Agendas

Due May 3, 11:55 pm - send in by email! early papers welcome and encouraged

 * ==Look for an email about grades around the 5th/6th==
 * ==window to argue with me about grades==

Readings

 * ==rules - be attentive, be kind==
 * ==acceptable feedback==
 * ==Bless, Press, Address==

What to expect from here on out

 * ==notebooks graded and returned Tuesday (Sean's class)==
 * ==Final papers due via email by May 3rd at 11:55 pm.==

**sharing them - add to the google doc**
 **look at this great resource**

next week: digital literacies. bring your computer! won't be any notebook writing time, except a brief opportunity to share and conference.
====

A year in the workshop / ELA classroom - quickwrite.

 * ==timeline==
 * ==map==
 * ==anything else==
 * ==what are the MOST important parts? start at the beginning==

main points from Atwell 4/5

 * ==time and predictability==
 * ==the 1st week sets the tone. Do what you will always do, starting day 1.==
 * ==writing territories / maps / etc==
 * ==record keeping==
 * ==age of this book - computers, writing, etc.==
 * ==[|Great resource for flipcharts]==
 * ==routines==
 * ==status of the class==
 * ==being organized with space, supplies, and time==
 * ==becoming confident in your practice - knowing why you do what you do.==

-more:

 * ==technology applications==
 * ==hands on / activities (multiple)==
 * ==how to read / students at different levels in reading==
 * ==grammar (multiple)==
 * ==ELA content; writing types, style, emotion, grammar, structure, syntax==
 * ==examples / ideas for projects==
 * ==classroom management / logistics of WW (this week)==
 * ==How to edit / grade writing==
 * ==preparing for the GACE==
 * ==curriculum to use in schools==
 * ==details for project expectations==
 * ==mini lessons; some on grammar==
 * ==resources==
 * ==literacy with at risk youth (we will have a visitor on this topic, somewhat).==
 * ==teaching writing without teaching the standards (comment on common core)==
 * ==motivation - q: what motivates you?==
 * ==teaching the writing process==
 * ==creative writing==

People are happy about

 * ==writing notebook==
 * ==applicable to classroom (multiple)==
 * ==writing about personal interests==
 * ==readings (sort of) (multiple) (in a comparative sense) (but they might be too long)==
 * ==Mechanically Inclined==
 * ==discussions - group and whole class, not discussing for too long==
 * ==diversity projects (multiple)==
 * ==trip to BHL (multiple)==
 * ==spending time relatively wisely==
 * ==comments on work==
 * ==activities / strategies==
 * ==blogging==
 * ==feeling like your writing is improving==
 * ==minilessons that relate to the project==
 * ==classroom examples like mapping==
 * ==flow of class, schedule on screen==
 * ==rubrics==
 * ==websites, etc.==
 * ==multigenre work (multiple)==

People are not happy about

 * ==Due dates for posts==
 * ==having to do blog postings==
 * ==redundant readings, some of Atwell==
 * ==North Carolina Blogs (multiple)==
 * ==sharing every time - table better than whole class (multiple)==
 * ==read alouds==

Rubric for Working with Students "short short paper" -

 * ==Use experiences at BHL, online, & any other experiences with students & writing you have==

Today:

 * ==Learn and teach==
 * ==Most will be revising/editing. Think about Atwell/Anderson and what it means to teach grammar==
 * ==Look around the classroom - wall charts, etc.==
 * ==Ask open ended questions==
 * ==Think about yourself as a conferencer==
 * ==Strengths and Weaknesses of students and self==
 * ==Take notes and reflect on yourself and the students - no names!==

Rubric for Working with Students "short short paper" -

 * ==Use experiences at BHL, online, & any other experiences with students & writing you have==

Today:

 * ==Learn and teach==
 * ==Ask open ended questions==
 * ==Think about yourself as a conferencer==
 * ==Strengths and Weaknesses of students and self==
 * ==Take notes and reflect on yourself and the students - no names!==

Standards and writing assessment

 * ==[|Unit Planning]==
 * ==Look at these sample papers and prompts, weighting of domains==
 * ==GA Literacy Glossary==
 * ==[|Other resources]==

12:40 - 1:10

 * ==More about conferencing==
 * ==What are some of the key points about conferencing?==
 * ==(Why conference?)==
 * ==What are some great questions to ask?==
 * ==What are some things not to do?==
 * ==What concerns do we have?==
 * **Small groups: A recipe(s) to keep us on track in conferences**
 * **May want to start it with a brief description to interest bakers**
 * **Or add variations at the end - look at mentor texts**


 * ==Read Aloud==
 * ==Communicating with students - keep it up - think about what they are sharing, look at their blogs and other work. Look at Ms. Stewart's blog and comment there.==
 * ==Also: @http://quamstudents.blogspot.com/==
 * ==Reading Like a Writer (excuses, excuses)==
 * ==Rubric for Inquiry into Diversity Project==

1:10 - 1:30
**Textbooks - who still does not have them? strategies... absences, blog posts, keeping up, accountability, communication.**

(previous classes)

**Discussing the readings - What's the big idea(s)?**

 * ==**Concrete poems (ideas from __A Poke in the I__ by Paul Janeczko)**==
 * ==**From what you know so far, what is the shape of writing workshop?**==

**Reading like a writer - start collecting these**

 * ==**Start to attend to the writing you come into contact with every day.**==
 * ==**A couple of ex**amples from me. Try to collect one/two this week.==
 * ==Roger Ebert's Nil By Mouth==


 * ==**Agonizing Night for Texas QBs**==
 * ==**Anthony Bourdain and "a sackful of quarters"**==

**Outline for Inquiry (and it is never this linear)**

 * ==Curiosity==
 * ==Background reading / Info gathering==
 * ==Narrowing the question==
 * ==Focused info gathering / reading / Notetaking==
 * ==Making decisions about how to present your knowledge==
 * ==Drafting / More reading==
 * ==Revision==
 * ==Editing==
 * ==Publication==

**Mini-lesson - thinking aloud about information sources for research.**

 * ==Tailor the information sources you need to your topic (not always 3 print, an encyclopedia, on and on)==
 * ==give me some examples - think through them==
 * ==keeping track - diigo, del.icio.us, other bookmarking services/sites, google docs...==
 * ==take brief notes==
 * ==narrow topics==
 * ==good versus bad==

2:20 - 2:55 - writing time - options; what is expected.

 * ==partners==
 * ==think more about topic - finalize==
 * ==searching==
 * ==position on diversity==
 * ==background reading==
 * ==I am available for conferencing (sign up sheet).==

==**Ticket out the door = your name and topic on an index card (and any other pertinent info about it - also, please let me know how I can help you!) Expect a personal email follow up from me this weekend. - like an online mini-conference.**==

**Writing in school**

 * ==**What does it look like?**==

**What is writing?**

 * ==**[|Wallwisher]**==

**Getting Started**

 * ==**Your history**==

**About me**

 * ==**Call me Beth!**==
 * ==**My background**==
 * ==**My educational philosophy**==
 * ==**What I'm working on this semester as a teacher and learner**==

**The course - Overview**

 * ==**Writing workshop - basic structure**==
 * ==**Inquiry into yourself as a writing teacher - both as a teacher who writes and as a teacher of young writers**==
 * ==**A lot of choice**==
 * ==**Wiki, eLC are the main anchors for the course (hopefully the wiki more than eLC)**==
 * ==**Group work, peer feedback, etc.**==

**Each day you will**

 * ==**Write**==
 * ==**Think**==
 * ==**Discuss**==
 * ==**Listen**==
 * ==**Share**==

**What I value**

 * ==**communication*** - how to contact me - email, phone, text, google chat, etc.==
 * ==honesty==
 * ==risk-taking, mistake-making (and learning from it)==
 * ==commitment==
 * ==teachers working together, co-learning==

Plans for this course

 * ==Your feedback==
 * ==Your schedules==
 * ==Start time==
 * ==Major assignments and structure - as much as you need to know!==
 * ==Heavy reading at the beginning - thins out / transfers later in the course==
 * ==Reading posts, and several other assignments==
 * ==Fill out survey if you haven't already==
 * ==Making decisions about assignments - esp. the mentorship piece==
 * ==Syllabus details and policies==
 * ==Final syllabus to come==

Setting up a blog

 * ==Blogger==
 * ==Wordpress==
 * ==Edublogs==

What to do for next week:

 * ==I will finish each day with what is due next week (or two weeks)==
 * ==I will also send an email out after each class with an exact outline of what to do that week. Check your emails! Be sure I have an email address that you will check.==
 * ==Read the syllabus and make note of questions - hope to have a final version next week.==
 * ==Read Atwell 1 & 3 (see eLC)==
 * ==Play with the wiki. Use the "sandbox" page to add/subtract.==
 * ==Create your blog & __link it to the wiki on the "Links to Our Blogs" page (directions are there)__==
 * ==Write a post about Atwell on your blog by Wednesday night at 9pm.==
 * ==Thinking about Diversity in Writing Classrooms - Think about diversity - where do you stand? what would you like to think about more? Come with some ideas in mind next week==