Guided Freewriting

Grade Levels

10th Grade, 11th Grade, 12th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade

Course, Subject

English Language Arts

Related Academic Standards

C.IE.1.1.2 C.IE.1.1.2

Demonstrate an understanding of the purpose with relevant information, content, and details.

CC.1.4.5.B CC.1.4.5.B

Identify and introduce the topic clearly.

CC.1.4.5.C CC.1.4.5.C

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.

CC.1.4.5.H CC.1.4.5.H

Introduce the topic and state an opinion on the topic.

CC.1.4.5.I CC.1.4.5.I

Provide reasons that are supported by facts and details; draw from credible sources.

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Description

Explain prewriting strategies (including freewriting) to the class, and then ask each student to take out a sheet of paper to practice freewriting. First simply have them write for a certain length of time (5 minutes is long enough) about anything that comes in their minds. Then ask them to focus on a particular topic. Some ideas that might work well with your class include: Problems of Teenagers, Poverty in America, Important Aspect of Family Life, What is Success, Summer Vacation, School and Knowledge. Instruct them to write on the topic as much as possible. If they can't think of what to write, they can just write the topic words over and over until they think of something else to write. As they write, read them a list of leading questions, about one each minute. Let students know that they can respond to the questions or ignore them. (Substitute topics and create related questions as desired.) Topic: Poverty in America Who is poor? What is poverty? Why are some people poor? Where are the poor people of America? When do these problems seem most apparent? How do people become poor? How can people escape from poverty? When the questions have been read, stop the students. Using the blackboard or overhead projector, write down the questions, and then ask for ideas from the students and write these down. Each question should generate quite a few different ideas. Ask for volunteers to share any other ideas or perspectives they developed in the freewriting. Conclude with a discussion of the efficacy of this prewriting--the use of unfocused and focused freewriting, questioning, and talking. If appropriate, the students could follow this exercise with the writing of a short essay on the topic.

Essential Question

What do you know--and how can you explore this knowledge?

Duration

1 period

Assessment

Assessment is based on discussion.

Guided Freewriting