OREGON WRITING PROJECT/UNIVERSITY OF OREGON
2005 SUMMER INSTITUTE SCHEDULE -- WEEK 2
Mon 27 am Mapping the Neighborhood (from Vince Wixon): Starting with the Personal
Marty Smith (MS): Where I’m From -- autobiographical
pm R/E Gps on Paper #2
Lab: writing & network time
Tues 28 am Christine White (E 1): First Interviews
Deanna Jacobson (E 5): Autobiographical Prompts
Terry Benge (HS): Bio Poem
pm R/E Gps on #2, cont.
Lab: writing & network time
Wed 29 am Karen Dorsey (E 1): Draw and Write Process
Sharon Orme (E 5): Visual Prompts
pm Meet in Grade Level Groups: Discuss relevant issues
R/E Gps on #2, as needed; planning for #3
Lab: writing & network time
Thur 30 am Derek Brandow (E 1): Developing “Super Sentences”
Karen Lawrence (E 1): From Sentences to Paragraph Building
pm Book Talk: Brief recommendations
R/E Gps on #2, as needed: planning for #3
Lab: writing & network time
Fri 1 July am Bill Strong (Utah SU): Sentence Combining for All Grades
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Mon 4 Holiday Vacation – observe as a writer: Read & write in prep. for Papers #3 & #4
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Procedure for Group Commentary on Presentations
After commentary and discussion in the whole group, work within R/E Groups to discus, gain consensus, and draft a single collective letter to the presenter. Consider the demonstration in depth and be supportive and useful to the presenter –- as follows:
1. The presenter’s teaching persona and impact. How does the teacher come across? What emotions or feelings are evoked in the audience [us, students]? e.g., caring about students, enthusiasm for the subject, involving us in the learning, making it interesting, responsive to students’ concerns.
2. Demonstrating effective practices. Using strategies that foster learning and address key issues in the learning process. These strategies are recognized as being grounded in generally accepted pedagogical theories – such as: elements of the writing process, writing out of personal experience, choice of own topics, using multiple intelligences.
3. Addressing the state standards and benchmarks. How does the demonstration lesson fit within standards and grade-level requirements?
4. Adaptations. How can the demonstration be extended or modified to fit other teachers’ needs and interests at the same or other grade levels?
5. Questions. Restate, clarify, and raise questions that may or may not have emerged in the whole group discussion that followed the demonstration.
[Adapted from the Red Cedar Writing Project, Michigan State University]
