Writing Extension: Exploring Appreciative Inquiry

Shurley ENglish Writing.jpg

Spring brings longer days and more light into our lives.  It’s the time of year when flowers bloom and tree buds turn into luscious leaves before our eyes!  With everything outdoors transforming anew, it’s so hard to capture the attention of students experiencing spring-fever!  So, why not capitalize on the fresh change of seasons, using a writing activity that will inspire students to appreciate spring and ‘Carpe Diem’ at the same time! 

Carpe Diem is a Latin phrase coined by the Roman poet Horace to express the idea that one should make the most of each and every moment of life while one can. Latin scholars translate the phrase to mean “pluck the day (as it is ripe).”  In order to do that, a person must learn how to appreciate what’s going on around them.  Learning to appreciate can translate into a more positive approach to thinking that can last a lifetime if knowledge, skill, and practice are applied. That’s where the poetic principle of Appreciate Inquiry comes into play.  It simply means that what we spend time focusing on and studying shapes our interpretations, learnings, and inspirations!  (Do you focus on what you want or what you don’t want?  Whichever it is, you’ll likely find it.)

For this lesson, students will follow the poetic principle of Appreciative Inquiry (AI) as they carry out the following steps: 

  1. Define the Topic,

  2. Discover (explain the best of what is),

  3. Dream (imagine what could be),

  4. Design (develop what should be), and

  5. Destiny (compose what will be). 

The topic should be written on the board for everyone to see.  Students will get out a sheet of paper and write it at the top of the page.  Topic: A Spring Day in (City/State)…Carpe Diem! 

Since the topic has been predetermined, students will learn to appreciate spring a little more by engaging in the steps of Appreciative Inquiry.  The initial step requires students to Discover.  In this moment, they will be asked to find, emphasize, and bring attention to any factors that are included in a spring day in (city/state)…carpe diem!   They will focus on explaining the best of what is! Often times, it helps to think about positive experiences from the past, or if possible, you can have students venture outside to witness spring taking place in real time. Some additional questions include: 

  • Is there anything surprising going on around you? 

  • Does anything touch your heart or move your spirit? 

  • What seems to be going well for you in this moment? 

As students generate ideas, they will list their ideas on the sheet of paper.

Once students have discovered the attributes of a spring day in (city/state), the next step in the AI process is to Dream.  Ask students to use their imagination to enter a state of dreaming and begin to daydream about what could be or needs to be included in the best spring day in (city/state)…carpe diem…ever!  The sky’s the limit, and no dream is too big!  Some questions to help students dream include: 

  • What could make this spring day even better? 

  • What would you add? 

Students will make a list of dreams, leaving room for details that will be developed in the next step of AI.

The next step in AI is called Design.  During this step, students will write concrete, actionable steps that could turn their dreams listed in the previous step into reality.  They will literally explain the steps that would have to take place for their dream to come true.

Last, but not least, Destiny is the final step in AI.  During this step, the student must decide on how they will personally contribute to the dream (Step 3) and the proposed design (Step 4) of a spring day in (city/state)…carpe diem.  Students will write their destiny statements beneath each dream and design statement.  (Example:  I will…)

After students have completed the 5-steps of AI outlined above, they will use the information to write a 5-paragraph essay.  Students will prewrite, write, edit, revise, write a final draft, and publish: ‘A Spring Day in (City/State)…Carpe Diem!’

Resources: Use the following link for access to various prewriting maps to aid your students in their journey!

Grammar Reinforcement: Creating Confidence Cards

Confidence with SHurley English.jpg

I love teaching!  I love the challenge of finding ways to teach children how academic content connects to their real life.  My love of teaching has carried over into the world of life coaching, and in this capacity, I can help teens feel good about who they are.

Let’s be real.  Life can be tough for many children these days, and many of them could benefit from a little more positivity in their lives.  For this reason, I found a way to connect my passion for helping teens develop a positive sense of self by using sentence patterns taught in Shurley English. 

Shurley English teaches seven sentence patterns.  All of the patterns include action verbs except for Pattern 4 and Pattern 5.  These two patterns include a linking verb (LV).  A linking verb expresses a state of being and shows no action.  Study the following chart to review the core parts of the seven sentence patterns:

Sentence Patterns with Shurley English.png

The core parts of a Pattern 5 sentence include a subject noun (SN), a linking verb (LV), and a predicate adjective (PA).  The linking verb links the simple subject to an adjective in the predicate part of the sentence that modifies the subject.  As students recite the Question and Answer Flow, a step is included to help them understand clearly that a predicate adjective modifies the subject.  Here’s an example:

Pattern 5 Sample with Shurley English.png

Now that I’ve refreshed your memory about the core parts of a Pattern 5 sentence, I’d like to share an idea that will focus on Pattern 5 sentences AND help your students develop a strong sense of self.  It’s called, “Writing Confidence Cards.”

To get started, you will need ten index cards for each student.  After passing them out, follow these steps:

  1. Review the core parts of a Pattern 5 sentence. 

  2. Write the words: “I am ____.” on the board. 

  3. Tell students that they will be choosing a positive predicate adjective to fill in the blank that will describe them.

  4. Model some positive word choice examples (SP LV PA):

    I am creative.

    I am beautiful.

    I am confident.

    I am intelligent.

  5. Tell students to write a different sentence on each index card.

  6. Review the sentences to make sure they have written appropriate sentences.

  7. Ask students to illustrate and decorate each card.

  8. When students have completed their set of Confidence Cards, they will be able to use them in a variety of ways.  (See below.)

Here are a few “Confidence Card” activities to utilize in your classroom:

  • Ask students to choose one card from their deck as their journal writing topic.

  • Create a class deck.

  • Choose a card from your class deck as the topic for a class discussion as part of your morning routine.

  • Make a duplicate card deck for a think-pair-share activity.  Pass out the deck, making sure two of the same cards have been handed out.  Have students with the same card pair up and discuss how their “I am___.” statement applies to them.

  •  Invite the school counselor to your classroom for a team teaching opportunity to discuss the benefits of positive self-talk.

As you can see, Confidence Cards provide a unique way to reinforce the Pattern 5 sentence and boost your students’ self-esteem. Do you have a unique way to reinforce grammar study in your classroom? If so, we would love to hear your ideas in the comment section below.

Spring Bulletin Board: See How We've Grown!

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It’s not always easy to see how much we’ve grown in one year, especially for a child.  Physical growth might be the most noticeable because we can feel it in several ways.  For instance, we can tell when our clothes are too big or too small; they don’t fit right.  We know when our feet have grown because our shoes are too tight, and our feet hurt.  Also, we can tell when our hair has grown when it starts covering our eyes and ears. 

Intellectual growth, on the other hand, is much more difficult to notice.  Other people, like a parent or teacher, seem to notice this type of growth before the individual realizes it!  Everyone enjoys being told how much they’ve grown intellectually, so here’s a way for you to do that in your classroom.

Image Source:  Volunteer Spot

Image Source: Volunteer Spot

Throughout the year, Shurley English students have spent a lot of time building their vocabulary skills to improve their word choice strategies.  They have created their own synonym/antonym booklet, a vocabulary notebook or notecards, and also learned how to use “Power Words” in their writing.  Now, they can use all of these learning tools to help create a spring bulletin board. This bulletin board idea gives your students an opportunity to reflect on the words they’ve learned  and written in their notebooks and to realize how their vocabulary word bank has grown. 

Below are the steps to follow in order to build a “See How We’ve Grown” garden in your classroom:

Step 1: Create a Synonym List:

Materials Needed:

  • Synonym/Antonym Booklet

  • Vocabulary Notebook/Vocabulary Notecards

  • Power Words (found in Shurley English Student Textbook)

  • Shurley English Student Textbook

  • Thesaurus

  • Paper

  • Pencil

To Do:

  1. As a class, create a list of basic words your students overused at the beginning of the year.  (e.g., good, bad, friend, happy, sad, etc.) 

  2. Allow students to work in pairs and assign basic words to each group. 

  3. Have each pair create a list of three to five synonyms for their assigned word(s). 

  4. Encourage students to use their Shurley English resources and a thesaurus to complete the activity.

  5. Monitor students’ work by walking around the room to assist each group.

 

Step 2: Create Vocabulary Flower:

Materials Needed:

  • Circles (pre-cut)

  • Long strips of colored paper (pre-cut)

  • Glue

  • Stapler

  • Black markers

  • Pipe cleaners

  • Green leaves (pre-cut or *create a pattern)

  • *Green construction paper

  • *Scissors

To Do:

  1. Write the basic word in the center of the circle with a black marker.

  2. Write the synonym for that word on half of the long strip of paper.

  3. Loop the long strip of paper so the half with writing on it is on top. (See example below.)

  4. Glue the two ends of the loop together.

  5. Repeat for each synonym.

  6. Once all leaf-loops are constructed for that basic word, glue or staple the leaves under the circle to complete the flower.

  7. Students continue to create flowers to fill your bulletin board. (You might even want to add a clothesline with a few writing pieces on them.)

Source:  IMGLabs

Source: IMGLabs

 Finally, use your own creative flare to build a beautiful spring garden that showcases your students’ growth!  Don’t forget to discuss and celebrate their growth as a class.  When our efforts and growth are recognized, the acknowledgement gives us the extra motivation to keep going.  This is a wonderful way to keep your students engaged and excited about finishing the school year.