Columbus Day. I call it First Contact. I read aloud passages from various books which demonstrate what might have been the thoughts of Native Americans the first time they saw a European. I've used The Birchbark House by Louise Erdrich, Morning Girl by Michael Dorris, Trail of the Spanish Bit by Don Coldsmith and 1491 by Charles C. Mann. Good for background: Rethinking Columbus edited by Bill bigelow and Bob Peterson. As contrast, we read exerpts from Columbus's diary. We discuss what it must have been like. Then, the assignment is to choose to be a Native American or a European in a first contact situation. I try to ask them to speak for this person from history who doesn't have a voice.
Choose a geographical location and a time.
The writings by my mostly Native American students are usually very interesting. We write, share with a peer, revise, and go to final draft. I use author's chair, although at times the student prefers for me to read their story. Discuss: Is this voice?? or point of view? What's the difference?
Lesson Plan November 22 Verb Usage (word choice) - Students Write two paragraphs, one about an important event in their life, the first in the present tense the second in the past tense. - Discuss the results. Which essay's work best in the past tense, present tense and future tense? - Notes: Active vs. Passive verb constructions Activity 14-1 on verb tense, verb phrases and changing passive verb phrase to active verb phrases. - Writing: students write a paragraph about a school issue using strong verbs.
GOAL: I'd like students to come out of this lesson being able to see the difference in their writing when they use strong, precise language, and be able to change what they have into something stronger when needed.
Student will have 1 week to have a 3 paragraph How To Essay. With their drafts they will edit and peer-edit.
- Do editing practice (mini-lesson) - Watch Blog spot Week 3 video - Writing Smarter Lesson 18 Editing intro - Mini-lesson revising sentences - Discuss importance of what to replace, remove, and add. - Hand out revision checklist and editing checklist Students must self-revise, have 2 peers revise, then teacher revise. Then do the same for editing.
GOLA: Student will be able make changes to their own writing and to peers writings to improve the writing and help the writer create vivid pictures in the mind of their reader (audience.)
From Tim Kalke Lesson Plan 1 – World Geography Purpose – Students gather information regarding the “State of the Great Lakes”. Warm-Up – Opening Activities followed by Warm-Up Questions. Questions pertain to previously covered material. Teacher explanation/example/template for creating a timeline, using Section 3 of assigned text. 15-20 minutes for students to work on identifying main ideas and supporting details for an outline. Class regroups – Team Huddle selections for volunteering information to complete outline. End State – All students have an outline of the chapter from Sections 3-6. Individual Work Time: Writing assignment, Create a one-sentence summary for each section, including one example of a problem with the Great Lakes.
Lesson 2 Tim Kalke Lesson Plan 2 – Adv. Leadership Purpose – Continue reading novel “Touching the Void”, by Joe Simpson. Warm-Up – Opening Activities followed by a group review of anonymous student writing. - Writing is projected for the class to view. - Allow 5 minutes for students to individually identify corrections. - Regroup and have volunteers make suggested alterations to the writing. - Focus – Conventions and Word Choice. Review – Chapter. 9 – “In the Far Distance”. Assignment: Read Chapter 10 – “Mind Games” and complete student handout.
Writing lesson plan – Ideas Materials – Paragraphs written by students in a previous class, scoring rubric Resource – Theory and Practice: 6 + 1 Traits of Writing scoring rubric (pg. 40) Key words – anecdote, relevant, enrich, theme, inferences Previous learning – Students have already been introduced to the concept of the scoring rubric using the text provided in the book on pages 43-49. Students have had a previous lesson in which they have constructed the meaning of the word inference. Students have learned the words anecdote, relevant, enrich and theme through choral repetition and by searching for examples of the word’s meaning in a previous lesson. Lesson outline Choral repetition and review – Students are asked to say the five key words out loud following a prompt from the teacher. Students ask their neighbors to describe the meaning of the word following a prompt from the teacher. Teacher: “Did anyone hear a definition from someone that they would like to share with the class?” Students get their paragraphs from the previous class and the scoring rubric as shown on page 40 of the book. Working in pairs, students assess their partner’s paragraph according to the rubric and include a written account of why they had decided to give that score, along with the example from the paragraph circled and labeled. Reflection – The original writer is asked to assess their score on the rubric and asked to provide a written sample showing improvements on three of the scoring categories of his or her choice. The original writer and their partner are expected to work together while doing this. Preparation for the next lesson – Each student is asked to write three complete sentences describing what they have learned about the ways ideas are expressed in writing during this assignment. Standard for mastery – Each student has provided a written account showing that they have completed each step of the process. This lesson was done in the composition classes in early October.
Writing lesson plan – Word Choice (language arts fundamentals classes), summarizing Materials – Idea triangle, text selection Resource – Make Prayers to the Raven (pages 194-199 – in this case, the story in pages 195-196) Key words – oblong, capture, den Previous learning – Students have had many practices using the idea triangle and taking the information from that triangle and transforming it into paragraphs. They have used synonym lists in other parallel assignments using the same form and presentation model. This is the first time that they’ve seen the reading for this assignment. Lesson outline Text reading and vocabulary – Start the reading with choral repetition of the three vocabulary words. Students describe the meaning of the words with their hands after mirroring actions from the teacher. (The story is written at about the sixth-grade level.) Students can either read the story silently to themselves, listen to a student reading the story, or have the teacher read the story. (Our history in these classes is that some students will volunteer to read the story out loud.) Students are handed a blank ideas triangle and a paragraph sheet with the scoring rubric for mastery at the top. Prompt for the idea triangle – Something that someone might do if there was a woodsman living nearby. Directions for the idea triangle – In this case, students will be summarizing the story from the book using the elements of the idea triangle. They will focus and develop the idea using the elements from the story, as well as listing the details from the story. In addition, they are required to use at least one synonym for the word “go” in each item on their detail list. Directions for the paragraph – Summarize the story using the information from the idea triangle, including the synonyms for the word “go.” Preparation for the next lesson – Students understand they will look at these paragraphs and assess them according to the word choice rubrics from Theory and Practice: 6 + 1 Traits of Writing. Standard for mastery – The idea triangle is completed according to the standards for that skill; each item on the detail has a synonym for the word “go”; the paragraph is written according to class standards with an opener, supporting sentences, and a clincher; the paragraph includes the use of all four “go” synonyms. This lesson will be done in the language arts fundamentals classes early next semester.
Lesson Plan #1: Health News Article Trait Focus: Content and Organization Materials: Electronic copy of “Water: The Overlooked Drink” article to display on the SMART Board, overhead projector, blank overhead, marker, Menu Mailer Water Article (1 copy per student), Health News Article Summary form (1 per student), highlighters Classroom Discussion: I begin by introducing the Health News Article assignment (HNA). The assignment involves choosing an article to read out of the assigned Current Health Choices magazine, reading the article and then writing a one page article summary and reflection. The students are assigned to complete a health news article during every Form A of a Unit test (so they will be expected to complete one news article summary/reflection about every two to three weeks). After introducing the assignment, I take a moment to discuss what plagiarism is and what forms plagiarism may take (patchwork plagiarism, etc.). I then discuss how to summarize and I model summarizing for my students. I do this by displaying a short article on the SMART Board and reading it aloud to the entire class. I highlight the key points in the article (to ensure that they are mentioned in the summary). I then write out loud (talk through each step) as I model how to summarize using the overhead projector (since the SMART Board is still displaying the article). While modeling how to summarize, I talk about organization. I show the students how to start their summary with an article introduction and how to conclude the assignment with the final points of their reflection. I allow the students to suggest sentences to add to my model summary. Once I am done modeling a summary and reflection, I then hand-out the Menu Mailer Water article to my students, a highlighter and the Health News Article form. The students are provided class time to read that article on their own and attempt their own summaries and reflections.
Lesson Plan #2: Career Research Paper – Writing the introduction Class: Introduction to Health Care Careers (Health 105) Trait Focus: Organization Materials: Assignment Overview and Rubric Hand-out, Laptop computers (for word processor use) Project Overview: In this class, students are expected to write a four page research paper on a health care career of their choice. The assignment is talked about on the first day of class and each week of class, a portion of the paper is tackled. The first week of class is spent learning (through a brief over view by the teacher and assigned chapter 1 readings) about all of the different possible careers in health care. During the second week, the students are expected to have chosen their topic (career of interest). During this week we do the first assignment for the research paper, the introduction. Lesson Outline: The project rubric is discussed as a class. The rubric (and assignment) is pretty extensive and can overwhelm students, but I try to overcome this by focusing on one step at a time. The focus of this specific class is writing the introduction. I approach the subject by having each student discuss why they chose their specific paper topic. What interested them in that career? The students spend some time talking about their choice to their classmates (small group scale). I then talk to them about why I chose my topic (for my model paper). Next, we discuss what makes a good introduction. Many students simply try to write, “The career I chose is…..” So I focus on hooks. I proceed to model an introduction. I then provide my students time to write their introductory paragraph(s). As they are writing, I am there to help and offer suggestions when asked. If a student is stuck, I work with them one-on-one. By the end of class, each student should have a first draft of their introduction complete.
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ReplyDeleteWriting Lesson Plan- Revision 5th/6th grades
ReplyDeleteKate Thurmond
Materials: copies (13) of original and extra worded Charlotte’s Web opening paragraph, highlighters
Resource: The Revision Toolbox Teaching Techniques That Work by Georgia Heard
Key Words: Essential, Revision
Tell a story about something that was essential (short). Discuss with student what they think essential means.
Discussion: Read the extra worded Charlotte’s Web with a partner. What might be some words or sentences that are not needed? Discuss and agree upon what needs to be taken out. What sentences or words are essential? What must stay?
Find out what students decided on. Discuss what words describe what’s really happening in this scene? Do they really need to know that Fern’s hair color is brown in this first scene when her father is heading toward the hoghouse with an ax?
Hand out the original text scene. Partners read and discuss the differences between the two papers. What might be the reason for the author writing the way he did?
Discussion: When might a student revise their writing? What might be some reason to revise? What is essential in a person’s writing? What needs to stay? Create a list of revision strategies or questions to ask when revision is happening.
This is a good model! Let's see some more start magically appearing.
DeleteWriting Lesson Plan- Ideas
ReplyDeleteKate Thurmond
Materials: Copies (13) of The Hollywood Reporter Percy Jackson & the Olympians: The Lightning Thief-Film Review, student booklets
Resource: Traits Writing 6th Grade Teaching Guide and Student Traits Writing workbook
Key Words: Film Reviewer, Summary, Opinion
Tell a story about a movie that you enjoyed or hated and why (summarize and give opinion).
Discussion: Brainstorm a list of movies or series students might enjoy or dislike at each table. Report out what students’ heard. Hand out The Hollywood Reporter, give time to note details, discuss sheet. Ask: What might students notice on this sheet? Ask: What might be the qualification for a film reviewer? Create a list of ideas.
In this next assignment-You are a Film Reviewer. Choose a film or series. Answer and take notes on pg. 45 of the student handbook to help generate ideas on this topic. The assignment must include a film or series, your summary, your opinion (both paragraphs), characters, & setting.
How to Earn an A: Discuss with students what would make an A paper. Use RubiStar to create a rubric for Film Reviewer from what was decided from the whole group.
Student write assignment, using the writing process.
Debbie Koontz Lesson Plan : Organization
ReplyDeleteIdeas taken from wiredinstructor.com
Improving your lead.
Day 1 - Use a sensory experience that your class has just had - playing outside in the snow, building a survival shelter in the woods, dissecting fish in Science, etc. This year, I had the whole class step out on the porch in the freezing cold to observe the full moon peeping through the trees.
Bring the class together in the classroom and write a group account of the experience rather quickly, accepting suggestions from the group, but not imposing your own input. Let it be a bit of a celebration.
Day 2 - Post in the room the following suggestions for leads:
action
question
announcement
bold statement
dialog
puzzle or riddle
discription of emotion or personal feeling
(The website has examples of each.)
Bring back the group story. Tell them you feel that the beginning party could be stronger. "Let's try some of these ideas."
Model how the first sentence could be changed by letting a student choose one of the options and as teacher, model how it might be done. Accept suggestions for improvement. Do this with more than 1 of the suggestions.
Day 3: Pass out a copy of the group story. In groups of 2, 3 , or 4. Have the students practice changing the lead. After the right amount of time - Have each group share. Celebrate.
If appropriate, choose the one the group likes the best.
Discussion: I like using a story that we wrote together, because no one student feels like their ideas are being disrespected.
Debbie Koontz Lesson Plan November 29, 2012
ReplyDelete6 Trait Strand - Voice
This is a lesson I've developed for Columbus Day. I call it First Contact. I read aloud passages from various books which demonstrate what might have been the thoughts of Native Americans the first time they saw a European. I've used The Birchbark House by Louise Erdrich, Morning Girl by Michael Dorris, Trail of the Spanish Bit by Don Coldsmith and 1491 by Charles C. Mann. Good for background: Rethinking Columbus edited by Bill bigelow and Bob Peterson. As contrast, we read exerpts from Columbus's diary. We discuss what it must have been like. Then, the assignment is to choose to be a Native American or a European in a first contact situation. I try to ask them to speak for this person from history who doesn't have a voice.
Choose a geographical location and a time.
The writings by my mostly Native American students are usually very interesting. We write, share with a peer, revise, and go to final draft. I use author's chair, although at times the student prefers for me to read their story.
Discuss: Is this voice?? or point of view? What's the difference?
Lesson Plan November 22
ReplyDeleteVerb Usage (word choice)
- Students Write two paragraphs, one about an important event in their life, the first in the present tense the second in the past tense.
- Discuss the results. Which essay's work best in the past tense, present tense and future tense?
- Notes: Active vs. Passive verb constructions
Activity 14-1 on verb tense, verb phrases and changing passive verb phrase to active verb phrases.
- Writing: students write a paragraph about a school issue using strong verbs.
GOAL: I'd like students to come out of this lesson being able to see the difference in their writing when they use strong, precise language, and be able to change what they have into something stronger when needed.
Lesson Plan 2 Dec. 7th.
ReplyDeleteEditing and Revision
Student will have 1 week to have a 3 paragraph How To Essay. With their drafts they will edit and peer-edit.
- Do editing practice (mini-lesson)
- Watch Blog spot Week 3 video
- Writing Smarter Lesson 18 Editing intro
- Mini-lesson revising sentences
- Discuss importance of what to replace, remove, and add.
- Hand out revision checklist and editing checklist
Students must self-revise, have 2 peers revise, then teacher revise. Then do the same for editing.
GOLA: Student will be able make changes to their own writing and to peers writings to improve the writing and help the writer create vivid pictures in the mind of their reader (audience.)
From Tim Kalke
ReplyDeleteLesson Plan 1 – World Geography
Purpose – Students gather information regarding the “State of the Great Lakes”.
Warm-Up – Opening Activities followed by Warm-Up Questions. Questions pertain to previously covered material.
Teacher explanation/example/template for creating a timeline, using Section 3 of assigned text. 15-20 minutes for students to work on identifying main ideas and supporting details for an outline. Class regroups – Team Huddle selections for volunteering information to complete outline.
End State – All students have an outline of the chapter from Sections 3-6.
Individual Work Time: Writing assignment, Create a one-sentence summary for each section, including one example of a problem with the Great Lakes.
Lesson 2
ReplyDeleteTim Kalke
Lesson Plan 2 – Adv. Leadership
Purpose – Continue reading novel “Touching the Void”, by Joe Simpson.
Warm-Up – Opening Activities followed by a group review of anonymous student writing.
- Writing is projected for the class to view.
- Allow 5 minutes for students to individually identify corrections.
- Regroup and have volunteers make suggested alterations to the writing. - Focus – Conventions and Word Choice.
Review – Chapter. 9 – “In the Far Distance”.
Assignment: Read Chapter 10 – “Mind Games” and complete student handout.
Writing lesson plan – Ideas
ReplyDeleteMaterials – Paragraphs written by students in a previous class, scoring rubric
Resource – Theory and Practice: 6 + 1 Traits of Writing scoring rubric (pg. 40)
Key words – anecdote, relevant, enrich, theme, inferences
Previous learning – Students have already been introduced to the concept of the scoring rubric using the text provided in the book on pages 43-49. Students have had a previous lesson in which they have constructed the meaning of the word inference. Students have learned the words anecdote, relevant, enrich and theme through choral repetition and by searching for examples of the word’s meaning in a previous lesson.
Lesson outline
Choral repetition and review – Students are asked to say the five key words out loud following a prompt from the teacher. Students ask their neighbors to describe the meaning of the word following a prompt from the teacher. Teacher: “Did anyone hear a definition from someone that they would like to share with the class?”
Students get their paragraphs from the previous class and the scoring rubric as shown on page 40 of the book.
Working in pairs, students assess their partner’s paragraph according to the rubric and include a written account of why they had decided to give that score, along with the example from the paragraph circled and labeled.
Reflection – The original writer is asked to assess their score on the rubric and asked to provide a written sample showing improvements on three of the scoring categories of his or her choice. The original writer and their partner are expected to work together while doing this.
Preparation for the next lesson – Each student is asked to write three complete sentences describing what they have learned about the ways ideas are expressed in writing during this assignment.
Standard for mastery – Each student has provided a written account showing that they have completed each step of the process.
This lesson was done in the composition classes in early October.
Writing lesson plan – Word Choice (language arts fundamentals classes), summarizing
ReplyDeleteMaterials – Idea triangle, text selection
Resource – Make Prayers to the Raven (pages 194-199 – in this case, the story in pages 195-196)
Key words – oblong, capture, den
Previous learning – Students have had many practices using the idea triangle and taking the information from that triangle and transforming it into paragraphs. They have used synonym lists in other parallel assignments using the same form and presentation model. This is the first time that they’ve seen the reading for this assignment.
Lesson outline
Text reading and vocabulary – Start the reading with choral repetition of the three vocabulary words. Students describe the meaning of the words with their hands after mirroring actions from the teacher. (The story is written at about the sixth-grade level.) Students can either read the story silently to themselves, listen to a student reading the story, or have the teacher read the story. (Our history in these classes is that some students will volunteer to read the story out loud.)
Students are handed a blank ideas triangle and a paragraph sheet with the scoring rubric for mastery at the top.
Prompt for the idea triangle – Something that someone might do if there was a woodsman living nearby.
Directions for the idea triangle – In this case, students will be summarizing the story from the book using the elements of the idea triangle. They will focus and develop the idea using the elements from the story, as well as listing the details from the story. In addition, they are required to use at least one synonym for the word “go” in each item on their detail list.
Directions for the paragraph – Summarize the story using the information from the idea triangle, including the synonyms for the word “go.”
Preparation for the next lesson – Students understand they will look at these paragraphs and assess them according to the word choice rubrics from Theory and Practice: 6 + 1 Traits of Writing.
Standard for mastery – The idea triangle is completed according to the standards for that skill; each item on the detail has a synonym for the word “go”; the paragraph is written according to class standards with an opener, supporting sentences, and a clincher; the paragraph includes the use of all four “go” synonyms.
This lesson will be done in the language arts fundamentals classes early next semester.
Lesson Plan #1: Health News Article
ReplyDeleteTrait Focus: Content and Organization
Materials: Electronic copy of “Water: The Overlooked Drink” article to display on the SMART Board, overhead projector, blank overhead, marker, Menu Mailer Water Article (1 copy per student), Health News Article Summary form (1 per student), highlighters
Classroom Discussion: I begin by introducing the Health News Article assignment (HNA). The assignment involves choosing an article to read out of the assigned Current Health Choices magazine, reading the article and then writing a one page article summary and reflection. The students are assigned to complete a health news article during every Form A of a Unit test (so they will be expected to complete one news article summary/reflection about every two to three weeks).
After introducing the assignment, I take a moment to discuss what plagiarism is and what forms plagiarism may take (patchwork plagiarism, etc.). I then discuss how to summarize and I model summarizing for my students. I do this by displaying a short article on the SMART Board and reading it aloud to the entire class. I highlight the key points in the article (to ensure that they are mentioned in the summary). I then write out loud (talk through each step) as I model how to summarize using the overhead projector (since the SMART Board is still displaying the article). While modeling how to summarize, I talk about organization. I show the students how to start their summary with an article introduction and how to conclude the assignment with the final points of their reflection. I allow the students to suggest sentences to add to my model summary.
Once I am done modeling a summary and reflection, I then hand-out the Menu Mailer Water article to my students, a highlighter and the Health News Article form. The students are provided class time to read that article on their own and attempt their own summaries and reflections.
Lesson Plan #2: Career Research Paper – Writing the introduction
ReplyDeleteClass: Introduction to Health Care Careers (Health 105)
Trait Focus: Organization
Materials: Assignment Overview and Rubric Hand-out, Laptop computers (for word processor use)
Project Overview: In this class, students are expected to write a four page research paper on a health care career of their choice. The assignment is talked about on the first day of class and each week of class, a portion of the paper is tackled. The first week of class is spent learning (through a brief over view by the teacher and assigned chapter 1 readings) about all of the different possible careers in health care. During the second week, the students are expected to have chosen their topic (career of interest). During this week we do the first assignment for the research paper, the introduction.
Lesson Outline: The project rubric is discussed as a class. The rubric (and assignment) is pretty extensive and can overwhelm students, but I try to overcome this by focusing on one step at a time. The focus of this specific class is writing the introduction. I approach the subject by having each student discuss why they chose their specific paper topic. What interested them in that career? The students spend some time talking about their choice to their classmates (small group scale). I then talk to them about why I chose my topic (for my model paper). Next, we discuss what makes a good introduction. Many students simply try to write, “The career I chose is…..” So I focus on hooks. I proceed to model an introduction. I then provide my students time to write their introductory paragraph(s). As they are writing, I am there to help and offer suggestions when asked. If a student is stuck, I work with them one-on-one. By the end of class, each student should have a first draft of their introduction complete.