Bump It Up Walls ~ Attempt #2: Part 3

All right… 

I have just been reading more about Bump It Up Walls and reflecting on the post I just wrote detailing the steps from Michelle and Tammy. At the end of the post, I left with the question, “How do I get the arrows up onto the display board so that it is a ‘wall’ of success criteria?

I just stumbled upon a very simplified set of instructions and I think these may have the /an answer that I have been looking for…

  1. Step 1: Make an anchor chart of the essential ingredients of a the writing piece. (Same as Michelle and Tammy…)
  2. Step 2: Create a criteria-based rubric using terminology from the anchor chart. (Same as Michelle and Tammy…)
  3. Step 3: Write a sample piece at a level which you feel can be improved. (Same as Michelle and Tammy…)
  4. Step 4: Label the arrows with Bump It Up Strategies. (I think that this means that the students write their suggestions for bumping up the writing  but instead of leaving them on the chart paper in Tammy’s version the students write them on coloured arrows and post them up. The Arrow Shape Clip Artquestion I know have is: how do the students get a hold of this paragraph so that they can fix it? Would I print it off right there in class then hand it out? Or would they copy it down as we wrote it, which is a strategy I use with Grade 10 students?
  5. Step 5: Bump It Up Writing: Re-write the sample piece using the ‘Bump It Up’ Strategies

So, what is my plan?

I have a sense that I will try the following:

The students will be allowed to, at this point, choose their own path but they will have to be like Fed-Ex = deliver the goods in order to stay on that path.

Here is my idea:

  1. Create a list of all of the essential ingredients of an essay = anchor chart.
  2. Create a list of all the essential ingredients of a paragraph.
  3. Create a list of transition words.
  4. Give students the COMMON ASSESSMENT RUBRIC that was generated by the English Department for Grade 12 College English.
  5. Brainstorm a list of experiences that are common to all students in a high school, such as using a locker, walking down the halls, using the cafeteria, joining a team, being a high school student, etc.
  6. As a class, we will choose one topic.
  7. We will then brainstorm as many ideas as we can about this topic.
  8. Once we have brainstormed, we will whittle this list down to the three best or strongest ideas.
  9. The class will then generate ideas using a Fishbone graphic organizer to capture ideas for later use.
  10. For the sake of expediency, I will show them a very simple ‘formula’ to create a thesis = S (Subject) + L ( Linking Word) + R1 (Reason 1) + R2  (Reason 2) + R3 (Reason 3) = 1. (1 sentence therefore only 1 period).  ** I will get them to this point because a) Tammy and Michelle suggested I choose a focus so I have chosen to focus on the body paragraph structure and b) some diagnostic feedback from the students indicated that most of the are comfortable making a thesis.
  11. I will then ‘take over’ and have a student type a paragraph that I will dictate. This paragraph will include deliberate mistakes in structure, language and depth of research. (Question: should I have the students write the paragraph down as we go? Or should I print it out for them quickly so  that they have a copy? If I print it out, then I can place a copy on the Bump It Up Wall right away with their arrows.) ***This first version will be the Level 1.
  12. I will then take Tammy’s suggestion and focus in on one sentence or one area or detail and have the students suggest ways to ‘bump it up’ as a class. (Foci: Depth of answer + transitions / coherence and logical progression.) These suggestions should be written on arrows —  but with the teacher’s guidance.
  13. The typer then re-writes the paragraph with that section ‘bumped up’. *** This second version is then printed out and placed on the wall as a Level 2.
  14. The students then work with a partner to come up with more suggestions for ‘bumping up’ the paragraph, which they write on arrows, and place next to the Level 2 exemplar.
  15. Re-write this paragraph a 3rd time with the suggestions and this is now the Level 3 exemplar.
  16. Have a discussion about how to get the writing to Level 4.

Getting closer, I hope…

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2 responses to “Bump It Up Walls ~ Attempt #2: Part 3

  1. I have often (or almost always) had students working with their own writing (or an anonymous sample from another student) immediately after we did the shared piece together, so before the class starts, I will have photocopied the pieces they’ll be assessing.
    For the piece we look at together, I have usually used a piece that I had already written (so the actual writing together wasn’t part of the class – it was assessing the piece that I had previously written). I’m wondering about the purpose for spending time having a student type while you dictate in class. Is that to model the writing process? For me, I had previously modelled the process so, in this class, I was only focused on assessing the piece and giving feedback.
    Because the piece was previously written (or typed), in that case you could give them all a copy of it after you worked together as a class. I used that sample text on the document camera so they could see what I was doing and then the actual artifacts (like the piece of writing, the rubric, and the arrows) could immediately be put onto the bulletin board. Then their practice was with their own piece of writing.
    This didn’t end up looking on the bulletin board like the same paragraph bumped up from Level 1 to 2 to 3 to 4 – it was different exemplars at different levels, each with its own feedback to improve.
    Just another version, I think. I do like the idea and will try it with all one piece of writing.

  2. Pingback: Traffic Lights meet Bump It Up Wall | mistercooke's teaching blog

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