Participant : 1

March 11-12, 2019: Open Workshop on Narrative and Expository Paragraphs and Essays

$149.50$250.00

Participant : 1

Registration Deadline: March 7, 2019

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March 11, 2019: Teaching the Personal and Fictional Narrative (K-5), 149.50
March 12, 2019: Teaching Expository/Informational Writing Across-the-Curriculum (3-8), 149.50
Both Days: $250

Location:

Coastline Christian Academy
1801 North Loop Road
Alameda, CA 94502

8:30 – 3:30
Lunch Provided (11:30 – 12:30)

Contact for Location: Ms. Diana Camburn (DIANACAMBURN@CCS-RAMS.ORG)
Contact for Curriculum or Purchasing: Dr. Deborah E. Louis (info@janeschaffer.wpengine.com)

Questions about Curriculum or Purchasing? 214.946.3385

Additional information

Number of Days Attending

March 11, March 12, Both Days

Details

Dates: 

March 11: Teaching the Personal and Fictional Narrative
March 12: Teaching Expository/Informational Writing Across-the-Curriculum

Time: 8:30 A.M. – 3:30 P.M.
Lunch: Provided (11:30 – 12:30)

Contact for Location: Ms. Diana Camburn (DIANACAMBURN@CCS-RAMS.ORG)

What to Wear: Dress comfortably. Layer your clothing.

What to Bring: We’ll provide your guides and pens and post-it notes, but feel free to bring your favorite note-taking materials, such as tape-flags and highlighters. You may also bring your tablet or iPad to review our digital products and approaches, but a device is not required.

Questions about Curriculum or Purchasing? 214.946.3385

Email: info@janeschaffer.wpengine.com

March 11, 2019 - Narrative

 

Teaching Narrative

The best way to introduce the writing process to students, especially elementary and middle school students, is to allow the students to write about what they know. The personal narrative allows students to learn the fundamentals of academic writing without the added pressure of content-specific text-based responses.

This one-day workshop provides K-5 participants with the Jane Schaffer Writing Program® and its foundational approach to thinking and writing. Teachers will learn the terminology, color-coding, chunking technique, and ratios, all of which work together to produce thoughtful writing, even at the early grades. New writers must learn the difference between fact and opinion, and the JSWP method of teaching that difference is fundamental to the scaffolding of writing skills. Therefore, teaching the personal and fictional narrative will focus on the need for students to be able to separate the description of a scene and/or character from inferencing the effect or feelings of that scene or character. More advanced students, of course, meld the two together.

While the description of our approach seems highly pedagogical and advanced (and it is), the actual teaching of these skills in this one-day workshop lends itself to the bottom line of narrative: the when, where, who, what happened, why, and dialogue that makes for a rich piece of writing at a second grade level or a fifth grade level.

For K-1 teachers, their understanding of the color-coding and terminology will help them to introduce, orally and/or in a one-sentence-at-a-time approach, the basic understanding of CDs and CMs.

Teachers will leave the workshop with techniques for training students how to begin developing personal narratives. As time permits, the workshop will include instruction on imaginative yet focused fictional narratives that include topic discovery, setting, point of view, back story, conflict, and resolution.

AGENDA

  • Brief introduction
  • Establishing common terminology and learning Jane’s methodology for the narrative body paragraph (model paragraph)
  • Discovering the topic of a narrative essay
  • Two different personal narrative layouts
    • writing about an event in time or a fictional narrative
    • writing about a person, place, or thing
  • The thinking and writing process of a personal and/or fictional narrative (model and collaborative work)
    • Creating topic sentences that provide sequencing in your personal narrative (TS)
    • Gathering sensory details (CDs)
      • When
      • Where
      • Who
      • What Happened
      • Dialogue
    • The narrator’s point of view (CMs)
    • Jane’s Shaping Sheet: Editing, Revising, Proofing
      • Grammar, mechanics, usage, syntax
      • Transitional words, phrases, and thoughts
    • The Introduction
    • The Conclusion
    • Embedding Quotations in Context (Lead-ins)
  • Collaborative writing
  • Sample timelines/pacing plans
  • Scaffolding/RTI/ELL/SPED
  • Weaving – Leaving the formula behind

 

March 12, 2019 - Expository

Teaching Expository/Informational Writing Across-the-Curriculum

Affectionately referred to as our “All-Staff” training, this workshop provides teachers of 3rd thru 8th grade students with strategies, prompts, and practice for writing in all classes — not just English Language Arts classes.

ELA teachers continue to teach the writing process, but in this workshop all teachers learn how to effectively integrate writing into their curricula.

We begin with common terminology for writing, so that students and teachers in all content areas can speak the same language when it comes to writing. Then, in our JSWP ratio discussion and body paragraph structure, we demonstrate how career and technology, English language arts, fine arts, mathematics, physical education, social studies, science, and world languages teachers guide their students to understand the writing requirement differences of their content areas from ELA classes. We examine the techniques of summarizing and writing informational texts and practice the one-chunk paragraph for both non text-based and text-based writing. In a one-day workshop, our focus is on the organization of a body paragraph. We end the day with the introduction and the conclusion of the essay. In our two-day workshop, we expand the knowledge base into two-chunk paragraphs, text-based embedding of quotations, and effective prompt writing techniques.

Writing prompts and/or sample paragraphs are included for the core subjects, as well as career and technology, fine arts, physical education, religious studies, and world languages.

The workshop is divided into three parts. Part I provides teachers with strategies regarding non-text-based writing — “writing about what you know.” Part II provides teachers with an understanding of how to teach students the importance of summarizing, including finding the main idea and evaluating evidence (concrete details). Part III instructs teachers on techniques in teaching text-based writing skills, including citing evidence (concrete details) through embedded quotations from primary and secondary resources.

Following the gradual release of responsibility model (“I Do,” “We Do,” “You Do”), we begin with common terminology for writing, so that students and teachers in all content areas speak the same language when it comes to writing. Then, in our JSWP ratio discussion and body paragraph structure, we demonstrate how career and technology education, engineering, English language arts, fine arts, health, mathematics, physical education, social studies, science, technology, world languages, and all other specialized teachers guide their students to understand the writing requirement differences in their content areas. In other words, writing an analysis for a lab report differs from writing a literary analysis. We examine summarization and writing informational texts and practice the one-chunk paragraph for both non text-based and text-based writing. In the first two sections, our focus is on the organization of a body paragraph. We end the series with providing instruction on how to effectively embed quotations from primary and secondary sources, producing an introduction and a conclusion, and introducing the two-chunk paragraph.

Writing prompts and/or sample paragraphs are included for the core subjects, as well as career and technology, fine arts, physical education, religious studies, and world languages.

Included in this webinar:

  • Access to the JSWP trainer and/or Dr. Louis for questions that might arise after the training
  • Recorded sessions for participants who are absent (Policy: Participants who are absent must complete an assignment prior to earning credit for that particular session.)
  • Differentiation strategies:
    • The JSWP approach instills a sense of confidence and understanding of the thinking and writing process for the following students:
      • English as a second language
      • English language learners (ELL)
      • Special education (SPED)
      • Struggling writers
    • The JSWP approach trains advanced students to weave concrete details and commentary and develop syntactical and stylistic techniques, which lead to more sophisticated academic essays
      • Advanced Placement®
      • AVID
      • Gifted and Talented
      • International Baccalaureate
      • Pre-AP®
  • Comprehensive teacher’s guide
  • Unbound masters of student graphic organizers for easy copying
  • STAAR and SBAC handouts
  • Zipper bag with set of pens for color-coding technique
  • Newsletter subscription
  • CEU certificate of completion

Your Trainer

Dr. Deborah E. Louis’ passion for educational excellence began as a classroom teacher in the Dallas-Fort Worth region of Texas. For sixteen years, Deborah taught On-level, Pre-AP®, and Advanced Placement® English Language Arts to secondary students of diverse ethnicities and learning styles in the Dallas-Fort Worth area. She was a 1-day, 2-day, and AP Summer Institute presenter for The College Board between 1994 and 2006. In 2010, Deborah purchased the Jane Schaffer Writing Program®. Deborah’s goal and that of her national team of experts is to provide the highest quality professional learning and mentoring to teachers in the areas of writing, advanced academics, high-stakes testing, and educational technology. Through webinars, workshops, job-embedded training, and teaching materials, Deborah strives to ReVision the educational system, combining traditional and flipped approaches to professional learning for teachers of grades K-12; and differentiating for Special Education, English Language Learners, and Gifted and Talented. Although her mission takes her all over the United States and abroad, Deborah lives in Dallas, Texas USA. She received her Ph.D. in Mythological Studies with Emphasis in Depth Psychology, writing her dissertation on Approaches to Teaching Archetypal and Mythocultural Literature in a Technological World.

Deborah loves reading, music, dancing, traveling for fun, archetypal psychology, and continuous learning opportunities.

Questions? 214.946.3385

Email: info@janeschaffer.wpengine.com

Pricing and Payment Information

March 11: Narrative, 149.50
March 12: Expository, 149.50
Both Days: $250

For Individuals: Credit Cards or Purchase Orders Accepted. No Personal Checks.

For Departments, Campuses, and Districts: Credit Cards, Company Checks, or Purchase Orders Accepted.

For Purchase Orders and Company Checks:

  • Please contact info@janeschaffer.wpengine.com to obtain W9 and/or any other vendor requirements your school or district needs.
  • Purchase orders and company checks should be made payable to Louis Educational Concepts, LLC, 400 South Zang Blvd., Ste. 1425, Dallas, Texas 75208. You may fax your P.O. to 214.943.9447 or email it to info@louisconcepts.com.
  • Your P.O. must arrive on or before the registration deadline to reserve your seat and finalize your registration.

Questions? 214.946.3385

Email: info@janeschaffer.wpengine.com

Participant : 1

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