Rebekah O'Dell Profile picture
Teacher. Reader. Blogger ( Wife. Mom. Author of WRITING WITH MENTORS and BEYOND LITERARY ANALYSIS (Heinemann, January 2018)
8 Apr
Articulating rich, nuanced themes / main ideas is almost always the goal line in English class, right? What does this text MEAN?

But it's challenging for Ss.

A big reason for this is that we often wait until the end of the text to start honing in on themes. (1/)
I've been experimenting in a current unit with encouraging students to use strategies to articulate "hypothesis themes" early on + throughout their reading. (2/)
This way, readers aren't overwhelmed with trying to find THE theme in a whole novel. They are collecting possible, potential themes as they read. This feels more doable. (3/)
Read 6 tweets
17 Mar
It's crucial for writers to have the opportunity to revise after receiving feedback. But, I hate assessing revisions more than anything. (1/)
Today, I tried something new, and this is my plan forevermore: I conferred with each writer +asked them to show me where they made revisions. I asked:
- What did you think when you read my feedback?
- What were you thinking as you revised?
- What were your main revision goals?
- What was hard about revising this piece?
- How is this version of your piece stronger than the previous version?
- What did you learn through writing + revising this piece that you want to take into our next piece of writing?
Read 5 tweets
29 Jan
Would you like your students to use interesting figurative language in their writing? Or do your students study analogies, and you need a way for them to apply that understanding? Check out this pattern in two potential sentence studies: (A Thread)
"Beyonce is to Millenials what Christianity was to our grandparents; there's a societal expectation that you will be involved + occasionally perform conspicuous acts of piety" from…
Look at the frame here: "_____ is to ______ what _______ was to ______; _____EXPLANATION OF THE ANALOGY"
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