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Using the Workshop Approach in the High School English Classroom
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Using the Workshop Approach in the High School English Classroom
Modeling Effective Writing, Reading, and Thinking Strategies for Student Success

March 2014 | 192 pages | Corwin
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With this book, teachers will discover how they can strike a balance between preparing their students for state tests and teaching them the lasting thinking, reading and writing skills that they will need to be successful in college and the business world.

Combining theory-supported and student-tested practices, Urbanski offers readers a road-map to implementing an effective workshop-based curriculum in High School English.

 
Foreword by Lillian Brannon
 
Acknowledgments
 
About the Author
 
1. Running and Writing
The Workshop Culture – A Study of Coaching

 
Conclusions and The Mission

 
 
2. Who Writes the Rule Book Anyway? Accountability, Tests, and the History of Rhetoric
A Bit of History

 
And What About the Other Parts of My Curriculum?

 
Testing and Accountability

 
Conclusions

 
Suggested Reading

 
 
3. Coaching and Teaching By Doing; Modeling Thinking, Writing, and Reading
A Horror Story in Two Scenes

 
Scene I: Sunday Night Back in the Dark Ages

 
Scene II: Sunday Night One Week Later

 
Modeling; A Simple Concept With Huge Benefits

 
Modeling Gives Us Fresh Experiences to Draw From

 
Modeling Can Transform Our Classrooms

 
Modeling Fosters Authentic Learning

 
Modeling Will Supercharge Our Planning Time

 
Modeling In Our Classrooms: What Do We Do?

 
Modeling Concepts for Writing

 
A Lesson in Modeling Writing

 
Modeling Concepts for Reading

 
A Lesson in Modeling Close Reading and Analysis

 
Conclusions: Pulling It All Together and Coming Full Circle

 
 
4. Warming Up the Writing Muscles; Two Tools for Invention
Free Writing

 
What Is Free Writing . . . Really?

 
Why Does Free Writing Work?

 
Application: Helping Our Students Discover the Magic

 
A Lesson in Free Writing

 
The Last Word on Free Writing

 
Daybooks. A Place to Store Free Writing and Thinking

 
Conclusions

 
 
5. The Practice Field; Building Strength and Confidence in Writing and Literary Analysis
Types of Practice

 
Reader Response and Invention

 
In-Class Revision and Drafting

 
Types and Progression of Assignments as Practice

 
Conclusions

 
 
6. Race Day: Evaluation and the Idea of Grammar
Grammar in Context

 
The Bottom Line On Grammar

 
A Grammar Lesson

 
A Word of Caution

 
For Further Ideas

 
A Word About Standards

 
Watching the Race: Evaluating Student Writing

 
Grading Practice Writing Without Eradicating Its Purpose

 
Grading Response Journals or Daybooks

 
Grading Published Pieces

 
Portfolios: Looking at the Whole Season and Student Growth Over Time

 
Conclusions

 
Suggested Reading

 
 
7. Responding as a Spectator: The Writing Conference
Why Conference Anyway?

 
A Trek Through a Conference Log

 
Writing Conventions/Skills in Context

 
A Fifty-Minute Tutoring Session Translated Into a Ninety-Minute Class

 
Basic Behavior in a Writing Conference

 
A Close-up Look at a Conference

 
Conclusions

 
 
8. Becoming Independent; Writing and Literature Groups
A Scenario: Student Writing as Class Literature

 
Student Response to Groups

 
How to Make Groups Work

 
Model Functional Groups

 
Provide Structure and Incentive

 
Help Students Find Their Own Structure

 
What About the Kid Who Doesn’t Buy Into Group Work?

 
Timing

 
Writing Groups

 
Literature Groups

 
Conclusions

 
Suggested Reading

 
 
Epilogue – Why Teachers Coach
 
References
 
Index

Sample Materials & Chapters

Foreward by Lillian Brannon

Chapter 1

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ISBN: 9781412925495
£27.99