Some reflections on my first month teaching destreamed #ENG1D1 @GLRobertsCVI. After some intro activities, we’ve been doing work with information text structures in and will be doing some how-to writing. Here’s our sequence of learning so far. 1/ We started with some collaborative work sorting some sentences/short paragraphs by structure. You can find the resource we used (for free) at the bottom of this site here: teachingwithamountainview.com/informational-… 2/

Moving to online teaching is a lot of work, not a pivot. Here’s a thread of tasks, mini units or sequences I’ve created for various Eng courses for use online. Please check for grade/level appropriateness. I hope I can make someone’s life a little easier. Please share. 1/11 First, a daily slide is helpful to lay out the agenda, as well as put all the links to all the docs or sites to be used. It’s not fancy, but it works. I do all 5 slides for the week in one deck. docs.google.com/presentation/d…

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

Response thread to @georgeotoole67 below. @mslangille1. Happy to have these conversations. I echo a lot from @senior_mrs @JasonHimsl’s responses. When we choose whole class texts we need to admit that choosing books that will appeal to the interests of 20-30 is not easy. 1/18

https://twitter.com/georgeotoole67/status/1280984987928535040

Consider the difference between interest and relevance. We can ask, what is happening in the world that our students live in today? What matters to them today? 2/18