This multi-genre project was conducted
during the 3rd quarter in my classroom. The assignment was given to all 43
of my writing students. It represents the modified version of the
multi-genre project that I completed during the class RE 3850
- Beginning Instruction for Readers and Writers with Dr. Ulmer.
Context:
This multi-genre project was conducted to synthesize the learning that was given in writing through-out the year. As a modified version of a multi-genre project, I provided the types of evidence that would be required of each child. By providing them with a project list, I was able to guide their submissions. Each student had nine weeks to complete the unit. Mini lessons were provided throughout the semester to give assistance to the students as they worked through the project. The final project showcases their learning within my classroom in the area of writing. The students offered examples of poetry, letters, and stories.
Standards:
● Standard A: Instructional Expertise
As the students worked in class on the genre project, individual writing conferences were held depending on the needs of each student. Confusions were clarified individually so that the creativity of each students was not stiffled. When several students had the same questions, I was available to conference with larger groups.
● Standard B: Knowledge of the Learners
By including a project list, I was able to modify it to best meet all of the students' needs. A few of the students were unable to complete every piece of the project independently so his/her assignment was altered.
According to the learning that I gained in RE 3850, I realized that all students are capable of producing quality pieces of work. Depending on the scaffolds that are offered to them, the students are able to make sure that their voices shine through. By learning about and studying responsive writing, I prepared my students for this project by allowing them to choose the types of genre in which they enjoyed writing and also providing guidance when they were not as sure of themselves.
● Standard D: Content Knowledge
Writing has and continues to be an area of uncertainty amoung students and teachers. By practicing writing myself and also modeling it for my students, it allows them to see a way to get to a final product by going through the entire writing process. By allowing them to use a model that allows them to organize their thoughts, they place ownership in their project. Ownership empowers them to do their best.
● Standard E: Professional Development and Leadership
After completion of the class, I eagerly shared the project with my grade level and offered some of the knowledge that I had gained from the instructor and also from my colleagues in the class.