Wonks, Marathoners, and Storytellers: Describing the Participatory Culture of...Kelly L. Jones
This document describes a study on the participatory culture of National Novel Writing Month (NaNoWriMo). It discusses NaNoWriMo participants' experiences and how those experiences could inform writing curriculum. The study used qualitative methods including interviews and artifacts from 100 NaNoWriMo participants. Major themes that emerged from the data included participants finding encouragement, developing writing identities and self-efficacy, and benefiting from the supportive participatory culture of sharing writing ideas and receiving feedback within the NaNoWriMo community. The participatory culture was shown to lower barriers for creative expression and provide motivation to write through challenges and story ideas.
This document provides an overview of launching writing notebooks and writing workshop for an upper grade professional development session. It discusses idea notebooks, collecting entries, the writing process, qualities of good writing, volume, and conventions. It also includes sample conference questions, a conferring menu, management tips, and closing quotations.
This document discusses encouraging authenticity in student writing. It describes the author's teaching experience and contends that nurturing authenticity is critical for helping students become capable writers by articulating their own thinking for particular audiences. The author prompts students to identify story topics from their own lives and models sharing personal stories. Key practices discussed for developing writing skills include using writer's notebooks, selecting personally important topics, and ensuring students have authentic audiences for their writing.
This document discusses the author's perspective on writing. It states that writing is a way for the author to express themselves in ways that they cannot through speech, music, sports, or fashion. The author views writing as a way to gather and organize thoughts, transform daydreams into something tangible, and express as well as hide aspects of themselves from the world. Writing represents many things to the author, including a way to believe in themselves and analyze complexity. Overall, the author sees writing as a core part of their identity but is unsure if they have fully answered the question of who they are as a writer.
The document summarizes key points from Thomas Newkirk's book "The Art of Slow Reading" which advocates for slowing down the reading process. It discusses how slow reading fosters a deeper relationship with the text and author by carefully attending to language, visualizing scenes, and questioning ideas. It also addresses challenges to slow reading like testing pressures and distractions that encourage speeding over comprehension. Overall, the document provides an overview of Newkirk's perspective on slow reading techniques like memorization, annotation, and reflection that allow readers to fully engage with a text.
This document discusses the Writer's Workshop approach to teaching writing. It emphasizes that students learn to write best when they write frequently, on self-selected topics, and receive guidance from the teacher. Key aspects of the workshop include students choosing their own writing topics, mini-lessons from the teacher, student-teacher conferences, and opportunities for students to publish and share their work. The overall goal is for students to see themselves as writers and gain confidence in the writing process.
Writer's workshop is a teaching method that allows students to write in different genres and practice writing. It exposes students to the process of writing stories and topics while fostering a love of writing. The classroom is set up with separate areas for gathering, books, and supplies like paper, pencils, and notebooks. Teachers create an inviting space with accessible materials and writing folders to develop rough drafts and final copies in composition notebooks. Establishing individual writing territories helps students write independently.
Wonks, Marathoners, and Storytellers: Describing the Participatory Culture of...Kelly L. Jones
This document describes a study on the participatory culture of National Novel Writing Month (NaNoWriMo). It discusses NaNoWriMo participants' experiences and how those experiences could inform writing curriculum. The study used qualitative methods including interviews and artifacts from 100 NaNoWriMo participants. Major themes that emerged from the data included participants finding encouragement, developing writing identities and self-efficacy, and benefiting from the supportive participatory culture of sharing writing ideas and receiving feedback within the NaNoWriMo community. The participatory culture was shown to lower barriers for creative expression and provide motivation to write through challenges and story ideas.
This document provides an overview of launching writing notebooks and writing workshop for an upper grade professional development session. It discusses idea notebooks, collecting entries, the writing process, qualities of good writing, volume, and conventions. It also includes sample conference questions, a conferring menu, management tips, and closing quotations.
This document discusses encouraging authenticity in student writing. It describes the author's teaching experience and contends that nurturing authenticity is critical for helping students become capable writers by articulating their own thinking for particular audiences. The author prompts students to identify story topics from their own lives and models sharing personal stories. Key practices discussed for developing writing skills include using writer's notebooks, selecting personally important topics, and ensuring students have authentic audiences for their writing.
This document discusses the author's perspective on writing. It states that writing is a way for the author to express themselves in ways that they cannot through speech, music, sports, or fashion. The author views writing as a way to gather and organize thoughts, transform daydreams into something tangible, and express as well as hide aspects of themselves from the world. Writing represents many things to the author, including a way to believe in themselves and analyze complexity. Overall, the author sees writing as a core part of their identity but is unsure if they have fully answered the question of who they are as a writer.
The document summarizes key points from Thomas Newkirk's book "The Art of Slow Reading" which advocates for slowing down the reading process. It discusses how slow reading fosters a deeper relationship with the text and author by carefully attending to language, visualizing scenes, and questioning ideas. It also addresses challenges to slow reading like testing pressures and distractions that encourage speeding over comprehension. Overall, the document provides an overview of Newkirk's perspective on slow reading techniques like memorization, annotation, and reflection that allow readers to fully engage with a text.
This document discusses the Writer's Workshop approach to teaching writing. It emphasizes that students learn to write best when they write frequently, on self-selected topics, and receive guidance from the teacher. Key aspects of the workshop include students choosing their own writing topics, mini-lessons from the teacher, student-teacher conferences, and opportunities for students to publish and share their work. The overall goal is for students to see themselves as writers and gain confidence in the writing process.
Writer's workshop is a teaching method that allows students to write in different genres and practice writing. It exposes students to the process of writing stories and topics while fostering a love of writing. The classroom is set up with separate areas for gathering, books, and supplies like paper, pencils, and notebooks. Teachers create an inviting space with accessible materials and writing folders to develop rough drafts and final copies in composition notebooks. Establishing individual writing territories helps students write independently.
The document provides an overview of the writing workshop model. It discusses key components such as the mini-lesson, independent writing time with teacher conferencing, and sharing. During the mini-lesson, the teacher provides direct instruction on writing skills and strategies. Students then spend most of their time writing independently while the teacher meets with individuals and small groups. Lessons focus on the writing process, qualities of writing, and editing skills. The document also provides examples of effective conferring and sharing techniques.
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
The presentation we gave at NCPTW in Chicago this past November. It details a series of meetings between our tutors and tutors from Minnetonka High, Windward Academy, Edison, and Glenbrook North
The document discusses the concept of "private writing" as described by Dr. Caleb Gattegno. It provides several student responses and reflections on their experiences with private writing. The key points are:
- Private writing refers to writing that is solely for one's own eyes and is not meant to be shared publicly. It allows for complete freedom of expression without concern for rules, structure, or criticism.
- Many students found private writing in journals and free writes to be liberating and therapeutic. It helped them tap into deep thoughts, feelings, and memories they did not realize they had.
- Private writing helped students see themselves as writers and gain confidence in their writing abilities. It allowed their inner voices
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
This document outlines a presentation about building a diverse classroom library. It discusses the importance of including books that serve as mirrors, windows, and doors for students. Mirrors allow students to see themselves reflected in literature. Windows allow students to view others' lives and experiences. Doors allow interaction and access into new worlds. The presentation provides resources for finding diverse books and strategies for integrating them into the classroom, such as book talks, read-alouds, and mini-lessons using excerpts. Teachers are given surveys to evaluate their current libraries and measure the impact of implementing diverse literature. The goal is for students to have access to literature representing various identities and experiences.
The document discusses literacy circles and blogging as methods for developing literacy skills. It provides context for literacy in the 21st century and describes how literacy circles and blogging can create deeper understanding of texts by allowing students to discuss and respond to readings. It also outlines various roles students can take on in literacy circles, such as summarizer, questioner, or illustrator.
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
42 Tips for Polishing Your Writing So It is Publishable: Michele Weldon's Wri...Michele Weldon
This document provides the schedule and content for a writing workshop. The workshop will focus on 42 tips for polishing writing to make it publishable, including exploring different genres, developing characters, crafting an engaging narrative, revising, and taking action to improve one's writing. Participants will do short writing exercises and share their work. The goal is for attendees to leave with three useful strategies and a plan of action for improving their writing over various time periods.
This 18 page e-book contains what I can easily call the most important guidelines for anyone wanting to become a writer or copywriter. It is a compilation of my learning from the book called ‘On Writing’ by author Stephen King. I would suggest you buy King’s book. But till then, you can soak in the learning that I’ve had from reading the literary genius’s work.
The document provides a detailed guide on how to publish a book, including creating an outline, writing the book, proofreading, and publishing/promoting. It discusses different methods for writing a book, such as writing it yourself, recording and transcribing, or hiring a ghostwriter. It recommends creating a detailed outline first that covers the key topics or story points. The document then goes into steps for writing the book, hiring ghostwriters at different price points, proofreading, and finally publishing/promoting the finished book.
This document provides guidance and best practices for developing and supporting book clubs. It discusses how book clubs strengthen communities by bringing people together around reading and discussion. Suggestions are made for selecting discussable titles, developing library resources to support clubs, and addressing common discussion challenges. The importance of book clubs in promoting literacy and community engagement is emphasized. Strategies are outlined for revitalizing struggling clubs, such as changing meeting locations, frequencies, and book selections. Overall, the document aims to help libraries cultivate and maintain successful book clubs.
The WNY Young Writer's Studio 2015 InstallationAngela Stockman
The WNY Young Writer's Studio is a community of writers and teachers of writing in Kenmore, New York. These slides make our thinking, learning, and work visible to those who are interested in taking a peek at it.
The document discusses how academic librarians' personal identities and experiences shape their teaching practices. It begins by asking how personal identity affects a librarian's approach to teaching and how they bring themselves into their teaching.
The participants expressed that teaching is very important to their professional identity and work. They see themselves strongly as educators in addition to being librarians. Their personal traits, experiences, and backgrounds influence how they relate to and engage with students. While some initially tried to emulate other teaching styles, they realized they needed to teach authentically and in a way that matches their own personality. Overall, the librarians view their identity and integrity as central to being effective teachers.
"The Power of Writing with Abandon" by Grant Faulkner, Executive Director of National Novel Writing Month (NaNoWriMo).
Grant presented this material to the Sacramento branch of the California Writers Club on September 20, 2014.
This document provides an overview of balanced literacy and its components as outlined in the Common Core State Standards. It discusses the key tenets of balanced literacy including practice, learning, assessment, and transfer. The major components are described, including interactive read aloud, shared reading, reading workshop, grammar, shared writing, writing workshop, and word study. Guidance is provided on reading instruction elements such as read aloud, shared reading, workshops, and conferring. Writing instruction components like shared writing, workshops, and notebooks are also outlined.
Literature Circles involve small groups of students meeting to discuss books they have read. Each student is assigned a specific role with responsibilities to help facilitate discussion. Roles include Discussion Director, Character Analyzer, Artful Artist, Text Connector, Summarizer, Word Finder, and Passage Picker. Students must complete their assigned jobs and participate effectively to ensure Literature Circles are successful.
This document summarizes the author's application for tenure and promotion to associate professor. It discusses their teaching philosophy, which focuses on inspiring students through a variety of active learning techniques. Examples are provided of positive student feedback praising the author's ability to effectively engage and teach students. The author's research focuses on Anglo-Saxon literature and their work with various publications and projects. A list of courses taught is also included to demonstrate meeting tenure requirements.
A virtual world for immersive language learning. Provides task-based ESL courses with roleplay situations and games set in the present, the past, the future, and the magical. Asynchronous individual tasks and synchronous, collaborative work move English language learners from around the globe to high levels of English competency. For more information, visit SLESL.net. SLESL is an acronym for Start Living English as a Second Language.
The Benicia Unified School District developed a 5-year educational technology plan from 2002-2006 to improve student achievement through technology integration. The plan was created by a technology committee comprising teachers, administrators, parents and board members. It focuses on 3 areas: 1) developing technology curriculum and skills for students, 2) providing professional development for teachers, and 3) upgrading infrastructure and technical support. The goals are to improve student technology proficiency, increase teacher technology training, lower student-computer ratios, and enhance network connectivity. Stakeholders across the district provided input during plan development.
This document is a teacher page for a WebQuest on writing memoirs. It introduces the WebQuest which asks students to read a published memoir, analyze writing strategies, research aspects of memoir writing, and write their own memoir. The teacher page provides details on learners, standards addressed, resources for teachers and students, and a suggested process and timeline for students to complete the project.
The document provides an overview of the writing workshop model. It discusses key components such as the mini-lesson, independent writing time with teacher conferencing, and sharing. During the mini-lesson, the teacher provides direct instruction on writing skills and strategies. Students then spend most of their time writing independently while the teacher meets with individuals and small groups. Lessons focus on the writing process, qualities of writing, and editing skills. The document also provides examples of effective conferring and sharing techniques.
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
The presentation we gave at NCPTW in Chicago this past November. It details a series of meetings between our tutors and tutors from Minnetonka High, Windward Academy, Edison, and Glenbrook North
The document discusses the concept of "private writing" as described by Dr. Caleb Gattegno. It provides several student responses and reflections on their experiences with private writing. The key points are:
- Private writing refers to writing that is solely for one's own eyes and is not meant to be shared publicly. It allows for complete freedom of expression without concern for rules, structure, or criticism.
- Many students found private writing in journals and free writes to be liberating and therapeutic. It helped them tap into deep thoughts, feelings, and memories they did not realize they had.
- Private writing helped students see themselves as writers and gain confidence in their writing abilities. It allowed their inner voices
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
This document outlines a presentation about building a diverse classroom library. It discusses the importance of including books that serve as mirrors, windows, and doors for students. Mirrors allow students to see themselves reflected in literature. Windows allow students to view others' lives and experiences. Doors allow interaction and access into new worlds. The presentation provides resources for finding diverse books and strategies for integrating them into the classroom, such as book talks, read-alouds, and mini-lessons using excerpts. Teachers are given surveys to evaluate their current libraries and measure the impact of implementing diverse literature. The goal is for students to have access to literature representing various identities and experiences.
The document discusses literacy circles and blogging as methods for developing literacy skills. It provides context for literacy in the 21st century and describes how literacy circles and blogging can create deeper understanding of texts by allowing students to discuss and respond to readings. It also outlines various roles students can take on in literacy circles, such as summarizer, questioner, or illustrator.
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
42 Tips for Polishing Your Writing So It is Publishable: Michele Weldon's Wri...Michele Weldon
This document provides the schedule and content for a writing workshop. The workshop will focus on 42 tips for polishing writing to make it publishable, including exploring different genres, developing characters, crafting an engaging narrative, revising, and taking action to improve one's writing. Participants will do short writing exercises and share their work. The goal is for attendees to leave with three useful strategies and a plan of action for improving their writing over various time periods.
This 18 page e-book contains what I can easily call the most important guidelines for anyone wanting to become a writer or copywriter. It is a compilation of my learning from the book called ‘On Writing’ by author Stephen King. I would suggest you buy King’s book. But till then, you can soak in the learning that I’ve had from reading the literary genius’s work.
The document provides a detailed guide on how to publish a book, including creating an outline, writing the book, proofreading, and publishing/promoting. It discusses different methods for writing a book, such as writing it yourself, recording and transcribing, or hiring a ghostwriter. It recommends creating a detailed outline first that covers the key topics or story points. The document then goes into steps for writing the book, hiring ghostwriters at different price points, proofreading, and finally publishing/promoting the finished book.
This document provides guidance and best practices for developing and supporting book clubs. It discusses how book clubs strengthen communities by bringing people together around reading and discussion. Suggestions are made for selecting discussable titles, developing library resources to support clubs, and addressing common discussion challenges. The importance of book clubs in promoting literacy and community engagement is emphasized. Strategies are outlined for revitalizing struggling clubs, such as changing meeting locations, frequencies, and book selections. Overall, the document aims to help libraries cultivate and maintain successful book clubs.
The WNY Young Writer's Studio 2015 InstallationAngela Stockman
The WNY Young Writer's Studio is a community of writers and teachers of writing in Kenmore, New York. These slides make our thinking, learning, and work visible to those who are interested in taking a peek at it.
The document discusses how academic librarians' personal identities and experiences shape their teaching practices. It begins by asking how personal identity affects a librarian's approach to teaching and how they bring themselves into their teaching.
The participants expressed that teaching is very important to their professional identity and work. They see themselves strongly as educators in addition to being librarians. Their personal traits, experiences, and backgrounds influence how they relate to and engage with students. While some initially tried to emulate other teaching styles, they realized they needed to teach authentically and in a way that matches their own personality. Overall, the librarians view their identity and integrity as central to being effective teachers.
"The Power of Writing with Abandon" by Grant Faulkner, Executive Director of National Novel Writing Month (NaNoWriMo).
Grant presented this material to the Sacramento branch of the California Writers Club on September 20, 2014.
This document provides an overview of balanced literacy and its components as outlined in the Common Core State Standards. It discusses the key tenets of balanced literacy including practice, learning, assessment, and transfer. The major components are described, including interactive read aloud, shared reading, reading workshop, grammar, shared writing, writing workshop, and word study. Guidance is provided on reading instruction elements such as read aloud, shared reading, workshops, and conferring. Writing instruction components like shared writing, workshops, and notebooks are also outlined.
Literature Circles involve small groups of students meeting to discuss books they have read. Each student is assigned a specific role with responsibilities to help facilitate discussion. Roles include Discussion Director, Character Analyzer, Artful Artist, Text Connector, Summarizer, Word Finder, and Passage Picker. Students must complete their assigned jobs and participate effectively to ensure Literature Circles are successful.
This document summarizes the author's application for tenure and promotion to associate professor. It discusses their teaching philosophy, which focuses on inspiring students through a variety of active learning techniques. Examples are provided of positive student feedback praising the author's ability to effectively engage and teach students. The author's research focuses on Anglo-Saxon literature and their work with various publications and projects. A list of courses taught is also included to demonstrate meeting tenure requirements.
A virtual world for immersive language learning. Provides task-based ESL courses with roleplay situations and games set in the present, the past, the future, and the magical. Asynchronous individual tasks and synchronous, collaborative work move English language learners from around the globe to high levels of English competency. For more information, visit SLESL.net. SLESL is an acronym for Start Living English as a Second Language.
The Benicia Unified School District developed a 5-year educational technology plan from 2002-2006 to improve student achievement through technology integration. The plan was created by a technology committee comprising teachers, administrators, parents and board members. It focuses on 3 areas: 1) developing technology curriculum and skills for students, 2) providing professional development for teachers, and 3) upgrading infrastructure and technical support. The goals are to improve student technology proficiency, increase teacher technology training, lower student-computer ratios, and enhance network connectivity. Stakeholders across the district provided input during plan development.
This document is a teacher page for a WebQuest on writing memoirs. It introduces the WebQuest which asks students to read a published memoir, analyze writing strategies, research aspects of memoir writing, and write their own memoir. The teacher page provides details on learners, standards addressed, resources for teachers and students, and a suggested process and timeline for students to complete the project.
This document outlines the curriculum for a freshman English literature class, including units covering Greek mythology, shorter readings from the teacher's collection of historical documents and literary styles, independent reading assignments, developing vocabulary, and incorporating technology through projects like wikis, blogs, and online collaboration. Parents are encouraged to have their children read regularly at home to support their success in the class.
The document is a manual about using Word. Chapter 1 discusses inserting drop caps, columns, photos and text wrap. Chapter 2 covers inserting clipart and formatting text. Chapter 3 covers inserting shapes and smart art. Chapter 4 discusses quick parts and text box pull quotes. Chapter 5 is about embedding objects. The manual provides information on using various Word features to format and style documents.
Philosophy and theology terms dante vocabulary colorizedgibb0
This document defines and briefly describes various philosophical, theological, and religious terms. Some key terms summarized are:
Philosophy is defined as the love and pursuit of wisdom through intellectual means and moral self-discipline. Theology is the study of the nature of God and religious truth. Catholicism pertains to the universal Christian church or the ancient, undivided Christian church. Protestantism refers to Christians who seceded from the Roman Catholic Church during the Reformation. Buddhism is the doctrine attributed to Gautama Buddha that suffering comes from existence but can be overcome through enlightenment.
1. Students will receive an article to read each week called the Article of the Week (A.O.W.), which they must annotate, comment on, and write a one-page reflection about that is due on Thursdays.
2. Annotating the article involves underlining important terms, circling definitions, writing notes in the margins, and writing short summaries to stay engaged and monitor comprehension.
3. To receive full credit, students must thoroughly annotate the article with writing and thinking shown, turn in both the annotated article and a one-page reflection, and put forth their best effort. Partial or last-minute work will receive partial credit.
This document outlines a 5-day unit plan for teaching Harper Lee's novel "To Kill a Mockingbird" to a 9th grade English class of 23 students in Columbus, Ohio. The plan aims to analyze symbolism, themes, and figurative language in the novel and discuss historical connections and modern parallels. Each day focuses on a different element: historical context, figurative language, symbolism, reactions and a film comparison, and modern cultural comparisons. Technology like YouTube videos and PowerPoint will be used to direct classroom discussions.
This scene summary covers Act III of Macbeth. It outlines key plot points: Macbeth plots to kill Banquo and his descendants out of paranoia; Lady Macbeth expresses dissatisfaction with their situation; the murderers kill Banquo on Macbeth's orders but Fleance escapes. At the banquet, Macbeth is disturbed when he alone sees Banquo's ghost, showing his guilt and mental deterioration. He resolves to consult the witches again to maintain his grip on power, demonstrating his complete corruption.
The new eighth grade math curriculum aligns with Common Core standards and will cover the following topics: formulating and reasoning about expressions and equations including modeling linear data and solving linear equations; grasping the concept of functions and using them to describe relationships; and analyzing two and three-dimensional space using concepts like distance, angle, similarity, congruence, and the Pythagorean theorem. The document also provides information on homework, grading policies, class expectations, supplies needed, and test preparation for an eighth grade math class.
The new eighth grade math curriculum aligns with Common Core standards and will cover the following topics: formulating and reasoning about expressions and equations including modeling linear data and solving linear equations; grasping the concept of functions and using them to describe relationships; and analyzing two- and three-dimensional space using concepts like distance, angle, similarity, congruence, and the Pythagorean theorem. The document also provides information on homework, grading policies, class expectations, supplies needed, and test preparation for an eighth grade math class.
This document provides information about goals and objectives for improving technology proficiency among students and teachers at Benicia High School and Liberty High School over the next three years. It involved gathering input from students, teachers, parents and the community. The current level of technical proficiency among students is 40% and the goal is to double that to 80% within three years. For teachers, current proficiency is 35% and the goal is to double that to 70% over three years. Plans are outlined to provide direct technology training to students, especially freshmen, and help them use skills to enhance their academic performance and career preparation.
Benicia High School submitted a technology inventory form as part of an education technology grant application. The summary provides:
1) Benicia High School currently has 350 computers available for use, with 187 located in computer labs. They plan to acquire 64 additional computers for the labs with grant funds.
2) They currently have various peripherals like printers, cameras, and projectors. They plan to acquire 50 additional printers and 8 additional cameras/projectors with grant funds.
3) The school has a local area network connecting all 87 classrooms to the internet and district office. They plan to maintain this connectivity with grant funds.
This document provides information about an emerging trends in technology course offered by Touro University-California. The course will be held at American Canyon High School from 4:30-9:30pm. It will explore state-of-the-art educational programs and innovations, online learning environments, Web 2.0 services, and mobile devices. Students will become experts in an emerging trend and present to the class. Assignments include creating a class website, reviewing education videos, researching the Horizon Report, studying pedagogies and how technology supports them, and becoming proficient with iTunes U and Microsoft Office. The course objectives, required texts and readings, assignments, and topic/assignment schedule are also outlined.
This document provides an analysis of John Steinbeck's novel Of Mice and Men. It discusses the author, story setting, main characters of George and Lennie, plot summary, character feelings and dreams, themes, and discussion questions. The analysis explores themes of friendship, loneliness, racism, and the American dream through the characters' struggles on a California ranch during the Great Depression.
This document provides guidance for writing a literary analysis essay on a short story. It discusses including an introduction with background on the author, story, theme, and literary devices to be analyzed. Body paragraphs should each focus on one literary device and how the author uses it to develop the theme, including at least one quote. The conclusion restates the thesis and what was learned from analyzing the work. Proper integration of quotes with attribution is also covered.
Keynote address (Feb, 2016) to the educators in the Fort Nelson school district. We all know that we cannot teach a child without a concection... without a relationship. In the hustle and bustle of our jobs as educators, we often forget our why, the reason we got into education, of trying to make a difference with kids. In this talk, 6 Keys to Connecting are shared and discussed with the challenge of creating a more positive climate and better connections with kids in our classrooms, schools, and organizations.
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
The document summarizes key lessons the author has learned from 20 years of teaching and research studies. It discusses the importance of engaging students through inquiry-based, hands-on learning that makes connections to their lives. This approach helps students develop literacy, deeper understanding, and wisdom. The author argues teachers must understand students' perspectives and interests to effectively teach for understanding and social impact.
VSB May 1 and 2 2019 Literacy and AssessmentLisa Schwartz
This document provides guidance for teaching literacy skills in 3 main areas:
1) Reading strategies to support fluency and understanding, including interactive literacy talks on familiar texts.
2) The importance of time for independent reading and using literacy centers to build various skills.
3) Supporting primary writers through playful language exploration, feedback rather than perfection, and collaboration.
“To Share or Not to Share:” How Much Should College Applicants Share in Thei...Rebecca Joseph
This document discusses how much college applicants should share in their essays and applications. It provides advice on writing successful essays, including focusing on self-reflection, complex thinking, simplicity, coherence, personal style and tone, and proper syntax and format. The document also discusses understanding essay prompts, avoiding certain topics or styles, and sharing sensitive personal topics in a balanced way. It provides examples of appropriate and inappropriate essay reveals. Overall, the document aims to help students craft compelling essays that showcase who they are without oversharing inappropriate details.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
This document discusses planning minilessons for teaching reading. It begins by emphasizing the importance of keeping the big picture goals in mind when planning minilessons. These goals include building lifelong readers and showing students that reading is a pursuit beyond just school skills. The document then lists some Ohio content standards that minilessons can support. Possible cycles or topics for minilesson include strategies, behaviors/habits, literary elements, genres, and management. Big questions for planning minilessons are discussed, focusing on alignment with overall goals and assessment. The document provides examples of minilesson topics like characters, plot, inferring, nonfiction text features, and biographies. It emphasizes making connections between lessons and
I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
State library conference_presentation_cody_versionCody Lawson
This presentation was given at the South Dakota State Library conference in the capital of Pierre. Two Assistant Professors in Teacher Education co-presented the session on Reading Across Content Areas and focused on our audience of Librarians in the Common Core Initiative.
This document provides information about an upcoming one-month long reading project for students. The project aims to track students' reading progress and comprehension. Students will choose their own book to read independently, write a one page paper summarizing the book, and illustrate their favorite part. The project promotes critical thinking and comprehension through individual and collaborative work.
This document provides an overview of an English 102 course at SWIC. It outlines the course theme of researching one's life, describes the required texts, lists the course goals around writing skills, and explains the instructor's pedagogical approach of writing as inquiry, process, and collaboration. The document also lists the class requirements of participation, attendance, completing all assignments, and producing a minimum of 5000 words including at least 3000 words incorporating multiple sources.
Creating the link between reading and writingKeith Pruitt
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
Here are some words for "small" placed on a spectrum from largest to smallest meaning:
Tiny
Itsy bitsy
Teeny
Miniature
Compact
Petite
Diminutive
Lilliputian
Microscopic
Atom-sized
Infinitesimal
This document discusses teaching informational writing to students. It emphasizes using the writing process and 6 Traits model to teach students how to write quality nonfiction texts. An example of a first grader's writing about birds is provided, demonstrating concepts like organization, word choice, and voice. Teachers are encouraged to model writing for students using strategies like write alouds, shared writing, and writing workshop on a daily basis. The goal is for students to gain experience in writing to both improve their writing skills and to help them learn content in different subject areas.
English Composition Reflective Essay
My Experience In English Writing
Types of Personality Essay
Types of Intelligence Essay examples
Foundation Types Essay
Essay About My English Class
Types And Forms Of Communication Essay
Essay on Types Of Research
Different Types of Love Essay
Who Are You As A Writer? Essay
My Writing Style Of My Handwriting
The Different Types of Media Essay
Speech Reflection Essay
Reflection In English 101
Writing Styles Essay example
Essay about Types of Assessment Test
Types of Friends Essay
This document provides information and strategies for teachers to help students activate and build on their background knowledge or schema when reading. It discusses the importance of making connections between what students already know and new information in a text. There are three types of connections: text to self, text to text, and text to world. Strategies described include think-alouds, talking drawings, and filling in charts to help students summarize what they read and make connections to their own lives and experiences. The goal is for students to understand how making connections can deepen their comprehension of what they read.
Episode 1 any bright ideas 2 Film writing 101Kriztine Viray
This document provides an overview of the process and concepts for scriptwriting and pre-production. It discusses generating ideas through journaling and seed books. Key terms are introduced like concept catcher, which is the prewriting stage where an idea is conceived. Guidelines are given for evaluating concepts, such as considering the message and audience. Learning activities are outlined like analyzing memorable scenes from a novel using senses. Peer evaluation is also discussed through a critic's circle where concepts are presented and critiqued.
The document discusses academic writing and reflection. It begins by noting the importance of reflection in furthering one's potential as a learner and becoming an honors student. It then reflects on the author's past educational experiences from elementary through high school, noting opportunities for growth and success, as well as a defining struggle in 8th grade math that provided a lesson in growth versus fixed mindsets. The author concludes by resolving to maintain a growth mindset and habit of reflection to continue improving as a student.
This document summarizes a presentation about building independent reading for students in upper elementary grades. It discusses the importance of reading for student development and engagement. It provides strategies for selecting books that interest students, creating a community of readers in the classroom, using read-alouds to foster reading skills, and allowing student choice and agency in selecting books. The presentation emphasizes selecting books across genres and text levels to appeal to varied readers and making reading a enjoyable experience.
Similar to Mission Possible: Empowering Readers & Writers (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. –Paul Lockhart
“It is far easier to be a passive conduit of some
publisher’s “materials” and to follow the
shampoo-bottle instruction—lecture, test, repeat—
than to think deeply and thoughtfully about the
meaning of one’s subject and how to best convey
that meaning directly and honestly !
to one’s students. !
!
We are encouraged to forego the difficult task of
making decisions based on our individual wisdom
and conscience, and to get with the program.”
–Paul Lockhart
“If you don’t have a personal relationship !
to your subject, and if it doesn’t move you !
and send chills down your spine, !
then you need to find something else to do. !
!
If you love working with children and you really
want to be a teacher, that’s wonderful—but teach
something that actually means something to you,
about which you have something to say.”
What have you been reading?
And what will you be sharing with students?
3. What have you been writing?
–Roger Rosenblatt, “I Write Blindly”
“The explanation I've been able to come up with
has to do with freedom. You write a sentence, the
basic unit of storytelling, and you are never sure
where it will lead. The readers will not know
where it leads either. Your adventure becomes
theirs, eternally recapitulated in tandem--one wild
ride together. Even when you come to the end of
the sentence, that dot, it is still strangely
inconclusive. I sometimes think one writes to find
God in every sentence. But God (the ironist)
always lives in the next sentence.”
Why write?
4. Paradigm Shifts
❖ relying on a program !
❖ teachers are keepers &
deliverers of knowledge!
❖ one-and-done alone!
❖ dependent readers/writers
“too much support”!
❖ “cover this” surface learning!
❖ teachers isolated!
❖ congenial (nice)
❖ understand the intent of what
you’re teaching!
❖ teachers guide discovery!
❖ process with others!
❖ independent, confident problem-
solvers!
❖ understand the value of
engagement: the implications of
what we teach on student drive!
❖ teachers seek help!
❖ collegial (we have a craft to learn)
Old New
What%are%the%%
big$ques)ons$
or$big$shi.s$in$thinking$
about%reading%
and%wri0ng%%
that%
you’d%like%
%to%ask%of%your%
colleagues—%
or%that%you%
want%to%answer%
for%yourself?%
!
5. Workshop Components
❖ Independence in reading: practice, building volume &
stamina, conferring, book clubs, asking questions,
writing to think deeper!
❖ Notebooks: access ideas & practice skills in unit as well
as revision tools & strategies, sentence study, fluency!
❖ Mini-lesson: explicit instruction, teacher modeling, text
study, reading like writers, using the process to work
towards clarity and elegance in writing
Workshop Components
❖ Independence in writing: choices about how to work:
guided practice of skill from mini-lesson, application of
learning in small groups or individually, conferences
(student/student & student/teacher), reading like a
writer, composing for a clear purpose & audience!
❖ Catch & Release: only as needed to reinforce/reteach to
correct misconceptions or to monitor progress!
❖ Debrief/share: process sharing, exit slips for formative
assessment, questions, sharing of beautiful lines
How will you become a working
community of readers & writers
in a workshop?
6. Encyclopedia of a Workshop Classroom
Goals for Today:
❖ Welcome new members of our cohort!!
❖ Study author’s craft moves in a mentor text for a first
writing unit !
❖ Practice reading like a writer to find mentor texts for
craft study (and for book talks)!
❖ Understand elements of scene writing & practice
crafting scenes (to share with students) at different
levels of complexity
7. Goals for Today:
❖ Confer & analyze how a writing group conference
challenges and encourages you as a writer!
❖ Analyze your process as a writer: accessing ideas,
organizing, crafting & shaping the text for an
audience!
❖ Plan for clear, specific formative assessments in both
reading and writing for your first writing unit, for
independent reading, & for workshop procedures
–Sir Ken Robinson, Out of Our Minds: Learning to be Creative
“If public education were personalized !
to begin with, far fewer students !
would pull away from it… !
Education is personal or it is nothing. !
Personalized learning is an investment not a cost… !
the only way to raise overall standards !
is to engage the energies and imaginations !
of every student in the system. !
We already know the massive cost !
of not doing so.”
8. turn & talk about
what you’re thinking
–Douglas Hesse, “Imagining a Place for Creative Non-fiction”
“Imagination is what’s required to turn plain
reality into art and idea. Writing creative non-
fiction means perceiving what details are worth
telling, why they might matter, and how they
might connect.”
What will students write first?
9. Story is the double-overtime goal in
the Stanley Cup of writing.
–Dana Gioia, Stanford speech, 2007
“There are some truths about life that can be
expressed only as stories, or songs, or images.!
!
Art delights, instructs, consoles. It educates our
emotions. And it remembers.!
!
Art awakens, enlarges, refines, and restores our
humanity.”
–Douglas Hesse, “Imagining a Place for Creative Non-fiction”
“Teach story first to provide students with a better
map of the textual world… !
and to represent and reflect life as we make it. !
!
As writers narrate themselves into the text, they
stand plainly as readers of their worlds. !
!
For students, these kinds of texts offer clearer
views of how writers think.”
10. ❖ abundance: it is easier to write when you
have a lot of material to draw from.
Narrative gives writers power.
❖ authority: the student knows the content better
than the teacher. Independent decision making is
required. I say, “You know this better than I do,
so you’ll have to figure that out.” Students build
confidence when they make decisions.
Narrative gives writers power.
❖ autonomy: the writer makes decisions about what
to include and what to conceal, analyzing the
effect of those choices. The combination of show
and tell is all about pace and importance—things
a writer must choose.
Narrative gives writers power.
11. ❖ audience: We write for ourselves first. My
students also imagine real & important audiences
for their work and often deliver their best writing
to people they care about.
Narrative gives writers power.
❖ transfer: Story is a fundamental element of
thought. We think in story to explain our worlds.
We use story to argue, to explain, to question,
and to better understand people and places
we’ve never been.
Narrative gives writers power.
to$combine$elements$of$
different$kinds$of$wri)ng—$
for$example,$to$use$
narra)ve$strategies$$
within$argument$
and$explana)on$within$
narra)ve—to$produce$
complex$and$nuanced$
wri)ng
13. Plan for Engagement
❖ I can explain why this unit of study is important. I
understand the compelling reasons for students to
engage in the hard thinking required to master this.!
❖ I can articulate what I want students to learn and be able
to do as a result of this study. !
❖ I can articulate what all students need to know, what is
important to know, and what is nice to know in my
content.
I can explain why writing stories matters.
to Michael:!
early decision!
acceptance to
MIT
to Jesse, !
Jake, & Alyssa, who
see no purpose in !
English class
❖ Every writer will experience the electricity of
investing in writing that says something vital to
the writer.!
❖ Every writer will work on one piece over time, as
it changes shape, emerges in a new way, or
misfires entirely & must be recreated. Writers
should experience the energy of getting to their
best.
We need goals for process & products.
14. ❖ Every writer will come to understand her own
process as a writer, watching writing move from
chaos to clarity. !
❖ Every writer will learn a process that works for
her and stop working against it.
We need goals for process & products.
experience
understand
analyze
imitate
create
hear$it
know$it
unpack$it
write$beside$it
own$it
moves$we$make
study craft in If I Stay
Reading like writers: writing
craft is embedded in your
independent reading (SSR today)!
Practice inquiry model for craft
study: student observations lead!
Talk deepens thinking:
practice naming & noticing craft
with a partner
15. Day 1: we begin with text study
Reading like writers: a short
passage from a book I am
recommending; a mentor text
for the unit—active study of
the moves writers make!
Free writing beside beautiful
words + daily revision!
Modeling writing or asking
for feedback on a draft:
teaching how to to develop an
idea from first thinking
Day 1: possible assessments
annotations on mentor text:
what do these students know?
What did they miss?!
student talk about text: how
well do pairs work? who shares?!
NB: stamina for quick writing!
NB: understanding of revision
tools and strategies
Read Like Writers
17. Year after year, students should expect a teacher who understands and values
the role of approximation in learning. ~Katie Wood Ray
Lorem Ipsum Dolor
write scenes from photographs
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice:%the%author%is%present,%speaking%to%readers%
•!SeAng:%where%and%when%the%scene%occurs%revealed%in%details%
•!Sensory$details:%what%the%writer%sees,%hears,%smells,%tastes,%
feels—the%experience%of%the%wri0ng%
•!Dialogue:%what%is%said%&%what%is%concealed,%part%of%the%
soundtrack%of%the%story,%includes%both%internal%and%external%
dialogue%
•!The$so$what?$(Atwell)$or$WHY$of$the$story:%what%does%the%
writer%understand%or%come%to%believe%in%this%moment%and%why%
does%it%maBer?%
18. Imagine a
photograph that
means a lot to you...!
who is in it?!
!
Tell the story of that
moment.
scene elements
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice:%the%author%is%present,%speaking%to%readers%
•!SeAng:%where%and%when%the%scene%occurs%revealed%in%details%
•!Sensory$details:%what%the%writer%sees,%hears,%smells,%tastes,%
feels—the%experience%of%the%wri0ng%
•!Dialogue:%what%is%said%&%what%is%concealed,%part%of%the%
soundtrack%of%the%story,%includes%both%internal%and%external%
dialogue%
•!The$so$what?$(Atwell)$or$WHY$of$the$story:%what%does%the%
writer%understand%or%come%to%believe%in%this%moment%and%why%
does%it%maBer?%
Reread your writing and listen to it.
Where can you make it better? How?
19. –Ann Patchett
““Art stands on the shoulders of craft,!
which means that to get to the art you must !
master the craft.”!
turn & talk/share/think together !
in writing groups of 3-4 people
Goals for Today:
❖ Confer & analyze how a writing group conference
challenges and encourages you as a writer!
❖ Analyze your process as a writer: accessing ideas,
organizing, crafting & shaping the text for an
audience!
❖ Plan for clear, specific formative assessments in both
reading and writing for your first writing unit, for
independent reading, & for workshop procedures
21. now you try it…
second person (you)
or third person
(she/he)
scene elements
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice:%the%author%is%present,%speaking%to%readers%
•!SeAng:%where%and%when%the%scene%occurs%revealed%in%details%
•!Sensory$details:%what%the%writer%sees,%hears,%smells,%tastes,%
feels—the%experience%of%the%wri0ng%
•!Dialogue:%what%is%said%&%what%is%concealed,%part%of%the%
soundtrack%of%the%story,%includes%both%internal%and%external%
dialogue%
•!The$so$what?$(Atwell)$or$WHY$of$the$story:%what%does%the%
writer%understand%or%come%to%believe%in%this%moment%and%why%
does%it%maBer?%
Reread your writing and listen to it.
Where can you make it better? How?
23. Now let’s see what one senior
created in her notebook.
Consider what!
this series!
of entries shows!
you about this!
writer’s!
understanding.!
!
What would you!
celebrate?!
!
Where is there a!
teaching !
possibility?
24. The crisp autumn air bites!
at her cheeks, stinging her!
nose as she dashes about the yard
with her older brother. The best part
of raking the leaves was the end,
when they got to jump!
in the pile of leaves gathered in the
middle of the lawn. She is three
years younger than him and he can
do no wrong, but he is almost
always annoyed by her. He doesn’t
want to play with her, so in this
small moment in the yard, when
he’s finally noticing her, she can’t
stop laughing. She runs away from
him as he throws great piles of
leaves at her direction. Mom stands
on the porch, grinning and waving
a camera. The brisk Michigan air
blows the leaves in a tornado of
twigs as she races away from him.
scene elements
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice:%the%author%is%present,%speaking%to%readers%
•!SeAng:%where%and%when%the%scene%occurs%revealed%in%details%
•!Sensory$details:%what%the%writer%sees,%hears,%smells,%tastes,%
feels—the%experience%of%the%wri0ng%
•!Dialogue:%what%is%said%&%what%is%concealed,%part%of%the%
soundtrack%of%the%story,%includes%both%internal%and%external%
dialogue%
•!The$so$what?$(Atwell)$or$WHY$of$the$story:%what%does%the%
writer%understand%or%come%to%believe%in%this%moment%and%why%
does%it%maBer?%
increasing complexity
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice, SeAng,$Sensory$details,$Dialogue,$The$so$what?$or$
WHY$of$the$story
Step$two:$write$a$scene$which$includes$most*&of$the$
above$elements$from$first$person,$second$person,$and$
third$person$
!
Step$two:$write$a$scene$which$includes$most*&of$the$
above$elements$from$different$narrator$points$of$view,$
including$narrators$not$physically$present$in$the$scene$
(like$Death$in$The&Book&Thief)$
!
25. I
f/
i
rI
il
T.*.
"i.
1F'SrN
I
,l;/
a
D
l r
3
( r
5:!
> D
F'
1,' .'
t.
rli
lri
.t
t
k.-
w
{
. a
JI
lit'.lclH.'r'5t;lY:4#,ii'-iisti;':'
Mom’s point of
view
Reread your writing and listen to it.
Where can you make it better? How?
Carol%Fuentes%once%said,%%
“Wri0ng%is%a%struggle%against%
silence.”%In%one%sense,%
silence%is%the%last%thing%you’ll%
find%in%most%schools;%yet%the%
silence%that%surrounds%
telling%the%truth%and%
expressing%emo0on%is%%
pervasive.%Poetry$is$one$way$
to$shaNer$this$silence..%but%
it%is%oKen%regulated%to%a%
single%week%in%the%spring.%
The%opportunity%for%kids%to%
learn%the%steady,%constant%
expression%of%what’s%true%for%
them%is%lost.%%~Georgia)Heard
26. turn & talk/share/think together !
in writing groups of 3-4 people
Catch & Release:
❖ monitor your understanding: analyze your best scene
to see which of the elements of an effective scene you
included !
❖ This will help you understand the expectations for
this writing practice.!
❖ This will help you plan for revision.
scene elements
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice:%the%author%is%present,%speaking%to%readers%
•!SeAng:%where%and%when%the%scene%occurs%revealed%in%details%
•!Sensory$details:%what%the%writer%sees,%hears,%smells,%tastes,%
feels—the%experience%of%the%wri0ng%
•!Dialogue:%what%is%said%&%what%is%concealed,%part%of%the%
soundtrack%of%the%story,%includes%both%internal%and%external%
dialogue%
•!The$so$what?$(Atwell)$or$WHY$of$the$story:%what%does%the%
writer%understand%or%come%to%believe%in%this%moment%and%why%
does%it%maBer?%
27. What about grading? What about grading?
Have we gone a little grade crazy?
What’s the balance between feeding!
and weighing the pig?
28. STOP grading so much!!
!
!
!
!
!
It puts the emphasis on product!
instead of practice.!
!
Grading doesn’t make anyone a better writer. !
It just sorts winners from losers.!
!
Most importantly, it attempts to standardize what is
essentially, importantly, not the same: writing.
Why are we grading so much?
❖ Showing students exactly what you want them to learn
is an important part of engagement.!
❖ Helping students mind the gap between their
performance and the standard for the product they are
creating helps students move towards mastery.!
❖ So…
What’s the answer?
29. formative assessments
annotations on mentor text:
what do these students know?
What did they miss?!
student talk about text: how
well do pairs work? who shares?!
NB: stamina for quick writing!
NB: understanding of revision
tools and strategies!
how well did students evaluate
their work based on criteria?
Catch & Release:
❖ monitor your understanding: analyze your best scene
to see which of the elements of an effective scene you
included !
❖ This will help you understand the expectations for
this writing practice.!
❖ This will help you plan for revision.
scene elements
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice:%the%author%is%present,%speaking%to%readers%
•!SeAng:%where%and%when%the%scene%occurs%revealed%in%details%
•!Sensory$details:%what%the%writer%sees,%hears,%smells,%tastes,%
feels—the%experience%of%the%wri0ng%
•!Dialogue:%what%is%said%&%what%is%concealed,%part%of%the%
soundtrack%of%the%story,%includes%both%internal%and%external%
dialogue%
•!The$so$what?$(Atwell)$or$WHY$of$the$story:%what%does%the%
writer%understand%or%come%to%believe%in%this%moment%and%why%
does%it%maBer?%
30. What will you teach next?
How will you decide?
Unit design in a workshop
is an active, living process
of aligning instruction
with the needs of your students.
~Grant Wiggins, Understanding by Design (co-author Jay McTigue)
31. UBD guiding questions for unit design:
❖ Determine WHAT will you teach and WHY it matters!
❖ Determine WHAT students will know, do, and
understand & then what they will CREATE to
demonstrate this understanding!
❖ Put product due dates on a calendar and plan your
instructional moves both backwards from this date as
well as DURING the unit itself to reteach/reinforce
The Art of Writing Story:
increasing skills & learning to trust the writing process of discipline & struggle
Process
Volume:"words"in,"words"out"(You"have"to"read"a"lot"to"write"well."There"is"no"substitute."Also,"the"more"you"write,"the"better"you"write.)"
What+writers+need:"time"(use"it"wisely),"choice,"response"(learning"to"set"direction"in"a"conference,"collaboration,"self?reflection)"" " "
Conditions+of+a+writing+workshop:"independence"&"deadlines,"resources,"and"respect"for"our"writing"community"" ""
How"writers"find"ideas:"Daily+notebook+writing+beside+beautiful+words+++rereading+our+writing+to+listen+to+it+&+finely+tune+it+for+clarity+and+voice."
Study+models+of+writing:"read"like"a"writer;"study"author’s"craft"moves;"emulate"the"moves"of"other"writers;"write"(&"punctuate)"with"intention" "
Study+models+of+process:"class"feedback"conferences,"multiple"drafts,"writing"groups,"analyzing"your"process"over"time" " """""""""
Imagine+readers:"analyze"your"audience;"revise"structure,"tone,"&"craft"to"engage"readers;"read"your"work"aloud"to"others,"listen"to"response" "
" " " " " " " " " " " " "
Skills
effective"voice(s),"point"of"view/multiple"narrators" " ""read"like"a"writer" " " """analysis"of"growth"in"reading"&"writing"
sensory"details"which"add"clarity"&"precision" """""""""""""""""""""""""""""""text"study"&"annotation"of"pace"""""""""""""""""""""evidence"of"proficiency"with"skills"
skillful,"fluid"dialogue"/what"is"&"isn’t"said" " """"""""""""""""story"+"‘so"what?’"resolution"in"conclusion"""""""""""""""FX:"memorization,"pacing,""
show"and"tell/when"to"show,"when"to"tell" " """"""""""""""""subtlety"&"clarity"with"language""""""""""""""""""""""""""""""""""""""""""""""""""""""""performance""
scenes"work"together"within"a"logical,"coherent"structure" ""rereading"your"work"like"a"reader,"anticipate"Qs"&"respond"
sentence"structure"is"fluid,"rhythmic" " " " ""use"of"flashbacks"in"a"smooth"progression"of"events" " " "
smooth"transitions"between"scenes" " " " ""character"development"through"experiences,"dialogue"&"reflection"
controlling"time"in"a"story:"zoom"in/zoom"past"" " """"""""""""""""developing"theme:"interpretation"&"elaboration"of"big"ideas"
" " " " " " " " " " " " "
Products
scenes/ narrative: Q1: reading ladder storyboarding ideas extended, annotated Q2: reading ladder FX:
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytelling
Time to get to work!
The Art of Writing Story:
increasing skills & learning to trust the writing process of discipline & struggle
Process
Volume:"words"in,"words"out"(You"have"to"read"a"lot"to"write"well."There"is"no"substitute."Also,"the"more"you"write,"the"better"you"write.)"
What+writers+need:"time"(use"it"wisely),"choice,"response"(learning"to"set"direction"in"a"conference,"collaboration,"self?reflection)"" " "
Conditions+of+a+writing+workshop:"independence"&"deadlines,"resources,"and"respect"for"our"writing"community"" ""
How"writers"find"ideas:"Daily+notebook+writing+beside+beautiful+words+++rereading+our+writing+to+listen+to+it+&+finely+tune+it+for+clarity+and+voice."
Study+models+of+writing:"read"like"a"writer;"study"author’s"craft"moves;"emulate"the"moves"of"other"writers;"write"(&"punctuate)"with"intention" "
Study+models+of+process:"class"feedback"conferences,"multiple"drafts,"writing"groups,"analyzing"your"process"over"time" " """""""""
Imagine+readers:"analyze"your"audience;"revise"structure,"tone,"&"craft"to"engage"readers;"read"your"work"aloud"to"others,"listen"to"response" "
" " " " " " " " " " " " "
Skills
effective"voice(s),"point"of"view/multiple"narrators" " ""read"like"a"writer" " " """analysis"of"growth"in"reading"&"writing"
sensory"details"which"add"clarity"&"precision" """""""""""""""""""""""""""""""text"study"&"annotation"of"pace"""""""""""""""""""""evidence"of"proficiency"with"skills"
skillful,"fluid"dialogue"/what"is"&"isn’t"said" " """"""""""""""""story"+"‘so"what?’"resolution"in"conclusion"""""""""""""""FX:"memorization,"pacing,""
show"and"tell/when"to"show,"when"to"tell" " """"""""""""""""subtlety"&"clarity"with"language""""""""""""""""""""""""""""""""""""""""""""""""""""""""performance""
scenes"work"together"within"a"logical,"coherent"structure" ""rereading"your"work"like"a"reader,"anticipate"Qs"&"respond"
sentence"structure"is"fluid,"rhythmic" " " " ""use"of"flashbacks"in"a"smooth"progression"of"events" " " "
smooth"transitions"between"scenes" " " " ""character"development"through"experiences,"dialogue"&"reflection"
controlling"time"in"a"story:"zoom"in/zoom"past"" " """"""""""""""""developing"theme:"interpretation"&"elaboration"of"big"ideas"
" " " " " " " " " " " " "
Products
scenes/ narrative: Q1: reading ladder storyboarding ideas extended, annotated Q2: reading ladder FX:
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytellingProducts$show$skills$&$strategies$learned.
teach$writers$to$
make$decisions
scaffold$skills$
writers$need
32. Volume:"words"in,"words"out"(You"have"to"read"a"lot"to"write"well."There"is"no"substitute."Also,"the"more"you"write,"the"better"you"write.)"
What+writers+need:"time"(use"it"wisely),"choice,"response"(learning"to"set"direction"in"a"conference,"collaboration,"self?reflection)"" " "
Conditions+of+a+writing+workshop:"independence"&"deadlines,"resources,"and"respect"for"our"writing"community"" ""
How"writers"find"ideas:"Daily+notebook+writing+beside+beautiful+words+++rereading+our+writing+to+listen+to+it+&+finely+tune+it+for+clarity+and+voice."
Study+models+of+writing:"read"like"a"writer;"study"author’s"craft"moves;"emulate"the"moves"of"other"writers;"write"(&"punctuate)"with"intention" "
Study+models+of+process:"class"feedback"conferences,"multiple"drafts,"writing"groups,"analyzing"your"process"over"time" " """""""""
Imagine+readers:"analyze"your"audience;"revise"structure,"tone,"&"craft"to"engage"readers;"read"your"work"aloud"to"others,"listen"to"response" "
" " " " " " " " " " " " "
Skills
effective"voice(s),"point"of"view/multiple"narrators" " ""read"like"a"writer" " " """analysis"of"growth"in"reading"&"writing"
sensory"details"which"add"clarity"&"precision" """""""""""""""""""""""""""""""text"study"&"annotation"of"pace"""""""""""""""""""""evidence"of"proficiency"with"skills"
skillful,"fluid"dialogue"/what"is"&"isn’t"said" " """"""""""""""""story"+"‘so"what?’"resolution"in"conclusion"""""""""""""""FX:"memorization,"pacing,""
show"and"tell/when"to"show,"when"to"tell" " """"""""""""""""subtlety"&"clarity"with"language""""""""""""""""""""""""""""""""""""""""""""""""""""""""performance""
scenes"work"together"within"a"logical,"coherent"structure" ""rereading"your"work"like"a"reader,"anticipate"Qs"&"respond"
sentence"structure"is"fluid,"rhythmic" " " " ""use"of"flashbacks"in"a"smooth"progression"of"events" " " "
smooth"transitions"between"scenes" " " " ""character"development"through"experiences,"dialogue"&"reflection"
controlling"time"in"a"story:"zoom"in/zoom"past"" " """"""""""""""""developing"theme:"interpretation"&"elaboration"of"big"ideas"
" " " " " " " " " " " " "
Products
scenes/ narrative: Q1: reading ladder storyboarding ideas extended, annotated Q2: reading ladder FX:
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytelling
a menu of instructional moves
+ a collection of texts to study
= a unit of study
which increases engagement & independence
in reading & writing
The Art of Writing Story:
increasing skills & learning to trust the writing process of discipline & struggle
Process
Volume:"words"in,"words"out"(You"have"to"read"a"lot"to"write"well."There"is"no"substitute."Also,"the"more"you"write,"the"better"you"write.)"
What+writers+need:"time"(use"it"wisely),"choice,"response"(learning"to"set"direction"in"a"conference,"collaboration,"self?reflection)"" " "
Conditions+of+a+writing+workshop:"independence"&"deadlines,"resources,"and"respect"for"our"writing"community"" ""
How"writers"find"ideas:"Daily+notebook+writing+beside+beautiful+words+++rereading+our+writing+to+listen+to+it+&+finely+tune+it+for+clarity+and+voice."
Study+models+of+writing:"read"like"a"writer;"study"author’s"craft"moves;"emulate"the"moves"of"other"writers;"write"(&"punctuate)"with"intention" "
Study+models+of+process:"class"feedback"conferences,"multiple"drafts,"writing"groups,"analyzing"your"process"over"time" " """""""""
Imagine+readers:"analyze"your"audience;"revise"structure,"tone,"&"craft"to"engage"readers;"read"your"work"aloud"to"others,"listen"to"response" "
" " " " " " " " " " " " "
Skills
effective"voice(s),"point"of"view/multiple"narrators" " ""read"like"a"writer" " " """analysis"of"growth"in"reading"&"writing"
sensory"details"which"add"clarity"&"precision" """""""""""""""""""""""""""""""text"study"&"annotation"of"pace"""""""""""""""""""""evidence"of"proficiency"with"skills"
skillful,"fluid"dialogue"/what"is"&"isn’t"said" " """"""""""""""""story"+"‘so"what?’"resolution"in"conclusion"""""""""""""""FX:"memorization,"pacing,""
show"and"tell/when"to"show,"when"to"tell" " """"""""""""""""subtlety"&"clarity"with"language""""""""""""""""""""""""""""""""""""""""""""""""""""""""performance""
scenes"work"together"within"a"logical,"coherent"structure" ""rereading"your"work"like"a"reader,"anticipate"Qs"&"respond"
sentence"structure"is"fluid,"rhythmic" " " " ""use"of"flashbacks"in"a"smooth"progression"of"events" " " "
smooth"transitions"between"scenes" " " " ""character"development"through"experiences,"dialogue"&"reflection"
controlling"time"in"a"story:"zoom"in/zoom"past"" " """"""""""""""""developing"theme:"interpretation"&"elaboration"of"big"ideas"
" " " " " " " " " " " " "
Products
scenes/ narrative: Q1: reading ladder storyboarding ideas extended, annotated Q2: reading ladder FX:
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytellingProducts$show$skills$&$strategies$learned.
study$the$moves$
in$the$genre
read$like$a$writer:$
analyze$writer$decisions
33. a menu of instructional moves:
Reading like writers: a short passage from a book I am
recommending; a mentor text for the unit—active
study of the moves writers make!
Free writing beside beautiful words + daily revision!
Modeling writing or asking for feedback on a draft:
teaching how to to develop an idea from first thinking!
Sentence study & imitation!
Teach a strategy or skill (storyboards, annotation,
writing from information, etc.)
36. What does it mean to be engaged
in composing writing?
!
We make decisions about writing &
wrestle with those decisions—taking
risks, shifting focus, analyzing results.
There are as many quick
writing ideas as stars in the sky…
read your world like a writing
teacher.
40. h.'L;-,. Dr^* <okho^
ffi
$6yr,trt
€.rhk( {V
AYT{a*R.*g
I.
-
r
3
I
."
,jc
+
r=i,zi#€;fF;; €j€ii aF;€dii"g;s€€S';itEE"iEEeTEE
J *r
-
c-
-rBS
.
'ir i -,ltl thr' r!!1' lilllk ' 'irI'
'- ,i,trl t"'ilirrils full' Bakt''
.l- r: -lc:€rlc
II cttl' r'i the flclur
:i..i. .i'rr' il;t!cr iiist'
.:' 1:: :: ;riP;h..pireJPeccruro
t.a.,-'"-l,-,-oln. .t.ttt nlttrt ttlu'Pf"
. ,-1,; ,.,.t-:ii-r.he.il il,"rr an i t
"l,I
^- -:; ;i.rppeJpirrd datesor 1/;
,; '. J€j rlrspJrli cr*mbled,to
particularlyrf you are usingany kind,of metal' Washaftereachusewitl
detergentor hakingsoda;soakanv fllters'
' Dorr't leavecofee sitting on the groundstoo long'
. Dr-rn'trepourcoffcethrcugh the grounds'
. Try tr: avoi<lreheatingcoftee;it is better to make just what you ne{
. Tn make icedcoft'ee,cloublethe amoult of cofr-ee'prepareby,on'
**rfroi*",*it".J t*li*'*"J"'i**" ln co*1.If you add ice cubeswhile tl
is still hot, YoumaY*utti"* muk* att cven strongerbrew'
I
TYPES OF COFFEE , J
Thekind'ofcoffee,youiikebestisamatterctfindividualtaste'Samplc
t*"it
"",ir
you
"p
tuiitfrtd'lf y.u have,the
'<'rpp.rcunity
to experim'
il;E *uri.i t.rrir, try mixingyourownblends.Theresultsaremorej
thanusingjustoneindividualtype,antlrvithagtiodblendoneflavorwjl|
*:i'fi:Y:t'.f:ti".'ffm*l,m:u'*:!:tl'i:ilfifl'llT-.li[*tl#l';i:#[:;.#j'ii';;;i
-A'k
q;;;tionsab.utthenatureor differe
andworkoutblendsthatpleaseyou'
Usuallyan a{tq-dinnercofreeis stronger
'|r,"" P
*?*]nI
1".l:..L1tti
it isservedin demitasses,Youcansinrply$oublethe strengthof yourur
;;
.,,,Ji;;i;
;;i;;iil cofreeot com-bi''ftio
"s
thereof'
SteepedCot'fee,iu canusea clean*"ut"ban,,*
:,:p::t-11-titi;j,:1
*iih a plung.r(t.. illustration]FPo.site,
thethird-potti::j?ll'Yi*"'
tablespoogsot regulargrindcoffeefor eachcup' thenPowbarelvoboiL
over and let steep, *L,uttt' If using.a saucerlan'oour otf the cotteef
fine-meshedstrainer;i;;^;h;6;t;"ift"tt mod*l' timplv pushd':wn the
so the groundsremain at the bottom
:ral
"Boild" Coffee. This is somewhat of a misnomer becauseto n
,,r.#iriJty ir*g ,i''it
"id-ldii
;d-ping method,vou"shouldn'tb.oiltl
,*it., t.t it i.ome just to the boil' Meature 2level tablespoonsof regt'
;;ff; i;t each cup desiredinto the bottorn of a clean sauceqanoi
fashiunedcoffeepor
""J
pt"t the requirednumber trf cupsof cold ware
ffii;.j1f,A tf .if,
^"J
.iu.i. nri"gihecoffeeslowlytoiheboilandiu'
as th"'b.,bbtesbreakthroughthe surfacecrust'-sririt and.remov9Tt*'
S;i"kk ; lt;tl* eold t"t*r" on top and let settle a few minutes before
s5;Tffiil;;i*""^.r".t anessandmixit, crumpled.qnshellandai!,
;;tr;;;;;;;H't;io'; po"'ins"I' thewrtcr'1',
hitp'
'h:.s:::1* I":
either iase one is apt to have a-slighrlymuddy.but gor>dstrongDrf'
;;,fit *"v f**" on this method hrit it.can pr'duce a deliehrrscup'
'
Perc'olct;rrCoffee'Besurerhat all partsc'fthe percolutorareabsolut'
Fill
-;h;--6"rf*i'with
the correct am()untof .rcgular
grind cottee-i
tablespoonsper cuP*and pour the measuredamount ot cold wati
#;;;il;;;"i*r-,d. i"to th'ebottom'"lnsert.the brasketand percolate'
heat $*8 minutes,br..iti. t*t"ulators havethe disadvantageof not ena
to control the timing il itG h"ut s$ that somerimesoverextracrion of
tlccilrs' causingbitterness'
/ tll
COFFEE
Oarmeal Muff ns
r- iup i1 dL) milk
i egg,well L'eatctr
J rab,iesp,(rnEbutter'
, cup .t+ L) co'.'ketl
- : -' Br::;r rhernuffinP'il' tl:l'
. . 'i: r'n'l :tir the mtlk' cgl
: : -i'.';'ri:e
lhe trvt'' mixttt'
: .. ,a- a a- "t
l'at' '
Bakt t'rr ;rhtr
; ' '
'
.: '-.'' l'tn rnsertei in cel]ier'
Brarr Muffins
:preaj *'rth butter. these lrt
1 cup (J.40s) wlrrt'''
3 teaspoonshaktng1
!+ cup (50 g) sugat
i: teaspoonsalt
-;J''--) Butter rnuffinpans' Put tl't
,..t'-' .,r"J for 1u'minutt'- r'['l
. . ;*[ en 'ugh to dampcn 'tr".".'
' . -'hrrl' tull Bake for ab()rrt' r
Rerkshire Muffins
' .i :{rmt- commeal give tht'rt tiitrl'
DriDtlofee. UseZ let'clrablespoons.driperindper cllp' It'shertern'
nr,,rclhan'youneed.andpreheatingthe glr with hollllltlw0terwrlll".}t
4- v%'1,^3.
i
.'it-')
i.
5 .A.n.t1A., . rL^"€f e L
.:
F1
I
t'
I
I
$
t:
?
t
i
j'* FronotNg-kf{f*(j* :'{ '-}I)**-,
-G.}if.. .ffiT;- fr;^ rv! [b'::*"'
',i' it;{ffi dg**=!*-.":*q*}.*;'- t*;6's'{{
E-ffi;l{: a-{r#'"$.*glt-1v"*ss---*s Jo.ur*.7 ry:iY t:x.Ie-tr*o..-/#"o:,{""
*<I# F o-* C-+-,yi r.-:|{.?
-'..i":r,*5P
-'-- *--"**:''*"{fr- **- - L
ITetc_*_S*.tu:.itl* Y*fio. A /*(
(-)-^,otrio-s
6*;;;;il.: .5{ -,;r I5 <ni Err .l-'L^"er < t"
(.,'tA';"1 A Ury-;i(T'" c- .*: Ao'"
*:: t+'*k:'lr-
***.&*-''ts.4i*.*>*:-'i-:-
47-:"-*P-a-';'-
ii -' -'r - '-.
T-' ;.; ,
[41- itr,crzi ^' q .
t'''
'-u --'V(.t''-'"r7:
-J r {-
--G;;
{:tmJ*#d'r fui",,.,
'':'tt't'E''-lir"
' Tkt' r'+ p*&'T
,'re ;i r fLq, ppJdlr5 , t[^n aco{ { hz ri*er} '
J:nq eErt ( b;'< r-iil+ &-^^ Q,+.>5
J
{ .f* if L rrvJ(r#4..r {"Flf..d3.r.i..r"'.r'"'
rD {r cr ?> Xt s 6xw".t5€}'-' c I np'trti xit'*
,9 r'-#F*n;1s*e*!#i**q! Zr l^ -,tt,f <", t.^^*-,..-;{-":R*'
fettr&raie-t
A;'A'
'
W't' inCtpIco'lor !
6l
.*
".,',^vdnin*<treq*v,flnr -'lz +lWfrW hn WtbL-
r1f '/rJ'//
? 8-D
€ f:-- "' t
-t
" .;, f.1 ., ,.',,,i
{.
" ,.r...1
I
lrjr1
41. I think IfRStrJ'BeinsheardmeantseeingmysisGi'w;iirtfi's;"*iffigs"rsa*il'stomyseizinEbodywithtugil_rcverur?"i,Iel-r*;Jiil d;: ffii, ,r.,e*utrfinite|ynottheidea|rotemod.e|,uu""i'1*.'Shera
:T 1_"T",,
violent,down.mywhoter.;ghtiige, rq/UJi
l,jl_""":l fryTffimq Tffi .s-sasruoe,
T*"Fe -[L-",*E
ciffiiteiffiiit theiieat,rr" *oo"r, urt t. Shewasgtrong'
,11-"L:j':tj::gTl",Tll:_1?.rry1;u1ia; evident.r hadnoideawhatthiswas.rhe
ffi:,1:il,,i1.:,X..!1:.J::?f**jt:1;*tiffiilffi';"#tr#"J_li"rTi?r
l#*:-:njir1-lr'ijil?,.tT:ll:,i'.." i1..'gq."u"'*iil, *.'"nshborder,,n"JrlJ-".i,*obureau,or evei-th6inJ woocof trof the bed I shookin. I couldnggl€fltSeSpastthe motionof my
re. Mv whot-ewtiilifiiiic" cha?f;;;''nrnpa c.with.greying.haii
.MY €"r'i6ildfi"8E"sTa-Rfi6.
ppr,zericomesrs5$qFg'9n:lTtT over, *Kpy shoutderand,ggemp!_e-g
livingroom answeiingqu WI
I sat on the cilrl'ihin our
was the bestI coulddo.
gq&6 t'*
e"B-tD
I"r,, Sluo-t-p
b.
(lou
qooA o
Ufi}r
(_
Ot/
P5's q"a8 rrgtfr; +4b"
-'tatr-3e-i*';5t.- +<*YYr ifz'tv, ,tl-ttn,:=bt;t
o [e.,
tryta
{fo*,*o Kt* i.t,.t.y i ,i,i,,
Prq .fu*,.F'.{t-W+.-Cotb., 6 G Li,s,f, o- il-ri*.
r tt
crt.
Tbr*Bo11 w-,s qoauJl..
Jrog, } fue *{ "**r-* c. V'4r+i" C
it * g + **${u*ruyo 5g"vn's3.1
trdo t* q
,^ra1{g 6( woyl"LY , Er-tI { ua'5 h6i1q1i''q
f,f ^*h Kyt/ *.,n"1fs
-l',
Ki te"r5
Lrouft =D
".e
{d*r-rs5 (gd'
W No '+h wakoj crtotS lk
Ky drutr*.ou &* gLx'. h';
^Q*tF
w<rs t *cf$t"- o f ;r<
-q
utq{,e,
a.ftet i{q*S' f " *"":# 11e) Lo-.i*-1;:
'.
"*r tq.'(c}+.r-d
':h :x-
b^>dGd
Tho A*y !^ta$ e, sr?ok , €e * sq*&
f4orrr;ffi
-,,
;{g* a- B,**p bi.r€ kcr*n1-**ts
p .t h
w ru5.- { r;*r.#
-
I"le q"r,rJ (cur}-
Serr 4hc e>^if ognessf, l up'
I- yq> tht** s'.bCL ''* 4&.enoarrrin"l
ekd Kqlr{- kdgt: { qh+ s iq t h; S
*uhro*l, lil*r ol#*h , f.h*F?-*$<+L-a^r
] ,s"*,*b'-
ni
*,r*-a,lq*l r{ru9, t h,.r*,k5,
h"_*t* *v1b*d#* : f_".'. F:i.
i
e U*t frlnru 6f€i," -**t t u.lJ'ro
"r%5
h , T ietq k& ",y1
{l-e co..r.h
frl^S
I
t*'?fr*k
sh,^ke,
g,t,q.S hd*fiJ 5 a a'te
{ o61r$g
Fl7
I L:rs
6r-ok,Fa *, i )ier 1e{6*t4;*rr[:
,.
"tLf*.
' h*tp^''
1 rffi *f qni
4u-e .*t# e{{
-
o{qr
* Slrcf.htr t*; k
^T b")1' I
a^;JAr.- #qerl
pri*3nil'# L,f
+csfp {"*se:p*p&bL-rift"r}
Tho Sd-refr,x$ATcueg el
ws*-,3&w, Ns+tb4 &s
fr*u€ fl.d'+ha '-:'.tu3*S.l*t'r*f
42. fiHnv rray1 oll ChC,:kgoGS_ce ebr&* 'x r^lq(
-
-f_-{--t'
" ^ r - r r" rl
^ruye
sbgs -!*'Y" a-d e'^;lF
4;rvtqEaW al_oQJVr WyytL g11-,farrrn4d/e*.__v,__
ry
___,_T_
-y^Q.Y-a^vuu,ht
^
is ampvql ,W tL ,-,,t!-]gd Y*-Q..Ya*v,tYoeaie @mpw!,w lh *|!!*]94 yy_ __
ce,, bdi'we ,
()r _
gk +^c
tr.'tvtac
Exit Slips for today
❖ At the end of the first unit I want my students to know
and to CREATE…!
❖ Today I feel smarter about…!
❖ Now, I’m wondering…
writing next to poetry helps!
us find our own stories…
43. we collect regular free!
writing in notebooks…
Colin shows his students!
how the quick write!
could lead to a series of!
scenes: a story.