July 6-7, 2020: Analytical Response to Literature
July 8, 2020: Expository/Informational Writing Across-the-Curriculum
July 9, 2020: Argumentation
Juley 10, 2020: Personal and Fictional Narrative
400 S Zang Blvd
Dallas, TX 75208
July 6-9: 9:00 A.M. – 4:00 P.M.
July 10: 8:00 A.M- 2:00 P.M.
Contact for Curriculum or Purchasing: Dr. Deborah E. Louis (firstname.lastname@example.org)
Questions about Curriculum or Purchasing? 214.946.3385
July 6-7: Analytical Response to Literature
July 8: Expository/Informational Writing Across-the-Curriculum
July 9: Argumentation
July 10: Personal and Fictional Narrative
Time: 9:00 A.M. – 4:00 P.M.
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
July 6-7, 2020 - Analytical Response to Literature
Teaching Analytical Response to Literature
The workshop provides English Language Arts teachers with training on the teaching of literary analysis, also known as response to literature. From the very simple model of the Cinderella paragraph to Advanced Placement® interpretations, this guide reveals an academic approach to writing about literature.
The standards-based curriculum guide demonstrates alignment with both the Common Core State Standards and the Texas Essential Knowledge and Skills (TEKS).
The scaffolding of skills includes Jane’s prewriting strategies, student-centered terminology, color-coding, and Web-off-the-Word™, Jane’s breakthrough approach to commentary and vocabulary development. From terminology to final draft essays, this workshop is designed to assist the English language arts teacher with strategies and techniques that yield successful writers.
- Terminology and methodology
- Response to literature paragraph model
- Gathering and evaluating CDs
- Building insightful commentary
- Editing, revising, proofing
- Prompt construction
- Collaborative and paired writing
- Sample timelines/pacing plans
- Introduction to thesis, introductions, and conclusions
- Revising and editing
- Weaving – Leaving the formula behind
- Two-chunk response to literature paragraphs
- Quotations and lead-ins
- In-depth study of the thesis, introductions, conclusions
- G/T; Pre-AP; AP solutions
- Google docs template for Response to Literature
July 8, 2020 - Expository/Informational Writing Across-the-Curriculum
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.
July 9, 2020: Argumentation
Many teachers ask, “What is the difference between ‘persuasion’ and ‘argumentation’?” Even though people may use these terms interchangeably, one way to delineate the two is to think of “persuasion” as convincing people to act differently and “argumentation” as convincing people to think differently, the latter of which endures.
In this one-day workshop, teachers learn the Jane Schaffer Writing Program® methodology and how that methodology applies to the argumentation process. Strategies include how to 1) obtain the facts of an issue from primary and secondary sources, evaluating their relevance to the topic at hand as well as the thesis statement; 2) acknowledge both sides of an issue by understanding concession and confutation, also known as counterargument or counterclaim; 3) refute the other side’s position; 4) develop and synthesize ideas in an organized, logical, and rational manner; 5) embed quotations; 6) create effective commentary or analysis; 7) produce a debatable thesis; and 8) begin and end an essay with an effective introduction and conclusion.
As with all JSWP workshops, the focus starts with the body paragraphs, then shifts to the essay as a whole. Four argumentation layouts provide differentiation for On-Level, SPED, ELL, G/T, Honors, and AP®/IB students with a special section on the ACT®. In addition, instruction on classical elements, such as audience, purpose, and occasion and Aristotle’s artistic proofs (ethos, logos, and pathos) provide insight on how orators and writers create a unique voice and style. The JSWP shaping sheet helps students to edit and revise their drafts to explore grammatical areas of strength and weakness and to create a variety of sentence types, openings, and lengths prior to producing a final draft.
A two-day workshop allows teachers time to practice a synthesis type question where participants select multiple sources to defend a thesis while acknowledging the validity of others’ perspectives. Teachers have more time to ask questions relative to situations that arise in the classroom; to produce prompts that coincide with a district’s or campus’ scope and sequence; design a model to be implemented during the introduction of argumentation to students; and discuss problem areas and research techniques.
July 10, 2020: Personal and Fictional 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 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 an eighth 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. For high school students, the personal narrative becomes fodder for the college admission essay.
Teachers will leave the workshop with techniques for training students how to organize and produce rich personal narratives about events, people, places, and things. 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.
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