Transcript Curriculum Based Writing share

Division II
With Cathy Beveridge
CCTCA 2016
Contact Information
Email: [email protected]
Website: cathybeveridge.com
Teacher, Author, Writing Consultant
What is Creative Curriculum-Based Writing?
 Any writing task in which a student is
engaged, wherein one of the goals of
engagement is to showcase knowledge
contained within the program of studies.
 These writing activities may include many
different formats and structures.
 These writing tasks often employ many
creative perspectives and approaches.
Teacher Assessment
 Allows teachers to assess:
 specific learning outcomes in the context of
a written composition
 student writing skills, strength and
strategies
 students’ use and understanding of
various written formats and structures.
Student Engagement
 Curriculum-based writing activities allow
students to:
 engage in creative, innovative ways of
showcasing their knowledge
 experiment with various purposes and
formats in writing
 include imagination in the creation of a
scenario or “character” while adhering to
facts
Design Components
 Perspective – point of view, role
 Action required by student
 Format – specific structure/function
 Audience – reader/listener
 Purpose – impact on reader
Similar to RAFTS, but places more emphasis on the
purpose of writing = desired impact on reader
Curriculum Connection
 Chosen by teacher/student and pertains to general or
specific learning outcomes.
 Examples:
 Nomination speech – Regions of Alberta
 Seed Catalogue – Plants
 Historical Vignette/Poetry – Historical Heros
 Dragon’s Den Pitch- Early aviators; flight
 Tree Story – Trees and Forests
Perspective Choices
• First Person “I” – familiar and relatable, but boring and
•
•
•
•
limiting due to lack of experience
Third Person – authentic player (eg. biologist) –
interesting and novel, but difficult due to lack of
knowledge re role; requires empathy
Animal/Bird/Insect – novel, imaginative, somewhat
familiar, but no authentic models available
Commentator – objective, but distant and impersonal
Inanimate Object – interesting, unique, but lack of life
can make it difficult to engage with; no models
Action Required by Student
 Usually involves a specific verb:
 Create
 Write
 Design
 Sketch
 Draft
 Compose
 Complete
 Apply
Format
 Format pertains to the type of writing chosen
 Consider all the possible categories:
 Narrative – story-based
 Expository - informational
 Creative Non-fiction
Traditional Narrative Formats
short story
legend
 fairy or folk tale
 children’s story
 picture book
 narrative poem
parable
Traditional Expository Formats
paragraph
report
 encyclopedia entry
 instructions
 directions
 textbook entry
essay
Creative Non-Fiction
 Uses literary styles and techniques to creative
factual or non-fiction narratives
 “True stories well told”
 Written compositions that make non-fiction
read like fiction
 Combines facts with creative approaches
Creative Non-Fiction Formats
Menu
postcard
 nomination speech
 recipe
 want ads
 critique
horoscope
field guide entry

















Emails
Social media
PSA
Nominations
Newscasts
Postcards
Letters
Signs/notice
rant
Recipes
Instructions
Directions
Lists
Brochures
Websites
Ads
Videos

















Classifieds
Realtor listing
Catalogs
Encyclopedia
Memo
Invitation
Survey
Report card
Interview
Donation
Advice column
Editorial
Horoscope
Weather
Poem
Proposal
Eulogy
 Impact












statement
Critique
Script
Museum panel
Memoir
Awards speech
Review
Newsletter
Guidebook
Job posting
Song
Script
Blog
Audience
 Audience determines:
 Level of language
 Complexity of structure
 Method of impact – logical appeal, emotional
appeal, etc
 Method of obtaining feedback
Purpose
 Refers to author’s purpose not teacher’s purpose
 Phrased as specific, desired impact on reader
 Often contains a strong verb related to reader:
 Reader understands – author explains
 Reader visualizes – author describes
 Reader classifies – author organizes
 Reader believes – author convinces or persuades
 Reader acts – author incites
Design - PAFAP
Learning Outcomes
- Identify plants and
animals that make their
home in wetlands
- Identify and describe
adaptations that make
plants and animals
suited to life in wetlands
(seasons)
Initial Connections
neighbours
- movement, food search,
protection, biologists
- winter – vacation,
getaway, survival tactics
Design - PAFAP
Connections
- house plans, buy, sell
real estate, design,
functionality,
neighbourhood
- movement, food search,
protection, observation
- winter – vacation,
getaway, survival tactics,
sports
Players/Formats
contractor, neighbours
- For sale sign, real estate
ads, rentals, applications
- biologists, scientists,
surveys, videos,
creatures
- Travel agent, pilots,
hotel staff, survival
experts, brochures
Wetlands - PAFAP
 P – perspective – specific wetlands creature
 A – action required by students – complete
 F – format – community wetlands application
 A – audience – manager of community wetlands
 P – purpose – desired impact on reader
 Manager will be convinced that wetlands creature is a
good candidate for new wetlands community and accept
application to move in
Wetlands Example
As a wetlands creature, complete a community
application for a new wetlands community so that
the manager will be convinced that you are a good
candidate and allow you to move into the
community.
Authenticity/Inspiration: Condominium community
application
Scaffolding - Wetlands Example
 What knowledge must students have?
 What understanding of format/structure must
students have?
 What specific writing skills and strategies must
students employ to be successful?
Knowledge
 Students are given/taught necessary background
knowledge prior to undertaking writing task.
 Students discover necessary information during
process of writing.
 Example: Students were introduced to types of
wetlands and characteristics. Students were
assigned specific wetlands animals and asked to
do some preliminary research online.
Structural Understanding
 Students become familiar with the specific format to be
used in the writing task by examining authentic samples.
 Students are introduced to the format through writing
task.
 Example: Students were shown some slides of wetland
areas, including the Wondrous Wetlands. Students
were introduced to idea of applying to live in a
community and shown the application form.
Writing Skills and Strategies
 Discussion regarding need to research specifics
relevant to specific wetland creature, using Tiger
Salamander as my model. Review jot notes.
 Purpose: Brainstorm “convincing” vocabulary –
capable, adaptable, easily, perfectly, suitable,
plenty, sufficient, adequate, safe, assurance,
ideal, excellent…
 General review of Strong Writing (S’s)
 Specifics
 Sensory details
 Strong verbs
 Show vs tell
 Skip it
Wondrous Wetlands Community
 Opening April 2015
 New upscale wetlands community nestled
between the foothills and the prairies
 Features the finest bog and swamp, with a large
body of standing water, plenty of organic debris
and lots of sunshine
 Applications for wetland inhabitants are now
being accepted. Apply early. Space is limited!
Wondrous Wetlands Community Application
Interested applicants should complete the application
below, being sure to comment on your suitability for
the wetlands, including the following:
- ability to move/grow/reproduce
- food availability
- ability to create a home
- ability to protect oneself from area predators
- ability to cope with winter conditions
- any special adaptations that aid you in this
environment.
Name:_____________________________________________________________
Age:
________________________________________________________________
Annual Duration on Wetlands: _______Year round __________Seasonal
Suitability: Please continue of reverse side and address all points in bold
above
__________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Community Application Model
As a tiger salamander, I am perfectly suited for the
Wondrous Wetlands Community. My webbed feet and
thick glossy skin, which is water resistant, means that I
can ... In the marsh, I will have plenty of snails, insects,
frogs and shrimp to feast on with my long sticky
tongue. …I am a particularly good candidate to inhabit
this wetland community because I have some special
adaptations that allow me to live comfortably in this
area. First, I am able to live in both the surrounding
forest and the water….If the water freezes to the
bottom in the winter, I can relocate … Thus I would be
an excellent candidate to inhabit the Wondrous
Wetlands Community.
Writing Design
 In groups, choose a curriculum topic.
 Using PAFAP, generate an engaging writing
task.
 Discuss scaffolding you need to put in place
regarding
 Knowledge
 Format/structure - purpose
 Writing Skills and Strategies
Teaching Tips
 Be aware of the different types of writing
encountered in daily life. This may be inspiration
for an engaging design.
 Build authenticity into writing if possible through
the choice of format and its language.
 Start design with any of the PAFAP elements.
 Have students generate PAFAP tasks that they
believe will showcase their knowledge.
Contact Information
Email: [email protected]
Website: cathybeveridge.com