Pretend that you have received “Example #1” from an eighth-grade student, and she is requesting feedback

Realize that this is a rough draft Mark it up, giving appropriate feedback to

the student Time: 8 minutes

Initiation Activity

Compare your feedback with your “table buddy.” Similarities? Differences?

What was easy about giving feedback? What was challenging? What mini-lessons could this student

benefit from?

Initiation: Reflection

Initiation Student Presentations Quiz Writing Supports Writing Closure

Agenda

AILY Presentations

It’s in your email… Email me back

Quiz

Fourth Edition p. 46

Independent Learning:A Friendly Graph

WHERE ARE THE OVERLAPS?◦ Third Edition: p. 153◦ Fourth Edition: p. 75-76

DIFFERENCES?

Elements of Effective Writing Instruction

THIRD EDITION◦ Process: 156-163◦ Paragraph: 164-168◦ Precise Writing: 169-

171◦ Forms of Writing: 174-

179◦ Journal: 181◦ (Creative Writing:

197-206)◦ Responding to

Writing: 210-216

FOURTH EDITION◦ FODP p. 74◦ Elements of Eff. Writing

Instruction: 75-76◦ Process: 76-110◦ Writing Assignment

Creation: 110-118

Burke… “MY” HIGHLIGHTS

What should I make copies of for the other students!?

Some writing supports…

Thesis Generator (My Friend)

Make ‘em yourself… Have students make ‘em… They’re supposed to help kids organize

information… ◦ Extracting from a source (reading process)◦ Collecting & organizing (writing process)

Graphic organizers

Quotation (with MLA citation!)

My Response

Partner’s Response

My Additional Thoughts

Dialectical Journal entries

Procedure: Students read the assigned selection Students create “Wonder Why” statements (number TBD

by teacher) Students theorize, writing freely, about possible

responses/ “answers” to their own “wonderings” (how much students write may be pre-determined by teacher)

Why I think it works: Fosters student choice Encourages them to use inferential skills Forces them to refer back to text Gets them thinking about possible paper topics Pushes them toward literary analysis, validating their

reactions to the text… 13

Wonder Why Strategy…(one of my “favoritos”)

FocusCorrectionAreas

Types 1-5 Writing

Choose 2-4 areas that you will SPECIFICALLY grade the students on for any given assignment

ONLY GIVE students feedback on those areas…

http://www.collinsed.com/five_types_of_writing.htm

John Collins’s Ideas about FCA’s

Please load up on packets (on middle table):◦ Third Edition “Faves”◦ Fourth Edition “Faves”◦ Grading Schtuff

What gets graded? How does it get graded? Bell Curve!? Mastery Grading?

◦ Peek at my Gradebook!

Grading discussion

Project Options:◦ Puppet Show (group or

solo)◦ Fictional Story (solo)◦ Standard Critical Essay

(solo) Task:

◦USE ESSAYTAGGER.COM/COMMON CORE

◦Create an assignment sheet & a list of criteria

Your Student Work:◦ Go to the katesportfolio

site…◦ Go to the UCONN

page… ◦ Under Assessments,

click “Gatsby Assessments: Class Activity”

◦ There are 2 essays, a story, and a (puppet show) scene analysis

The Great Gatsby Project

Here’s what I did to try to assess these THREE different activities…

The reveal…

Look at the 6+1 Writing Trait Rubric, Third Edition pp. 182-185◦ Evaluate◦ What is good about it? Why?◦ What is not good about it? Why?

What about Burke, Fourth Edition p. 103◦ Evaluate◦ What is good about it? Why?◦ What is not good about it? Why?

Alternatives to RUBRIC grading?! LOTF Project & Rubric… your eval?

Some rubric types

http://owl.english.purdue.edu/owl/resource/635/1/

http://www.slideshare.net/karriehiggins/paramedic-method-of-editing

Your thoughts?!

Paramedic Method…Revision

What is it? What does it look like? What do you need to do it? What do teachers do during a workshop? What do students do during a workshop? BIG, HUGE HINT: PLAN for every eventuality

—everyone needs to be busy, or it’ll be a NIGHTMARE!

Writing Workshop

Handling the Paper Load…◦ Burk, Third Edition pp. 210-213◦ Brandvik, esp. p. 138, 144◦ Who’s responding?

Peer Conferences Teacher-student conferences Outside the classroom?

Responding to Student Writing

Consider your summative assessment for your Short Story Unit◦ What are you asking students to do?◦ What will your criteria be?◦ Now, how about the narratives?

Time: 15 minutes

Time to rubricize!

What is it? Why does it happen? How should we deal with it in our classrooms?

Partner read the “Classrooms That Discourage Plagiarism and Welcome Technology” Article◦ Salient points?◦ Transferable knowledge?

Plagiarism!

Mentally channel a villain from a piece of literature.

If that villain had been spying on our session all day today, what would he/she/it have to say about today?

“o, Villainy, villainy, villainy!”(to be turned in)

Go back to the Initiation Exercise (feedback to the student writer)

Read/ peruse Example #1 & Example #2 (just given to you) Note: both were written in response to one

writing assignment Based on these products, brainstorm a list

of criteria for this writing assignment (just the list of skills, not the narratives…)

If you have a rubric, do you need an assignment sheet?

Backwards backwards planning

Are arguable-and important to argue about

Are at the heart of the subject Recur--and should recur--in professional

work, adult life, as well as in the classroom inquiry

Raise more questions-provoking and sustaining engaged inquiry

Often raise important conceptual or philosophical issues

Can provide purpose for learning

Essential questions

Essential◦ Asked to be argued

◦ Designed to “uncover” new ideas, views, lines of argument

◦ Set up inquiry, heading to new understandings.

Leading◦ Asked as a reminder,

to prompt recall

◦ Designed to “cover” knowledge

◦ Point to a single, straightforward fact-a rhetorical question

Essential vs. leading Questions

Use E.Q.s to organize programs, courses, and units of study

“Less is more” Edit to make them “kid friendly” Post the questions

Tips for Using EQ’s effectively