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Pretend that you have received “Example #1” from an eighth-grade student, and she is requesting feedback
Realize that this is a rough draft Mark it up, giving appropriate feedback to
the student Time: 8 minutes
Initiation Activity
Compare your feedback with your “table buddy.” Similarities? Differences?
What was easy about giving feedback? What was challenging? What mini-lessons could this student
benefit from?
Initiation: Reflection
WHERE ARE THE OVERLAPS?◦ Third Edition: p. 153◦ Fourth Edition: p. 75-76
DIFFERENCES?
Elements of Effective Writing Instruction
THIRD EDITION◦ Process: 156-163◦ Paragraph: 164-168◦ Precise Writing: 169-
171◦ Forms of Writing: 174-
179◦ Journal: 181◦ (Creative Writing:
197-206)◦ Responding to
Writing: 210-216
FOURTH EDITION◦ FODP p. 74◦ Elements of Eff. Writing
Instruction: 75-76◦ Process: 76-110◦ Writing Assignment
Creation: 110-118
Burke… “MY” HIGHLIGHTS
What should I make copies of for the other students!?
Some writing supports…
Make ‘em yourself… Have students make ‘em… They’re supposed to help kids organize
information… ◦ Extracting from a source (reading process)◦ Collecting & organizing (writing process)
Graphic organizers
Quotation (with MLA citation!)
My Response
Partner’s Response
My Additional Thoughts
Dialectical Journal entries
Procedure: Students read the assigned selection Students create “Wonder Why” statements (number TBD
by teacher) Students theorize, writing freely, about possible
responses/ “answers” to their own “wonderings” (how much students write may be pre-determined by teacher)
Why I think it works: Fosters student choice Encourages them to use inferential skills Forces them to refer back to text Gets them thinking about possible paper topics Pushes them toward literary analysis, validating their
reactions to the text… 13
Wonder Why Strategy…(one of my “favoritos”)
FocusCorrectionAreas
Types 1-5 Writing
Choose 2-4 areas that you will SPECIFICALLY grade the students on for any given assignment
ONLY GIVE students feedback on those areas…
http://www.collinsed.com/five_types_of_writing.htm
John Collins’s Ideas about FCA’s
Please load up on packets (on middle table):◦ Third Edition “Faves”◦ Fourth Edition “Faves”◦ Grading Schtuff
What gets graded? How does it get graded? Bell Curve!? Mastery Grading?
◦ Peek at my Gradebook!
Grading discussion
Project Options:◦ Puppet Show (group or
solo)◦ Fictional Story (solo)◦ Standard Critical Essay
(solo) Task:
◦USE ESSAYTAGGER.COM/COMMON CORE
◦Create an assignment sheet & a list of criteria
Your Student Work:◦ Go to the katesportfolio
site…◦ Go to the UCONN
page… ◦ Under Assessments,
click “Gatsby Assessments: Class Activity”
◦ There are 2 essays, a story, and a (puppet show) scene analysis
The Great Gatsby Project
Here’s what I did to try to assess these THREE different activities…
The reveal…
Look at the 6+1 Writing Trait Rubric, Third Edition pp. 182-185◦ Evaluate◦ What is good about it? Why?◦ What is not good about it? Why?
What about Burke, Fourth Edition p. 103◦ Evaluate◦ What is good about it? Why?◦ What is not good about it? Why?
Alternatives to RUBRIC grading?! LOTF Project & Rubric… your eval?
Some rubric types
http://owl.english.purdue.edu/owl/resource/635/1/
http://www.slideshare.net/karriehiggins/paramedic-method-of-editing
Your thoughts?!
Paramedic Method…Revision
What is it? What does it look like? What do you need to do it? What do teachers do during a workshop? What do students do during a workshop? BIG, HUGE HINT: PLAN for every eventuality
—everyone needs to be busy, or it’ll be a NIGHTMARE!
Writing Workshop
Handling the Paper Load…◦ Burk, Third Edition pp. 210-213◦ Brandvik, esp. p. 138, 144◦ Who’s responding?
Peer Conferences Teacher-student conferences Outside the classroom?
Responding to Student Writing
Consider your summative assessment for your Short Story Unit◦ What are you asking students to do?◦ What will your criteria be?◦ Now, how about the narratives?
Time: 15 minutes
Time to rubricize!
What is it? Why does it happen? How should we deal with it in our classrooms?
Partner read the “Classrooms That Discourage Plagiarism and Welcome Technology” Article◦ Salient points?◦ Transferable knowledge?
Plagiarism!
Mentally channel a villain from a piece of literature.
If that villain had been spying on our session all day today, what would he/she/it have to say about today?
“o, Villainy, villainy, villainy!”(to be turned in)
Go back to the Initiation Exercise (feedback to the student writer)
Read/ peruse Example #1 & Example #2 (just given to you) Note: both were written in response to one
writing assignment Based on these products, brainstorm a list
of criteria for this writing assignment (just the list of skills, not the narratives…)
If you have a rubric, do you need an assignment sheet?
Backwards backwards planning
Are arguable-and important to argue about
Are at the heart of the subject Recur--and should recur--in professional
work, adult life, as well as in the classroom inquiry
Raise more questions-provoking and sustaining engaged inquiry
Often raise important conceptual or philosophical issues
Can provide purpose for learning
Essential questions
Essential◦ Asked to be argued
◦ Designed to “uncover” new ideas, views, lines of argument
◦ Set up inquiry, heading to new understandings.
Leading◦ Asked as a reminder,
to prompt recall
◦ Designed to “cover” knowledge
◦ Point to a single, straightforward fact-a rhetorical question
Essential vs. leading Questions