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1.

Creating a Community of Writers [electronic resource]

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Participants explore practical strategies--from desk arrangements to classroom organization to writing routines--that allow young adolescents to share their writing in an atmosphere of trust and safety. Reveals how these strategies help middle school students recognize their identities as lifelong writers and readers.
Online
2004
2.

Making Writing Meaningful [electronic resource]

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Explores how the task of writing gains new meaning and purpose when teachers introduce subjects that matter to middle school students or allow them more freedom to choose and develop topics. Participants examine how five middle-level teachers help their students connect to writing and understand its capacity to transform their own lives and the world around them.
Online
2004
3.

Teaching Poetry [electronic resource]

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Reveals how young people can explore feelings and learn about the power of written expression through poetry. Showcases two master teachers as they help their students develop as writers and readers of poetry.
Online
2004
4.

Teaching Persuasive Writing [electronic resource]

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Visits two middle-level classrooms to see how teachers can help young writers develop effective and authentic persuasive pieces based on their own experiences and interests.
Online
2004
5.

Teaching Multigenre Writing [electronic resource]

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Discusses multigenre writing, which offers students a wide range of options for expressing ideas and communicating knowledge. Examines two different, but equally successful, examples of this eclectic and engaging writing approach.
Online
2004
6.

Responding to Writing [electronic resource]: Teacher to Student

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Shows how five middle-level teachers use both formal and informal student/teacher conferences to monitor their students' progress and help them improve as writers.
Online
2004
7.

Responding to Writing [electronic resource]: Peer to Peer

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Reveals how peer response can help young adolescents develop as thinkers and writers. Participants explore strategies for structuring peer interactions and for teaching students to respond positively and productively to each other's work.
Online
2004
8.

Teaching the Power of Revision [electronic resource]

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Visits three classrooms to examine strategies that help even reluctant writers see the power and purpose of revision.
Online
2004
9.

Engagement and Dialogue [electronic resource]: Julia Alvarez, James McBride, Lensey Namioka, and More

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In New York City, Carol O'Donnell and her students explore themes of multiple worlds and dual identities in multicultural literature. They read poetry by Diana Chang and Naomi Shihab Nye; the novel, "The Color of Water" by James McBride, essays and short stories by Gish Jen, Khoi Luu, Lensey Namioka, and Julia Alvarez, and a monologue by Tina Lee. Through a series of innovative drama, role-playing, and writing activities, students examine the social and cultural experiences of the characters, and reflect on their own definitions and experiences of identity.
Online
2005
10.

Engagement and Dialogue [electronic resource]: Judith Ortiz Cofer and Nikki Grimes

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The workshop begins with a profile of the writer Judith Ortiz Cofer and then moves to Vista, California, where Akiko Morimoto and her students read short stories from Cofer's collection, An Island Like You. They respond personally to the works, examine the author's use of figurative language, and then make intertextual connections with books they've read throughout the school year. In a culminating project, students create their own visual symbols to represent the characters and events in the text. Students then explore poems from Nikki Grimes's Bronx Masquerade and examine the writer's craft. Grimes visits the classroom, answers questions about her work, and attends an after-school reading of student poetry.
Online
2005
11.

Research and Discovery [electronic resource]: Shirley Sterling and Laura Tohe

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At the Skokomish reservation in Washington state, Sally Brownfield and her students study and connect with the literature and issues related to the Native American boarding school program. Students use Shirley Sterling's novel, "My Name Is Seepeetza" and the poetry of Laura Tohe as the lenses through which they explore topics of their choosing. The class visits the Skokomish Tribal Center to interview tribal elders about the impact of the residential boarding program on the community. Author Shirley Sterling visits the class and answers student questions related to her novel, her life, and their personal research topics. Students then decide how to make their learning public.
Online
2005
12.

Research and Discovery [electronic resource]: Edwidge Danticat, an Na, Laurence Yep, and More

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In Clayton, Missouri, Kathryn Mitchell Pierce's students read works that explore issues of historical and contemporary immigration. Pierce uses multicultural picture books to introduce students to a wide range of perspectives and to set the stage for their novel study. In literature groups, students discuss novels by Edwidge Danticat, Laurence Yep, Walter Dean Myers, Pam Munoz-Ryan, and An Na. In culminating presentations, students synthesize themes and pose thought-provoking questions that invite others to examine these novels in new ways. This workshop features author profiles of Laurence Yep and Edwidge Danticat.
Online
2005
13.

Historical and Cultural Context [electronic resource]: Christopher Paul Curtis

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Laina Jones and her students in Dorchester, Massachusetts, explore "The Watsons Go to Birmingham 1963" by Christopher Paul Curtis. Jones uses non-fiction, documentary film, and historical photographs to contextualize the events in the novel and the Civil Rights movement. The students make deep connections to the literature through drama, poetry, and creative writing activities. Curtis visits the classroom, addresses questions, and leads students in a writing workshop. The unit culminates with a service learning project in which students create children s books about the Civil Rights movement and share them with elementary school children.
Online
2005
14.

Historical and Cultural Context [electronic resource]: Langston Hughes and Christopher Moore

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Stanlee Brimberg and his students in New York City study the important contributions of African Americans to the United States and the recent discovery of the African Burial Ground in Manhattan through factual texts, video, art, photography, and poetry. The students interview writer, historian, and documentary filmmaker Christopher Moore to learn more about the everyday experiences of African slaves in early New York. They examine the works of Langston Hughes, and then drawing on all of the texts they write their own poetry and engage in peer review. As a culminating activity, the students take a field trip to the African Burial Ground Memorial, and then design their own postage stamps to commemorate the site.
Online
2005
15.

Social Justice and Action [electronic resource]: Alma Flor Ada, Pam Muñoz Ryan, and Paul Yee

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Laura Alvarez and her students in Oakland, California, examine different perspectives and experiences of immigrants, and then formulate and defend positions on issues to which they connect personally. They examine works including "My Name Is Maria Isabel" by Alma Flor Ada, "Esperanza Rising" by Pam Muñoz Ryan, and "Tales From Gold Mountain" by Paul Yee to compare characters hopes, expectations, and actual experiences upon arriving in the United States. Students conduct research, including interviews with family members and nonfiction readings. Dr. Alma Flor Ada visits the classroom, answers questions about her novel, and facilitates discussion about social justice and taking action for change. As a culminating project, students write and revise persuasive letters to raise public awa [...]
Online
2005
16.

Social Justice and Action [electronic resource]: Joseph Bruchac and Francisco Jiménez

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Workshop begins with profiles of the featured authors, and then moves on to Chicago, Illinois where Lisa Espinosa's students explore themes of representation through literature, documentary film, photography, and music. Students look critically at past and current media depictions of African Americans, Latinos, and Native Americans, and examine ways in which artists and writers from within those cultural groups, including Joseph Bruchac and Francisco Jimenez, represent themselves. The students analyze the individual works, make comparisons across texts, and make connections to their own lives. In a culminating project, students represent their own experience, using black-and-white photography and essays as social commentary. Teachers, family, and community members join together at a [...]
Online
2005