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8P24 week 8 - writing part 2
- 1. Welcome Back to8P24 J/I Language: Week 8 Writing Part 2
- 2. Agenda ✘ PLC: CollaborativeWriting and Meaningful Tasks ✘ Collaborative Writing Exploration ✘ Writer’s Workshop for SJ Lesson Plans (mini-lessons on lesson planning and writing time) ✘ Assessing Writing ✘ Writing Strand Blogs 2
- 3. PLC Discussions Leaders setyour timers for 15 minutes Recorders open Sakai message to take notes Leaders fill out self-evaluation form on Sakai and submit planning page via Sakai Assignment tab 3
- 4. 1. Collaborative Writing Let’swrite a narrative together a) Listen to the passage for inspiration b) Write the introduction to a story until the instructor says the time is up c) Pass your page to the person to your right d) Read what they wrote and continue the story e) Listen for the story elements described by the instructor f) Continue passing to the right until the story is complete
- 5. 1. Collaborative Writing Let’swrite a narrative together a) Beginning of the story b) Deeper Character Development c) Problem Posing d) Solution
- 6. 1. Collaborative Writing Let’sreflect on our narrative a) What are the benefits of this strategy? b) What skills can students foster? c) What forms of writing might this be most useful for? d) Challenges?
- 7. 7Collaborative and SharedWriting and Presenting Ideas in the Classroom Cubing RAFT Clusters No Tech. Technology Writable.com (Resources Assignments) Write About This Boomwriter.com Storyjumper.com Author’s Chair
- 8. 8 Global Writing Writing needsto be authentic, meaningful, real life, for a purpose (inform, entertain, persuade, discuss) a) The World is My Audience: Twima Twima2, Twima3 b) Re-write a Wikipedia Article c) Blog/Vlog- Kid Blog, d) YouTube and Kidzvuz e) Quad Blogging Article f) Global Read Aloud g) 100 Word Challenge
- 9. Take 15 minutesto explore the collaborative writing resources linked on Sakai, and share your thoughts with your group members: Would you use this in the J/I classroom? How and Why? 9
- 10. Writer’s Workshop A seriesof mini-lessons, writing time, and sharing opportunities Let’s try this with our teacher hats on and focus on lesson plan writing 10
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- 12. Lesson & UnitPlanning 101 2 BIG QUESTIONS YOU NEED TO BE ABLE TO ANSWER: What are you doing? AND Why are you doing it?
- 13. Lesson & UnitPlanning 101 3 BIG CONSIDERATIONS: What do you want students to learn? Big Ideas/Enduring Understandings Curriculum Expectations How will you know they learned it? Assessment tools and strategies What do they need to succeed at this task? Lesson components, examples, practice, etc.
- 14. Lesson & UnitPlanning 101 Thoughts to communicate in a formal lesson plan: Background Success Big Idea & Curriculum Expectations Learning Goals & Success Criteria Materials/Resources Prior knowledge (if any) Lesson Success Grouping & Timing Minds On, Action, Consolidation Student Success Assessment Accommodations/Modifications Next Steps
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- 17. Lesson 2 exemplars: 1) TheWater Walker Lesson on unfair distribution of water resources and environmental responsibility Assessment task: series of tableau explained in a blog post to show what students learned 2) Ghandi’s Glasses Lesson on global citizenship and treating people and our world respectfully Assessment task: storyboard comic on a particular social justice issue and how people should act to create a better world Mini-Lesson #1: Be inspired! Choosing a Topic & Assessment Tasks Writing Practice What is your social justice topic? What specifically do you want students to learn? What big activity/project can they complete to show their learning? 17
- 18. Mini-Lesson #2: BestPractice Teaching Curriculum, Learning Goals, and Success Criteria 18
- 19. Lesson 2 Exemplars: 1)Water Walker Mini-Lesson #2: Best Practice Teaching Curriculum, Learning Goals, and Success Criteria 19 CURRICULUM: Writing 2.5: identify their point of view and other possible points of view; Writing 1.2: generate ideas about a potential topic and identify those most appropriate for the purpose Drama B 1.1: engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places. Media literacy 3.4: produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques. STUDENT FRIENDLY LEARNING GOALS: 1. I will be able to identify my POV and others POV to determine whether my opinion is balanced. 2. I can generate ideas about our topic and choose the most appropriate idea for my purpose. 3. I will be able to express my ideas around our social justice issue through tableau. 4. I will be able to create a blog explaining my dramatic process for the creation of my Tableaus.
- 20. Lesson 2 Exemplars: 1)Water Walker Mini-Lesson #2: Best Practice Teaching Curriculum, Learning Goals, and Success Criteria 20 STUDENT FRIENDLY LEARNING GOALS: 1. I will be able to identify my POV and others POV to determine whether my opinion is balanced. 2. I can generate ideas about our topic and choose the most appropriate idea for my purpose. 3. I will be able to express my ideas around our social justice issue through tableau. 4. I will be able to create a blog explaining my dramatic process for the creation of my Tableaus. STUDENT FRIENDLY SUCCESS CRITERIA: I will understand important details about lack of water in Indigenous communities from the resources shown in class, and list these in a graphic organizer. I will make tableaus around this social justice issue that portrays my purpose and POV. I will take photographs of my tableaus to use in my blog post to show my POV. I will create a blog with four paragraphs. -The first three paragraphs will explain my dramatic process for the creation of each tableau. -The fourth paragraph will reflect on my POV and compare that to the POV’s of my peers work.
- 21. Lesson 2 Exemplars: 2)Ghandi’s Glasses Mini-Lesson #2: Best Practice Teaching Curriculum, Learning Goals, and Success Criteria 21 CURRICULUM EXPECTATIONS O1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them O1.8 identify the point of view presented in oral texts and ask questions about possible bias Social Studies B3.9 describe some different ways in which citizens can take action to address social and environmental issues Drama B1.1 engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places STUDENT FRIENDLY LEARNING GOALS: I will understand how to connect my understanding of a text to my own experiences, other texts, and the world around me I will identify a character’s point of view in a text and think about other possible views I can communicate some ways that people can take action to help with social justice and environmental issues I can use role play to address an issue or theme
- 22. Lesson 2 Exemplars: 2)Ghandi’s Glasses Mini-Lesson #2: Best Practice Teaching Curriculum, Learning Goals, and Success Criteria 22 STUDENT FRIENDLY LEARNING GOALS: I will understand how to connect my understanding of a text to my own experiences, other texts, and the world around me I will identify a character’s point of view in a text and think about other possible views I can communicate some ways that people can take action to help with social justice and environmental issues I can use role play to address an issue or theme STUDENT FRIENDLY SUCCESS CRITERIA I made a connection between the text and my own experiences I demonstrated my point of view and considered alternative POV’s in my T chart I explained several ways a good citizen should act on social and environmental issues, considering different POV’s to make my decisions I considered solutions to social and environmental problems and presenting them in the form of drama. I chose words and action to communicate my ideas clearly I participated in group discussions and collaborated with peers to create a script for our role-play I actively listened to peers perspectives and treated their ideas with respect
- 23. Lesson 2 Exemplars: 1) WaterWalker Refer to previous slides 2) Ghandi’s Glasses Refer to previous slides Mini-Lesson #2: Best Practice Teaching Curriculum, Learning Goals, and Success Criteria Writing Practice What grade is your lesson appropriate for? Look through the curriculum document. Thinking about the task you plan to complete, choose 3-4 appropriate specific expectations that you can assess. Copy & paste the expectation. Then re-write it as a learning goal and develop a list of success criteria. 23
- 24. Mini-Lesson #3: LessonComponents Meaningful & Memorable Hooks, Actions, and Consolidations 24 Consider: Multimodal? Active? 4 C’s (creativity, collaboration, critical thinking, communication)? Technology?
- 25. Mini-Lesson #3: LessonComponents Meaningful & Memorable Hooks Writing Practice How might you engage your students to think about your topic? What might excite them? make them want to learn more? target their emotional response? set them up for success on the tasks to follow? 25 Consider: Multimodal? Active? 4 C’s (creativity, collaboration, critical thinking, communication)? Technology? Lesson 2 exemplars: 1) The Water Walker Water demonstration to visually represent the lack of fresh water in the world and the struggles of communities that have to transport water far distances. Class discussion to activate prior knowledge: what do you think our topic is for today? What do you know about Indigenous communities? Picture book read aloud. 2) Ghandi’s Glasses Video hook: “Kid President: How to Change the World” Class discussion activating prior knowledge about Ghandi Picture book read aloud with cut-out glasses to put on!
- 26. Mini-Lesson #3: LessonComponents Meaningful & Memorable Actions Writing Practice What steps might students go through to complete their assigned activity /project? (first, next, then, finally) What does the teacher do / say / use? What does the student do / say / use? What critical thinking questions are posed? 26 Consider: Multimodal? Active? 4 C’s (creativity, collaboration, critical thinking, communication)? Technology? Lesson 2 exemplars: 1) The Water Walker QR codes to various websites and videos. Students record learning on a mind map organizer. Share and Discuss. Create 3 tableau scenes in groups: 1-the reality of the issue, 2-the ideal solution if the issue were solved, 3- how to raise awareness of ways to bridge that gap. Once practiced, photos will be taken of each tableau scene. 2) Ghandi’s Glasses Critical discussion as a class to break down the text Choose a topic and write a script to show 1-ways in which people act poorly, and 2- ideal behaviours. In groups, peers will help act out each other’s scripts
- 27. Mini-Lesson #3: LessonComponents Meaningful & Memorable Consolidations Writing Practice How might you wrap up your lesson? How will you circle back to your learning goals to see if they were achieved? How will you engage students in self-reflection, peer feedback, sharing, or preparing for the next steps? 27 Consider: Multimodal? Active? 4 C’s (creativity, collaboration, critical thinking, communication)? Technology? Lesson 2 exemplars: 1) The Water Walker Students will reflect on the POV shown in their tableau scenes, and think about how they will write about this in their blog posts (to be started next class). Students will write an exit card about their process so far. 2) Ghandi’s Glasses Students will reflect on their scripts as seen in action, make revisions as necessary. During the next class, will create a storyboard comic to share their storyline about how to create a better world. This will be published in a class book.
- 28. Mini-Lessons for nexttime… Assessment Tools What is the most apt tool to assess your project? Who uses the tool? How well does this align with your chosen expectations? Accommodations How can you add differentiated instruction components to ensure all of your students have the ability to succeed? 28 Details Materials clearly listed Resources clearly described and linked (if possible) Do/Say actions clearly described so colleague could teach you lesson Next steps listed
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- 30. Assessment Strategies andTools 30
- 31. Writing Assessment There areseveral ways to assess writing. The most common method is to use some sort of rubric. Items on the rubric range from curriculum writing expectations to individual items specific to an assignment. Other forms of writing assessment use checklists or rating scales. A teacher isn't the only one who can assess a writing sample. Students can assess their own writing by working in pairs or small groups. Small groups of students can meet and conference about one piece or each student can bring a piece to exchange and have reviewed. As with any good assessment, the purpose should drive the procedure.
- 33. Writing Assessment Student- SelfAssessment Writing Exemplars – Ministry Document Writing Exemplars – EQAO Document Writing Assessment Samples
- 34. 34 Writing Strand Blogs AffirmationWriting Strategy ✘ Open a word doc. ✘ At the top of your page, write an affirmation you need to hear while writing. Make it as large as possible to fit on 1-2 lines of text ✘ Free write a possible angle you might take on this next blog post. Just type – don’t edit or stop – if you are stuck, re-read your affirmation, believe in yourself, and continue.
- 35. 35 I am agreat writer! You can do this! My Ideas matter! I have something valuable to say! Take a deep breath. You’ve got this! It doesn’t have to be perfect. Just write! Just try your best! You’re doing great! Keep going! You are not actually hungry! Keep writing! One sentence at a time… Put pen to the paper, and let the words run to the finish line! Progress is more important than perfection. As long as you are still writing, you are winning!
- 36. Homework for nextclass: Read + View + Forum Response We are moving on to oral communication. Explore the links on using podcasts in the classroom, and record a response according to the instructions posted in the week 8 tab. DUE SATURDAY NIGHT Blog Post #3 Write your blog post on the writing strand. Submit your link through the assignments tab DUE IN CLASS for peer sharing SJ Lesson Plan Use the ideas you developed today to fill in most of your lesson plan template. Bring your ideas to class for peer feedback 36 Curation Bank Don’t forget to add writing resources to your resource banks Have a wonderful rest of the week!