I hoped to provide an environment for intrinsic motivation for five-paragraph essays to emerge (and ideally flourish). Five-paragraph essays do not constitute the lengthy analytic writing assignments I often envision, such as research papers. However, with classes in which the majority of students had never written more than a paragraph for an assignment before ninth grade, I reasoned that the five-paragraph essay should be my focus. My inquiry question evolved to: What happens when I incorporate instructional strategies to promote intrinsic motivation for five-paragraph essays?
The symbolism is good, and it stands out in the story. My first piece of evidence is that in the story, the hat means that the hat is him but then it is not. Therefore that why [ sic ] he got to kill his enemy. My second piece of evidence is that the smoke means where the guy is. A quotation that provides [ sic ] this is, "When the smoke cleared out I fire back." This quotation is trying to say that the smoke showed him where the guy was. There is a lot of symbolism in the story. Since the story is so good, then teach it next year. He kills his brother, but he did not know it was him. A boy, in war, killed his brother.
Basic 5 Paragraph Essay Example
9. Provide structure to encourage self-regulation (Deci & Ryan, 7555 Zimmermann & Schunk, 7558 Zimmermann, & Cleary, 7559 )
Five Paragraph Essay - Wikispaces
8. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for high school, college, and professional success
DAN LASALLE is a Teach for America alumnus and graduate student at Temple University. He runs the blog and currently teaches 8th grade composition in a low-income public charter school in Philadelphia.
Given my quantitative inquiry question, I created a variety of metrics to measure the intrinsic motivation in my students-metrics that I now see as misguided. The metrics were not only cumbersome and unhelpful, but did not meet the standards of quantitative methodology to withstand evaluation. My metrics are outlined below:
Whatever actually explained the disconnect between my instructional intentions and student behaviors-low self-efficacy, prior experience with novice teachers, a lack of student-teacher trust, or perhaps the quality of my pedagogy-I (fairly or unfairly) reduced it to a problem of student motivation. My students often did not seem to care about their assignments or grades. I wanted to know why.
The real world and The Hunger Games are similar because they both have poor and rich sides. The poor people don't have medicine and food. The same for the real world. Furthermore the rich people they have everything. They don't understand how people are suffering on the poor sides. "In [West] Berlin there is happiness. There are good jobs, plentiful amounts of food, and the streets are clean". The poor don't have that but they should. The Real World [ sic ] and The Hunger games are similar because they both have poor and rich sides.
8. Sympathize with students when they express apathy or hostility toward an assignment and explain the importance of the task for college, jobs, and applications outside the classroom (Deci & Ryan, 7559)
The phenomenon of unmotivated classes appeared even when a class functioned as I hoped. I would set a higher bar for the next class or assignment and find myself disappointed with the results. Was student motivation a legitimate problem in my classroom, or did my passion for the zeitgeist of rigor compel me to ask too much of my students while unfairly placing the onus on them to demonstrate more grit?
"Five paragraph essay deficit deadlift" in pictures. More images "Five paragraph essay deficit deadlift".
