Quick Week 4 Quick Week 4 ReviewReview

Quick Week 4 Quick Week 4 ReviewReview

* Being an English * Being an English

detectivedetective* Being an English * Being an English

detectivedetective

Doing The Detective WorkDoing The Detective Work

* Come to a conclusion based on evidence* Come to a conclusion based on evidence

* Write about that evidence* Write about that evidence

* Allow students to collect clues from the * Allow students to collect clues from the reading. Allow them to clarify their reading. Allow them to clarify their

thoughts through discussion.thoughts through discussion.

Doing The Detective WorkDoing The Detective Work

* Come to a conclusion based on evidence* Come to a conclusion based on evidence

* Write about that evidence* Write about that evidence

* Allow students to collect clues from the * Allow students to collect clues from the reading. Allow them to clarify their reading. Allow them to clarify their

thoughts through discussion.thoughts through discussion.

Week FiveWeek FiveWeek FiveWeek FiveCreative Writing & Assessment Creative Writing & Assessment Creative Writing & Assessment Creative Writing & Assessment

Pedagogy For Pedagogy For Teaching Creative Teaching Creative

WritingWriting

Pedagogy For Pedagogy For Teaching Creative Teaching Creative

WritingWriting

Step 1--Make a list of Step 1--Make a list of

your goals.your goals.Let’s do this now!Let’s do this now!

Step 1--Make a list of Step 1--Make a list of

your goals.your goals.Let’s do this now!Let’s do this now!

* Include educational standards in your * Include educational standards in your writing program, but don’t be ruled by writing program, but don’t be ruled by

them.them.

* Teaching students to “open up” & to * Teaching students to “open up” & to “express” themselves in English is as “express” themselves in English is as

important as teaching grammar.important as teaching grammar.

* HOW? “loosen up” & “tighten up” * HOW? “loosen up” & “tighten up” exercises help teach creativity and the exercises help teach creativity and the

refining process.refining process.

* Include educational standards in your * Include educational standards in your writing program, but don’t be ruled by writing program, but don’t be ruled by

them.them.

* Teaching students to “open up” & to * Teaching students to “open up” & to “express” themselves in English is as “express” themselves in English is as

important as teaching grammar.important as teaching grammar.

* HOW? “loosen up” & “tighten up” * HOW? “loosen up” & “tighten up” exercises help teach creativity and the exercises help teach creativity and the

refining process.refining process.

Loosen Up Loosen Up Your Young Your Young

WritersWriters

Loosen Up Loosen Up Your Young Your Young

WritersWriters

Purpose is to free up Purpose is to free up

their inner voicestheir inner voicesPurpose is to free up Purpose is to free up

their inner voicestheir inner voices

Loosen Up ActivitiesLoosen Up Activities

* Start the lesson with free writes. Beginners * Start the lesson with free writes. Beginners may need a topic (vacation, favorite food, may need a topic (vacation, favorite food,

dreams)dreams)

* Next have them select their favorite passage * Next have them select their favorite passage from the free write. They will expand on that from the free write. They will expand on that

passage.passage.

* Mind mapping is another example where * Mind mapping is another example where students work outward developing their ideas.students work outward developing their ideas.

Loosen Up ActivitiesLoosen Up Activities

* Start the lesson with free writes. Beginners * Start the lesson with free writes. Beginners may need a topic (vacation, favorite food, may need a topic (vacation, favorite food,

dreams)dreams)

* Next have them select their favorite passage * Next have them select their favorite passage from the free write. They will expand on that from the free write. They will expand on that

passage.passage.

* Mind mapping is another example where * Mind mapping is another example where students work outward developing their ideas.students work outward developing their ideas.

Now Tighten Now Tighten Up Your Young Up Your Young

WritersWriters

Now Tighten Now Tighten Up Your Young Up Your Young

WritersWriters

Purpose is to polish & Purpose is to polish &

improve their writingimprove their writingPurpose is to polish & Purpose is to polish &

improve their writingimprove their writing

Tighten Up ActivitiesTighten Up Activities

* Grammar worksheets or madlibs* Grammar worksheets or madlibs(ask me about the history)(ask me about the history)

* Daily Oral Language* Daily Oral Language

* Writing prompts that require peer editing* Writing prompts that require peer editing

Tighten Up ActivitiesTighten Up Activities

* Grammar worksheets or madlibs* Grammar worksheets or madlibs(ask me about the history)(ask me about the history)

* Daily Oral Language* Daily Oral Language

* Writing prompts that require peer editing* Writing prompts that require peer editing

Teaching Teaching Creative Creative WritingWriting

Teaching Teaching Creative Creative WritingWriting

Connect writing Connect writing

assignments to your assignments to your

core curriculumcore curriculum

Connect writing Connect writing

assignments to your assignments to your

core curriculumcore curriculum

Classroom TipsClassroom Tips

* Some days lecture. Other days have * Some days lecture. Other days have round table discussions & group workround table discussions & group work

* Work to build a comfortable learning * Work to build a comfortable learning environmentenvironment

* Demand excellence & give examples of * Demand excellence & give examples of your own workyour own work

Classroom TipsClassroom Tips

* Some days lecture. Other days have * Some days lecture. Other days have round table discussions & group workround table discussions & group work

* Work to build a comfortable learning * Work to build a comfortable learning environmentenvironment

* Demand excellence & give examples of * Demand excellence & give examples of your own workyour own work

Let’s PracticeLet’s Practice

ss

Let’s PracticeLet’s Practice

ss

Loosen Up & Tighten UpLoosen Up & Tighten UpLoosen Up & Tighten UpLoosen Up & Tighten Up

Let’s Brainstorm About The 4 Let’s Brainstorm About The 4 BoysBoys

* What were there names?* What were there names?* Why were they in the tree?* Why were they in the tree?

* Where do they live?* Where do they live?* What happens after they abandon their * What happens after they abandon their

pants to escape?pants to escape?* What do they learn from the Twits?* What do they learn from the Twits?

* Where are they in life today?* Where are they in life today?

Let’s Brainstorm About The 4 Let’s Brainstorm About The 4 BoysBoys

* What were there names?* What were there names?* Why were they in the tree?* Why were they in the tree?

* Where do they live?* Where do they live?* What happens after they abandon their * What happens after they abandon their

pants to escape?pants to escape?* What do they learn from the Twits?* What do they learn from the Twits?

* Where are they in life today?* Where are they in life today?

Let’s Tighten Up Our Ideas NowLet’s Tighten Up Our Ideas Now

* Write a prequel, sequel, or spin-off using * Write a prequel, sequel, or spin-off using the four boys as main characters.the four boys as main characters.

* Use your brainstorm sheet to help you.* Use your brainstorm sheet to help you.

* Let’s review my expectations for * Let’s review my expectations for your writing.your writing.

Let’s Tighten Up Our Ideas NowLet’s Tighten Up Our Ideas Now

* Write a prequel, sequel, or spin-off using * Write a prequel, sequel, or spin-off using the four boys as main characters.the four boys as main characters.

* Use your brainstorm sheet to help you.* Use your brainstorm sheet to help you.

* Let’s review my expectations for * Let’s review my expectations for your writing.your writing.

1) Students writing is coherent with a 1) Students writing is coherent with a beginning, middle, & end.beginning, middle, & end.

2) Students uses capital letters, 2) Students uses capital letters, punctuation, & indents for new punctuation, & indents for new

paragraphs.paragraphs.

3) Student uses descriptive language.3) Student uses descriptive language.

4) Student has completed & edited a 4) Student has completed & edited a rough draft. rough draft.

1) Students writing is coherent with a 1) Students writing is coherent with a beginning, middle, & end.beginning, middle, & end.

2) Students uses capital letters, 2) Students uses capital letters, punctuation, & indents for new punctuation, & indents for new

paragraphs.paragraphs.

3) Student uses descriptive language.3) Student uses descriptive language.

4) Student has completed & edited a 4) Student has completed & edited a rough draft. rough draft.

Now EditingNow EditingNow EditingNow Editing

& Finally Grading& Finally Grading& Finally Grading& Finally Grading

Where Are Where Are Your Students Your Students

At?At?

Where Are Where Are Your Students Your Students

At?At?

Expectations of the Expectations of the

American 8th grader--American 8th grader--

just for referencejust for reference

Expectations of the Expectations of the

American 8th grader--American 8th grader--

just for referencejust for reference

8th Graders-Reading8th Graders-Reading

* Are purposeful readers* Are purposeful readers* Can analyze & paraphrase selected text* Can analyze & paraphrase selected text

* Can use a variety of clues to help* Can use a variety of clues to help understand text understand text

*Can recognize conflict, points of views, & *Can recognize conflict, points of views, &

other elements of a storyother elements of a story* Can interpret meaning based on prior * Can interpret meaning based on prior

knowledge & reading experienceknowledge & reading experience

8th Graders-Reading8th Graders-Reading

* Are purposeful readers* Are purposeful readers* Can analyze & paraphrase selected text* Can analyze & paraphrase selected text

* Can use a variety of clues to help* Can use a variety of clues to help understand text understand text

*Can recognize conflict, points of views, & *Can recognize conflict, points of views, &

other elements of a storyother elements of a story* Can interpret meaning based on prior * Can interpret meaning based on prior

knowledge & reading experienceknowledge & reading experience

8th Graders-Reading Continued8th Graders-Reading Continued

* Demonstrates their own point of view* Demonstrates their own point of view

* Identifies common historical or social themes* Identifies common historical or social themes

* Student can read for enjoyment & practical * Student can read for enjoyment & practical information (graphs, tables etc.)information (graphs, tables etc.)

8th Graders-Reading Continued8th Graders-Reading Continued

* Demonstrates their own point of view* Demonstrates their own point of view

* Identifies common historical or social themes* Identifies common historical or social themes

* Student can read for enjoyment & practical * Student can read for enjoyment & practical information (graphs, tables etc.)information (graphs, tables etc.)

8th Graders-Writing8th Graders-Writing

* Produce writing to communicate a * Produce writing to communicate a variety of purposesvariety of purposes

* Can write an informational essay* Can write an informational essay* Can write a persuasive essay* Can write a persuasive essay

* Can write a narrative based on * Can write a narrative based on experienceexperience

* Can write creative fiction* Can write creative fiction* Can write in a variety of situations* Can write in a variety of situations

(computer lab, during test) (computer lab, during test)* Can use technology & pen and paper* Can use technology & pen and paper

8th Graders-Writing8th Graders-Writing

* Produce writing to communicate a * Produce writing to communicate a variety of purposesvariety of purposes

* Can write an informational essay* Can write an informational essay* Can write a persuasive essay* Can write a persuasive essay

* Can write a narrative based on * Can write a narrative based on experienceexperience

* Can write creative fiction* Can write creative fiction* Can write in a variety of situations* Can write in a variety of situations

(computer lab, during test) (computer lab, during test)* Can use technology & pen and paper* Can use technology & pen and paper

8 th Graders-Writing Continued8 th Graders-Writing Continued

* Shows ability to focus on the writing process * Shows ability to focus on the writing process by producing multiple drafts and editing themby producing multiple drafts and editing them

* Can finish a writing assignment under a * Can finish a writing assignment under a deadlinedeadline

* Can improve writing through conferencing * Can improve writing through conferencing with the teacherwith the teacher

* Understands the function of various forms, * Understands the function of various forms, structures, & punctuation of Englishstructures, & punctuation of English

8 th Graders-Writing Continued8 th Graders-Writing Continued

* Shows ability to focus on the writing process * Shows ability to focus on the writing process by producing multiple drafts and editing themby producing multiple drafts and editing them

* Can finish a writing assignment under a * Can finish a writing assignment under a deadlinedeadline

* Can improve writing through conferencing * Can improve writing through conferencing with the teacherwith the teacher

* Understands the function of various forms, * Understands the function of various forms, structures, & punctuation of Englishstructures, & punctuation of English

8th Grader-Oral Language8th Grader-Oral Language

* Communicates effectively to different * Communicates effectively to different audiences for a variety of purposesaudiences for a variety of purposes

* Can engage in conversations* Can engage in conversations

* Can expressively read out loud* Can expressively read out loud

* Understands appropriate etiquette when * Understands appropriate etiquette when expressing thanks or receiving praiseexpressing thanks or receiving praise

8th Grader-Oral Language8th Grader-Oral Language

* Communicates effectively to different * Communicates effectively to different audiences for a variety of purposesaudiences for a variety of purposes

* Can engage in conversations* Can engage in conversations

* Can expressively read out loud* Can expressively read out loud

* Understands appropriate etiquette when * Understands appropriate etiquette when expressing thanks or receiving praiseexpressing thanks or receiving praise

E.S.L.E.S.L.E.S.L.E.S.L.

Where do you see Where do you see

your students?your students?Where do you see Where do you see

your students?your students?

Group Up For DiscussionGroup Up For Discussion

* English reading standards* English reading standards

* English writing standards* English writing standards

* English speaking standards* English speaking standards

Group Up For DiscussionGroup Up For Discussion

* English reading standards* English reading standards

* English writing standards* English writing standards

* English speaking standards* English speaking standards

You Made It!You Made It!You Made It!You Made It!Thank you for your hard work & dedication.Thank you for your hard work & dedication.Thank you for your hard work & dedication.Thank you for your hard work & dedication.