Analyzing Authors Craft to Enhance My Craft presented

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Analyzing Author’s Craft to Enhance My Craft presented by Catherin D’Aoust July 3, 2014

Analyzing Author’s Craft to Enhance My Craft presented by Catherin D’Aoust July 3, 2014

Ongoing grammar question: To teach grammar or not to teach gramma

Ongoing grammar question: To teach grammar or not to teach gramma

* Teachers today do not question if grammar should be taught because the standards

* Teachers today do not question if grammar should be taught because the standards require grammar instruction. CCSS Language Standards!!!

, Inquiring Minds want to know • Does the research support teaching grammar traditionally?

, Inquiring Minds want to know • Does the research support teaching grammar traditionally? - NO! “…in view of the widespread agreement of research studi upon many types of students and teachers, the conclusion can be in strong and unqualified terms: the teaching of formal grammar ha negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing. ” R. Braddock, R. Lloyd-Jones, L. Schoer Research in Written Composition, NCTE, 1963

“ Those findings that report no correlation between the formal teaching of grammar and

“ Those findings that report no correlation between the formal teaching of grammar and writing ability conclude only that grammar should not be taught in isolation, as an end in itself. They do not conclude that it should not be taught at all…Unfortunately, the result of the research has been to drive grammar instruction out of the composition classroom, rather than into it, where it belongs. ” Kolln Martha

Grammar Instruction in Meaningful, Productive Contexts opposed to Grammar Instruction in Isolation, often with

Grammar Instruction in Meaningful, Productive Contexts opposed to Grammar Instruction in Isolation, often with drill and kill worksheets (sometimes called traditional grammar instruction)

What is instruction in meaningful contexts? • This instruction is incorporated into reading and

What is instruction in meaningful contexts? • This instruction is incorporated into reading and writing instruction in the classroom; grammar instruction becomes a natural part of Analyzing Author’s Craft and learning style while applying it to students’ own writing. • Instruction is context-based and utilizes both didactic and constructivist pedagogical strategies: - Sometimes students just need directly to be taught

Grammar Instruction Should NOT be

Grammar Instruction Should NOT be

Grammar Instruction is often Rapid Release

Grammar Instruction is often Rapid Release

In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it

In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative Independent

TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative Independent “You do it together” “You do it alone” STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Gradual Release Process Focused, directed instruction with models Guided, interactive first experiences Collaborative practice

Gradual Release Process Focused, directed instruction with models Guided, interactive first experiences Collaborative practice for correction and further learning Independent practice for attainment in meaningful contexts

Grammar Instruction is often. Declarative Knowledge only highly abstract, without real application instead of

Grammar Instruction is often. Declarative Knowledge only highly abstract, without real application instead of Procedural Knowledge where students use new knowledge in real, meaningful contexts where they practice and improve

The goal of grammar instruction is to improve writing and speaking Grammar is often

The goal of grammar instruction is to improve writing and speaking Grammar is often taught as if the goal was to acquire linguistic understanding of the English language.

CCSS excerpt on Language Standards Note on range and content of student language use:

CCSS excerpt on Language Standards Note on range and content of student language use: To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

Grammar Research Writing as a decision-making activity

Grammar Research Writing as a decision-making activity

Common Core College and Career Readiness Anchor Standards for Language Conventions of Standard English

Common Core College and Career Readiness Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Common Core College and Career Readiness Anchor Standards for Language Knowledge of Language 3.

Common Core College and Career Readiness Anchor Standards for Language Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Common Core College and Career Readiness Anchor Standards for Language Vocabulary acquisition and Use

Common Core College and Career Readiness Anchor Standards for Language Vocabulary acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

Constance Weaver 1979 Harry Noden Jeff Anderson 1999 2005

Constance Weaver 1979 Harry Noden Jeff Anderson 1999 2005

Grammar Research says… Constance Weaver (2007) explains, “Grammar taught in isolation from writing does

Grammar Research says… Constance Weaver (2007) explains, “Grammar taught in isolation from writing does not produce significant improvements in writing. It is both more motivating and more practical to teach selected aspects of grammar in conjunction with the writing process. (pg. 8)” “It is better to teach a few things repeatedly and well than a lot of grammatical terms that have little or no practical relevance to writing. ”

Improving Your Sentences with Brush Strokes Artist’s Palette

Improving Your Sentences with Brush Strokes Artist’s Palette

Harry Noden from Image Grammar “Traditionally, the study of grammar has dealt only with

Harry Noden from Image Grammar “Traditionally, the study of grammar has dealt only with words, phrases, and clauses. However, when I began to see grammar as a process of creating art, it seemed unnatural – even impossible – not to view grammar as a continuous spectrum in a whole work. As I explored this view with my students, the connection seemed to bring grammar into a meaningful relationship with stories, novels, screenplays, poems, reports, and songs – the ultimate products of the writer’s art. ”

I’m a writer, not an artist…right? “The writer is an artist, painting images of

I’m a writer, not an artist…right? “The writer is an artist, painting images of life with specific and identifiable brush strokes, images as realistic as Wyeth and as abstract as Picasso. ” “Writing is not constructed merely from experiences, information, characters or plots, but from fundamental artistic elements of grammar. ” -Harry Noden, Image Grammar

Table of Contents: Image Grammar

Table of Contents: Image Grammar

What are brush strokes? Comparison of writing to painting - Use of a palette

What are brush strokes? Comparison of writing to painting - Use of a palette of words and combination of words - Variety of strokes – sentence structures - Choices determined by artist’s purpose and audience - Drafting and adding color/shading

What brush strokes? A writer’s brush strokes are their repertoire of sentence structures combine

What brush strokes? A writer’s brush strokes are their repertoire of sentence structures combine with their word choices. Students can begin with these five basic brush strokes: a) Action verbs b) Adjectives out of order c) Appositives d) Participle used as adjectives e) Absolutes

Professional authors use these tools to create masterpieces “Shifting the weight of the line

Professional authors use these tools to create masterpieces “Shifting the weight of the line to his left shoulder and kneeling carefully, he washed his hand in the ocean and held it there, submerged, for more than a minute, watching the blood trail away and the steady movement of the water against his hand as the boat moved. ” -Ernest Hemingway Old Man and the Sea “Dazed and disoriented, I looked up from the bright red blood pulsing out of my arm—into the fevered eyes of the six suddenly ravenous vampires. ” -Stephanie Meyer New Moon

Brush Stroke Process Imitation Writing Choose a brush stroke Show a picture Model the

Brush Stroke Process Imitation Writing Choose a brush stroke Show a picture Model the brush stroke Show a 2 nd picture (GRR) Student(s) practice Students use brush stroke in their writing

Adjectives Out of Order The leopard hung on the tree branch. The leopard, hungry

Adjectives Out of Order The leopard hung on the tree branch. The leopard, hungry and vigilant, hung on the tree branc

You try using adjectives out of order.

You try using adjectives out of order.

Painting with Participles Gorilla: Peering at the onlookers, the gorilla passed hour after hour

Painting with Participles Gorilla: Peering at the onlookers, the gorilla passed hour after hour in his depressing cage.

Painting with Participles Gorilla: Peering at the onlookers, slumping forward, staring dejectedly, the gorilla

Painting with Participles Gorilla: Peering at the onlookers, slumping forward, staring dejectedly, the gorilla passed hour after hour in his depressing cage.

Painting with Participles Gorilla: Bored by his surroundings, the gorilla passed hour after hour

Painting with Participles Gorilla: Bored by his surroundings, the gorilla passed hour after hour in his depressing cage.

Painting with Participles Killer Whale: Now you try:

Painting with Participles Killer Whale: Now you try:

Example [Note the lack of sentence variation]

Example [Note the lack of sentence variation]

Final words from Harry Noden: “The writer is an artist, painting images of life

Final words from Harry Noden: “The writer is an artist, painting images of life with specific and identifiable brush strokes. ” “Writing is not constructed merely from experiences, information, characters, an plots, but from fundamental artistic elements of grammar. ”

My Concerns How do we ensure transfer? Where is accountability in grammar instruction? What

My Concerns How do we ensure transfer? Where is accountability in grammar instruction? What does practice look like? How do we add the meta-lens?

Thus the Author’s Craft Notebook was born!

Thus the Author’s Craft Notebook was born!

Components of Author’s Craft Journal Ongoing journal used as an opening writing activity, a

Components of Author’s Craft Journal Ongoing journal used as an opening writing activity, a writer’s workshop journal, an anchor writing journal, or even a homework journal. Builds on student memories ( small r research) Utilizes all CCSS genres Provides models of grammatical structures and punctuation usage; requires student imitation writing in real contexts Provides a place for students to practice and explicitly integrate new learnings Holds students accountable Fosters transfer to other writing

Anchor Journal Content Journal Cover Numbered blueprint I remember poem Table of Contents Student

Anchor Journal Content Journal Cover Numbered blueprint I remember poem Table of Contents Student writing with annotations Acknowledgment section

I Remember Poem I remember when 1. … 2. … 3. … 4. …

I Remember Poem I remember when 1. … 2. … 3. … 4. … 5. … 6. …

I Remember Poem I remember when 1. … I came home from school and

I Remember Poem I remember when 1. … I came home from school and saw my baby sister for the first time. 2. …playing ghosts in the dark hallway with pillows 3. …listening through the hallway furnace to my parents’ parties 4. … 5. … 6. …

Table of Contents 1. Ghosts in the Hall 2. Adult Parties

Table of Contents 1. Ghosts in the Hall 2. Adult Parties

Students Write Students choose their topics from their I Remember Poem.

Students Write Students choose their topics from their I Remember Poem.

Analyzing Author’s Craft How the Notebook title was named!

Analyzing Author’s Craft How the Notebook title was named!

Sample Excerpt from Of Mice and Men

Sample Excerpt from Of Mice and Men

A tall man stood in the doorway. He held a crushed Stetson hat under

A tall man stood in the doorway. He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back. Like the others, he wore blue jeans and a short denim jacket. When he had finished combining his hair, he moved into the room and he moved with a majesty only achieved by royalty and master craftsmen. He was a jerk line skinner, the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders. He might have been thirty-five or fifty. His ear heard more than was said to him, and his slow speech had overtones not of thought, but of understanding beyond thought. His hands, large and lean, were as delicate in their actions as those of a temple dancer.

A tall man stood in the doorway. He held a crushed Stetson hat under

A tall man stood in the doorway. He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back. Like the others, he wore blue jeans and a short denim jacket. When he had finished combining his hair, he moved into the room and he moved with a majesty only achieved by royalty and master craftsmen. He was a jerk line skinner, the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders. He might have been thirty-five or fifty. His ear heard more than was said to him, and his slow speech had overtones not of thought, but of understanding beyond thought. His hands, large and lean, were as delicate in their actions as those of a temple dancer.

Students Copy In the acknowledgment section of their journals, students write Subordinate Clause (comma

Students Copy In the acknowledgment section of their journals, students write Subordinate Clause (comma use) J. STEINBECK And then copy He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back.

Modeling, Imitation, Group Practice, and Release The teacher and or the teacher and the

Modeling, Imitation, Group Practice, and Release The teacher and or the teacher and the class create another sentence using the same structure. All students copy this sentence, too, on the acknowledgment page. (could use “Harry Nodin picture”)

Subordinating Conjunctions after, although, as, because, before, how, if, once, since, than, that, though,

Subordinating Conjunctions after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, while Frames sub conj + clause (subj+ verb) + comma + clause. When he had finished combining his hair, he moved into the room. clause (sub + verb) + sub conj + clause (sub + verb) He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back.

Sample Acknowledgment Page Acknowledgement 1. Subordinate Clause J. Steinbeck OF MICE AND M He

Sample Acknowledgment Page Acknowledgement 1. Subordinate Clause J. Steinbeck OF MICE AND M He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back. Although he dreamed of writing a novel, he later realized that first he needed something to say.

Students return to their Craft Notebooks to apply subordinate clauses. Students make notes in

Students return to their Craft Notebooks to apply subordinate clauses. Students make notes in the margin of their Journals, acknowledging that they used this craft. When they do, they write the name or number of the structure in the margin next to where they used it and highlight it.

In their Craft Notebooks, students also add a usage or function description. Under subordinate

In their Craft Notebooks, students also add a usage or function description. Under subordinate clauses, a student would a “this craft establishes the relationships betwe what could be 2 different ideas or sentences

Sample Acknowledgment Page Acknowledgement 1. Subordinate Clause J. Steinbeck OF MICE AND MEN He

Sample Acknowledgment Page Acknowledgement 1. Subordinate Clause J. Steinbeck OF MICE AND MEN He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back. Although he dreamed of writing a novel, he later realized that first he needed something to say. Function: establishes the relationships between what could be 2 different ideas or sentences.

Authors’ Craft Notebook Outcomes 1, The craft of other authors becomes the craft of

Authors’ Craft Notebook Outcomes 1, The craft of other authors becomes the craft of our students. 2. Transfer begins intentionally and then becomes automatic. 3. Grammar instruction is fun with immediate application.