Multigenre Projects-PowerPoints

Please view these PowerPoint Presentations of previous MG Projects!

Multigenre Project 1 MG

If this doesn’t work…check our class web site for the PowerPoint. Look under tonight’s class. 

 

Multigenre Projects or …Ologies

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 Please check out http://www.ologyworld.com/

You will be amazed! This is a multigenre publication at its best!

After reading the Moulton article and Chapters 1-5 of Writing Without Boundaries, you should begin formulating ideas and opinions of multigenre writing and projects. On your blogs, respond and think about the following:

What is a multigenre project? What are the ingredients? What is your recipe for HOW you might create a MG project? WHAT TOPICS ARE YOU CONSIDERING FOR YOUR MG PROJECT? How might you begin in your classroom? Here are a few sites you may find helpful for engaging in research with your students as well as your own research:

http://www.ivyjoy.com/rayne/kidssearch.html

(The best link to child-friendly search engines and research information; please check this out! You will be impressed)

http://www.thinkquest.org/library/ (Children create these projects!)

http://memory.loc.gov/ammem/index.html (Amazing history connections!)

Review the lists of genres in the Moulton article (p. 531) and Writing Without Boundaries (pp. 4-5) and the links to a list of genres and  possible genres.pdf . What would you add to the list? Which genres have you already taught? Which might you choose to focus on in your classroom? Think about one genre in particular that you may introduce to your students. Can you find examples of the genre to bring in to our next class (brochures, letters, etc.)?

Other sites you may find interesting:

http://www.readwritethink.org/lessons/lesson_view.asp?id=1013

(Zines for Kids)

http://www.readwritethink.org/student_mat/index.asp

(Interactive student materials)

http://www.readwritethink.org/lessons/lesson_view.asp?id=774

(Multigenre Snowflake Bentley)

http://www.readwritethink.org/lessons/lesson_view.asp?id=892

(Grapes of Wrath)

 

Children’s Version: Shift Happens

 

Also, be sure to check out this web site: 

https://www.ala.org/ala/booklinksbucket/authors.htm   

Writing Circle 4

 

Haiku for You!

So many breezes

wander through my summer room:

but never enough

Issa 

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hibiscus flowers

munched up in the horse’s mouth

eaten one by one

Basso 

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Boneless, translucent,

We undulate, undulate,

Gelatinously.

Jack Prelutsky   

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What do you notice about Haiku? I notice how the poet expresses his feelings about something in nature; how he creates a visual image from a natural scene, usually through personification; I notice the precision of word choice and the succinct language–the Japanese refer to this as “wa” or harmony; I believe that the Japanese poets of long ago frowned on verbosity or wordiness; I see who or what, I see what they are doing, where it is happening, and how or why it is happening. 

Writing Informational Poetry: Transforming Ideas through Instructional Scaffolding

Okay; so I have certainly alluded to the “virtues” of vulnerability and humility in teaching and learning; more specifically as Dan Liston would argue, that vulnerability is an inescapable condition of teaching and learning. I fully acknowledge that we teachers should experience the joys and the delights, as well as the discomforts and tensions of vulnerability and uncertainties in our teaching. So, I am embracing this today by sharing a draft of a manuscript. Please know, this is only a draft! However, I do believe it may provide you with a more specific instructional and theoretical framework for writing informational poetry with your students. Enjoy : )Please see attached manuscript. Also, please use Writing Circle 3 to guide your discussion tonight.

How to Eat a Poem

How to Eat a Poem

Don’t be polite.

Bite in.

Pick it up with your fingers and lick the

juice that may run down your chin.

It is ready and ripe now, wherever you are.

You do not need a knife or a fork or a spoon

or plate or napkin or tablecloth.

For there is no core

or stem

or rind

or pit

or seed

or skin

to throw away.

 

- Eve Merriam

the drum by Nikki Giovanni

the drum

daddy says the world is

a drum tight and hard

and i told him

i’m gonna beat

out my own rhythm

by Nikki Giovanni 

 

Burrows by Marilyn Singer

Burrows
 
 
Out in the country I walk across towns
 
        I'll never see:
 
mazy metropolises
 
        under the earth
 
         where rabbits hide from foxes
 
             foxes hide from dogs
 
             full-bellied snakes sleep snugly
 
               worms work uncomplaining
 
Where what you see is nothing--
 
what counts is what you smell
 
        or hear or feel
 
I try to tread softly:
 
        a quiet giant
 
           leaving only footprints
 
               on the roof  
                                      Marilyn Singer

 

Chapter 10 Best Practices: Teaching Planning

In Ch. 10, Graham and Harris recommend several approaches/procedures for supporting and enhancing students’ planning behaviors: prewriting, inquiry, and strategy instruction. Think of each approach and try to make specific connections to your current writing instruction. How might you attempt to improve students’ planning behaviors in order to see more self-regulated writers in your classroom? What are your thoughts on Graham’s Self-Regulated Strategy Development Model (SRSD)? Comment on and make connections to how you currently incorporate any or all of these principles for teaching planning strategies. Think about and respond to any of the examples of the planning strategies for writing: an informative report, compare/contrast paper, persuasive paper and the more general planning strategies. Again, in your current writing instruction, think about the scaffolds you provide for teaching planning.