1. MULTI-GENRE WRITING "A multigenre paper arises from research, experience, and imagination. It is not an uninterrupted, expository monolog nor a seamless narrative nor a collection of poems. A multigenre paper is composed of many genres and subgenres, each piece self- contained, making a point of its own, yet connected by theme or topic and sometimes by language, images, and content. In addition to many genres, a multigenre paper may also contain many voices, not just the author's. The trick is to make such a paper hang together.“ ~~ (Romano, Blending Genre, Altering Style i-xi)

2. Schedule  Examples of Multi-genre  Mulit-genre writing and Oreo cookies  Create a multi-genre piece  Share Works  Ideas for Multi-Genre in the classroom  Resources

3. Brain Goals  Understand what multi-genre is  Think of applications Social Goal  Follow up with someone a day, a week, a month from now to discuss how writing is used.

4. Multi-Genre Examples  Books  Magic School Bus  Magic Tree House & Research Guides  Snowflake Bentley Snowflake Bentley Jacqueline Briggs Martin  The Man Who Named the Clouds The Man Who Named the Clouds Julie Hanna & Joan Holub  Black and White Black and White David Macaulay

5. Read-Write-Think.org Online Mapper (Primary) Planning SheetPlanning Sheet

6. Read-Write-Think.org Online Mapper (Primary) Interactive ToolInteractive Tool 12 3

7. Read-Write-Think.org Online Mapper (Primary) ExampleExample

8. Examples: Ojibwa Project (3 rd Grade)  Research  Created webpage summarizing Life in an Anishinabe Camp  Directions  Making a Wigwam, DreamMaker  Podcast  Fictional Narrative  Influenced from readings and guest speaker  Recipe & Review  Wild Rice Hot Cereal

9. Example: Me Book (5 th Grade)  Bi-Weekly writing assignments of various writing skills and genre  Writings are student focused  Collected and bound into a book  Keepsake for outgoing 5 th graders

10. Sample Layout Due Date Topic Skill Cover and Back (Self or Pets) Parts of a Book About the Author 3 rd Person Pronouns Second Grade Buddies Interview to Paragraph Mom and Dad Paragraph Pargraph:Topic,Body, Closing Family Tree Orgaqnization Friends Alternative Nouns Sports and Hobbies Dscrp Verbs, F.O.W.Expository

16. Rearranging Ourselves  How many Girl Scout cookies have you (family included) ordered?

17. Getting Settled In  Grab several Oreos (try a variety)  Pour some milk  Pick up and read Oreos Article

21. Using technology: camera, iPod, websites Tell a story through photos and captions

22. Genres to Explore  Personal Narrative  Your tale involving Oreos  Fantasy  Personification: Telling from the point of view of the cookie  Research  History of the Oreo  Poem  Digital Storytelling using Story Kit  Tell a story through photos and captions  Technical Writing  Directions for Oreo recipe or How to eat an Oreo  Historical Fiction  Fable / Folk Tale

23. Creating a Multi-genre Piece  Select a Genre  On a Index Card Write a Short Piece  10-15 minutes  Glue Cards to Construction Sheet  Add Drawings to Sheet  Think about…  Student benefits with this kind of writing  Classroom use of multi-genre writing  Other possible multi-genre projects

24. Sharing From each group, 1 or 2 people Share something that stood out about someone else’s work that help you learn more about Oreos.

25. Classroom Ideas?  Quick digital storytelling with Storykit app  Great way to initiate writing  All genres were honored  Gets at Gardner Intellegences

26. Resources: Articles  Eyes Like Saucers: Using Multi-Genre Projects to Stimulate the Writing Lives of Teachers and Students by Dan Rothermel  “I have my students select an interest of theirs to use as an exploration to find reasons to care about and be engaged in writing. My students experiment with at least four different written genres to tell the stories of this self-selected aspect of their lives.”

27. Resources: Article  Exploring the Past through Multigenre Writing By Sirpa T. Grierson  “Research comes alive when students explore a range of alternate genres instead of writing the traditional research report.”

28. Resources: Online Tools  Good Overview  http://writing.colostate.edu/gallery/multigenre/introdu ction.htm http://writing.colostate.edu/gallery/multigenre/introdu ction.htm  Annenberg: Teaching Multigenre Writing Workshop Video  http://www.learner.org/workshops/middlewriting/prog 5.html?pop=yes&pid=2076 http://www.learner.org/workshops/middlewriting/prog 5.html?pop=yes&pid=2076

29. NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

30. NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

31. NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

32. Mrprowell.com – Multi Genre Writing

33. Mrprowell.com – Digital Storytelling

35. Your Personality: 1. The whole thing. This means you consume life with abandon. You are fun to be with, exciting, and carefree with some hint of recklessness. 2. One bite at a time. You are lucky to be one of the 5.4 billion other people who eat their Oreos this very same way. Just like them, you lack imagination, but that's okay, not to worry, you're normal. 3. Slow and Methodical. You follow the rules. You're very tidy and orderly. You're very meticulous in every detail with everything you do. People like you oughta stay out of the fast lane if you're only going to go the speed limit. 4. Feverous Nibbles. You have a tendency to work too much and do too much. You always have a million things to do and never enough time to do them. Stop reading this and get things done already! 5. Dunked. Every one likes you because you are always upbeat. But, dunking is a messy business and you can be untidy at times. 6. Twisted apart, the inside, and then the cookie. You have a highly curious nature. You take pleasure in breaking things apart to find out how they work, though not always able to put them back together, so you destroy all the evidence of your activities. 7. Twisted apart, the inside, and then toss the cookie. You take risks that pay off. You take what you want and throw the rest away. 8. Just the cookie, not the inside. You enjoy pain. 9. I just like to lick them, not eat them. Stay away from small furry animals and seek professional medical help - immediately. 10. I don't have a favorite way. I don't like Oreo cookies. You probably come from a rich family, and like to wear nice things, and go to up-scale restaurants. You are particular and fussy about the things you buy, own, and wear. Things have to be just right. You like to be pampered. You are a prima donna. There's just no pleasing you. Why are you here with us little people?