Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
As a secondary school teacher, which strategies (2-3) do you believe will work most effectively in your chosen content area for teaching creative writing to students? What are some challenges you beli
As a secondary school teacher, which strategies (2-3) do you believe will work most effectively in your chosen content area for teaching creative writing to students? What are some challenges you believe may be associated with implementing these strategies?
you should write at least 500 to 600 words, personalize your reflection include real class examples to show how you apply it to your classroom. give at least three references.
References
1. Clark, D. (2017, August 2). 6 strategies to motivate reluctant readers. ReadingHorizons. https://www.readinghorizons.com/blog/6-ways-to-motivate-reluctant-readers-to-read
- This blog provides strategies for working with students who don’t want to write.
2. Drapeau, P. (2014). Sparking student creativity: Practical ways to promote innovative thinking and problem-solving. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.
- Read pages 59-142 which give strategies and methods for incorporating creative thinking and writing into your curriculum.
3. Fisher, R. & Williams, M. (2005). Unlocking creativity: A teacher’s guide to creativity across the curriculum. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.
- Read chapter 3 (pages 37-54) which provides some theories, strategies, and methods for using creative writing in the classroom.
4. Graves, D. (n.d.). Creating a productive writing environment. Scholastic. https://www.scholastic.com/teachers/articles/teaching-content/creating-productive-writing-environment/
- This article provides some strategies for making your classroom creative writing-friendly; it is geared towards grades 1-8 but can easily be adapted to high school.
5. Henderson, J. (2008, December). Developing students’ creative skills for 21st century success. ASCD Education Update. http://www.ascd.org/publications/newsletters/education-update/dec08/vol50/num12/Developing-Students'-Creative-Skills-for-21st-Century-Success.aspx
- This article focuses on how creative thinking and creative writing can benefit modern students.
6. Morrissey, F.A. (n.d.). Write on!- Creative writing as language practice. University of Berne. http://www.teachingenglish.org.uk/article/write-creative-writing-language-practice
- This document outlines and discusses some benefits of creative writing.
- @
- 3760 orders completed
- ANSWER
-
Tutor has posted answer for $10.00. See answer's preview
****************** Writing *** ******** ***************** ********** ***** and ************** NameDue ******************************** Writing and ******** Strategiesa) As * ********* ****** ******* ***** ********** ***** do *** ******* **** **** **** *********** in **** chosen content **** *** ******** ******** writing ** students? **** *** some ********** *** ***** may ** ********** with ************ ***** *********** *** craft ** ******** ******* ******* ******* ********* *** ***** ** ****** ******* ****** and ***** fiction *** ***** of ******** writing **** **** ** ******* *** be ****** using * ******* ** ********** ** * ******* *** ******** I ***** ****** ** ******** my students effectively ** ** ********* **** ** *** fundamental aspects ** storytelling For ******** when teaching ***** ***** ******* * will ********* the ********* thinking to ********** *** ***** ** the **** **** ****** ** write (Babayigit ***** *** ******* ****** * story's ******* *** ************* ** what ** write **** help *** ******* build *** ******* ********* ******** ** ****** *** **************** to ***** good ******** ******* * would ***** students through *** ******* ******* *** *** them ****** a ***** **** **** can ****** ** Students will ** **** to **** ****** of their ******* *** channel ***** ******** ****** **** producing ** ******** narrative ** **** *** ****** *** ******** **** ******* * ***** **** ** * ***** ** **** ***** * ****** students ** ******** ******** **** *** ******* ****** ****** *** ***** ******** pupils ** an **** ********** ***** violence ** even ** ******** *** **** ******** ************ ** *** ********** ****** ******* ****** & ****** ***** ****** *** ******** ** **** **** read or heard ** ** accident ******* * **** or ***** ** **** about *** **** ***** ** * *********** on ************ ******** ***** ***** ****** **** facilitate *********** overall ***** ** scar is broken **** and ********* ****** *** ************ ******** *** ******* ** ****** **** ******* bases *** ***** ***** ******* This technique ******** pupils' ************ *** ***** their ******* ****** for the ****** *** ********** ************* *** be ********** ** *** method's ******* ** ******** * ***** **** ** wiggle **** ****** *** overarching topic ** the ******** ******** After selecting a ***** * **** also urge ******** to develop * ******** *** ***** outline *** their story ** ******** ******* ***** stories this ******* will act ** * ***** *** ********* ******* **** ***** children without stifling ***** *********** *** instance when writing * ***** ********* ***** a horrible ************* ******* **** ****** a timeline ** how events transpired The outline *** ********* *** ********** * **** including *** ******** and *** ********** *** * ********** *** plan **** **** *** ******* ******* ** intriguing ******* story As a ******* I will inform the **** that *** ******* ** non-binding *** *** ***** between ******* ******** ******** ******* ** *** ********* ***** is ****** ******** **** teaching ** ****** ****** First *** ********* ********* ******** **** varying based ** intelligence ****** *** ****** and ************* backgrounds ****** it challenging ** ********* * ******* ************* strategy (Walmsley ************* ** ******* ************ levels *** mixed ** the same ********* ***** call for differentiated teaching ******** ***** can **** ** achieved **** enough teaching ********* ****** *** absence of parental involvement ** the learning ******* *** also ** ********* (Walmsley ***** ** ******* ** *** ******* **** then ** ** *** **** to follow up ** ******* *********** The ****** parents ** *** ******** *********** ** ***** ********** ****** **** ** ******* ** the ****** **** ** living which ******** **** to **** several **** ** ******* ***** ******** Thirdly inadequate teaching ********** *** a lack of ****** ******** **** ********** to *** ********** ** ******** creative ****************************** * (2019) ********* *** ****** of creative writing ********** ** ******* ******* *** language ****** ********* of elementary school fourth-grade ******** ******** ******* ** Educational ************ ************ * ***** ****** * ****** ******** ******** ** ******** creatively? Using ******** **** ********** in preservice ******* educationWaikato Journal ** ********* ******************* * (2013) * ********** *********** on *** ********** ****** ************ ******** ** *** ********** and creative ******** *** ********** ** ****** **************** *******