418+Agenda+-+3.30.17

1:50 - 2:00 - Welcome & Agenda
 * 418L Check-in, turn in logs
 * Notetaker: Sir Nathan Patrick Nelson
 * Today we will design academic language literacy tasks for Marshalese (how the heck you spell Marshallese?) students in 8th and 9th grade
 * This weekend whenever Karnowski does something with the basketball, Google "Marshal Islands" and learn something. You're a teacher, teach yourself something for once in your life. Come to Class on Tuesday with 1 cool resource and we will have a show and tell with what we learned about the Marshal Islands. Nathan will probably share how he learned how to spell "Marshallese".
 * The TPA assignment is coming up so you better quit procrastinating, because I know you are. (I'm looking at you Drew).

2:00 - 2:20 - Barriers to Writing
 * [[file:content-area writing overview-3.pptx]]
 * Teachers teach, learners learn. Yoda taught Luke, not the other way around. If it were the other way around, Luke would probably have taught Yoda how to use English syntax correctly. But talking about that we are not.
 * Writing helps us learn. No matter what the subject, it helps.
 * Writing ain't easy yo. I'm exhausted from taking these notes and class has only been happening for like 15 minutes.
 * Writing requires us to think well enough that we can put it into words and coherent meaning.
 * It helps across disciplines to help in other classes. We don't have to lose the integrity of our discipline in order to use writing to enhance active understanding.
 * Fences are fun. "Sometime you should google fences" Dr. Anny Case PHD.
 * We have to really put conscious effort into getting students to buy into writing tasks. Because-brace yourself english teachers- students usually don't like to write.
 * Watch the barriers on the PPTX and see how the fences match the different barriers
 * Don't be afraid to ask students what they want to write about! Springboard is not the omnipotent knower of student interest.
 * Help students figure out what they want to say. Sometimes one of the biggest barriers is that students feel like they don't know what they want their message to be. Artificial processes don't necessarily help. We need more time to idea generation
 * Thanks to the miracle of Al Gore's creation that is known as the internet, a 3rd grader in Arkansas can write a textbook for a kindergartner in China. Whatta time to be alive.

2:20 - 2:40 - Workshop Writing Tasks
 * Peer review form [[file:writing task_peer review form.docx]]
 * Sam REALLY loves math (thanks to Melissa)
 * SOH CAH TOA (What a horrifying nightmare from my past that was brought back today, thank you.)
 * "You want your students to say 'I'm weirdly into this"

2:40 - 3:00 - Discuss //Holler, chapters 7-8//
 * //What do these chapters teach us about writing for authentic purposes?//


 * Housekeeping:**
 * For Tuesday, April 4
 * Learn about the Marshall Islands and Marshallese students in the United States. (There's a large group in Washington and Arkansas.) The purpose: for our final project, we will be designing literacy-enriched curriculum specifically intended to engage Marshallese youth. Be prepared to share one helpful source as well as a summary of what you learned.
 * Read Zwiers, chapter 9 - Text Talk (Lawrence & Jace) (Text-talk will be on Thurs 4/6)
 * edTPA AL - due April 6