418+Agenda+-+2.24.16


 * 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 & Agenda 1. GO ZAGS (Taylor is superstitious because she won't be where she normally watches the game... but don't worry we'll still win) 1b. Julie is eating a suspicious vegetable right now
 * Notetaker: Katie
 * Update: Matt asked her what it was. It was a very strange looking carrot.

2. Happy almost Easter!

3. Alex's story from the field: helping a student who is very overwhelmed write an essay on WWI
 * What are some of the barriers to writing that this student might be EGGSperiencing?
 * Academic Language
 * Intimidation: 5 paragraphs can be overwhelming
 * Closed-mind/pre-judgements: "I'm not a history person so I can't write this paper"
 * Organization/Process
 * Ideas/thinking: not knowing what to say/not being invested in the topic
 * Comprehending task, texts
 * Content knowledge

1:20 - 2:25 - Writing Workshop, Part 1 Why Obstacles to writing Writing Tasks
 * [[file:content-area writing overview.pptx]]
 * [[file:writing handout.docx]]

1. Why do we write?
 * To EGGSpress/process thoughts, opinions, ideas, emotions
 * To build literacy
 * There are many reasons we write
 * Writing can be formal essays, EGGSit slips, notes, math/music notes, etc.
 * There are many forms of writing

2. Teacher teaching vs. student learning
 * 5 minute university
 * The student doesn't learn simply from listening to the teacher: the student learns through their EGGSperiences and through doing the work themselves
 * Writing your way into new deep knowledge
 * Writing = thinking

3. Take aways from today:
 * Writing down notes when listening to podcasts: will help us remember/retain information
 * To be a better writer, you should read more
 * There's more to writing than just words: reading is part of writing
 * It is easy to integrate writing into any subject field (even just an EGGSit slip)
 * Writing is thinking
 * Professor makes Alex write ideas while he's reading in order to better process the text
 * How to make writing accessible AND meaningful for our students
 * How much we can use the different styles of writing in each discipline (even health)
 * Lauren retweets what Taylor said above
 * Writing can say a lot more than you knew you wanted to say (journaling spirals into words you didn't know you had)
 * Student learning doesn't happen by simply listening: I have to put in the work as well in order to learn
 * How can we be aware of the kids who don't like to write, even if we do
 * Importance of writing in a historical context: Matt could see each standard being used in his future classroom

HAVE A HOPPY EASTER Y'ALL

> [|Lesson Observation Schedule]
 * Housekeeping:**
 * Post the date of your next observed lesson (this one needs to include a text or writing activity) - (I found the original suggested deadline on the calendar - I knew it was there! March 31 -- but let's move it to April 15.)
 * Due March 24: Academic Language edTPA Portions (Email me if you want to look at a model again.)
 * Commentary responses - Task 1, question 4; Task 3, question 3
 * Evidence - student work (scanned and uploaded to Blackboard "EdTPA Academic Language") or additional video (uploaded to Blackboard on the edTPA Videos gallery on Blackboard)
 * You will be scored on rubrics 4, 14

>> || text-based activityguide-revised-418.docx ||
 * Due March 22-29 Text Activity Plan
 * || [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="text-based activityguide-revised-418.docx" link="file:gonzagateach/text-based activityguide-revised-418.docx"]] ||




 * Due: Mar 29
 * // Holler //, chapter 7
 * Zwiers, chapter 8
 * Due: Mar 31
 * //Holler,// chapter 8
 * Due: Apr 5 - Writing Activity Plan


 * [[file:writingactivitytemplate.docx]]