8P20 Week 3 Sept. 17/18 2013

Writing II: instructional Strategies

What we did last week…

Professional Learning Conversations began Writing forms and formats Writing folio: Prompt 2 – Expository (Reviews) – Draft

review should be completed by now Novel and how to code using sticky notes (T-S; T-T, T-

W, Visualization, etc) Taking a look at the Curriculum Guideline Tellagami app – began to create a gami

Professional Learning Conversations Infographic assignment Tellagami: polish and present Gradual Release of Responsibility Writing Form 3: Narrative Writing to Learn: Reflection for Infographic

Class Agenda

This week: Conversations with Leaders – Principles of Effective Writing Instruction

Note: Week 4 – Diagnostic Assessment in Support of Student Learning

PLC (Professional Learning Conversations)

Infographic

You will create an infographic that reflects your understanding of the goals and framework of the Junior/Intermediate Language program. This will include meaningful images and at least 4 sources. You will provide a paragraph explaining your infographic and will present it to colleagues (see syllabus for further details)

DUE DATE: November 12/13 Mark Value: 25% (see rubric in course outline)

The 30 Worst Fast Food Restaurant Choices

http://www.fitnessmagazine.com/recipes/healthy-eating/on-the-go/the-30-worst-fast-food-restaurant-choices/

Examine the infographics supplied and those on the Sakai site (Sakai/resources/infographic support) to generate ideas on the following questions:

What are some defining traits for infographics?

What must they include? What is the purpose of an infographic?

Infographics

Assessment: Task description and success criteria:

Course syllabus: p. 5 Rubric:

Course syllabus: p. 14

Infographic Assignment

Tellagami

TELLAGAMI

. Become familiar with this

app. Choose one of the draft

reviews at your table

. Condense it to a paragraph

. Create a gami message

that can be recorded in 30

sec.

. Choose appropriate avatar

and background

Pinterest search for Tellagami:

http://www.pinterest.com/search/pins/?q=tellagami&rs=rs

Pinterest

Lenses through which to view learning activities

Critical Literacy The Composing Process

New Lens:

Gradual Release of Responsibility

Lenses applied to-date

“Effective teachers provide scaffolded instruction, during which they give high support for students practising new [strategies] and then slowly decrease that support to increase student ownership and self-sufficiency.” (Lapp. Moss, & Rowsell, 2012)

Gradual Release of Responsibility

Gradual Release of SupportVygotskian Perspective on Cognitive Development:

Teacher/Student InteractionsZone ofActual

Development

Zone ofProximal Development

New Zone ofActual Development

What the student canalready do on his/her own.

Learning is not occurringin this zone.

It is important to assessstudent knowledge beforeteaching to determineexisting knowledge, skillsand abilities.

Assistance is providedby more capable others:teacher, peer orenvironment.

Transition fromother assistance toself-assistanceoccurs.

Assistance providedby self.

Internalization of newlearnings.

StudentResponsibility

TeacherResponsibility

JointResponsibility

StudentResponsibility

Gradual Release of Support

PRIVATE SPEECH

Student uses for himself/ herselflanguage that adults use to self-direct behaviour

SOCIAL SPEECH

Adult uses language to model

Adult and student sharelanguage and activity

INNER SPEECH

The student carries on innerdialogue with self:conscious mental activity

speech internalized andtransformed to inner verbalthought

Focus lessons

Guided instruction

Collaborative learning

Independent learning

Features of GRR

How did you learn to drive?

Gradual Release of Responsibility

18

Modelled Shared Guided Independent

READING and WRITING Teaching

Teaching

Teaching Teaching

Learning

Learning &

Learning Practising Practising

& & &

Learning Practising Performing Performing

To what degree did Ruth’s lessons on writing a review and creating a gami follow the Gradual Release of Responsibility model?

Reflection

Modelled: several models of reviews provided; discussion of the power of this writing form [I could also have modelled the writing of a review]

Shared: groups examined variety of reviews; determined features of most written and online reviews [each group might have written a review]

[Guided: could have taken groups of students and provided mini-lessons on specific aspects of reviews]

Independent: each individual wrote a review

Reviews: Written

Modelled: Presto gami [I could have created a gami while you watched]

Shared: Group created a gami from a draft review

[ Guided: might have had small group instruction for those having specific difficulties]

[Independent: might have asked each person to create their own gamis]

Gami creation

Writing Prompts 3: Narrative

Setup

Conflict

Challenge

Climax

Resolution

Story Arc

Introduce the characters & story setting

Setup

Create a problem for your main character

Conflict

Make the problem even more difficult

Challenge

Help the main character solve the problem

Climax

Show that the problem has been settled

Resolution

Last Tuesday Ruth left Welch Hall after teaching her classes and headed to the parking lot. She opened the trunk of her car and began to load it with boxes of materials. A wasp buzzed uncomfortably close to her face, so Ruth brushed it away and closed the trunk quickly. She drove back to Burlington and parked in the underground garage of her building. When she opened the trunk to unload it, the wasp swooped out and flew off.

Writing Folio: Narrative WritingScenario

Using the basic scenario of Ruth’s story, create a short short story from the wasp’s perspective. Be sure to include the Set-up Challenge Conflict Crisis Resolution

Group Story

Either: Take a different angle on the story your group wrote

Or: Choose another animal scenario from the selection of animal news stories provided

Individual Story for Folio

Your narrative should include a Setup Conflict Challenge Crisis Resolution

Remember…

http://www.google.ca/search?q=graphic+organizers+for+narrative+writing&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ei=zjgeUormHMWqqQG_gYH4CQ&ved=0CDwQsAQ&biw=1254&bih=594

(Sakai – under Week 3)

Graphic Organizers for Narrative

Church prays for missing rooster Shark coughs up lost treasure The cat came back – after “hitchhiking” to

Toronto Billy busted for getting army’s goat Elephant talks, but his speech is truncated Un amour de swan Rooby the red kangaroo expected to bounce

back

Newspaper Stories

The giraffe count is easy, but try tallying piranha

Squirrel swipes Canadian flag for nest

Newspaper stories cont’d

Where is the octopus? http://www.sciencefriday.com/video/

08/05/2011/where-s-the-octopus.html#path/video/08/05/2011/where-s-the-octopus.html

Video Writing Prompt

Go to back of yellow cover page for Week 3 in Course pack.

Reflect on how learnings from today’s class could inform your infographic project

Writing to Learn

PLC reading is Diagnostic Assessment in Support of Student Learning

Reminder for next week