The Elusive Sentence - Hatfield, Rita Eulalie

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Résumé :
Introduction Part 1: Language Objective: Sentence-Level Writing Intervention Why should we teach sentence level writing? Chapter 1 The Problem: Inverted Writing Pedagogy Chapter 2 The Solution: Sentence-Level Writing Chapter 3 Sentence-Level Writing Intervention Elementary Writing Pedagogy Chapter 4 Linguistic & Musical Syntax Audiation Theory for Music/Writing How do we teach sentence-level writing? Chapter 5 Ingham-Webster-Pudewa Method Dress-Ups Sample Writing Matrix Sentence Openers & Decorations Phrase & Clause Manipulation Diagram Basic Report/Essay Model Critique Model & Super Essay Model Scaffolding Common Core State Standards for Writing Chapter 6 Writers: Middle School, High School, College, & Beyond Advanced Stylistic Techniques Chapter 7 Sheltered Instruction for Writing Part 2: Content Objective: Cognitively Differentiated Learning What is cognitively differentiated learning? Chapter 8 Cognitively Differentiated Learning Why should we teach academic content through arts-integrated experiences? Chapter 9 Rationale: Teaching through the Arts Art & Cognition Chapter 10 Arts-Integrated Learning Rehearsal Effect Elaboration Effect Generation Effect Enactment Effect Production Effect Effort After Meaning Effect Emotional Arousal Effect Picture Superiority Effect Chapter 11 Arts-Integrated Instruction & Cognition Writing: Cognitive & Physical Skills Cognitively Differentiated Teaching & Learning Teaching & Learning Relationship Cognitively Differentiated Writing Model Why should we teach academic content through song? Chapter 12 Song as a Teaching Tool Balanced Learning through Horizontal Differentiation Chapter 13 Operational Definitions Rationale: Teaching Content through Song Chapter 14 Inherited Dissociated Philosophy Historical Background of Mnemonic Learning Chapter 15 Neuroscience of Music & Memory Memory & Music Music & Mnemonics Mnemonics & Diverse Learners Assumptions & Final Thoughts on Mnemonic Song Chapter 16 Method & Practice: Putting It All Together Cognitively Differentiated Writing Wheel Sample Weekly Outline Pictures of Writing Journals Chapter 17 Best Practice for Writing Instruction Chapter 18 Training Teachers for the New Millennium The Hippocratic Oath for Educators Chapter 19 Final Reflection Appendix A Arts-Integrated Resources Appendix B Writing Matrix Appendix C Composition Checksheet Appendix D Sample Syllabus for College Course Appendix E Webster's Formulas/Chants for Written Communication References...

Biographie:
Rita Eulalie Hatfield, Leta Marie Young...

Sommaire:

Introduction


Part 1: Language Objective: Sentence-Level Writing Intervention


Why should we teach sentence level writing?


Chapter 1The Problem: Inverted Writing Pedagogy

Chapter 2The Solution: Sentence-Level Writing

Chapter 3Sentence-Level Writing Intervention
Elementary Writing Pedagogy

Chapter 4Linguistic & Musical Syntax
Audiation Theory for Music/Writing


How do we teach sentence-level writing?


Chapter 5Ingham-Webster-Pudewa Method
Dress-Ups
Sample Writing Matrix
Sentence Openers & Decorations
Phrase & Clause Manipulation Diagram
Basic Report/Essay Model
Critique Model & Super Essay Model
Scaffolding Common Core State Standards for Writing

Chapter 6Writers: Middle School, High School, College, & Beyond
Advanced Stylistic Techniques

Chapter 7Sheltered Instruction for Writing







Part 2: Content Objective: Cognitively Differentiated Learning


What is cognitively differentiated learning?


Chapter 8Cognitively Differentiated Learning


Why should we teach academic content through arts-integrated experiences?


Chapter 9Rationale: Teaching through the Arts
Art & Cognition

Chapter 10Arts-Integrated Learning
Rehearsal Effect
Elaboration Effect
Generation Effect
Enactment Effect
Production Effect
Effort After Meaning Effect
Emotional Arousal Effect
Picture Superiority Effect

Chapter 11Arts-Integrated Instruction & Cognition
Writing: Cognitive& Physical Skills
Cognitively Differentiated Teaching & Learning
Teaching & Learning Relationship
Cognitively Differentiated Writing Model


Why should we teach academic content through song?


Chapter 12Song as a Teaching Tool
Balanced Learningthrough Horizontal Differentiation

Chapter 13Operational Definitions
Rationale: Teaching Content through Song

Chapter 14Inherited Dissociated Philosophy
Historical Background of Mnemonic Learning

Chapter 15Neuroscience of Music & Memory
Memory & Music
Music & Mnemonics
Mnemonics & Diverse Learners
Assumptions & Final Thoughts on Mnemonic Song

Chapter 16Method & Practice: Putting It All Together
Cognitively Differentiated Writing Wheel
Sample Weekly Outline
Pictures of Writing Journals

Chapter 17Best Practice for Writing Instruction

Chapter 18Training Teachers for the New Millennium
The Hippocratic Oath for Educators

Chapter 19Final Reflection

Appendix AArts-Integrated Resources

Appendix BWriting Matrix

Appendix CComposition Checksheet

Appendix D Sample Syllabus for College Course

Appendix EWebster's Formulas/Chants for Written Communication

References