418+-+Agenda+-+3.29.16

Learning Goal:
Watch this video of a bunny eating strawberries https://www.youtube.com/watch?v=ru__6sQ_bpE


 * Identify potential barriers to writing and instructional scaffolds to address them.

1:15 - 1:20 - Welcome & Agenda
 * Notetaker: G-Lex user:Galex07

1:20 - 1:35 - Discuss //Holler,// chapter 7
 * What does this chapter teach us about writing for authentic purposes and writing as a way of giving students voice?
 * Anny's experience with a student she worked with
 * Letter to Anny where student told her to stop caring
 * As teachers we shouldn't force something a topic
 * look at what the students are super interested in
 * Writing helped the students write what they wanted to say
 * Not a conversation that can intimidate the students or can be forgotten.
 * Teachers response in the book
 * If we don't acknowledge what they say then we can possibly lose the students' trust
 * What to do with the feedback from the students that we ask for
 * If we ask the right questions and allow the students to express themselves they are able to demonstrate something incredible
 * when writing the students can be vulnerable and we we should show that we hear them

1:35 - 1:50 - Discuss //Zwiers,// chapter 8
 * In your discipline, what is the difference in the language used in oral communication vs. written?
 * Writing tends to be more formal than speaking
 * Writing in your discipline
 * focused
 * full sentences
 * AL
 * Objective Voice
 * When speaking
 * general
 * phrases
 * casual language
 * idiosyncratic slang
 * Have to teach written formal language so that students can separate oral communication and formal writing
 * Students' have started to write how they text
 * We don't teach students how they should be talking
 * we try to teach them to differentiate between writing formally and how you would speak.
 * Strategies that can help writing
 * Visual Organizers
 * helps the students play with their ideas
 * Saturday Morning literacy
 * used this strat to help students get the process going
 * tools to organize thoughts before writing
 * Rubrics
 * Ends up like a checklist
 * What grade do I want? Hm
 * Word Bank
 * Supply academic language for your students
 * Explaining Prompts Language
 * Helps students know what should be elaborated to help students know where the boundaries are.
 * What strategies in this chapter could be useful in the case of Alex's student?

media type="custom" key="28389765"

1:50 - 2:30 - Barriers to Writing -- and how to package a writing assignment


 * Key Barriers to Writing
 * I don't want to do this!! "C'mon Breh, don't make me do it"
 * I don't have anything to say!! "..."
 * Who cares? "Why is this important?!"
 * I don't know how to do this!! "Huh?! What do you want?"
 * How will I be graded? "What do you want so that I can get an A?"


 * The Fences... What do they Mean?!
 * First Fence (Tilted Fence)
 * I don't want to do this! Why? (¡¿POOOOOORRRRRRR QQQQQQUUUUUÉ?!)
 * It is do able students can go over it but not willing to
 * Ways around it
 * Explain why you want the students to do the assignment
 * Work together with each other to get the best out of the assignment
 * (What's gonna work? TEAMWORK!)
 * Tell the students what makes the task valuable for them!
 * Second Fence (Barbed Wire)
 * I don't have anything to say! What? (¡¿Qué?!)
 * Students can get stuck in many ways
 * Blank screens
 * Ways around it
 * Pre-Writing Tasks (up to 85% of the process!)
 * Brainstorming
 * Graphic Organizing
 * Talk about it. Let them use their freedom of speech!!!!
 * The question to think about
 * Why is talking about what you will be writing considered writing?
 * It is considered a way of Pre-writing (Dun Dun DUUUUUUUUUUUUUUUN)
 * allows students to elaborate what they want to say
 * Two other Barriers that will be discussed on Thursday
 * Two other Barriers that will be discussed on Thursday


 * Housekeeping:**
 * **Due Thursday, 3/31 - //Holler,// chapter 8**
 * **Due April 5 - Writing Task Activity Plan**
 * [[file:writingactivitytemplate.docx]]