518+-+Agenda+-+2.10.16

8:00 - 8:10 - Welcome and Agenda
 * Notetaker: user:rfay1
 * Find Feedback on Text Activity can be found on BB can be found:
 * Margins
 * General Feedback
 * Rubric

8:10 - 8:40 - Finish writing workshop Barriers to writing:
 * Handwriting
 * Reasons for completing
 * Audience outside of the teacher
 * Don't have anything to say
 * How will this be graded
 * Students need a compelling reason and need something to say
 * Pre-Writing Task
 * Sometimes the process of writing can seem that there is only one road to writing
 * Don't want to box kids in to a specific writing process, but we also need to give them enough boundaries to work from
 * Writing Process:
 * Brainstorm
 * Outline
 * Rough Draft
 * Revise
 * Final Draft
 * Is this process the same for everyone? Is this accurate?
 * Lock Step Idea does not work, but teaching a process does need to be taught to provide freedom/flexibility in the writing process
 * Providing a timeline
 * What does it mean to organize your ideas?
 * What does it mean to research?
 * Tools for putting ideas together
 * What support will be provided along the way--how to get unstuck
 * Any text written (sticky notes, drafts, memos) can be counted as a layer
 * "How will I be graded?" Fence metaphor--Be very explicit about assessment
 * Content
 * Organization
 * Mechanics
 * Effective Prose
 * Genre Conventions
 * [[file:content-area writing overview.pptx]]

8:40 - 9:10 - Upcycling writing assignments Consider the power of collaborative thinking and teaching! 9:10 - 9:20 - Break
 * Based on principles of effective writing assignments, how would you improve these writing tasks?
 * https://docs.google.com/document/d/1Aisav9L0996a7CWK9B6y9c8soasKOrG5csWwJg8TlyA/edit?usp=sharing
 * Take the writing tasks used in the model
 * download document and revise it in ways that will make it a stronger writing task interdisciplinary
 * Choose 2 assignments to improve quality and authenticity
 * [|Group 1]: Change to prompt of the Cold War Assignment. Students will then write a persuasive letter around a chosen even to defend whether the event should happen or not happen (United States to Russia). Students located in the middle of the cold war as an adjustment. Students will have checkpoint dates in support of writing being a fluid process//informal workshop. Critique: Clearer boundaries on the writing checkpoints//DNA--change to museum, academic language in the plaque, and revision to the rubric. Added a visual element to the project.
 * [|Group 2]: See notes--interview for DNA
 * [|Group 3]: RNA/DNA changed the directions to show what the teacher actually wanted, graphic organizer modeled and specify the amount of information on the text, and provide sentence models. Review of how to structure paragraphs (discourse). Also apply against common core standards.Highlighting relationships between language, anticipating the confusion, and not just compare & contrast. Math: Creating a translation for a friend...questions of audience and who they are able to explain it to. **Idea: Have students create a "when you were out binder"**

9:20 - 9:50 - **Giving feedback to writing**

media type="custom" key="28259591"

You try it: http://www.ode.state.or.us/search/page/?id=527
 * 5 Principles for Giving Writing Feedback:
 * 1) Attend to ideas first, regardless of the nature of the feedback. Recognize that there is a writer behind the text and convey "I hear you." This is also a relationship building piece, and saying "have ideas" and "we care about ideas"
 * 2) Give targeted feedback. You cannot give feedback on everything, because it is impractical and unhelpful
 * 3) Transparent Criteria and Process: Let the students know "This is what I am focusing on and this is what my symbols mean." Students need clarity on editing symbols
 * 4) Compliment and Critique: Be sure to include sincere recognition, but also provide enough critique and how students can get better
 * 5) Teach the Feedback: Look for patterns of success and weaknesses and the the whole class. Also show samples of strong and weak portions of student writing. For instance, if students have run-ons, teach about run-ons. Show students your work and invite them to critique it, or invite them to enjoy it.
 * 6) **Bonus Number: Revise and Resubmit: The real learning is in the revision process.**
 * **Student add-ons**
 * Alignment with rubric grading criteria and notes on the paper
 * "missing the boat" when the students do not attend to the prompt at all
 * Applying Feedback--10th grade writing samples, formative feedback to help the students revise and re-submit, and a specific way to improve**

9:50 - 10:10 - Zwiers, final comments
 * Write an Amazon review for Zwiers' book

10:10 - 10:40 - Freedom Writers https://www.youtube.com/watch?v=nDq9o9j3-CU


 * Housekeeping:**

2/13 - DUE: Writing Activity 2/15 - DUE ELL Module
 * Provide evidence demonstrating your ability to effectively use writing to support content learning and literacy development.
 * Evidence options:
 * Design complete curriculum materials for a writing task -- directions, handouts, rubric etc. (Think of this as curriculum that could be used by other teachers.)
 * Design a new lesson plan that includes writing to learn or writing to show understanding.
 * Revise an existing plan to incorporate writing or significantly improve the way you worked with writing originally. Submit the original plan and the "new and improved" plan with changes clearly indicated. Also, write a 1/2-1 page commentary explaining your rationale for the changes supported by professional knowledge. (Directly connect your changes to course content.)
 * Submit a teaching video (10-15 minutes) showing you teaching writing. Write a 1 page reflection analyzing the lesson, focusing specifically on how you supported writing.
 * Grading Criteria:
 * Necessary components - Includes meaningful and engaging pre-, during-, and post- writing scaffolding.
 * Adequacy of evidence (i.e. curriculum includes all necessary materials, lesson plan is fully developed for an outside reader, lesson plan revisions are substantial and commentary is well thought out and sufficiently detailed and developed, teaching reflection demonstrates careful analysis and connection to professional knowledge)
 * Quality of evidence