Saturday, January 24, 2009
Writer's Notebook ch.3&4 group d 650pm
View the first sample chapters (available on line) Using the Writer's Notebook in Grades 3-8: A Teacher's Guide at (http://www1.ncte.org/library/files/Store/Books/Sample/35006chap1-2_x.pdf) and begin your writers notebook then post entries on Class Blog. Engage in an online discussion group on our class blog. Please read designated chapters and 1)propose “meaty” fat questions to discuss, 2) make connections to your teaching and work with students, and 3) make connections to your work as a writer (ie Keep your own notebook and share your response to it), 4)Please respond to two of your classmates’s entries in your study group, 4) Consider how what you have learned from this book might support the work of your integrated language arts unit.
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3 comments:
MEATY QUESTIONS:
Of all of the writing ideas in chapter 3, "Planting Seeds", which do you think would be the most effective in getting reluctant writers to write?
(I guess I should have just called that meaty question since there is only one of them!)
CONNECTIONS TO MY TEACHING:
I love the idea of a writer's notebook. I haven't ever done it with students and now that I teach in a school where reading and writing are taught in 2 separate classes, I have even less time than I once did to encourage student creative writing. I still think that I could use the writer's notebook effectively in conjunction with my LA teacher. I'd like to explore having students record a passage from something that they are reading that may inspire them or speak to them in some way as a "seed" for their writing.
I also like that the book takes into account that all student experiences are significant, and that a lack of rich experience does not mean that students can't find something interesting to write about. Many of the ideas in this chapter are very practical. I especially liked the student page of things he loved and things he did not love. What a great way to get a student started!
CONNECTIONS TO MY OWN WRITING:
I loved the idea of using a quote as a starting point for my own writing. I usually go to a website called the quotations page and write the quote of the day on my board. Sometimes we discuss it, other times it just stays on the board. I've started to copy those quotes into my own writer's notebook as jumping off points. Here are some from this week:
"Courage is the art of being the only one who knows you're scared to death." --Harold Wilson
"When someone does something good, applaud! You will make two people happy." --Samuel Goldwyn
I've only had time to comment on a few of them, but it is one of my favorite ways to write because it makes me look at things from a different perspective every time.
CONNECTIONS TO INTEGRATED UNIT:
As part of my unit, students will be writing a journal as if they were a person living during the time of the Civil War. Using a writer's notebook to help them to gather their ideas should be a great way to get them thinking. I could see them creating webs in their notebooks about heroes or war or sadness, etc. I haven't included it as part of my unit yet, but the more I consider it, the more I like the idea. I think the trick is with my limited time, to structure it in a way that will allow students to use it effectively.
What do you guys think?
Hello,
Nate, first I would like to comment on your question you posted. There were many great ideas in Chapter 3; however, I think that the idea of allowing students to put photos or newspaper/magazine clippings into their writer's notebook is very motivating. It creates a sense of ownership and truly allows students to make strong connections to whatever they decide to put in their notebook because it's important to them in some way. When I was in high school I had to keep a writer's notebook for a class my senior year and I loved filling it with photos of my friends and family. I could write forever because these experiences that I was sharing were meaningful and important to me.
Meaty Questions:
There are so many great ideas in chapter 3, but how would you introduce these ideas to your students? Would you suggest modeling each? Or, would you model a few and let the students discover other creative ways that work to generate ideas for themselves?
Connections to my teaching:
"Nothing is significant until we make it significant". That quote is so true and I think it speaks wonders about what good teaching really is. All students experience life (each in their own way), but it is our job to validate their lives by honoring their thoughts, feelings, and daily experiences. Children need to find meaning in their lives to appreciate all of their experiences. In my classroom I try on an everyday basis to make connections to each and every one of my students and to help them find value to their life. Writing in their notebook is one way to put that value into perspective. When students view their lives in meaningful ways, they are able to record memories and experiences in their journals. We talk a lot about how writing needs to be internal. Good writers will write from their hearts. If you can't look inside yourself and find meaning, you won't be able to ever truly write.
Connections to my own writing:
Nate, I love your ideas of using quotes in your classroom! What a cool way to generate discussions and writing topics. I like the idea of writing with honesty. I think that's hard for me becuase when I write something down, I know that I'm going to read it back and sometimes I can't handle the truth. I need to work on that!! Maybe I should try writing more honestly and then close my notebook and not read it again. Writing with honesty does allow you to validate your thoughts and feelings. It can be very comforting and can result in a deeper understanding of who we are.
Connections to integrated unit:
In my unit my students will have a writer's notebook where they will be connecting to the ideas of water conservation and water pollution. I was initially thinking about giving them topics or prompts to write on, but this chapter told me that will limit their ablility to make connections. I may instead give them a bunch of topics and allow them to choose what they feel they are able to relate most to.
Those are my thoughts for now...
I agree with you Sarah and I think that the idea of allowing students to put photos or newspaper/magazine clippings into their writer's notebook is very motivating, too. Not only does it create a sense of ownership and allows students to make strong connections to whatever they decide to put in their notebook but it also gives a springboard for the reluctant writer to get started and excited about writing. It makes the writing more authentic and meaningful to the individual. In response to your questions about how to go about modeling it, I think it would be a good idea to provide a few ideas what the writing artifacts could be, but not limit or determine for the student what they must include. I think that would hinder the creative flow of the writing.
Connections to my own writing
I can apply my own suggestions about what to include for the artifacts, because what I included in my own notebook is different each entry depending on what kind of mood I was in that day. Sometimes I included a photo, word art, or a sketch, or nothing besides the writing. Nate, I also love to incorporate quotes into my writing and with my students!
Connections to my teaching
When talking to students about keeping a writer’s notebook, I really saw how motivated they became when they were allowed to keep additional artifacts or seeds for writing in their notebooks. One of my students said, “Miss, Miss, it’s just like I am the author and illustrator of my own book!” This shows me that her notebook is meaningful for her. By the way, she was one of my lowest reader’s in the class. Keeping a notebook has increased her writing fluency.
Have either one of you had a chance to use a writer’s notebook with your students?
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