LEARN NC: Search results

The five features of effective writing: The five Features of Effective Writing — focus, organization, support and elaboration, style, and conventions — are a valuable tool for understanding good writing and organizing your writing instruction. By teaching these features, you can help your students become more effective writers in any genre, at any level, and make your writing instruction easier to manage at the same time. This series of articles, written with the support of the North Carolina Department of Public Instruction, will show you how.; Format: series (multiple pages)

The First Year: Essays on the author's experiences in her first year of teaching: the mistakes she made, what she learned from them, and how she used them to become a better teacher — and how other first-year teachers can, too.; Format: book (multiple pages)

Helping students get organized: In The First Year, page 1.4; Tips for helping students keep track of their materials and supplies.; By Kristi Johnson Smith.

Writing for the Web: How teachers can more effectively communicate information and ideas via the World Wide Web, to students, parents, colleagues, administrators, and the world.; Format: series (multiple pages)

Writing exemplars (high school): Samples of varying levels of performance on different types of writing assignments by high school students, with comments based on the five Features of Effective Writing: focus, organization, support and elaboration, style, and conventions.; Format: tutorial

About the five features of effective writing: An explanation of the "Five Features of Effective Writing" model (focus, organization, support and elaboration, style, and conventions) with links to detailed articles, lesson plans, and exemplars of student writing.; Format: bibliography/help

Making patterns make sense: Students will analyze organizational patterns in analytical writing by reading, Oh, the Places You'll Go! by Dr. Seuss. Students will then apply these patterns to their own writing by creating children's books about success.; Format: lesson plan (grade 10 English Language Arts); By Heather Bower.

Story tellers and poets: Students will examine the style, purpose, and organization of folktales and poetry in order to gain a deeper understanding and appreciation of both genres. With this knowledge, students will use the word choice and repetition of traditional folktales to transform them into modern poetry.; Format: lesson plan (grade 9–10 English Language Arts); By Heather Bower and Michele Hicks.

“I am very sorry. It is going to happen again”: In The First Year, page 4.2; Maintain your commitment to classroom organization and management all the way through the end of the year.; By Kristi Johnson Smith.

Classroom environment: the basics: Your classroom is "home away from home" for you and your students. Make it attractive, comfortable, and functional.; By Denise Young.

Classroom management: A guide to LEARN NC's collections, designed especially for new teachers.; Format: bibliography/help

Put It Back Where It Belongs: Primary students will learn the basics of library organization. They will be introduced to the use of call letters.; Format: lesson plan (grade K Information Skills); By Caryl Houghton.

Thematic and organizational patterns in McLaurin's "The Rite Time of Night": Students will learn to identify and color-code thematic and organizational patterns found in the narrative and then use two-column note-taking to highlight how these patterns helped McLaurin give his story focus and organization. As a suggested follow-up activity, students are given ideas for writing their own narratives, using similar techniques as McLaurin.; Format: lesson plan (grade 9–11 English Language Arts); By Vickie Smith.

Sample rubric for student binders: A rubric for grading (or awarding bonus points for) students' organization.; Format: document

Lesson plans for teaching organization: A collection of LEARN NC's lesson plans for teaching organization, the second of the five features of effective writing.; Format: bibliography/help

Highlighting revisions, glossing changes: By highlighting their revisions and explaining (i.e.,glossing) the changes they have made to a draft of their work, students will not only become more proficient writers but will also become more conscious of the process of revision and thus more reflective writers. Further, teachers will find it easier to monitor and evaluate student revisions.; Format: lesson plan (grade 10 English Language Arts); By Peter Bobbe.

Welcome to my world!: Developing a personal narrative timeline: Students will create digital, narrative, and drawn versions of a timeline of at least five events of their life.; Format: lesson plan (grade 3 English Language Arts); By DPI Integration Strategies.

Organization of Civil War armies: Article describes the levels of organization of northern and southern armies and the officers who commanded at each level.; Format: article

Organization: In The five features of effective writing, page 3; Organization, the second Feature of Effective Writing, should be addressed after a writer has established a focus and will help strengthen that focus.; By Kathleen Cali.

National borders: In French colonization and Vietnam wars, page 6; Some Vietnamese Communists today point to early anti-French communist groups that emerged in North Vietnam in the 1930s, but no serious nationalist or communist movements emerged before World War II. The Japanese invaded French Indochina in 1940 and, as everywhere,...

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