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I Say it My Way
Module 1, Activity 1.5 - Voice and Tone
Teacher Page
(student page for this lesson)

Introduction:

Saying things in your own unique way and keeping with the definitions of a specific type of writing can be challenging. To help students find their own voices, this lesson starts with some games and ends with a reflective work entitled "My Way".

Resources:

- Oral version of a news story (.mp3)
- Listening activity (.rtf) or (.doc)
- Transcript of the story (.rtf) or (.doc)
- Additional questions (.rtf) or (.doc)
- My Way guidelines and evaluation sheets
* if you do alternate task 2, you will need a microphone and a computer or tape recorder.

Activities:

Task One - Words and meaning
Have students listen to the voice reading the passage. While they listen, they should complete the listening activity. Following the listening, provide your students with a transcript of the story and have them complete the additional questions. Discuss their responses in class, and work on the final question (defining voice) together as a group.

Task Two - The speaking voice
Have students read the instruction in Task Two on the student version of this page. If students are working at a distance or you would prefer that they work separately, have them try the Alternate Task Two. The "What Am I Listening For" visual cue reminds students of the difference between a verbal tone and voice in a written selection.

As students begin the activity, remind them that both word choice and structure are part of voice. When they have completed the activity, debrief about their findings and probe to see if they can think of any other elements of voice (like emphasis).

Task Three - "My Way"
"My Way" is a project that students work on several times throughout the semester. It allows a student to reflect on personal growth and change in voice.
Review the "My Way" assignment and worksheet carefully for progression before assigning it to students.

Objectives:

Students will be able to
- speak to clarify and extend thinking
- analyze and evaluate their own and others' writing
connector cable View other lessons
for the main objective
Instructional Strategies:
Task 1 - Assigned Questions (Independent)
Task 2 - Peer practice (Interactive)
Alternative Task Two - Computer Assisted (Independent)
Task 3 - variety of strategies, focus on reflective writing (Indirect)
Task Three continued. . .
In "My Way", students write a short piece describing how they think they write. This piece will be revised later, and become the focal point for charting their growth in the class. In addition, students start planning for the second part of "My Way", which they will not complete until the second module of the course. View the teacher information on "My Way" for additional information.
male at computer, frustrated Student frustration is a natural part of embarking on the journey that "My Way" represents. Students who approach the project with diligence will find it difficult to self assess and to edit. However, the end result is very rewarding.
As the teacher, your role is as a guide and mentor. You help the student refocus energy and see the big picture. image of male at computer, asleep

Assessment and Evaluation:

Students assess their own comprehension through Task One.They also create guiding questions to spark their own learning as they start preparing their proposals. "My Way" includes a series of activities, the first of which is a formative planning activity. See the teacher lesson of "My Way" for details.

 

Last Updated
June 13, 2005

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