Embed Size (px)
Citation preview
MonthlyTrainingWebinarUnits1and2StartingStronginSeptember
AndrewPudewaDirector, InstituteforExcellenceinWritingAugust29,2016
Welcome!A few instructions for those new to an IEW webinar
¨ Q&A box: ¤ Only a few staff members and I will see what
you type.¤ I’ll answer as I’m able.
¨ Chatbox: ¤ All can see your comments.¤ Use this area to “pass notes in class.”¤ I’ll pretty much ignore this area, but our staff will
monitor and repost to me if deemed necessary.¨ Links on the slides and in the chatbox are “live.”¨ If you can’t hear, try exiting and returning.¨ Don’t worry, we can’t hear or see you. ¨ Yes, this webinar will be recorded. ¨ You will receive an email with the link to the
recording. (Not posted in archives)
Have handy your Teaching Writing: Structure and Style Seminar Workbook.
First Edition: pages 5–14 and pages 1–5 in Tips and Tricks Handouts Second Edition: pages 9–30
Find more details about the new edition here: IEW.com/twss-help/twss2-updates
1: Note Making and Outlines
2: Writing from Notes
3: Retelling Narrative Stories
5: Writing from Pictures
4: Summarizing a Reference
8: Formal Essay Models
9: Formal Critiques
7: Inventive Writing
6: Summarizing Multiple
References
An Overview of IEW’s Nine Structural Models
September
October November
Dec/Jan
FebruaryMarch
AprilMay
Goals, Recommended Materials, Teaching Tips, and Reminders
Unit 1: Laying a Foundation for Structure
Goals for Unit 1
¨ To develop the ability to choose and record key words
¨ To use a basic outline format¨ To communicate main ideas
from their own Key Word Outline (KWO)
¨ To choose selections (source texts), independently create a KWO, and retell basic ideas to another person using only the outline
¨ To practice basic public speaking skills
Recommended Materials
¨ Very short one-paragraph articles or stories at or belowreading level¤ Usborne, DK Books, etc.¤ Be on the lookout for
source texts in random places.
¨ Poster or reminder signs
Posters
¨ Make your own! ¨ Or
¤ Mini Posters PDF files are included with your Premium Subscription.
¤ Preprinted Mini Posters are available for purchase here: IEW.com/POST-M
¨ Full-size posters are also available here: IEWSchools.com/POST
Unit 1 Teaching Procedure
1. Begin with demonstration and group participation.
2. Allow students to select key words.
3. Write on one line 1–3 words from each sentence.
4. Students will begin to select better words over time.
5. Have students pair off and retell each other content from notes.
6. Goal is not to repeat source verbatim.
7. Emphasize the importance of speaking in complete sentences.
Teaching Tips and Reminders
1. Don’t assume students remember; it’s okay to review, even with older students.
2. Find source texts “at or below” reading level.3. Use interesting texts! (gross, dangerous, disgusting,
humorous)
The blobfish: Photo Credit flickr user: jamasca66, shared under creative commons license
Source Text Samples- Primary
The Crow and the PitcherA crow, desperate with thirst, came upon a pitcher half-full with water. However, when he tried to drink, he found that he could not reach far enough into the pitcher. He tried and tried but could not get the water. Then he remembered his science lesson on the law of displacement. So he took a pebble and dropped it into the pitcher. The water rose slightly. Then he continued to drop pebbles into the pitcher until he saw the water rise nearer the top. Finally he was able to quench his thirst and save his life. He realized that careful study allowed him to survive.
Reading Level: 5.2
Level A
The Hagfish
The hagfish, also called the slime eel, is a truly hideous creature. Its eighteen-inch-long body is covered with special glands that can emit a sticky slime. In fact, one hagfish can produce up to a gallon of this mucous-like substance at one time. The hagfish protects itself with this slime, which can suffocate other fish by clogging their gills. When it eats, the hagfish feeds by attaching itself to a passing fish, like a leech. It then bores its way into its unsuspecting host with a specialized rasping tongue. Once inside, the hagfish will eat its victim's flesh from the inside out. The hagfish is found worldwide, but usually at depths of around 4000 feet.
Reading Level: 6.8
Photo Credit: http://www.zoology.ubc.ca/labs/biomaterials/slime.html
Level B
The BlobfishThe blobfish is a fish that inhabits the deep waters off the coasts of Australia and Tasmania. Because of the inaccessibility of its habitat, it is rarely seen by humans. Blobfish are found at depths where the pressure is several dozens of times higher than at sea level. This would likely make gas bladders inefficient. To remain buoyant, the flesh of the blobfish is a gelatinous mass with a density slightly less than water. This allows the fish to float above the sea floor without expending energy on swimming. The relative lack of muscle is not a disadvantage as it primarily swallows edible matter that floats by in front of it.
Reading Level: 9.1
Level C
Teaching Tips and Reminders
1. Don’t assume students remember; it’s okay to review, even with older students.
2. Find source texts “at or below” reading level.3. Use interesting texts! (gross, dangerous,
disgusting, humorous)4. Aesop's fables work particularly well.5. Don’t skip the verbal retelling; “test” is of the
outline, not the student.6. Read and retell several times if necessary.
Public Speaking1. Fallisagreattimetobegin!2. Family,co-op,friends– Makeitconsistent
andformal(olderlearningfromyounger).3. Shortisokay!4. Don’tfearrepetition;sameselectionmore
thanonceisokay.5. Retellingfromnotesisanincrediblyvaluable
toolforretentionandcomprehension.1. EnglishLanguageLearners(ELL)2. Strugglingreadersorwriters(SPED)
6. Rules:1. Lookatthekeywordsandthinkofthesentence,
butthenlookupfromthepaperandsaythesentence.
2. Don’tspeakwhileeyesareonthepaper!
Goals, Recommended Materials, Teaching Tips, and Reminders
Unit 2: Built on the Unit 1 Foundation
Goals for Unit 2
¨ To retell in writing by using their own KWO
¨ To use provided content while learning the writing and rewriting process
¨ To begin using dress-ups
¨ To become independent in
¤ choosing a source and creating a KWO (Unit 1)
¤ rewriting from their own notes w/o copying
¤ “dressing-up” their summaries and rewriting a final draft
Recommended Materials
¨ same source materials from Unit 1¨ use of fiction and nonfiction ¨ poster or reminder signs
Unit 2 Teaching Procedure
1. Always begin every unit with demonstrations and group participation.
a. Read the story together.b. Create KWO together.c. Remove original text from view and retell verbally.d. Write the story or article together from the outline.e. Younger or struggling students may copy from the board.
2. Repeat steps until it is easy.3. When ready, begin to teach dress-ups:
a. -ly adverbb. who/which clause
EZ+1
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Unit9
-ly w/w bec.sv qa www.asia #2 #3 #4 #5 #6 #1 simile quote.
Techniquesshouldbe“dripped” inastheybecome________.Example:
Stylistic Techniques Pacing
easy
The Syllabus in Style
¨ Level A¤ -ly adverb¤ (who/which clause)
¨ Level B¤ -ly adverb¤ who/which clause¤ (strong verb)
¨ Level C¤ -ly adverb¤ who/which clause¤ strong verb¤ (because clause)¤ (quality adj.)
EZ+1
Unit 2 Teaching Procedure
1. Always begin every unit with demonstrations and group participation.
2. Repeat steps until it is easy.
3. When ready, begin to teach dress-ups.
4. Demonstrate how to make a first draft: double-spaced, indent. (Use pen!)
5. Rewrite final draft in pencil or on the computer (double-spaced if teaching MLA format).
Let’s try one together
Page 46 in Writing Source Packet (Part of your Premium Subscription)
The Bald Man and the Fly
There was once a bald man who sat down after work on a hot summer’s day. A fly came up and kept buzzing about his bald pate, and stinging him from time to time. The man aimed a blow at his little enemy, but his palm came down on his head instead. Again the fly tormented him, but this time the man was wiser. He said, “I will only injure myself if I become preoccupied with these annoying enemies.”
__________
I. _________________1. _______________2. _______________3. _______________4. _______________
A note about outline numbering:Relax!
A few words about pen versus keyboard
Teaching Tips and Reminders
¨ Rewriting:¤ Establish habits. (Double-space, no erasing, always copy or type final.)
¤ Give minimal correction, maximum encouragement!
¤ Make as few changes as possible to make it legal.
¨ DON’T GET STUCK!¤ Units 1 and 2 are starting points. No more than:
6 weeks for grades 2–34 weeks for grades 4–6
3 weeks for grades 7–82 weeks for grades 9 and up
(less if students have experience from previous year)
¨ Move on, even if you’re not 100% confident.
STUDENT SAMPLESW W W.MAGNU MOP U SMAGA ZINE .C OM/ SU B SC RIB E/
Level A
Student Sample
The Space FenceKWO
The Space Fenceby Annalise, age 9
In 2009, U.S. and Russian satellites collided. With so many collisions, a lot of debris was orbiting the earth. In 1980, five thousand pieces of debris were tracked. In 2010, over fifteen thousand pieces were tracked. To stop collisions, engineers will build a tracking system called the space fence. The space fence can detect, track, and measure debris as small as a softball. New data can redirect satellites to avoid collisions. Construction began on the Marshall Islands in 2014 and will end in 2017. Amazingly, the new space fence can detect up to two hundred thousand pieces of debris.
Level B
Student Sample
Eggplant KWO
Eggplants Are Awesomeby Katherine, age 13
Many picky eaters loathe the unique taste of the lovely eggplant, but many others find it quite delicious and appealing. The eggplant tastes similar to a turnip, with the qualities of squash. Despite what most may think, it has many vitamins and minerals including vitamins C, E, K, and B. In 2012, China was the main producer of eggplants. One hundred and twenty days of sultry weather is required for the ripening of this magnificent plant. In the right conditions, one could grow eggplants in a greenhouse, and they would be just as happy as if they were on a farm in China. Upper class chefs have made glorious delicacies out of this grandiloquent vegetable that finicky eaters would find abhorrent, distasteful, and particularly noisome. Its leathery skin, which contains “nasunin,” a potent antioxidant that protects cell membranes from damage, has a deep majestic purple hue that is a popular color in women's clothing. If overcooked, the eggplant may take on a bitter flavor. This is more than likely the reason that is not very much of a crowd pleaser. Regardless of its sometimes acrid taste, it is always quite palatable when deep fried in peanut oil and drenched in ranch dressing.
Level C
Student Sample
Music, Jefferson, and the Declaration of Independenceby Bethany, age 16
Entrusted with the responsibility of writing the Declaration of Independence, John Adams, Benjamin Franklin, Thomas Jefferson, and Thomas Paine agreed upon the basic points of their first draft of the Declaration, yet they knew that the official draft must be artistic and refined as well as explicit. Due to Adam’s coarseness, Franklin’s ill health, and Paine’s controversial nature, the undertaking was delegated to Jefferson, who, as reported by his landlady, struggled immensely in completing this task. After days of continuous pacing and negligible progress, Jefferson summoned home for his violin. Once the instrument arrived, Jefferson could be heard overhead alternately pacing and performing on his violin. Serenity descended upon the house. Within just a couple of days, this task was concluded, and the significant document was ready to be presented to the committee. Possibly helping to liberate Jefferson’s semantic intelligence, the violin played a noteworthy role in the institution of our nation.
Helpful Unit 1 and 2 Resources
¨ Magnum Opus Magazine: Work samples delivered each month to your email inbox
¨ Writing Source Packet: Units 1–2 source texts (and more!) with lesson ideas
¨ IEW Families or Teachers Forums: Files and goodies for parents and teachers
¨ Theme-Based Writing Lessons: Source texts with lessons for students at every age and writing ability.
¨ Four Deadly Errors audio talk. (IEW.com/FDE2016)
Here are some other ways we at can help you.
1. Podcast IEW.com/podcast2. Webinars IEW.com/webinar 3. Blogs IEW.com/blogs4. Forum IEW.com/forum5. e-Newsletter IEW.com/e-
newsletter 6. Magnum Opus Magazine
MagnumOpusMagazine.com
