invitational summer institute july 7, 2015. agenda timeevent 9:00-9:15daily log, author’s chair...
TRANSCRIPT
Invitational Summer Institute
July 7, 2015
Agenda
Time Event
9:00-9:15 Daily Log, Author’s Chair
9:15-10:30 Katie Prager: Build-A-Char(acter) Workshop: Creating Collaborative Characters Using Google Docs
10:30-10:45 BREAK
10:45-11:15 Demonstration Lesson Response
11:15-12:00 Educational Technologies
12:00-1:00 Lunch
1:00-2:15 Denise Gifford: Primarily Poetry
2:15-2:45 Demonstration Lesson Response
2:45-3:25 Inquiry Groups
3:25-3:30 Wrap–up
Daily Log
Housekeeping T-shirt orders due
TODAY by noon AT THE LATEST!
Pathways to the Common Core Chapter 1 and 6-9 especially.
Luncheon Invitations
Housekeeping Supervisor for multiple
subjects? Email: Pam Scherban-Sierra Field Experience
Student Teaching Coordinator
(818) 677-2574 pam.scherban-sierra
@csun.edu
Your Comments: What You Learned Another way to review characters from past novels Another form of narrative writing The use of mind mapping What students need to know to help them on
SBAC (AHHH!) Mind-mapping!ways to break down the
performance task for students #WORDCRIMES
Your Comments: What You Learned How to have students creatively analyze and
evaluate using mentor texts How even a not-so-artistic student can produce a
mind map Character analysis and fitting that character into
the college essay Performance tasks and language students need
to understand How to mind map! YA!
Your Comments: What You Learned That John Mayer needs a HUG!! They Say, I Say with Readings has some good
synthesis/performance task topics How to bring fictional characters to like in a
different setting or time period—inventing a version of that character
Mind mapping and how to use it as a brainstorming tool
Incorporate multimedia texts
Your Comments: What You Learned Look at 2 sides of an issue—persuading in two
directions Mind maps Love the boxes for evaluating a mentor text Norm-referenced tests vs criterion-referenced
tests How to develop a fictional character in a real world
setting Academic resumes
Your Comments: What You Learned Cam Jansen Advice for university and college essays Word Crimes Mentalfloss.com for trivia No narrative SBAC assessment after 8th grade
What Surprised You? What Questions Do You Have?
That SBAC asks them to develop rather than identify the main idea
All the things students need to be successful at the SBAC
Organization of a piece is as essential as a statement of purpose/focus (over content/evidence)
That I showed my mind-map
What Surprised You? What Questions Do You Have?
How much both presenters packed into 70 minutes
That weird Al is still going strong By looking at a fictional character during the
college essay writing makes the task less daunting
How much time/work it is going to take to get students ready for SBAC
What Surprised You? What Questions Do You Have?
The technological cuts are really hurting our students’ ability to move forward with the times
I can use mapping with the class across the curriculum—a new way to produce writing
I had never heard the Hugh Laurie piece—I could use that
Poetry through music alone—and it was effective
What Surprised You? What Questions Do You Have?
The Goth essay—so beautifully written The brain prefers curved as opposed to straight
lines
What Do You Want To Know More About? Mind mapping in other content areas Creating voice—lessons for students, both to
recognize and to produce Follow-up activities, besides what is given, to help
students on the performance task Would love to think tank some really creative
performance task topics with this group and then try them out across grade levels
Ways to go from map to poem Connecting mnd mapping to written texts
Creating Collaborative Characters Using Google Docs
Katie Prager
Char(acter)
5 Minute Quick-WriteFavorite Character
Describe your favorite character
fictional or non-fictional What makes your favorite character memorable? Why do you connect with that character?
CCSS Connections Reading Literature 3
EX: RL 4.3 “describe in depth a character drawing on specific details in the text (e.g., thoughts, words, actions)”
Writing 3EX: W 4.3.B “use dialogue and description to show the response of characters to situations”
Mentor Text- Thinking of Character Traits 1st Reading:
Think of 1 or 2 words that would describe the characters
2nd Reading:
Mark where the author gave you that impression!
- actions, thoughts, feelings, appearance, dialogue
Complete the graphic organizer with a partner!
Developing Characters
1. Open the Google Folder
2. Access the Doc called “Character Creation”
3. Freely contribute to the organizers for each character
* Talking is encouraged!
Build-A-Char(acter) Workshop
Choose A Character
Which character inspires you the most?
Which character gives you enough to work with?
Group Time: 2-3 people per groupContinue to revise to your “Character Creation” page as your group sees fit
3x3: Character Scenarios
Scenario 1:
There’s been a news report that an asteroid is heading for your home planet, and will hit sometime in the next week. It’s suspected that it will destroy the planet completely…
3x3: Character Scenarios
Scenario 2:
You receive an alert that your account has been gifted over 1,000,000 dollars (or similar currency), but it comes with a note that if not used, it will be taken away…
3x3: Character Scenarios
Scenario 3:
You’ve just died. Yup, you’re dead.
Where are you? What is your reaction?
Writing to Develop Characters10 minutes of writing time
Further develop one of the scenes already created with your groupCreate a new scene for your characterStuck? Choose a different character!
Remember: What traits do you want the reader to notice?Show, don’t tell! Dialogue is as important as description
Demonstration Lesson Response
Technology exploration
Lunch
Writing Standards Addressed
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards Addressed
• Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively
• Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Food Video Games
Pets Desserts
FoodLasagneStuffed grape leavesHamCornLettuce wraps
Video GamesMarioKartDr. MarioAnimal Crossing
PetsCatDogLizardSnakeBird
DessertsIce creamLicoriceSour candy –gummies Chocolate caramelsNot cakeLemon barsCheesecake
What do you like Mrs. Gifford?
• I like lasagna• I like ham• I like corn on the cob with butter melting on top• I like Animal Crossing• I like Dr. Mario• I like MarioKart when on the Wii U• I like cats• I like snakes• I like lizards in the dirt• I like gummy candy• I like licorice• I like ice cream on a cone
• I like meaty, cheese-laden lasagna.• I like brown-sugar, glazed ham.• I like juicy corn on the cob,with butter and
with Cotija cheese sprinkled on top.• I like patiently creating and playing Animal
Crossing.• I like repetitively playing Dr. Mario. • I like competetively playing MarioKart, while
racing inevitably to fifth place on the Wii U.
The Many
Likes of
Mrs.
Gifford
• I like friendly, soft, purring cats.• I like cool-to-the-touch, sneaky, slithering
snakes.• I like skinny, bumpy, grey lizards darting
around quickly, outside in the dirt.• I like chewy, sour, gummy worms.• I like long, thick strips of black licorice.• I like delicate, chocolate-mousse ice cream,
hopelessly melting quickly on my warm tongue.
The Many
Likes of
Mrs.
Gifford
Where can you take this next?
Change the topic to:
Things I don't like/hate
Things I have questions about
Things or vocabulary in a text Develop lines that rhyme. Create a poem on your own and then, working with a friend,
expand to create a new poem. Groups of four could share a poem - each person creating a set of
four lines. Instead of writing on paper, write on the sidewalk or blacktop with
chalk, inviting other classes to read. Create a pillow, t-shirt, or a rock with the poem imprinted on them.
commoncore.scholastic.com/answers/poetry-writing
Additional Resources
https://www.teacherspayteachers.com/.../Poetry-Unit-Second-Grade-Comm...
www.theteachersguide.com/poetrymonth.htm
Demonstration Lesson Response
Inquiry Groups
For Next Time… Bring student work to share.
