Day 2 Session 2 Writing High Sch

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Transcript Day 2 Session 2 Writing High Sch

Summer 2012 Educator Effectiveness Academies English Language Arts

Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom

Day 2, Session 2 Making Strategic Choices in Writing Instruction


Preparation for Day 2, Session 2

As you embark on your Day 2 journey, for Session 2 you will need:  Myth or Reality Handout  Chart paper and markers  Please remove the 3 slide handout from the participants’ binders

Session Outcome

Participants will develop knowledge to make strategic choices in writing instruction.

Overview of the Writing Standards

     Expect students to compose arguments and opinions, What do you think are the big ideas or themes in the CCSS writing standards?

based Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Expect students to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered during the preceding grades 4

Organization of the Writing Strand

  

Standards 1, 2, and 3 are the writing types:

argument (secondary) /opinion (elementary) informative/explanatory narrative

Organization of the Writing Strand Standards 4 , 5, 6 (Production and Distribution) apply to all three of the writing types:


Produce clear and coherent writing in which the development, organization, and style appropriate to

task, purpose, and audience

 


Develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach.


Use others.


, including the internet, to produce and publish writing and to interact and collaborate with

Organization of the Writing Strand Standards writing: 7, 8, and 9 (Research) can include all three types of

 




as well as

more sustained

research projects

based on focused questions

, demonstrating understanding of the subject under investigation.


Gather relevant information from multiple print and digital


, assess the credibility and accuracy of each


and integrate the information while avoiding plagiarism.




from literary or informational texts to support analysis, reflection, and research.


Organization of the Writing Strand Standard 10: Range of Writing Wrapping it all Together: Practice, Practice, Practice




extended time frames

(time for research, reflection, and revision) and

shorter time frames

(a single sitting or a day or two) for a

range of tasks, purposes, and audiences.


The Writing Standards

Standard 10: Range of Writing Standards 4, 5, 6: Production and Distribution Standards 7, 8 , 9: Research The Core: Standards 1, 2, 3: The Writing Types

Myth or Reality?

  Complete the handout identifying whether each statement is a


or reality.

Do not share responses.

revisited and discussed at the end of this session.

These will be

Common Core State Standards An Instructional Shift in Writing Analytic Writing by Writing to Sources and Writing Using Sources

—student writing (argument, informational, narrative) is in response to text, rather than de-contextualized writing prompts. Students stay grounded in the text, responding to high quality text dependent questions with evidence-based written responses.


   According to ASCD*, 70% of writing that students have been doing in K-12 does not actually require reading from text.

Using textual evidence in writing and speaking is important on the NAEP national assessment and on international assessments as reported by PIRLS. This applies to both literature and informational text.

It makes writing authentic and relevant. Using evidence in writing and speaking is important for both career and college writing.

*ASCD is the Association for Supervision and Curriculum Development

How Do We Know that Students are Writing to Source? Ask yourself:

Can students respond to the writing prompt without reading the text?

The Adventures of Tom Sawyer by Mark Twain

Tom and Huck discuss different methods of removing warts, such as saying charms and using dead cats and frogs. They speak in the dialect of their time period. Devise your own charm to remove warts. Use cultural ideas or artifacts from today that could be used in the charm. Develop a method that would incorporate items and dialect from today.

The Adventures of Tom Sawyer by Mark Twain

Tom hesitates to allow Ben to paint the fence. Explain why he hesitates. Analyze how his word choice reflects that hesitation and the effect Tom’s hesitations have on Ben.

Writing to Source

How does it look in the state unit writing?

How does this look in our units?

Grade 9 Unit, “Identity”

In this Lesson Seed students compare Persepolis by Marjane Satrapi and Lipstick Jihad by Azadeh Moaveni by writing an essay arguing which author is more effective in communicating her purpose.

How does this look in our units?

Grade 9 Unit, “Identity”

This lesson focuses on the story “Sweet Potato Pie” and the painting “Hoeing.” Students write an essay that explains several ideas found in both the story and the painting, as well as one idea in the short story that is not represented in the painting.

How does this look in our units?

Grade 12: Searching for Justice by Reacting to Injustice

In this lesson plan students answer the following prompt in the form a multi-paragraph essay:

Select two non-print texts from different periods in history and explain how they show the evolution of American justice over time.

Writing to Sources



can we include more text dependent prompts in our lesson planning?

How can text dependent prompts be incorporated into

routine writing



as well as


time frames?

Why is it important

to include text dependent prompts in student writing?

For Consideration .

. .

Does this mean that we never have students write to prompts that are not text dependent?

Writing Using Sources

Writing, using text as a stimulus.

On the PARCC assessments, students could be asked to write a narrative using a piece of text as a stimulus. What could this look like?

Writing Using Sources From our units . . .

Grade 1 Unit, “Teamwork”

This Lesson Seed asks students to read the short story, Mama’s Coming Home and write a narrative about a time when members of their families worked together as a team.

Text as a Stimulus for Narrative Writing From our units . . .

Grade 7 Unit, “The Choices We Make”

This Seed asks students to use the choices made by the characters in the various unit texts to write a narrative about a choice. The student may choose to make this autobiographical.

An Instructional Consideration

What does Blending Writing Types and Purposes Mean to You?

Student writing that uses a blend of narrative and expository structures and demonstrates multiple writing purposes and multiple writing types.

Blending Writing

Good writers often mix . . .

writing purposes— Often one piece of writing will combine two or more purposes in one piece of text—writing argument or to inform or explain.

writing types— one piece of text.

narrative, exposition, and argument. Often one piece of writing will combine two or more types of writing in

Blending Writing Some Examples . . .

   Writing an introduction—students can use a narrative/anecdote as a hook or lead Writing an argument—insert a anecdote to support a claim or write an argument in a narrative structure Writing a narrative essay—insert a section written in an expository structure (or vice versa).

Blending Writing

Writing for relevant real-life situations rarely isolates one purpose or one type of writing.

What is an essay?

 

According to Merriam-Webster:

personal point of view an analytic or interpretative literary composition usually dealing with its subject from a limited or

According to

a short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative

A Final Instructional Implication . . .

How does a narrative essay differ from an expository essay?

The Narrative Essay

   Summarizes events and experiences

Usually employs the first person

  May mix scholarly and non-scholarly content

Voice may be conversational and first person

May be used as a medium for writing argument

Making Strategic Choices in Writing

What are the advantages of choosing to write an essay in a narrative versus expository structure?

The Narrative Essay

    Allows for symbolism and emotion 

Allows the reader to discover

 Includes the human element

Voice may be conversational and first person

Allows for creativity and the use of vivid verbs

Allows for a sense of meaning that is hard to achieve in an objective, scholarly way

PARCC Assessments

What do we know about how writing will be assessed in the PARCC Assessments?

What We Know Now!

Grades 9-11

    Write an

objective summary

Write an

analytic essay

that incorporates evidence from multiple sources.

Write a


using text as a stimulus or as a narrative essay.

Writing may blend types and purposes

*Note: this is subject to change as the PARCC assessments are written and revised.

For Discussion:

What are the

Instructional Implications

of the way we believe that PARCC will be assessing writing?

Myth or Reality?

    Complete the last two columns of the handout identifying whether each statement is a





Compare your answers to those from the beginning of the session. Discuss the differences with the members of your small group.

List your “Big Ideas”from the session on chart paper.

Reflection Day 2, Session 2

3-2-1 3 2

Name 2 ideas or points you plan to explore further.


Name 3 ideas or points from this session that caught your attention.

Name 1 idea or point that you think is critical for discussion during your school team time later today.