Differing Perspectives Based on Unique Situations GENRE THEORY:
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Transcript of Differing Perspectives Based on Unique Situations GENRE THEORY:
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Differing Perspectives Based on Unique Situations
GENRE THEORY:
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GENRE THEORY• Genre theory is based on the idea that
writing is social and that it responds to situations; consequently, it isn’t the same for every person or situation. (Genre Theory 5)
• Therefore, the writing process should be adapted for the specific purpose at hand.
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When teaching genre, it is important to consider both constraint and choice. Doing so will allow for a balance between individual creativity and the expected form of the genre. (Genre Theory 34)
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BEST PRACTICES-LESS
• Whole-class, teacher-directed instruction
• Student passivity: sitting, listening, receiving
• Solitude and working alone
• One way transmission of information to student
• Prizing of silence in the classroom
• Fill-in-the-blank worksheets and other “seatwork”
(Best Practice 6)
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BEST PRACTICES-MORE• Experiential, hands-on learning
• Student-student interaction
• Development of students’ curiosity and intrinsic motivation to drive learning
• Reading of real texts: whole books, primary sources, and nonfiction materials
• Choice for students (e.g., choosing their own books, writing topics, team partners, and research projects)
(Best Practice 7)
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Understanding Genre As Reader ExpectationGenres give us ideas on how to read in certain situations. When writing, you have choices but you also have responsibilities to you reader.
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WHAT’S BEHIND THE SPINE?
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Once common throughout Australia, but now found only in the southeast;
confined largely to the eucalyptus forests and foothills of the Blue
Mountains.
HABITAT
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Size ranges from 3 t 6 feet high at the shoulder. Color: usually brown
or dull red
SIZE AND COLOR
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Size ranges from 3 to 6 feet high at the shoulder; 30 feet long. Color:
usually brown, dull red, or greenish blue; often becomes caked in mud,
which obscures its true color.
SIZE AND COLOR
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Skin overall has a leathery rather than a scaly texture; large breast scales give a plated appearance;
short, hooked spines run down the length of the back.
SCALES AND SPINES
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READER EXPECTATIONDragonology: The Complete Book of Dragons (Steer)
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READER EXPECTATIONThe Paper Bag Princess (Munsch)
http://prezi.com/gqjghmzbiuxu/untitled-prezi/
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it better be what the reader expects.
WHEN YOU CARE ENOUGH TO SEND THE VERY BEST…
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CONSIDERING THE OCCASION OF YOUR CARD
• Without looking at your card; think about what words, phrases, and illustrations you expect to be on it
• Write your predictions in your journal
• Then compare your predictions (reader expectations) with the card. Repeat with a different card.
• Share/Discuss with others at your table.
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HTTP://WWW.YOUTUBE.COM/WATCH?V=AO0PI31VWR8
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STANDARDS-I CAN
• Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1
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STANDARDS-I CAN
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2
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STANDARDS-I CAN• Write narratives to develop real or
imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3
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Recent brain research shows that to understand, own, and remember ideas, students need to not just receive, but also act upon them. (Best Practice 15)
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THE BOSTON MASSACRE
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• Read the three Boston Massacre documents. They have been tweeted to your electronic devices using #ekuwp (paper copies are available)
• After reading the documents, choose a role and task from the provided sheet
• Draft your writing in your journal
• As you write, consider your point of view and the reader expectations of your chosen genre
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STUDENT SAMPLE
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BEST PRACTICES-LESS
• Whole-class, teacher-directed instruction
• Student passivity: sitting, listening, receiving
• Solitude and working alone
• One way transmission of information to student
• Prizing of silence in the classroom
• Fill-in-the-blank worksheets and other “seatwork”
(Best Practice 6)
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BEST PRACTICES-MORE• Experiential, hands-on learning
• Student-student interaction
• Development of students’ curiosity and intrinsic motivation to drive learning
• Reading of real texts: whole books, primary sources, and nonfiction materials
• Choice for students (e.g., choosing their own books, writing topics, team partners, and research projects)
(Best Practice 7)
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SOURCES CITED
Dean, Deborah. Genre Theory: Teaching, Writing, and Being. Urbana: NCTE, 2008. Print.
Zemelman, Steven, Harvey Daniels, and Arthur A. Hyde. Best Practice: Bringing Standards to Life in America's Classrooms. 4th ed. Portsmouth, NH: Heinemann, 2012. Print.