Engaging, Effective Strategies and Assessments to Teach

PRESENTED BY

KATHY GLASS GLASS EDUCATIONAL CONSULTING

WWW.KATHYGLASSCONSULTING.COM [email protected]

Engaging, Effective Strategies and Assessments to Teach Writing

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Learning Forward| Washington, DC | December, 2015

Agenda •  Author’s Purpose!•  Characteristics of a Genre!•  Success Criteria!•  Thesis Statements!•  Revision Tool!•  Concept Attainment Strategy!•  Interactive Graphic Organizer!•  Assessment Prompts!•  Collecting Evidence!•  Student Sample Resources!

WHAT ARE DIFFERENT PURPOSES FOR WRITING?

Author’s Purpose • To entertain!• To explain or inform!• To persuade!• To describe!• To express feelings!

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Group Task

①  Read the introductory paragraphs that are on cards in the plastic bag.!

②  Group together introductions for an argumentation paper.!

③  Be ready to explain your reasoning.!

④  Put the other cards back in the [email protected] | www.kathyglassconsulting.com

As I finished my second lap, I could feel a stench of sweat dripping from my body. Trying to hide my cramp, I sprinted around the azure line that framed the track despite the pain. I could feel my heart beating faster with each step. My curly brown hair flew in a gesture that caught the light of the sun. The jeans I rolled up starting unraveling. As I ran, the scented spring flowers turned into a swirl of a magnificent painting by Da Vinci. I started feeling dizzy and fried like a sizzled egg. My thumping feet went faster as I heard Diane cheering like a broken siren urging me to the finish line. Student Paper: Kimberly

Throughout history, society has looked upon the male as the breadwinner. The mother has been viewed as the nurturer staying home to raise children. During the 1960’s, women wanted more rights, power, and the ability to get higher paying jobs. They were given this right and expressed this newfound freedom by going to work outside of the home. As women sought employment, their children were left to the care of babysitters and day care workers. Because society has redefined the role of a mother, her absence in the home has led to the decline of the family unit, and thus, to society since she is unable to personally instill ethical standards in her children.

(Adapted from B. Fellhoelter; www.mesacc.edu)

WHAT ARE THE CHARACTERISTICS AND STRUCTURE FOR THIS TEXT TYPE?

Mapping Comprehensive Units to the ELA Common

Core Standards By Kathy Glass

Intro

•  Hook and context •  Thesis to stake a claim

Body

•  Reason •  Evidence •  Elaboration (Commentary) •  Ending sentence

Counter-claim

•  Acknowledge counterargument and address opposing claim (can be woven into body ¶s or its own ¶)

•  Restate thesis and main points •  Might have a call to action •  Leave impression

Con-clusion

Structure of an Argument

WHAT DO STRONG ARGUMENT PAPERS INCLUDE?

Roundtable Strategy 1.  Take out one piece of paper per group.!2.  Each group member is to have a pen or pencil.!3.  Raise your hand if your birthday is closest to New

Year’s Eve. You are first. !4.  The first person begins a bulleted or numbered

LIST by writing down one item to answer the question: What does a strong argument paper include? Add elements of strong writing in general.!

5.  Continue to pass the paper clockwise so each person can enter one word or phrase to answer the question. !

6.  Read the previous entries to avoid duplications. !

Mapping Comprehensive Units to the ELA Common Core by K. Glass

BODY Each of my body paragraphs includes the following:!  Topic sentence – Each topic sentence includes a

logical and specific reason that supports my argument and connects to the thesis. !

  Support – I support each reason/topic sentence with relevant and accurate evidence including facts, data, and examples that are not common knowledge. This evidence is smoothly integrated. !

  Elaboration – I interpret, analyze or comment on my evidence to explain what it means. !

  Concluding sentence – I restate the topic sentence without repeating it exactly. !

Argumentation Student Writing Checklist


Student Checklists • Wri$en in 1st person point of view for students • Present tense • Use as a guide while writing

• Foster ownership of checklist with formal lesson • Accompany checklist with revision sheet • Teachers conduct formal lessons around most items; items on checklist match focus items on unit map

• Brief statements; reminder of lesson content

© Kathy Glass ▪ www.kathyglassconsulting.com

ARGUMENT THESIS STATEMENTS Part 1: Complex Sentences

COMPLEX SENTENCE: combination of independent and dependent clauses

INDPT. CLAUSE

DEPT. CLAUSE

COMPLEX SENTENCE

I enjoy riding a bike when the weather is perfect.

© Kathy Glass | www.kathyglassconsulting.com

DEPT. CLAUSE ,

INDPT. CLAUSE

When the weather is perfect, I enjoy riding a bike.


DEPENDENT CLAUSE

SUBORDINATING CONJUNCTION

SUBJECT

VERB


Subordinating Conjunctions

Thumbs Up: dependent clause beginnings Thumbs Down: not dependent clause beginnings Fist: I’m not sure.

1.  While I was walking, I spotted a leopard staring at me.

2.  As she glanced at him, he blushed. 3.  By the way, I think she is a very pretty teacher. 4.  Going to Hawaii is something I can’t wait to do. 5.  Even though he loves her, he sometimes is mean

to her. 6.  If I were to travel to Florida, I’d bring my

bathing suit. 7.  In the morning, I called my sister.


ARGUMENT THESIS STATEMENTS Part 2: Thesis to Stake Claim

“An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.”

Source: Purdue OWL

Developing a Topic


Developing a Thesis Statement

Choose a topic and draft a thesis statement to share.

Task Time


REVISION SHEET

[email protected] | www.kathyglassconsulting.com [email protected] | www.kathyglassconsulting.com

Descriptors The opening provides context and draws in the reader.

There is a clearly stated thesis to stake a claim.

Mapping Comprehensive Units to the ELA CCSS, 6-12 by Kathy Glass, pp. 256-8

Revision Sheet Excerpt Excerpts from Paper Write a sentence from the intro that compels readers to keep reading:

Write the thesis:


Descriptors The writer states three reasons to support the thesis. The reasons are expressed as topic sentences.

There writer supports each reason with evidence and accompanying commentary.

Mapping Comprehensive Units to the ELA CCSS, 6-12 by Kathy Glass, pp. 256-8 (Corwin)

Revision Sheet Excerpt Excerpts from Paper

Write three reasons to support claim: 1. 2. 3.

Write evidence: 1.

What is the commentary? 1.

2. 2.

Revision Sheet (excerpt)

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Mapping Comprehensive Units to the ELA CCSS, 6-12 by Kathy Glass, pp. 256-8 (Corwin)

Revision Sheet Action Items

1)   * Strong !2)   ( ) Needs attention!

3)   Leave blank – Isn’t there.!

! © Kathy Glass | [email protected]

CONCEPT ATTAINMENT


Which Sentences Share Commonalities?

①  Read the sentences. ②  Which should be grouped

together because they share commonalities?

③  Be ready to defend your grouping.


① Miranda whispered as quietly as a ki$en’s gentle purring.

②  Christina stifled a sob and shouted at him angrily.

③  Juan mu$ered his disapproval hesitantly with eyes cast downward like an embarrassed child.

④ He pleaded imploringly with outstretched hands.


⑤ Joey flashed a sarcastic smile that belied his true feelings.

⑥ Rosa mewed softly while flu$ering her eyelashes for effect like an amateur movie star.

⑦ He vowed to send Fatimah a dozen roses weekly since she finally admi$ed her love for him.


Group and discover pa$ern. (Yes/No)

Identify a$ributes; name it.

Provide a definition.

Create another examples.

Find examples in the text. What do they mean?

Concept Attainment Sequence

[email protected] | www.kathyglassconsulting.com [email protected] | www.kathyglassconsulting.com Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass, Fig. 7.5 (6-12), Fig. 5.5 (K-5)

Her teeth are as straight

as

The shot hurt as badly as

white picket fences

a sharp pencil poke

Simile and

Metaphor Cards

[email protected] | www.kathyglassconsulting.com [email protected] | www.kathyglassconsulting.com Excerpts from Tuck Everlasting by N. Babbitt

“Her backbone felt like a pipe full of cold running water...” (pg. 32)

“The sweet earth opened out its wide four corners to her like the petals of a flower, ready to be picked.” (pg. 45)

“I’m about dry as dust.” (pg. 29)

“…Queen Anne’s lace lay dusty on the surface of the meadows like foam on a painted sea.” (pg. 47)

How does Babbitt use similes to enhance meaning?

[email protected] | www.kathyglassconsulting.com [email protected] | www.kathyglassconsulting.com Excerpts from Tuck Everlasting by N. Babbitt

“An ancient green-‐‑plush sofa lolled alone in the center, like yet another mossy fallen log, facing a soot-‐‑streaked fireplace still deep in last winter’s ashes.”

“…streaks of light swam and danced and wavered like a bright mirage, reflected through the windows from the sunlit surface of the pond.”

Kinds of evidence

Types of government

Ideas for Concept Attainment

Music genres

Writing genres

Informal vs. formal

writing style

Types of poetry

Graphics

Renewable & nonrenewable resources

Sentence structure

INTERACTIVE GRAPHIC ORGANIZER

def (for definition)

sym/pic (for symbol or picture)

sent (for sentence)

ex/sit (for examples or situations)

 Draw a graphic organizer with 4 squares and a center spot (next slide).

 Label each square in small print:

def pic/sym

sent ex


Social Science Diversity Economy Culture

Civilization Free Trade Immigration

Literary Devices Allusion Irony Satire

Suspense Dialect Flashback

Vocabulary Ameliorate Perspicacious Sanctimonious

Jovial Calibrate Falter

Macro-‐‑Concepts Conflict Change Movement

Pa$ern Cycles Systems

Write 1 word in the center of your graphic organizer.

Examples

①  Walk around and find 4 SEPARATE people who can fill in your squares.

②  One person will complete 1 square, a 2nd person a different square, and so on.

③  When you have a completed graphic organizer, return to your seat.

Review the contributions others made to your graphic

organizer.

1

If any are wrong, work with a partner or use

resources to correct them.

2

If all squares are correct, place a + at the top.

3

What renewable energy is …

What proponents of renewable energy say

…

What you predict about renewable energy …

What opponents of renewable energy say …

Renewable Energy

© Kathy Glass | [email protected]

Business Leaders? Labor Leaders?

Political Leaders?

How are various groups of Americans affected

economically and socially by free trade?


Native people New settlers

Sponsors

How are various groups affected economically

and culturally by immigration?



WHAT ARE SUGGESTIONS FOR CRAFTING PROMPTS?

[email protected] | www.kathyglassconsulting.com [email protected] | www.kathyglassconsulting.com Literacy Design Collaborative | www.literacydesigncollaborative.org

[Insert optional question] After reading ________ (literature or informational texts), write ________ (an essay or substitute) in which you (address the question or compare) ________ (content) and argue ________ (content). Support your position with evidence from the texts. D1 Be sure to acknowledge competing views. !

TEMPLATE #2: ARGUMENTATION/ANALYSIS


Would you recommend living forever? After reading Tuck Everlasting, write an essay in

which you address the question and argue

why immortality is a benefit or liability.

Support your position with evidence from the text. D1: Be sure to acknowledge competing

views.

ARGUMENTATION/ANALYSIS Example (ELA)


Are characters’ conflicts a=ributed to cultural influences or innate self-‐‑destructive tendencies? After reading Amy Tan’s memoir, The Opposite of Fate, and watching the movie based on her novel, The Joy Luck Club, write an argumentative essay that addresses the question. Support your position with evidence from both the book and movie. D1: Be sure to acknowledge competing views.

ARGUMENTATION/ANALYSIS Example (ELA)


If Malcolm X were alive today, what message would he impart to today’s social justice activists? Read “What Would Malcolm X Think?” by Malcolm X’s daughter Ilyasah Shabazz and an excerpt from one of his final speeches. Then write a le$er from Malcolm X’s point of view to a social justice activist today in which you address the question and argue his perspective. Support your position with evidence from both texts.

ARGUMENTATION/ANALYSIS Example (SS)

Complex Text Decoded by Kathy Glass (ASCD)


Do artists have free reign to produce anything they deem appropriate or should there be sanctions? After studying various forms of socially or politically controversial artwork and reading commentaries about both sides of this issue, write an argumentation that addresses the question and argues for a particular side. Support your position with evidence from the texts. D1: Be sure to acknowledge competing views. D2: Give one example from past or current events to illustrate and clarify your position.

ARGUMENTATION/ANALYSIS Example (Art)

Complex Text Decoded by Kathy Glass (ASCD)


Download Word versions from the home page of my website: www.kathyglassconsulting.com

Literacy Design Collaborative Template Tasks

CONDUCTING RESEARCH TO COLLECT EVIDENCE

Google Search Lessons • How can appropriate search terms and queries guide targeted searchers?!

• How and why do researchers evaluate search results?!

• How can I narrow my search to get the best results?!

• How and why do researchers evaluate search results?!

• How do I evaluate and decide which credible sources to use for a specific task?!

Joint project: K. Glass and Google

Joint project: K. Glass and Google

Join

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http://www.google.com/insidesearch/search education/lessons.html

Link is also on my website:!www.kathyglassconsulting.com!

Sources for Student Samples

• h$p://achievethecore.org -‐‑ Achieve the Core

• Appendix C of the CCSS

• h$p://www.thewritesource.com -‐‑ The Write Source

• Your student samples from last year or a different class


Kathy Glass, Glass Educational Consulting

469 Eleanor Drive

Woodside, CA 94062

Phone: 650-366-8122

E-mail: [email protected]

Website: www.kathyglassconsulting.com

Website:

•  Webinar links (WestEd and Corwin)

•  Downloadable resources (e.g., PPt presentations, assessments, lessons)

•  PD 360 Group – JOIN (free)!

•  PD Topics

Online companion websites

ASCD (2015) Corwin Press

Corwin Press Corwin Press

Documents

Engaging, Effective Strategies and Assessments to Teach