1. Writing in the Content Area
Presented by Ashley Reinert
Fort Riley Middle School
We write to prove we can think

2. Rationale Why emphasize writing in all content areas?
Communication is one of the four Learning Skills listed as 21st Century Skills
In an increasingly technology based world, most communication is done through writing
Writing is a key element of the Kansas College and Career Ready Standards
State testing increasingly requires students to demonstrate their understanding through writing

3. What I learned/ observed
STRETCH Journal
What I did
What I learned/ observed
How I can use it

4. We can do BOTH! Writing to Learn Learning to Write My Soapbox:
Activities that require students to write in order to learn the material or show their understanding of the material
Learning to Write
Activities designed to teach students how to be good writers
We can do BOTH!
My Soapbox:
Writing is like any other skill, the more it is practiced, the easier it gets and the more advanced the skill becomes. Writing should be part of every day, not a “special” activity.

5. Two-Voice Poem

7. Poetry Cafe

8. Two-Voice Poem
Timeline: 2 class periods, one for modeling and preparing, one for reading/sharing
Purpose: Comparing and contrasting; students work in pairs to convert similarities and differences into a poem
Steps:
Begin with an example
Have students work in pairs to complete a Venn diagram
Students convert their Venn diagram into a 2-voice poem then perform it for the class
STRETCH Journal

9. Card Sort

11. Test Questions:
1. What can archaeologists infer from cave paintings? In other words, after viewing the cave paintings, what would archaeologists know about the life of hunter-gatherers? Why would they think these things?
2. How did Hunter-Gatherers use technology to improve their lifestyles? Give at least 2 examples and explain each.
3. Compare and contrast the roles of men and women in Hunter-Gatherer society. (at least one similarity and two differences).

12. Card Sort
Purpose: Pre-reading activity, vocabulary review, review of learned content
Steps:
Provide students with cards— each has a word related to the topic or reading being studied
Students sort and connect the words on butcher paper using glue and markers
Students complete a gallery walk to see connections made by classmates
STRETCH Journal

13. Café Conversations

14. Carrousel Critical Reading
Critical Reading Steps:
Number the Paragraphs
Underline or highlight important information
Circle words you don’t know
Write questions and thoughts in the margins
Students each get an article on the topic at hand. They complete critical reading and pass it to the next person at the table until everyone has read every article

15. Café Conversation
Purpose: Students discuss and begin the prewriting process for argumentative writing
Steps:
Students discuss articles
Students summarize the key points of view of each article
Students discuss the pros and cons of each point of view
Students write a thesis statement based on their conversations
Students write an essay
STRETCH Journal

16. Appetizers
Begin by discussing your notecard (from yesterday) with your table. Share with your fellow diners which group you think deserves land rights to the Amazon River and why. Make sure you explain your thinking and why you chose the group you did!

17. Salads
As a table, discuss each group claiming land rights to the Amazon River. Together, come up with at least one reason each group DOES deserve land rights to the Amazon River and at least one reason each group DOES NOT deserve land rights to the Amazon River.
Groups:
Cattle Ranchers
Native Amazonians
Rubber Tappers
Environmentalists
Brazilian Government

18. Main Dishes
Please choose a different table to dine with during your main course. Each person choose a neon notecard from the center of your table. The first person should read the quote they chose and give a response to the quote. Next, go around the table and each person respond to the first quote. When everyone has shared, have the second person read their quote and respond. Continue this process until it is time for dessert!

19. Desserts
Please return to your original table! This is your final course. During this course you will discuss with your group who you believe deserves land rights to the Amazon River and why. You may have changed your mind from the beginning of class and that’s okay! When everyone has shared and discussed, write your final opinion and at least TWO reasons for your choice on the tablecloth near your name!

20. Prompt Dissection

21. Prompt Dissection
Prompt 1
We have studied the elements that distinguish a culture. State the elements and give one example of each, either from your culture or another. Write your answer in paragraph form.
Verb
Object (what)
State
Elements of culture
Give
Examples
Write
Paragraph

22. Prompt Dissection
Prompt 2 Imagine your teacher has asked you to present the information from a film on the respiratory system to five of your classmates who missed the film because of a field trip. Create a set of sample Cornell notes that you could use to explain the parts of the body involved in respiration and the process of respiration. You do not need to write the summary statement of the notes
Verb
Object (what)

23. Prompt Dissection
Purpose: Establishes a format for students to determine the expectations of a writing prompt
Steps:
Read the prompt carefully
Complete a verb-object T-chart
Answer the prompt
Go back to the T-chart and make sure nothing was missed.
STRETCH Journal

24. Prompt Writing Elements of a well-written prompt
Sentence 1: A declarative sentence that makes a generalization about a particular subject matter.
Sentence 2: An imperative sentence that asks students to make a personal response to an instance of the subject matter defined. Or an interrogative sentence that gives them a question to answer.
Sentence 3: Any specific directions as to the mode of writing expected, the length, or any qualifiers.
Example:
Fiction is told from a particular point of view. From which point of view is this novel told, and who is the narrator? Do you think this is the most effective means of narrating this novel? Answer the question in a paragraph.

25. Charting a Text

26. Charting a Text Paragraphs Saying Doing Paragraphs 1-4
Chunk/Group the paragraphs according to purpose or idea
What is the author saying in this paragraphs? What are the essential ideas?
Based on what the author is saying, what is the author doing in the paragraphs? What purpose does the author intend these details to serve?
Paragraphs 1-4
Names do not denote a person’s attractiveness; voices do not reveal personality
College students think that names denote attractiveness
The author is establishing that most people falsely believe in pre-conceived ideas about others
Paragraphs 5-6
Stereotypes are prejudgments
Stereotypes affect how we see the world
The author is explaining the term “stereotype”.

27. Charting a Text
Paragraphs
Saying
Doing
Chunk/Group the paragraphs according to purpose or idea
What is the author saying in this paragraphs? What are the essential ideas?
Based on what the author is saying, what is the author doing in the paragraphs? What purpose does the author intend these details to serve?
Paragraphs 1-4
The author is…
Paragraphs 5-8
Determining the Author’s Argument: Accounting for everything that the author is doing in the text, and considering the relationship among ideas, what is the author’s main argument?

28. Charting the Text
Purpose: Students analyze an opinion piece and determine the authors key argument and how they support that argument
Steps:
Number and chunk the paragraphs
Complete the “Charting a Text” chart
Determine the author’s argument
STRETCH Journal