Writing

strategies
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Write your own biopoem

Direction: Write your own BIOPOEM.

LINE 1 First Name

LINE 2 Four traits that describe character _________.
LINE 3 relative (brother, sister, etc…. ) of _________.
LINE 4 Lover of ___________. (list three things or
people)
LINE 5 Who feels __________. (three items)
LINE 6 Who needs __________. (three items)
LINE 7 Who fears___________. (three items)
LINE 8 Who gives ___________. (three items)
LINE 9 Who would like to see _______. (three items)
LINE 10 Resident of _______.
LINE 11 Last Name
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Purpose!!!
a poem that is written to describe a person,
usually a fictional character or famous person.
'bio' is short for biography.
Having students write a bio poem in your
classroom will help them summarize
information about a famous figure or fictional
character, making them more likely to
remember what they learned about the
person.
A bio poem is an interesting piece of writing
because it follows a simple and uniform
format, regardless of who writes it.
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MUDDIEST
POINT
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“A professional writer is an amateur

who never quit”
-Richard Back
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PURPOSE!!!
✖ Quickest way to determine what students find
unclear or confusing
✖ Safe alternative for students who have difficulties
in raising questions
✖ Teachers get sense of what students find
problematic and can adjust their presentation to
remedy the problem
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PROCEDURE

✖ After the discussion, lecture, reading, video or

presentation ask students to write on a 3 x 5
card a quick response to the question

What is the muddiest point in ________?

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raft
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What is RAFT?
Role: What do you represent?

Audience: Who might you be writing to

or presenting to?

Format: What form will your written piece

take?

Topic: What are you trying to convey?

What emotion?
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PURPOSE!!!

✖ Helps writer develop a sense of

their role as a writer, their
audience, the format of their
work and the content.
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Procedure!!!
✖ Explain what is RAFT?
✖ Brainstorm topics for writing
✖ Select a topic and brainstorm possible roles,
audience, format and strong verbs
appropriate for topics
✖ Have students write on generated topic
✖ Have students write their own RAFT!!!
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A picture isaves effort to explain

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flames
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Purpose!!!
This strategy provides students with questions in four learning styles.

(ST) (SF) (IT) (IF)

SENSING SENSING INTUITIVE INTUITIVE
THINKERS FEELERS THINKERS FEELERS
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WHAT IS FLAMES???
F – find questions in all four styles
L – look for the material a few times and take note of the important points for
about 5 to 10 minutes, keep the 120
selected questions in mind

a – are to write their selected

80question for 5-7160
minutes (never mind the
spelling and punctuation marks)

m – make an inspection40and identify those responses

200 they like and those they
don’t. (encourage students to revise ideas rather than edit spelling and
grammar

e – explore writing in groups0 of three or four.240

Each listener should comment
on one or two things that stood out or made an impression

s – share in larger class group. Evaluate the session would they still pick the
same question? What would they change? Why? What was the most
powerful or interesting thought that came from their group?
ST – SENSING THINKERS
Draw a picture of:
a) The most interesting scene
in the chapter
b) Your favorite character
c) How this chapter made you
feel.
SF – SENSING FEELERS
Would you prefer to:
a) Live alone as a fugitive for
the rest of your life or go to
jail for a defined time?
b) Live honestly outside the
law or dishonesty inside the
law?
IT – INTUITIVE THINKERS 16
Compare and contrast:
a) How Johny, Ponyboy and
Dallas deal with the
situation or
b) How Johny reacts with how
you expect him to react.
IF – INTUITIVE FEELERS
What would you do if you were
a) Johny or Ponyboy or
Dallas?
b) Write a letter to : Johny or
Ponyboy or Dallas. Explain
what you think they should
do and why do you think
they should do it?
 Example: chemistry
ST – SENSING THINKERS
Make a diagram of the periodic
table, showing and naming each of
the major section
SF – SENSING FEELERS
Write a letter to Demitri Mendeleev,
the Russian chemist who first
published the periodic table in 1986.
describe how his work helped
organize the science chemistry
IT – INTUITIVE THINKERS
Compare and contrast the
properties of metallic vs. nonmetallic
elements. How does the periodic
table reflect those differences?
IF – INTUITIVE FEELERS
What would the periodic tabe look
like if the transition metal section
were missing? What effect would
the loss of those elements have in
the world?
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Reflective
writing
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This helps us understand the students and their lerning and

helps us develop the process

ONE-
JOURNALS QUICKWRI
SENTENCE
WRITING -TES
SUMMARY
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JOURNALS
Students have the Its goal is not to
Writing journals opportunity to produce perfect
enables student to connect concretely piece of writing
personalize their with their own but to explore
learning thoughts, rehearse meaning about the
their ideas for topic for
future use and themselves
relate to the
subject under
consideration

There are more ways we can have with journals : “First-thoughts”,

“Stop-in-Write”, and the famous one is the “dialogue journal”
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Dialogue journal
Quote / Lecture Note Personal Reactions A friends reply… (another
student in the class)

Procedure:
• On the first column student write something related to
the content that they have heard or read
• Second the second column, students write their
reactions to the selected reading/ notes
• On the third column another student react or respond to
the write ups
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ONE MINUTE PAPER

Writing assignment that the teacher can

assign either in class or for an out-of-
class assignment. Student write for a minute
on a reading, a classroom experience or a
question that the teacher or student pose.
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PURPOSE:

 Enable student to capture the main point of the

content with minimum effort.
 Strengthens the summarizing, abstracting and
critical thinking abilities of the students and/or the
class
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One Sentence Summaries

(WDWWWWHW)

A summarizing technique a technique a

teacher can use to find out how thoroughly,
coherently and creatively.

(Who does/did, What to Whom, When,

Where, how and Why)
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PROCEDURE:

 Select a topic that your students have studied

in your course to date and that you want them
to summarize
 Ask them to work as quickly as possible in
answering the questions
 Have students turn their responses into a
sensible sentence.
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QUESTION RESPONSE
Who? Tenorio and his drunk friends
Do what? Come to murder
To what or whom? Ultima La Grande

How? Burning
When? At night
Where? Not clear
Why? Tenorio accuses her of killing
his daughter