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zuzuspetals
LIF Adolescent
Member since 1/07 812 total posts
Name:
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DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
especially those who are struggling readers. Any help would be great!
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Posted 10/10/07 4:08 PM  |
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donegal419
St. Gerard, pray for us.
Member since 7/07 7650 total posts
Name:
K
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
i break it down document by document... it really takes several lessons because there are a lot of embedded skills in the DBQ.
First we practice reading and highlighting.
Then we practice the constructed response. (it helps to practive with other constructed responses first).
Then they take the information they highlighted and things they notice and make a "cloud". (I draw a cloud and they put in things that they highlighted and things they notice from the picture, graph, or whatever the doucment is.) ONE cloud for EACH document.
Then I teach them that each cloud is a paragraph and we put it all together into the written response.
FM if you need more help, but i have severely LD kids that are below grade level... and they can do this with scaffolding and models.
Message edited 10/10/2007 6:53:24 PM.
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| Posted 10/10/07 6:52 PM |
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CurlyQ
Member since 6/07 2024 total posts
Name:
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
In order to write the essay we use the hamburger.
I have a hamburger organizer that I have drawn:
top bun: opening (restate the question)
ketchup: document #1
cheese: document #2
lettuce: document #3
Patty: document #4
bottom bun: closing (restate the question)
Before I begin, they color their graphic organizer and label it just like how I described to you. I then laminate them and they use them through out the process. We also pretend to eat a hamburger without a "top bun" and how it really doesn't work because you would get very messy. We then talk about this with each part. This helps them understand how it is important to have each part for the DBQ. This is usually my first kick off lesson.
When we are actually going through the practice DBQ's, they actually will write on a blank hamburger to organize their thoughts for the essay. I have also explained that sometimes you may not have to have the "lettuce", you must read the directions to see how much "stuff" should be in your hamburger. Their planning pages are all hamburgers, it is so cute.
I also have them write a seperate paragraph for each document. I teach 5th grade self-contained and although a more elaborate essay would combine documents together, that is too abstract of an idea for my students. They simply aren't at that level yet. In my 4 years of teaching 5th grade self-contained they have all gotten 3's and 4's with giving each document its own paragraph so I don't really worry about it!
I also teach them to start all of the "stuff" paragraphs with this sentence:
Document # __ is a ____________ (photograph, newspaper article, etc.) that shows_________. They then need to write 2-3 more sentences following that tie it to the question that is being asked.
Sorry this is so long winded!
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| Posted 10/10/07 7:50 PM |
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donegal419
St. Gerard, pray for us.
Member since 7/07 7650 total posts
Name:
K
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
Posted by CurlyQ
In order to write the essay we use the hamburger.
I have a hamburger organizer that I have drawn:
top bun: opening (restate the question)
ketchup: document #1
cheese: document #2
lettuce: document #3
Patty: document #4
bottom bun: closing (restate the question)
Before I begin, they color their graphic organizer and label it just like how I described to you. I then laminate them and they use them through out the process. We also pretend to eat a hamburger without a "top bun" and how it really doesn't work because you would get very messy. We then talk about this with each part. This helps them understand how it is important to have each part for the DBQ. This is usually my first kick off lesson.
When we are actually going through the practice DBQ's, they actually will write on a blank hamburger to organize their thoughts for the essay. I have also explained that sometimes you may not have to have the "lettuce", you must read the directions to see how much "stuff" should be in your hamburger. Their planning pages are all hamburgers, it is so cute.
I also have them write a seperate paragraph for each document. I teach 5th grade self-contained and although a more elaborate essay would combine documents together, that is too abstract of an idea for my students. They simply aren't at that level yet. In my 4 years of teaching 5th grade self-contained they have all gotten 3's and 4's with giving each document its own paragraph so I don't really worry about it!
I also teach them to start all of the "stuff" paragraphs with this sentence:
Document # __ is a ____________ (photograph, newspaper article, etc.) that shows_________. They then need to write 2-3 more sentences following that tie it to the question that is being asked.
Sorry this is so long winded!
WOW... i love this.... i have 5th grade self-contained too. i've already started preparing them this year as has the speech-language patholigist... but i am notebooking this idea for next year. thanks!
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| Posted 10/10/07 7:59 PM |
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CurlyQ
Member since 6/07 2024 total posts
Name:
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
Posted by donegal419
Posted by CurlyQ
In order to write the essay we use the hamburger.
I have a hamburger organizer that I have drawn:
top bun: opening (restate the question)
ketchup: document #1
cheese: document #2
lettuce: document #3
Patty: document #4
bottom bun: closing (restate the question)
Before I begin, they color their graphic organizer and label it just like how I described to you. I then laminate them and they use them through out the process. We also pretend to eat a hamburger without a "top bun" and how it really doesn't work because you would get very messy. We then talk about this with each part. This helps them understand how it is important to have each part for the DBQ. This is usually my first kick off lesson.
When we are actually going through the practice DBQ's, they actually will write on a blank hamburger to organize their thoughts for the essay. I have also explained that sometimes you may not have to have the "lettuce", you must read the directions to see how much "stuff" should be in your hamburger. Their planning pages are all hamburgers, it is so cute.
I also have them write a seperate paragraph for each document. I teach 5th grade self-contained and although a more elaborate essay would combine documents together, that is too abstract of an idea for my students. They simply aren't at that level yet. In my 4 years of teaching 5th grade self-contained they have all gotten 3's and 4's with giving each document its own paragraph so I don't really worry about it!
I also teach them to start all of the "stuff" paragraphs with this sentence:
Document # __ is a ____________ (photograph, newspaper article, etc.) that shows_________. They then need to write 2-3 more sentences following that tie it to the question that is being asked.
Sorry this is so long winded!
WOW... i love this.... i have 5th grade self-contained too. i've already started preparing them this year as has the speech-language patholigist... but i am notebooking this idea for next year. thanks!
Thanks!!
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| Posted 10/10/07 8:12 PM |
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kellsbells7
LIF Adolescent
Member since 1/07 590 total posts
Name:
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
I start off with teaching how to answer the scaffolding questions first. I give everyone a ditto with the following:
The Montillation of Traxoline
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.
Directions: Answer the following questions in complete sentences. Be sure to use your best handwriting.
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
***The idea is that even though they have NO clue what the document is actually talking about, they can still answer the question.
This is a good place to start and they like it :)
HTH
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| Posted 10/10/07 8:26 PM |
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MissJones
I need a nap!
Member since 5/05 22136 total posts
Name:
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
Posted by CurlyQ
In order to write the essay we use the hamburger.
I have a hamburger organizer that I have drawn:
top bun: opening (restate the question)
ketchup: document #1
cheese: document #2
lettuce: document #3
Patty: document #4
bottom bun: closing (restate the question)
!
I used the bun idea, too. I explained that the top bun and bottom bun had the same ingredients but look different. The top is fluffy and has seeds, the bottom is thinner and dense and doens't have seeds. But they are made from the same stuff. Same with the opening and closing paragraphs. They have the same ideas but don't look the same.
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| Posted 10/10/07 9:58 PM |
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conigs25
So in love with this kid!
Member since 5/06 11197 total posts
Name:
Michele
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
BABY STEPS!!!! Break it down, do multiple ones together, start w/ only 1 document.
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| Posted 10/11/07 7:34 PM |
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MrsRivera
2 under 2...whew!!
Member since 2/07 9876 total posts
Name:
Beth
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
Posted by CurlyQ
In order to write the essay we use the hamburger.
I have a hamburger organizer that I have drawn:
top bun: opening (restate the question)
ketchup: document #1
cheese: document #2
lettuce: document #3
Patty: document #4
bottom bun: closing (restate the question)
Before I begin, they color their graphic organizer and label it just like how I described to you. I then laminate them and they use them through out the process. We also pretend to eat a hamburger without a "top bun" and how it really doesn't work because you would get very messy. We then talk about this with each part. This helps them understand how it is important to have each part for the DBQ. This is usually my first kick off lesson.
When we are actually going through the practice DBQ's, they actually will write on a blank hamburger to organize their thoughts for the essay. I have also explained that sometimes you may not have to have the "lettuce", you must read the directions to see how much "stuff" should be in your hamburger. Their planning pages are all hamburgers, it is so cute.
I also have them write a seperate paragraph for each document. I teach 5th grade self-contained and although a more elaborate essay would combine documents together, that is too abstract of an idea for my students. They simply aren't at that level yet. In my 4 years of teaching 5th grade self-contained they have all gotten 3's and 4's with giving each document its own paragraph so I don't really worry about it!
I also teach them to start all of the "stuff" paragraphs with this sentence:
Document # __ is a ____________ (photograph, newspaper article, etc.) that shows_________. They then need to write 2-3 more sentences following that tie it to the question that is being asked.
Sorry this is so long winded!
This is BRILLIANT!!!! I'm teaching 5th grade for the first time this year, and I think this will help MANY of my strugglers. Here in NC, they are tested EVERY YEAR (they call them the EOGs...End of Grade tests). I will definitely try this out! THANK YOU!!!
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| Posted 10/13/07 10:30 AM |
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Seta
LIF Adolescent
Member since 1/07 566 total posts
Name:
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Re: DBQ's - HOW DO YOU HELP YOUR STUDENTS WITH THESE?
GIrls, these are great ideas!
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| Posted 10/14/07 2:00 PM |
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