Dickonson East Elementary Hamtramck Public Schools April 20, 2015
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Transcript of Dickonson East Elementary Hamtramck Public Schools April 20, 2015
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Creating Active Thinkers for All Types of Writing
Tim HargisApril 20, 2015
Dickinson East ElementaryHamtramck Public Schools
Email: [email protected] Twitter: @WritingDinerTim
Slideshare: www.slideshare.net/timhargis
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A Little About Who I Am
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A Little About Who I Am
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A Little About Who I Am
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I have loved to write since I was about this old.
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My studentsare not
growing as writers…
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My studentsare not
growing as writers…
I’m not sure what to teach
in my minilessons…
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My studentsare not
growing as writers…
I’m not sure what to teach
in my minilessons…
I don’t like towrite for mystudents…
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My studentsare not
growing as writers…
I’m not sure what to teach
in my minilessons…
I don’t like towrite for mystudents…
Assessment issues…
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My studentsare not
growing as writers…
I’m not sure what to teach
in my minilessons…
I don’t like towrite for mystudents…
Assessment issues…
Standardized testprep…
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My studentsare not
growing as writers…
I’m not sure what to teach
in my minilessons…
I don’t like towrite for mystudents…
Assessment issues…
Standardized test prep…
Activethinkers…
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The Original• A series of lessons
aimed to teach craft elements of writing– Leads
• Onomatopoeia• One Word• Dialogue
– Details• Similes• Snapshots, Thoughtshots• Parts of speech
– Endings• Memory, wish, feeling• Strong Line
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The Original• A series of lessons
aimed to teach craft elements of writing– Included pieces of writing
• Personal Narratives
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The Original• Guiding Principles
1. Teach explicitly2. Incorporate conversation
to deepen understanding3. Hold students
accountable4. Make writing meaningful
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The Original• The ultimate goal:
To help students become active thinkers while writing
– While students are independently writing, they will have real writing skills and knowledge inside of them, AND they will be actively thinking about how to apply that knowledge and those skills to any writing task
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So Why a Writing Diner?
• The idea is to build a visual menu to support student writing and student thinking throughout the year.
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So Why a Writing Diner?
• The idea is to build a visual menu to support student writing and student thinking throughout the year.– Students are familiar with
menus– Menus, be definition,
require active thinking– Built gradually
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MEAP Writing Trends 2005 - 2007
52%45%
59%
31%
75%83%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2005 3rd 2006 4th 2007 5th
Percentage Passing Writing
State
Glenwood
Source: Michigan Department of Education
www.michigan.gov/mde
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MEAP Writing Trends 2005 - 2007Economically Disadvantaged Students
42%35%
44%
27%
72% 74%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2005 3rd 2006 4th 2007 5th
Percentage Passing Writing
State
Glenwood
Source: Michigan Department of Education
www.michigan.gov/mde
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A Quick Look at MEAP Data
20124th Grade
Writing(Passing/
Levels 1&2)
AllStudents
Males Females AfricanAmerican
Econ.Disadv.
State 47% 38% 56% 27% 33%
Glenwood(Kentwood Public
Schools)
80% 86% 74% 67% 75%
Source: Michigan Dept. of Education
www.michigan.gov/mde
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A Quick Look at MEAP Data
20124th Grade
Writing(Advanced/
Level 1)
AllStudents
Males Females AfricanAmerican
Econ.Disadv.
State 12% 7% 16% 4% 5%
Glenwood(Kentwood Public
Schools)
45% 48% 42% 20% 43%
Source: Michigan Dept. of Education
www.michigan.gov/mde
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A Quick Look at MEAP Data
Source: Michigan Dept. of Education
www.michigan.gov/mde
Brown ElementaryByron Center Public Schools
4th Grade MEAP
Writing
2012 93%(3rd Highest in Michigan)
2013 89%(47% Advanced)
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The Writing Diner 2• Meeting the demands
of the three types of writing in the Common Core State Standards
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The Writing Diner 2• The ultimate goal:
To help students become active thinkers while writing– While students are
independently writing, they will have real writing skills and knowledge inside of them, AND they will be actively thinking about how to apply that knowledge and those skills to any writing task
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The Writing Diner 2• Four areas of focus
for writing instruction1. Understanding the
purpose of the three types of writing
2. Knowing how to implement craft elements of writing for all 3 types of writing
3. Understanding genre and text structures
4. Connecting to content
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Four Areas of Focus
1. Understanding the purpose of the three types of writing
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O p i n i o n / A r g u m e n t
I n f o r m a t i v e / E x p l a n a t o r y
N a r r a t i v e
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Text Purposes
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Text Purposes
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Text Purposes
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Teaching Purpose• Begins with a focus
on purpose
• If students understand and are thinking about their purpose, it should set them down a particular writing path
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Opinion
Info
rmative
Nar
rativ
e
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Opinion
Info
rmative
Nar
rativ
e
•I need to make my opinion clear
•I have to give reasons to support my opinion
•I can use craft elements to make my reasons stronger
•I need a strong wrap-up that reiterates my opinion
Examples of Opinion GenresReviews
Literary EssaysEditorials
Opinion ColumnsEtc.
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Opinion
Info
rmative
Nar
rativ
e
•I need to stick to the facts
•I need to use craft elements to help my writing not feel so dry
•I need to use text features to help my readers understand
my piece better•I need to think about a text structure that works for this piece
Nonfiction Text Structures
•Sequential•Descriptive
•Problem/Solution•Comparison•Cause/Effect•Enumerative
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Opinion
Info
rmative
Nar
rativ
e
•I need to tell a story slowly•I need a beginning, middle, end•I need to use lots of details to
make my readers feel like they’re “there” in the story
•I need to use craft elements to highlight details and emotions
•I need to make my readers feel•I might need to use dialogue
Examples of Narrative Genres
•Personal Narrative•Realistic Fiction
•Fantasy•Mystery
•Etc.
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Teaching Purpose• Focus Lesson
– Defining the purpose of a text type
– Showing non-examples and examples of the text type
• Partner Work– Sorting excerpts of texts into
examples and non-examples
• Individual Work– Quick write about the
purpose of the text type
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Today we are working on....
Identifying and understanding the purpose of informative
writing!!!
I can identify informative writing and explain its purpose.
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Purpose = Reason
Informative writing is a type of writing.
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Let’s Do Some Thinking
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Let’s Do Some ThinkingAnd then the dog came
running around the corner. He was a big dog. And ugly. And he looked like he was having a real good time. His tongue was hanging out and he was wagging his tail. He skidded to a stop and smiled right at me. I had never before in my life seen a dog smile, but that is what he did. He pulled back his lips and showed me all his teeth. Then he wagged his tail so hard that he knocked some oranges off a display, and they went rolling everywhere, mixing in with the tomatoes and onions and green peppers.
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Let’s Do Some Thinking
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Informative/Explanatory Example
Not Informative/Explanatory Example
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Let’s Do Some Thinking
And then the dog came running around the corner. He was a big dog. And ugly. And he looked like he was having a real good time. His tongue was hanging out and he was wagging his tail. He skidded to a stop and smiled right at me. I had never before in my life seen a dog smile, but that is what he did. He pulled back his lips and showed me all his teeth. Then he wagged his tail so hard that he knocked some oranges off a display, and they went rolling everywhere, mixing in with the tomatoes and onions and green peppers.
A story
Information
The facts
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Informative/Explanatory Example
Not Informative/Explanatory Example
Meow! The cat happily trotted across the floor. She was heading straight to the couch which was next to the window. Bright sunshine spilled in through the window. The cat jumped up on the couch, turned around 3 times, and then snuggled in for a nice long nap.
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Informative/Explanatory Example
Not Informative/Explanatory Example
Cats. These furry creatures have been companions for people for thousands of years. Most experts believe that the ancient Egyptians were the first group of people to domesticate cats.
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I can identify informative writing and explain its purpose.
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Teaching Purpose
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Teaching Purpose
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Thinking on Paper
In your own words, describe the purpose of informative writing.
The purpose of informative writing is ___________________
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Inside The Writing Diner 2• Mini-units to teach the
purpose of the 3 types of writing
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Four Areas of Focus
2. Knowing how to implement craft elements of writing for all 3 types of writing
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The BIG Idea
The BIG Idea
The BIG Idea
The BIG Idea
Writing Topics
1. ____________________________
2. ____________________________
3. ____________________________
Writing Topics
1. ____________________________
2.____________ ________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3._____ _______________________
2008
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The BIG Idea
The BIG Idea
The BIG Idea
The BIG Idea
Writing Topics
1. ____________________________
2. ____________________________
3. ____________________________
Writing Topics
1. ____________________________
2.____________________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3.____________________________
Writing Topics
1.____________________________
2.__________________________ __
3.____________________________
2008
Dad
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The BIG Idea
The BIG Idea
The BIG Idea
The BIG Idea
Writing Topics
1. ____________________________
2. ____________________________
3. ____________________________
Writing Topics
1. ____________________________
2.____________ ________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3._____ _______________________
2008
Dad
Playing Golf
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The BIG Idea
The BIG Idea
The BIG Idea
The BIG Idea
Writing Topics
1. ____________________________
2. ____________________________
3. ____________________________
Writing Topics
1. ____________________________
2.____________ ________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3._____ _______________________
2008
Dad
Playing Golf
Pillow Football
Good Talks
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The BIG Idea
The BIG Idea
The BIG Idea
The BIG Idea
Writing Topics
1. ____________________________
2. ____________________________
3. ____________________________
Writing Topics
1. ____________________________
2.____________ ________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3.____________________________
Writing Topics
1.____________________________
2.____________________________
3._____ _______________________
2008
Dad
Playing Golf
Pillow Football
Good Talks
Mom
Helping at Home
Thanksgiving
Phone Calls
When I was a kid
Broke a window
First Valentine
Dodgeball
Sofia
Her Hair
First Fireworks
Mornings
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Four Areas of Focus
2. Knowing how to implement craft elements of writing for all 3 types of writing
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The Original
• A series of lessons aimed to teach craft elements of writing
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The Original Writing DinerInside the Writing Diner 2
For opinion, informative, and narrative writing
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Lesson 2: Onomatopoeia Lead
• Students will be introduced to the idea of starting with an interesting noise to grab the reader’s attention and will begin to use it in their own writing.
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Today we are working on....
The Onomatopoeia Lead!!!
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What in the world is onomatopoeia?!?!?
You might be thinking....
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Onomatopoeia
• Onomatopoeia is a fancy writing word for a noise or a sound in a piece of writing.
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Onomatopoeia
• Examples:– My wet gym shoes went squish, squish as I
walked down the hallway.
– The camp fire went crackle, crackle in the night.
– The bee went buzz as it flew by my ear.
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You can use onomatopoeia any
place you would like in a piece of writing.
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Sometimes it is the perfect choice to use onomatopoeia for a lead in a piece of
writing.
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Start with an interesting
noise to catch your reader’s
attention!
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Valentine’s Day Dilemma Tim Hargis
Thumpthumpthumpthumpthumpthumpthumpthumpthumpthumpthumpthump…. My heart was beating so fast, I thought it might explode as I stood at the end of the driveway looking at my house. It was Valentine’s Day, and I was nine years old. I had just gotten off the bus after a day in the third grade at Pleasant Hill Elementary. In my left hand I held my metal lunch box that was shaped like a mailbox. In my right hand I held a chocolate heart, wrapped in pink and silver aluminum foil. It was that chocolate heart in my hand that was making the real one in my chest beat so stinkin’ fast.
The chocolate heart was a gift from Cathy Rodriguez. She was my third grade spelling partner and was the girl who had chipped my tooth in gym class three months earlier. We had gotten over that and had become close—so close, in fact, that Cathy gave me this special chocolate heart on Valentine’s Day right before we got on our buses to go home.
My cheeks got all warm and red when she gave it to me. But it made me smile—big—and I smiled on my bus all the way home. I didn’t want to eat it, because I knew if I did, it would be gone. I just wanted to hold it in my hand and smile. When I got off the bus, though, that’s when the smiling stopped.
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I stood at the end of the driveway and looked at my house and knew that this chocolate heart could cause me some serious trouble once I got inside. The problem, you see, was older sisters—five of them, and once they found out that a girl had actually given me a chocolate heart wrapped in pink and silver aluminum foil for Valentine’s Day I knew my life would be miserable.
They would start singing and chanting, things like, “Timmy’s got a girlfriend! Timmy’s got a girlfriend!”
I knew I had to do something. I knew I couldn’t walk in the door of my house and have my sisters find out I had a special Valentine’s Day gift from my spelling partner, Cathy Rodriguez. I had to think fast. The chocolate heart was way too big for me to eat before I got up the driveway. Then I saw it. Sitting by the kitchen door was our garbage can. It was my only way out of the teasing and the singing that I just couldn’t take.
I walked slowly up the driveway, my chocolate heart now heavy in my hand. When I got to the door, I quickly and quietly opened the lid of the can and let that chocolate heart fall to the bottom before going into my home. Thud.
The next day at school my spelling partner, Cathy Rodriguez, asked me if I liked the heart. I told her that I did. I said, “It was the best chocolate heart I’ve ever had.” And I knew it would have been, too.
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Use one strong word—like a
feeling, emotion, or big idea—to
start things off!
Start with someone talking!
“______ ”
Excited. That’s how I always felt as I went to Riverfront Stadium to see my favorite baseball team, the Cincinnati Reds, play ball.
“Do you think you’re gonna beat me today?”
Dad asked me the question as he leaned against the back of our white, Plymouth Volare station wagon, tailgate up, our golf clubs lying side by side. 7:06 A.M. tee time. Indian Valley Golf Course. Newton, Ohio. The smile on his face rising and warm, just like the morning sun.
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Dig into the story, find an interesting
moment, and pull it to the top!
Ask a question to get your readers thinking and hook them f rom the
beginning!
The Christmas tree was on top of me, and I couldn’t move.
Have you ever done something that was wrong and then lied about it so that you wouldn’t get into trouble?
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Choose the Lead that Works Best for You
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1st Grade Example
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1st Grade Example
One Word Lead
Simile
End with a Memory
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2nd Grade Example
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2nd Grade Example
Question Lead
Binoculars (Senses)
Simile
Onomatopoeia
Snapshots
End with a Wish
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4th Grade Example
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4th Grade Example
Repetition
Repetition
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4th Grade Example
Repetition
Repetition
Adjective
Personification
Adjective
Appositive
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5th Grade Example
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Snapshot Lead
DialogueSimile
Thoughtshot
Snapshot
Strong Verb
Simile
Adjectives
End with a Wish
5th Grade Example
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5th Grade Example
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5th Grade Example
Repetition
Repetition
Repetition
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5th Grade Example
Repetition
Repetition
Repetition
Appositive
Appositive
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5th Grade Example
Repetition
Repetition
Repetition
Appositive
Appositive
Commas in a Series
Commas in a Series
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5th Grade Example
Repetition
Repetition
Repetition
Appositive
Appositive
Commas in a Series
Commas in a Series
One Word Lead
Great Verb
Adjective
Simile
Snapshot
Snapshot
Dialogue
Adverb
End with a Strong Line
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Craft Elements of Writing• A series of lessons
aimed to teach craft elements of writing– Leads
• Onomatopoeia• One Word• Dialogue
– Details• Similes• Snapshots, Thoughtshots• Parts of speech
– Endings• Memory, wish, feeling• Strong Line
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Craft Elements of Writing
Hot Soup versus Hot Chocolate: A Tough Choice on a Cold Day(Opinion – Persuasive Essay)
Tim Hargis
Have you ever been outside on a cold day, perhaps playing in the snow, going sledding, or building that awesome snow fort, and then, after hours in the freezing cold, decided to go inside to warm yourself up? It feels good to walk inside your home and feel the warmth of the fireplace squeeze your frigid face and hug your chilly toes. Yet, while a warm fire can heat you up on the outside, sometimes you want to find just the right thing to warm you up on the inside. That is when you have to make a choice. Is it going to be a hot bowl of soup or a steaming mug of hot chocolate? Both are great choices for such a day, but if you can only have one, which would you choose?
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Craft Elements of Writing
Let’s Go Nuts! (Informative/Explanatory – Informational Article)
Tim Hargis
Are you looking for a snack that is tasty? Are you trying to find a snack that is easy to eat on the run? Are you tired of unhealthy snacks and are looking for something that is good for you to eat? The answer is simple. Try nuts!
A Heart-Healthy SnackExperts at the world renowned Mayo Clinic say that there is a
simple solution for snacking that is actually good for the health of your heart. Eat nuts. Research shows that nuts are packed full of lots of good nutrition that has a positive effect on heart health.
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Craft Elements of Writing
Summer Reading(Opinion – Speech)
Tim Hargis
....All of these are great things to look forward to in the summer. Like you, I am anticipating these fun times. But I am here today to ask you to think of adding something else to your list of fun activities to do this summer. Something that will be fun. Something that will be rewarding. Something that will be important. That something is reading.
....So, as you head off to your summer breaks, I strongly encourage you to read. Read for the fun of it. Read for the challenge of it. Read to stretch your minds and grow your worlds. Give it a try this summer. You might just be pleasantly surprised when it’s all over.
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Four Areas of Focus
3. Understanding genre and text structures
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Teaching Genre
• After students understand the purpose of each type, we can then introduce them to a variety a of genre that fit under each type
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Teaching Genre
• Opinion– Reviews– Literary Essay– Speech
• Informative– Informational Book– Informational Article
• Narrative– Personal Narrative– Realistic Fiction– Mystery
(Type)
(Type)
(Type)
Genre
Genre
Genre
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Today we are working on….
Opinion Writing!!!
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OPINION
• Your opinion is what you think about something; it is how you feel about something
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OPINION Writing
• Opinion writing is where we express our opinion about something—we tell how we think or feel about something– We give reasons why we have our opinions– We try to get other people to think like us
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OPINION Writing
• There are all kinds of opinion writing pieces– The book review
– The restaurant review
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OPINION Writing
• A restaurant review is a type of opinion writing where we:– State an opinion
• Tell how we feel about a restaurant
– Support the opinion• Give reasons to explain why we feel how we feel
about the restaurant
– Wrap it up• Tell our readers whether or not they should eat at
that restaurant
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OPINION Writing
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• A restaurant review is a type of opinion writing where we:
– Tell how we feel about a restaurant
– Explain why we feel that way
– Tell our readers whether or not they should eat at that restaurant
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Skyline Chili is a great restaurant. The food is tasty and unique. You should definitely eat there if you get a chance.
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Spicy. Delicious. Like nothing you’ve ever eaten before. This is what it’s like to eat at Skyline Chili, a Cincinnati-area restaurant that has been satisfying customers for generations. This is, without question, a great choice to try for a quick meal at lunch or dinner.
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Spicy. Delicious. Like nothing you’ve ever eaten before. This is what it’s like to eat at Skyline Chili, a Cincinnati-area restaurant that has been satisfying customers for generations. This is, without question, a great choice to try for a quick meal at lunch or dinner.
Interesting Beginning Name of Restaurant
State the Opinion
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• A restaurant review is a type of opinion writing where we:
– Tell how we feel about a restaurant
– Explain why we feel that way
– Tell our readers whether or not they should eat at that restaurant
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Spicy. Delicious. Like nothing you’ve ever eaten before. This is what it’s like to eat at Skyline Chili, a Cincinnati-area restaurant that has been satisfying customers for generations. This is, without question, a great choice to try for a quick meal at lunch or dinner.
One reason Skyline is a great choice for a restaurant is that it is a “sit-down” style restaurant that has unbelievably quick service. You do not have to wait in a line to order and then carry your food to your table like you do at fast-food restaurants. Instead, when you walk into a Skyline, you are greeted with a smile and taken to your table. At the same time, though, you do not have to wait forever for your food to arrive. Once the server takes your order, most of the time, your food shows up in under five minutes.
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Spicy. Delicious. Like nothing you’ve ever eaten before. This is what it’s like to eat at Skyline Chili, a Cincinnati-area restaurant that has been satisfying customers for generations. This is, without question, a great choice to try for a quick meal at lunch or dinner.
One reason Skyline is a great choice for a restaurant is that it is a “sit-down” style restaurant that has unbelievably quick service. You do not have to wait in a line to order and then carry your food to your table like you do at fast-food restaurants. Instead, when you walk into a Skyline, you are greeted with a smile and taken to your table. At the same time, though, you do not have to wait forever for your food to arrive. Once the server takes your order, most of the time, your food shows up in under five minutes.
Another reason Skyline is worth trying is the price. You can take a family there for a meal for usually under $40.00 and sometimes under $30.00. Even though you are not paying much, though, when you walk out of Skyline, you feel fulfilled, stuffed even, knowing you got your money’s worth.
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Spicy. Delicious. Like nothing you’ve ever eaten before. This is what it’s like to eat at Skyline Chili, a Cincinnati-area restaurant that has been satisfying customers for generations. This is, without question, a great choice to try for a quick meal at lunch or dinner.
One reason Skyline is a great choice for a restaurant is that it is a “sit-down” style restaurant that has unbelievably quick service. You do not have to wait in a line to order and then carry your food to your table like you do at fast-food restaurants. Instead, when you walk into a Skyline, you are greeted with a smile and taken to your table. At the same time, though, you do not have to wait forever for your food to arrive. Once the server takes your order, most of the time, your food shows up in under five minutes.
Another reason Skyline is worth trying is the price. You can take a family there for a meal for usually under $40.00 and sometimes under $30.00. Even though you are not paying much, though, when you walk out of Skyline, you feel fulfilled, stuffed even, knowing you got your money’s worth.
Yet, the most obvious reason to eat at Skyline is the food. To say it is unique is an understatement. The restaurant is most famous for its chili-spaghetti. My favorite is the “4-Way”, a combination of spaghetti, chili, onions and mild,
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shredded cheddar cheese. The chili makes the dish. It oozes over the spaghetti like lava sliding down a volcano. It is a chili that is unique, a secret family recipe from Greek brothers who immigrated to Cincinnati more than 60 years ago. The cheese also adds to the experience. At Skyline you don’t just get a sprinkle of cheese, you get a mountain of it, piled on top of the chili, topping off the meal the way whipped cream tops off a hot fudge sundae. Adding a few oyster crackers is optional, but recommended. When you take that first bite, your taste buds will do back flips, demanding more of this unique taste.
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• A restaurant review is a type of opinion writing where we:
– Tell how we feel about a restaurant
– Explain why we feel that way
– Tell our readers whether or not they should eat at that restaurant
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shredded cheddar cheese. The chili makes the dish. It oozes over the spaghetti like lava sliding down a volcano. It is a chili that is unique, a secret family recipe from Greek brothers who immigrated to Cincinnati more than 60 years ago. The cheese also adds to the experience. At Skyline you don’t just get a sprinkle of cheese, you get a mountain of it, piled on top of the chili, topping off the meal the way whipped cream tops off a hot fudge sundae. Adding a few oyster crackers is optional, but recommended. When you take that first bite, your taste buds will do back flips, demanding more of this unique taste.
So, if you ever find yourself traveling through southern Ohio and you spy a sign that says Skyline, you might want to take a minute to stop and enjoy. It will be an eating experience that will taste like nothing you’ve ever had and, chances are, it will be one you will want to experience again, and again, and again. Guaranteed.
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• A restaurant review is a type of opinion writing where we:
– Tell how we feel about a restaurant
– Explain why we feel that way
– Tell our readers whether or not they should eat at that restaurant
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Great Verb
Great Verb
Great Verb
Great Verb
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Great Verb
Great Verb
Great Verb
Great Verb
Adjective
Adjective
AdjectiveAdjective
Adjective
Adjective
Adjective
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Personification
End with a Strong Line
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Four Areas of Focus
4. Connecting to content
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The Common Core
Students Who are College and Career Ready in Reading, Writing, Listening, &
Language
They demonstrate independence.
They build strong content knowledge.
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Content Connections
• So, after that unit on informative writing...– Taught through the genre of informational books or
articles– Showed them how to implement text features– Did it during the writing block– Gave them choice of topic
• Then, give them an assignment during their content time that requires them to apply what they have learned about informational books or articles during their writing time
They demonstrate independence.
They build strong content knowledge.
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Here’s how it might look...Sample Month
Writing Block Science Week 1 Mini – unit on purpose for
informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 2 Mini – unit on purpose for informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 3 Begin Realistic Fiction unit. Writing an informational book on animal survival.
Week 4 Continue Realistic Fiction unit.
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Today we are working on....
Informative Writing!!!!
I can write an informational book.
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You might be thinking…
What in the world is informative writing?!!?!
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Let’s Take a Look Inside a Book
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Heading
Picture
Caption
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Bold Print
Chart
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Kindergarten Example
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Kindergarten Example
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Kindergarten Example
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Kindergarten Example
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Kindergarten Example
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1st Grade Example
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1st Grade Example
Heading
Label
Bold Print
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1st Grade Example
Heading
Labels
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4th Grade Example
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4th Grade Example
HeadingBold Print
Caption
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2nd Grade Example
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2nd Grade Example
Heading
Bold Print
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2nd Grade Example
Heading
Bold Print
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3rd Grade
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3rd Grade
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Here’s how it might look...Sample Month
Writing Block Science Week 1 Mini – unit on purpose for
informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 2 Mini – unit on purpose for informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 3 Begin Realistic Fiction unit. Writing an informational book on animal survival.
Week 4 Continue Realistic Fiction unit.
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Writing Standards 7 & 8
• W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
• W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
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What is special about animals that help them
survive in their environments?
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environment
The environment is where something lives. It includes the surroundings and conditions where something lives.
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environment
The environment is where something lives. It includes the surroundings and conditions where something lives.
What is special about animals that help
them survive in their environments?
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environment
The environment is where something lives. It includes the surroundings and conditions where something lives.
What is special about animals that help
them survive in their environments?
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What is special about animals that help
them survive in their environments?
RESEARCHWhat in the world is research?
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What is special about animals that help
them survive in their environments?
RESEARCH
Research is when we think about a question....
...and then we explore to find the answer to that question.
How do we explore to find the answer to a
question?
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Research
• Research is when we think about a question and then explore to find the answer to that question.
Ways to Explore• Read• Internet search• Discuss (Talk)• Interview experts• Do experiments• Go on trips• Watch films
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Today’s Focus
I can read and talk with a partner to do research so that I can answer a question about an animal.
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What is special about animals that help
them survive in their environments?
RESEARCH
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Research
• Research is when we think about a question and then explore to find the answer to that question.
Ways to Explore• Read• Internet search• Discuss (Talk)• Interview experts• Do experiments• Go on trips• Watch films
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What is special about the bald eagle that helps it survive in its environments?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
The bald eagle has strong talons. It uses the talons to catch and eat its food.
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
The bald eagle has strong talons. It uses the talons to catch and eat its food.
The bald eagle has a sharp, pointy beak shaped like a hook to help it eat food.
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
The bald eagle has strong talons. It uses the talons to catch and eat its food.
The bald eagle has a sharp, pointy beak shaped like a hook to help it eat food.
The bald eagle has down and feathers on its body to keep it warm.
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What is special about the bald eagle that helps it survive in its environments?
RESEARCH
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What is special about the bald eagle that helps it survive in its environments?
RESEARCH
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What is special about the bald eagle that helps it survive in its environment?
RESEARCH
The bald eagle has strong talons. It uses the talons to catch and eat its food.
The bald eagle has a sharp, pointy beak shaped like a hook to help it eat food.
The bald eagle has down and feathers on its body to keep it warm.
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What is special about animals that help
them survive in their environments?
RESEARCH
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Research
• Research is when we think about a question and then explore to find the answer to that question.
Ways to Explore• Read• Internet search• Discuss (Talk)• Interview experts• Do experiments• Go on trips• Watch films
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What is special about the polar bear that helps it survive in its environment?
RESEARCH
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What is special about the polar bear that helps it survive in its environment?
You and your partner are going to do RESEARCH!!!
Your Job Today
1. Read and discuss the article on polar bears.
2. Think about answering this question as you read:
3. Record (write and/or draw) your findings on your sheet.
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Here’s how it might look...Sample Month of October
Writing Block Science Week 1 Mini – unit on purpose for
informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 2 Mini – unit on purpose for informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 3 Begin Realistic Fiction unit. Writing an informational book on animal survival.
Week 4 Continue Realistic Fiction unit. Content Connections
They demonstrate independence.
They build strong content knowledge.
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2nd Grade Example
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2nd Grade Example
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Here’s how it might look...Sample Month of October
Writing Block Science Week 1 Mini – unit on purpose for
informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 2 Mini – unit on purpose for informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 3 Begin Realistic Fiction unit. Writing an informational book on animal survival.
Week 4 Continue Realistic Fiction unit.
Making this connection with informative writing seems clear and the most obvious path. We can also think this way with the other types of writing – narrative and opinion – too.
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A Narrative Example
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4th Grade Example
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7th Grade Example
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Here’s how it might look...Sample Month of October
Writing Block Science Week 1 Mini – unit on purpose for
informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 2 Mini – unit on purpose for informative writing. Teach informational books. Emphasize text features.
Researching animals and how they survive in their environments. (Writing standards 7 & 8)
Week 3 Begin Realistic Fiction unit. Writing an informational book on animal survival.
Week 4 Continue Realistic Fiction unit.
They demonstrate independence.
They build strong content knowledge.
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The M-Step
• 3rd Grade Performance Task EXAMPLE
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The M-Step
• 4th Grade Performance Task EXAMPLE
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The M-Step
• 5th Grade Performance Task EXAMPLE
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The M-Step
• 6th Grade Performance Task EXAMPLE
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How a Year Might LookEarly September
Mini-unit on Purpose of Narrative Writing
•Personal Narrative
Late September
Mini-unit on Purpose of Informative Writing
•Informational books or informational articles
Early October
Mini-unit on Purpose of Opinion Writing
•Reviews
Late October
Craft Unit on Details
•Senses
•Similes
•Snapshots
Mid/Late November
Genre Unit
•Realistic Fiction
Early December
Craft Unit on Parts of Speech
•Nouns, adjective, verbs, adverbs
Late December
Genre Unit
•Commercials
Early January
Text Structure Unit
•Sequential
Content Connection•Personal narrative in Social Studies
Content Connection•Informational book in Science
Content Connection•Review in Reading
Content Connection•Informational book in Science•Review in Reading
Content Connection•Fiction in Social Studies•Review in Reading
Content Connection•Personal Narrative in Science•Review in Reading
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Time to Process
Understanding the purpose for each
type of writing
Researching to learn content
They demonstrate independence.
They build strong content knowledge.
Start with an interesting
noise to catch your reader’s
attention!
Genre
Content Connection: Applying writing
knowledge and skills in a content area
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The Writing Diner 2• Four areas of focus
for writing instruction1. Understanding the
purpose of the three types of writing
2. Knowing how to implement craft elements of writing for all 3 types of writing
3. Understanding genre and text structures
4. Connecting to content
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The Writing Diner 2• The ultimate goal:
To help students become active thinkers while writing– While students are
independently writing, they will have real writing skills and knowledge inside of them, AND they will be actively thinking about how to apply that knowledge and those skills to any writing task
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Active Thinking
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Time to Reflect
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Continuing the Conversation
• Website: www.thewritingdiner.com
• Email: [email protected]
• Slideshare: www.slideshare.net/timhargis
• The Writing Diner page on Facebook
• Twitter: @WritingDinerTim
• Teachers Pay Teachers: WritingDinerTim
Thank you!!!!