Title: Effective Writing Practices
Credit: 1 graduate credit
Location: Addison Central School
Schedule: Classes will meet for six times for two and a half hours. There will be at least two weeks between classes to enable participants to collect student writing samples.
Course description: This course is for K-12 teachers who are interested in deepening their understanding of effective writing and practices that will support writing in their own classrooms. Through use of the text, Writing for Understanding (2008), by authors Hawkins, Ginty, Kurrzman, Leddy and Miller, participants will better understand the underlying principles of backwards design in creating structures and practice to support their student’s development in writing effectively.
Course Objectives: Participants in the course will develop a deeper understanding in the theory and design of using backwards design and next steps in terms of their own instructional practices. They will also develop more practice in scoring and sharing student writing and giving and receiving feedback in supporting effective student writing. Participants will increase their own repertoire of effective writing strategies and practices through text based discussion, analyzing student writing, discussing models and practices presented and through designing their own instructional plans.
Course Themes:
Effective Writing
Equity
Common Core Connections
Writing for Understanding Plans
Focus
Making Meaning
Transfer
Building and Processing Working Knowledge
Structures
Resources for Mini-Lessons
Course assignments and Grading Criteria:
This course will be completely interactive and participatory. The course grade will be based upon the participant’s engagement in course activities, including discussion of shared readings, presentation of plans and student writing and reflective writing. Participants will be expected to present their own model based on the Writing for Understanding Instructional Planner at the final class.
Attendance and participation: 50%
Homework and Reflections: 25%
Independent project: 25% (Due for last class in Gallery Walk display)
Prior to the first class, participants will be required to purchase the text and read the Forward, and the Preface: A Message to Teachers (pages VII-XVII).
Class #1
Essential Questions: Why does writing matter so much? What is Writing for Understanding?
Agenda
Welcome
Ice breaker #1 Introductions
Anticipation Guide
Revisit Forward (partners, then share with whole group)
Exercise, “Before and After Writing for Understanding” (Pg 2 study guide)
Ideas from Grant Wiggins – Thoughts/Questions (Class chart for Public Notes)
Course logistics
Course registration
Syllabus review, homework
Schedule for future classes
Break
Read pages 4-7 Introduction then turn and talk with a partner to discuss the section in “Writing Instruction and Equity.” Jot down notes and be ready to share with whole group. (Chart for Public Notes)
Reflections: Exit ticket
Home Learning: Finish reading the Introduction in text, (pages 3-17 in text) and complete “The Pillars of Writing for Understanding.”
Select a piece of student writing that didn’t meet expectations for effective writing and bring to class to share. Please bring the assignment and scoring rubric.
Class #2
Essential Questions: What elements are needed to plan for effective writing? How does writing for understanding approach support these elements?
AGENDA
Homework “Chalk Talk” Activity
Looking at student writing
“The Longest War”
What is Effective Writing - Chart for Public Notes
Read pages 21-35 in text.
Break
Questions/Comments about reading
With same partner, share your student’s writing and be ready to share out with whole group. (Questions, Aha’s, connections to text reading…)
Writing for Understanding Planning components- walk through
Reflections: Exit Ticket:
Home Learning: Read pages 51-64: Planning for a Focus
Class #3
Essential Questions: How do teachers begin to plan for backward design? How can teachers plan so that students will know and understand the ideas they are writing about? How do teachers plan for the knowledge of craft?
Ice Breaker- “The Cat Who Went To Heaven”
Read passage, discuss with partners (teams of 3), then answer the question. Share in larger group.
“The Wind and the Boy- Understanding and Using the WU Planning Tool”
Work with a partner (primary pg. 56-58 or Middle School 58-62) and complete the activity. Share out in whole group. (Chart for Public Notes)
(Optional: Other examples of Focus questions and responses and/or time to practice.)
Break
Jigsaw Reading 67-91
“Building and Processing Working Knowledge
Understanding and Using the WU Planning Tool”
Share out and complete chart.
Home Learning: Read pages 93-112. Complete “Models are Helpful” activity. Bring an example of a focus question and focus answer (test drive) that you have or intend to use in your classroom to share with a partner.
Class #4
Essential Questions:
What is important to remember about structures?
What is transfer and how will I help my students become increasingly independent in their writing?
AGENDA
Home Learning: Share and discuss the “Models are Helpful” activity with a partner. Share out in whole group. (Chart Public Notes)
Partner up and share your focus question and answer with a partner.
What is Transfer?
Introduce independent reading activity: 155-163. Discuss reading and complete the activity “It’s All About Transfer.” (Chart Public Notes from responses)
Read/pair/share to determine what knowledge/understanding/habits of mind did the student transfer in order to produce an effective piece of writing?
Resources- explore
Reflection: Exit ticket:
Home Learning: Select a new “mini-lesson” to use with your students from one of the resources you explored. Select an effective writing piece from one of your students to share with a partner.
Class #5
Essential Questions: What are some ways that others have designed instructional plans using Writing for Understanding to support effective writing in their classrooms?
AGENDA
Icebreaker: Find a partner and share the effective writing piece from your classroom.
Instructional Demonstrations: Writing for Understanding Instruction Teacher Plan
Middle School- Guest Presenter
Break
Elementary-Guest Presenter(s)
Common Core Rubric for Complex Text
Gallery Walk- Samples of plans / Resources
Reflections: Exit Ticket
Home Learning: Using the Writing for Understanding template, design a plan to support effective writing in your classroom. Be sure to include a “test drive” for the structure you select. Include any models, visuals, texts, etc. Have this project ready to post for a Gallery Walk next week.
Class #6
Essential Questions: What are some examples of transfer? What new ideas or resources can you take away from the Gallery Walk?
AGENDA
Icebreaker #2 Quotes from text
Gallery Walk- exhibit of teacher plans/student writing.
Wrap Up: Questions/Final thoughts
Reflection: Exit Ticket
Evaluation
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Sheryl I commend you for wanting to make the Writing for Understanding model more accessable to people in your area. I know I am extremely lucky to have Joey available to me as a resource. Creating a class is a tremendous undertaking and you have put a lot of time and effort into creating a course that will meet everyones needs and giving them a better understanding of this writing model. I've always wanted to do a display like the ones that were presented to us at Lake Morey gallery walk, I'm not sure I would have been ready to do it after my first introduction to this writing model though. I can't wait to hear how this first class went. I'm sure it will be a great success and they will want you to do it again for those that missed it this first time. Good Luck!
ReplyDeleteI'm excited for our district, Sheryl, that you have planned to share some of the ideas that you have learned in this class both last summer and this past course. I think that you have included some of the main areas to help teachers show/help students how to become better writers. I think that we (teachers) need this professional development to teach writing. I'm thinking of elementary teachers in the upper grades (5 and 6) that are more geared to teaching in the content areas of their interest. They may not have taught writing in years and are now finding that they must teach it. They may find comfort in teaching writing how they were taught for example in an outline format or without much scaffolding for students (assign a topic and allow mostly independent writing even in the beginning of the year). I think your plan will help us with collaboration, curriculum, and having informed discussions about student writing. At the most basic...if we can support each other with the idea that students must really know and understand what they are writing about. Also that they need to have lots of practice with writing and using structures to frame their writing. I would like to have principals recommend your course to teachers especially to those who teach writing and haven't taken any professional development about writing for a while. Reading the text and discussions about it plus all the activities that you've planned would be rich as they reflect on their practice. Key I think is how they will use new knowledge in their classroom with students and reflecting on their teaching. (and making positive changes?)
ReplyDeletePosted by Joey, for Nicki Connolly
ReplyDeleteWow, Sheryl this is a jam-packed course that should be very helpful to
teachers! It was nice to see your plan after discussing it on our walk &
talk. It's great you included a Gallery Walk, what a great way to share.
I loved the one we had at Lake Morey. Are you going to create a model?
The course assignments are appropriate and a nice mix.
Thanks for sharing this information tutor at World Equestrian Center
ReplyDeleteNice article World Equestrian Center
ReplyDelete