1. Barry Gilmore Hutchison School www.barrygilmore.net @barry_gilmore New Approaches to Teaching Writing and Grammar

2. How can we teach grammar in order to produce better writers? What engages students to write and motivates them to write well? What engages students to write and motivates them to write well?

3. MaryBeth: College Essay

4. In regards to the object I would bring to college with me, I have chosen the cork bulletin board that hangs on the wall above my bed. This object may seem to be just a bunch of simple words and pieces of paper to the casual observer, but due to a large number of years during which the bulletin board has been collecting scraps and mementos of my life, it has become a meaningful repository of memories that I treasure. There are a pictures, concert tickets, and even immature love letters, all of which are like a puzzle that together forms the pieces of my life. Knowing its with me, college will be easier to take and I won’t feel homesick, but instead I will look forward to the new tacks, nametags and bumper-stickers I can fill it with depending on my future.

5. What revision strategies would you use?

6. It was the playbill that won the first tack in the cork board; “The Phantom of the Opera” inspired me not only to seek out the ones refused compassion from the world, but also to learn the ways of the theatre, to desire to create the next Don Juan who would bring the ghosts of people’s hearts up from the basements to the center stage. Then, rolling across the board, a time-stream of pictures: friends, family, boys, better times. The one my eyes always find amidst the multitude is of a young girl and a handsome boy, his arms wrapped around her with a smile and glowing face, the same tack pinning down a ticket to a concert, a first date, a first kiss.

7. The simple words, the simple pieces of paper, the simple incidents that make a person; how can someone put into words the colorfulness of the mind and soul without showing the cork board, filled with not only thousands of tacks, but empty holes, from papers taken out and never replaced? Try reading between the lines of immature love letters, asking what happened at the birthday parties, concerts and movies after reading the invitations and tickets, studying the expressions of faces in the dozens of pictures, attending the various conventions commemorated by nametags, laughing at all the cheap bumper-stickers with mind-provoking sayings, or crying on the drawings from appreciative camp children. Here before me, staring me in the face at every break and eve, is all the inspiration I need to fit together the puzzle of my life: just a smaller piece of the puzzle I will find myself connected to when my new cork-board is being filled on the first day of college.

8. Mark and share in pairs Mark and share—raising hands Mark and share—choral reading Dividing up sentences Color marking Limited focus Shorten the word count Audience, purpose, task Metacognition Modeling Revision

9. How do you teach voice?

10. Sarah: Voice Lessons

11. Daniel: Struggling Learner

12. In MDSN Lysander quote “The course of true love never did run smooth” is based on real life situation. There are many ways such as: confusing, hurt, and happiness. Those are the things people that love go through. Lysander quote also applies to Midsummer night because even though it has a happy ending and deals with magical things, they still went through things to get what they wanted.

13. Autonomy Daniel in 10 th Grade Inquiry Technology Use Group Presentation Relevance Audience, Purpose, Context

14. Dear Mom, We are reading the book No. 1 Ladies Detective Agency. One thing I like is how the detective character Mma Ramotswe lies because she has to throughout the story. When she tell her friend Mr. J.L.B. the plan to get the truth out of a character named Mr. Gotso there is no if, ands, or buts about it, he’s going to do what she says, even though it involves a lie. The idea of lying comes up again throughout the novel and each time Mma Ramotswe believes her conscience is clear again and that it is okay to lie if lying is for a good cause. I think this is a strong lesson for readers to learn because we always hear about how lying is wrong but telling the truth is not really as easy as we might think. Your son, Daniel

15. Mrs. Fromm’s Feedback The “Three Tasks” Rule Conferencing

16. Embedded Formative Assessment (Solution Tree, 2011) Three types of feedback: 1. Giving students a score; 2. Giving students constructive feedback – specific comments on errors, suggestions on how to improve, and at least one positive remark; 3. Giving students constructive feedback and a score. Students in the second group learned twice as fast as students in the first. But students in the third group (comments and a score) made no progress. Those with the highest scores felt no need to read the comments and those with the lowest scores didn't want to read the comments. The score was all they remembered.

17. Mrs. Fromm’s Feedback The “Three Tasks” Rule Conferencing Sentences, not rules

18. Sentence Combining Separate Simulate Integrate Embedded Instruction The Olympic games, which were founded in ancient Greece, were reinstated in the modern era as a means of uniting multiple nations and peoples. The Olympic games were founded in ancient Greece. The games were reinstated in the modern era. The games are meant to unite multiple nations and peoples.

19. Sentence Combining Separate Simulate Integrate Embedded Instruction Separate: Explicit teaching of a rule Use a semi- colon between two independent clauses Simulate: Write a short passage Write a paragraph in which you use a semi-colon Integrate: Ongoing use of the rule Use a semi- colon in writing two weeks later

28. Mrs. Fromm’s Feedback The “Three Tasks” Rule Conferencing Sentences, not rules Provide an audience

29. Mrs. Fromm’s Feedback The “Three Tasks” Rule Conferencing Sentences, not rules Provide an audience Why is this important?

30. Dear Mom, I recently enjoyed reading the book No. 1 Ladies Detective Agency. One thing I like about this book is how the detective character, Mma Ramotswe, lies when it is necessary throughout the story. For instance, when she tells her friend Mr. J.L.B. what the plan is to get the truth out of a character named Mr. Gotso, there are no if, ands, or buts about it, he is going to do what she says, even though it involves a lie. The idea of lying comes up again throughout the novel and each time, Mma Ramotswe believes her conscience is clear again and that it is okay to lie if lying is for a good cause. I think this is a strong lesson for readers to learn because we always hear about how lying is wrong but telling the truth is not really as easy as we might think. Your son, Daniel

31. Daniel, Thank you for sharing your ideas about this book with me. It sounds very interesting and I will try to read it as well. I look forward to discussing the truth and lies in the book with you to see whether or not I agree with you. You are a wonderful thinker and you make me proud. Your mother

32. Pause: What are our key takeaways? Pause: What are our key takeaways?

33. Writing in all disciplines: Academic Moves Writing in all disciplines: Academic Moves

35. Is that for me?

36. Are we doing anything today?

37. Are they graded yet?

44. SAT Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. SAT Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position.

45. PARCC Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. PARCC Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

46. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. Argue What do students think when they see this verb? How do you teach this skill? Develop Organize Interpret Interpret words and phrases as they are used in a text (R4) Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (SL2.6) Read closely to determine what the text says explicitly and to make logical inferences from it (R1) Analyze and interpret data to provide evidence for phenomena. (NGSS, MS- LS2-1)

48. Talk the List

49. Narrative Non-Narrative Write narratives to develop real or imagined experiences (W3) Scientific Develop a topic for an informational or analytical essay or presentation (W2) Develop a model to predict and/or describe phenomena such as the earth-sun- moon relationship (NGSS)

50. Before After Develop Introducing: discussion and writing (before) Mental moves for “develop” (before) From initial writing to assignment building (during) The writing process leading to summative writing (after)

51. Introducing: discussion and writing (before)

52. Gather Information Ask Questions Qualify Mental Moves Make Connections Organize and Discuss

53. During PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism

54. During Choose a symbol Return to the text (search online) Find quotations Include citations Choose a symbol Return to the text (search online) Find quotations Include citations Gather Information Ask Questions Qualify Make Connections Discuss or fast-write: what do the quotations tell you?

55. Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts. Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts. During

57. Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.

58. After

59. In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.

60. Level One: Recall Level One: Recall Develop a list of references to the stars. Level Two: Skills Level Two: Skills Develop an explanation for each quotation. Level Three: Strategic Thinking Level Three: Strategic Thinking Develop your essay with evidence from the text. Level Four: Extended Thinking Level Four: Extended Thinking Develop a lesson that compares star images in this play to those in Hamlet.

61. Before During After Argue

62. Does an individual have the right to violate an unjust law? If so, under what circumstances? Write an essay in which you argue that individuals do or do not have this right. Use examples from history or from your reading to support your argument.

63. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws.

64. Before Example lead sentence: While some might argue that students should be expelled for the complaints they make about their teachers online, the law supports their freedom of speech in the digital arena as well as the real word. Example lead sentences: Should schools allow students to post negative comments about their teachers online? Absolutely not; recognizing the potential damage of posts to real human beings is a vital component of any student’s education. Argue Persuade

65. During (part 1) Make a Claim Make a Claim Mental Moves “There are points at which individuals should break a law.” Agree Disagree

66. During Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Evidence: Textual, observation, experience

67. Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Agree Disagree

68. Dring Consider Your Audience Integrate (Structure) Mental Moves Claim, then counterclaim Point by point

69. Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Consider Your Audience Integrate (Structure)

70. During (part 2) What makes a law just or unjust? Can one person determine that a law is unjust? Should there be consequences for breaking unjust laws?

71. During (part 2) Citizens should obey: “I will obey those in control. That’s what I’m forced to do.” (Ismene) Citizens should resist: “I’ll lie down there forever. As for you, well, if you wish, you can show contempt for those laws the gods all hold in honour.” (Antigone) Partners: Find lines from texts Sticky notes on board Reading and note-taking Class claim and counterclaim Claim: Because laws represent the collective wisdom of a society, no one individual has the right to violate those laws. Counterclaim: Because the majority group in a society can overlook the rights of minorities or can be misled by a powerful view, individuals have the right to violate laws that are clearly unjust.

73. After

74. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Make a Claim Make a Claim

75. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Support the Claim

76. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Anticipate Opposition

77. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Consider Your Audience

78. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Integrate (Structure)

79. Make a Claim Make a Claim Support the Claim Anticipate Opposition After Consider Your Audience Integrate (Structure)

80. Before During After Support

81. Step One: Planning Landon’s teacher asks students in the class to list elements of a poem that might be useful in supporting an analysis of the poem’s meaning. She writes the ideas on the board for reference: tone words imagery interesting rhymes similes personification symbols word choices (diction) setting metaphor allusions characterization repeated words punctuation meter juxtaposition dialogue Step One: Planning Landon’s teacher asks students in the class to list elements of a poem that might be useful in supporting an analysis of the poem’s meaning. She writes the ideas on the board for reference: tone words imagery interesting rhymes similes personification symbols word choices (diction) setting metaphor allusions characterization repeated words punctuation meter juxtaposition dialogue

82. The Task Read the poem “The Chimney Sweeper,” by William Blake, closely. Then, write an essay in which you analyze how the speaker’s experience is conveyed through such elements as tone, structure, and imagery. Support your answer with evidence from the poem. The Task Read the poem “The Chimney Sweeper,” by William Blake, closely. Then, write an essay in which you analyze how the speaker’s experience is conveyed through such elements as tone, structure, and imagery. Support your answer with evidence from the poem.

85. Body para. one: first two stanzas—little boy is abandoned and his world is dark “my father sold me...” His tongue “cannot speak,” so he is helpless “weep, weep,” etc. Repetition shows how helpless he is “chimneys I sweep and soot I sleep” internal rhyme give emphasis to this line and makes it stand out soot = dark and depressing world “Hush, Tom...” Very casual like someone is speaking, narrative style “soot/white hair” Black vs. white connects to the salvation later in the poem

86. Spencer

87. Spencer (10 th grade) Considered one of William Shakespeare’s greatest plays, A Midsummer Night’s Dream reads like a fantastical, imaginative tale: however, its poetic lines contain a message of love, reality, and chance that are not usually present in works of such kind. All characters in the play are playful, careless and thoughtless, and Puck: one of the central characters in the play: is significant to the plot, tone, and meaning of A Midsummer Night’s Dream, thus becoming a representative of the above-mentioned themes. In the last stanza of the play, he shows that he is a catalyst for almost every single one of these themes.

88. Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

89. Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

90. Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

91. Come up with one essential / big / thematic question about the play based on words you identified.

92. Sample student-generated questions (prompts) Does the play suggest it is okay to lie? Why is it called a “dream?” Why do both Theseus and Puck use the word “shadow”? Why are some people “pardoned” in the play? Why do only Puck and Bottom break the fourth wall? Is Puck ultimately benevolent or malicious?

93. From question to prompt Create topics Go back to the text—find examples Discuss in pairs or groups Write a thesis Share and discuss (PINE) Write an essay

94. Spencer’s Revision When Puck asks us to “pardon” him at the end of A Midsummer Night’s Dream, he points out the deep irony of the play: there is no justice in Shakespeare’s comedy, poetic, legal, or otherwise. We have no more power over Puck than the humans have over the fairies, their own fates, or love itself. Shakespeare’s world seems to include justice, but it can be seen that events in MSND are decided by power, not right and wrong.

95. In the first two stanzas, the reader meets a little boy, the speaker, as an abandoned infant and soon realizes how dark the world is for this little boy. In the first stanza, the speaker shows that the world is dark by telling readers that “my father sold me while yet my tongue / could scarcely cry weep weep weep” (2–3). Because the speaker cannot speak or scarcely even cry, he is helpless against being sold away from his parents. His world is dark from the beginning. Blake uses repetition of the word “weep” to show how helpless the speaker as an infant is. When said aloud, “weep” isn’t a word that commands much attention; therefore, the speaker has no power to do anything but be sold away. Blake also uses internal rhyme when he writes, “So your chimneys I sweep and in soot I sleep” (4). The true rhyme of sweep and sleep brings attention to the line. This boy’s life is sweeping and sleeping and waking up to sweep again then drifting off to sleep afterwards. This quote also shows how dark and gloomy the speaker’s world has become. In the second stanza, readers meet Tom Dacre, a timid little chimney sweep. This stanza is very narrative; it tells of how Tom cried when having to get his head shaved and how the speaker comforted him saying, “Hush Tom never mind it, for when your head’s bare / you know that the soot cannot spoil your white hair” (7–8). Blake juxtaposes the word soot with the white hair knowing that soot is dark black and the white hair is pure white. The juxtaposition symbolizes how darkness and suffering can fill one’s life, but a perfect, white salvation can follow it. Overall, the first two stanzas display how gloomy, dark, and melancholy the chimney sweep’s world is from the very beginning.

96. Barry Gilmore Hutchison School www.barrygilmore.net @barry_gilmore