Opening Journal Warm-Up: Artifact Routines- Culture of the Writer's Notebook.pptx

 
 
 
Artifact Routines- Culture of the Writer's Notebook.pptx
Student Work Sample
 
 
Students really get to express themselves via their notebooks. The notebook has a culture of its own.
  • Artifact Routines- Culture of the Writer's Notebook.pptx
  • Artifact Routines- Culture of the Writer's Notebook.pptx
  • Artifact Routines- Culture of the Writer's Notebook.pptx
  • Artifact Routines- Culture of the Writer's Notebook.pptx
  • Artifact Routines- Culture of the Writer's Notebook.pptx
  • Artifact Routines- Culture of the Writer's Notebook.pptx
Student Work Sample
 
 
Students really get to express themselves via their notebooks. The notebook has a culture of its own.
 
Instructional Openings

Opening Journal Warm-Up

While I often use a Google Form survey or an opening conversation to start class and set the tone, there is also tremendous value in having students write their individual thoughts in their Writer's Notebooks. Ours is a mostly paperless classroom despite the fact that it is an English class, so these pen-to-paper moments are significant ones. Students understand that these journal entries are silent reflections meant to put them in the frame of mind needed for the day's lessons. 

Strategy Resources (2)
 
Student Work Sample
 
 
Students really get to express themselves via their notebooks. The notebook has a culture of its own.
 
Student Work Sample
 
 
Students really get to express themselves via their notebooks. The notebook has a culture of its own.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Quick
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
Whole-Group Instruction
Teacher Tracking of Socratic Seminar

The Socratic Seminar is completely student-run in my class, and I alternate between the inner/outer circle format and a single-circle format. As the teacher, I play the role of videographer and when there is only one circle, I publicly track the quality of student comments on the white board throughout the conversation. This is an effective way to let students know when their thinking is becoming more and more insightful. I use the colors green, orange, and red to color code the tally marks I make on the board. Green means that the student offered a comment that made sense and was explained well. Orange signifies that the students cited evidence with their comment, which is the goal for everyone to reach at least once in the seminar. Lastly, a red tally mark next to a student's name means that the student not only used evidence when they commented but also offered a keen insight using that text evidence. This kind of in-the-moment tracking encourages the students to really think about how to share thoughts in the Seminar that will allow their peers to dig deep into the text and create meaning. They strive for the red tally because it means their brain and their contributions to the Seminar are "on fire".

 
Feedback Systems
Video Self-Assessment

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Instructional Openings
Just the Facts

Just the Facts asks one to two students to summarize quickly the reading that will be used in the day's discussion. We follow a simple protocol of "Who + What"--citing which characters from the text did what significant actions in order to move the plot forward. When the initial student is finished sharing key facts from the reading, another student might be asked to fill in any other details. If there are plot details that are incorrect, it is an opportunity for other students to correct the errors. These "police report" type of summaries can be audio or video recorded, quickly edited, and then posted on to the class website as a more engaging way for students to review significant plot points from our class texts. Although there is an ideal reading pace at which I want students to move, some will be ahead of the reading calendar and some will be behind. Also, many students are anxious or reluctant to share out loud when it comes to analysis of the reading. Given that the Just the Facts reports the text's plot and simply the facts, more students are enthusiastic about sharing because the strategy allows different students to be the experts in relaying facts.

 
 
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