Session 15 AUTHOR CELEBRATION

Tonight's class is dedicated to celebrating TEACHERS as AUTHORS!

Writers write to be read. Response becomes an important part of the publication rituals that we engage out students in as readers and writers.
(Hicks, 2009, p. 82, emphasis added)

Our LTED 618 Author Celebration "Ritual"

1.  Each writer must share at least one piece or one component of their genre pieces project.  

2.  Student-author must either sit in the "author chair" or stand at the podium to share her work.

3.  Student-author can decide whether she wants to project her work on the screen while she reads.

4.  When the student-author is finished reading her work, the audience must respond appropriately.  We agree an appropriate response can include:

• clapping of hands
• clapping of hands and stomping of feet

5.  Audience should be prepared to also respond with appropriate (and legitimate) verbal praise.

• Wow, I really like the part when...
• You made me think about...    

6.  Each author will be asked to share one insight she has gained about writing and about herself as a writer as a result of the genre pieces project.  

Sharing writing is a social activity, and through sharing, children [and TEACHERS WHO WRITE] develop sensitivity to the audience and confidence in themselves as authors.  ...Through sitting in the special author's chair to share their [genre pieces project, student writers -- EVEN TEACHERS] gradually realize they are authors.

(Tompkins, 2008, p. 20 [emphasis added])

 

Session 14 Agenda

ASSIGNED READINGS

None
Suggested activity:   Make final decisions about the template and format for your e-portfolio.

LEARNING ACTIVITY I.   618 READING/WRITING WORKSHOP TIME (4:00-6:40) 

During workshop tonight you will complete the following:

(4:00-6:00pm)

1. Conduct Final Peer Conferences on Genre Pieces

2. Complete  Peer Feedback Evaluation Forms

3. Edit and Publish all three Genre Pieces.

(6:00-6:30pm)

1.  Begin to draft your Final Analysis piece.

(6:30-6:40)

Plan for Author's Chair/Celebration of Composers and Their Compositions 

Session 13 Agenda

ASSIGNED READINGS
[H] = Chapter 6
[O] = Read Spandel article
Respond to Melissa N.'s Questions on our Class Wiki
Learning log entries due.
  
LEARNING ACTIVITY I.   Designing and Publishing Digital Writing(4:00-5:00)  
Examining Hick's Chapter 6 (Melissa)
5:00-5:15 Break
 
LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   (5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading
Suggested activities for the evening during Independent Writing Time:
                                             
                   1.  Editing/Publishing possible genre piece #1.
                   2.Revising/Editing possible genre piece #2.
                   3. Drafting/Revising possible genre piece #3.
                 
Begin to work on collecting work for Final Digital Portfolio or Traditional Writing Portfolio

Session 12 Agenda

ASSIGNED READINGS
[T] = Read Chapters 10 and 12

[G] = Read one P-level  descriptive text and either one M- or U- level descriptive text.  

[G] = Read one P-level  persuasive text and either one M- or U- level persuasive text.  

Bring [G] examples to class for discussion/use during Expert Presentation   
LEARNING ACTIVITY I.   Teaching Students to Read Persuasive and Descriptive Genres Through Writing These Genres(4:00-5:30)  

5:30-5:45 Break
 
LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   (5:45-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading
Suggested activities for the evening during Independent Writing Time:
                                             
                   1.  Editing/Publishing possible genre piece #1.
                   2.Revising/Editing possible genre piece #2.
                   3. Drafting/Revising possible genre piece #3.

Session 11 Agenda

ASSIGNED READINGS
[H] = Chapter 5
Respond to Liz's Questions on our Class Wiki
  
LEARNING ACTIVITY I.   Designing and Publishing Digital Writing(4:00-5:00)  
Examining Hick's Chapter 5 (Liz)
5:00-5:15 Break
 
LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   (5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading
Suggested activities for the evening during Independent Writing Time:
                                             
                   1.  Editing/Publishing possible genre piece #1.
                   2.Revising/Editing possible genre piece #2.
                   3. Drafting/Revising possible genre piece #3.
                 
Also, tonight I will continue Teacher Conferences with students to discuss:
1.  Points raised in individual learning (b)log posts
2.  Progress with Genre Pieces Project
3.  Expectations for/Evaluation of the Collaborative Analysis of Digital Writing Tools Assignment.
4.  Student assessment of progress meeting Course Learning Objectives

Mystery Genre

I saw this on CBS's Sunday Morning today.  I know that Tompkins doesn't focus on the the mystery genre but I thought this was a nice piece on Lee Child . It is interesting to hear him discuss how and why he chooses the first words for his books.
Here is the link:
http://www.cbsnews.com/video/watch/?id=6987175n

Session 10 Agenda

Assigned Readings for Session 10

[T] = Read Chapter7

[G] = Read one P-level text and either one M- or U- level text.

Bring [G] examples to class for discussion/use during Expert Presentation

LEARNING ACTIVITY I.   Exploring the Biography Genre(4:00-4:50)  
Examining How We Teach Students to Read Biography Through Writing (Liz)
(4:50-5:00)  Evaluation of presentation
 
5:00-5:15 Break
 
LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   (5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading


Writing Groups Required to Meet to Discuss /Give Feedback on Pieces Suggested activities for the evening during Independent Writing Time:
                                             
                   1.  Revising/Editing possible genre piece #1.
                   2. Drafting/Revising possible genre piece #2.
                   3. Prewriting/Drafting possible genre piece #3.
                   4.  Read more Biographies, Autobiographies, Personal Narratives 

Also, tonight I will continue Teacher Conferences with students to discuss:
1.  Points raised in individual learning (b)log posts
2.  Progress with Genre Pieces Project
3.  Expectations for/Evaluation of the Collaborative Analysis of Digital Writing Tools Assignment.
4.  Student assessment of progress meeting Course Learning Objectives

MidSemester Quote

"The mere habit of writing, 

of constantly keeping at it, 

of never giving up, 

ultimately teaches you how to write."  

                                        --Gabriel Fielding

Session 9 Agenda

Assigned Readings for Session 9
[T] = Read Chapter 11

[G] = Read one P-level text and either one M- or U- level text.

Bring [G] examples to class for discussion/use during Expert Presentation

LEARNING ACTIVITY I.   Exploring the Poetry Genre  (4:00-4:50)  
Examining How We Teach Students to Read Poetry Through Writing (Melissa G)
(4:50-5:00)  Evaluation of presentation
 
5:00-5:15 Break
 
LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   (5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading


Suggested activities for the evening during Independent Writing Time:                                             
                   1.  Revising/Editing possible genre piece #1.
                   2. Drafting/Revising possible genre piece #2.
                   3. Prewriting/Drafting possible genre piece #3.
                   4.  Read more Poetry


Also, tonight I will start (7) Teacher Conferences with students to discuss:
1.  Points raised in individual learning (b)log posts
2.  Progress with Genre Pieces Project
3.  Student assessment of progress meeting Course Learning Objectives

Session 8 Agenda

Assigned Readings for Session 8
[T] = Read Chapter 9
[G] = Read one P-level text and either one M- or U- level text.

Bring [G] examples to class for discussion/use during Expert Presentation

LEARNING ACTIVITY I.   Exploring the Narrative Genre
(4:00-4:50)  Examining How We Teach Students to Read Poetry Through Writing (Melissa N)

(4:50-5:00)  Evaluation of presentation

5:00-5:15 Break
 
LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   (5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading

(Required)   Peer Writing Group Meets to discuss Genre Pieces
(Optional)   Teacher Experts Meet with Dr. Jones to discuss presentation

 Suggested activities for the evening during Independent Writing Time:
                                             
                   1.  Drafting/Revising possible genre piece #1.
                   2. Prewriting/Drafting possible genre piece #2.
                   3.  Read another Narrative

 

Session 7 Agenda

Assigned Readings for Session 7

[T] = Read Chapter4

[H] = Read Chapter 4

[O]= Read AND POST RESPONSES to Melissa's Questions for Discussion 
          This can be found in the link below for Learning Activity I

[O] = Read Sommers

[O] =  http://rubistar.4teachers.org
ALSO:  Learning Log Entries 2-5 needed to be completed before the start of class



LEARNING ACTIVITY I.   Melissa G's Lead Discussion of Hicks
(4:00-5:00)  Examining Author's Craft Through Multimedia Composition
 
5:00-5:15 Break
 
LEARNING ACTIVITY II.   Additional Thoughts about Teacher Feedback and Rubrics
(5:15-5:45)  Reflecting on Rubrics, Red Pens, and Really Useful Feedback 
 
LEARNING ACTIVITY III.   618 READING/WRITING WORKSHOP TIME   (5:45-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading



(5:45-6:00)   Class Decision:  What can be considered when identifying a form (i.e.,  
                     genre and/or media) for the Genre Pieces Project?

(6:00-6:40)   Independent Writing Time 
                       Suggested activities for the evening:                         
                   1.  Drafting/Revising possible genre piece #1.
                   2. Prewriting/Drafting possible genre piece #2.
                   3.  Teacher Conference  (?Session 8 and Session 9 Presenters?)

 

Looking at Hicks Chapter 4: Examining Author's Craft Through Multimedia Composition

With so many powerful writing tools at our disposal, what elements of writing do our students need to consider and transfer over from their current understandings of print? Think about this question as you read Chapter 4, and then consider the following questions:

1.   How can the MAPS heuristic help you define the writing task for students as well as begin to think about assessment of the multimedia work that they will produce? After reading the chapter, how comfortable would you feel assessing students using multimedia compositions that may be new to us?

2.   Take some time to visit the Flickr page dedicated to visual stories (mentioned on p. 63 of Hicks). Read carefully through the instructions the site gives for those who participate. Pick 2 submissions to positively critique, and 2 submissions that you have suggestions for. What made you like/dislike the submissions you chose? What elements of author's craft helped you critique the submissions?

For your answer(s) to question #2, please include the titles of the submissions you chose to write about. We will look at them and talk about them more in class. There are a lot of titles to choose from, so feel free to explore as many as you like! Please follow the format used in our first discussion, posting "Melissa's Response to Question #1" as the title for your comments. Submit a different comment for each question to help you focus on one task at a time. Please submit your posts by MIDNIGHT on MONDAY, 10/11 so that we all have time to look at and reflect on each others' thoughts (and possibly explore some of the Flickr submissions!). Feel free to shoot me an e-mail for any kind of questions or clarifications needed. Thanks!

(Just in case the link in questions #2 doesn't work for you, the web address you should visit is www.flickr.com/groups/visualstory )

Session 6 Agenda

Assigned Readings for Session 6

[T] = Read Chapter 3

[O] = Read Kucer & Rhodes

[O] = Read Furr 



LEARNING ACTIVITY I.   MOTIVATION, STRATEGIES and SKILLS:  WHAT INFLUENCES A STUDENT'S R/W ABILITIES?
(4:00-5:00)  What role does motivation play?  What strategies and skills are critical to both reading and writing processes?
 
5:00-5:15 Break
 
LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   (5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading

(5:15-6:40)   Independent Writing Time 
                       Suggested activities for the evening:                         1.  Drafting/Revising possible genre piece #1.
                   2. Prewriting/Drafting possible genre piece #2.
                   3.  Teacher Conference
The Author's Chair Scheduled for tonight is canceled.  
The first Author's Chair will be held on Session 11.   
 

Session 5 Agenda

  
I.   Blogs, Wikis, Social Bookmarking:  Exploring Hicks' Digital Writing Workshop
(4:00-5:00)  What are these tools?  How can we use them to teach the writer to write and the reader to read?  What do they offer us personally as readers and writers?

5:00-5:15 Break
 
II.   618 Reading/Writing Workshop Time   (5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading


(5:15-5:45)  Finalize Rules and Routines for Writing Group; 
                       Conduct first writing group conference (without teacher)


(5:45-6:40)   Independent Writing Time 
                       Suggested activities for the evening:     
                   1.  Prewriting and drafting possible genre piece #1.
 

What did you think about our R/W Workshop Expectations?

Do you think it will work for you?  Are there components you are particularly excited about?   Worried about?
Did I miss anything?

Question for Us To Ponder

Given what Hicks suggests (in my last blog), I am wondering how we could best use this site as a way for us to "reach out" to each other when we are not on campus to ask questions, raise issues, and make additional connections (literally with links as well as metaphorically with our knowledge construction).

What do you think?   Would it be useful to have access to your instructor/classmates while reading Hicks?  
How might we shape this site to best serve our learning needs?

Why Use A Wiki?

Like blogs, wikis offer writers another way to engage in the read/write web that can support their growth over time.  A wiki is a website that can be easily revised by multiple authors, and it allows for people to see the revision history as well as have a conversation about individual pages through a discussion form.  


By their very nature, wikis are dynamic, subject to change at any moment.  Depending on how a teacher invites his students into the use of wikis, particular pages may be kept up by individuals, small groups, or the entire class.  For instance, a classroom's homepage may be seen as a space for anyone to post new content and make changes, whereas as students' individual pages are largely seen as their own spaces to share their writing.


excerpt from Hicks (2009), The Digital Writing Workshop, Chapter 3 pp. 42-43.

Writing Quote for the Day:

"Proofread carefully to see if you any words out." Author Unknown

Prompt for Individual Journal Entry 1

STUDENTS PLEASE NOTE:  DO NOT COMPOSE YOUR ANSWER TO THIS HERE, but as you PREPARE for SESSION 2 keep in mind these questions:  

As you reflect on your experiences teaching (or perhaps simply assigning) writing, consider what "feels comfortable":  What core principles do you value and enact in your classroom?  Time for writing?  Conferring with students?   How have those practices remained constant over time?   

At the same time, consider your familiarity with a variety of technologies including word processors, digital audio and video editors, and online writing spaces such as blogs and wikis.  What are some of the challenges you anticipate in trying to blend the principles of the writing workshop with these technologies?