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Can you write?

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  1. Can you write? one of these?

  2. Can you write? one of these?

  3. Can you write? one of these?

  4. Can you write? one of these?

  5. Writing, Grade 10 • Write a letter explaining the meaning of responsibility as it relates to the high school experience. This letter will be included in a high school orientation booklet. You may use the following information, your own experiences, observations, and/or readings. • Responsibility: 1. The quality, state, or fact of being responsible. 2. Something for which one is accountable: duty. • Source: Webster’s II New College Dictionary • Responsibility is the thing people dread most of all. Yet it is the one thing in the world that develops us. • Source: Frank H. Crane • We must exchange the philosophy of excuse–what I am is beyond my control–for the philosophy of • responsibility. • Source: Barbara Charline Jordan • It is not only for what we do that we are held responsible, but also for what we do not. • Source: Jean Baptiste PoquelinMoliére • To achieve a healthy level of self-esteem, you must be able to accept who you are and be confident about your • decisions and behavior. But there is another important ingredient in the development of self-esteem that is • often overlooked–the ability to take responsibility for your future. To live self-responsibly, you must be able to • influence your behavior freely in three major areas: ... • • Taking action in ways that will help you reach your goal • • Being accountable for your decisions, priorities and actions • • Thinking for yourself by examining and actively choosing the values that will guide you, rather than • blindly accepting whatever you’re told by ... friends or the culture in which you live. • Since being responsible for yourself requires effort, thought and a range of difficult decisions, many people • convince themselves that it is an impossible challenge. Some blame others for their problems. Others hope that • someone will come along and make everything all right. • Remember: You cannot respect or trust yourself if you continually pass on to others the burdens of your • existence. • Source: Nathaniel Branden, “All About Responsibility” • As you write a letter explaining the meaning of responsibility as it relates to the high school experience, remember to • Focus on the meaning of responsibility as it relates to the high school experience. • Consider the purpose, audience, and context of your letter. • Organize your letter so that your ideas progress logically. • Include relevant details that clearly develop your letter. • Edit your letter for standard grammar and language usage. • Use the blank sheet of paper given to you by your teacher to plan your letter. Anything you write on the blank sheet • will not be scored. You must write the final copy of your letter on the next page. • Write the final copy of your letter on the next page. Can you write one of these?

  6. Literacy 21st Century Literacy NEW: The ability to read and write multiple forms of media and integrate them into a meaningful whole The ability to read, write and understand words Source: ASCD. http://www.ascd.org/

  7. Everyone’s Concerns • School Improvement Plan • Teacher Evaluation Instrument • Common Core Standards • IB MYP

  8. TEI Standard III: Teachers know the content they teach. • Teachers align their instruction with the North Carolina Standard Course of Study… • …content standards…strategies…rigorous and • relevant…balanced curriculum … balanced curriculum … that enhances literacy skills… Middle and high-school teachers incorporate literacy instruction within the content area…

  9. TEI Standard IV: Teachers facilitate learning for their students. • Teachers use a variety of instructional methods….most effective in meeting the needs of students…eliminate achievement gaps…wide range of techniques, including… Differentiated instruction… emerging research…use of appropriate methods

  10. Key Skills

  11. The 4 Top Instructional Strategies • Increase STUDENT ENGAGEMENT through anticipation and writing-to-learn activities • Provide explicit VOCABULARY instruction in your content area. • Provide DIRECT and explicit writing-to-learn COMPREHENSION strategies as students read content-area texts. • Provide opportunities for extendedDISCUSSION of text meaning as preparation for writing responses.

  12. Discussion and Writing RTWD How can we get them to THINK?? Read— • excerpt from text • related article(s) from Opposing Viewpoints • Related song lyrics, proverb, book blurb, movie review Write— • 2-column Learning Log • Personal response journal • Summary • Sticky note comments • KWL chart Think— • Solutions to problems • The “other” point of view • What you would say to someone who asked… Discuss— • Pair-Share • Three’s a Charm • 20 Questions and 40 Answers • Sticky Note Discussions • HOTS Q’s

  13. Identifying similarities and differences Marzano’s Top Summarizing and note-taking strategies Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues,questions, and advanced organizers From Marzano, et al., Classroom Instruction That Works, 2001.