Transcript buncombewritingx

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Buncombe, 2015
Karen Sumner
* “I don’t like it.
* It takes up too much time.
* I can say it faster than I can write it.
* It’s a waste of time.
* I hate it.
* When its like a sentence its less painful.
* I’m literally dyslexic.
* Its all high stakes---are you joking?”
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Jot down a few notes, words, or phrases
about the following:
* • What was (were) your most recent unit
(units) of study?
* • What were the key ideas or concepts?
* • What were potential troublesome areas for
your students?
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* “Students use written language to develop and
communicate knowledge in every discipline
and across disciplines.”
--Art Young
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* An add-on to the school’s curriculum:
it is a
way to teach the curriculum.
* Accomplished by assigning a high stakes paper
in every class
* Designed to add more work for you
* Busy work
* An effort by English teachers to have others do
their work for them
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* Reading—what are they reading in your class?
* Writing—how can they write to learn and show
learning?
* Listening—how do you practice that is content
related?
* Speaking---a dying art….
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Learning a discipline also
means learning the
particular ways of writing in
that discipline.
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Learning to write is not like
getting vaccinated against
measles.
Adapted from Doug Hesse, Univ. of Denver, 2007
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* How do you take notes?
* Thinking maps?
* Pictures?
* Other?
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* Write around on chart paper with a quote in
the middle
* For instance, “People are in need of strong
governance. Most men are weak and evil and
vicious.”—John Adams
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* Stop and jot to promote conversation:
* I think…because…
* I used to think…but now I realize…
* For example, ….
* On the other hand…
* It says in the text…this makes me believe…
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* Topic
* Big ideas and details
* Actors
* Music selections
* Setting
* Story board
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* For an informational text, new skill, etc. have
students develop a table of contents---use of
exemplars and structure
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Line 1 – One word title
Line 2 – Two words that describe the title
Line 3 – Three words expressing an action
Line 4 – Four words expressing a feeling
Line 5 – Another word for the title
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Cinquain
Five lines
Does not rhyme
Synthesize, integrate, connect, summarize
Poem
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* One word (a noun, subject)
* Two words (adjectives describing line 1)
* Three words (ing or ed verbs relating to Line 1)
* Four words (first two nouns relate to line 1; next
* two nouns relate to line 7)
* Three words (ing or ed words that relate to line 7)
* Two words (adjectives describing line 7)
* One word (a noun, opposite of line 1)
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* Condensation
* Unpleasant, soggy
* Dropped, pelted, soaked
* Rain, snow, sunshine, heat
* Dried, aired, disappeared
* Pleasant, welcomed
* Evaporation
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* Line 1 – First name
* Line 2 – Four traits that describe character
* Line 3 – Relative (brother, sister, daughter, etc.) of
* ____
* Line 4 – Lover of (list three things or people) –
* Line 5 – Who feels (three items) ____
* Line 6 – Who needs (three items) ____
* Line 7 – Who fears (three items) ____
* Line 8 – Who gives (three items) ____
* Line 9 – Who would like to see (three items) ____
* Line 10 – Resident of ____
* Line 11 – Last name
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* Louisiana
* Vast, unknown, unexplored, a good buy
* Owned by Spain and later France
* Purchased from Napoleon for 4 cents an acre
* Jefferson wanted a Northwest Passage – a
* shortcut to the West Coast
* Explored by Lewis and Clark and the Corps of
* Discovery
* Inhabited by indigenous tribes such as the
* Mandans, Sioux, and Shoshone
* In 1803, it doubled the area of the United States
* Resident of 13 states
* Purchase
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* Look at your entrance slip.
* Choose one of the following formats, and
* try writing about your recent unit.
* Understand that you may not complete it
* within the time we give you today.
* • Cinquain
* • Diamante
* • Biopoem
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* Harvey Daniels refers to it as legalized notewriting
* in class.
* Student A begins writing a note to Student B
* about the topic – at the same time Student B
* writes to Student A.
* They pass their notes and respond to the other
* person.
* The conversation should continue for several
* rounds.
* It is a short, focused time to write.
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* Teacher assigns students to groups of 3-4 people.
* Each student begins writing on a topic.
* After time is called, they pass their notebooks.
The next
* person reads what was written and then writes a
response.
* The process continues until all have written and
the
* original writer reads comments.
* Optional follow-up: Summarize big topics
discussed in the writing.
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* https://danielcohen.files.wordpress.com/2009
/07/pl-music-f.jpg
* Role
* • Isosceles triangle
* Audience
* • One of your angles
* Format
* • Instant message
* Topic
* • Our unequal relationship
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Announcements
Applications
Bumper stickers
Contest entry (25 words or less) –
Letters to the editor
Poems in two voices
E-mail
Instant message or text
Fact sheet
Skits or screenplays
Timelines
Time capsule lists
War communiques
Songs
And many more . . .
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* Look at the 8th and 9th grade lists. Circle words
that could apply to your content area. How
could you teach them? Frayer? Word wall?
Other? discuss
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* Discussion/questions---where do we go from
here.
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