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reflecting on the summer
in writing group today we filled our talking time thinking about changes that could potentially help the schedule be more creative, purposeful, collaborative, generative. the following are a few thoughts that try to build on the really good things that are happening (just trying to encourage more):
writing group still being hour and a half (maybe 1:45?) but more writing-marathon-based – a leader proposes writing in a location. these choices could be led by the coaches in the first week but led by participants in other weeks. yes, this model would disrupt set writing groups, but encourage more interesting spaces and places to write. participants can choose to go on adventure with a leader or go off on own (if go off on own, come together with similar people for last half hour). This would help make writing time a more collective experience, while still giving opportunity for people to make their own choices.
thinking about foregrounding talk within writing time – have talk take place early, mid, or end – that way group can explore together, use talk to facilitate what they’re thinking about at that time, or at end to reflect (example: writing adventure to Classics Library. Go explore and find oldest book/oldest checked out book/most interesting story etc – talk about it, write about it until end, share if want). observation: we get good feedback but have no immediate opportunity to act on it.
more purposeful reading time / tech time. Think about projects that depend on collaboration like literacy narrative. Perhaps do tech time three times a week, and reading twice a week to give longer chunks of time. Have different tech days devoted to one-off projects like Hack Your Notebook. Have reading time be more purposeful in general (consider opportunity for various audiences here).
Overall, thinking about individual artifacts from collaborative endeavors – right now it is mostly individual artifacts from individual endeavors.
how my car ended up hanging by its tires from a tree
A piece of writing for Melanie’s teaching demonstration.
On Tuesday morning at 10am, a white 4-door Honda skidded off of the Sewell’s Falls bridge and ended up hanging from a set of powerlines like a fish strung up on a bait hook.
Eyewitnesses say that they heard the car horn blaring and looked up to see driver, Terri Tardon, 37, of Wachussett, MA, careening off of the local bridge. “She looked like a beardless Yosemite Sam, all bright red in the face and a revolver waving out the window.”
“I bet she was looking to drive right into Lenny’s A+ VIP Lounge” said Dorothy Cullen, 79, who was out on her daily power walk. “That man of hers was always in there, I bet she had had enough.”
Whatever prompted the ____, Terri’s arc was interrupted by a set of power lines, which caught up in her wheelhouse and the car proceeded to swing, bellowing Terri stuck there until firefighters arrived, disarmed her, and took her down in the bucket truck.
my three worst fears about driving
1. that a semi truck will rear end me on the highway
2. that a drunk driver will hit me
3. that I will go over the side of a bridge and have one of those unbuckling-the-seatbelt montages and not be able to bust open the window
eeek – scary stuff for a Tuesday
piktochart on google drive workflow – draft
Week 2 Project
Here’s a link to my ePub – it will bring you to Dropbox page, download the file and open it in iBooks.
This is very much a work in progress – want to expand it to include online digital spaces too.
Creating a Creative Commons license.
A scary story
Considering the Flipped Classroom
Daynah’s demonstration today is on the flipped classroom.
She has asked us to consider three mini-lessons we would teach during a writing unit.
Here are mine (first, some context: this is a informational writing unit):
- collecting mentor texts and explaining why they are good and bad examples
- strong hook / tying together into conclusion
- revising for flow in sentences
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here’s some rabble-rousing I did during the presentation:
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writing for my dystopia!
Argument: Language shapes the way we think about and understand the world.
Show in this piece: that structuring language in specific ways reduces ‘learning’ to specific set of measured criteria
Background: ‘they’ have standardized English and have taken out the letter W from the language
Information about Exam 1: Exam 1 is usually taken after your second full year in The University. It measures your ability to read, comprehend, and respond to an informational text on a general-information topic. Your translation is going to be compared against benchmark responses and measure your accuracy and fluency.
Instructions for Exam 1:
This exam is the first of three formal exams required for successful completion of your degree as granted by The University. It assesses your ability to read a historical text in the Original English, comprehend its main point, and translate misspellings and unclear vocabulary into Standard English. The genre is informational text and its content is meant to assess your general ability at this stage in your learning. Failure to attain proficient status or higher entails re-taking the exam in one year’s time.
Information about Exam 2: This exam is usually taken after your fourth full year in The University It measures your ability to read, comprehend, and respond to an informational text in your Domain Area. Your translation is going to be compared against benchmark scores
Instructions for Exam 2:
This exam is the second of three formal exams that your successful completion of a degree from The University. It assesses your ability to read a historical text in the Original English, comprehend its main point, and translate misspellings, unclear vocabulary, and authorial craft into Standard English. It is an informational text in your specialized content area and is meant to assess your readiness for the next level of education. Failure to attain proficient status or higher entails re-taking the exam in one year’s time.
Information about Exam 3:
Instructions for Exam 3:
This exam is the second of three formal exams that your successful completion of a degree from The University.
I am what is around me 