Crhs 8 23 professional dev day district

338 views

Published on

Published in: Education, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
338
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Crhs 8 23 professional dev day district

  1. 1. CRHS English Department<br />August 23, 2010<br />District Professional Development Day<br />8:30 – 3:30 @ CRHSCRHS Staff Only<br /> <br />
  2. 2. 21ST CENTURY SKILLS – IMPLEMENTING THEM INTO OUR EXISTING CURRICULUM MAPS<br />Research<br />Engaging Digital Natives<br />21st Century Learners<br />
  3. 3. Tech Tools <br />Glogster<br />Toondoo<br />Makebeliefscomix<br />Screenr.com<br />Animoto<br />http://bubbl.us/<br />Voki<br />ACTIVITY: Teachers will use one of the technology tools to create a digital visual that introduces one of the core standards from curriculum map. SHARE and REFLECT on how teachers and students can use.<br />
  4. 4. Google Docs Tutorial<br />http://services.google.com/apps/resources/overviews_breeze/DocsSpreadsheets/index.html<br />https://docs.google.com/#all<br />ACTIVITY – Create a form/spreadsheet for information (student/content/etc)<br />
  5. 5. Blog/Wiki/Discussion Boards<br />How to contribute/create Wikis/blogs/discussion boards<br />Wiki (http://www.wikispaces.com/pbwiki)<br />Links for students<br />Links for teachers<br />Links for class projects<br />ACTIVITY: Create a Wiki/Blog/Discussion board for a map concept<br />
  6. 6. Plagiarism<br />Psychology Today article Why Adolescents Cheat in School<br />A Question of Ethics:You'd Better Watch Out <br />A Teacher's Guide to Fair Use and Copyright<br />Jog the Web – Acceptable Use<br />Common assessment (first 2 weeks of class)<br />Copyright/Fair Use – common assessment<br />ACTIVITY: Create both common assessments<br />
  7. 7. Drafting and Revising <br />Though good writers begin with a clear focus on a topic, they usually discover what they want to say through writing. Only by writing can we fully know what we are thinking. Composing an essay is a recursive process. The writer gets down preliminary ideas and then develops a series of drafts. Each draft helps to discover the content and organizational structure inherent in the argument. The drafting process requires several stages of development. Revising happens only in the context of drafting. Once important ideas and some supporting evidence are successfully recorded on paper, the revising process begins. (Sas Curriculum Pathways)<br />
  8. 8. REP - REVISING<br />Revising<br />Revising should not be confused with editing. Revising is actually part of the drafting process and involves the following: <br />Changing the order of presentation of big ideas <br />Moving sentences and paragraphs from one place to another <br />Changing the focus or emphasis of a paragraph <br />Constructing transitional sentences to bind ideas together <br />During revision a writer may discover that what seemed minor, supporting evidence is actually a major element of the argument deserving fuller development. Or, an unnecessary digression is removed. During revision the draft tells the writer what needs to be added, changed, or deleted to communicate effectively with the audience, to make the purpose and message clear, and to make the argument flow logically and persuasively. <br />
  9. 9. REP -- Editing<br />Editing<br />Editing comes after revising and is the process of refining writing. Careful attention is paid to the wording of sentences.<br />Do sentences convey effectively the intent, focus, and content required by the argument? <br />Are sentences economical, free of unnecessary prepositional phrases, convoluted clauses, repetition, and wordiness? <br />Are sentences precise? <br />Poets, who must make every word count, devote a great deal of time and energy to this process. Effective prose writers give this same attention to word choice, especially at points where diction, style, and tone can make important points more persuasive. Editing also includes, of course, attending to major grammatical issues such as sentence completeness, agreement, and correct usage. <br />
  10. 10. REP -- Proofing<br />Proofing<br />Proofing is the simplest and the last step in the writing process. During proofing, the writer searches for those few errors overlooked during the editing process. <br />Are all words spelled correctly? <br />Is the punctuation correct? <br />Are any necessary words accidentally omitted?<br />However, proofing can be difficult for the author. Fully aware of what is intended, the writer may fail to see glaring errors another reader spots immediately. One effective proofing device is to read the essay backwards, sentence by sentence. The best approach, however, is to do what professional proofreaders do. Solicit the help of two people and give each one a copy of your writing. One proofreader follows the text carefully as the other reads it aloud, reading every word, punctuation mark, and unusual spelling. Using this process, one of the two readers should catch your errors. <br />
  11. 11. Writing Improvement<br /><ul><li>Daily Journals – best practices
  12. 12. Language books – using resources that we HAVe – save money
  13. 13. Review Pacing Guide – concerns/ successes/ resources [PLC ]
  14. 14. Prioritize for each grade level
  15. 15. Pacing Guide / PLC work
  16. 16. RESEARCH – (esp. Junior/Senior research)
  17. 17. Vertical alignment of RESEARCH – best practices and resources (online and textbooks)
  18. 18. REP – REVISING, EDITING, PROOFING (video) –
  19. 19. ACTIVITY – apply REP to a Writing Pacing Guide assignment for each PLC</li></li></ul><li>SUBMITTING WORK<br />Digitally<br />Windows – Make-up<br />NO-ZERO POLICY -- trial<br />
  20. 20. BOOKROOM / RESOURCES<br />Someone to facilitate ordering resources<br />Handbooks – in rooms<br />Workbooks<br />Copying <br />
  21. 21. CURRICULUM LEADERSHIP TEAM for 2010-2011<br />Representatives<br />Brainstorm possible ELA meeting topics<br />Where do we go from here?<br />
  22. 22. SUMMER ASSIGNMENTS<br />Assessment/classroom discussions/journals (PLC)<br />Grading<br />
  23. 23. VERTICAL ALIGNMENT OF CURRICULUM – NEXT STEPS<br />
  24. 24. INSPIRING AN ENGAGING STUDENTS – BEST PRACTICES<br />
  25. 25. Committees for 2010-2011<br />

×