418+Agenda+3.19.15


 * Learning Goals:**
 * Articulate characteristics of a writing assignment that can support and hinder student engagement.
 * Identify a variety of ways "writing to learn" and "writing to show understanding" could be incorporated in my content area

1:15 - 1:20 - Welcome
 * Notetaker: Hailey

1:20 - 2:25 - Writing Workshop, Part 1

To start of class: a moment of silence for all the dead brackets:

1:15-1:30: Purple sheets: "Bout to blow your minds" -Anny

These tasks are separate from what we do for Dr. Girtz (NO VIDEO CLIPS)

1:30- 1:40 =//**"Holler at meh"**//=

-Studnets deserve respect just as much as you do - Matt -Why would students try if they aren't respected of it? - Paul

-Writing a letter shows more through, care, and that it is serious, personal and permanent. -why would you not give the piece of student writing respect?

//**"At the end of the day, take their word seriously."**// //-//theres nothing more motivating than having your words heard.

"Why should they take us seriously if we don't take them seriously?" - Paul

1:45 =//**Why write?**//=

-"Writing is writing what you cannot know before you have written it".


 * to convey emotion
 * to push thinking
 * to push thinking and produce knowledge - it forces you to make connections you previously hadn't.

-Authentic writing is written for thinking.

Music: Composing,analyzing History: Analysis, interpretation, emotional impact, Math: SO MUCH EMOTION (or, like procedures n stuff) Health/ PE : the difference between being healthy and health- educated

Writing research papers:
 * Obstacles: **
 * Its scary!
 * Too formal or dictated
 * Structure impedes thinking


 * WHEN IS THE GAME COMING ANNY?**



How can I incorporate writing in my content class? -"Writing to learn" -"writing to show learning"
 * informal, formative
 * learning through writing, untangling and clarifying
 * formal, summative
 * display learning
 * product matters

=**OH SNAP SHE DID BRING THE GAME**=

You the real MVP, Anny

Please be aware that Matt did use the actual phrase: "OMG my BFF Jill" It was indeed goal tending.


 * Housekeeping:**
 * **For Tuesday, 3/24 - by NOON**
 * Read Zwiers, chapter 8 - (P.E. - see special reading assignment on agenda page)
 * As you are reading, identify three key concepts that matter to you. Create a **one**-slide summary of each key concept you selected using only images - Be prepared to interpret your slides
 * Write down two questions for discussion


 * For Thursday, 3/26
 * "Writing to learn" assignment
 * ** FIELD REQUIREMENTS **
 * Teach a lesson incorporating a text with pre-, during-, and post- activities
 * Teach a lesson incorporating a writing task
 * Include planned academic language instruction within one of those lessons or a separate mini-lesson and collect evidence of student language use
 * Task 1, Commentary Question #4
 * Task 3, Commentary Question #3