Gail Loane

Professional Development

Tuesday 15th September Gail Loane We are moving away from teaching purposes: narration, explanation etc. We are now Combining purposes so it's not so contrived. A move to articles seems logical: These articles could contain: DEAN --  description, explanation, arguement, narration in the form of a small anecdote. Teachers can get bogged down with OTJs. First thing: able to identify levels, and able to see progress. What response do I get from my writing? Why this response? If nothing happens for the writer, nothing will happen for the reader. Need to be beyond basic. Time on surface features vs deeper features? It depends on what is their greatest need. "I'm sad" -> How would I know? What were you feeling/thinking? Could you add that? instead of "we are learning to show not tell'. Is a "good level 2" for a 6year old the same as a "good level 2" for a 12year old? -Start at curriculum (planning) social science Context second (galipoli) What do you want them to learn when using writing as a tool! For example: perspective,  One Minute's Silence Many action verbs. Very descriptive. Very engaging for students. What deep learning do we want to get out of this? What writing would they use? What do I want to teach about writing? Imagery. Activating nouns. Strong verbs. Specific nouns. Poem about Gallipoli In one minute's silence 2 perspectives activated nouns / powerful verbs elipsis for a long pause... hyphen to join 2 adjectives before a noun (slouch-hatted) phrases (back of beyond) mad scrambling?? Interesting language feature:)