Imagining Possibilities:A Career Recipe Dr. Janette Bosetin National Writing Project Florida Gulf Coast University June 2012
Quote-1When students are taught to see howwriting is done, this way of seeingopens up to them huge warehouses ofpossibilities for how to make theirwriting good writing(Ray, KW, 1999).
Quote-2We need to do reporting assignmentsright along with the children, showingthem how to look at a subject, readpicture books, raise questions, takenotes, and write a discovery draft(Graves, 1994).
Sunshine State StandardsWriting ApplicationsStandard 1: CreativeThe student develops and demonstrates creative writing.LA.1188.8.131.52-The student will write in a variety of expressiveand reflective forms that uses a range of appropriate strategiesand specific narrative techniques, employs literary devices, andsensory description; andCommunicationStandard 2: Listening and SpeakingThe student effectively applies listening and speakingstrategies.LA.1184.108.40.206- The student will research and organizeinformation and demonstrate effective speaking skills andbehaviors for a variety of formal and informal purposes
Common Core StandardsVocabulary Acquisition and Use• Acquire and use accurately general academic and domain- specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.• Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Research―Nonfiction is one of the most accessiblegenres for reluctant and less experiencedreaders because the features scaffold thereader’s understanding.‖ Harvey, S. &Goudvis, A. (2000).― Smart is not something you are—it’ssomething you get. And you get smart byreading, writing, talking, listening, andinvestigation by THINKING!‖ Harvey, S.(2008).
ResearchStudents learn counterintuitive informationbetter when it is presented in more thanone way. Thus, we provide students withmultiple opportunities to encounterscientific principles, through reading indifferent formats (such as textbooks, tradebooks, the Internet, and articles),discussion,demonstration, and investigations.Jetton, T. & Dole, J. (2004)
What I expect all students to know and be able to do as Good Listeners, Thinkers and Learners
Good ListenersOn the outside On the insideMake eye contact Make connectionsFace the speaker Ask questionsUse appropriate body language VisualizeNod their heads Make inferencesSay something: e.g., ―great idea, Get new thoughts―that’s an interesting point‖….. and ideasSummarize SummarizeRemember important details Remember details
Check for Understanding 0 1 2 3 4 Even with With help, I I have partial I have a clear I have a clear help, I have have partial understanding understanding understanding no understanding but and canunderstanding inability to produce articulate this original understanding content. (I kinda-sorta (I get it, but I (I get it, I can(I don’t get it) get it) can’t explain (I get it, and I explain it to it) can explain it others, and I to others) can mirror author’s style)
Purpose of the lessonWriting without specificity leaves too manyunanswered questions and makes writing fuzzy.Today, I will show you how to organize yourthinking about your reading by listening for actionsyou hear, listing the special vocabulary that goesalong with your topic and thinking about how youcan use this information to create a career recipe.Writing information in lists or using a graphicorganizer will help you think of details to add toyour writing so that it is clear. Provide a title foryour career recipe.
Bell work• How do you draft your writing to establish an organized and logical pattern supporting details that are specific in your writing?• Discuss with your group..• Share-out…
AGENDA*Bell work*Introduction*Brainstorm*Discussion*Front load vocabulary*During Reading*Read Aloud*Group Sharing and Discussion*You Tube*Group Activity: List Action and Career Words*Share with Class*Create class recipe using vocabulary*Check Your Understanding
Front Load Vocabulary Actions/ Career Vocabulary Construction Occupancy Apparatus Life hazard Water supply Auxiliary appliances Street conditions Weather Exposures Area and height Location and Extent Time Hazards
Apparatus, nouna set of materials or equipment designed for aparticular useExample Sentence:The hospitals operating rooms boast of havingthe very latest medical apparatus.Synonym: equipment, gearEtymology: Latin, from apparare to prepare,
During Read AloudWhile I am reading, I want you to jot down yourthoughts about:1)What are the actions and vocabulary wordsyou can use to write a draft for a firefighter’srecipe?2)What special vocabulary words used in thearticle could you use?3)What are characteristics of a firefighter?
Read AloudSimulation Training in the Firehouse
• Being a Firefighter• What makes a career firefighting an ultimate dream job? Passion! Doing what you love and loving what you do. I love everything about firefighting. I love dragging and/or rolling fire hoses. I love climbing the enormous, truck mounted ladders. I love riding the engine, code three, lights and sirens down the highway. I love being the first one on the team making entry into a burning building, watching the fire build, then doing what I am trained to do and knocking the fire down. I love wearing my turnouts (bunker gear) and helmet, wearing a heavy, air tank, and dragging a fire hose.• What do I love about firefighting? I love returning to the station, reloading the fire hose onto the engine. I love washing the engine. I love hand drying the engine and making sure all the equipment is secured, put away correctly and ready to use on the next call. I love being hot, sweaty, bruised and having tired muscles, because I feel like I earned them.• The firefighters I know jokingly say, "we show up, in the middle of the night, break the windows, cut holes in the roof, deluge the home with water, drag huge hoses through the landscape and then we are thanked for coming."• A career firefighter is an ultimate dream job because there are clearly defined goals and objectives. You put the wet stuff on the red (hot) stuff. You go in the structure and you put the fire out. It is not complicated, it is not political. You are helping people in their very worst hours, when their home has burned down, when they have been in a car crash or when they are suffering an unexpected medical emergency. You are there for them when they call. What else can you do as a career that would make such an impact?• Why is firefighting my ultimate dream job? At the end of the day, I have worked hard, I earned my sore muscles, I helped someone who needed assistance and when my five year old son introduces me to his friends he says, with a puffed out chest, "This is my mom, shes a firefighter!"• Sally is a dedicated writer for StudentScholarships.org. She is an expert in Scholarships, Financial Aid, Career Advice, and most other things college related.• Article Source: http://EzineArticles.com/?expert=Sally_Tolentino
After Reading Activity Brainstorm and Share Out…1)What are the actions/vocabulary words youwrote?2)What ―career‖ vocabulary words were thinking of during our reading?3)What are some characteristics of a firefighter that you were thinking of?
Firefighter Tribute - Bon Jovi Its My Life• http://www.youtube.com/watch?v=P46uI 8QBEww&feature=related
A Recipe from a Firefighter for a Firefighter Ingredient Vocabulary Active play Wisdom Strength Humor Endurance Patience Humility Courage Glaze of love
Recipe for FirefighterIngredientsActive play Humor HumilityWisdom Endurance CourageStrength Patience Glaze of loveDirectionsSet aside a small child.Sprinkle generously with active play to mold a strong body.Add liberally, stirring slowly, huge handfuls of humor - afirefighter will not jell without it.Watch carefully for approximately 13 years until the child turnsinto a spirited youth using patience and discipline.Add the seeds of wisdom that only grow through youthful trialand error.
Knead continuously through the teen years until endurance isblended with strength.Add slowly the yeast of humility. Set aside for 3 or 4 years,allowing the dough time to rise and double.Call in master chefs with the recipe engraved upon their heartsfor the final work.Punch down the fully risen dough to shape the loaf.Roll carefully, using the rolling pin of training on the well-flouredboard of discipline.Blend in the rare spice of courage found hidden between theleaves of foolishness and cowardice that is only purchased withthe gold of sacrifice.
Shape the loaf with care, and brush with the glaze of love tomake them shine.It is this glaze of love for human life that makes them what theyare. The love that makes them stand and risk life, health, andsecurity for strangers until their job is done, as they foughtcourageously and one day hear these precious words:Well done-good and faithful servant.Note: Firefighters are prepared and blended only over manyyears.
Recipe for a Life as a Talented ArtistIngredientsA lifetime of focus on Goals and Dreams300 blinks of Observations650 moments of Amazement120 simple questions of Curiosity390 quiet moments of Planning100 practical Sketches677 eyes of Carefulness876 million hours of Exactness743 inner practices for Perseverance1 in–a-million moments of Patience100 magic hours of Passion
Follow this Life for a Talented ArtistIf you would like to be a talented artist, you have tohave goals and dreams. You should havesomething to accomplish. You should also observe.To create a work of art, you should observe thingsthat will help you. Observe and be amazed! Whenyou are amazed, you become more involved withthe subject. You cannot work without fullconcentrations.Curiosity is something you’ll always need. Find,Discover. To be talented, you should always lookfor new ways to improve your art.
If you have a project to work on, you should alwaysplan. You should be able to think to organize yourwork.When you are ready to begin your project, youshould start sketching. This is just your roughdraft, so mess around! Try new strategies. Becreative!Once you’re done with your sketching, you canstart on your final copy. Be very careful. This isyour final copy so try not to mess up! Being exactis also important in this step. You want it to beperfect, and the best it can be, as it reflects YOU!
Say our final draft is done, and you’re not satisfiedwith it. Don’t give up. Try again. You shouldn’tthrow away a good idea. All ideas are good. If youare one of the people in this situation, thenpatience is very important, It could take awhile forit to come along.The last thing is most important! All talented artistsshould follow this rule. You must put your feelingsinto the project. This is your project. It has to havea part of you in it.If you follow this recipe, and try and try again, youshould be able t to live the life of a talented artist.
Graphic OrganizerBrainstorm and list words that relate to acareer to create your recipe:Actions~~ Career vocabulary wordsYou must have a minimum of 9 words relatedto the career of your choice.*Note: Must list ingredients and have specificdirections. Be Creative!
Individual ActivityWrite your ideas in your notebook/graphicorganizer that includes career actions (What dothey do?), career vocabulary, (Words specific tothe career/position), and create a recipe(Directions, like a recipe!).
Individual Activity1. Choose your career2. Use Graphic Organizer or List3. Make a Tagxedo with your ―ingredient words‖4. Write your Career Recipe5. Underline each of the 9 ingredient words!6. Submit recipe to Edmodo (online program)7. Exit Slip-Check for Understanding/Post on board..8. Share out~ ―Celebration‖
Check for Understanding• On one side of the post-it note, list a number of your understanding (0-4). Write 2-3 sentences related to your response. 3 I understand and am able to share and help other students in my group.• On the other side of the post-it note, write your name and period. Janette Bosetin P2
Celebration!• How do I make a constructive comment?• What are some positive phrases I can use?
How will I extend the lesson?1. Career Poem2. The Happiest and Unhappiest Jobs in America3. Who I Am Portfolio which will include: My People, Who I Am, What I do, Favorite things, Changing, and Poetry (cinquain, concrete, sonnet, and acrostic).4. Where I’m From…5. Pig Plan and jot ideas..6. Bio-Poem upward…7. Using Great Poetry to Teach Poetry..upward..8. Fibonacci with a twist!9. Inspiring Writing through Reading..
References• Dole, J. & Jetton, T (2004). Adolescent literacy research and practice. New York: The Guilford Press.• Dorfman, L. & Cappelli, R. (2009). Nonfiction Mentor Texts. Portland: Stenhouse Publishers.• Grear, A. (2008). Nonfiction reading power. Ontario: Stenhouse Publishers.
Lesson Plan: Imagining PossibilitiesHook or connection: Careers~ For this lesson to be effective,a process for learning will provide students with discussions,read-aloud, examples, examples of actions and vocabulary thatrelates to the career.Purpose: Writing without specificity leaves too manyunanswered questions and makes writing fuzzy. Today, I willshow you how to organize your thinking about your reading bylistening for actions you hear, listing the special vocabulary thatgoes along with your topic and thinking about how you can usethis information to create a recipe. Writing this information in listswill help you thinking of the details to add to your writing so that itis clear to the reader. You can decide to actually use food wordsand recipe measurements or leave them out!
Brainstorm: Ask students to think about a career they arepersonally interested in. Brainstorm career example. Askstudents to jot down their ideas in their notebook, or havethem share orally and record some ideas on the board.Have students share ideas. Have students’ chart their ideasin their notebook that include career: actions (what they do),special vocabulary (words used within the career orpositions), how they could use the information to create arecipe.Model: Teacher chooses a read-aloud linking it to the topic.As you share it with students, ask them to listen for actionsand specific career related vocabulary. Students can jotdown ideas in their notebooks. Discuss. Share.
• Shared/Guided Writing: After students read the article on a career, as a class, have them create lists of actions, specific vocabulary and recipe topics. Have students list possible topics for their career recipe.• Independent Writing: Students can return to the brainstorm activity with lists of actions, specific career related vocabulary and topic interests. Once they decide what career they want to focus on, have them complete the graphic organizer and begin planning to create their recipe.• Reflection: Ask writers to reflect on how this strategy worked for them using the ―check for understanding‖ scale. All students write their level of learning on a post-it note. On one side of the post-it note students write their name and level. On the other side of the note, students write 1-3 sentences to reflect upon their answer.