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Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
Comox.april.2013.writing#3
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Comox.april.2013.writing#3

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Third evening session on writing - focusing on joy, engagement, a belief that all students can write, and classrooms where writing is alive and well.

Third evening session on writing - focusing on joy, engagement, a belief that all students can write, and classrooms where writing is alive and well.

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  • 1. Creating Writers: all studentswriting and writing wellComox  Valley  Nov.  21,  Feb.  6.,  Apr.  17,  2013  Faye  Brownlie  www.slideshare.net  
  • 2. •  What  did  you  try?    Find  another  person  to  talk  to,  not  at  your  table,  and  chat  for  4-­‐5  minutes  –  what  did  you  try?    How  did  it  go?    What  will  you  do  next  Nme?  •  Meet  with  another  and  tell  what  you  learned.  
  • 3. What  are  the  narraNves  of  self  that  our  learners  are  developing?  What  is  the  story  they  tell  about  themselves  as  writers?    •  Our  language  and  our  acNons  are  immensely  powerful  in  helping  to  narrate  the  ‘self’  that  our  learners  are  becoming.  
  • 4. Do  your  students  receive  feedback  from  you  in  every  wriNng  opportunity?  
  • 5. Powerful  feedback  to  build  a  sense  of  agency  •  I  see  you  know  how  to  write  the  beginning  of  that  word….  •  Can  you  show  me  a  word  you  took  a  risk  at  spelling/using?  •  What  are  you  doing  as  a  writer  today?    •  I  bet  you’re  proud  of  yourself.  •  Which  part  are  you  sure  about,  and  which  part  are  you  not  sure  about?  – Choice  Words:  Peter  H.  Johnston  
  • 6. “The  most  powerful  single  influence  enhancing  achievement  is  feedback”  •  Quality  feedback  is  needed,  not  just  more  feedback  •  Students  with  a  Growth  Mindset  welcome  feedback  and  are  more  likely  to  use  it  to  improve  their  performance  •  Oral  feedback  is  much  more  effecNve  than  wricen  •  The  most  powerful  feedback  is  provided  from  the  student  to  the  teacher  
  • 7. Power Paragraphs•  Choose  a  topic  •  Choose  3  key  details  about  the  topic  •  Under  each  key  detail,  choose  2  further  details,  examples,  support  •  Write  one  introductory  sentence  (topic)  and  one  sentence  each  for  each  key  detail  and  its  supporNng  informaNon  •  With    Comox  Valley  
  • 8. Power Paragraphs•  Choose  a  topic  •  Choose  3  key  details  about  the  topic  •  Under  each  key  detail,  choose  2  further  details,  examples,  support  •  Write  one  introductory  sentence  (topic)  and  one  sentence  each  for  each  key  detail  and  its  supporNng  informaNon  •  With  Ken  Porter  and  Kelly  Zimmer,  Mundy  Road  –  in  class  support  for  students  at  risk  
  • 9. Explorer  Trading  Cards  –  Ken  Porter,  Coquitlam  •  Built  from  power  paragraphs  
  • 10. Power Paragraphs•  Model:  build  together  •  Same  topic  and  one  ‘2nd’  power  •  Students  choose  2  ‘2nd’  powers  from  the  brainstormed  list  •  Walk  and  talk  about  what  you  will  say  •  Co-­‐construct  the  power  structure  •  Write  together  •  Share  •  PracNce  in  similar  way  for  3  more  days  •  With  Stephanie  Perko,  Mundy  Road,  gr.  2/3  
  • 11. Squiggles•  Draw a line on the board•  Encourage students to transform this into apicture, talking as they do so•  Have several students demonstrate•  Students draw the same squiggle in theirwriters’ notebook and write in response to thesquiggle•  Ideas are meant to be shared!
  • 12. •  As  the  sun  dropped  behind  the  mountains,  they  turned  their  steps  toward  home.    Their  day  of  peace  and  tranquility  glowed  in  their  hearts.  •  Samantha,  grade  7  
  • 13. Online literacy videos•  Literacy  Videos  •  Clustering  from  Text  •  Squiggles  www.sd72.bc.ca/districtadmin/edcentrelearningresources/literacyvideos/Pages/default.aspx  
  • 14. K Writing•  Once  a  week  •  Cindy  Lee,  K  teacher,  and  Catherine  Feniak,  Principal,  Vancouver  •  All  ELL  students  •  Group  lesson  to  build  language  and  knowledge  •  Conference  with  each  student  as  he/she  writes  and  draws  •  Extend  the  language  and  the  thinking  
  • 15. A Sample LessonGr. 6/7 with Fred Weil•  Field  trip  •  5  minute  free  write  •  Reread  3  Nmes:    word  count,  structure/grammar,  PS  •  Powerful  sentence  •  Rewrite  from  prose  to  poetry  (model  &  coach)  •  Whip  around  -­‐  dran  found  poem  •  Establish  criteria  for  personal  poem  •  Dran  own  found  poem  •  In  teams,  revise/edit  class  found  poem  •  Revise/edit  personal  poems  with  partner  and  publish  
  • 16. –  Me  and  my  class  went  to  UBC,  and  into  the  Nitobe  Gardens  on  Jan.  16.    The  Garden  looks  nice,  and  everything  has  a  meaning.    The  more  red  there  is,  the  more  danger.    There  are  also  bridges  and  lanterns.    My  favorite  bridge  is  the    zig-­‐zag  bridge.    They  say  when  you  become  an  adult,  you  walk  past  it  so  the  devil  leaves  you.    They  believe  the  devil  can  only  walk  in  a  straight  line.    The  lanterns  also  have  meaning.    The  father  lantern,  mother  lantern.  They  are  all  stages  you  will  cross  in  life.    When  we  entered  the  Nitobe  Gardens,  we  walked  towards  the  right  because  it  is  the  side  of  the  moon.    There  are  also  benches,  just  like  Mr.  Weil  said.    You  sit  on  the  bench  to  look  at  the  garden  and  see  what  you  have  done  in  life.    There  is  a  bridge  in  the  begining  and  the  end.  –  Devon  -­‐  139  
  • 17. •  When  you  enter  the  Nitobe  Memorial  Garden  you  turn  to  the  right.    The  Nitobe  Garden  was  built  in  the  memory  of  a  Japanese  man  named  Nitobe  who  wanted  to  be  the  bridge  between  Japan  and  Canada.    In  the  garden  you  follow  the  forest  path  of  “infancy”  and  pass  the  “father”  and  the  “mother”  lanterns.    You  can  choose  the  path  of  the  easygoing  child  or  the  path  of  the  struggling  child.    Aner  that  you  enter  the  wide  open  space  of  childhood.    There  is  a  pond  close  to  the  path  with  koi  fish  in  that  represent  virtues.    Soon  you  come  to  the  77  log  bridge  which  was  built  in  memory  of  Nitobe.  •  Timmy  -­‐  112  
  • 18. From  prose  to  poetry  •  “Enter  the  island,  the  shape  of  a  turtle.    The  turtle  will  shower  you  with  good  luck.”  
  • 19. •  Enter  the  island  •  Turtle-­‐shaped  •  Showered  with  good  luck  
  • 20. Criteria  •  1  line  for  each  phrase/idea  •  Simile/metaphor  •  Example  of  personificaNon  •  Powerful  vocabulary  •  A  key  idea,  emoNon,  sense  of  image  (may  come  with  a  repeated  phrase)  
  • 21. The  Zig-­‐Zag  Bridge  Walk  through  in  adulthood  The  Devil  will  leave  you  He  walks  in  straight  lines  So  he  cannot  follow  you.  The  Devil  is  unbearable,  But  now  in    adulthood,  The  Devil  cannot  see  you  Repent  And  walk  through  the  bridge,  The  zig-­‐zag  bridge.  The  Devil  will  leave  you  For  he  can  no  longer  see  you  He  walks  in  straight  lines,  So  he  cannot  follow  you.  Devin  
  • 22. The  garden  built  in  memory  of  Nitobe  bridge  across  the  Pacific  Enter  to  the  right  along  the  forest  path  struggle  or  be  content  in  your  early  life  Along  the  way  of  childhood  koi  fish,  virtue,  will,  grace  as  long  as  the  mother  lights  your  path  consequences  will  bring  early  marriage  and  late  marriage  or  back  from  teen  rebellion    the  bamboo  fence  will  bring  you    through  the  pavilion  Raise  your  family  with  pride  when  you  get  to  the  final  bench  rest,  reflect,  and  be  graNfied  Timmy  
  • 23. The  Garden  -­‐  by  Timmy  The  garden  Built  in  memory  of  Nitobe  Bridge  across  the  Pacific  Enter  to  the  right  Along  the  forest  path  Struggle  or  be  content  In  your  early  life  Along  the  way  of  childhood    Koi  fish  virtue  will  grant  As  long  as  the  mother  lantern  lights  your  path  
  • 24. The  Devil  Is  Gone  Only  walks  in  straight  lines  Bad  luck  Zig  zag  bridge  Middle  of  your  life  Fall  if  he  tries  Leave  the  devil  behind  No  more  bad  luck  The  devil  is  gone      By:    Devin  
  • 25. •  Gr.  7  Quick  Scale:    WriNng  Poems  •  Meaning  •  Style  •  Form    •  ConvenNons  

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