comox writing.feb.2013
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Creating Writers: all students writing and writing well
Comox Valley Nov. 21, Feb. 6., Apr. 17, 2013
Faye Brownlie www.slideshare.net
Gallery Walk – writing lesson • In groups, 3 things that count in wriFng • Made class list and categorized • Focus on meaning and thinking
– DescripFon – ImaginaFon – Detail – Knowledge – Focus – Ideas – Passion – Intriguing – Understandable
• Place a series of pictures around the room • Students in groups of 3 • 3 minutes per picture
• Chat – How could you use this image in your wriFng?
• Build on one another’s thinking • View 4 pictures
• Eagle Dreams -‐ Wri.en by Sheryl McFarlane ; Illustra;ons by Ron Lightburn;
• ISBN: 1-‐55143-‐016-‐9
• Task: a piece of wriFng, choose your genre, think about the criteria
• As you are moving to your desk, keep walking unFl you have your first line in your head
• 12 minutes to write
• As students are wriFng, move about the room, underlining something powerful (criteria connected) in each person’s wriFng
• Each student shares what was underlined • Listen to hear something you might want to borrow
• As a class, decide on why each was underlined • Create the criteria: – Words that are WOW – Details that showed emoFon or made a picture
– Hook – first line made me want to keep reading
Sample 1
One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. A^er a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.
Sample 3 Once upon a Fme there was a boy that was facinated by eagles, he
asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he conFnued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …
Sample 4
At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home!
At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is Fme to eat a dinner say mother say …
• Kids can add/edit/conFnue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can idenFfy criteria in their own work and ask for help with criteria that are struggling with
• A^er repeated pracFce, students choose one piece to work up, edit, revise, and hand in for marking
• Feedback is conFnuous, personal, Fmely, focused
IDEAS ORGANIZATION SENTENCE FLUENCY WORD CHOICE VOICE CONVENTIONS
clear message
narrow focus
details beginning middle end flow: use of transitions
complete sentences
variety of beginnings
sentence length variety
variety of words
poetic devices
passion for topic
writer’s personality
reader/writer connection
spelling grammar punctuation use of paragraphs
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Name of Student by: Michael Campsall and Carol Walters
• Lori Mansueto – Miracle Beach
• Barb Belcher, Carol Walters, Caroline Parrish -‐ Queenesh
Students need: • Models and think-alouds • Practice with applying criteria to the work
of others – practicing together • Guided choice in topics • To share their beginning before they leave
the carpet • Time to write • Feedback while writing
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