英式思维写作教程

1、TimeSession 10 :00 am 10:15 amWelcome - orientation icebreaker 10:15 am 12:00amIntroduction How do you teach writing Writing as a process and the six traits of writing Scaffolding writing instructions (part1) 12:00 pm 12:30 pmPrayer and coffee break 12:30 pm 01:00 pmpractical examples on scaffolding

2、 More examples on scaffolding (1,2,3,4 ) 01:00 pm 2:00 pmThe 4-square writing method scaffolding in the resources- Tips for teaching writing Workshop evaluation Closure workshop outline 1- Reflecting on own techniques for teaching writing . 2-Listing some of the best practices for teaching writing .

3、 3-Revising knowledge on the writing process and traits of writing. 4- Finding out about how the technique of “teaching writing as a process” and “traits of writing “are implemented in the resources . 5- Developing awareness of the interrelation between the process of writing and the six traits . 6-

4、 Using different techniques to teach and scaffold writing . Ice Breaker The Snowball Activity 1-Individually , spend 2-3 minutes writing about yourself on a piece of paper. 2- Crumble up the paper to resemble a snowball. Have a snowball fight for about one minute. 3-Everyone grabs one of the snowbal

5、ls and has to try and find the person who wrote it. 4- Once you find your partner, bring him up and say how you found out about him . Prompt Individual activity Read this opening from the novel “Bleak House” h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji

6、h u h asuwq wq qu iuu u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghg

7、h ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u

8、g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h Now write your own opening of a novel. Individual activity Are you serious ? But take a moment to reflect on how you felt when posed with the task. Some of you were excited to have the opportunity to write, some of you thoug

9、ht “reallywritingUG?” , some of you thought “I have to write to THAT?”. That is how many of our students feel when posed with a prompt. Actually , no ; we are just kidding ! In this instance we “assigned” the prompt. It was clear we planned on providing feedback, but didnt teach you what we were loo

10、king for or what the qualities of good writing were. Many teachers feel overwhelmed when it comes to teaching writing. Assign vs. Instruct? As a side note-we know that starting with a rigid GO can help our struggling writers, but it is not the sole panacea for good writing . Searching for “the answe

11、r” Susan “I felt frustrated teaching High School English, and thoughtsurely there is an answer. So I went to grad school, majored in rhetoric looking for the answers.” The Answer And I found out that there is no answer writing is messy! . “We waste valuable time and energy fussing about the “trait”

12、camp versus the “writing process” camp versus the “writing workshop” camp. Were all trying to do the same thing: help students learn to write well. When these three powerful ideas coexist in writing classrooms, both students and teachers win.” -Culham Reaction? The main reason for teaching writing i

13、s to help students EXPRESS THEIR THOUGHTS IN WORDS. Why teach writing? Good writing does not just happen. The best writers spend a great deal of time and effort thinking, planning, rewriting, and editing. It is important to tell your It is important to tell your students that.students that. What abo

14、ut you ? How do you teach writing ? Take a couple of minutes reflecting on your teaching writing techniques , then share with the workshop group. Individual activity (5min.) Writing Process Strategy Four square writing technique Peer writing response The six traits Scaffolding writing instructions I

15、ncrease Writing Frequency and Duration Setting Goals and Using Rubrics Collaborative Writing Writing workshop Best Practices 1-What is the writing process? What are the steps in the writing process? 2-What is a “trait”? What are the six (+1) traits of good writing ? Think-pair-share activity (3 min.

16、) The writing process is ( A way of looking at writing instruction that shifts the emphasis from the finished product to what writers think and do as they write . The 6-trait writing model is (a way to assess and teach writing. This model focuses on 6 qualities seen in outstanding written works). De

17、finitions You will be given a sheet with names of “processes” and “traits” on . Your task is to “cut and glue” them under the correct category (processes ) or ( traits ) , putting the steps in the (processes) category in the correct order . Group activity (10min.) On the sheet you are given , decide

18、 what the trait(s)tackled in each process is(are) . How do ”process” and “trait” interrelate ? Group activity (5min.) The Traits and the Writing Process PrewritingIdeas, Organization, Voice DraftingIdeas, Organization, Voice, word Choice, Sentence Fluency RevisingAll traits except conventions Editin

19、gConventions PublishingPresentation Use your resource book to locate example(s) and explain how writing process and traits are implemented to teach writing . Detecting Process and traits in the resource book Group activity (10min.) An example from G11 Foundation (p.50,51) Prewriting (ideas , voice )

20、 Prewriting (organization) Prewriting (organization) Prewriting (organization) Drafting ( ideas ) Drafting (ideas , voice -organization) Prewriting (planning ) Drafting (ideas , voice ) Drafting (organization) Revising / editing Evaluation rubrics / publishing Scaffolding writing instructions Accord

21、ing to Harris and Hodges in their The Literacy Dictionary (1996), scaffolding in learning is: (The gradual withdrawal of adult (e.g. teacher) support, as through instruction, modelling, questioning, feedback etc., for a childs performance across successive engagements, thus transferring more autonom

22、y to the child). What is scaffolding instructions? Match teachers role with descriptions in the “Teachers role” sheet you have . Group activity (2min.) Please take five minutes to read the hand out on the definition and some practical examples on scaffolding writing instructions , then feedback to t

23、he workshop group using the “PMI” graphic organizer that you have . Some Practical Examples Individual activity (10 min.) More Examples on scaffolding writing instructions 1- Narrowing the Idea in writing : prompts (R.A.F.T.) R.A.F.T. stands for . . . Role of the writer Audience for the piece of wri

24、ting Format of the material Topic or subject of the piece of writing Example: (writing prompt ) write a persuasive essay to persuade your principal to resume the field trips at your school . How would you scaffold this prompt using the RAFT model ? You are Sami Ahmed , a student in grade 12 at AL-Am

25、jad Secondary School . Write a three-paragraph essay that would help you and your class to persuade your school principal to resume the field trips at your school . it could be scaffolded as follows: 2- Using models 3-Sentence Stretching Ask each student to write a simple sentence of 4-5 words at th

26、e top of a sheet of paper. (Example: Sally ate a pizza.) Students pass the paper to the next student who must add or change one element to make the sentence more specific and interesting. After the paper has been passed to 10-12 people, it is returned to the original owner. Students write their revi

27、sed sentences on the board for all to see. 1-Experiment with one of your sentences. 2-Try ending it with different parts of speech. 3-Decide which is the most effective. A rolling stone gathers no moss. (noun) If a stone rolls, hardly any moss with be gathered. (verb) If you are concerned about moss

28、 gathering on a stone, roll it. (pronoun) When trying to rid yourself of moss, roll the stone quickly. (adverb) If you roll the stone, the moss will become smooth. (adjective) 4-Ending with a different part of speech 5- using graphic organizers to scaffold writing instructions ( e.g. 4 squares): Exa

29、mple : Writing Prompt Writing Situation: Everyone has a fond memory of a special day. Think about a day that stood out among all the others. Directions for Writing: Write a paragraph/ essay telling about your special day Now fold your paper into 4 squares. Prepare the graphic organizer. another way

30、I will never forget my sixth birthday. Fold the paper into four squares. Begin with Fold the paper into four squares. Begin with one well written topic sentence placed in a one well written topic sentence placed in a box in the center. This will become the box in the center. This will become the top

31、ic sentence.topic sentence. Topic Sentence I will never forget my sixth birthday. Add three supporting sentences (one in each Add three supporting sentences (one in each box). The fourth box should be a feeling box). The fourth box should be a feeling sentence that sums up the other three. All sente

32、nce that sums up the other three. All sentences should support the main topic in sentences should support the main topic in the center.the center. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My friends and I went to the zoo. It was the best birthday ever. I will ne

33、ver forget my sixth birthday. Add a detail in each box Add a detail in each box to tell more about the to tell more about the supporting sentence.supporting sentence. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My friends and I went to the zoo. It was the best birt

34、hday ever. She baked my favorite chocolate fudge cake. They surprised me with a golden retriever puppy. We rode the elephants. From the graphic organizer to the lined paper. I will never forget my sixth birthday. My grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. M

35、y parents gave me a wonderful gift. They surprised me with a golden retriever puppy. My friends and I went to the zoo. We rode the elephants. It was the best birthday ever. I will never forget my sixth birthday. Now add Now add threethree details in details in each box to tell more about each box to

36、 tell more about the supporting sentence.the supporting sentence. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My friends and I went to the zoo. It was the best birthday ever. favorite cake tons of presents exciting games golden retriever named Goldie best friend el

37、ephant ride walked for miles rode train Again from the graphic organizer to the lined paper. I will never forget my sixth birthday. I will never forget my sixth birthday. My My grandmother threw me a surprise party. She grandmother threw me a surprise party. She baked my favorite chocolate fudge cak

38、e. I got baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing tons of presents. We had such fun playing exciting games. My parents gave me a wonderful exciting games. My parents gave me a wonderful gift. They surprised me with a golden gift. They surprised me with

39、a golden retriever puppy. I named her Goldie. She is retriever puppy. I named her Goldie. She is my best friend today. My friends and I went to my best friend today. My friends and I went to the zoo. We rode the elephants. The zoo was so the zoo. We rode the elephants. The zoo was so large we walked

40、 for miles. Finally we gave up large we walked for miles. Finally we gave up and rode the train. and rode the train. It was the best birthday It was the best birthday ever.ever. I will never forget my sixth birthday. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My f

41、riends and I went to the zoo. It was the best birthday ever. favorite cake tons of presents exciting games golden retriever named Goldie best friend elephant ride walked for miles rode train Early in the day,Early in the day,After lunch,After lunch, Later,Later, Indeed,Indeed, Adding a transition wo

42、rd to each Adding a transition word to each box will help the text to flow.box will help the text to flow. I will never forget my sixth birthday.I will never forget my sixth birthday. Early Early in the dayin the day, my grandmother threw me a surprise party. She baked my favorite chocolate fudge ca

43、ke. I got tons of presents. We had such fun playing exciting games. After lunch, After lunch, my parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today. Later, Later, my friends and I went to the zoo. We rode the elephants.

44、The zoo was so large we walked for miles. Finally we gave up and rode the train. Indeed, Indeed, it was the best birthday ever.it was the best birthday ever. 4 Square + 3 +T = 5 Paragraphs Keep it simple! Teach the 4 Square on its own Provide multiple opportunities for practice . new step of the 4 S

45、quare repetition for automaticity Dont move on to another step of the 4 Square until your students have mastered the current step. Remember, the goal is for students to internalize the templates structure and be able to use it quickly and efficiently as a planning tool for any writing task! To make

46、this strategy successful for all of your students you need to : Use your resource book to find example(s) and explain how writing is scaffolded in the writing tasks . If you cant find an example of scaffolded writing , just pick one writing task and say how it can be scaffolded using one (or more) o

47、f the techniques presented . Detecting Scaffolding instructions in the resource book Group activity (10 min.) To the Top 3 G8 , P.73 genre scaffolding outlining and writing frame outlining and writing frame genre scaffolding Writing is scaffolded through : 1- outlining and writing frames . 2-genre s

48、caffolding In this example In these writing activities , writing is scaffolded through : 1-Outlining and writing frames 2-using models 3-Narrowing the idea (RAFT ) model 4- cloze procedure 5-rewriting 6- genre scaffolding 7-rhetorical model Upstream G11 Adv. P.150-160 Practice time ! Group activity(

49、10 min.) prep. we are just kidding ! An example from G11 Foundation (p.50,51) Prewriting (ideas , voice ) Prewriting (organization) According to Harris and Hodges in their The Literacy Dictionary (1996), scaffolding in learning is: (The gradual withdrawal of adult (e.g. teacher) support, as through

50、instruction, modelling, questioning, feedback etc., for a childs performance across successive engagements, thus transferring more autonomy to the child). What is scaffolding instructions? Match teachers role with descriptions in the “Teachers role” sheet you have . Group activity (2min.) I will never forget my sixth