The lesson planning Gods are providing me with some fantastic ideas as of late.
Yesterday after school, I went for a run.
I live in Upstate New York, so a portion of my trail cuts across the Erie Canal passageway.
And out of the blue, I see a photo of a cat stapled to a “No Wake” sign.
Literally – it was just a photo of a black cat with the word “Missing” written in the top center.
There was no contact information. No context. No nothing.
And given that I sometimes can’t shut off my English teacher brain, I said to myself …
Geez … this missing cat has a lot of similarity to my student’s synthesis essays.
And as I’m running, I get to thinking that next year I need a killer introductory synthesis unit.
The problem - I think - is that we’re asking kids to juggle too many complexities in the early phases of how to learn this expository mode. Really – like we’re asking them to learn the art of juggling by hurling seven burning bowling pins instead of one or two tennis balls.
Crazy Idea & Proposal:
Any teachers want to construct a synthesis unit with me around this missing cat?
I’m thinking that we build the sources together – things like the cat’s Snapchat, diary entries, text messages, notes scribbled on a napkin at the diner, overheard phone conversations, taxicab driver testimonies, etc.
Have it be like a mystery that our students have to figure out … how to get Tootsie the Cat back home safely to his owners.
In working together, you could get a sense of two things:
1. What I explicitly mean by “Bob Ross-ing” writing instruction
2. How my templates can yield and house the essay
Let me know what you think. I’ll cobble something together based on interest.
Maybe I should take up golf 😊
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