1997 Summer Institute Demonstrations

"Writing and Thinking Across the Curriculum: A Study of Egypt"

Many students today do not know how to write or think critically about other subjects taught in school. They see English class as a separate entity where they read and write about literature only. It is important for Language Arts teachers t o teach writing as a critical thinking tool applicable to all areas of study.

Social Studies, math, and science can be incorporated into the English/Language Arts curriculum. Many students will respond better to writing if other subjects are brought into the classroom.

In the context of studying Egypt, students will focus on writing activities that relate creatively and critically to Egyptian culture. They will complete writing tasks associated with the critical thinking skills found in math, social studies, and science.

"The Poetry of Students"

Students do not enjoy poetry for a number of reasons: 1) they feel that the subject matter is beyond their comprehension; 2) they think it is always written in a formal language style with strange rhyming schemes; 3) they feel that the subject matter of poems is not applicable to their lives.

As much as students do not want to believe us, poetry can in fact be easy to write and fun to read. This presentation will show four unique ways of writing poems that will contradict each of the fallacies students hold about poetry. Through experimentation and creativity, we will help each other to find a new way to approach poetry in our classrooms.

"Teaching Listening and Speaking"

Because we live in an information age, the ability to acquire information is one of the most important skills we can teach our students. In addition to knowing how to do library research, our students should understand that information can al so be acquired from expert testimony. Interviewing skills, which can be practiced and learned, are invaluable for every student in our classrooms. Good listening skills are the key to getting information that is necessary for planning and searching data .

"Sssnakes Among Usss: A Unit on Wildlife--the Slithery Variety"

The correlation between language arts studies and other subjects adds interest and importance to what we teach. Believing that the inclusion of subject matter other than what is given in our literature and grammar books is necessary for effective learning experiences. I include interdisciplinary units based on literature and writing as often as possible during the school year. This workshop focuses on how writing can be used to increase the amount and depth of students= learning in the con tent areas. Students will be involved in tasks designed to determine prior learning, summarize knowledge gained, and transfer that knowledge into prose, poetry, and other creative expressions. I use this short, interdisciplinary unit during the first week of school to break the ice and to focus the students= minds on the new school year. This unit combines a review of the basic elements of literature with writing and reading exercises and allows students to use their knowledge of science (biology) and Georgia studies with language arts activities. With this unit I can develop rapport among classmates through cooperative learning activities and use both the discussions and the students= work a s diagnostic tools for planning future work. I use it for review (connecting past learning experiences with new) and to see where students stand in their understanding of literature and their knowledge of basic grammar (sentence structure and parts of speech).

"Writing Across the Curriculum"

This demonstration relates the importance of writing in each subject area. It presents the writing process as an essential tool in subject areas besides English. This demonstration presents examples of vital areas as follows: 1) teacher motivation; 2) student motivation; 3) the writing process, and 4) practical applications of writing across the curriculum. Equipped with the information covered, each teacher can act as a catalyst to reinforce the importance of writing in each subject area.

"Chalk Talk to Paper Talk!"

A good writer lets the characters in a story talk to one another. A good writer helps the reader understand the relationship between the characters. This important dialogue moves the plot or action of the story forward and makes the story mo re interesting to read. The above definition is terrific if you already have a good writer. However, when working with the reluctant writer, teachers need creative ways to activate background information and get the student interested in writing. Most students love to write on the chalkboard or the overhead, so invite them up--and watch writing take shape.

"Newspapers are for Everyone"

Newspapers can be used as a tool to inspire writing or as a model of writing for students. When working with newspapers in your classroom, students will practice critical thinking, reading, speaking, listening, and learning new vocabulary. This presentation will focus on writing activities for your students based on news writing, cartoons, and advertisements. One of the most important benefits in using newspapers in the classroom is that newspapers contain information that is "across the curriculum.@ Such information could be used in a math, science, English, or geography class. Newspapers are also adaptable to any grade level. Finally, newspapers are inexpensive, and students interested in journalism are likely to perform better in school.

"Fairy Tale Theater"

Students often find writing difficult and uninteresting because it does not connect to what they already know, and they do not see its relevance to their world. Effective language arts instruction allows students to experience literature as it is connected to their own writing. Literature also allows students to enjoy stories that are rich in vocabulary and filled with ideas that encourage creativity and written expression. The study of literature serves as a written model for writers. Literature develops critical and creative thinking skills as students learn to read, think, and write. This workshop strives to 1) demonstrate the connection of literature to writing by extending knowledge to new learning as well as to understanding of the relevance of writing to the student=s world; 2) incorporate process writing into thematic teaching as well as into the whole language approach; 3) present a learning center format so that participants can experience a teaching strategy that allows the teacher to provide more one-on-one time with each student.

"Poetry in Motion"

When students hear the word poetry, they either tune out or groan. Students can learn to enjoy and express themselves through poetry. This demonstration involves using popular, interesting, youth-oriented poems to help students begin to understand poetry and eventually express themselves through this form of writing. Once they get past the groaning and start to laugh, they let down a few of their barriers and learn to enjoy the freedom of expression that poetry offers. Students are slowly emerged into the world of poetry through artistic writing and thinking activities.

"Shakespeare--Welcome to the 20th Century!"

High school students despise writing. They also despise Shakespeare. This unit was designed to bridge the two domains and give the students a greater understanding and appreciation of Shakespeare=s work. Designed for use with lower-level college preparatory/vocational students, the unit is easily adapted to many different levels. Students discuss personal stories of betrayal and must attempt to see both Asides@ of the issue. The class then reads Shakespeare=s Julius Caesar (aided by audiocassettes), and begins the major requirement of this unit, a complete rewriting of the play. At the conclusion of the rewriting campaign, several culminating writing assignments are given, including a writing exercise in Middle English. Through this project, students learn that they really can understand Shakespeare, and they do so though a great deal of writing.

"Students Soar with Writing in Social Studies"

Writing is a central component of the school curriculum at all grade levels, but it should not be confined to a specific language arts period. Teachers and students should view writing as an important tool in all subject areas. Writing helps students acquire content in ways that promote active learning and enhance higher-order thinking skills. Writing in all content areas gives students the additional benefit of improving their skill in using the writing process and other language competencies. In the context of a unit on the Presidents of the United States, this workshop focuses on a variety of writing activities for social studies instruction. Participants will first examine the functions of writing in the social studies as either transactional, expressive, or poetic. They will then complete writing tasks of each type and review self- and peer-assessment instruments for social studies writing activities. Writing related to a social studies field trip will also be illustrated. Finished products will be shared and displayed.

"Is There an Author in the Room?"

Writing is an exhibition of thought and expression that all mentally and physically adept individuals are capable of performing at some level. As in other skills, some possess a natural ability and willingly transfer their thoughts to paper with little prompting. Others, however, must be convinced of their ability and require professional guidance to perform the task. Every person has a story to tell. Experiences begin at birth. With proper instructions, that include a vast variety of techniques, students of all ages can be taught to take the mental hand of the author within them and transport their stories to paper.

"Written and Illustrated by. . . is one such instructional program, written by author David Melton, that exhibits a revolutionary two-brain approach for teaching students how to write and illustrate amazing books. This workshop provides step-by- step instructions for guiding students through the process of writing, illustrating, and publishing a complete book. Participants will begin by examining different genres and approaches of writing modeled by the instructor. Next, they form a publishing company and apply for positions in the company. Contracts of agreement are then signed to foster a serious business atmosphere. The prewriting, editing, and final drafting process for the stories follow the contracts. Illustrating comes after the writing, followed by carefully guided instructions for laying out the text and illustrations for publication. Finally, the books are bound, covers administered, and publication is complete.