# data[].attributes.headline
Creating space for perspectives and voice

# data[].attributes.subject
Creating space for perspectives and voice

# data[].attributes.body
This session was phenomenal and provided differentiated informal and formal assessment strategies to increase engagement in the classroom.

# data[].attributes.attachment_link.title
(Participant) Discussion Protocol & TPT Slideshow

# data[].attributes.headline
Writing Descriptively: It's more than just adding adjectives

# data[].attributes.subject
Writing Descriptively: It's more than just adding adjectives

# data[].attributes.body
Writing about pictures is a good start. We have a very visual-focused society.

Horror writing unit. Scary sounds, scary images to get them started.

A list of books mentioned:

A Gentleman in Moscow

The Last Book in the Universe

PTI

Little Fires Everywhere

We Were Liars

Starting with food writing. Using Michelin Guide reviews as mentor model texts. Contrasting "good" and "bad" adjectives for food.

My own example: "The Hyatt Regency LAX Bar's famous grilled chicken ciabatta boasts the highest quality bird, seared to perfection. The garlic aioli is simply to die for, and be sure to add the fresh California avocado for only $2."

The swell of voices washing over her in the hallway -- the unnaturally loud laughter the curse words and insults absolutely hurled back and forth by friends, the exasperated, overdramatic groans expressing annoyance -- they all drowned Cassie on her first day her new school.

"Most adjectives and adverbs are unnecessary. Don't use unless they do necessary work. If the adjective or adverb is already inherent in the noun or verb, cut it out." Example, don't say 'blared loudly.' 'Blared' already means loud.

I just taught this on Thursday

# data[].attributes.headline
Creating Space for Perspectives and Voice 

# data[].attributes.subject
Creating Space for Perspectives and Voice 

# data[].attributes.body
Discussion protocols and total participation techniques. Great methods for leveraging student voices and expertise. Puts them at the center.

# data[].attributes.body
Sandra Cisneros lived in a house in a historic preservation district in San Antonio. She was told she couldn't paint her house purple. She fought it and won, by arguing that the laws/rules were there to preserve histories that were not her own. She wrote passionately about this and argued that the sense of color was a cultural inheritance of Mexican-Americans. "Point to the purple houses"

"This field exists for the purpose of change."

NOTE: I burned myself out on taking long notes, but this session was awesome! There are great materials included in the attached slides! I plan to work on implementing some of these lessons.

# data[].attributes.body
This tool was designed to assist students in comprehending informational texts. The presenter usually starts with an anticipation guide and then uses this tool after a first reading the text.

# data[].attributes.body
ELL's and students who rely heavily on Grammarly are likely to generate false positives in AI detectors.

Peer review can be very effective in preventing AI usage. Presenter states that students do no

Chrome extensions:

Brisk

Revision History

Origin

Telling them that doing all of their writing in the Google doc that I give them in the assignment is their best defense/best way of proving that they really wrote it (because of history, writing videos, etc.)

Talking about demonstrating to the students that GPT detectors work, which I have done with my classes.

Have students score work that was created by humans and by GPT, without telling them which was which (or even that any of it is). Then tell them the deal and see if they can identify which was Chat GPT.

Model responsible use:

Ask GPT for an outline for an essay

Ask for a time management plan

Ask for steps in a project

Ask for feedback

Ask for research questions

"These things can be especially important and helpful for students with IEPs. Please teach them these skills before they graduate."

Activity: Show students an AI-generated image and ask them to point out what's wrong with it.

Also, use AI image generators (and possibly text too?) to illustrate examples of bias. Discuss.

Shows students example of Chat GPT failing and getting things wrong.

Tools:

Sherpalabs.co

Writable -- San Diego Unified is actually paying for this for all teachers. For giving AI feedback to students

Claude.ai -- free with some limits

ProKeys

Brisk

Adobe Animate from Audio

Use it to help create writing prompts, rubrics, etc.

Should teachers use AI for grading?

# data[].attributes.attachment_link.title
Generative AI_ Implications for Teaching in the Age of ChatGPT

# data[].attributes.headline
Deepening Commentary: Interpretation vs Analysis. Students can often write interpretation as commentary but going beyond that to writing actual analysis is often challenging. This tool helps students in their prewriting or in their revision to go beyond what authors are saying and explain what they are doing and why it matters. 

# data[].attributes.subject
Deepening Commentary: Interpretation vs Analysis. Students can often write interpretation as commentary but going beyond that to writing actual analysis is often challenging. This tool helps students in their prewriting or in their revision to go beyond what authors are saying and explain what they are doing and why it matters. 

# data[].attributes.body
This session was a bit misrepresented. Many strategies unpacked here I already use in the classroom; nevertheless, I found some merit in practicing "looping" with a partner writer.

# data[].attributes.body
Books:

Pose Wobble Flow: A Culturally Proactive Approach to Literacy Instruction

Novice Teachers Embracing Wobble in Standardized Schools

Identity and Agency in Cultural Worlds

Critical Literacy and Urban Youth

What does 'critical' mean?

Thinking deeply

Critiquing

Evaluating

Looking through particular lenses

"analysis of power"

Can mean 'important'

'Criticality' = "the capacity to read, write, and think in ways of understanding power, privilege, social justice, and oppression" (Muhammad 20)

Anything we are doing in classrooms to support students engaging in critical literacy ("strategies, dispositions, and habits of mind [used] to understand, question, challenge, and transform the status quo") is critical literacy pedagogy

Where/how can we support students in "challenging" modern society?

Someone shared an interesting idea w/r/t teaching students about "gaslighting" by actually gaslighting them through a vote about their opinions on something in Animal Farm. "Is it fair that the pigs got all the apples?" Next day telling them that the vote turned out a different way than it actually did in reality, or something along those lines.

Someone brought up using TZ episode "Monsters are Due on Maple Street" to teach "divide and conquer" politics. He also brought up the book 'Strangers in their own Land', sociology book about poor whites voting against their own interests.

ERWC. I should probably investigate more ERWC curriculum. I have looked at it and -- in a minimal way -- implemented some of it into my 12 Angry Men curriculum.

Social issues unit - Creating podcasts, interviewing experts, all around a specific social issue of students' choice.

Praxis - Freire.

YPAR

NCTE This Story Matters - book rationales for challenged books

'We Deserve Monuments' by Jas Hammonds

# data[].attributes.attachment_link.title
© 2024 Stockwell_Copy of CATE 24_Teaching for CHANGE in Secondary ELA Classrooms

# data[].attributes.headline
Entering the Conversation: Critical Thinking and Writing. Shapiro notes.

# data[].attributes.subject
Entering the Conversation: Critical Thinking and Writing. Shapiro notes.

# data[].attributes.body
Curriculum that is a logical sequence of increasingly complex, scaffolded writing assignments.

The first example is a series of three biographies from encyclopedias about Gertrude Bell, English archeologist and historian who played a role in the formation of the nation of Iraq. There is a series of questions to guide students to understanding how the sources differ in perspective, tone, etc., and the goal of the assignment is to learn how to synthesize information from multiple sources to learn about a specific topic.

The project continues for weeks and includes multiple activities, culminating in a book review of a biography of Bell.

I do not think that the subject matter of Gertrude Bell would be something interesting or beneficial for my students at SL, but teaching better research techniques, understanding different biases and perspectives of sources, synthesizing different sources of information, keeping reading logs, etc. etc., could definitely be valuable. Currently, I do not do much teaching of research techniques, and my focus is overwhelmingly on teaching fiction. In previous years I have taught research skills and research papers in conjunction with the Capstone project that seniors had to complete in OUSD at Skyline HS. It is worth considering and discussing if I should be doing this now, with sophomores. As a department, in what grades and how are we teaching these skills? As a school, are research skills being taught in other classes? History?

Jill Goodman - jgoodman@scu.edu

# data[].attributes.headline
Opening the Gateway: Leveraging Digital Compositions 

# data[].attributes.subject
Opening the Gateway: Leveraging Digital Compositions 

# data[].attributes.attachment_link.title
CATE 2024 Opening the Gateway: Leveraging Digital Compositions to Develop Critical Thinkers and Writers

# data[].attributes.headline
Jennifer Fletcher - Rhetoric. Shapiro notes.

# data[].attributes.subject
Jennifer Fletcher - Rhetoric. Shapiro notes.

# data[].attributes.body
Her statement that archaic terms like 'ethos, pathos, logos' can get in the way of student buy-in and understanding is an interesting point. What would be alternative (or complementary) ways to introduce these concepts?

The writing scaffolding in ERWC is often talk. "Get in a circle and talk about these ideas with your colleagues."

Oft-overlooked aspects of rhetoric are intrinsic or environmental factors such as where the argument appears, such as where a sign such as the 'please return shopping carts' sign is placed. Is it placed right above the place where they should be returned, and thus only actually be seeing by the people already returning their carts? Or is it placed on the cart itself, so that each shopper is constantly reminded during their whole shopping trip that they should return the cart?

Starting to teach rhetoric by analyzing signs (i.e. return your shopping cart) and PSA's, advertisements, etc. This is a great idea! I already do something similar with advertising. I focus more on metaphor, hyperbole, and other literary devices with ads, but we do also connect it to E,P,L.

Movie posters, magazine covers, propaganda posters, visual metaphors. 'DIY graphic organizers.'

Adapted from Sheridan Blau: 'Say, Mean, Matter, Do'

# data[].attributes.headline
Everyday Arguments: Developing Students' Argument Through Pictures, Stories, & Talk

# data[].attributes.subject
Everyday Arguments: Developing Students' Argument Through Pictures, Stories, & Talk