Urban Sites Nertwork Presentation - Writing to Learn Across the Content
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Writing to Learn presentation for the Urban Sites Network Conference in Portland, Oregon - April 23-24, 2010.
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Long-term Planning
Unit of Instruction:
Learning resources: list materials that will be required during instruction of the unit so that they can be selected and prepared. Also, gather or reserve in the library any supplemental reading materials students might need for the unit.
Students will be able to work in groups, this will allow students to think, pair, and share together, to get a better understanding. When a teacher uses strategies to incorporate resources for the lesson, students become more engaged
Name of Project: Social Studies; American Revolution
Subject/Course/Grade Level: History/ Six Graders
Unit Duration & Timeline: 1 week
Teacher Team Members: Lead Teacher/ Mrs. Johnson
Goals & Objectives Necessary to Accomplish the Goals: students will work together, listen, and colloporate with person in their group on this project
Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical Thinking, Creativity) R.H.6—8.7 ELA-LITERACY.R.H.6-8.8
Project Summary: Include goal, purpose, and benefit of project. What will the role of the student be? Any challenges or issues anticipated? The goals is to introduce students new vocabulary words, identify characters by doing internet research. Work with student in group to help with time line events alphabetically, scavenger hunt around the time-line.
Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit of solutions to a relevant problem. How will the problem question motivate students to a deeper understanding of the key concepts in the unit and drive instruction? Students will use a photo album to help put events in order according to the beginning of the American Revolution.
Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to engage students. What was the reason for the revolution war.
Products that demonstrate outcome learning
Individual: Student will be given 2 points for each event that happen before and doing and after the war.
Team: Specific content and competencies to be assessed? Three will be 3 groups that consist of boys/ girls each group will assign different students in the group certain assignments to help develop a timeline.
Public Audience: Teachers and students, and Liberian
Resources Needed
On-site Collaborators: Library media center, Internet resources, faculty experts
Equipment: Technology, laboratory equipment
Supplies: Art materials, building supplies, photo album book,
Community Resources: Identify the tools or resources that will be the most valuable to address and resolve the unit problem.
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Holly granthamca1red4348
This document outlines various reading strategies that can be used before, during, and after reading to improve student comprehension and engagement. Some strategies described include semantic mapping, KWL charts, think alouds, paired summarizing, word walls, and journal responses. The strategies are designed to activate prior knowledge, build background, encourage questioning, monitor understanding, and allow students to reflect on what they've learned. Implementing these strategies provides opportunities for students to engage with texts on a deeper level.
TICE - Building Academic Language in the Classroom
This document provides suggestions for activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it recommends explicitly teaching the writing process, including brainstorming, outlining, drafting, revising. For reading, it suggests extensive reading of graded texts along with explicit instruction in reading strategies. For speaking, it advises raising students' awareness of differences between academic and conversational English through discussion and analysis of speeches. For vocabulary, it provides ideas for teaching vocabulary through definitions, visual representations, and using corpus tools to find example sentences and collocations. The overall document offers a variety of scaffolding techniques and strategies to develop students' academic language abilities.
Strategies Notebook
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
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- 10. Double Entry Journal Activity What event has happened? Girl Boxes People List your questions, thoughts or ideas Identify your observations/
- 12. Partner Up 1. Double-entry journal 2. In what content areas could this apply and explain why Small Group 3. Review student work Implication student work, activities, and discussions have for student learning and/or your classroom.
- 13. Bibliography Allen, Janet. (2004) Tools for Teaching Content Literacy. Portland, ME: Stenhouse. Daniels, Harvey, Zemelman, Steven, and Stieneke Nancy. (2007) Content-Area Writing: Every Teacher’s Guide. Portsmouth, NH: Heinemann. Daniels, Harvey and Zemelman Steven. (2004) Subjects Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann. Esquith, Rafe. (2007)Teach Like Your Hair’s on Fire: The Methods and Madness Inside Room 56. New York, NY: Penguin Group Guatemalan trash dump http://i.treehugger.com/images/2007/10/24/506x19 0_recycledlife01.jpg
Editor's Notes
- Introduce yourself. Take a survey of the room Elementary, High, Middle, College, Other. How many people teach a content outside of Language Arts in the room. Presentation will provide something for everyone. Due to time, we will take most of our questions at the end. Thank you.
- How many people are already using this in their classrooms. Writing does not have to be formal to be effective. Integrating informal writing to learn activities across the curriculum promotes thinking and learning.
- Handout created with this information on it for participants
- What content could this be used in? How could you use this in your classroom? Why is the use of a visual important?