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Do you like paper? Help yourself to handouts

Do you like paper? Help yourself to handouts. WELCOME!. 2014 Invitational S ummer Institute. Saturday, June 7, 2014 DID YOU PAY FOR PARKING??. Invitational Summer Institute. We have lift off!. Agenda Saturday, June 7, 2014. Author’s Chair. Housekeeping. Parking CEUs. Schedule.

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Do you like paper? Help yourself to handouts

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  1. Do you like paper? Help yourself to handouts

  2. WELCOME! 2014 Invitational Summer Institute Saturday, June 7, 2014 DID YOU PAY FOR PARKING??

  3. Invitational Summer Institute We have lift off!

  4. AgendaSaturday, June 7, 2014

  5. Author’s Chair

  6. Housekeeping • Parking • CEUs

  7. Schedule

  8. Housekeeping • Chapter 1 for 6/28 • For 7/16 • For 6/30

  9. Housekeeping: Daily Log • Record of the Invitational Summer Institute kept in the voices of the participants • Possible audiences

  10. Food • Two people each day • Sweet and Salty/ Healthy • Refrigerator and Microwave in Grant’s Office • Sign up for several days, please.

  11. Demonstration Lesson Sign-up

  12. Housekeeping • Our Wiki http://csunwp.wikispaces.com • FOR OUR NEXT MEETING—JOIN THE WIKI, ADD AN IMAGE, AND EXPLORE!!! • Internet access • Account type: guest • Username: writproj • TEMPORARY Password: wp**1234

  13. Flash Drives

  14. Jim Burke: Tuesday, July 8th

  15. Write to Literacy Conference October 25th Leading Writers to Focus on Craft We write best next to excellent models. Analyze passages from the books you’re already talking about as models of sensory details, voice, dialogue, sentence structure variety, and rhythm. We will look at writing in fiction and non-fiction to plan for engaging practice that leads writers to craft with intention, voice, and increasing skill.

  16. Writing Next

  17. Break

  18. Learning Targets • Generating Ideas • Writing Processes • Some Universal Principles of Writing Instruction

  19. Kelly Gallagher “Assigning writing is easy. Teaching writing is hard.”

  20. Memory Writingbased on A Student-Centered Language Arts Curriculum, Grades K–13: A Handbook for Teachers --James Moffett

  21. Let me model this first…

  22. Some Advice • Try to keep your pen moving steadily. • If you get stuck, repeat yourself, or write, “I don’t know what to say,” or complain! • Sometimes writing the words, “…and that reminds me…” helps keep the flow going.

  23. The Directions: Step #1 Look around the room until you see something which reminds you of something that happened in the past. Jot down that memory. Now think what that memory reminds you of, and jot that down. Once you get started, keep writing down your memories. Write the memories ACROSS THE PAGE in whatever way captures them quickly. Don’t worry about sentence structure, spelling, or punctuation, just record as many memories as you have time for. These are notes to yourself and will not be collected or graded. For now it is better to get many memories than to go into detail about one of them. 10 minutes.

  24. What Was Your Experience? • How many different memories did you have? Count them! • Did memories emerge about things you had forgotten? Or that you hadn’t thought about in a long time? • Volunteers to read? • Anybody have an example that sounds VERY different? • What have you learned as a writer? • What have you learned as a teacher?

  25. Teachable Moments

  26. Before students begin writing… • Model this orally. • Emphasize that writers are trying to collect a number of memories, not focus (yet!) on one or two. • Remind them to write just enough so that they will know what memory is being referenced.

  27. Discuss Their Experiences • Ask: “How many different memories did you have? Count them!” • Ask: “Did memories emerge about things you had forgotten? Or that you hadn’t thought about in a long time?” • Ask for volunteers to read all or a part of their writing. • Ask for volunteers to read an example that sounds VERY different.

  28. The Importance of These Discussions • Provides students with an authentic writing experience. • Helps them explore their individual processes. • Gives them language to think about ways to compose. • Accepts the messiness inherent in much early drafting.

  29. Mini Lesson: Association • This kind of writing (start writing and keep writing steadily) GENERATES thinking. • One idea leads to another, which leads to another, which leads to another…

  30. Tapping the Power of Association—as Writers and as Teachers

  31. The Directions: Step #2 • Mark three or four memories that you think are interesting and that you might like to do something with. • We are now moving toward writing that will become public, so take that into consideration as you choose your memories.

  32. The Directions: Step #3 Choose one memory from the three or four you marked. Think about the memory you have chosen and for the next 10 minutes, write down all the details you can recall that are connected to it. These are still notes to yourself and will not be collected. Include sensory details, thoughts, feelings, dialogue, EVERYTHING. Don’t worry if something doesn’t seem important; include it anyway. Try to write steadily.

  33. Thinking about the Pedagogy • Why ask students to choose three or four memories…and then ask them to focus on one? • What can they do if the chosen memory isn’t fruitful?

  34. A Writer’s Questions: • What would you have to do with your memory notes if you were going to revise your memory writing and make it clear and interesting to somebody else? • What would you want a reader to understand about the importance of your memory? • What would you add? Eliminate? Rearrange? • What could you do if you had gotten this far and didn’t like the material you are working with?

  35. What GENRE might you choose? • How might you turn your notes into an analytical essay? • A persuasive piece? • A poem? • A play? • A…???

  36. The Discussion • Don’t rush this. • Make lists on the board or on chart paper. • These are early revision strategies that you can refer to later.

  37. Another Teachable Moment

  38. Advice from an Author "Don't tell me the lady screamed. Bring her on and let her scream!" -- Mark Twain

  39. Show, Don’t Tell Little Marty acted like a real brat the next morning and made an awful mess on the kitchen floor which his mother had to clean up.

  40. Changes? Effects?

  41. Strategies for Showing • Manipulate time • Descriptive detail • Facts • Statistics • Anecdotes • Direct quotations • For memory: consider using present tense

  42. Directions: Step #5 • Rewrite your memory notes into a clear and interesting piece that you would be willing [and proud!] to share with others. • Remember: this does NOT have to be a narrative.

  43. Additional Teachable Moments? • A mini lesson on effective titles • A mini lesson on effective use of chronology

  44. Handout Questions?

  45. Demonstration Lessons • Broaden the group’s repertoire of “what works” in writing instruction; • Give you the opportunity to think about what you do and why you do it (that way); • Develop presentation / teaching strategies and skills.

  46. Demonstration Lesson Response • Group discussion with presenter out of the room • Presentation of group responses to the presenter. • Presenter’s role: listen and learn!

  47. Lunch

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