So I did a Major Works and Minor Works Slideshow. I did a lesson in a video class about them. I gave parents and teachers a quiz! I’m going to end this subject with a Tricky Trick Download for students!
I’ve been putting together Tricky Trick Downloads for a few months now, and I love how they take complicated information and make that info succinct and understandable. Print them off and put them on your bulletin board–or in your student’s language arts binder. They will come in handy regardless of the curriculum you are using!
I’ve been teaching Major and Minor Works in every class and every private writing student meeting for two weeks now–and I feel like a broken record!
(Since I was teaching so much about it, I have provided teaching for my blog readers too—did you see these:
1) Color Essay Video Teaching (lots of detailed instruction on Major and Minor Works in the video AND the free lesson)
2) 5 Tips for Major and Minor Works From Language Lady (Yes, I got carried away and made a slideshow about it too!)
3) Tricky Tricks Download–print these off for your students!)
Ever wonder how to teach students to write from a source you give them? Do you get confused teaching students about Major Works and Minor Works (when to cap what and how to distinguish majors from minors)? And did you know that color can be an integral part of story writing? If you want to know more about any of those things, watch the video below and follow along with the free lesson I am including! I think you’ll enjoy it. (I loved teaching it!)
In my experience, students either love story writing or hate it. They either have ideas floating around in their heads, waiting for the next story writing unit–or they feel that they have no ideas and hope for a stomach bug that week! This is one reason I use the Directed Writing Approach in my books–so that each step of each type of paper is laid out incrementally.
One common problem that students have when story writing is telling “first this happened; then this happened; after this, that happened; later on, this happened” by students. What could be an exciting, action-packed story becomes a narrative/retelling–or worse yet, an essay. Have you ever wondered how to help students from the start with this rambling problem?
I have the privilege of doing something this semester that I only get to do every once in a while–teach a private or small group of students who have taken many classes with us before how to write a BIG research paper. Most students who start out with us in elementary school of taking CQLA (Character Quality Language Arts) classes follow a protocol similar to this:
One of the first things that we teach students who are learning to write sentences is that every sentence must have two things: a subject and a verb. (Technically, I teach that a sentence must have FIVE things—CAVES: Capital, All Makes Sense, Verb, End Mark, Subject.) Verbs are important! Action verbs are the forward motion of sentences. They persuade in persuasive writing; inform in research-based writing; and entertain in story writing. They do all of this in spite of one man, Michel Thaler, writing a 233-page French novel in 2004 that did not contain a single verb. (And I would say it also did not contain a single sentence! 😉 ).