Writing for change: using digital platforms to promote student agency ~ cate 2017

Writing for Change: Using Digital Platforms to Promote Student Agency

Holly French and Janet IlkoSan Diego Area Writing Project

Our BackgroundHolly French

• 6th Grade Humanities Teacher

• Cajon Valley Middle School

• Masters - Reading and Literacy

• San Diego Area Writing Project Fellow

Janet Ilko29 years in education• 8th Grade Humanities Teacher

• EL Coach/Student Advocate

• Health Science Middle School

• SDSU Doctoral Candidate

• San Diego Area Writing Project Fellow

SDAWP Techquity WorkNWP article

http://www.nwp.org/cs/public/print/resource/4527

How can my practice and curricular choices support equity and empower students to create a better world?

★Social Justice Standards

★Critical Practices for Anti-Bias Education

Essential Question:

● Identify an issueResearching an issueDoing a power analysisPlanning writing on activismTaking ActionFurther Steps and Concerns

Introducing Social Activism?

Holly’s Work.

TEEN ACTIVISM

Self Selected Issues

Ideas worth Spreading

TED EDCLUBS

Mudesir Fun“Save My Country”

The original passage:Students frequently overuse direct quotations in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source material while taking notes. Lester, James. Writing Research Papers. 2nd ed. (1976); 46-47A legitimate paraphrase:In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).Your Turn ~Read the article then select a passage to paraphrase.

Janet’s WorkDeveloping Powerful Fact

BasedArguments

civic participationmultimodal composition

crafting an argument

SOCIAL MEDIA

information literacy connected

learning

CCSS alignment

critical media literacy and engagement

research skills web literacy dialogue

youth voice

news literacy

write & PUBLISH

What does it mean to be a social activist?

TiMEELECTION

Identify an IssueHSMS 8th GradeCVMS 6th Grade

What is our Why? Who Do We Represent?

Troy Hicks Chapter 6 The Moves of Argument in Social Media.

Fact Finding: It’s a Real Thing

ARTICLES & LESSONS• How to Spot Fake News• Teens are getting almost all their news from Snapchat and Twitter t

hese days• Google and Facebook Take Aim at Fake News Sites• KQED Fighting Fake News Lesson Plan

Health Sciences Middle School 8th Grade Scholars

Presentation Skills

Goals Vision

A Semester of Service

3, 2, 1 Protocol 3

Three things you learned

2Two things

that were of special interest1

One thing you can use

tomorrow

Writing for Change: Using Digital Platforms to Promote Student

Agency San Diego Area Writing Project Fellows:Holly French - 6th Grade Humanities, Cajon Valley Middle School

frenchh@cajonvalley.net

Janet Ilko - 8th Grade Humanities, Health Science Middle School

janetilko8@gmail.com

Thank you for participating