Re-entering the Territory: Opinion/Argument Writing Units (MAISA) Part 2

1. Notes for presenter – delete this slide prior to session (part 2) • This PowerPoint may need to be modified for specific grade ranges. Currently it holds all slides you may choose to use for K-12th grades. See PowerPoint notes below some slides for specific suggestions. • The notes below each slide reference a row on the draft agenda

2. Opinion/Argument Writing Units (MAISA) Part Two

3. Re-entering the Territory

4. What do you remember? Spend 3 minutes reviewing your handouts and notes from our previous session www.adaptiveschools.com

5. Verbal Fluency Label partners A and B When signaled, B tells A important points about the previous session When signaled again, B stops and A begins  No repeating of information.  Continue as signaled.  

6. 3-2-1 Memory Mingle On an index card please write Three ideas or pieces of knowledge you found useful from the previous session Two skills you’ve applied One question you’re still asking Stand up and meet with two other people not from your table Share your 3-2-1 and then reform new triads and share again

7. Bring Questions to the Floor

8. Agenda: Part 2 -Welcome Back-Re-entering the Territory Questions/Comments from Part 1 -Model a Second Lesson-Conferring:  Notice, Name, and Nudge-Looking at Student Work-Teach Lessons-Organize and Integrate

9. Outcomes: Part 2 Become more familiar with the Common Core State Standard and text type of the unit Interact with a Michigan-created Opinion/Argument Unit Examine student work to practice conferring skills.

10. Modeling Mini Lesson Part 2

11. What, Why, and How of Writing Through Mini Lesson

12. What? Two Perspectives • Teacher eyes • Writer eyes

13. Why write through a mini lesson? Teachers should write so they understand the process of writing from within. Excerpt from Donald Murray, A Writer Teaches Writing 2003

14. We’ll write through this session just as your students will Please hold your “teacher” questions until after the mini lesson has been completely modeled.

15. Reflection Turn to a partner and respond to these prompts: What did you notice about this mini lesson as a writer? What did you notice about this mini lesson as a teacher?

16. Debrief minilessonarchitecture

18. Tips for Writing Precise and Powerful Minilessons…

19. Notice, Name and… Nudge

20. Harvard Protocol

21. Using the Harvard Protocol • On the sticky note write examples of what you might name to this writer. • What is he/she are doing well? • How might you say the strategy in universal language so it can be used again in other writing? • On another sticky note write what the student is almost doing that you might “nudge” them to do in a better way. • Rotate to another paper and do the same.

22. Gallery Walk What have you learned/confirmed about conferring? What insights do you have about this type of writing?

23. Pause for Clarifying Questions

24. Triads Teach • Form grade-level groups of three; label yourselves A, B, and C • Select a sequence of three lessons in the unit • Each partner prepares to teach one of the lessons • A teaches B and C. A confers while B and C write • Continue teaching and writing through the three lessons

25. Triads Debrief… • Content • Process

26. 30 Second Speech Take two minutes to compose a 30 second speech about the most important thing you learned about teaching this writing unit Stand up, find an eye partner, and share your 30 second speeches

27. Standing and Clarifying What questions do you have?

28. Whip Around With your standing eye partner, come up with one word or short phrase that sums up your learning around this writing unit Whip around as partners share

29. Organize and Integrate

30. Road Map to the Next Level

31. Making it Real Share your goals with an elbow partner

32. Making it Real Share your goals with an elbow partner

33. Making it Real Share your goals with an elbow partner

34. Celebrate Writing!