do you like paper? help yourself to handouts

Do you like paper? Help yourself to handouts

2014 Invitational Summer Institute

Saturday, June 7, 2014

DID YOU PAY FOR PARKING??

WELCOME!

Invitational Summer Institute

We have lift off!

AgendaSaturday, June 7, 2014

9:00-9:45 Author’s Chair-JennHousekeeping

10:00-10:15 Break

10:15-11:30 Demonstration Lesson: James Moffett’s Memory Writing (Kathy)

11:30-12:00 Demo Lesson Response (Pam)

12:00-1:00 Lunch

1:00-1:45 Discussion of Orientation Readings (Jenn)

1:45-2:45 Writing Time

2:45-3:15 Learning to Look Part 1 (Kathy)

3:15-3:30 Wrap-up

Author’s Chair

Housekeeping• Parking• CEUs

Schedule

Housekeeping Chapter 1 for 6/28

For 7/16

For 6/30

Housekeeping: Daily Log Record of the Invitational Summer Institute kept

in the voices of the participants Possible audiences

Food Two people each day Sweet and Salty/

Healthy Refrigerator and

Microwave in Grant’s Office

Sign up for several days, please.

Demonstration Lesson Sign-up

Housekeeping• Our Wiki http://csunwp.wikispaces.com

• FOR OUR NEXT MEETING—JOIN THE WIKI, ADD AN IMAGE, AND EXPLORE!!!

• Internet access• Account type: guest• Username: writproj• TEMPORARY Password: wp**1234

Flash Drives

Jim Burke: Tuesday, July 8th

Write to Literacy Conference October 25th

Leading Writers to Focus on Craft

We write best next to excellent models. Analyze passages from the books you’re already talking about as models of sensory details, voice, dialogue, sentence structure variety, and rhythm. We will look at writing in fiction and non-fiction to plan for engaging practice that leads writers to craft with intention, voice, and increasing skill.

Writing Next

Break

Learning Targets Generating Ideas Writing Processes Some Universal Principles of Writing Instruction

Kelly Gallagher

“Assigning writing is easy. Teaching writing is hard.”

Memory Writingbased on

A Student-Centered Language Arts Curriculum, Grades K–13: A Handbook for Teachers

--James Moffett

Let me model this first…

Some Advice Try to keep your pen moving steadily. If you get stuck, repeat yourself, or write, “I don’t

know what to say,” or complain! Sometimes writing the words, “…and that

reminds me…” helps keep the flow going.

The Directions: Step #1Look around the room until you see something which reminds you of something that happened in the past. Jot down that memory. Now think what that memory reminds you of, and jot that down. Once you get started, keep writing down your memories. Write the memories ACROSS THE PAGE in whatever way captures them quickly. Don’t worry about sentence structure, spelling, or punctuation, just record as many memories as you have time for. These are notes to yourself and will not be collected or graded. For now it is better to get many memories than to go into detail about one of them. 10 minutes.

What Was Your Experience? How many different memories did you have? Count

them! Did memories emerge about things you had

forgotten? Or that you hadn’t thought about in a long time?

Volunteers to read? Anybody have an example that sounds VERY

different? What have you learned as a writer? What have you learned as a teacher?

Teachable Moments

Before students begin writing… Model this orally. Emphasize that writers are trying to collect

a number of memories, not focus (yet!) on one or two.

Remind them to write just enough so that they will know what memory is being referenced.

Discuss Their Experiences Ask: “How many different memories did

you have? Count them!” Ask: “Did memories emerge about things

you had forgotten? Or that you hadn’t thought about in a long time?”

Ask for volunteers to read all or a part of their writing.

Ask for volunteers to read an example that sounds VERY different.

The Importance of These Discussions Provides students with an authentic writing

experience. Helps them explore their individual

processes. Gives them language to think about ways

to compose. Accepts the messiness inherent in much

early drafting.

Mini Lesson: Association This kind of writing

(start writing and keep writing steadily) GENERATES thinking.

One idea leads to another, which leads to another, which leads to another…

Tapping the Power of Association—as Writers and as Teachers

The Directions: Step #2 Mark three or four memories that you think are

interesting and that you might like to do something with.

We are now moving toward writing that will become public, so take that into consideration as you choose your memories.

The Directions: Step #3Choose one memory from the three or four you marked. Think about the memory you have chosen and for the next 10 minutes, write down all the details you can recall that are connected to it. These are still notes to yourself and will not be collected. Include sensory details, thoughts, feelings, dialogue, EVERYTHING. Don’t worry if something doesn’t seem important; include it anyway. Try to write steadily.

Thinking about the Pedagogy Why ask students to choose three or four

memories…and then ask them to focus on one?

What can they do if the chosen memory isn’t fruitful?

A Writer’s Questions:What would you have to do with your memory notes if you were going to revise your memory writing and make it clear and interesting to somebody else? What would you want a reader to understand about the importance of your memory? What would you add? Eliminate? Rearrange?What could you do if you had gotten this far and didn’t like the material you are working with?

What GENRE might you choose? How might you turn your notes into an analytical

essay? A persuasive piece? A poem? A play? A…???

The Discussion Don’t rush this. Make lists on the board or on chart paper. These are early revision strategies that you

can refer to later.

Another Teachable Moment

Advice from an Author

"Don't tell me the lady screamed. Bring her on and let her scream!" -- Mark Twain

Show, Don’t Tell

Little Marty acted like a real brat the next morning and made an awful mess on the kitchen floor which his mother had to clean up.

Changes? Effects?

Strategies for Showing Manipulate time Descriptive detail Facts Statistics Anecdotes Direct quotations For memory: consider using present tense

Directions: Step #5Rewrite your memory notes into a clear and interesting piece that you would be willing [and proud!] to share with others.Remember: this does NOT have to be a narrative.

Additional Teachable Moments? A mini lesson on effective titles A mini lesson on effective use of

chronology

Questions?Handout

Demonstration Lessons Broaden the group’s

repertoire of “what works” in writing instruction;

Give you the opportunity to think about what you do and why you do it (that way);

Develop presentation / teaching strategies and skills.

Demonstration Lesson Response Group discussion with presenter out of the room Presentation of group responses to the

presenter. Presenter’s role: listen and learn!

Lunch

Standards Survey Please complete and

return to Kathy before you leave today.

Flash Drives Table of Contents

ORIENTATION READINGS

WRITING TIMEUntil 2:45

Writing Lesson: Getting Stoned

Learning to Look•5 minutes of observation and making observation notes.

SUNDAY: Turn the page for new directions.

For Next Time… BRING POSSIBLE DEMO LESSON TOPICS

NEXT TIME. READINGS (ON FLASH DRIVE)

– Moffett. “I, You, It”– Applebee and Langer. “What Is Happening in the

Teaching of Writing?”

Wrap up Exit ticket:

– What did you learn today? What surprised you? What questions do you have?