This document provides an agenda for a class on guided reading and writing. The agenda includes: checking in, discussing components of a balanced 21st century writing program, stages of writing and graphic organizers, powerful writing to promote social justice, poetry writing activities, blogging and peer assessment, and working on a social justice lesson plan. Learning goals focus on using social media to implement a balanced writing program, understanding stages of writing and using graphic organizers, teaching writing with a social justice theme, creating blogs, and using feedback to improve learning. The class involves exploring resources, reviewing components of a balanced literacy program, and dividing into groups to analyze sections of a reading on teaching writing in the 21st century.

1. Class 7- Guided
Reading/Writing 101
8P24

2. Check in

3. Agenda
1. “Check-in”
2. PLC’s- Metacognitive Reflection
3. Components of a 21st Century Balanced Writing
Program
4. Stages of Writing and Graphic Organizers
5. Powerful Writing- promoting social justice
6. Poetry Writing: Haiku and Rant Poetry
7. Reading Blog- Peer Assessment
8. Social Justice Picture Book Lesson Plan
9. Work Period

4. Learning Goals
1. I will demonstrate an understanding as to how to effectively utilize social media for
a means to implement a balanced 21st-century writing program
2. I will demonstrate an awareness for the stages of writing and how the prewriting
and drafting stages can be supported through the use of graphic organizers
3. I will demonstrate an understanding of the importance of using social justice
issues as a fundamental theme to teaching writing in my junior/intermediate
classroom
4. I will continue to learn how to create blogs for professional audiences
5. I will demonstrate an understanding of how to effectively use descriptive feedback
through the peer assessment process to propel learning forward

5. Professional Discussion
Twitter: Two Way Twitter PD
Pinterest: There's a Big Hole in How Teachers Build Skills, and Pinterest is
Helping to Fill It
● Exploring Resources:
Use each source below as a starting point to find resources that will help
teachers to implement the Writing Strand of the Ontario Curriculum –
Language.
Twitter: The Complete Guide to Twitter Hashtags for Education
Pinterest: The IRC of Brock University - Pinterest
Note: You are free to go beyond the IRC Pinterest site to find Pinterest
resources for writing.

6. Review- 21st Century Balanced Literacy Program

7. Teaching Writing in the 21st Century
Focus Questions:
1. What is the main idea of the section you investigated?
2. This document was published in 2009, (10 years ago) yet is still pertinent today. What
sections of this article are important for teachers to know in order to effectively teach our
modern learners in today’s 21st classrooms?
3. What is missing from this document?
4. Refer to the Ontario Language Arts Curriculum- Writing Section (pg. 13-14) and Overall and
Specific Writing Expectations; what connections can you make with between this document
and the curriculum expectations?
5. How has investigating this document, helped your understanding of teaching writing in the
21st classroom?
With your group, divide the “Writing in the 21st Century” document into the number of sections per
group members and read your section of this document using the focus questions below as your guide.
Be prepared to share out the responses to these focus questions with your group members. You have
20 minutes to complete this activity.

8. Dividing the Article
Pg. 1-2 (A Call to Support 21st Century Writing, Historical Perception of Writing: Five
Themes of Writing and Writing Instruction in 20th Century America)
Pg. 3-4 (Historical Perception of Writing: Two Trends that Affected Writing and
Writing Instruction in 20th Century America, Historical Perceptions of Writing: Study
and Teaching of the Writing Process)
Pg. 4-7 (Writing in the 21st Century)
Pg.7-8 (Conclusion) You can also have this person/pair explore the article
What Teaching in the 21st Century Might Look Like
Person 1:
Person 2:
Person 3, 4
(possibly 5):
Person 5
(possibly 6)

9. Writing Process
a) Prewrite
b) Draft
c) Revise
d) Edit
e) Publish
Note: This is a recursive process.
Most writers move back and forth
throughout the process.

11. Organizers
Using Graphic Organizers in the Composing Process
● Prewriting
● Drafting
Resources:
a) Graphic Organizers for Writing
b) Graphic Organizers for Reading
c) Podcast- On Being - Krista Tippett
d) Tools4Students2
e) ReadWriteThink

12. 6 + 1 Writing Traits
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions (COPS: Capitalization,
Organization, Punctuation, Spelling….
Does it Flow, Does it Make Sense?)

13. Social Justice Poetry- Haiku
Example 1:
Winds of change come strong
swept over the world’s issues
creating some light
Example 2:
Oppression dies when
people cry with tears of hope
for social justice
What are the features of a Haiku as a text form?

14. Form
Line 1: 5 Syllables
Line 2: 7 Syllables
Line 3: 5 Syllables

15. Media

16. An Infographic That Summarizes Using Twitter for Teachers

17. Form
a) How would you describe the
features and conventions of a tweet?
a) How does a tweet differ from other text
forms such as email or blog posts?
a) How might you use Twitter as a means
to engage junior and middle school
students in writing?

20. Haiku

21. Rant Poetry:
• Free- verse prose poem written about an exasperating or
criticism (frustrating, intense, annoying) subject, activity, habit
or practice you dislike
• Persuasive argument
Poetry Slam:
• Competition arts event
• Performed live on stage before an audience and judges
• Dramatic delivery
• Voice is very important
• Judged on enthusiasm, style as content, dramatic delivery and
voice (See examples of Rant Poetry and Slams on Sakai)
What is a Rant Poetry and Slam

22. 1. Think of a topic that provokes a reaction
2. Brainstorm a list of reasons why this subject frustrates you
3. Jot down 10-20 details about your subject
4. Decide what tone you want your topic to convey (when performed, how do you want your poem to make
people feel?)
5. Turn your brainstormed ideas and details into sentences that reflect your tone.
6. Write your rant poem by stringing together sentences from your brainstormed ideas and details in
chronological order. Make sure it flows and is logical.
7. Break the lines of your poem where it feels most appropriate.
8. End your poem with a single, most frustrating complaint from your brainstorm list.
9. Decide how this will be performed for the greatest effect.
How to Write a Rant Poem

23. Rant Poem Examples
Judgy People
I don’t like judgy people
they think they know it all!
Well, I’ve got news for them
their mind is very small!
Standing on their soapbox
looking down their nose
from their judgey heads
to their judgy little toes.
You always seem to get them
wherever you may be
Hey! Guess what judgy?
“Only I can judge me!”

24. Writing Decisions
● Audience
● Purpose
● Form
● Topic

26. Your Task- Choose Task 1 or 2
Task 1:
● Pic Collage app on iPads
● Select a Chris Hadfield tweet from space here
● Rewrite it to fit the haiku form (5/7/5)
● Conduct any research needed to clarify the tweet
● Using Pic Collage:
- Select appropriate online images and arrange as a collage
- Select a background
- Type the haiku into a text box
- Save to photos

27. Task 2:
1. Create a rant poem on a topic in which you are passionate
(use the “How to Write a Rant Poem” slide to help you
prepare this poem)
2. Practice this rant poem (it does not need to be long)
3. Record your rant poem in front of the Green Screen
4. Use the Green Screen app, Do Ink to change the
backgrounds as you present your rant poem
5. Upload your rant poem Green Screen presentation to the
forum area of Sakai under “Idea Sharing Section”

28. Poetry Writing Reflection
1. How does this poetry/media activity, address specific
expectations in the Language Arts Curriculum? (Writing,
Media, Reading, Oral Communication)
2. What other subject areas are addressed?
3. How might you extend the Haika and/or Rant Poetry
activity in a Junior/Intermedia classroom?
4. What further supports would you implement?

30. PLC Focus- Week 8
Text Investigation and Critique
a) 30 Ideas for Teaching Writing
b) Guides on the Side: Collaborative writing and revising with
students (Pytash, et. al)
As per our usual post, you are going to investigate the two
sources using a 3W/3R approach; however, in light of our writing
focus, I would like for you to challenge yourself to be creative
with your writing. How are you going to post your ideas in a
creative, innovative, and unique way?

31. Blogging and Peer Assessment
You are going to get the link to a peer’s blog and use the following criteria to assess and
provide feedback for their Reading Strand Blog.
When finished, you will conference with your partner and discuss your descriptive
feedback and next steps.
Reading blogs due this evening by 11:59pm following the same submission criteria
(Grammerly, PDF, Live Link submitted to the Blogging Assignment area on Sakai) as the
Media Studies Blog.

32. Social Justice Lesson Plan Work Period
You are going to spend some time working on your picture book lesson plan. Work on
the following areas.
● Rationale
● Expectations (Overall, Specific)
● Learning Skills and Achievement Chart
● Learning Goals and Success Criteria
● Prior Learning
● Materials
● Instructional Lens
● Detailed Description of Lesson Trajectory (Minds-On, Action, Consolidation with
Critical Questions

33. 1. Click on lesson
plan template to
the left to access
the editable link.
1. Make a copy of
the template.
1. Use the template
to write your
social justice
lesson plan.

34. Finding the Green Stone by Alice Walker
Exemplary Lesson Plan
You are going to spend the next 45 minutes
working on your picture book lesson plan.

35. Next Week at a Glance- Week 8 Writing II
1. Gradual Release of Responsibility
2. Collaborative and Shared Writing
3. Writing Assessment
4. Appreciation vs. Appropriation
5. Global Writing
6. Lesson Planning: Differentiation,
Accommodations, Modifications, Assessment
7. Blog # 3- Writing