week 3 - Writing 2; 2013-14

1. 8P20 Week 3
Sept. 17/18 2013
Writing II: instructional Strategies

2. 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

3.  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

4.  This week: Conversations with Leaders – Principles of
Effective Writing Instruction
 Note: Week 4 – Diagnostic Assessment in Support of
Student Learning
PLC (Professional Learning
Conversations)

5. 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)

6. The 30 Worst Fast Food Restaurant
Choices
 http://www.fitnessmagazine.com/recipes/healthy-
eating/on-the-go/the-30-worst-fast-food-restaurant-
choices/

8.  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

9.  Assessment:
 Task description and success criteria:
 Course syllabus: p. 5
 Rubric:
 Course syllabus: p. 14
Infographic Assignment

10. Tellagami

11.  Pinterest search for Tellagami:

http://www.pinterest.com/search/pins/?q=tellagami&r
s=rs
Pinterest

12. Lenses through which to view
learning activities

13.  Critical Literacy
 The Composing Process
New Lens:
 Gradual Release of Responsibility
Lenses applied to-date

14.  “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

15. Gradual Release of Support
Vygotskian Perspective on Cognitive Development:
Teacher/Student Interactions
Zone of
Actual
Development
Zone of
Proximal Development
New Zone of
Actual Development
 What the student can
already do on his/her own.
 Learning is not occurring
in this zone.
 It is important to assess
student knowledge before
teaching to determine
existing knowledge, skills
and abilities.
 Assistance is provided
by more capable others:
teacher, peer or
environment.
 Transition from
other assistance to
self-assistance
occurs.
 Assistance provided
by self.
 Internalization of new
learnings.
Student
Responsibility
Teacher
Responsibility
Joint
Responsibility
Student
Responsibility
Gradual Release of Support
PRIVATE SPEECH
 Student uses for himself/ herself
language that adults use to self-
direct behaviour
SOCIAL SPEECH
 Adult uses language to model
 Adult and student share
language and activity
INNER SPEECH
 The student carries on inner
dialogue with self:
conscious mental activity
 speech internalized and
transformed to inner verbal
thought

16.  Focus lessons
 Guided instruction
 Collaborative learning
 Independent learning
Features of GRR

17. How did you learn to drive?

18. 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

19.  To what degree did Ruth’s lessons on writing a review
and creating a gami follow the Gradual Release of
Responsibility model?
Reflection

20.  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

21.  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

22. Writing Prompts 3: Narrative

23.  Setup
 Conflict
 Challenge
 Climax
 Resolution
Story Arc

24.  Introduce the characters & story setting
Setup

25.  Create a problem for your main character
Conflict

26.  Make the problem even more difficult
Challenge

27.  Help the main character solve the problem
Climax

28.  Show that the problem has been settled
Resolution

29.  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 Writing
Scenario

30.  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

31.  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

32.  Your narrative should include a
 Setup
 Conflict
 Challenge
 Crisis
 Resolution
Remember…

33.  http://www.google.ca/search?q=graphic+organizers+f
or+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

34.  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

35.  The giraffe count is easy, but try tallying piranha
 Squirrel swipes Canadian flag for nest
Newspaper stories cont’d

36.  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

37.  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

38.  PLC reading is Diagnostic Assessment in Support of
Student Learning
Reminder for next week