1. OCTOBER 29, 2014
English 3690

2. Warm up: Writing to Text
Can we do it? How will students do?
Use the packet on your table-
Read the two texts
Respond as prompted
These will be shared at your table and then collected

3. The big 3 of the Common Core
Argumentative
Narrative
Informative
Compare contrast
Cause and effect
Sequence or order
Description
Problem solution

4. Resources http://www.thewritesource.com/studentmodels
ies.htm#.VE1uu5UtDIW

5. Writing Assignment for Response Group next week
Argumentative
Check the Common Core
Use a Rubric that you find online
Turn in your writing and your rubric
Should English 3690 be a required course for all students?

6. Grades: Class participation- being here or writing a summary
Bringing in Response group papers
Handing in assigned paper
Blogging on time or doing make up blogs
Sharing and creating a mentor text project
Teaching a Wondrous Words lesson
Presenting your research
Presenting your book with your group
Completing the Final paper which includes:
Lesson plan for mentor text
Mini lessons for mentor text
Assessing student work
Connections paper on writing instruction and your learning

7. Check your progress report

8. Understanding the Final

9. Lesson Plan Formats Prerequisites Objectives I can statements
Common core State Standards
Materials
Activating Prior Knowledge building background
Lesson steps with structures for engagement
Differentiation
Formative assessment

10. Lesson Plan
What do you want them to know or do in the area of writing?
What are they learning about writing?
How are you teaching them?
How are you breaking the assignment down?
How will you know if they can do it?

11. Mentor Text Lesson Plans
Use the text to teach author technique
Use the text to teach craft
Use the text to teach a writing trait
Use the text to recognize the author's purpose, audience, and format

12. Mentor Text Mini Lessons
Write the title and other book information
Give a summary of what writing skill, strategy, technique, or part of the process could be taught and how for each trait

13. Connections/ Learning/Reflection
How did this class effect your knowledge of teaching writing?
How did this class impact your philosophy of good instruction?
How did this class build your understanding of what a writing class should consist of each day?
Six + one writing traits, mentor text, modeling, the writing process, conferences and response groups

14. Assessing Student Writing
Using the rubric assess the papers as a group
Be prepared to share out how you graded it
How the process of grading it felt

15. Text Rendering of Revision book Chapters 1-2-3
What was most important to you?
What can you use in your own teaching?
Read Chapters for next week

16. Chapter 8 Wondrous Words
Sandra will present

17. Mentor Text Sharing Sentence Fluency
Be sure to share at least 2 books before 11/12/14

18. Research : Sandra Handout and/ or visual representation 3 sources
Engaging us in discussion, reading, writing about the topic

19. Notebook Know How Lexie, Elizabeth, Kelsey, and Sarah
Engage us in talking, writing, reading
Provide a handout
Every person in the team has a piece of the work
Hand in a reflection of the process, the book, and what your part was in the presentation
(2 pages typed)

20. Planning for next week
Allison and Celeste will teach Wondrous words 9- 10
Shelley, Sandra, Bethany, and Emily M will present Notebook Know How
Allison, Adam, Tori, and Lottie will present their research
Everyone will have an argumentative paper at least 2 pages for response group
Read chapters of Revision book