Transcript SWWP DemoLesson.ppsx

Carol A. Russell
[email protected]
Santee Wateree Writing Project 2011
My students viewed writing as a separate
subject that did not relate to content areas.
 My students enjoyed hearing a good book
read aloud.
 Many books used as read-alouds are wellsuited to provide a springboard into student
writing.
 Such writing was viewed by my students as
fun and did not intimidate them.
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When they are exposed to multiple texts
that illustrate effective writing, students
naturally begin to think about how the
techniques can be applied to their own
writing. By modeling the process of reading
like writers, teachers demonstrate the kind
of thinking that will help students improve
their own literacy skills.
 Bill McGinley
Exposing students to a variety of texts
through read-alouds and springboarding into
writing not only reinforces the content
standards but also develops the students as
writers. (McGinley)
 “Writing is thinking and when students write
in social studies they must think critically
about the events and issues they are
studying.” (West Virginia Department of
Education)
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“Integrating reading and writing leads to
more authentic teaching, better reading and
writing, and higher test scores.” (Routman)
 Read-alouds in science can enrich students
overall science experiences.(Salley and

Young)
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Integrating writing into the classroom,
regardless of subject area, helps students
develop literacy skills and allows them to
see concepts in different and unique
ways.(Firek)
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Number students 1,2,1,2,…
Explain that each student who is #1 will
begin a statement with “Fortunately” and
each student who is #2 will begin a
statement with “Unfortunately”.
Remind students that their statements
must be related to the previous
statement.
The teacher begins with “One day I went
shopping.”
The story continues around the room.
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Students may work alone or with a partner.
Have students choose a time period studied
in social studies. (ie. Reconstruction,
Westward Expansion, World War I, The
Roaring Twenties, The Great Depression,
World War II)
Give students 5-10 minutes to jot down facts
about the time period they have chosen.
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Using knowledge of the time period chosen,
students will create a story following the
pattern of the book Fortunately.
Each story needs at least FIVE positives
(fortunately) and FIVE negatives
(unfortunately).
Each statement must relate to the previous
statement.
Time to share.
 Fortunately,
the Allies won World War I.
 Unfortunately, we went into a Great
Depression.
 Fortunately, FDR made the New Deal.
 Unfortunately, it did not end the Depression.
 Fortunately, Germany got a new leader.
 Unfortunately, he was a dictator.
 Fortunately, France and Great Britain tried to
stand against him.
 Unfortunately, Germany invaded Poland.
 Fortunately, the Allies won the war.
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Fortunately, we had the Twin Towers in NYC.
Unfortunately, terrorists destroyed them.
Fortunately, we got some people out.
Unfortunately, a lot of people died.
Fortunately, we figured out who did it.
Unfortunately, we couldn’t find him.
Fortunately, we had clues where he is.
Unfortunately, nobody knew for sure.
Fortunately, we finally killed him in Pakistan.
Unfortunately, his group is after the US once
again.
 Letters
home from soldiers
 Letters to soldiers from the home front
 Propaganda posters
 Military Recruitment posters
 Speeches delivered by key figures
 Newspaper articles describing actual events
 Diary entries
 Animal
research and writing
 “A Visit to Outer Space”
 Life Cycles
 “Window Views from a Space Ship”
 “Your Body’s Control System”
 Write
a fortunately/unfortunately scenario
about a time when he/she did not
understand a mathematical concept.
 Poetry
 Advice Columns (Dear Dr. Pi or Dear Algy)
 Obituaries of famous mathematicians
 Write about careers that require the use of
mathematics (architect, chemist, engineer,
chef, landscape designer, fashion designer,
etc.)
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While visiting the Hage school in San Diego, I
was struck by a very funny sign hanging in the
staff restroom. It read, “What if the Hokey
Pokey really is what it’s all about?” Those of us
who have been teaching and learning about
improving children’s writing know better. We
would probably agree that making readingwriting connections is really what it’s all about.
Learning to read like a writer, reading to inform
your writing, apprenticing yourself to a favorite
writer, feeling envious when you read great
writing, feeling confident talking about quality
writing-that’s what it’s all about.
“If you want to be a writer, you must do two
things above all others: read a lot and write
a lot. There’s no way around those two
things that I’m aware of, no shortcut.”
Stephen King