Invitational Summer Institute Tuesday, June 25, 2013 Day 5

Agenda Tuesday, June 25, :00-9:15Daily Log Author’s Chair 9:15-10:30Demonstration Lesson: Shalyn Break 10:45-11:15Demo Lesson Response 11:15-12:00Learning to Look 12:00-1:00Lunch 1:00-1:30Reading Time 1:30-2:15Book Discussion 2:15-2:45Book Sharing 2:45-3:25Introduction to Inquiry Groups 3:25-3:30Wrap-up

 Lab tomorrow

Daily Log

Author’s Chair

The “Get What You Want” Letter Shalyn Lundberg

Four Square Vocabulary Term - Part of Speech- with examples - Definition Synonyms Sentence Picture * Hand Signal!! Present

Brainstorm What do you want? -5 minutes -Write your list in paragraph form, one item after another. Underline the things that are possible. Circle the things that your parents can do for you. Put a star next to the things you have already asked for.

Prewrite Choose one of your “wants” with a star next to it. Think of all of the reasons, or arguments that your parents have given you against your “want.” Write them down. Think of your counterarguments. Write those down. * If you do not have at least three arguments and counterarguments, please choose another “want.”

Group Discussion Turn to your groupmates and discuss your wants, your parent arguments, and your counterarguments. – Group Responsiblilities: Listen. Critique. Be constructive; stay positive!!! Take notes.

Write your letter Remember letter format. Start with an interesting introduction. Establish ethos, pathos, logos. Be careful; do not whine or sound too pushy!!!

Peer Feedback- Session #1 First Reading: Grammar, Punctuation, Capitalization Second Reading: Argument/ Counterargument Third Reading: Tone Fourth Reading: Overall Effect * Revise/ Rewrite

Peer Feedback #2 First Reading: Grammar, Punctuation, Capitalization. Second Reading: Argument/ Counterargument Third Reading: Tone Fourth Reading: Overall Effect * Revise/ Rewrite

Share out Each group member must read his or her letter to the whole group. The group will listen quietly, take notes, and share notes after the reading. Reader will quietly listen to comments and take notes on group comments. The group will choose the letter that they feel presents the best case and explain why. Author will share the letter with the class.

Publish! Homework: Take your letter and comments home and rewrite your final draft. *Remember, you do not need to use all of your group’s suggestions! You know your audience better than anyone! *Presentation is key. Final draft should be neat, free from extra marks, cross-outs, spelling errors, etc.

Present, Respond, Reflect Present your letter to your audience (your parents). Leave! Give your parents time to read the letter, discuss, and respond. *The response can be as short as a sentence. Reflect. Why do you think that you received the response that you did? What worked? What could you have done better?

What challenges do you anticipate having with your students?

Break

DEMONSTRATION LESSON RESPONSE

Learning to Look

Glacial Sand Lake in Minnesota

Namibia, Africa

Glacial Sand Lake in Minnesota

Learning Goals: This Instructional Sequence  The power of KEEN observation as preparation for writing.  The power of targeted talk as preparation for writing.  Academic language as a thinking tool.

Academic Language  Content  Mood or tone  Use of line  Use of color  Use of light and shade  Composition  Perspective

Keen Observation  5 minutes

Part 1 Directions 1.Clear your desktop except for your writing tools. 2.Open your envelope and remove ONLY the art card. Place it, picture-side up, on your desk. 3.5 minutes. Study your art. DO NOT READ THE INFORMATION ABOUT YOUR ART ON THE BACK OF THE CARD!

Part 2 Directions 1.Remove the Observation Response Sheet and follow the directions for part 2 (5 minutes). 2.DO NOT TURN THE PAGE YET!

Part 3 Directions  Turn the page. Follow the directions. –Look at the information about your piece on the back of the card. What, if anything, does this add to your understanding of the work? Write your ideas in the space provided.

Part 4 Directions  Get into groups to discuss your painting with others who have the same work. Try to use the academic language from Part 2.

Discussion Process  Each person (in turn) reads “This is a painting about…” sentence and offers at least two pieces of evidence from the painting to explain his or her claim.  After everybody has read…general discussion about the painting.  Groups with SAME card.

After the Discussion  Write for 5 minutes about the painting. –What did you notice? –What does it mean? –How does it make you feel? –What components of the painting created your response?  Synthesizing/ clarifying

Using a Mentor Text

Final Task  You are the art critic for the Los Angeles Times. Write a 1-2 paragraph piece for the Sunday Calendar section of the paper about your painting which is on loan from the Art Institute of Chicago and which will be exhibited at the Getty for the next six months.

Discussion of the Process  What did we do?  What helped you have ideas to write about?  How can you use what you’ve learned about keen observation to help you get ideas at other times when you have to write?  Similar tasks: –Rock for a week –Observe a non-domesticated critter

Tidy Up  Please put the picture card in the envelope and pass it back to me.

Learning to Look

Lunch

Reading Time Two questions you would like to discuss with the group. Things you noticed that felt interesting or useful.

Book Discussion Groups 1:30-2:15 Group Discussion 2:15-2:45 Whole Group Book Share

INTRODUCTION TO INQUIRY GROUPS

Inquiry Groups  Topic ideas: CD readings? Areas of interest? –Assessment –Content Area Literacy –Writing on Demand –Technology –Standards based curriculum –Other?

Inquiry Groups  In your writing journals, please take 5 minutes and write about a few of the issues that you have concerns, questions, or curiosities about in regards to writing and writing instruction in YOUR teaching world.  Compare your list with the person next to you.  Share out!

Inquiry Groups  Groups of people with a shared interest.  Collaboration in an academic discussion of issues related to writing and writing instruction.  Scheduled meeting times to work together.  Start by finding 1-2 people you’d like to work with.

Inquiry Groups  Sign-up for the inquiry (names and topics) in which you wish to participate.  No more than 3-4 people per group  Sharing what you learned Thursday, 7/18.

Inquiry Groups  Take a few minutes now and write in your journals about what you hope to gain from this experience. How do you think the topic you’ve chosen can connect to what you do in the classroom?  Comments? Concerns? “Inquiries”?

“Candle Hat” by Billy Collins

For Next Time…  Explore the Technology section, paying special attention to the readings listed on the schedule. –What are you learning? –What is interesting? What concerns do you have?