This document provides an overview of topics and assignments for an upcoming week in a writing course. It includes details on professional learning conversations, faculty workload expectations, teaching components like preparation and marking time. Writing resources like picture books and digital tools are listed, along with stages of the writing process. Students are assigned a draft on a Remembrance Day writing prompt to share next week, and research supports on Remembrance Day are provided. Next week's forum post and blog assignment are also outlined.

1. Week 8
Writing 2

2. Professional Learning Conversations
• PLC: Professional Reading
– Gradually releasing responsibility to students
writing persuasive text

3. Blog # 2: Reading
• Faculty Workload: based on 40 hour week (as
if!)
– 40% teaching: 16 hours
– 40% research/writing: 16 hours
– 20% service (meetings; committees): 8 hours

4. Teaching Component
• 16 hours per week
– Teaching time: 3 hrs. x 3 = 9 hours
– Preparation: 4 hours per week
– Marking:
• Sakai Forum posts and Lit. Leaders: 1.5 x 3 = 4.5 hrs.
• Blog posts: 30 min each x 70 students = 35 hours

5. Lesson Plan Assignment
• Tips sheet
• Assessment Tool and Assignment Description
• Due date – class time week 10

6. Writing Resources
• Picture books as mentor texts for writing
– Writer’s craft
– Text forms
• Resources for mini-lessons on conventions:
– spelling, punctuation, grammar, word choice

7. Digital Resources to Support Writing/
Reading
• iPads: Sock Puppets
• Web-based: Teaching Kids News
www.teachingkidsnews.com
• News Map:
– http://newsmap.jp/
• Participate Learning )educational app reviews)
– https://www.participate.com/

8. The Writing Process
Stages of the Writing Process:
– Prewrite
– Draft
– Revise
– Edit
– Publish
– This is a recursive process. Most writers move
back and forth among the stages

9. Writing
• 1. Generate, gather, and
organize ideas and
information to write for an
intended purpose and
audience
• 3. Use editing, proofreading,
and publishing skills and
strategies, and knowledge of
language conventions, to
correct errors, refine
expression, and present their
work effectively
• 2. Draft and revise their
writing, using a variety of
informational, literary, and
graphic forms and stylistic
elements appropriate for the
purpose and audience
• 4. Reflect on and identify
their strengths as writers,
areas for improvement, and
the strategies they found
most helpful at different
stages in the writing process

10. Writing Decisions
• Audience
• Form
• Purpose
. Topic

11. Writing Task: Remembrance Day
• Select one of the writing prompts from the
bulletin board display
• Develop a draft in response to the prompt (or
an idea you have)
• Be prepared next week to share your draft
with 2 other colleagues (provide a copy for
each to read)
• Begin your draft in class today

12. Research Support
• From main site choose:
• Newspaper (provided last week)
– Canada Remembers Times
– Website: www.canada.ca/rememberthem
– Remembrance/ Information for..
– http://www.veterans.gc.ca/eng/remembrance/inf
ormation-for

13. Next week
• Forum post:
– Week 9: Explore Resources – Auditory Resources
for Oral Communications
• Draft of Remembrance Day piece (make 2
copies)
• Blog #3: WRITING (not Oral Communications)
– Build on your Forum post on Explore Resources –
week 7 – Social media