division ii with cathy beveridge cctca 2016. contact information website: cathybeveridge.com
DESCRIPTION
Teacher, Author, Writing ConsultantTRANSCRIPT
Creative Curriculum-Based Writing Design
Division II
With Cathy BeveridgeCCTCA 2016
Teacher, Author, Writing Consultant
What is Creative Curriculum-Based Writing? Any writing task in which a student is
engaged, wherein one of the goals of engagement is to showcase knowledge contained within the program of studies.
These writing activities may include many different formats and structures.
These writing tasks often employ many creative perspectives and approaches.
Teacher Assessment
Allows teachers to assess: specific learning outcomes in the
context of a written compositionstudent writing skills, strength and strategies
students’ use and understanding of various written formats and structures.
Student Engagement Curriculum-based writing activities
allow students to:engage in creative, innovative ways of
showcasing their knowledgeexperiment with various purposes and formats in writing
include imagination in the creation of a scenario or “character” while adhering to facts
Design Components
Perspective – point of view, roleAction required by studentFormat – specific structure/function Audience – reader/listenerPurpose – impact on reader
Similar to RAFTS, but places more emphasis on the purpose of writing = desired impact on reader
Curriculum ConnectionChosen by teacher/student and pertains to
general or specific learning outcomes.Examples:
Nomination speech – Regions of AlbertaSeed Catalogue – PlantsHistorical Vignette/Poetry – Historical HerosDragon’s Den Pitch- Early aviators; flightTree Story – Trees and Forests
Perspective Choices• First Person “I” – familiar and relatable, but boring
and limiting due to lack of experience• Third Person – authentic player (eg. biologist) –
interesting and novel, but difficult due to lack of knowledge re role; requires empathy
• Animal/Bird/Insect – novel, imaginative, somewhat familiar, but no authentic models available
• Commentator – objective, but distant and impersonal
• Inanimate Object – interesting, unique, but lack of life can make it difficult to engage with; no models
Action Required by Student Usually involves a specific verb:
CreateWriteDesignSketchDraftComposeCompleteApply
FormatFormat pertains to the type of writing
chosenConsider all the possible categories:
Narrative – story-basedExpository - informationalCreative Non-fiction
short storylegend
fairy or folk tale children’s story picture book
narrative poemparable
Traditional Narrative Formats
paragraphreport
encyclopedia entry instructions directions
textbook entryessay
Traditional Expository Formats
Creative Non-FictionUses literary styles and techniques to
creative factual or non-fiction narratives“True stories well told”Written compositions that make non-
fiction read like fiction
Combines facts with creative approaches
Menupostcard
nomination speech recipe
want ads critique
horoscopefield guide entry
Creative Non-Fiction Formats
Emails Social media PSA Nominations Newscasts Postcards Letters Signs/notice rant Recipes Instructions Directions Lists Brochures Websites Ads
Videos Classifieds Realtor listing Catalogs Encyclopedia Memo Invitation Survey Report card Interview Donation Advice column Editorial Horoscope Weather Poem
Proposal Eulogy Impact
statement Critique Script Museum panel Memoir Awards speech Review Newsletter Guidebook Job posting Song Script Blog
AudienceAudience determines:
Level of languageComplexity of structureMethod of impact – logical appeal,
emotional appeal, etcMethod of obtaining feedback
PurposeRefers to author’s purpose not teacher’s
purposePhrased as specific, desired impact on readerOften contains a strong verb related to reader:
Reader understands – author explainsReader visualizes – author describesReader classifies – author organizesReader believes – author convinces or persuadesReader acts – author incites
Design - PAFAPLearning Outcomes - Identify plants and animals
that make their home in wetlands
- Identify and describe adaptations that make plants and animals suited to life in wetlands (seasons)
Initial Connections - house plans, buy, sell,
realtor, design,
functionality, neighbours - movement, food search,
protection, biologists - winter – vacation, getaway,
survival tactics
Design - PAFAPConnections - house plans, buy, sell real
estate, design, functionality, neighbourhood
- movement, food search, protection, observation
- winter – vacation, getaway, survival tactics, sports
Players/Formats- architect, realtor,
contractor, neighbours- For sale sign, real estate
ads, rentals, applications- biologists, scientists,
surveys, videos, creatures- Travel agent, pilots, hotel
staff, survival experts, brochures
Wetlands - PAFAPP – perspective – specific wetlands
creatureA – action required by students – completeF – format – community wetlands
applicationA – audience – manager of community
wetlandsP – purpose – desired impact on reader
Manager will be convinced that wetlands creature is a good candidate for new wetlands community and accept application to move in
Wetlands ExampleAs a wetlands creature, complete a
community application for a new wetlands community so that the manager will be convinced that you are a good candidate and allow you to move into the community.
Authenticity/Inspiration: Condominium community application
Scaffolding - Wetlands ExampleWhat knowledge must students have?
What understanding of format/structure must students have?
What specific writing skills and strategies must students employ to be successful?
KnowledgeStudents are given/taught necessary
background knowledge prior to undertaking writing task.
Students discover necessary information during process of writing.
Example: Students were introduced to types of wetlands and characteristics. Students were assigned specific wetlands animals and asked to do some preliminary research online.
Structural UnderstandingStudents become familiar with the specific format to
be used in the writing task by examining authentic samples.
Students are introduced to the format through writing task.
Example: Students were shown some slides of wetland areas, including the Wondrous Wetlands. Students were introduced to idea of applying to live in a community and shown the application form.
Writing Skills and StrategiesDiscussion regarding need to research
specifics relevant to specific wetland creature, using Tiger Salamander as my model. Review jot notes.
Purpose: Brainstorm “convincing” vocabulary – capable, adaptable, easily, perfectly, suitable, plenty, sufficient, adequate, safe, assurance, ideal, excellent…
General review of Strong Writing (S’s) SpecificsSensory detailsStrong verbsShow vs tellSkip it
Wondrous Wetlands CommunityOpening April 2015New upscale wetlands community
nestled between the foothills and the prairies
Features the finest bog and swamp, with a large body of standing water, plenty of organic debris and lots of sunshine
Applications for wetland inhabitants are now being accepted. Apply early. Space is limited!
Wondrous Wetlands Community Application Interested applicants should complete the
application below, being sure to comment on your suitability for the wetlands, including the following:- ability to move/grow/reproduce- food availability- ability to create a home- ability to protect oneself from area predators- ability to cope with winter conditions - any special adaptations that aid you in this environment.
Name:_____________________________________________________________ Age: ________________________________________________________________ Annual Duration on Wetlands: _______Year round __________Seasonal Suitability: Please continue of reverse side and address all points in
bold above _____________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Community Application Model As a tiger salamander, I am perfectly suited for
the Wondrous Wetlands Community. My webbed feet and thick glossy skin, which is water resistant, means that I can ... In the marsh, I will have plenty of snails, insects, frogs and shrimp to feast on with my long sticky tongue. …I am a particularly good candidate to inhabit this wetland community because I have some special adaptations that allow me to live comfortably in this area. First, I am able to live in both the surrounding forest and the water….If the water freezes to the bottom in the winter, I can relocate … Thus I would be an excellent candidate to inhabit the Wondrous Wetlands Community.
Writing Design In groups, choose a curriculum topic.Using PAFAP, generate an engaging
writing task.Discuss scaffolding you need to put in
place regardingKnowledgeFormat/structure - purposeWriting Skills and Strategies
Teaching TipsBe aware of the different types of writing
encountered in daily life. This may be inspiration for an engaging design.
Build authenticity into writing if possible through the choice of format and its language.
Start design with any of the PAFAP elements.
Have students generate PAFAP tasks that they believe will showcase their knowledge.
