In Conversation With

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Presenters: Lynn Culp, UCLA WP, and Tara Burk, UCLA WP
Session: F4 
Room: Boston
Level: 9 to 12
Strand: Tech/ CWP—UCLA WP
Title: It’s All About Me…Or Is it?: Adolescents Writing in the "Larger World"

Description: This session provides a focus on Google Docs and National Gallery of Writing as tools to introduce adolescent writers to an increasingly broad audience for their ideas and understanding. Use of these tools with the writing (and reading) process, as well as time-tested peer response, will demonstrate ways that two teachers have addressed writing challenges students face today. Participants will evaluate samples of student work, examine student reflections, and discuss relevance to their own classrooms.

Presenters: Faye Peitzman, UCLA WP, and Norma Mota-Altman, Teacher, San Gabriel High School, Alhambra USD, UCLA WP
Session: F5
Room: Atlanta
Level: 7 to 12
Title: Pinpointing Promise: Looking Closely at the Writing of English Learners

Description: Acknowledging strengths in our English learners’ writing—essential to comprehensive, fair assessment—is also key to building students’ self-efficacy. How can we use that positive perspective to guide students toward dynamic growth? How might we share these insights with colleagues? Together we’ll take a careful look at students’ writing and articulate what’s promising and possible next steps. We’ll also offer materials created for classroom use as well as for professional development workshops.

Presenters: John Creger, Teacher, American High School, Fremont USD, San Jose WP
Session: F6
Room: Miami
Level: 9 to 16
Strand: CWP—San Jose WP
Title: Deepen Your Students’ Academic Engagement Through Sustained Self-Discovery

Description: Could the disengagement and disrespect we see in so many students today mask a frustrated hunger for deeper learning? Participants begin this lively session researching widespread student enthusiasm for the systematic introspection of the NCTE-award-winning Personal Creed Project. This project’s consistent embrace in classrooms across the country points to a groundbreaking model of learning. Using this model, participants learn to deepen shallow prevailing notions of course design and curriculum—and create English courses that satisfy standards AND students. Ongoing support on English Companion Ning

Presenters: Darlene Stotler, English Instructor, CSU Bakersfield
Session: F7
Room: New York
Level: 9 to 16
Strand: None
Title: Found in Translation: Clarifying the Paraphrasing and Literary/Critical Analysis Process

Description: "Found in Translation" masters comprehension skills so students can proceed to the next task: critical analysis. In an urban high school where teachers initiated AP open enrollment, a significant percentage of students weren’t able to write cohesive critical analyses because they couldn’t comprehend the original text. Via a triptych, students "translate," or supplant original text with synonyms students have generated; therefore, students perform two essential tasks: paraphrasing text into their own 21st century translation and critical analysis.

Presenters: Robin Turner, Teacher, Magnolia High School, Anaheim UHSD
Session: F8
Room: St. Louis
Level: 9 to 16
Strand: None
Title: Student Ownership of Revision Strategies

Description: When students take ownership of their papers, and the revision and editing strategies involved, the results are dynamic. In this session, participants will take part in active revising strategies that enable students to become independent writers and thinkers. These strategies are applicable for developing as well as accomplished writers.

Presenters: Forest Blackwelder, Teacher, Summit High School, Fontan USD; and Kimberly Ragan, Teacher, Summit High School, Fontan USD
Session: F9
Room: Houston
Level: 9 to 12
Strand: None
Title: Tragic Heroes as Conductors of Destruction

Description: Are tragic heroes conductors of destruction as Frye believes? In this in-depth research project, participants will be given the tools to do the research into this puzzling question. This research will take the participants through the literature of Shakespeare and another author (one of their choice that is not from the Shakespearean Era). They will compare and contrast these tragic heroes culminating in an essay and a presentation.

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Session G – Sunday 9:30 am

Presenters: Bob Pacilio, Mt. Carmel High School, Poway USD; Randy Ertil; and Lian Gouw 
Session: ICW G1
Room: Imperial F

Description: First-time novelists discuss first books. Three authors make their debut with books that portray how political and social forces shape future generations. Ertll’s autobiography Hope in a Time of Darkness: A Salvadoran American Experience describes his successful rise from the hard streets of South Central Los Angeles amid gangs, drugs, and social injustices; Gouw’s novel Only a Girl depicts three generations of Chinese women who struggle for identity against a political backdrop of the World Depression, World War II, and the Indonesian Revolution; and Pacilio’s novel Meetings at the Metaphor Café is narrated by four high school students trying to make sense of a complicated, fearful America. They learn from each other and their teacher that as long as they keep their minds open and their eyes focused on their True North, they will never be lost.

Presenters: Diane Luby Lane and the Get Lit Players
Session: ICW G2
Room: Imperial E
Title: Igniting Proactive Poetry

Description: Get Lit is a classical performance poetry and writing program that uses classic poetry to ignite a love of language in our youth, inspiring them to become lifelong learners. Understanding that live recitation of classic poetry is a lost art, Get Lit aspires to ensure it a central place in contemporary life. The Get Lit Players will demonstrate "Ignite Proactive Poetry," a brand new way of teaching poetry in the classroom. Students memorize selected classic poems and then "respond" in their own words, creating a one of a kind poem that is a combination of classic and spoken word. You will see heart-stopping performances of poetry by this troupe of award winning teens – who will share tips to engage your students in the classroom, making them poetry lovers as well.

Presenters: Kelly Gallagher, Teacher and Author, Magnolia High School, Anaheim UHSD
Session: G1 
Room: Chicago
Title: Boosting Reading Comprehension

Description: This workshop will focus on what teachers can do to move their students into deeper levels of reading comprehension.

Presenters: Thomas, Jr. Roddy, Teacher, Manual Arts Senior High School, LAUSD
Session: G10
Room: Washington
Level: 9 to 12
Strand: None
Title: Frame It: A structured way to write essays

Description: English learners of all levels struggle to express and then write their thoughts clearly. Using writing frames helps to address this issue by helping students to blend their own thoughts with a carefully crafted scaffold provided by the teacher. I have found this to be an especially rewarding approach to teaching writing.

Presenters: Gai Jones, Teacher, Theatre Arts Consultant
Session: G11
Room: Philadelphia
Level: 7 to 12
Strand: None
Title: Ensemble Experiences-Energizing, Enticing, Exhilarating, Expressive Experiences

Description: This session will help you discover an activity that will jump start students' creativity thinking, engage their five senses, build their cooperative spirit, and foster their creative thinking, while putting spirit into your classroom.

Presenters: David B. Cohen, Teacher, Palo Alto High School, Palo Alto USD
Session: G12
Room: Saddlebrook
Level: 7 to 12
Strand: None
Title: No Points, No Averages – Grading That Makes Sense

Description: After years of using entrenched, traditional grading practices, is it possible to throw out a points-based system that yields grades based on average performance and switch to a system that really works in students' best interests? Participants will see a high-school grading and assessment plan based on the work of Robert Marzano, and learn how this approach can improve student motivation, reward growth, promote good academic habits, and adhere to California's ELA standards.

Presenters: Kate Coombs, Teacher, Carlson Home-Hospital School, LAUSD
Session: G14
Room: New Orleans
Level: 7 to 12
Strand: None
Title: Getting Kids to Write with Detail

Description: You ask them to be specific, and they just stare at you. You beg them to revise, and they correct two typos. How do you model heavy-duty revision, moving students from vague "blah-blah" language to crisply rendered detail? This session will give you tools for modeling and coaching the kind of student revision we all want to see.

Presenters: Kim Flachmann, Professor of English and Director of the Writing Program
Session: G15
Room: Long Beach
Level: All
Strand: None
Title: The Textbook Business: Writing Proposals and Creating Texts

Description: This informal session will discuss how to enter the textbook world, from writing proposals, to choosing a publisher, to securing a contract.

Presenters: Andrea Fazel, Teacher, Natomas Pacific Pathways Prep Charter High School, Natomas USD
Session: G2  
Room: Denver
Level: 7 to 12
Strand: None
Title: This is what an LGBTQ-inclusive classroom looks like

Description: Are you interested in creating an LGBTQ-inclusive curriculum that supports student engagement and success? How can we effectively integrate LGBTQ people and issues into our already-packed literature and writing curriculum? Come explore academic and developmental reasons for inclusion and strategies for effectively meeting implementation challenges. Practical ideas and materials, including full lesson plans and other resources, will be provided.

Presenters: Sarah Taylor, Teacher, Eastern Sierra Academy, Eastern Sierra USD
Session: G3
Room: Dallas
Level: 7 to 12
Strand: None
Title: Draw an Interpretation: A Pictorial Analysis of Literature

Description: Help students improve their analytical skills by teaching them to create detailed images that interpret literature. Learn how students can provide in-depth analyses of complex scenes, overarching themes, internal conflict, and paradox from literature without writing a word. Participants will draw a visual analysis of a poem (no artistic ability necessary) and see many examples of students pictorial interpretations and corresponding oral presentations. This activity complements the AP English Language image analysis requirement.

Presenters: Cathlyn F. Dossetti, Teacher, Fresno USD, SJVWP
Session: G4 
Room: Scottsdale
Level: 6 to 12
Title: Three Simple Questions: Using Art and Literature to Develop Analytical Thinking

Description: In this session we will utilize inductive reasoning and a student’s natural ability to analyze visual information to build analytical writing skills. The session will demonstrate how using art and three simple questions can create a foundation for analytical thought that transfers into both informal and formal writing tasks. Teachers will scaffold through the process and create the rough draft of an analytical essay. They will walk away with an immediately applicable lesson for any level of text or student.

Presenters: Susan Spica, Teacher, Jane Addams Continuation High School, LAUSD; and Gail Nettels, Teacher, Thoreau Continuation High School, LAUSD
Session: G5
Room: Miami
Level: 9 to 12
Strand: US
Title: Practical Cahsee Preparation for the Underprepared : Strategies that Work!

Description: Session will demonstrate both reading and writing strategies for students who have had difficulty passing the ELA CAHSEE. Strategies which will be presented have been used in the classroom by both presenters; information will be both practical and accessible. Presenters have teaching experience with varied levels of 9-12 students who are not usually academically successful. Participants will leave with handouts and strategies to be implemented in the classroom the next week!

Presenters: Ramon Tovar, Teacher, Van Nuys High School, LAUSD; and Gino Pellegrini, English Instructor, Pierce College
Session: G6
Room: New York
Level: 9 to 16
Strand: None
Title: Building Student Literacy One Image at a Time

Description: Educators and literacy experts recognize that some students are primarily visual learners. Moreover, the National Board of Professional Teaching Standards requires accomplished ELA teachers to effectively teach visual media such as photographs, advertisements, magazines, newspapers, films, and works of art. Contributing to the growing field of visual literacy instruction, the presenters of this session model how to use their own original graphic organizer that helps all students read, annotate, re-read, and write about challenging visual texts.

Presenters: Sondra R. Miller, Teacher/Reading Specialist
Session: G7
Room: St. Louis
Level: All
Strand: None
Title: Johnny Can't Behave Because Johnny Can't Read

Description: Students often camouflage their literacy problems with behavior problems, making learning and teaching difficult. These research-based and time-tested classroom management strategies eliminate 80%-90% of low-level discipline problems and increase test scores while bringing peace and order to the learning environment. Participants in this session will learn strategies that can be immediately implemented in their own classrooms.

Presenters: Liza Gesuden, Teacher, Oakland School for the Arts, Okland USD; and Stephanie Cariaga, Teacher, Animo Locke Tech Charter High School
Session: G8
Room: Houston
Level: 9 to 12
Strand: None
Title: Engaging Critical Literacy: Documenting Our Her/Histories Using Graciela Limon's Song of the Hummingbird and Octavia Butler's Kindred

Description: In this interactive session, participants will explore ways to develop critical literacy with students of color by engaging with Graciela Limon's Song of the Hummingbird and Octavia Butler's Kindred. Through performance pedagogy, oral her/history documentation, and similar creative modes of learning, presenters will share the ways in which we can encourage students to "read the world" and respond to challenges in their lives. Participants will walk away with unit/lesson plans, adaptable interactive activities, student sample writing and film projects, and processes for incorporating relevance and critical pedagogy into backwards planning.

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