Writing a composition without a pen!

Target Curriculum: English/Writing

Target Grade: 6 - 12

SOLs: E/W.9.2   E/W.9.6  
Time: One week

Objective:
Students will
1. interview a peer for biographical information.
2. record data on a computer using Microsoft Works, Word, or other selected word processor
3. analyze and manipulate data to produce a well organized, biographical composition and informal classroom speech on the selected peer.
4. create graphics that add to the appearance of the publication

Purpose:
To catch students’ attention early in the semester and have them relate to new classmates by writing a biography of a peer using only the computer and printer for notes, rough draft, revisions, and final products.

Materials:
A lab containing computers for at least half of the class number

Handout with suggested questions to ask for the interview

A disk (or 2) for each student to keep a record of the work completed

A Gateway Destination, or similar, to show individual work and teacher suggestions as class is proceeding. (Not absolutely necessary, but a really nice addition!)

Procedure:
1. Partner selections: Before the unit begins, the teacher should set up selected pairs. An effort should be made not to pair best friends together. This unit is much more valuable if a student is with someone they do not know well, plus, the discipline is easier.
2. The unit on the interview is introduced by telling students that they are going to write a composition without a pencil or pen. This gets their attention and creates interest. In fact, they can be told that they will be penalized if one appears....generally producing a laugh and more interest. Also, they like knowing that they are going to the computer lab.
3. Each student gets two disks to record all information. The class is given all the rules and regulations of the lab and the student’s responsibilities for individual performance. The second disk is kept daily for safety in case the first gets lost or damaged. This enables the student to take the other home or to another computer after class if he or she desires.
4. A worksheet is handed out to aid in the interview process. Questions from a biography writing section and made up ones can be used. The following are standards on the sheet I give out under “Basic Information” Some items that are included are name, birth, siblings, parents, places they have lived, etc. Also, a phone number is good to have in case a call is needed to clarify some information.
a. Likes (clothing, food, books, records, films, recreations, sports, heroes)
b. Dislikes and pet peeves
c. Worst nightmares
d. Wishes, hopes (personal or professional or both...Global for the world ten years from now)
5. Each pair of students selected is assigned to a computer. The teacher than gives an introduction to the system and its uses. The intro should cover the manipulation of the system, choices that can be made, saving information, printing, and anything else, depending on the group attempting the assignment, that is needed to get them going. Here is where a big screen computer comes in handy. The teacher can place the big screen in front of the room and work with it behind the students with the remote control and keyboard. This keeps the discipline in order and keeps the teacher from turning his/her back to the class.
6. When the teacher has finished the introduction, or during the presentation, time can be given for students to all, at the same time; turn on the computer, manipulate a certain program, pick the appropriate fonts, type, revise, etc. Students should be told to save their work periodically; maybe every 10 minutes or so.
7. Students are now let loose to use the computer as an electronic notebook to interview each other. They should recreate their interview sheet on the computer and then be told that they have thirty minutes each to conduct the interview. (The time can be changed to accommodate abilities) They are also assured that they will come back to perfect their notes. The teacher should walk around the class now to help identify and correct any problems that may arise. At the end of these two sessions students are asked to save their notes to the appropriate files and/or disks. The big screen can be used here to show examples and give others ideas.
8. Students should find one interesting fact about their subject that they can use later as a title or “attention grabber” during their speech. This should also be used to have their interview stand out and maybe make it easily remembered.
9. During the next session students write their rough drafts. This is a good time for the teacher to go over the basics of composition; such as, the introduction, body and conclusion. At this point, there is no need to get into these areas too much and ruin the interest. Let the students write and make evaluations from there.
If there are only computers for half the class, this is a good opportunity to introduce a literature assignment, provide reading time, have them review and do exercises on “The Interview” and “The Informal Speech” in the grammar book, or any other “quiet” assignment that needs to be started during this time. Half the period for each student should be available on the computer for completion of the rough draft. Forty-five to sixty minutes should be provided for this activity depending on ability and success. Again, the big screen should be used to show individual student’s progress, make suggestions and reward the work that has been done.
10. Peer review - After the rough drafts are finished, students are told that they are going to play musical computer stations. Viewings are done on each rough draft. A suggestion section is created at the end of the composition, and as students review different works, each may leave suggestions there and then move on to the next station. Thirty minutes should be allowed for this exercise, which is usually a hit, and helps students perfect their writings.
11. The student now takes the rough draft and suggestions to begin the final draft. He or she may run the notes out on the printer to use . Depending on the expertise of the teacher and students, now is a good time to add graphics if desired. These colorful writings may then be displayed in the halls for viewing at a later date.
12. After the compositions have been written, the teacher should ask the students to make a rough outline of the paper that will enable him/her to give an informal speech to the class on the interview. Students should prepare the speech for homework.
13. Before the speeches the teacher should let the students know that there will be a “test” after all are completed, but that they may use their notes to answer questions. As students are selected to give the speech, the teacher collects the formal paper and quickly looks at the notes before it is given. The teacher now takes notes on the given speech and picks out “special” ideas about each student for the test. This turns out to be quite enjoyable; makes students listen and take notes, and gives them a special place in the class at the end of the unit. The teacher may type the test for the next day or give it orally after the speeches.

Observations:
It is inconceivable that there will be no glitches with this unit, especially since a computer is involved. Thus, every effort should be made to keep the mishaps from happening. Two disks were added to the unit after some damaged ones were produced and when some computers, or students, destroyed entire files.
Students should try to save work every ten minutes; even program the computer to do it for them, thus anticipating power outages or other unforeseen circumstances.
Students should always be given a time limit for each task.

Conclusions:
This has been one of the most popular units I have done since the advent of computers in the schools. It is always a pleasure with the kids, and gets a lot introduced and completed that sometimes can be drudgery for both teachers and students. I have always told my students how I wished I had a computer in my school days, but this exercise really seems to drive the idea home. The spell and grammar checks on some of these programs help students approach the assignment with more ease and less fear of failure. The teacher becomes more of a tool students can use to discover how writing can be made easier, and thus, a more cooperative relationship is awarded to those involved. The pleasure one can receive when writing becomes a goal that can be reached by more students.
This is a “technology-supported cooperative learning project” and a “student-centered investigation.” Both of these areas have reliable data backing up the idea that students will not only attempt such an activity with more interest, but also, retain the experience for a longer period of time as opposed to some more traditional methods trying to meet the same objectives. It is also a unit that will give the teacher and students immediate insight into themselves and others around them.

Extension:
After this introductory unit, a teacher is left with numerable avenues. A teacher can basically use the same format for other compositions, biographies, historical accounts, critical reading, including the research paper in any discipline.
Projects also are left to the imagination; A publication of area personalities, oral history research archives, literary portraits, family histories, personal and historical web pages.

Class Discussion Questions:
Are there any students you’d like to ask some questions? Maybe there was something you would like to know more about or would like some more information on. Did any of the special interests surprise you? In which ones are you interested and may explore yourself?

Cautions and Concerns:
Monitor students closely on computers and keep idle time to a minimum.