Module+5-Reflection+and+Writing


 * Module 5: Reflection and Writing **

Everybody- Chapter 6: Overview of the Writing Standards (pp. 102-112) Jigsaw: Chapter 7: The CCSS and Composing Narrative Text (pp. 113-126) Chapter 8: The CCSS and Composing Argument Text (pp. 127-141) Chapter 9: The CCSS and Composing Informational Text (pp. 142-161) Structured-Response Sheet for Capturing Thinking of Reading:
 * __Pre-Module Reading-__ **


 * Module Welcome **

Welcome. This module---“Reflection and Writing”—we’ll take a look at the role of reflection and writing in literacy, particularly as they promote reasoning, argument, and analysis skills. We’ll explore the Iowa Core Standards for writing and then consider some practical strategies you can use in your classroom.

By the end of this module, you will be able to:
 * Understand the role that reflection and writing play in improving reasoning, argument and analysis skills.
 * Incorporate literacy strategies in reflection and writing to increase reasoning, argument, and analysis skills.

Module 5 Journal:


 * Agenda: **
 * Process Reading from last night using structured response sheet:
 * Failure
 * Video: Writing to Inform and Make Arguments [] (3:35)
 * What makes the writing standards of the Iowa Core unique? There are three kinds of writing emphasized in the Iowa Core, including short research projects. Listen as David Coleman and Susan Pimentel explains the components of these standards.
 * Article: Promoting Critical Writing and Reflection: [[file:Article- Promoting Reading, Writing and Reflection.pdf]]
 * How are writing and reflection connected to comprehension and language use? In this article you will read how writing is a tool for learning, and how it can be used to aid all aspects of literacy development.
 * PowerPoint: [[file:CCSSS ELA Writing PPT- Revised.pptx]]
 * Reading the Document- Notice your grade level and progression below and above: [[file:K-12_Literacy-1.pdf]]
 * Video: Writing from Sources
 * Listen to this discussion about the need to move from student narrative and personal writing to evidence-based argument that conveys complex information clearly. These educators discuss whether the Common Core State Standards’ emphasis on informational writing distracts from student writers finding their personal voice. To get to the core of this part of the discussion, you may want to watch the segment from the beginning to the 7:30 mark.: Video: Writing From Sources
 * Classroom Examples:
 * Narrative Writing: Personal Anecdotal Writing
 * Grant Writing Project
 * Argument: Supporting Claims and Counterclaims
 * Article: Putting Gel Pen to Paper
 * Are you interested in some quick ideas for how to integrate writing strategies into your everyday classroom activities?
 * Michael M. Yell’s article “Putting Gel Pen to Paper” gives you several great ideas for middle school students. [[file:Article- Putting Gel Pen to Paper.pdf]]
 * Writing Progression Samples with Annotations:
 * 2nd Grade: [[file:2nd Grade Writing Sample with Annotation.docx]]
 * 5th Grade: [[file:5th Grade Writing Sample with Annotation.docx]]
 * 6th Grade: [[file:6th Grade Writing Sample with Annotation.docx]]
 * 7th Grade: [[file:7th Grade Writing Sample with Annotation.docx]]
 * 8th Grade: [[file:8th Grade Writing Sample with Annotation.docx]]
 * 9th Grade: [[file:9th Grade Writing Sample with Annotation.docx]]
 * 10th Grade: [[file:10th Grade Writing Sample with Annotation.docx]]
 * 11th Grade: [[file:11th Grade Writing Sample with Annotation.docx]]
 * 12th Grade: [[file:12th Grade Writing Sample with Annotation.docx]]
 * Application
 * Watch one of the above linked classroom video examples and write a reflection on the lesson.
 * Create a writing lesson and annotate which standards students are expected to address in their writing