Workshops



++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Digital Storytelling by Dr. Donna Wake Time to Explore:

Center for Digital Storytelling[|http://www.storycenter.org]

Scott County, KY[]

BBC Telling Lives []

Vision of K-12 students today [|http://youtu.be/_A-ZVCjfWf8] College of Education/University of Houston []

**+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++** **If Everything Else Fails, Read the Instructions** **Formula Poetry as a Tool** **PamBagby – Summer Institute 2011** Thedefinition of poetry How to bring it to life and into the classroom; all subjects, teach lit terms (alliteration,metaphor, simile, etc) PLUS vocabulary and word choice I do a plethora of reading and WRITING! Poetry portfolio/rubric Poetry slam– I have decided I am going to do one this year! Formula is not bad; it can relax the student, give them confidence Bio-poem as an introduction - could also use as character traits map (“I am Rifka”) Acrostics Diamantes –vocabulary/synonym/antonym Sensory poems – Where I want to be, I Think Myself Out, Hope is the thing with Feathersby E. Dickinson, details/description for Benchmark writing Song lyric poetry – I Hope You Dance, I am a Rock, or their favorite Concrete poetry – simply fun! Chain poem as an introduction – I CAN WRITE A POEM!!! Now GreatBears write CHAIN poems. . .  [] (a source) [] (a poem a day for High schoolstudents) [] (chain poem resource) **BIO-POEM** MODEL: Line 1: Your first name Line 2: 4 descriptive traits(like honest, caring, curious, energetic) Line 3: Brother/sister/friend of… Line 4: Love (people, ideas,things) Line 5: Watches (3 TV shows/moviesyou like) Line 6: Who feels. . . Line 7: Who needs. . . Line 8: Who gives. . .(friendship, encouragement, smiles) Line 9: who fears. . . (pain,hunger, the end of the summer) Line 10: Who would like to see .. . Line 11: Resident of (city,state, where you live) Line 12: Your last name

(here’s mine) Pamela Loud, honest, opinionated andartistic Mother of Caitlin, Jillian, andColin Lover of chocolate, freedom, pinkand art Watches Mad Men, Sons of Anarchyand Justified Who feels happy when singing Who needs to create as often aspossible Who gives food for thought Who fears hydroplaning Who would like to see a woman inthe White House Resident of Planet Earth Bagby I AM poem MODEL: I am __ I am (two special characteristics of character) __ __ I wonder (something character is actually curious about) __ __ I hear (two sounds character heard) __ __ I see (two sights character saw) __ __ I want (two things character wanted) __ __ I am __ I pretend (something character pretended to do or be) I feel (a feeling character has experienced) I touch (something character touched) I worry (something character worries about) I cry (something that makes character sad) Iam __ I understand (something character knows is true) __ __ I say (something character says) __ __ I dream (something character dreams) __ __ I try (something character tries) __ __ I hope (something character hopes for) __ __ I am __.

MODEL: Think of a place that is specialto YOU. Form an image in your mind of this place. If you need to, cluster thisimage on a web. Then complete the following statements ON YOUR OWN PAPER! FORM: EXAMPLE: I see __Isee the sage-covered desert__ __I smell__ Ismell the freshness of the morning I hear __Ihear the scream of the hawk__ __I feel__ Ifeel the caress of the breeze I taste __Itaste the dew on the wind__ __I think__ Ithink the new day is born.
 * WHERE I WANT TO BE (SENSORY POEM) **

After you have written yoursentences, remove the pronouns, verbs and articles, as needed. This is yourfinished sensory poem. __WHEREI WANT TO BE__ Sage-covereddesert Freshnessof morning Screamof the hawk Caressof the breeze Dewon the wind Newday born

“Hope” is the thing withfeathers- That perchesin the soul- And sings thetune without words- And neverstops – at all- And sweetest –in the Gale – is heard- And sore mustbe the storm- That couldabash the little Bird That kept somany warm- I’ve heard itin the chilliest land- And on thestrangest Sea- Yet, never inExtremity, It asked acrumb – of Me. ~Emily Dickinson MODEL: Hope is It sounds like(something you hope to hear) It feels like(something you hope to feel) It smells like(something you like to smell) It tastes like(something you like to taste) It looks like(something you like to look at/see) It lives. . .(a general statement about it) You may wantto choose another word, for example “love” or “freedom.” It is your choice.Pick a strong word, something you can write about. You may also want torearrange the order of these lines. It is up to you. What SOUNDS best? Whatworks best? You are the poet, write what feels right for you. EXAMPLE: Love is blind It sounds likethe thunder before the storm It feels likethe earth after the first rain It smells likered roses It tastes likesugary strawberries It looks likea pink shell on the beach It liveseverywhere. REWRITTEN: Love is blind Rumblingthunder before the storm Fresh like theearth after the first rain Smells likebeautiful red roses The flavor oftart sweet strawberries And a delicatepink conch washed up from the ocean It lives everywhere.
 * Hope is the Thing with Feathers**

**DIAMANTE POETRY** MODEL: Line1: noun Line2: two adjectives Line3: Three action verbs that end in “ing” Line4: Four nouns Line5:Three action verbs that end in “ing” Line6: Two adjectives Line7: Noun

SYNONYMDiamante Monsters Creepy,sinister Hiding,lurking, stalking, Vampires,mummies, werewolves, and more- Chasing,pouncing, eating Hungry,scary Creatures

ANTONYMDiamante Day Bright,sunny, Laughing,playing, swimming, Upin the east, down in the west- Talking,resting, sleeping, Quiet,dark, Night

ANNE FRANK ACROSTIC A simple girl with greatambitions, that were Never to be fulfilled; but Neither to go unnoticed, her Early life was to be stilled. Shewas Furious at the Germans, thoughshe Realizes; not everyone is trulybad, And she never really despises;the Nazis that took her life, andcaused her much despair; Knowing that made her strong,even when the world’s unfair.


 * A ||  ||
 * N ||  ||
 * N ||  ||
 * E ||  ||
 * F ||  ||
 * R ||  ||
 * A ||  ||
 * N ||  ||
 * K ||  ||
 * K ||  ||

ChainPoem example: Beginningword – CLOCK I hate the __clock__ to dictate my life It seems I never have enough __time__ My __hands__ are rough and chapped The __fingers__ of frost creep across the window And __rings__ surround the winter moon __ Circle __ withcircle continuing forever As fairies __dance__ to a tune I cannot hear.

Jane CarpenterGreat Bear Writing Project Cinderella, by any Other Name
 * __Overview__**
 * What’s the perfect medium for reaching text-to-text connections, studying multi-cultural differences, and exploring maps? The answer: Fairy Tales (Cinderella). We’ve grown up hearing them, sharing them, but did you know that children around the world, living in other countries, enjoy the same fairy tales as you. People everywhere … different, yet alike.**


 * __Process__**
 * Simple, yet strong. Progressive and sound. Repetitive, not boring.**
 * Read Rindercella. Discuss the elements: characters, setting, problem, steps to solution, ending. Identify the make-believe character. Listen to //Yeh-Shen,// a Chinese Cinderella story. Compare story elements to Cinderella. Bring the map into play as you locate China, and then introduce your collection of multi-cultural tales, locating the origin of each title on the map. Pair up. Select a story and read. Share each Cinderella story with the class. Now write a fairy tale of your own … pay attention to the elements.**


 * __Timeline__**
 * Introduction**
 * Read aloud spoonerism 5 minutes**
 * Listen to Yeh Shen 15 minutes**
 * Place stories on map 10 minutes**
 * Read stories in pairs 15 minutes**
 * Record and share stories 20 minutes**
 * Write a fairy tale – share 20 minutes**


 * __Materials__**
 * Rindercella, a Well-Known Tairy Fale (or any spoonerism that suits)**
 * A recorded version of a fairy tale ( Yeh-Shen )**
 * Several copies of Cinderella as told in different cultures**
 * World map**


 * Sources:**
 * [|www.katedudding.com/rindercella.shtml] : Rindercella, A Well-known Tairy Fale.**


 * __Book List__**
 * Albert, Elizabeth, //The Little Sparrow A Cinderella Story from Italy//. Houghton Mifflin, 2004.**
 * Behr, Alexandra, //Smudge-Face A Native American Cinderella Tale//. Houghton Mifflin, 2004.**
 * Climo, Shirley, //The Egyptian Cinderella//. Harper Collins, 1989.**
 * Climo, Shirley, //The Korean Cinderella//. Harper Collins, 1993.**
 * Coburn, Jewell Reinhart, //Jouanah A Hmong Cinderella//. Shen’s Books,1996.**
 * dePaola, Tomie, //Adelita A Mexican Cinderella Story//. G.P. Putnam’s Sons, 2002.**
 * Golland, Sarah, //Rella’s Wish,,// Houghton Mifflin, 2004.**
 * Hickox, Rebecca, //The Golden Sandal A Middle Eastern Cinderella Story//. Holiday House, 1998.**
 * Schroeder, Alan, //Smoky Mountain Rose An Appalachian Cinderella//. Dial Books for Young Readers, 1997.**


 * __Third Grade Common Core State Standards__**
 * R1. Recount stories, including folktales, from diverse cultures …**
 * R2. Compare and contrast the themes, settings, and plots of stories…**
 * W1. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.**
 * a. Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally.**
 * b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.**
 * c. Use temporal words and phrases to signal event order.**
 * d. Provide a sense of closure.**


 * My Neighborhood: The Writing Process in Action**


 * 9:00 Read from Lynda Barry book, //The Good Times are Killing Me//,or a similar passage about a neighborhood. **
 * 9:05 Draw a map of your neighborhood growing up. If you moved a lot, choose one you**
 * remember particularly well. If you lived out in the country, draw the area around your house. **
 * 9:25 Mark 3-5 places on the map that were important to you or where something**
 * memorable happened to you.**
 * 9:30 Pair with a neighbor. Describe the places you marked to each other.**
 * 9:45 Choose a place you marked. Write about it.**
 * 10:00 Share. Discuss writing process in action**

Stephanie Vanderslice Great Bear Writing Project

What You Knew Then: Writing What You Know

9:00 Read Section from Ted Kooser: Writing Brave and Free

9:05 Set out your picture. Examine it. Take a long look at it and try to inhabit what it was like to be

that child.

9:10 Make a list of ten things that you knew by the time you were the age in that picture. Anything

from “don’t spit into the wind” to “some friendships don’t last.” Anything.

9:15 Share your list with a neighbor.

9:25 Choose one of the items on your list. Write the story behind it.

9:45 Share. Show pictures.

Roadmaps to Writing: Using the Life Map as a Pre-writing Tool Mike Rush-2011 Summer Institute
 * Teacher shares life map**


 * Students chart “turning points”**


 * Students draw maps**


 * Students share maps**


 * Students write from maps**


 * Sharing**


 * Life maps are a place-based (or an event based) tool used to help students bring to memory places and events in their lives. Life maps can be drawn in any manner. Jagged lines or circular arcs can be used to indicate passing of time. With older students, turning points in the map might be places they have lived. With younger students, the map might mark important events such as learning to ride a bike, first Barbie, or building a tree house.**


 * It is important that students get to talk while they do this activity. As students discuss their experiences other students’ memories will be stimulated. One extension of this activity is to provide magazines from which students can cut pictures to place on their maps.**


 * Once students have shared their maps, they choose an event about which to write. One way to help students narrow their writing topic is to allow other students to suggest something on the map they would like to know more about. This will also help establish audience for the writer. The life map can be used several times for writing topics.**


 * __ Sources: [[image:Life_map.JPG]] __**


 * Spirit and Self: Create a life map**
 * http://www.oprah.com/spiritself/know/pass/ss_know_passion_01.jhtml**


 * Read, Write, Think: Graphic life map**
 * http://www.readwritethink.org/lessons/lesson_view.asp?id=74**


 * Education World: Drawing a “Lifemap”**
 * http://www.education-world.com/a_tsl/archives/05-1/lesson023.shtml**


 * Can Teach: My Life Map**
 * http://www.canteach.ca/elementary/personal1.html**

media type="file" key="Olivia and Ava - Horse Adventure.wmv" width="300" height="300" media type="file" key="PhotoStory1 Turtles.wmv" width="300" height="300"
 * trial story**

=Educational Uses of Wikis= =Elizabeth Rollans= Our Wiki FAQ and Ideas

Participants will be split into two groups, forming Class 1 and Class 2. This will allow for the simulation of having people work on the wiki at separate times during the day, as will happen with student use during different class periods.

Class 1 will form two groups, Group A and Group B. In Group A, the participants will explore the uses of wikis in collaborative, creative writing. Group B will focus on collaborative essays or research.

Class 2 will explore using the wiki within a community of professional educators.

After thirty minutes, classes 1 and 2 will switch roles in order to explore the other wiki uses and to figure out how collaboration among various class periods could work.

Once Classes 1 and 2 have been completed by all participants, we will discuss other common uses for wikis within an educational setting. I will show the participants tips and tricks to grading and creating student accounts and other necessary wiki skills.

PURPOSE: Wikis allow for collaboration among those who might not be able to collaborate in real-time due to a lack of physical space to meet, time constraints, or geographical differences. This workshop should accomplish several tasks: Give participants time to figure out how to collaborate with wikis for teacher use and for various student projects; address the issues inherent in collaborative projects; allow participants time to write both poetry and prose; and have participants take on the role of the student to explore how it would feel to be involved in a wiki assignment.

Link to Mrs. Rollans’ Class Wiki: Mrs. Rollans' Class

Link to the Plain English wiki video: Wikis in Plain English

Wikispaces Cheat Sheet:

Link to sign up for a free k-12 educational wiki account: K-12 Wikis Link to sign up for a free higher education wiki account: Higher Ed. Wikis

Mrs. Rollans' Prezi about web 2.0 and education: Technology and Web 2.0 in Education

NOTE: If you find something on my wiki valuable, you should paste it into a word document for future reference. After the workshop is over, and as we near the beginning of school, I will remove participants from the wiki so that my junior high students may begin using it. If you need help with wikis in the future you can always email me at lizrollans@gmail.com. I’d be glad to help you out.

The Moth Story Slam Workshop by Deb Moore

I use this exercise in Comp I, when students are preparing to write their personal narrative essays.

[|Link to Prezi] containing other Moth performances. Note: some of these deal with mature themes.

Link to [|The Moth Website].

Link to [|This American Life].

Stephanie Byrnes's Workshop: Providing Visualizations through Games One of the greatest obstacles I faced with my 6th grade students was descriptive voice. I would push my students to include emotion and description in their pieces only to find them simply list a serious of emotions and settings, rather than showing their characters' emotions and settings. This is commonly known by educators as "show, don't tell."

The problem I found was that when I asked my students to revise their pieces from "I was mad" to a more descriptive piece that included the actions that would show he/she was mad, they cannot visualize the actions that would show they were mad.

So to help them visualize, we incorporated a variation of charades. Here's how it works:
 * Ask for a student volunteer who is willing to act silly in front of peers (I usually try to pick one of my more hyperactive, dramatic, or attention hungry students)
 * After the student volunteer is selected, instruct the rest of the class to get out a piece of paper and pencil.
 * Explain to the class that you are going to give the volunteer an emotion to act out. Tell the volunteer to be as dramatic as possible. The volunteer may not, however, say anything. I do allow the volunteer to sigh, grunt, and other sound effects, though, as long as there are no words. The volunteer has one minute to act out the emotion.
 * Students in the audience are instructed to write down everything the volunteer does. The students ARE NOT to try and guess what the emotion is that the volunteer is acting out.
 * As the volunteer is acting, students write down everything the volunteer does and what he/she looks like doing it (examples: Matthew stomped his foot angrily, gritted his teeth, and clinched his fist. His face turned red and growled loudly.)
 * After one minute, I have students write at the bottom of their description what they thought the emotion was that the volunteer was acting out.
 * Students then share with a shoulder partner their description and their guess of the emotion that was acted out.
 * I call on a couple to read their descriptions.

media type="youtube" key="AlpMFiomnV0" height="349" width="425" Student example

After a few rounds of charades, we talk about how in life we don't generally announce our emotion, we show them by our faces, actions, and non-verbal responses. The same should be true in our writing.

I then instruct students to look through their piece of writing they are revising and highlight all emotions.

After highlighting the emotions, students are instructed to rewrite their emotions to be shown, instead of told by visualizing the emotion written and describing the actions that would show the emotion.

I provide share time in groups for students to share their revised descriptions and ask their group to guess what the original emotion told was.

Possible other visualization exercise with Pictionary:
 * Give every student a picture of a setting (example: a barn in the middle of a field)
 * Students are instructed not to show anyone their photograph.
 * Tell students to write a description of the setting in as greatest detail as they can without saying what the place is (example: they can't use the word "barn")
 * Encourage them to use all five senses (I avoid a 5 senses graphic organizer because I want students to practice actually writing the description, but using a graphic organizer is another option).
 * Have student give his/her description to another student without showing the picture. The student is to read the description and draw a picture of the setting based on the description. Then the students compare the actual photograph to the drawing. Students discuss what information might have been helpful in making the drawing more accurate.

After this exercise, I ask students to circle some settings in their pieces (examples: "I walked in my classroom." They would circle "classroom".). I then ask them to rewrite the description of the setting so someone could draw a picture of it.

[|Photo setting 1] [|Photo setting 2] [|Photo setting 3] [|Photo setting 4]

Evaluation: []

=**Weej**i's Workshop=

//And Other Reasons To Not Do Writing in Your Classroom//
 * But I Wasn’t an English Major! **

__Common Reasons__
 * Not //my// responsibility!
 * Pacing Guides leave little time for “extra” assignments.
 * I don’t have the training & feel uncomfortable with rubrics and grading.
 * Example assignments are too “stand alone”.
 * It’s not how we’ve ever done it before.

__A Different Type of Writing__
 * Less personal information/voice
 * Can be more difficult to highlight student’s creativity
 * Teachers need to take established evaluation tools and replace it with writing

__Speaking from Science Experience__ –Use Archimedes Principle and Charles’ Law to explain how hot air balloons work. –Tell how we hear, making sure you name all of the parts of the ear. –Outline the process we used in lab and analyze the data obtained.
 * Most of our writing is explanations of facts, observations or processes
 * Examples:

__Some Assignments I Have Tried__ –About an activity you performed –About a demonstration you saw –Summarizing the chapter/section you read –Explaining the information presented in the video we watched
 * Letter Writing to someone you know

–Concerning Historical Figures/Events –Marie Curie Pitchblende Example
 * Letter Writing

–List as many facts as can be observed in the photo. Beware assumptions! –Draw a conclusion based on the evidence. –Write a short story or news article about what is shown and the conclusion drawn.
 * Photo Observation Activity

The Periodic Table of Poetry –www.webelements.com
 * Each student chooses an element
 * Fill out the information sheet
 * Go over format and example poem
 * Students write their poems
 * Students type poems, using format
 * Poems are displayed on a wall in the shape of the Periodic Table

Weeji's Evaluation: []

Ways to use visual schedules and social stories sing research including books by Temple Grandin Jessica Saum June 27, 2011