week 3 writing 2, 2013-14
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week 3 - Writing 2; 2013-14TRANSCRIPT
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8P20 Week 3 Sept. 17/18 2013
Writing II: instructional Strategies
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What we did last week…
Professional Learning Conversations began Writing forms and formats Writing folio: Prompt 2 – Expository (Reviews) – Draft
review should be completed by now Novel and how to code using sticky notes (T-S; T-T, T-
W, Visualization, etc) Taking a look at the Curriculum Guideline Tellagami app – began to create a gami
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Professional Learning Conversations Infographic assignment Tellagami: polish and present Gradual Release of Responsibility Writing Form 3: Narrative Writing to Learn: Reflection for Infographic
Class Agenda
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This week: Conversations with Leaders – Principles of Effective Writing Instruction
Note: Week 4 – Diagnostic Assessment in Support of Student Learning
PLC (Professional Learning Conversations)
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Infographic
You will create an infographic that reflects your understanding of the goals and framework of the Junior/Intermediate Language program. This will include meaningful images and at least 4 sources. You will provide a paragraph explaining your infographic and will present it to colleagues (see syllabus for further details)
DUE DATE: November 12/13 Mark Value: 25% (see rubric in course outline)
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The 30 Worst Fast Food Restaurant Choices
http://www.fitnessmagazine.com/recipes/healthy-eating/on-the-go/the-30-worst-fast-food-restaurant-choices/
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Examine the infographics supplied and those on the Sakai site (Sakai/resources/infographic support) to generate ideas on the following questions:
What are some defining traits for infographics?
What must they include? What is the purpose of an infographic?
Infographics
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Assessment: Task description and success criteria:
Course syllabus: p. 5 Rubric:
Course syllabus: p. 14
Infographic Assignment
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Tellagami
TELLAGAMI
. Become familiar with this
app. Choose one of the draft
reviews at your table
. Condense it to a paragraph
. Create a gami message
that can be recorded in 30
sec.
. Choose appropriate avatar
and background
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Pinterest search for Tellagami:
http://www.pinterest.com/search/pins/?q=tellagami&rs=rs
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Lenses through which to view learning activities
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Critical Literacy The Composing Process
New Lens:
Gradual Release of Responsibility
Lenses applied to-date
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“Effective teachers provide scaffolded instruction, during which they give high support for students practising new [strategies] and then slowly decrease that support to increase student ownership and self-sufficiency.” (Lapp. Moss, & Rowsell, 2012)
Gradual Release of Responsibility
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Gradual Release of SupportVygotskian Perspective on Cognitive Development:
Teacher/Student InteractionsZone ofActual
Development
Zone ofProximal Development
New Zone ofActual Development
What the student canalready do on his/her own.
Learning is not occurringin this zone.
It is important to assessstudent knowledge beforeteaching to determineexisting knowledge, skillsand abilities.
Assistance is providedby more capable others:teacher, peer orenvironment.
Transition fromother assistance toself-assistanceoccurs.
Assistance providedby self.
Internalization of newlearnings.
StudentResponsibility
TeacherResponsibility
JointResponsibility
StudentResponsibility
Gradual Release of Support
PRIVATE SPEECH
Student uses for himself/ herselflanguage that adults use to self-direct behaviour
SOCIAL SPEECH
Adult uses language to model
Adult and student sharelanguage and activity
INNER SPEECH
The student carries on innerdialogue with self:conscious mental activity
speech internalized andtransformed to inner verbalthought
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Focus lessons
Guided instruction
Collaborative learning
Independent learning
Features of GRR
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How did you learn to drive?
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Gradual Release of Responsibility
18
Modelled Shared Guided Independent
READING and WRITING Teaching
Teaching
Teaching Teaching
Learning
Learning &
Learning Practising Practising
& & &
Learning Practising Performing Performing
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To what degree did Ruth’s lessons on writing a review and creating a gami follow the Gradual Release of Responsibility model?
Reflection
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Modelled: several models of reviews provided; discussion of the power of this writing form [I could also have modelled the writing of a review]
Shared: groups examined variety of reviews; determined features of most written and online reviews [each group might have written a review]
[Guided: could have taken groups of students and provided mini-lessons on specific aspects of reviews]
Independent: each individual wrote a review
Reviews: Written
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Modelled: Presto gami [I could have created a gami while you watched]
Shared: Group created a gami from a draft review
[ Guided: might have had small group instruction for those having specific difficulties]
[Independent: might have asked each person to create their own gamis]
Gami creation
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Writing Prompts 3: Narrative
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Setup
Conflict
Challenge
Climax
Resolution
Story Arc
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Introduce the characters & story setting
Setup
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Create a problem for your main character
Conflict
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Make the problem even more difficult
Challenge
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Help the main character solve the problem
Climax
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Show that the problem has been settled
Resolution
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Last Tuesday Ruth left Welch Hall after teaching her classes and headed to the parking lot. She opened the trunk of her car and began to load it with boxes of materials. A wasp buzzed uncomfortably close to her face, so Ruth brushed it away and closed the trunk quickly. She drove back to Burlington and parked in the underground garage of her building. When she opened the trunk to unload it, the wasp swooped out and flew off.
Writing Folio: Narrative WritingScenario
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Using the basic scenario of Ruth’s story, create a short short story from the wasp’s perspective. Be sure to include the Set-up Challenge Conflict Crisis Resolution
Group Story
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Either: Take a different angle on the story your group wrote
Or: Choose another animal scenario from the selection of animal news stories provided
Individual Story for Folio
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Your narrative should include a Setup Conflict Challenge Crisis Resolution
Remember…
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http://www.google.ca/search?q=graphic+organizers+for+narrative+writing&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ei=zjgeUormHMWqqQG_gYH4CQ&ved=0CDwQsAQ&biw=1254&bih=594
(Sakai – under Week 3)
Graphic Organizers for Narrative
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Church prays for missing rooster Shark coughs up lost treasure The cat came back – after “hitchhiking” to
Toronto Billy busted for getting army’s goat Elephant talks, but his speech is truncated Un amour de swan Rooby the red kangaroo expected to bounce
back
Newspaper Stories
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The giraffe count is easy, but try tallying piranha
Squirrel swipes Canadian flag for nest
Newspaper stories cont’d
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Where is the octopus? http://www.sciencefriday.com/video/
08/05/2011/where-s-the-octopus.html#path/video/08/05/2011/where-s-the-octopus.html
Video Writing Prompt
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Go to back of yellow cover page for Week 3 in Course pack.
Reflect on how learnings from today’s class could inform your infographic project
Writing to Learn
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PLC reading is Diagnostic Assessment in Support of Student Learning
Reminder for next week