Writer's Notebook Ppt. - Slide 1

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Writer's Notebook Ppt. - Slide 1 Powered By Docstoc
					     Using the
 Writer’s Notebook
        with
Secondary Students



                     1
A notebook can be boring, routine,
non-personal—something students ―trash‖ at
the end of the year.
                          Or

A notebook can be the clearing in a forest of
your life, a place where you can be alone and
content as you play with outrage and wonder,
details and gossip, language and dreams, plots
and subplots, perceptions and small
epiphanies.
                                      Ralph Fletcher

     What the notebook becomes is up to you,
     the teacher. Oh the power you hold in your
     hands—the power to change lives.             2
A Writer’s Notebook is . . .
        •   a nonthreatening place to write
        •   a place to record memories
        •   a place to savor life
        •   a place to explore the world and feelings
        •   a place to record observations
        •   a place to wonder, question, challenge
        •   a place to organize, analyze
        •   a place to collect ideas for writing
        •   a place to plan for writing
        •   a place to live like a writer
        •   a tool to improve writing fluency
        •   a tool to use across the curriculum
                                                 3
        Slowly, as I continued to write in my notebook, I began
to view myself as a writer. I had thoughts, feelings, opinions,
reactions, and memories to record. I became more observant
of people and of my surroundings, and I began to feel the
urge to write down things that previously would have seemed
insignificant. I squeezed a lot of artifacts between the pages
of my notebooks and wrote about the experiences that were
tied to them. But, more important, I found that I did some of
my best thinking when I wrote. When I had opinions,
thoughts, or reactions to express, I grabbed my notebook so
               that I could disentangle them on paper. Some of
               these entries have led to letters, poems,
               tributes, op-eds, and other forms of published
               writing.
                       A writer’s notebook can be seductive in a
               good sort of way. It tugs at your elbow, enticing
               you to write just a little about this or that—until
               you realize that you are living a writerly life! 4
                                                 -- Ralph Fletcher
 GETTING STARTED
• SELECTING A NOTEBOOK
     -- inviting
     -- sturdy
     -- convenient to carry
     -- affordable
     -- you can have all students get the same
        notebook (composition notebooks are
        sturdy and affordable), or
     -- you can have students select their own
        notebook
     -- make sure you get a notebook, too!
    Getting a journal is like buying shoes. You have to find one
    that fits. -- Jean Little                                 5
     GUIDELINES
• write name/school on inside cover in case it
       gets lost
• keep notebook close at hand and in a safe
       place (may want to keep in class and only
       let students take them home if they beg!)
• date and number all entries
• leave 1-2 spaces between each entry
• cross out; don’t erase/tear out/throw away
• mistakes are OK; conventions not the focus
• write often
• add special mementos, artifacts
• be respectful of your writing and the writing of
       others                                 6
• create an ―Ideas‖ page at the very back (opt.)
            IDEAS
• Within every person is a drama, a tragedy,
      and a comedy. -- Mark Twain

• Most of the basic material a writer works with
      is acquired before the age of 15.
                                     -- Willa Cather
• We cannot give students rich lives, but we can
      give them the lens to appreciate the
      richness that is already there.
                                    -- Lucy Calkins
• As teachers, it is our job to validate the lives
      of our students by honoring their
      thoughts, feelings, and daily experiences.  7
                                      -- Janet Elliott
 IDEAS: Process
• With students create a web for ―fear‖ or any
       other emotion/topic. On the spokes, list
       things people fear as students contribute.
• Ask students to make their own ―fear‖ webs in
       their notebooks.
• Have students circle one that they want to
       write about.
• Have students do a quick write (3-5 minutes)
       on the ―fear‖ they selected.
• Allow students to share what they wrote.
• Ask students to record any additional ideas
       from the share session on their ―Ideas‖
       page.                                 8
      IDEAS: More Webs
Have students ―process ideas‖ from the previous slide
using the following:
           • memories of food    • weather
           • surprises           • music
           • pets                • nature
           • friends             • celebrations
           • school              • sports
           • family              • clothes
           • heroes              • birthdays/holidays
           • hobbies             • dreams         9
             IDEAS: Lists
Continue having students ―process ideas‖ from slide 9:
         • ways I like to relax        • happy moments
         • things that are difficult   • funny moments
         • things I love               • embarrassing moments
         • things that annoy me        • irritating sounds
         • things that frighten me     • mistakes I’ve made
         • things that are gross       • favorite places
         • things I want to do/try     • favorite movies/tv shows
         • things I want to forget     • favorite books
         • things parents say          • favorite school memories
         • things that are peaceful    • people I admire
         • things I question           • places I want to visit10
         • keepsakes                   • concerns
IDEAS: Topic Cards
 1. Give each student a laminated “topic card.”

 2. Students write about what’s on the card for 2-3
    minutes.

 3. Students pass their card to the next person,
    and repeat step 2.

 4. Repeat steps 2-3 four or five times.

 5. Then have students select their favorite quick
    write and finish writing it.

 6. Allow students time to share before and after
                                              11
    step 5.
       IDEAS: Give me ―5‖
GREAT BEGINNING OF THE YEAR ACTIVITY:
          Have students trace around their hand

                             and

          write five things (one on each finger) they they
          want others to know about them

                              or

          five things that don’t think others know about
          them.                                       12
IDEAS: Pass the Photo
   • As students enter the room, hand each of them an
     unusual photo cut from magazine ads.
   • After studying the photos, students begin writing
     stories about them.
   • After three minutes, students pass their photo and
     partial draft to the person on their left.
   • Each student studies the new photo, reads what has
     already been written, and continues writing the
     story.
   • This process continues for about five rounds.
   • Papers are returned to the original author.
   • Students get in groups and read their stories.
   • Each group votes on the best story and reads it to
     the class.
   • For homework, students can finish or revise their
                                                     13
     draft.
IDEAS: Maps


  • favorite place maps

  • job maps

  • life maps
                      14
    IDEAS:
Mementos/Artifacts
  My journal is the heart of my writing.
  There I record dreams, memories,
  funny happenings and wild ideas.
  Free to play, I write in different
  directions and colors; I draw, I tape
  in leaves, notes, boarding passes.
  From such compost, poems, stories,
  and even novels grow.
                      --George Ella Lyon
                                     15
    IDEAS:
Mementos/Artifacts
  Mementos serve as a
  catalyst for our memories. --
  Janet Elliot

  Collect mementos and
  record the memories.
                             16
    IDEAS:
Mementos/Artifacts

 “PHOTOGRAPHS are fragile
 paper timeships dusted with
 information.”
     –Photographer Joel Meyerowitz


                                17
IDEAS: Sketches

SKETCHES are quick and simple.
When writers sketch or draw, they
think more deeply about that person
or object.

Sketch a neighbor, friend, teacher,
family member, favorite places, or
objects.
 MENTOR TEXT:
 Max’s Logbook, by Marissa Moss       18
IDEAS: Wonderings
 WHAT DO YOU WONDER ABOUT?

   Why are bubbles round?

   How did the zebra get its stripes?

   What is a black hole?

   What is the Bermuda Triangle?

                                  19
IDEAS: Wonderings
 Have students write down three things
 they wonder about. Have them do this
 daily for several days to get in the
 mind-set of wondering.

 You can use one of the many
 question-and-answer books like How
 Come? by Kahty Wollard (1993) that
 shows how questions can lead to
 writing and even research.
                                      20
IDEAS: Newspapers
   and Magazines

 • Clip individual words, phrases,
   headings, cartoons, quotes,
   pictures, or articles that
   interest/irritate you and glue/tape it
   into your notebook.

 • Write a personal response related to
   your clipping.
                                            21
     IDEAS: Art

• View various paintings, sculptures,
  etc. Then record thoughts, feelings,
  interpretations.

• Give students clay or play dough to
  mold their own art (make a paper
  collage, do ink blots, or any other
  art activity). Then have them write
  about their creations.
                                    22
IDEAS: Music
Have students write/sketch what they
are thinking as they listen to various
types of music.

-- What does the song/music remind you of?
-- How does it make you feel?
-- How do the lyrics impact you? What is the
   message?
-- When sketching to music, what does it
   cause you to draw: wavy lines, circles,
   jagged lines?
                                        23
OBSERVATIONS


Get in the habit of
quietly observing
and experiencing the world
around you. Trust your five
senses to lead you to ideas,
which are everywhere, just
waiting for you to connect with
them—and make them your own.   24
OBSERVATIONS


As we develop a
greater awareness
of our surroundings and record
the details, we gather great
material to use in future writing.
  SPRINGBOARD:
       Seinlanguage by Jerry Seinfeld   25
OBSERVATIONS:
    Nature

1.Have students divide a piece of
  paper into fourths and to
  categorize their observations into
  sight, touch, smell, and sound.

2.Take students outside to record
  their observations (no talking) or
  make this a homework            26
  assignment.
OBSERVATIONS:
    Nature

1.Crawdad Creek (Sanders, 2002)
2.Snowflake Bentley (Martin (1998)
3.Snowflakes in Photographs
  (Bentley, 2000)
4.Sketching Outdoors in Winter
  (Arnosky, 1988)
5.Nature All Year Long (Leslie, 2002)
                                  27
OBSERVATIONS:
   People
Nothing Ever Happens on 90th Street
  (Schotter, 1997)

Have students take ―people notes‖ when
  they go to the mall, movie theater, grocery
  store, hair salon, etc.

Scribbled notes written about a seatmate on
  an airplane: BIG hockey fan—unbridled
  enthusiasm for EVERYTHING. Very, very 28
  fun guy. Dirty fingernails.
OBSERVATIONS:
   Listening

WHAT DO YOU HEAR?
Listen in on snippets of conversation
  (with discretion, of course).
Sit in a public place (restaurant, mall,
  library, locker, cafeteria line, football
  bleachers, etc.) and listen to
  ―snatches of talk‖ the ―cadences of
  ordinary talk.‖ -- Ralph Fletcher 29
OBSERVATIONS:
   Listening


Janet Elliot wrote the following
 two-voice poem after hearing
 an argument among
 employees in a fast-food
 restaurant.
                             30
OBSERVATIONS: Listening
                 WORDS, WORDS, WORDS
     agreement
                            ARGUMENT
     compliment
                            CRITICISM
     soothing
                            IRRITATING
     humorous
                            ANGRY
     eloquent
                            CRUDE
     helpful
                            HURTING
     A gift
     or                     OR
                            A CURSE

     words,                 WORDS,
     words,                 WORDS,
     words,                 WORDS!       31
 LITERATURE
SPRINGBOARDS
Literature has an impact on
readers in different ways.
It connects us to past experiences,
stirs our emotions, and
causes us to
   react,
     wonder,
       or chuckle.              32
                      -- Janet Elliott
 LITERATURE
SPRINGBOARDS
You Have to Write (Wong, 2002)
Helps writers realize that their daily
lives are full of rich writing material.

Excerpt: No one else can say what you
have seen, and heard, and felt today . . .
. Write about fights. Write about holes
in your socks, your grandmother
cracking her knuckles, your father
                                     33
snoring all night long.”
 LITERATURE
SPRINGBOARDS
Share powerful examples of memoir
with your students and discuss the
differences between memory (recalls
what happened) and a
memoir (includes the reactions,
thoughts, and emotions that
accompanied that memory).
Writing a Life: Teaching Memoir to Sharpen Insight,
Shape Meaning—and Triumph over Tests (Bomer, 2005)
                                              34
 LITERATURE
SPRINGBOARDS

MENTOR/ANCHOR TEXTS—use
your favorite exemplary texts to
teach students about various
types of writing and refer to these
texts throughout the year.

                                35
        LITERATURE
       SPRINGBOARDS
MENTOR TEXTS for Teaching Memoir
       CHAPTER BOOKS:
         Marshfield Dreams: When I Was a Kid by Ralph
               Fletcher
         Looking Back: A book of Memories by Lois Lowry
         A Girl from Yamhill by Beverly Cleary
         Small Steps: The Year I Got Polio by Peg Kehret
         When I Was Your Age: Original Stories about
               Growing Up (Vol. 2) edited by Amy Ehrlich
         Boy: Tales of Childhood by Roald Dahl
         But I’ll be Back Again by Cynthia Rylant
         Knots in my Yo-Yo String, by Jerry Spinelli
               Many of these you can just use one or two 36
               chapters.
        LITERATURE
       SPRINGBOARDS
MENTOR TEXTS for Teaching Memoir
       PICTURE BOOKS:
        When I Was Young In the Mountains by Cynthia Rylant

        White Water by Jonathan and Aaron London

        Fireflies by Julie Brinckloe

        The Summer My Father Was Ten by Pat Brisson

        The Keeping Quilt, by Patricia Polacco
                                                      37
        LITERATURE
       SPRINGBOARDS
MENTOR TEXTS for Teaching Memoir
       PICTURE BOOKS (Sensory Connections):

        ―The Long Closet,‖ by Jane Yolen (from When I Was
             Your Age)

        The Hickory Chair, by Lisa Rowe Fraustino

        Ma Dear’s Aprons, by Patricia McKissack


                                                       38
        LITERATURE
       SPRINGBOARDS
MENTOR TEXTS for Teaching Memoir

       HOLIDAY MEMORIES/TRADITIONS:

        The Christmas House, by Ann Turner

        One Candle, by Eve Bunting

        Chase’s Calendar of Events:

             http://mhprofessional.com/category/?cat=3
                                                   39
       LITERATURE
      SPRINGBOARDS
WRITING ABOUT NAMES:
       ―My Name,‖ from The House on Mango Street by
           Sandra Cisneros

       My Name is Maria, by Alma Flor Ada

       My Name is Yoon, by Helen Recorvits

       The Name Jar, by Yangsook Choi

       Gooney Bird Green, by Lois Lowry (Chapter 2)
                                                           40
       Angel Child, Dragon Child, by Michele Maria Surat
        LITERATURE
       SPRINGBOARDS
WRITING ABOUT SPECIAL PLACES:
        All the Places to Love, by Patricia MacLachlan

        Quiet Place, by Douglas Wood

        The Secret Place, by Eve Bunting

        Hey, Al, by Author Yorinks



                                                         41
       LITERATURE
      SPRINGBOARDS
WRITING ABOUT SCHOOL:
       Thank You, Mr. Falker, by Patricia Polacco

        Sister Anne’s Hands, by Marybeth Lorbiecki

        It Happens to Everyone, by Bernice Myers




                                                     42
        LITERATURE
       SPRINGBOARDS
WRITING ABOUT PETS:
        My Cats Nick and Nora, by Isabelle Harper

        Nibbles and Me, by Elizabeth Taylor

        The Tenth Good Thing About Barney, by Judith Viorst




                                                       43
        LITERATURE
       SPRINGBOARDS
WRITING ABOUT FAMILY:

        The Pain and the Great One, by Judy Blume

        I Remember Papa, by Helen Ketteman and Greg Shed

        The Relatives Came by Cynthia Rylant

        The Memory String, by Eve Bunting

        Sunshine Home, by Eve Bunting
                                                    44
        LITERATURE
       SPRINGBOARDS
WRITING ABOUT FAMILY:
        My Rotten, Redheaded Older Brother, by P. Polacco

        Miss Rumphius, by Barbara Cooney

        My Great Aunt Arizona, by Gloria Houston

        ―Always Wear Clean Underwear!” and Other Ways
            Parents Say “I Love You,” by Marc Gellman



                                                       45
        LITERATURE
       SPRINGBOARDS
WRITING ABOUT FRIENDS:
        Rosie and Michael, by Judith Viorst

        Enemy Pie, by Derek Munson

        Freedom Summer by Deborah Wiles

        The Other Side, by Woodson and Lewis

        Mrs. Katz and Tush, by Patricia Polacco

        Roxaboxen, by Barbara Cooney              46
        LITERATURE
       SPRINGBOARDS
WRITING ABOUT FEELINGS & MOODS:
        The Way I Feel Sometimes, by Beatrice Schenk de
            Regniers

        What Are You So Grumpy About? by Tom Lichtenheld

        Once When I Was Scared by Helena Clare Pittman

        Courage, by Bernard Waber

        Today was a Terrible Day, by Patricia Reilly Giff
                                                            47
        Ira Sleeps Over, by Bernard Waber
       LITERATURE
      SPRINGBOARDS
PLAYING WITH WORDS:
        Fighting Words, by David Small

        Max’s Words, by Kate Banks

        The Boy Who Loved Words, by Roni Schotter




                                                    48
        LITERATURE
       SPRINGBOARDS
PLAYING WITH PATTERNS:
        Fortunately, by Remy Charlip

        The Important Book, by Margaret Wise Brown

        Things that are Most in the World, by Judi Barrett

        Texas Night Before Christmas, James Rice

        Sylvester and the Magic Pebble (circular story—any
        story by the author), by William Steig
                                                             49
        LITERATURE
       SPRINGBOARDS
IMITATING POETRY:
        Poems by Adolescents and Adults: A Thematic
            Collection for Middle School and High School

        Any of the “Teen Ink” Series

        Any poetry by Mattie Stepanek

        Paint Me Like I Am, teen poems from Writerscorps

        The D- Poems of Jeremy Bloom, by Gordon Korman

        Almost Forever (novel in verse)                50
A PLACE FOR POETRY

  I write poetry for the same reason
  I read it: the sound of words, their
  taste on my tongue, is irresistible.
  Words are the apple pie in my
  pantry that draws me out of my
  warm bed and sends me shuffling
  down the dark hall in the middle of
  the night.
                          -- Bobbi Katz
                                     51
A PLACE FOR POETRY

  •   Read Poetry
  •   Collect Poems
  •   Notice Poetic Elements
  •   Imitate Poetry
  •   Write Non-Rhyming Poetry
  •   Collect Info. About Poets
  •   Make Individual/Class Poetry
         Books or Individual Digital
         Poetry Portfolios             52
A PLACE FOR POETRY

  Have students read ―I Remember‖
  by Edward Montez a few times.

  Then have them use it to create
  their own ―I Remember‖ poem.

  Each stanza becomes a potential
  writing topic to explore on future
  writing days.                     53
    WORD PLAY

Once we start noticing things, it is difficult
not to notice them again.
                          -- Peter Johnston

How do we get students to notice language
in what they hear and read? It comes by
immersing them in language—giving them
lots of opportunities to read words, write
words, talk about words, and most
important, enjoy words.
                                           54
    WORD PLAY

Even in my forties I have benefited as a
writer directly from hearing writing read
aloud. The music, the word choice, the
feelings, the flow of structure, the new
ideas, the fresh thoughts—all these and
more are banked into my writing checking
account whenever I am fortunate enough to
be read to.
                               -- Mem Fox

                                     55
     WORD PLAY
Read aloud beautiful language everyday to your
students and share why you selected it. Look for
language that is stunning, rereadable,
readaloudable (Katie Wood Ray), and memorable
(Janet Elliott).

The writer’s notebook is the perfect place to
collect language, but it requires nudging,
reminding, and lots of sharing to get young
writers in the habit of using their notebooks to
record intriguing language. Sticky notes can be
used to jot down words that students encounter
during reading to transfer to their notebook later
on.                                               56
                                    -- Janet Elliott
          WORD PLAY
THE FABRIC OF WORDS
        Like fabric, words have texture:

             SMOOTH-Sounding Words:
                 swim, love

             BUMPY-Sounding Words:
                 radical, persnickety

             HARD-Sounding Words:
                 stop, crack               57
 ASSESSMENT
―I use my journal for self-talk, a way to
gain perspective when I’m frustrated.
Writing it down helps me sort things
out. It helps me keep my feet on the
ground and my head going in the right
way. It’s also a place I go to dump toxic
waste, which is why it would be so
unfair for somebody to come along and
read it . . . The frustrations and anger I
don’t want to drag out in public I leave
in my journal.
                         -- Sarah Holbrook58
    ASSESSMENT
•   Keep it simple
•   Keep it useful for students
•   Keep it useful for teacher
•   Use rubrics, checklists, and
    self-assessments




                                   59