1. September 30

2.  I can write fluently to a variety of prompts.  I can explain writing that is used to express and reflect.  I can describe the best practice structures.  I can synthesize best practice research to write a paper about my writing instruction.  Quick Writes  Community  Talking Chips  Remembering our Learning  Research  Kelly Gallagher Chapters One and Two  The Common Core State Standards  Anticipation Guide  Discussion  Providing feedback Gallagher Style  Best Practice Structures  Response Groups : Chapter two  Book Presentation Lesson: 6+1 Traits  Sign up for 6+1 Traits lesson using a mentor text  Share Mentor Texts  Research Sample

4.  Picture  Videos  Show the writing page on doc camera….let it run….

6.  https://www.youtube.com/watch?v=XjJQBjW YDTs https://www.youtube.com/watch?v=XjJQBjW YDTs  https://www.youtube.com/watch?v=BOksW_ NabEk https://www.youtube.com/watch?v=BOksW_ NabEk

7.  Favorite Mistake  The Bucket List  Neighborhood spot  Sentence starter like: I appreciate________ because ________________________  The Road Not Taken  Forgive my Guilt  Reverses poem  What My Childhood Tasted Like  Childhood Games

8.  A Hard Moment  A Watermark Event  A Family Photo  Personality Type: Agree or Disagree?  Treasured Object  What Are Your Dreams?  Top 10 Lists  So What?  Why Should I Care?  Memory Moments

9.  I teach so I can learn  A calloused heart is tougher  Write three –Stand up-Hand up-Pair up

10.  Quiz Quiz Trade  These can be used for quick writes also

12.  See chart

13.  Word, Phrase, Sentence (Text Rendering Protocol)  Compromise to share out  How does this information fit into the chart?

14.  Find Someone Who  Stand UP/Hand UP/Pair UP  Line Up  Groups Talk  Response Groups  Find the Fib  Quiz, Quiz, Trade  Walk around Survey  Clock Buddies  Talking Chips  Anticipation Guides

15. Best Practice Structures Common Core State Standards Giving Feedback Research project

16.  Best Practice Structures Jigsaw  Create a Poster  Line up then count off by skipping people

17.  Anticipation Guide  What do you notice  What can you add to the chart?

18.  What would be your top ten list?  Individual  Table  Compare

19.  Title  Author  Summary of the text  Mini lesson you would teach  How will you use it to teach about writing  Which trait will it address? (256-260, 177-178)

20.  My Sample  At least 10 books  That cover at least each trait once!  See Toolbox pages for explanation  We will share as a gallery walk on November 18 th  This is for 150 points. Make it usable for you!

21. Response Groups 10 minutes per person  Writers reads without explanation or apology  Listeners read the piece silently and then have a discussion without writer’s input  The writer is taking notes. They are a ghost.  (Last 2 minutes writer can ask questions or answer questions)

22.  6+1 Writing Traits  30 minute presentation  Teaching and engaging the class in your book

23.  Groups of 2-3  Ideas  Word Choice  Sentence Fluency  Presentation  Organization  Voice  Conventions

24. See web page under assignments  70 pts. Teach a writing mini lesson from one book of your choice that effectively models one of the 6 Traits or a writer’s craft (10-minute for teacher lead with another 5-10 for the students to write)   10 Include your lesson plan  10 Name the learning target: Common Core State Standard in writing  10 Name and describe the trait of writing or Craft -  15 Use the mentor text to model the trait – Read all or part of the text  10 Engage the group in reflection of the reading  15Engage the group in writing or rewriting

25. Love and Logic

26. 1. Read Chapter Three 2. Using the research that we’ve read write your own statement of best practice writing instruction (double spaced 1 ½ - 2 pages) 1. Audience: Interview team 2. Content: Philosophy and written statement of what you will do or have done 3. Purpose: Inform and persuade them to hire you! 3. Write on the Blog

27.  Conversation: Can students talk to each other during this activity/transition?  Help: How can students ask questions during this activity/transition? How do they get your attention?  Activity: What is the task/objective of this activity/transition? What is the expected end product?  Movement: Can students move about during this activity/transition? Can they sharpen their pencil?  Participation: What does appropriate student work behavior for this activity/transition look/sound like?