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
Assessment & Data
Filming a Socratic Seminar

Although I can not predict when great insights will come up during a Socratic seminar, I can be assured that they will happen. I film the seminar because I then play back the footage to help me create accurate scripted notes that students can use as an additional resource to support their analysis writing. I have also found that using clips from the seminar to build a Gooru collection or to share during a moment of direct instruction is a very engaging way to teach. It also acknowledges what my students know and it allows them to, in essence, help me teach the class. 

 
Feedback Systems
Peer to Peer Scoring

Peer to Peer Scoring is a feedback strategy I use regularly to ensure that my students become comfortable with and skillful at giving and receiving feedback about their academic work. In most cases, I develop rubrics to assess a particular skill and I ask the students to use the rubrics to score their peers' work on a given assignment. This strategy creates a common understanding of high-quality academic performance and the standards we use to assess that quality. Peer to Peer Scoring affords my students multiple opportunities to explain clearly their reasons for coming to a particular assessment of their peers' work, thereby helping each student to internalize what rigorous intellectual work consists of. Peer to Peer Scoring is also an effective scaffolding strategy to prepare my students for their Senior Research Projects, a rigorous graduation requirement at our school that culminates in seniors getting feedback from community members.

 
Collaborative Student Groups
Posters in Pairs

One of the most essential steps for a successful Socratic seminar is the preparation of evidence that each student will bring into these discussions. One of the ways we prepare is through Pair Posters followed by a Gallery Walk. To give context, the seminars are whole class and entirely student-facilitated. Given all of the personality dynamics at play during the actual seminar, coupled with the ever-present video camera recording their thoughtful conversation that will later be scripted, it is fundamental that the students ground their opinions and questions in the text in order for the seminar to be a positive learning experience. One method of preparation that helps them do this, and that also generates enthusiasm for this high-stakes discussion, is dividing the class into pairs to create quote posters. After each pair is assigned a literary device, they then use their Annotation Logs to select text evidence shows how the literary device functions. This involves conversation and negotiation between the pair who then have to use the device analysis to connect back to one of the themes we have been studying as a class and incorporate an image that illuminates that connection. The public nature of the gallery walk that ensues after the posters are completed ensures that student pairs also spend time polishing the final product. Their peers will then take pictures of all the posters and decide which ones they might want to use as part of their individual evidence preparation for the Socratic seminar.

 
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