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Week 6Review your “Invitation to Reflection: Writing Assumptions and Procedures Survey.” what changed? You may wishSurvey. what changed? You may wish to take some notes in your Reflective Journal.

Agenda

Hand in observation writingOrganization: Text Structures(Hidden Slides: Writing Strong Introductions)(Hidden Slides: Writing Strong Introductions)Revision (Hidden Slides: Editing)Instructional Planning: Teaching WritingMultiple IntelligencesIntroducing a Text

Organization

Text Structures

Says and Does: Using Rhetoric To Understand Text Structures

Read Columbus article quickly (3 minutes).Use Says and Does to analyze rhetorical moves in the text.Some possible rhetorical moves:

Introduce an ideaState a position or claimCite prior authoritiesSummarize researchProvide background information or context

Article AnalysisNarration to provide context;“They say”…(what historians have claimed);Beginning of “I say…” (the claim or statement f i i b h i )of position by the writer);

Stated claim (thesis);Cause and effect analysis;Development of central claim;Part-to-whole analysis;Restatement of claim/summary

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What did you learn?

About text structures?About reading?About teaching organization?About teaching organization?

Remember…

“When teachers give students a simple way to write something, not only are they not true to the product, they aren’tthey not true to the product, they aren t true to the process either.”

Katie Wood Ray. “Exploring Inquiry as a Teaching Stance in the Writing Workshop.”

Hidden Slides:

Writing Strong Introductions

Strong Introductions

Strategy #1: Begin with a question.What changes from a

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g fyellow, white and black three inch worm-like animal into a bright orange and black creature with a four inch wing span? The beautiful monarch butterfly!

Strong Introductions

Begin with descriptionAs the hot days of August and September in eastern Pennsylvania near their

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yend, swarms of thousands of bright orange and black butterflies gather together. They cover trees and bushes and carpet the roadways as they assemble in preparation for their long southern migration.

Strong Introductions

Strategy #3: Begin with an interesting factIf you want to tell if a Monarch butterfly is

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If you want to tell if a Monarch butterfly is male or female, look at its forelegs. If they end in peculiar spiny knobs, you are looking at a female.

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Revision

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Donald Murray

“Lower your standards until you can start writing.”“Writing is rewriting.”

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William Zinsser

“Rewriting is the essence of writing well—where the game is won or lost.”

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Revision

Revision is about making (and shaping/ reshaping) meanings.

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Revision (RE-visioning, re-seeing) is RETHINKING.

Revision is often messy.

Revision: Teach Students to Ask These Questions:

Does my title help my piece? Does it tell too much or too little? Does it intrigue a reader?

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intrigue a reader?Is my introduction interesting and effective? Is the introduction “warm up” for me as a writer? What would happen if I began with the next paragraph instead? Two paragraphs later?

Revision: Teach Students to Ask These Questions:

What else does my reader need to know? Have I provided enough information for a reader to follow my

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information for a reader to follow my ideas?Will a reader be emotionally connected to my piece?Have I included too much? What could I cut out?

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Revision: Teach Students to Ask These Questions:

Have I presented my material in the clearest and most effective order for a reader?

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reader?Am I telling or showing? Can I add dialogue, descriptive detail, facts, statistics, anecdotes to enliven my writing?Is my conclusion logical? Believable? Organic?

Revision

Four Key Revision Strategies

Reordering

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ReorderingSubstitutionAdditionSubtraction

Revision

Four Key Revision Strategies

Reordering

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ReorderingSubstitutionAdditionSubtraction

Randy Koch: Teaching Revision1. Give things and people the dignity of their

own names.2. Avoid weak helping and linking verbs. Use

ifi ti b i t d

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specific action verbs instead.3. Use specific, concrete sensory details.4. Show, don’t tell, particularly by using

dialogue.5. Cut clutter.6. Vary sentence structure and length.

Revision Strategies

In order to revise, writers need to distance themselves from their own words.

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The dog ate my homework! (Tsujimoto’s“memory revision”)Partner revisionCut and paste revision

Revision (Donald Graves)

“If revision is taught at all, it is taught as a punishment for not getting it right the first time.”the first time.“Revision is like putting a manicure on a corpse.”

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Planning for Revision: Advice from Maureen Rippee

First diagnostic paper: make a class list of things the class has to work on (25 items or so).items or so).Post the list.Cross off items as the group progresses.Target focus lessons to these items.

Hidden Slides

Editing

Editing

Sentence level changes/corrections

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Revision= global changes

Editing

Andrea Lunsford and Robert Connors found that only TWENTY mistakes

f

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comprise 91.5% of all errors in student texts.

("Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research." The St. Martin's Guide to Teaching Writing 2nd ed. Ed. Robert Connors and Cheryl Glenn. New York: St. Martin's, 1992, 398.)

Twenty Most Common ErrorsMissing comma after an introductory element Vague pronoun reference Missing comma in a compound sentence

Unnecessary shift in pronoun Sentence fragment Wrong tense or verb form Lack of subject-verb agreement

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pWrong word Missing comma(s) with a nonrestrictive element Wrong or missing verb ending Wrong or missing preposition Comma splice Missing or misplaced possessive apostrophe Unnecessary shift in tense

agreement Missing comma in a series Lack of agreement between pronoun and antecedent Unnecessary comma(s) with a restrictive element Fused sentence Misplaced or dangling modifierIts/It's confusion

Twenty Most Common Errors: “Low Hanging “Portable” Fruit”

Missing comma after an introductory element Vague pronoun reference Missing comma in a compound sentence

Unnecessary shift in pronoun Sentence fragment Wrong tense or verb form Lack of subject-verb agreement

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compound sentence Wrong word Missing comma(s) with a nonrestrictive element Wrong or missing verb ending Wrong or missing preposition Comma splice Missing or misplaced possessive apostropheUnnecessary shift in tense

agreement Missing comma in a seriesLack of agreement between pronoun and antecedent Unnecessary comma(s) with a restrictive element Fused sentence Misplaced or dangling modifierIts/It's confusion

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Twenty Most Common Errors:Harder to Teach

Missing comma after an introductory element Vague pronoun referenceMissing comma in a compound sentence

Unnecessary shift in pronounSentence fragment Wrong tense or verb form Lack of subject-verb

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compound sentence Wrong word Missing comma(s) with a nonrestrictive element Wrong or missing verb ending Wrong or missing prepositionComma splice Missing or misplaced possessive apostrophe Unnecessary shift in tense

Lack of subject verb agreementMissing comma in a series Lack of agreement between pronoun and antecedent Unnecessary comma(s) with a restrictive element Fused sentence Misplaced or dangling modifierIts/It's confusion

Editing: How Do We View Error?

An opportunity for analysis:What strategies is the learner using that lead to this errorthat lead to this error (overgeneralization, incomplete rule application, ignorance of rule)?What is the instructional opportunity?

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A Key PrincipleResearch shows that if students are not asked to do something with their corrected work, there is NO improvement.Develop a quick and easy (for YOU and the student)

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p q y ( )system of error correction.Example:

You identify error and/or error location.Student corrects in a different color on the original paper.Hands paper in to you for additional points.

Teaching Self Editing

Pattern Analysis: student figures out what errors he or she is making regularly.

Repair Strategies: focus lesson or

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p ghandbook to show student how to make the correction.

Targeted Attack: student decides which error patterns to tackle first.

Pattern Analysis(See Andrasick “Independent Re-Patterning” for a more detailed explanation)

Composition FolderGoof Box Card

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Goof Box CardSpelling Demon ListCorrection IN CLASS

Repair Strategies

Remember: INSTRUCTION, not instruction(s)!Mini lessons

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Identify the problemWhat do I DO to correct it?

Student editorsHandbook

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Targeted Attack

Students CHOOSE one or two conventions to focus

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conventions to focus on for next piece of writing.“Easy” errors first! (Low hanging fruit!)

Targeted AttackStudents choose one or two spelling demons until they have mastered the words.Use environmental sticky

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notes (pasted on lamp shades, mirrors, desk tops, etc.). Write the word (spelled correctly) with the incorrect part emphasized.

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Writing Review: 2 minutes in your Reflective Journals

What have you learned about teaching writing?What have you learned about usingWhat have you learned about using writing as a learning/thinking tool?What questions do you have?

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Lesson Planning in the Credential Program: Take the Invisible and Make It Visible

An artificial formPurpose: a demonstration of a candidate’s understandings of:

Standards-based instructionStandards based instructionPerformance objectivesStudent-centered instructionAssessment linked to standards and objectivesInstruction (not instructions)

Audience: professors, master teachers, supervisors, PACT assessorsGreater detail and development for sake of clarity 41

The Assignment

Create a detailed lesson plan using Romeo and Juliet but focused on teaching WRITING.teaching WRITING.

Note: If you earn a "C+" or lower on this task, you will have to complete an additional plan focused on teaching reading. 42

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Assignment Rationale

Why develop a WRITING lesson plan based on a literary text?

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Embed Writing Instruction for Authenticity’s & Efficiency’s Sake

Every time you ASSIGN writing, think about what you can TEACH about writing with that assignment!writing with that assignment!

Invention strategy?Show, don’t tell strategy?Strong titles?What else?

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Some Possible Lesson Topics

Spend 5 minutes with a partner generating a list of topics you might address in a writing lesson based onaddress in a writing lesson based on Romeo and Juliet.Share and Steal!

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Once You Have a Topic…

WHAT are you teaching?HOW will you teach it?What will you do so students can DOWhat will you do so students can DO and LEARN?

Direct instruction?Exemplification?Modeling?

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Instructional Progression: Gradual Release of Responsibility

Modeled Shared Guided Independent

DeeperShallowShallow End With Flotation Dev ice

Deepest End

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Teacher Ownership Student Ownership

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Questions?

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DRAFT

Due next week for peer feedback. Let’s play BEAT THE

TEACH:

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WHY do I like to use peer feedback so much?

Peer Response to Lesson Plan Draft

TWENTY MINUTES; two readers: One for FORMAT (10 minutes) One for CONTENT (10 minutes)

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FORM?All parts there?Could YOU teach this lesson from the written plan?

Are you TEACHING WRITING? Or just USING WRITING?

Multiple Intelligences

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What did you learn about yourself? How accurate do you think these “tests” are?

Sonrisas* by Pat Mora

Read the poem three times. Mark what you notice with each reading

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reading.After each reading write a sentence: “This is a poem about…”

Sonrisas* by Pat Mora

I live in a doorwaybetween two rooms. I hearquiet clicks, cups of blackcoffee click click like facts

I peekin the other room. Señorasin faded dresses stir sweetmilk coffee. Laughter whirls

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coffee, click, click like factsbudgets, tenure,

curriculum,from careful women in crisp

beigesuits, quick beige smilesthat seldom sneak into their

eyes.

with steam from fresh tamales.

Sh, sh, mucho ruido**they scold one another,press their lips, trap smilesin their dark, Mexican eyes.

*Smiles**Much noise

Group 1Prepare an interpretive (dramatic) reading of this poem that includes everybody in your group. As you plan, think about how to use your voices to help your audience appreciate the poem and its meanings as fully as possible.Group 2Create a graphic design that conveys the main ideas expressed in this poem. Concentrate on color and form in your design; any words should be used as design elements. Prepare to explain your design to the class.Group 3Create a tableaux (frozen dramatic scene) that communicates the main ideas in this poem Be sure to use every member of your group in your tableauxthis poem. Be sure to use every member of your group in your tableaux.Group 4Discuss the poem among yourselves. Make a list of things you notice about the poem and how it works to share with the class. Write a one or two sentence statement of the theme(s) in this poem.Group 5Prepare a musical presentation of the poem--either a song or a dance--that communicates its main ideas. Prepare to explain your choices to the class.

Dr. Howard Gardner

The theory of multiple intelligences was developed in 1983 by Dr. Howard

d f fGardner, professor of education at Harvard University. It suggests that the

traditional notion of intelligence, based on I.Q. testing, is far too limited.

The 8 Intelligences

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Implications for Education

The theory of multiple intelligences expands our horizon of available teaching/learning tools beyond the

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teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.).

Qualifying Characteristics

1. An intelligence must possess an identifiable core operations.

There are a specific set of learnable/

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There are a specific set of learnable/ teachable capacities involved for each intelligence. Each of the eight intelligences has its own unique set of clearly observable operations or capacities.

Qualifying Characteristics

2. An intelligence must have a distinct biological-neurological base.

Each of the intelligences activates certain

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processes in the brain-mind-body system.These processes are more or less localized with the brain-mind-body system. In other words, when you are visualizing something in your mind, painting a picture, or sculpting something in clay, researchers can observe activity in distinct parts of your brain-mind-body system.

Qualifying Characteristics

3. An intelligence must possess a clear evolutionary history.

It is possible to document the development

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It is possible to document the development of an increasing complexity of our human intelligence capacities as humanity has matured over the years.

Qualifying Characteristics

4. An intelligence must be universal to the human species.

No matter where you go in the world, regardless of the culture, you will find manifestations of the diff t i t lli

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different intelligences. Not only will you find the intelligence present, but you will find that every culture values, supports, and encourages the development of the different intelligences, both through formal training and through experimental exploration. Different cultures have different biases favoring different intelligences regarding what they feel is most important.

Qualifying Characteristics

5. An intelligence must be susceptible to encoding in a distinct symbol system.

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Another way to say this is that each intelligence has its own distinct language, its own jargon, vernacular, and its own special modus operandi.

Musical notesMathematical symbolsLanguageLine, color, light, and shape

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Qualifying Characteristics

6. An intelligence must be able to muster support from traditional, experimental psychological tasks.

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experimental psychological tasks.Psychologists are able to examine our various intellectual capacities in operation and thus more fully understand relationships, not only between the different intelligences, but also relationships of the various core capacities of a given intelligence.

Assessing Intelligences

A VALID assessment of an intelligence must be “intelligence f ” h

How Much Can We Learn from Written Tests?

Margot FonteynMozart

Einstein

fair.” The assessment must be couched in the language or symbol system of the intelligence it purports to test.

Pablo Picasso

Julia Childs

Classroom Applications

How might this information about multiple intelligences shape your classroom instruction?

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classroom instruction?How might this information about multiple intelligences help you with differentiation and diverse learners?

INTRODUCING A TEXT

Introducing a Text

In your reflective journal, write everything you know

d ll hand all the questions you have about Romeo and Juliet. (5 minutes)Volunteers to read/share?

Introducing a Text

What is a “dramatic reading”?Rehearse a dramatic reading of your passagereading of your passage (2 minutes).Tea Party: share your dramatic reading with as many as possible in the time available.Circle share.

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What have we accomplished as a class?What have I accomplished as a teacher?What do you think will happen for you as readers of Romeo and Juliet?

Have a relaxing evening…

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