Tips for Writing the PAP - California University of ...



Tips for Writing the PAP

D. Nettles

Tip #1: Narrative Voice

• Keep your narration voice consistent. There are two ways to narrate, shown below:

I will write the vocabulary on the board. Then I will show students

how to pronounce the words with a mental model.

OR

Write the vocabulary in the board. Then show the students how to pronounce the words, using a mental model.

Pick one voice and stick with it.. Do one of two things:

• Talk to me, and describe what you will do. Use the pronoun “I.”

• Talk to yourself, and give yourself directions. Do not use the pronoun “I.”

Pick one, and keep it consistent throughout.

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Tip #2: Content Summary

When writing your content paragraph, reflect on what you had to do to prepare for this lesson. Think about your answers to these questions:

• What did you not know in terms of content?

• What did you have to learn? Did you have to do any research about science, social studies, literature, phonics, or poetry?

• What do you have to know about the literature selection? What features of fiction or nonfiction text does the teacher of reading (you) need to know in order to teach this lesson well?

• What types of research did you do to understand this?

Here is an example of a good content summary, written by one of my former students:

The purpose of this lesson is to teach students the difference between fact and opinion using the book, A Tree is Nice (Udry, 1956). After reading the students should be able to select one fact and one opinion stated in the book. To be successful at teaching this, the teacher must have a thorough understanding of the difference between facts and opinions. Facts are defined as knowledge or information based on real occurrences. Opinions are defined as beliefs or conclusions held with confidence but not sustained by proof. Thus, the teacher will need to study the literature selection and determine which statements in the book are facts and which are opinions.

The teacher will need to be familiar with the text. The text used in this lesson is nonfiction and follows the descriptive nonfiction text structure. The teacher should also have some background knowledge on trees and be prepared to answer students’ questions about them. I have taken several science courses at California University that have addressed the classification, life span, and geography of trees, so I feel confident in my ability to answer any questions that may arise.

In this lesson my knowledge of content will be demonstrated as I teach students the difference between fact and opinion using the mental model, briefly discussing trees, and showing my familiarity with the text as I use A Tree is Nice to facilitate instruction.

Here is another example of a good content paragraph, for a lesson in which the students will read and retell The True Story of the Three Pigs.

In this lesson, the students will read and retell The True Story of the Three Pigs (Scieszca, 1989). This is an adaptation of the traditional fairy tale, written from the wolf’s perspective. In order to teach this lesson, the teacher needs an understanding of children’s literature --- in particular, the knowledge of story elements and how they are presented. In Sciesza’s tale, the wolf tells the story in such a way that the reader feels empathy for him, even though historically, the wolf has been “big and bad.” In order to appreciate this story, students need to realize that there are many points of view to any story, and that the narrator in this one has assumed an unexpected point of view. Evidence of this understanding would be in the students’ retellings, if they can explain that the narrator of the story, the wolf, has invoked sympathy in the reader. The teacher’s questions, activities, mental modeling, and assessment methods would need to reflect this.

Tip #3: Questions that need to be revised

NON-EXAMPLE : Was the main character being fair? (This is rhetorical, and it can be answered with yes or no.)

REVISED EXAMPLE: What do you think of the main character’s actions at this point?

NON-EXAMPLE: Do you think he was being a good friend when he stopped to visit? (This is rhetorical, and can be answered with yes or no.)

REVISED EXAMPLE: Think about the character’s visit. What does this say about him as a friend?

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Tip #4: Inclusive Questioning

Here are some questions, which should be reworded to be more inclusive.

|Example of a question that needs to be revised: |

|“Because we are already familiar with fiction, can anyone define fiction for us?” |

| |

|More inclusive way to say it: |

|“Because we are already familiar with fiction, let’s all think about how to define fiction. Think for a minute. (Pause.) Now, |

|tell us your definition of fiction.” (Call on someone, either a volunteer or nonvolunteer.) |

|Example of a question that needs to be revised: |

|“Can anyone tell me the name of the book that all of you took home and read this week?” |

| |

|More inclusive way to say it: |

|“Think about the book that all of you took home this week to read. What is its title?” (Pause, then call on a student.) |

| |

|Example of a question that needs to be revised: |

|“Does anyone know what holiday is coming soon?” |

| |

|More inclusive way to say it: |

|“What holiday is coming soon?” |

| |

|Or: “Think about holidays. There is a holiday coming real soon. Which one is it?” |

| |

|Example of a question that needs to be revised: |

|“Who knows something about Japan?” |

| |

|More inclusive way to say it: |

|“Everybody think about what you know about Japan. (Pause.) Now, tell us something about it.” |

| |

| |

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Tip #5: Miscellaneous Tips

From past papers I have read, I’ve found that these hints will be helpful:

• Tell exactly where your stop-points are. You may not say something like, “Stop at various points throughout the story.” You must specify page numbers.

• Don’t use the word “then” instead of “than.” For example:

Some students need more help then others. (Incorrect)

Some students need more help than others. (Correct)

• Although I really like Pittsburgh, I want you to stay away from Pittsburghese. Academic writing needs to be in Standard English. For example:

I seen the students. (Pittsburgese)

I saw the students. (Standard)

My blackboard needs washed. (Pittsburghese)

My blackboard needs to be washed. (Standard)

• When you name vocabulary, put the words in quotation marks, or make a list of them.

• Generally, in the United States, all punctuation goes inside quotation marks. For example:

I will point to the word “bungalow”.

(Notice the placement of the period. This is how to write it if you live in Great Britain.)

I will point to the word “bungalow.”

(Notice the placement of the period. This is how to write it if you live in the U.S. Since you live in the U.S., punctuate it this way.)

• Do not use the word “though” when the word “however” should be used. For example:

Though, a few students will need to have the entire text read to them. (Incorrect)

However, a few students will need to have the entire text read to them. (Correct)

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