Writing Across the Curriculum

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Writing Across the Curriculum

• October 15, 2007

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Goal

• Through the use of Writers Notebooks and
  Accountable Talk, students and teachers will
  learn how to ask questions, choose and develop
  ideas worthy of study, sustain and focus
  attention, and think more deeply and critically.

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The Two Different Ways of WritingWriting to
Learn vs. Writing to Convey Learning (a.k.a.
Public Writing)

• Writing to Learn

• Writing to Convey

• Short
• Spontaneous
• Exploratory
• Informal
• Personal
• One draft
• Unedited
• Ungraded

• Substantial
• Planned
• Authoritative
• Conventional
• Audience centers
• Drafted
• Edited
• Assessable

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Writing is considerably more than a way to record
and demonstrate knowledge. Writing is, most
importantly, a way of knowing, a way of working
through confusion and fuzzy ideas and moving
toward clarification and articulation of
knowledge. Writers literally achieve insight in
the act of writing new ideas come as we write
and from what we write. McLaughlin and Vogt
(2000)
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Writers Notebook Is a Tool to

• Organize thoughts and information
• Reflect
• Refer to and be available for recall and later
  use in reporting and discussion
• Self-assess
• View their developmental progression through an
  investigation, learning sequence, creation of a
  project or product
• Record ideas and questions for future study or
  inquiry
• Use a resource for the creation of a final
  product or presentational writing
• Develop a habit of mind in using writing as a
  thinking tool

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Writing to Think LearnWays to Use a Writers
Notebook

• Writing Break (a.k.a. Quick Write or Stop Jot)
• Brainstorming
• Drawing Illustrating
• Mapping
• Written Conversation (a.k.a. Dialogue Journaling)
• Write Around
• Double-Entry Journal
•  K-W-L
• Reflective Writing

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Accountable Talk FEEDS students learning and
writing
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Using Writing to Learn and Accountable Talk to
Construct Understanding

• Practice by Doing
• Art movement investigation using Accountable Talk
  and Notebook Writing

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Mapping Strategy

• In your group, use either a Venn Diagram or H to
  compare and contrast the two paintings.
• Share
• Identify interesting similarities/differences and
  try to name emerging categories

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Brainstorming Strategy

• Individually, use brainstorming to address the
  question
• Given what weve observed and thought about the
  similarities between these two paintings, what do
  you think might be the underlying philosophy or
  vision of art of this movement?
• Underline or circle key words to share with your
  group.

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Definition of Art Movement

• Based on your group discussion, write a draft of
  a statement that attempts to define this art
  movement

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surrealism (s?-re'?-liz'?m) n.

• An early 20th-century literary and artistic
  movement that attempts to express the workings of
  the subconscious and is characterized by
  fantastic imagery and incongruous juxtaposition
  of subject matter.
• Literature or art produced in this style.

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• surrealism (s?re'?liz?m) , literary and art
  movement influenced by Freudianism and dedicated
  to the expression of imagination as revealed in
  dreams, free of the conscious control of reason
  and free of convention.
• The movement was founded (1924) in Paris by André
  Breton, with his Manifeste du surréalisme, but
  its ancestry is traced to the French poets
  Baudelaire, Rimbaud, Apollinaire, and to the
  Italian painter, Giorgio de Chirico. Many of its
  adherents had belonged to the Dada movement . . .
  
• In art the movement became dominant in the 1920s
  and 30s and was internationally practiced with
  many and varied forms of expression. Salvador
  Dalí and Yves Tanguy used dreamlike perception of
  space and dream-inspired symbols such as melting
  watches and huge metronomes.

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• Max Ernst and René Magritte constructed fantastic
  imagery from startling combinations of
  incongruous elements of reality painted with
  photographic attention to detail. These artists
  have been labeled as verists because their
  paintings involve transformations of the real
  world.
• Absolute surrealism depends upon images derived
  from psychic automatism, the subconscious, or
  spontaneous thought. Works by Joan Miró and André
  Masson are in this vein. The movement survived
  but was greatly diminished after World War II.

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Reflective Writing

• Think about the process you just went through
• How did it feel?
• What was challenging?
• What was easy?
• What are the implications for student learning?

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Looking at Student Work

• Student notebook entries
• across the curriculum

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Use T-Chart to Identify

• What strategies are students using?

• What evidence of thinking do you notice?

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TAXES
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Thinking About Content Area Implications

• How have you used or
• how can you use these strategies in your content
  area?

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Matching Strategies to Texts

• Read Chew on This
• What kinds of big ideas or questions would you
  want students to consider?
• Which notebook strategies would be most
  appropriate to use to help students think about
  those big ideas?

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Exploring Other Strategies from Content-Area
Writing

• Jigsaw sections of the book
• Drawing Illustrating
• Clustering
• Written conversation
• Carousel Brainstorming
• Read your section, present to rest of the group,
  providing hands-on practice

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Lesson Planning

• Looking at the curriculum map for next month,
  what would be key places to bring in Writing to
  Think/Learn strategies?
• Develop a plan for introducing Writers Notebooks
• Identify which specific strategies you will use
• Assignment Bring samples of 2-5 student
  notebooks with you to the next Professional
  Development Day on November 30th.