Day 1 - California State University, Bakersfield

Report
Training Objectives
Participants will:
Gain a better
understanding
of how to use
Cornell Notes
Experience
reflective
writing
activities
Experience
persuasive
writing
activities
Become
familiar with
the format
and use of
learning logs
Learn how to
use WICOR
strategies
to support
Common Core
Common Core Connection
Integrating WICOR strategies into your lesson
plans will help you address Common Core
and keep students engaged.
Video
Brain Research
Image courtesy of Marcus E. Raichle, Department of Radiology,
Washington University School of Medicine, St. Louis, Missouri
http://www.alz.org/living_with_alzheimers_your_brain.asp
The
Writing
Brain
Writing Process vs. Writing to Learn
• Pre-writing
• Drafting
• Reader Response
• Revising
• Editing
• Final Draft/Publishing
• Self-Evaluation/Reflection
Considers:
• Audience
• Purpose
• Form
• Writing that helps students
record and make sense of
the learning
• Writing that is exploratory
and not intended for a
specific audience
Examples:
• Taking Notes
• Learning Logs
• Annotating a Text
Venn Diagram with Partner
Unique Traits
and Qualities
of One Partner
Unique Traits
and Qualities
of One Partner
Things in Common
“Honeybees”
From the book:
Joyful Noise
Poems for Two Voices
by Paul Fleischman
BEING A BEE
is a pain.
BEING A BEE
Is a joy.
I’m a queen
I’m a worker
I’LL GLADLY EXPLAIN
I’LL GLADLY EXPLAIN
Upon rising, I’m fed
by my royal attendants,
I’m up at dawn, guarding
the hive’s narrow entrance
“Honeybees” continued:
I’m bathed
then I take out
the hive’s morning trash
then I put in an hour
making wax,
without two minutes’ time
to sit and relax.
Then I might collect nectar
from the field
three miles north
then I’m groomed.
The rest of my day
is quite simply set forth:
I lay eggs,
or perhaps I’m on
larva detail
by the hundred.
feeding the grubs
In their cells,
wishing that I were still
helpless and pale.
“Honeybees” continued:
Then I pack combs with
Pollen – not my idea of fun.
I’m loved and I’m lauded
I’m outranked by none.
When I’ve done
enough laying
Then, weary, I strive
I retire
to patch up any cracks
In the hive.
for the rest of the day.
Then I build some new cells,
slaving away at
enlarging this Hell,
dreading the sight
of another sunrise,
wondering why we don’t
all unionize.
TRULY, A BEE’S IS THE
WORST
OF ALL LIVES.
TRULY, A BEE’S IS THE
BEST
OF ALL LIVES
Two-Voice Poem
Using the Venn diagram and any other
information you might generate,
create a dialogue poem
about your partner and yourself.
If you want to be creative,
establish a “persona”
for each of you.
Sharing Two-Voice Poems
 Stand in groups of six to eight around a table.
 Have one partnership perform a poem and then sit down.
 Have a second partnership share a poem and then sit
down.
 Continue until all have shared. When everyone is sitting,
we will know that all have shared.
Sample Two-Voice Poem
Comparing a Right Triangle with an Isosceles Triangle
We are Triangles
I am a right triangle
My sides aren’t equal
I am an Isosceles triangle
I have two equal sides
Both of us are polygons
I have one right angle
My acute angles are complimentary
I am a right triangle
I have two angles of
the same measure
We both equal 180 degrees
All of my angles are acute
We both have three sides
I am an Isosceles triangle
We are Triangles
Stretch Journal Two-Voice Poem
What I Did
What I Learned/
Observed
Partner Interview
Completion of Venn Diagram
Sample Two-Voice Poem
Drafting of Original
Two-Voice Poem
Sharing of Two-Voice Poem
WICOR
Integrated
Throughout
How I Can Use
What Differences Do You See?
Traditional
Cornell Notes
Give One, Get One
Sticky note… blank Cornell
notepaper… pen/pencil
Circulate around the room.
Stop with a partner: Give one of your ideas
(from sticky note).
Get one idea from partner and write on CN
page.
Repeat as many times as you
can until time is called.You
will have 3 –4 minutes total.
Discuss and Add to Cornell Notes
Tips for early scaffolding of
Cornell notes and how to
remove scaffolds and raise up
the expectations
Tips for using the essential
question to help students
with their note-taking
Costa’s Levels of Thinking
Tips for helping students write effective questions
Applying
3
(off the page)
evaluate generalize imagine judge
predict speculate if/then hypothesize
Processing
2
(between the lines)
compare contrast classify
distinguish explain why infer
sort
analyze
Gathering
1
(on the page)
complete define
list observe
describe identify
recite select
Curve of Forgetting
Day 1
• Begin = 0%
• End = 100% of what you know
Day 2
• Do nothing = LOSE 50-80%
• Lose it when you don’t use it!
Day 7 – Day 30
• Do nothing = declining percentage
• End = remember 2-3% of original
• Studying = re-learning
Change the Curve!
Day 1
• Begin = 0%
• End = 100% of what you know
Within 24 hours
• Revise and clarify notes
• Write a summary
• Review for 10 minutes
• Raises curve back to almost 100%
Daily for one week
• Review for 10 minutes
Days 7-30
• Review for 5 minutes
• Reactivates and raises the curve
• Day 30 = 2-4 minute review
Curve of Forgetting
Stretch Journal (Cornell Notes)
What I Did
What I Learned/
Observed
Discussion of Traditional Notes
vs. Cornell Notes
Give One-Get One Activity
Table Group Sharing of Results
Discussion of Curve of Forgetting
WICOR
Integrated
Throughout
How I Can Use
Learning Log Prompt
Think back to all the things we just discussed
about Cornell Notes.
What key learning points have stayed with you?
What seems most important
to you?
Debrief Learning Log
What is the purpose/function of a learning log?
What different forms might a learning log take?
When might students write a learning log?
What are the different approaches to prompts?
Key: Help students use learning logs productively;
it does not come “naturally” for them.
Persuasion
What does it mean to
persuade?
How do people
persuade others?
Aristotelian (Rhetorical) Appeals
Logic
=
Logos
(persuasion by means of reasoning)
ComPassion
=
Pathos
(persuasion by means of emotion)
Ethics
=
Ethos
(persuasion by means of author’s credibility)
Quickwrite Prompt
If you were going to write your own
editorial or argumentative essay,
what are some subjects you would like to
address in writing?
Think about school, community, state, or
national issues.
“Dumb Laws” (www.dumblaws.com)
California:
 It is a misdemeanor to shoot at any kind of game from a moving vehicle,
unless the target is a whale.
 No vehicle without a driver may exceed 60 miles per hour.
 Sunshine is guaranteed to the masses.
Florida:
 Women may be fined for falling asleep under a hair dryer, as can the salon
owner.
 It is illegal to sing in a public place while attired in a swimsuit.
 If an elephant is left tied to a parking meter, the parking fee has to be paid just
as it would for a vehicle.
Hawaii:
 Billboards are outlawed.
 All residents may be fined as a result of not owning a boat.
 Coins are not allowed to be placed in one’s ears.
“Dumb Laws” (www.dumblaws.com)
Indiana:
 It is against the law to pass a horse on the street.
 Hotel sheets must be exactly 99 inches long and 81 inches wide.
 It is illegal to sell cars on Sunday.
Pennsylvania:
 It is illegal to sleep on top of a refrigerator outdoors.
 Any motorist who sights a team of horses coming toward him must pull well off
the road, cover his car with a blanket or canvas that blends with the countryside,
and let the horses pass.
 A special cleaning ordinance bans housewives from hiding dirt and dust under a
rug in a dwelling.
Texas:
 A program has been created in the state that attempts to control the weather.
 It is illegal for one to shoot a buffalo from the second story of a hotel.
 When two trains meet each other at a railroad crossing, each shall
a full stop, and neither shall proceed until the other has gone.
come to
Tell Someone Your Business!
 Take the “Persuasive Essay Planning” sheet,
you just completed.
 Find someone with whom you have not spoken
today.
 Take turns telling each other your business!
The teacher with the most years of experience begins.
You each get two minutes!
the one
Stretch Journal (Persuasion)
What I Did
What I Learned/
Observed
Discussion of What It Means
to Persuade
Quickwrite Prompt:
What would you like to write?
Completion of Planning Sheet
“Tell Someone Your Business”
WICOR
Integrated
Throughout
How I Can Use
Thesis ~ Textbook Definition
A thesis is a clearly worded answer
to a question and/or a clearly worded
declaration of the view(s)/ideas a writer
will substantiate, assert, or prove
in a paper. A thesis forecasts and
focuses the essay that follows.
HS Writing Guide, p. 83
Thesis Statement Organizer
Topic:
Focus:
Forecast:
"The Tell-Tale Heart"
by Edgar Allan Poe
+
Poe uses vivid imagery.
Imagery is used to describe
setting and characters, creating
a mood of suspense and horror.
+
=
Thesis:
In “The Tell-Tale Heart” Poe uses vivid
imagery to describe setting and characters,
creating a mood of suspense and horror.
Stretch Journal (Thesis Statement)
What I Did
What I Learned/
Observed
Thesis Statement Definition
Four Corners Discussion
Thesis Statement Organizer
Sharing of Thesis Statement
(Whole Group or Carousel Walk)
WICOR
Integrated
Throughout
How I Can Use
Thank You!
Tara Howlett
[email protected]
Brad Ruff
[email protected]

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