1 / 19

Engaging Writing Lesson Planning and Presentation Skills

Learn to develop effective writing lesson plans, track learning skills, and deliver engaging presentations. Explore key aspects of writing such as voice, organization, and word choice. Enhance speaking skills through interactive public speaking activities and audience engagement.

lev-fletcher
Télécharger la présentation

Engaging Writing Lesson Planning and Presentation Skills

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Today 8:30-9:00 Reading and Talking 9:00-9:45 More Writing 9:45-10:45 Lesson plan group workQuick Break 10:45-11:15 Presentations Follow up lecture

  2. Recap • Conventions • Organisation • Voice • Sentence fluency • Word choice • Ideas Some schools have different grades focus on different traits…

  3. Recap • Use the 2,3,4 leveled grading system for writing assessments • Work with other teachers to try and have similar expectations across grade levels

  4. Writing lesson • Overall (W1) • Specific (which writing trait?)Adjectives?? • Pick a story/menu/poem/article…to use as a springboard for your lesson • Develop a critical task to work towards • Develop a couple of formative check ins… • Track learning skills as needed

  5. Your Lesson Plan • Reading/Writing? Both will have a story • Critical assessment can be done later! Your lesson is the part where you teach the concept/skill • Make sure you are teaching what you are assessing!

  6. Links… • 3 overall expectation (reading, writing oral/media, arts) • The reading expectation is assessed in the critical assignment and taught, the others are there but not assessed and not taught • 2 learning skills are identified and work with the assessment

  7. Assessments • All in hard copy! • Critical task (done later??) is a rubric or numerical assessment that would go on the report card • Formative (done that day) is a checklist, questions, exit cards… • Learning skills (done that day and later) checklist/running record that might look like yours!

  8. Dynamics • You read a story and teach a concept (start whole group then groups, right into groups…) • Have 2 groups for reading and teaching and they are grouped by… • You have a plan for what the group(s) are doing with you and on their own • Materials and timing for lesson not doing the assignment

  9. Hook • Fits with the story, gets kids interested, at their level and time period, in the big idea • Arts integration! • This is where your overall arts expectation should match

  10. Questions • Formative assessment??? • Fact-opinion-critical (the critical question can also be a critical task…)

  11. Your response • What are the strengths • What are the weaknesses • This is one that evolves for the puppet show!

  12. Group Work • Each group member talks about their lesson plan • Each other group member makes a comment or asks a question • Each group member prepares to make a quick 60-120 second presentation (overall, story, hook, assessment piece…) the class with specific “things” to highlight!

  13. Listen in Order to Understand and Respond… • Purpose (perspective, devices uses…) • Active Listening (ask questions, paraphrase) • Comprehension Strategies (self questioning, note taking, visual texts…) • Demonstration of Understanding (Summarize, explain oral texts) • Inferring (body language, gestures…) • Extending (other ways to show you

  14. Cont… • Point of view (what point of view in the speaking coming from…) • Presentation styles (humour, tension…)

  15. Talking-Part I • Kids need to talk about things before they write about them, especially boys. • Talking gets good ideas going • Talking corrects grammar errors • Talking in class with reasonable noise levels takes practice and modeling

  16. Talking-Part II (Public speaking) • Perhaps start with an analysis of famous speeches? • Have specific goals for specific audiences • Have specific assessment requirements! • Start small (drama?) • Be flexible with student’s whose nerves act up!

  17. Talking-III (class presentations) • Involve the audience (questions, grading, future assessment • Don’t plan more than 30-40 minutes of presentations at one time!

  18. Use Speaking Skills to Communicated • Purpose (why talk, give speeches?) • Interactive Strategies ( adjust your speaking for different audiences…) • Clarity • Appropriate Language (similies, personification, adjectives…) • Vocal skills (pitch, volume, tone)

  19. Cont… • Non-verbal skills (count off fingers as you list your points) • Visual aids (costumes, ppts…)

More Related