Thread by @MrsHackett305

I wanted to capture my experience so far using a different way (for me) to instruct and assess writing. This is based on @SarahMZerwin ‘s process of weekly drafting. Also, it’s been awhile since I’ve done a ridiculously long thread 🤓🧵1

Our first writing draft was to connect and inspire. We used mentor texts by Indigenous writers in a few different forms as models for strong writing. Students chose their own topics that were important to them. 🧵2

These forms included personal essay and narrative, as well as fictional narrative. We determined must have text form characteristics, and did lessons on how to study a text for structure and writing craft using this personal essay from @Niigaanwewidam news.umanitoba.ca/those-people-o… 🧵3

Students selected the text form they wanted to pursue and a new mentor text to study independently. These included chapters from Jesse Thistle’s From the Ashes, and this personal essay from @waub among others. 🧵4

thewalrus.ca/loveofthegame-…

Here is the Success Criteria rubric we used. I wanted the focus to be on the student growing as a writer, and not the final product (as this is technically the first draft only). Students had agency over the writing craft moves they were working on. 🧵5

Students had time in class every day to write and I conferenced with 7-8 students each day. Many were not using their mentor texts at first and needed further modelling. I expected this. It’s new for them. I ended up creating two 5 min videos they could refer to as well. 🧵6

Other students were finding new ways to challenge themselves such as using @TheDHTaylor’s story “Stars” to consider how to craft a non linear narrative. Some were hunting for sentence structures that were unique and new for them - they gave these craft moves their own names. 🧵7

There was some time for peer reading and feedback and they used this 3-perspective feedback framework focussing on building writing communities. Many students took opportunities to talk about their writing during writing time as well. middleweb.com/24247/3-perspe… 🧵8

They also completed a writer’s memo to explain some of their choices. (Yes, I have changed to highlight blue 😂). They listed their craft moves in the chart above, but many students labelled them in the text which was super helpful - I will have everyone do this next time. 🧵9

When I gave feedback I really had to fight against instincts to see everything that could be better. I commented on where there was strong evidence of using the mentor text for structure and/or craft, as well as one text form characteristics they employed well. 🧵10

Many self identified where they needed to improve form characterisitics, so I built off that, as well as commented on next steps for using mentor texts. Lots need more work in looking more closely at the overall structure of a piece of writing. We will do this as a class. 🧵11

My feedback was 4-5 sentences below their writing. Because I am #gradeless, I marked drafts as “complete” or “partial” in their Record of Learning and entered a snippet of the feedback. I am working on keeping it concise. This is visible to students and parents/guardians. 🧵12

We’ll continue to work on habits next draft, and we’ll connect it to our criteria - when we invest in the process daily we have time to study mentor texts carefully, moving back and forth to drafting. We maximize growth as writers instead of just pumping out a product.🧵13

Students did lots of things for the first time - intentional fragments, em dashes, narrative paragraphs in essays, playing with time, text features, removing the conjunction in lists, mirroring word choice from their opening in their closing, 1 sentence paragraphs. 🧵14

Next they are writing to take a stand using open letter form. They are bringing in their new learning around the TRC Calls to Action. They’ll write for a dual audience, and work on voice and other characteristics they identify as must-haves from mentor texts. 🧵15

Their Success Criteria will be the same, though, in terms of using mentor texts for structure and craft. Students can’t hit targets that are constantly moving. 🧵16

The best part is that they do the differentiation themselves. They choose the mentor text, the craft moves, the elements of structure to work on. Not once was I asked how many paragraphs. (They do have a word count to hit and drafts need a beginning, middle and end). 🧵17

We’ll be doing a revision assignment later on where they revisit one piece and make extensive, meaningful revisions with a few rounds of feedback using a new mentor text.🧵18

Finally, regardless of the course, I don’t think it is ever a bad idea to start with some form of personal or creative writing. In #NBE this gave us a chance to spotlight a variety of voices as strong examples of how to share our own voices through story. 🧵19