10 minutesOne minute quick write—List people, examples, details, events, storiesThree minutes—Choose one thing from the list to explain, analyze, describe, compare, Next note card, three minutes—choose another thing from the list to explain, analyze, describe, compare, etc.So What?—So what do you believe is true about gamers based on your quick writes so far—one-two sentences
10 minutesWhat sticks with you? How does this piece make you feel? Why? What is one take-away you have after reading this text?
10 minutesSo what does this mean? Deconstruct author’s use of examples, coherence, and structure in relation to the controlling idea.
5 minutesTape onto white paper to make notes in between cards about possible transitions, etc.
Expository writing demo
What? So What? Now What?Engaging students in expository reading and writing through inquiry
Play with the order of your notecards ◦ Rearrange, omit, add, combine Where does the “so what?” fit best? Can you add a thread or structure so that they all flow and make sense together?
Monday—What do we notice about ideas? Tuesday—What do we notice about organization and structure? Wednesday—What do we notice about sentences? Thursday—What do we notice about word choice? Friday— “Publish”
To encourage students to think andrespond like writers, they need to beprovided with great pieces of literatureto read, time to reflect, and modelsthat teach habits of collection andcreation.Heather Lattimer (2003)Thinking Through Genre
These questions work when we help students “inquire” about . . . What a “text” means How I respond to what I see, read, hear What “good” readers do What an author might mean How an author achieves certain effects Hamlet’s mental health The causes of homelessness