MULTI-GENRE WRITING "A multigenre paper arises from research, experience, and imagination. It is not...
-
Upload
joseph-webb -
Category
Documents
-
view
220 -
download
0
Transcript of MULTI-GENRE WRITING "A multigenre paper arises from research, experience, and imagination. It is not...
MULTI-GENRE WRITING"A multigenre paper arises from research, experience, and imagination. It is not an uninterrupted, expository monolog nor a seamless narrative nor a collection of poems. A multigenre paper is composed of many genres and subgenres, each piece self-contained, making a point of its own, yet connected by theme or topic and sometimes by language, images, and content. In addition to many genres, a multigenre paper may also contain many voices, not just the author's. The trick is to make such a paper hang together.“
~~ (Romano, Blending Genre, Altering Style i-xi)
Schedule
Examples of Multi-genre Mulit-genre writing and Oreo cookies Create a multi-genre piece Share Works Ideas for Multi-Genre in the
classroom Resources
Brain Goals
Understand what multi-genre is Think of applications
Social Goal Follow up with someone a day, a
week, a month from now to discuss how writing is used.
Multi-Genre Examples
Books Magic School Bus Magic Tree House & Research Guides Snowflake Bentley
Jacqueline Briggs Martin The Man Who Named the Clouds
Julie Hanna & Joan Holub Black and White
David Macaulay
Read-Write-Think.org Online Mapper (Primary) Planning Sheet
Read-Write-Think.org Online Mapper (Primary) Interactive Tool
1 2
3
Read-Write-Think.org Online Mapper (Primary) Example
Examples: Ojibwa Project (3rd Grade)
Research Created webpage summarizing Life in an Anishinabe
Camp
Directions Making a Wigwam, DreamMaker
Podcast Fictional Narrative Influenced from readings
and guest speaker
Recipe & Review Wild Rice Hot Cereal
Example: Me Book (5th Grade)
Bi-Weekly writing assignments of various writing skills and genre
Writings are student focused
Collected and bound into a book
Keepsake for outgoing 5th graders
Sample Layout
Due Date
TopicSkill
Cover and Back (Self or Pets) Parts of a Book
About the Author 3rd Person Pronouns
Second Grade BuddiesInterview to Paragraph
Mom and Dad ParagraphPargraph:Topic,Body, Closing
Family Tree Orgaqnization
Friends Alternative Nouns
Sports and HobbiesDscrp Verbs, F.O.W.Expository
Name: Due Date: Topic: Buddy biography Skill: Multi-paragraph organization Topic Description After interviewing your buddy, you will write about this person in a paper containing three or more paragraphs. Skill Description Presenting facts in an orderly way is important to good writing. Follow these instructions and your buddy biography will be well organized. Introductory Paragraph: Begin with a topic sentence that names your buddy. My buddy, Jon Smith, is a second grader at Highlands. In the next sentence tell where you met. We met on a sunny September morning when our two classes got together. In the third sentence describe him or her. Jon is tall and slender with a freckled nose and a big grin. Jane has blue eyes and curly brown hair.
Writer’s Checklist
Me Pts My buddy biography has an introduction which ___ ___ Begins with a topic sentence that names him or her ___ ___ Continues with a sentence to tell where we met ___ ___ Follows with a description ___ ___ Comments on his or her behavior during the interview. The body of my buddy biography is organized into paragraphs that ___ ___ share similar topics.
Name: Due Date: Topic: Family Tree Skill: Organization Topic Description A family tree is a map of your direct lineage. Each person is one “branch” with you as the “trunk’. Include your parents, grandparents, and great grandparents. You may go back an additional generation if you wish. Siblings can be listed with you on the trunk. If you prefer, you can make a chart instead of a tree. Each name should include first, middle, maiden (when appropriate), and last names. Each name should also include the year and place born. Make sure to ask your parents for help with this information. You may wish to include a flag or flags that represent your ethnic heritage.
ME BOOK: Poetry Writing Due Date: Monday, April 23rd
Explanation: For this ME BOOK assignment, you will need to copy and include two of your favorite poems from the poetry collection that was completed in your writing class.
me pts Followed directions (Includes 2 favorite poems from Poetry Collection)
Proofread for grammar, spelling, and punctuation Length and content are appropriate.
Meets quality work standards (On clean, plain white paper, neatly written in ink or typed)
I had the worst teacher ever. She was meanest teacher in the whole school. I had trouble in math and didn’t understand what the word sum meant. She kept me in for recess because I didn’t finish my math. Another time she kept me in from recess because I went through her desk.
Recess was my favorite time of the day. The swings were the best. Every time I was on the swings it felt like I was 100 feet off the ground. I remember a soaring feeling. That was when I started to want to become a jet fighter pilot. My best friend Derek Flaten was my co pilot.
Rearranging Ourselves
How many Girl Scout cookies have you (family included) ordered?
Getting Settled In
Grab several Oreos (try a variety)
Pour some milkPick up and read Oreos Article
• Using technology: camera, iPod, websites
• Tell a story through photos and captions
Digital Storytelling
Genres to Explore
Personal Narrative Your tale involving
Oreos Fantasy
Personification: Telling from the point of view of the cookie
Research History of the Oreo
Poem
Digital Storytelling using Story Kit Tell a story
through photos and captions
Technical Writing Directions for
Oreo recipe or How to eat an Oreo
Historical Fiction Fable / Folk Tale
Creating a Multi-genre Piece Select a Genre On a Index Card Write a Short
Piece 10-15 minutes
Glue Cards to Construction Sheet Add Drawings to Sheet Think about…
Student benefits with this kind of writing
Classroom use of multi-genre writing
Other possible multi-genre projects
Sharing
• From each group, 1 or 2 people
• Share something that stood out about someone else’s work that help you learn more about Oreos.
Classroom Ideas?
Quick digital storytelling with Storykit app
Great way to initiate writing All genres were honored Gets at Gardner Intellegences
Resources: Articles
Eyes Like Saucers: Using Multi-Genre Projects to Stimulate the Writing Lives of Teachers and Students by Dan Rothermel “I have my students select an interest of
theirs to use as an exploration to find reasons to care about and be engaged in writing. My students experiment with at least four different written genres to tell the stories of this self-selected aspect of their lives.”
Resources: Article Exploring the Past through
Multigenre Writing By Sirpa T. Grierson “Research comes alive when students
explore a range of alternate genres instead of writing the traditional research report.”
Resources: Online Tools Good Overview
http://writing.colostate.edu/gallery/multigenre/introduction.htm
Annenberg: Teaching Multigenre Writing Workshop Video http://www.learner.org/workshops/middlewri
ting/prog5.html?pop=yes&pid=2076
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11. Students participate as knowledgeable, reflective,
creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Mrprowell.com – Multi Genre Writing
Mrprowell.com – Digital Storytelling
Oreo Personality Test
Psychologists have discovered that the manner in which people eat Oreo cookies provides great insight into their personalities. Choose which method best describes your favorite method of eating Oreos:
1. The whole thing all at once. 2. One bite at a time 3. Slow and methodical nibbles examining the results of each bite afterwards. 4. In little feverous nibbles. 5. Dunked in some liquid (milk, coffee...). 6. Twisted apart, the inside, then the cookie. 7. Twisted apart, the inside, and toss the cookie. 8. Just the cookie, not the inside. 9. I just like to lick them, not eat them. 10. I don't have a favorite way because I don't like Oreo.
Your Personality:
1. The whole thing. This means you consume life with abandon. You are fun to be with, exciting, and carefree with some hint of recklessness.
2. One bite at a time. You are lucky to be one of the 5.4 billion other people who eat their Oreos this very same way. Just like them, you lack imagination, but that's okay, not to worry, you're normal.
3. Slow and Methodical. You follow the rules. You're very tidy and orderly. You're very meticulous in every detail with everything you do. People like you oughta stay out of the fast lane if you're only going to go the speed limit.
4. Feverous Nibbles. You have a tendency to work too much and do too much. You always have a million things to do and never enough time to do them. Stop reading this and get things done already!
5. Dunked. Every one likes you because you are always upbeat. But, dunking is a messy business and you can be untidy at times.
6. Twisted apart, the inside, and then the cookie. You have a highly curious nature. You take pleasure in breaking things apart to find out how they work, though not always able to put them back together, so you destroy all the evidence of your activities.
7. Twisted apart, the inside, and then toss the cookie.You take risks that pay off. You take what you want and throw the rest away.
8. Just the cookie, not the inside.You enjoy pain.
9. I just like to lick them, not eat them. Stay away from small furry animals and seek professional medical help - immediately.
10. I don't have a favorite way. I don't like Oreo cookies. You probably come from a rich family, and like to wear nice things, and go to up-scale restaurants. You are particular and fussy about the things you buy, own, and wear. Things have to be just right. You like to be pampered. You are a prima donna. There's just no pleasing you. Why are you here with us little people?