Tomorrow I begin the writing modules. I intend to research the teaching of writing, and to write more myself as once I did.
In line with practice seen elsewhere, a booklet created with colleagues has been created, along with resources elsewhere. It covers the content of different writing types intended for assessment, and the assessment is determined by the British exam board AQA.
I want to begin the writing tomorrow with a lesson distinctly about the creation of perception. That is, the use of language to present the same thing in a different light. So, for example, I often speak of how metaphors affect reality: where Western students (and teachers!) might use the metaphor of feeling ‘burnt out’ when describing themselves after intense work, Korean students (I am told) use a term equivalent to ‘needing to charge’. Whilst the physical conditions of both expressions is similar, the effects of the metaphor are profoundly different: for the ‘burn out’ metaphor, the energy is entirely extinguished, often meaning that the person is diminished at best, or more likely damaged or worse; for the ‘recharge’ metaphor, the revitalisation is apparent, as well as connotations of ease for the recovery.
My vision is this (combined with slow writing techniques), especially when managed with the social aspects of writing will provide conditions conducive to academic inspiration and thought.
So, in all true spirit of these things, I will create the PowerPoint to use.
Creative Writing KS3 First Lesson Distort Reality
The crafting and organisation of this lesson is implied. A timer, music, management of groups, exemplars shown with a visualiser, and a sense of trust and pace are imperative here. Reflection can be based on ‘did you enjoy this?’ and ‘why?’. Moreover, the usefulness of purpose when structuring writing writing to depict an emotional state can be extrapolated, ideally, to more conceptual ideas and states, as well.
As always, this lesson can/should be tweaked for purpose and pace. This is good enough, though, to play with.