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Training Objectives Participants will: Become familiar with the format and use of learning logs Experience reflective writing activities Gain a better.

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Presentation on theme: "Training Objectives Participants will: Become familiar with the format and use of learning logs Experience reflective writing activities Gain a better."— Presentation transcript:

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2 Training Objectives Participants will: Become familiar with the format and use of learning logs Experience reflective writing activities Gain a better understanding of how to use Cornell Notes Learn how to use WICOR strategies to support Common Core Experience persuasive writing activities

3 Common Core Connection Integrating WICOR strategies into your lesson plans will help you address Common Core and keep students engaged. Video

4 Brain Research Image courtesy of Marcus E. Raichle, Department of Radiology, Washington University School of Medicine, St. Louis, Missouri

5 The Writing Brain

6 Pre-writing Drafting Reader Response Revising Editing Final Draft/Publishing Self-Evaluation/Reflection Considers: Audience Purpose Form Writing that helps students record and make sense of the learning Writing that is exploratory and not intended for a specific audience Examples: Taking Notes Learning Logs Annotating a Text vs. Writing Process Writing to Learn

7 Venn Diagram with Partner Unique Traits and Qualities of One Partner Unique Traits and Qualities of One Partner Things in Common

8 “Honeybees” From the book: Joyful Noise Poems for Two Voices by Paul Fleischman BEING A BEE is a pain. I’m a worker I’LL GLADLY EXPLAIN I’m up at dawn, guarding the hive’s narrow entrance BEING A BEE Is a joy. I’m a queen I’LL GLADLY EXPLAIN Upon rising, I’m fed by my royal attendants,

9 “Honeybees” continued: then I take out the hive’s morning trash then I put in an hour making wax, without two minutes’ time to sit and relax. Then I might collect nectar from the field three miles north or perhaps I’m on larva detail feeding the grubs In their cells, wishing that I were still helpless and pale. I’m bathed then I’m groomed. The rest of my day is quite simply set forth: I lay eggs, by the hundred.

10 “Honeybees” continued: Then I pack combs with Pollen – not my idea of fun. Then, weary, I strive to patch up any cracks In the hive. Then I build some new cells, slaving away at enlarging this Hell, dreading the sight of another sunrise, wondering why we don’t all unionize. TRULY, A BEE’S IS THE WORST OF ALL LIVES. I’m loved and I’m lauded I’m outranked by none. When I’ve done enough laying I retire for the rest of the day. TRULY, A BEE’S IS THE BEST OF ALL LIVES

11 Two-Voice Poem Using the Venn diagram and any other information you might generate, create a dialogue poem about your partner and yourself. If you want to be creative, establish a “persona” for each of you.

12 Sharing Two-Voice Poems Stand in groups of six to eight around a table. Have one partnership perform a poem and then sit down. Have a second partnership share a poem and then sit down. Continue until all have shared. When everyone is sitting, we will know that all have shared.

13 Sample Two-Voice Poem Comparing a Right Triangle with an Isosceles Triangle We are Triangles I am a right triangle My sides aren’t equal I am an Isosceles triangle I have two equal sides Both of us are polygons I have one right angleI have two angles of the same measure We both equal 180 degrees My acute angles are complimentaryAll of my angles are acute We both have three sides I am a right triangleI am an Isosceles triangle We are Triangles

14 Stretch Journal Two-Voice Poem What I DidWhat I Learned/ Observed How I Can Use Sample Two-Voice Poem Drafting of Original Two-Voice Poem WICOR Integrated Throughout Partner Interview Completion of Venn Diagram Sharing of Two-Voice Poem

15 What Differences Do You See? Traditional Cornell Notes

16 Give One, Get One Sticky note… blank Cornell notepaper… pen/pencil Circulate around the room. Stop with a partner: Give one of your ideas (from sticky note). Get one idea from partner and write on CN page. Repeat as many times as you can until time is called. You will have 3 –4 minutes total.

17 Discuss and Add to Cornell Notes Tips for helping students set up Cornell notes Tips for helping students set up Cornell notes Tips for efficient note-taking Tips for early scaffolding of Cornell notes and how to remove scaffolds and raise up the expectations Tips for early scaffolding of Cornell notes and how to remove scaffolds and raise up the expectations Tips for helping students write a summary Tips for using the essential question to help students with their note- taking Tips for having students use their Cornell notes

18 Costa’s Levels of Thinking Applying (off the page) evaluate generalize imagine judge predict speculate if/then hypothesize Processing (between the lines) compare contrast classify sort distinguish explain why infer analyze Gathering (on the page) complete define describe identify list observe recite select Tips for helping students write effective questions

19 Curve of Forgetting Day 1 Begin = 0% End = 100% of what you know Day 2 Do nothing = LOSE 50-80% Lose it when you don’t use it! Day 7 – Day 30 Do nothing = declining percentage End = remember 2-3% of original Studying = re-learning

20 Change the Curve! Day 1 Begin = 0% End = 100% of what you know Within 24 hours Revise and clarify notes Write a summary Review for 10 minutes Raises curve back to almost 100% Daily for one week Review for 10 minutes Days 7-30 Review for 5 minutes Reactivates and raises the curve Day 30 = 2-4 minute review

21 Curve of Forgetting

22 Stretch Journal (Cornell Notes) What I DidWhat I Learned/ Observed How I Can Use Give One-Get One Activity Table Group Sharing of Results WICOR Integrated Throughout Discussion of Traditional Notes vs. Cornell Notes Discussion of Curve of Forgetting

23 Learning Log Prompt Think back to all the things we just discussed about Cornell Notes. What key learning points have stayed with you? What seems most important to you?

24 Debrief Learning Log What is the purpose/function of a learning log? What different forms might a learning log take? When might students write a learning log? What are the different approaches to prompts? Key: Help students use learning logs productively; it does not come “naturally” for them.

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26 Persuasion What does it mean to persuade? How do people persuade others?

27 Aristotelian (Rhetorical) Appeals L ogic =L ogos (persuasion by means of reasoning) Com P assion =P athos (persuasion by means of emotion) E thics =E thos (persuasion by means of author’s credibility)

28 Quickwrite Prompt  If you were going to write your own editorial or argumentative essay, what are some subjects you would like to address in writing? Think about school, community, state, or national issues.

29 “Dumb Laws” (www.dumblaws.com) California:  It is a misdemeanor to shoot at any kind of game from a moving vehicle, unless the target is a whale.  No vehicle without a driver may exceed 60 miles per hour.  Sunshine is guaranteed to the masses. Florida:  Women may be fined for falling asleep under a hair dryer, as can the salon owner.  It is illegal to sing in a public place while attired in a swimsuit.  If an elephant is left tied to a parking meter, the parking fee has to be paid just as it would for a vehicle. Hawaii:  Billboards are outlawed.  All residents may be fined as a result of not owning a boat.  Coins are not allowed to be placed in one’s ears.

30 “Dumb Laws” (www.dumblaws.com) Indiana:  It is against the law to pass a horse on the street.  Hotel sheets must be exactly 99 inches long and 81 inches wide.  It is illegal to sell cars on Sunday. Pennsylvania:  It is illegal to sleep on top of a refrigerator outdoors.  Any motorist who sights a team of horses coming toward him must pull well off the road, cover his car with a blanket or canvas that blends with the countryside, and let the horses pass.  A special cleaning ordinance bans housewives from hiding dirt and dust under a rug in a dwelling. Texas:  A program has been created in the state that attempts to control the weather.  It is illegal for one to shoot a buffalo from the second story of a hotel.  When two trains meet each other at a railroad crossing, each shall come to a full stop, and neither shall proceed until the other has gone.

31 Tell Someone Your Business! Take the “Persuasive Essay Planning” sheet, the one you just completed. Find someone with whom you have not spoken today. Take turns telling each other your business! The teacher with the most years of experience begins. You each get two minutes!

32 Stretch Journal (Persuasion) What I DidWhat I Learned/ Observed How I Can Use Discussion of What It Means to Persuade WICOR Integrated Throughout Completion of Planning Sheet “Tell Someone Your Business” Quickwrite Prompt: What would you like to write?

33 Thesis ~ Textbook Definition A thesis is a clearly worded answer to a question and/or a clearly worded declaration of the view(s)/ideas a writer will substantiate, assert, or prove in a paper. A thesis forecasts and focuses the essay that follows. HS Writing Guide, p. 83

34 Thesis Statement Organizer Topic: Focus: Forecast: Thesis: + + = "The Tell-Tale Heart" by Edgar Allan Poe Poe uses vivid imagery. Imagery is used to describe setting and characters, creating a mood of suspense and horror. In “The Tell-Tale Heart” Poe uses vivid imagery to describe setting and characters, creating a mood of suspense and horror.

35 Stretch Journal (Thesis Statement) What I DidWhat I Learned/ Observed How I Can Use Sharing of Thesis Statement ( Whole Group or Carousel Walk) WICOR Integrated Throughout Thesis Statement Definition Four Corners Discussion Thesis Statement Organizer

36 Thank You! Tara Howlett Brad Ruff


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