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E-grāmata: Writing Workshop Teacher's Guide to Multimodal Composition (6-12)

4.43/5 (7 ratings by Goodreads)
  • Formāts: 164 pages
  • Izdošanas datums: 30-May-2022
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000585315
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Writing Workshop Teacher's Guide to Multimodal Composition (6-12)Palielināt
  • Formāts: 164 pages
  • Izdošanas datums: 30-May-2022
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000585315
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"Multimodal composition is a meaningful and critical way for students to tell their stories, make good arguments, and share their expertise in today's world. In this helpful resource, writer, teacher, and best-selling author Angela Stockman illustrates the importance of making writing a multimodal endeavor in 6-12 workshops by providing peeks into the classrooms she teaches within. Chapters address what multimodal composition is, how to situate it in a writing workshop that is responsive to the unique needs of writers, how to handle curriculum design and assessment, and how to plan instruction. The appendix offers tangible tools and resources that will help you implement and sustain this work in your own classroom. Ideal for teachers of grades 6-12, literacy coaches, and curriculum leaders, this book will help you and your students reimagine what a workshop can be when the writers within it produce far more than written words"--

Multimodal composition is a meaningful and critical way for students to tell their stories, make good arguments, and share their expertise in today’s world. In this helpful resource, writer, teacher, and best-selling author Angela Stockman illustrates the importance of making writing a multimodal endeavor in 6-12 workshops.



Multimodal composition is a meaningful and critical way for students to tell their stories, make good arguments, and share their expertise in today’s world. In this helpful resource, writer, teacher, and best-selling author Angela Stockman illustrates the importance of making writing a multimodal endeavor in 6-12 workshops by providing peeks into the classrooms she teaches within. Chapters address what multimodal composition is, how to situate it in a writing workshop that is responsive to the unique needs of writers, how to handle curriculum design and assessment, and how to plan instruction. The appendices offer tangible tools and resources that will help you implement and sustain this work in your own classroom. Ideal for teachers of grades 6-12, literacy coaches, and curriculum leaders, this book will help you and your students reimagine what a workshop can be when the writers within it produce far more than written words.

Preface x
Introduction: Why It's Time for Workshop to Go Multimodal 1(8)
Who I Learn From
6(1)
How This Book Is Organized
6(1)
My Intended Audience
6(1)
Who Am I?
7(2)
Part 1 What Is Multimodal Composition?
9(30)
1 Demystifying Multimodal Composition
11(8)
Defining Multimodal Composition
12(3)
Compositions and Humans Made Whole
15(2)
Workshop Is Everlasting
17(2)
2 Situating Multimodal Composition Inside of Writing Workshop
19(20)
A Peek into a Make Writing Studio
19(4)
Familiar Territory
23(1)
Essential Workshop Elements that Stand the Test of Time
23(1)
So, What Makes a Multimodal Writing Workshop Different?
24(2)
Four Ways to Situate Multimodal Composition Inside of Your Current Writing Workshop
26(1)
Begin with Empathy and Identity Work
27(1)
A Peek Inside a Make Writing Studio Session
28(1)
Grow Your Curricular Toolkit
29(3)
Prepare to Document Your Learning, and Invite Writers to Do the Same
32(1)
Confer with Careful Intention
33(3)
Sixty Second Reflection
36(3)
Part 2 How Do We Create Multimodal Writing Workshops?
39(48)
3 A Blueprint for the Multimodal Writing Workshop
41(19)
Learning the Language of Leaves
42(1)
Defining Your Workshop's Load Bearing Walls
43(2)
Creating Learning Experiences that Deepen Self-Awareness
45(4)
Building Trusting Relationships
49(1)
A Peek Inside My Practice
50(2)
Creating an Environment that Sustains Diverse Writers Through Diverse Processes
52(2)
Instructional Support that Prepares Writers to Produce Real Things for Real Audiences Who Appreciate Them
54(4)
Sixty Second Reflection
58(2)
4 Curriculum Design
60(13)
Defining the Ways We Create Curriculum
62(3)
The Essential Elements of a High-Quality Curriculum Design Experience
65(1)
ACT: The Learning Transfer Mental Model
66(3)
Situating Standards Within the Frame
69(1)
Hanging It All Together
70(1)
Sixty Second Reflection
71(2)
5 Assessing Multimodal Processes and Products
73(14)
Curriculum, Assessment, and Instruction Work Hand in Hand
74(2)
A Peek into My Documentation Process
76(2)
The Power of the Pitch, Proposal, and Artist's Statement
78(4)
Grading and Reporting
82(3)
Sixty Second Reflection
85(2)
Part 3 How Do We Teach Multimodal Composition?
87(34)
6 Inquiry and Planning
89(14)
The Essential Elements of a Multimodal Composition
90(7)
Analyzing Multimodal Mentor Texts
97(2)
The Designer's Notebook
99(2)
Building a Prototype
101(1)
Sixty Second Reflection
102(1)
7 Iteration and Revision
103(10)
Emphasis
104(1)
Contrast
105(1)
Color
105(1)
Organization
106(1)
Alignment
106(1)
Proximity
107(1)
Considering Design Choices in Mentor Texts
107(1)
Pitching to Peer Review
108(4)
Sixty Second Reflection
112(1)
8 Launching a Multimodal Composition into the World
113(8)
Choosing the Best Outlet
113(1)
Timing the Launch
114(2)
Considering the Unintended Consequences of Publishing, Presenting, and Performing
116(1)
Reflecting to Learn
117(1)
Publication Outlets for Middle and High School Writers
118(1)
Sixty Second Reflection
118(3)
Appendix A Planning Tools
121(24)
Feedback Structures, Protocols, and Frames for Writers and Designers
121(4)
Structure: Over the Shoulder Feedback
121(1)
Structure: The Conference
122(1)
Protocol: Peer Review
123(1)
Identifying Multimodal Learning Targets and Framing Meaningful Feedback
123(2)
Five Ways to Deepen Self-Awareness Creative Exercises for Young Writers and Teachers
125(2)
Five Ways to Facilitate Empathy Work
127(2)
Room to Breathe: A Blueprint for a Writing Workshop
129(5)
Studying Learning: Establishing Habits of Documentation, Reflection, and Analysis
134(11)
Appendix B Tools for Writers
145
Mentor Text Sources and Tools for Young Writers and Designers
145(4)
Tools for Writers and Designers
149
Angela Stockman is an Instructional Designer who also teaches in the Education and Hybrid Liberal Studies programs at Daemen College in Amherst, New York. The author of Creating Inclusive Writing Environments in the K-12 Classroom: Reluctance, Resistance, and Strategies that Make a Difference (2021), Angela is regularly invited to lead curriculum and assessment design work in K-12 schools, where she also conducts lesson studies upon request. You may find her on Twitter at @AngelaStockman or on Instagram @Angela_MakeWriting. She also blogs at www.angelastockman.com.
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