Creating a Childrens Book while Reading S. E. Hintons The Outsiders

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Creating a Childrens Book while Reading S. E.
Hintons The Outsiders

• Presented by
• Jennifer Boutros

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Do Now!

• Once you find a seat, you are ready to begin.
• Take a packet from the pileit is somewhere in
  the roomand turn to the page entitled My
  Favorite Childrens Book.
• Read through and respond to the prompt.

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A Little Background

• West Windsor-Plainsboro Regional School District
• Community Middle School
• Currently teaching 8th grade IRLA (Integrated
  Reading Language Arts)
• Former 7th-grade teacher
• Goal Integration

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Teachers College

• Columbia University
• Five-day workshop on writing workshop
• Organization and use of the notebook
• Scheduling of lessons
• Using mentor texts

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Writers Notebook (WNB)

• Competes for the title of Holiest Book
• Structures Routines
• Table of contents, page numbers, titles, and
  dates
• The art of taping
• Purpose
• Becomes a valuable resource
• Progress evident

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Scheduling of Lessons

• 60-minute periods
• Two options
• Option 1 Break up period
• Option 2 Break up week
• I use option 2.
• Writing M-W-F
• Reading T-R
• Why do I use option 2?
• Allows for in-depth study
• Introduces students to a new kind of time
  management

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Before We Start

• What will this workshop look like?
• Integration
• Revision
• Self-Assessment
• What materials will you walk away with?

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The Other SideJacqueline Woodson

• What statement does Woodsons story make? In
  other words, what lesson can the reader learn
  from reading this book?
• What is a mentor text?
• If this is our mentor text, what will our task be?

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Introducing Integration

• Reading Piece
• Writing Piece
• Mentor Text

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My Integration

• S. E. Hintons The Outsiders
• Childrens Book
• Jacqueline Woodsons The Other Side

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Begin with Integration

• Certain issues of discrimination are presented in
  The Outsiders.
• Jacqueline Woodsons The Other Side addresses an
  issue of discrimination.
• The students will write a childrens book that
  addresses an issue of discrimination.

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Support the Integration

• Reading as a reader
• Reading as writer

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Integrated Lessons

• Ponyboys Thoughts
• on My Issue of
• Discrimination
• Creating the Main
• Character
• Flash Drafts
• Creating Context

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Ponyboys Thoughts

• Deepens the understanding of Ponyboys character
• Deepens the understanding of the issue of
  discrimination

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Creating the Main Character

• Character sketches in The Outsiders
• Character web
• Character timeline

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Flash Drafts

• Scenarios
• What would you do?
• What would your character do?
• What would certain characters in The Outsiders do?

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Creating Context

• Setting and Conflict
• Plot Map
• Three Scenes
• Conflict
• Climax
• Resolution

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Making Revision Matter

• A Small Revision
• Use mentor text
• Revise together
• Revision Minilessons
• Dependent
• Partially dependent
• Independent
• Importance of revision

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Revision Minilessons

• EndingsDont Be Explicit
• DialogueSay Something!
• Explode a Moment!
• Character Development
• What, Im Still Reading?
• And Your Point Is?

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The Power of Grammar

• Playing with End Punctuation
• Why punctuation?
• Structure of lesson
• Peer Revision
• Why have the students write a Third Draft of My
  Childrens Book?

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Its Time To Assess

• Writers Notebook
• Childrens Book
• From the Writers Perspective
• Rubric
• Conferencing

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The Writers Notebook

• Should I be institutionalized? Probably.
• What do I look for and why?

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From the Writers Perspective

• Where do the questions come from?
• What is the rationale behind it?
• When do the students complete the task?

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Rubric

• I created a draft.
• Students amended the draft.
• The students in each period deemed
• Total number of points
• Number of points per aspect

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Conferencing

• Why do I conference with students?
• What do I do before I conference with students?
• What does the class do while I am conferencing
  with a student?
• What does the conference look like?

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Reflection

• My First Thoughts on the Assessment
• Some More Thoughts on the Assessment
• Thoughts and feelings
• Students
• Me
• Did the reflection result in any changes?

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Applying Integration

• List the works that you plan to read with your
  students next year.
• List the types of writing/writing pieces that you
  will address next year.
• Look at each list as a reader and a writer.
• Consider theme
• Consider genre

• Document three possibilities for integration.
• Each possibility will consist of the following
• One novel, play, etc.
• One type of writing/ writing piece
• Method of integration

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Applying Revision

• Think
• What do independent writers look for when
  revising their work?
• Knowing where your students need to be, discuss
  what revision might look like in your classroom.

• Consider
• What revision currently looks like in your
  classroom
• What your students know about revision at the
  start of the year
• The structures of your classroom

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Applying Self-Assessment

• How can self-assessment teach students to be more
  independent?
• How might you incorporate self-assessment into
  your classroom?

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Using Mentor Texts Writer Self-Reflection

• Its Time for Questions!