Thirty Days to Unlock FCAT Writing Success - Polk County School ...
Thirty Days to Unlock FCAT Writing Success - Polk County School ...
Thirty Days to Unlock FCAT Writing Success - Polk County School ...
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Essay Conclusions: A Kinesthetic Approach<br />
By - Marcy Winograd<br />
Goal: Students will understand the essential elements of a conclusion.<br />
Objective: Students will identify the elements of a strong conclusion and write conclusions for essays<br />
that need them.<br />
Materials: Sample essays with and without conclusions.<br />
Lead-in: The teacher stands in front of the class with his/her hand on her forehead, as though looking at<br />
an approaching subway train. The teacher asks, "What am I doing?" After students comment, the<br />
teacher tells them s/he is demonstrating one of the essential elements of a strong conclusion; the writer<br />
must look <strong>to</strong> the future.<br />
Procedure: The teacher uses gestures <strong>to</strong> explain the four elements of a conclusion. First, s/he uses her<br />
hand <strong>to</strong> reach over her shoulder and pat her back. This represents the need <strong>to</strong> "<strong>to</strong>uch back" <strong>to</strong> the main<br />
idea of the essay, as stated in the thesis paragraph. Second, s/he puts her hand on her forehead <strong>to</strong><br />
demonstrate the importance of looking <strong>to</strong> the future. Third, s/he hits her heart with her fist <strong>to</strong> signify<br />
the importance of going <strong>to</strong> the heart of the matter; What difference does it all make? Why should the<br />
reader care? Finally, s/he pulls her arm back like she is about <strong>to</strong> let go of a sling shot. This is the "zinger"<br />
or final statement that leaves the reader thinking, "Wow!"<br />
After explaining the four conclusion elements, the teacher asks the class <strong>to</strong> join in and gesture along<br />
with her as she shouts, "Touch back; look <strong>to</strong> the future; go <strong>to</strong> the heart; end with a zinger."<br />
To add <strong>to</strong> the fun, the teacher can then invite students <strong>to</strong> come up in groups of four and time them <strong>to</strong><br />
see how fast they can <strong>to</strong>uch back, look <strong>to</strong> the future, go <strong>to</strong> the heart and end with a zinger.<br />
Once students have acted out the gestures, the teacher can pass out examples of essay conclusions that<br />
address all four elements. Students label each part of the conclusion.<br />
Next, the teacher passes out conclusions that are clearly lacking one or more of the elements. Students<br />
identify the weaknesses and rewrite the conclusions.<br />
Assessment: Students can be assessed on the conclusions they write or rewrite. The <strong>to</strong>p score on the<br />
rubric indicates the conclusion <strong>to</strong>uches back <strong>to</strong> the main idea or thesis, looks <strong>to</strong> the future, explains the<br />
importance of the issue and ends with a zinger or statement that makes the reader say, "Wow!"<br />
http://www.lessonplanspage.com/LAKinestheticApproachTo<strong>Writing</strong>EssayConclusions58.htm<br />
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