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The Western Massachusetts Writing Project has a proud tradition of featuring selected workshops by its newest Summer Institute class and veteran teacher-consultants at its annual Best Practices conference. This years
program includes 10 morning workshops, followed by a luncheon featuring keynote speaker Alicia Lopez. Five
additional workshops will be held in the afternoon.
Schedule
8:00
8:30
12:00
1:30
3:00
interested in sentence frames and other simple scaffolding. How well does casting students into a particular role
improve their writing? Most teachers include role and
audience in a writing prompt. This presentation pushes
toward more investment in casting students in a particular role to answer a scientific question. This can include
appealing to their own sense of social justicecasting
themselves as themselves. This session is appropriate for
teachers of all grade levels.
Karl Muench teaches 8th grade science at Collins Middle
School in Salem, MA.
A3. Content Area Literacy (and a few other surprises)
to Engage Learners
This workshop, most appropriate for teachers who teach
grades 3-7, will provide participants with an opportunity
to explore who they are as learners, writers, and teachers
of writing in the content areas. After they have had time
to reflect on their own learning on topics and to map out
topics they teach or would like to teach, participants will
embark on a short study of invertebrates and use this
study as a vehicle to explore Writing-to-Learn and other
creative experiences as they apply to the study of this
vast and important group of animals. Participants will
walk away with a combination of reflection about their
own learning processes and teaching practices, easy-touse writing strategies to implement right away in their
classrooms, and some life-changing information about
the animals that comprise 97% of our animal kingdom.
Marian Parker co-teaches in an upper elementary
classroom, grades 4-6, at The Montessori School of
Northampton.
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take ownership of the research process. Using studentgenerated questions as a starting point, I-Searchers seek
information that will benefit them in some way, creating
motivation that helps them through the research process.
Along the way, high school students learn essential
research skills, including how to access and evaluate a
variety of sources, synthesize information, cite correctly,
and organize their work. The end result is a narrative
research paper that tells the story of the writers search
and reflects thoughtfully on what has been learned.
Jonathan Weil teaches English at Longmeadow High
School.
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