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"Beethoven's Hair"

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Molly Adams

on 21 July 2014

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Transcript of "Beethoven's Hair"

"Beethoven's Hair"
Listen to the Masters:
Writing, Writing, Writing

Does writing just apply to English, Reading, LA,
or Humanities? No!!

The Simplest Rules Ever...
for Writing Across the Curriculum
The Model:
Beethoven's Hair
What just happened?
Talk about the process!
(Talk about your thinking!)
Writing Across Curriculum
in the "Wild"

Penny Kittle says....
"As Don Graves wrote so many years ago: 'Children want to write.'

...Don shaped our sense of possibility in teaching writing. I learned to listen to writers because of Don....

...I've become the teacher I am because of Don Graves. I learned to teach into the interests and intentions of students. I began a habit of writing at first light. I learned a way of being in the world that has altered everything in my teaching. I am also one of many teachers who began to write because Don said, 'You have a story to tell.' Let this [issue of Heinemann PD Services] be an invitation to you. Write your life. Then share."
From the Fall 2013 Catalog-Journal of Heinemann Professional Development, p. 3
Who is your continuing teacher?
To whom do you hope you measure up?
Who has altered everything you know about teaching?
Joye Davis, Anna Morini, and the Morini "Method"
What does "writing across the curriculum" mean to you?
Dan Cole of Hofstra University
Crux of This Popular Hot Button:
"... we have been brought up to think that
writing is a mode of LEARNING...."


"...[when] we think out loud...
that's what writing does.
Writing helps us to clarify our thinking process."
Jane Hansen, NCTE's Language Arts Journal, p. 426
So why is talking about writing so hot lately?
Why is writing across the curriculum so important now? What have you been told, heard, learned, or decided?
STAAR Says....
They want a broader picture of student writers
Students should move seemlessly between genres of writing and reading
They are looking at the "internalized skills" and experience as writers
Formulaic is dangerous
Performance measured by: critical thinking, application of knowledge and skills, likelihood of next-grade success, and how much/what kind of intervention is needed
Victoria Says....
Good writing begins with GOOD THINKING
Quality worth more than quantity
Vary lengths and purposes of writing
Teach them how to "grapple with roadblocks" in the writing process
Formulaic shortcuts deeper thinking
Create a safe environment for writing
Increased craft = increased performance
Good writers = good readers
From presentation by Victoria Young
Dir. of Reading, Writing, and Social Studies @ TEA - Jan. 2012
It belongs everywhere!
# 1
Identify and practice "good genre"
Learn a handful of useful and related genres.
Be open-minded.
Share what you enjoy.
Kill 2 standard birds with one stone.
What does ELA need from you,
if you are NOT ELA?
(and never wanted to be)
We need help with....
1. Inferencing
2. Reading graphs, charts, media
3. Distinguishing between genres
4. Greek/Latin roots
5. Vocabulary, vocabulary, vocabulary
Expose them to relevant but
interesting mentor texts....
Emphasis on the INTERESTING....
brief excerpts
any genre
From Chapter 10 of "I Am Legend" by Richard Matheson

What kinds of work could you do with this if you were a science teacher?

Thou shalt use a modified rubric.
It will be ok.
Take what you can get.
Don't worry as much about erorrs.
Follow your ELA teacher's lead.
Use Edutopia or 6 Traits if all else fails.
Brush Beethoven's Hair.
(Find a way to make it weird, fun, different, or tangible.)
Why do we love music so much?
What do you know about Ludwig Von Beethoven?
What part does biology play in "greatness"?
"Moonlight Sonata" (Piano Sonata No. 14 - 1801)
"Immortal Beloved" directed by Bernard Rose, 1994
"Superman IV" directed by Sidney Furie, 1987
So now we have a little background knowledge on Beethoven.
We also have a little knowledge about hair.
Know v. Need to Know. Right?
What aspects of biology does this introduce?
What vocabulary is needed to talk about hair?
Use an interesting mentor text to push inquiry,
desire to learn, and something they can write about.
Biology of Hair
Biology of Hair Follicle - NIH
Forensics on Hair
We are now full of questions!
Inquiry! Innovation! Passion!
Why study hair, like Beethoven's?
What are people hoping to find?
What does that follicle really say about us?
You are a journalist present at the unveiling of your favorite old musician's hair, intended for study of his or her genius. Write a diary entry on what the atmosphere is like in the room. You MUST mention specific vocabulary from the lesson and the significance of DNA connected to your musician and his or her greatness.
How else can we use other
How can we connect it to current events?
Think. Pair. Share.
Nancy Atwell teaches that writing workshop in EVERY class actually teaches people "how to write."
Think about who you were.
Think about who you are.
Think about what you are capable of still.
Every discipline has a story to tell, just like every hair contains your genetic makeup
and a bit of your own story.
Writing workshop works.
Accept loss forever.
Work from the pithy middle out, swimming in language sea.
Be submissive to everything, open, listening.
No fear or shame in the dignity of your experience, language, and knowledge.
Be in love with your life.
You are a Genius all the time.
Jack Kerouac's "Belief and Technique for Modern Prose"
Believe me, you, too, can find your place inside the huge terrain of writing.
No one is so odd as to be left out.
Natalie Goldberg, "Writing Down the Bones"
Molly Adams
Waxahachie ISD
Waxahachie Global High S-STEM/ECHS
Dual Credit Eng 3/4, Eng 2
Robotics - FRC Team # 2805

Follow me on Twitter @finchgirl10!
Teacher Consultant for North Star of Texas Writing Project - @NorthStarTX
Current Vice President of TCTELA, Membership and Affiliates
Full transcript