IPAD

IPAD Lisa Deaton

Introduction…

STOP THE WORD VOMIT!!

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Word vomit - when students write word-for-word from the text without analyzing what the writer means (could also

be called plagiarism, but that’s a different IPAD!).

Word Vomit??

The teacher asks: Is Little Red Riding Hood a believable character? Explain why or why not.

The student writes: Little Red Riding Hood is believable because one day, Little Red Riding Hood made goodies for her grandma, put on her red hood and took a short cut through the forest. She met a wolf and told him she was going to Grandma’s house… WORD VOMIT!!

For example,

Our students must learn to

think and write Analytically!!!!

1. Because the standards say we must teach it!!Draw evidence from literary or informational texts to

support analysis, reflection and research.

2. Our students deserve the best education we can give them.

3. Analyzing is a real-world skill that will be used on a daily basis.

Why?

Analytical writing - breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown

and evaluation to the audience.

http://owl.english.purdue.edu/owl/resource/545/01/

Define analytical writing, please!

I chose analytical writing as my topic

because…

I HATE IT!!!!!!!

I DON’T UNDERSTAND IT!!

So how can I expect my students to understand?

Research…

Textbooks Poetry Instructional Strategies Assessment Strategies Co-workers Analysts, of course!

Types of resources I investigated

Judith Rowe Michaels, author of Risking Intensity: Reading and Writing Poetry with High School Students writes that analyzing poetry is

“… like being forced to eat, very slowly and at gunpoint, a huge platter of brussels sprouts, then regurgitate them and slowly ingest the limp, steamy, cabbagy little suckers all over again.”

Michaels starts slowly, and uses scaffolding to build students up to analyzing poetry.

The most helpful resources are…

Stiggins, Arter, Chappuis and Chappuis

Differentiate student instructionStudents are involved in creating learning and

assessmentTeaching/learning to Mastery

CASL – Classroom Assessment for Student Learning: Doing it Right – Using it

Well

invaluable resourceCo-workers

information overload, but…He modeled how we should analyze and use

the information.

Doc Whitaker

Successes:- already practicing some strategies.

Challenges:- not practicing them very well…- keeping students interested

Successes and Challenges

Persuasive lettersAnalyzing speechesWhole text

Student Samples

Primary – analyze pictures and photographs.Middle grades – analyze comics and short

sentences

Graphic organizersMath – analyze a map to measure distanceHistory/Social studies – analyze a map; map out

war marchArts and Humanities – analyze a photo or

painting

Modifications and Extensions

In groups of 2-3, analyze the following photograph and complete the graphic organizer.

Be prepared to share your ideas and findings with the class.

Analyze This!!

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Think Alouds (teacher modeled)Movies – analyze a specific sceneSpeeches – let students analyze each others

speechesCartoonsAds

A few suggestions

Questions or Comments

“One original thought is worth a thousand mindless quotings.”

-Diogenes

Thank you!!!