Pre-Observation
Conversation Week 6 Term 2 2016
Group
Observation:
1.
Which students/group are you working with
for this lesson?
Romy – radar student for writing. Work with him in a writers
group.
2.
The learning goals/learning intention for the students during the observation
will be:
- Specific choice of words and phrases
to put into writing to enhance a mood or an overall feeling in his writing
- Build vocab so words become more
specific
- Why
this learning for these students?
Moving the
students away from the use of general describing words to words that portray a
mood or capture a feeling – this is more in line with writing expected at Year
7 and 8 – deliberate selection of vocab
3.
How will we know that these students are learning what you are intending them
to learn? i.e., what is the success
criteria?
Descriptions
that activate the nouns – make the nouns say something
Teacher will
respond as a reader – To promote further learning by responding as a reader,
and using prompts.
4.
What will it look like when the students understand it?
Student is
able to identify sentences or phrases in their writing that portrayed the mood.
And what
part of the writing could be strengthened to create more of a mood. Students may use the phrase show not tell.
5.
What is the professional goal you are focussing on during this observation?
To promote
further learning by responding as a reader and using prompts.
Responding
to writing and using prompts has been introduced to the class. However they are needing further work on how
to give a response as feedback and how to use a prompt in order to promote
further learning.
6.
What will this look like in practice?
Selection of
the students work from the chrome book writing will be printed out so we are
working from a printed copy rather than from the computer
7.
How will you know you have been successful?
When the
student has been able to respond to a prompt by improving / strengthening /
editing their writing.
When the
teacher modelling of responses and prompts becomes the learning conversation in
the classroom.
LLP
·
selecting vocabulary that is appropriate to the
topic, register, and purpose (e.g., academic and subject-specific c vocabulary
appropriate for specific c learning areas or precise and descriptive words to
create a mental image); (end of Year
6)
·
create content that is concise and relevant to
the curriculum task, often including carefully selected detail and/or comment
that supports or elaborates on the main points;
9Year 7 / 8)
To move Romy
·
In years 7 and 8, students create texts choosing
content, language, and a clear and logical text structure to meet the
requirements of the curriculum task (for example, when writing personal
narratives, poems, arguments, feature articles, character profiles, research
reports, essays, responses to literature, and short answers). By the end of year
8, students need to be confidently and deliberately choosing the most
appropriate processes and strategies for writing in different learning areas.
·
understand their purposes for writing and how to
achieve those purposes (e.g., by using different ways to examine and present
their own thinking and knowledge);
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