Write to Learn 2014
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Breakout sessions

 

 

Presentation Key

Image of a pencil Missouri Writing Projects Network Presentations Image of a child reading a book Missouri IRA Presentations
Image of a book Missouri Reading Initiative Presentations Image of an apple Missouri Council of Teachers of English Presentations

Day 1 - Thursday, February 25, 2016

A Sessions
9:00 a.m.-3:30 p.m.
1. “No More 'I'm Done!': Fostering Independent Writers”
Jennifer Jacobson, Author and Educational Consultant
Grades K-5

Writing teachers want nothing more than to look out at a class of inspired writers at work. However, our carefully crafted lessons are frequently met with the question, ”How many sentences does it need to be?” Or the all-too-quick, ”I’m Done!”  Here’s the kicker: we educators (with the very best of intentions) often inadvertently train our students to be dependent rather than independent writers. In this workshop, you will examine practice and identify classroom designs, routines, and lessons that help young writers grow into engaged, thoughtful, self-sufficient writers. You will learn how to increase student stamina, motivation, and best of all--help your students to develop a strong vision of success. Jennifer will include key principles of writer’s workshop, as well.   
2. “Real Writing, Real Revision”
Kate Messner, Author and Educational Consultant
Grades 6-8

In order to create work that goes beyond the single-draft test essay, students need models and mentors in their writing lives. This comes in the form of mentor texts, connections with favorite authors, and most importantly, from the lead learner in the classroom--you! In this session, author/educator Kate Messner will share strategies for using mentor texts and connecting students with the authors whose books they love, and she invites teacher-writers to pick up their own pens or keyboards to experiment with tried-and-true author strategies for everything from brainstorming story ideas, to writing nonfiction leads, to revision. Join Kate for a day of learning and writing bravely!
3. “Connected Learners = Empowered Learning”
Meenoo Rami, Bill and Melinda Gates Foundation
Grades 6-12

How does empowering students with choice and voice in their learning increase engagement? Come explore the ways you can use appropriate technology to bring agency and energy into your classroom community. What happens when students are committed to learning that goes beyond earning a good grade? Join Meenoo to see examples from a variety of classrooms demonstrating the ways teachers are empowering their students and discover how project-based learning can transform the way your students learn. You will consider issues such as developing engaging projects, assessing work that emerges from those projects, and applying an array of digital tools to reach a wider audience for your students' work. You will leave with a first draft of a reimagined unit that calls on students to become connected, empowered learners. 
4. Image of a pencilImage of an apple"Play is the Thing: Making the Difference with Shakespeare!"
Nick Kremer, Columbia Public Schools, and Sandy Sanders, University of Missouri-Columbia
Grades 6-12

While William Shakespeare undoubtedly wrote great plays, it is the classroom teacher who makes the critical difference in determining whether 21st century students regard them as timeless treasures or time-sucking abominations. In this highly interactive workshop, Sandy and Nick will share with you a variety of tried-and-true, ready-to-implement-next-week strategies for putting the “play” back into these . . . plays. Particular emphasis will be placed on multimodal approaches to teaching Shakespeare that will energize your students as they learn to navigate the language and take their own place in the director’s seat, bringing the Bard’s words to life in surprising and exciting ways. All the world’s a stage; this workshop will help you ensure that your classroom is a dynamic one!

Day 2 - Friday, February 26, 2016

Opening General Session
7:45-9:00 a.m.

“Remembering Why We Do What We Do”
Taylor Mali, Poet
All Grade Levels

Taylor Mali has made a career out of saying things often “thought but ne’er so well expressed,” which is actually a popular definition of a poem. A veteran teacher who left the regular classroom in 2000, Mali has nevertheless continued to teach. He brings new ‘spires for your inspiration and new fires for your hearths, even if you can’t spell “education” without “cautioned.” 

B Sessions
9:15-10:30 a.m.
5. "Scooby Doo Thinking: How to Teach Inferring So Kids Understand"
Tanny McGregor, Author and Educational Consultant
Grades K-5

Making inferences is important, both in reading and in life. Our students are already experts at using this thinking strategy to help them make meaning of the world, but it can be tough when text is in the mix. Literal interpretations of texts fail to show us the depth of student thinking. Let's move beyond worksheets and find engaging ways to teach this critical strategy! In this session, Tanny will move you from the concrete to the abstract, employing objects, artwork, and experiences to help kids read between the lines and feel the satisfaction of making solid inferences.
6. Image of a child reading a book“Mentor Texts for Writing Workshop”
Jodi Meese, Lindbergh School District
Grades K-5

In this workshop, you will be exposed to children's literature that can be used as mentor texts for narrative writing, informational writing, and persuasive writing across the grades. You will read portions of texts aloud, brainstorm mini-lesson ideas, examine video models. You will not only learn many new titles to use immediately in your classroom for whole group lessons, but you will also learn that mentor texts can be used for small groups and writing conferences as well! This will be a fast-paced, fun session with many things to learn!
7. “The Best Books of 2015-2016 (So Far) and Some Forever Books”
John Schumacher, Brook Forest Elementary School, Oak Brook, Illinois
Grades K-6

Calling all book lovers! Mr. Schu wants to chat with you about some of his favorite books of 2015 (and early 2016). In Watch. Connect. Read. Fashion, he will share with you book trailers, activities, and guides to go along with the books. See you there!
8. Image of a child reading a book“Making the Most of Writer’s Workshop: Mini-Lessons that Enhance Author Crafts”
Tamara Rhomberg, Educational Consultant
Grades 4-8

Is the level of your students’ writing what you want it to be? Are you maximizing instructional opportunities to improve their writing skills? We as teachers can empower students to experience and apply new strategies in their writing by sharing mini-lessons focused on developing author crafts during the writing process. In this session, Tammy looks at idea development, organizational structure appropriate to purpose and audience, precise word choice for clarity of message, and sentence fluency to guide the reader through the writing. You will leave with replicable classroom strategies that motivate and engage students in writing.
9. Image of a pencil“Checking the Pulse of Your Classroom: Honoring Student Voice and Connecting Thinking”
Casey Daugherty, Republic R-III Schools
Grades 4-12

Students sometimes feel disconnected from content, their classroom communities, and even their teachers. In this session, Casey will show you how you can help your students feel connected in the context of your classroom. The reflective process of this lesson can bring out “knows,” “need to knows,” projects, voice, inquiry, confusions, questions, insights, and other feelings learners carry into your classroom. Your take-away? A lesson applicable to any unit that produces trust between peers, powerful connections within the community, and greater awareness about student thinking. Together, you and your students will develop your communication abilities to further bridge gaps between learners and content.
10. Image of an appleImage of a pencilImage of a child reading a book“It’s Not a Bandwagon, It’s a Freight Train”
Barri Bumgarner, Author and Assistant Professor, Westminster College
Grades 4-College

In this interactive BYOD session, you will experience the blindingly fast freight train that is technology. Barri, having just completed Apple Academy training this summer, will guide you through the tangled web of digital literacy and what it means to engage today's digitally literate learners. With the help of her current student teachers, Barri will focus on apps and web-based tools that increase writing enthusiasm, participation, creation, and innovation. This session will address the role of technology as a supplement to, and not a replacement for, quality writing, as well as how to encourage students and teachers to not only consume on their devices, but produce as well.
11. “Implementing 1-to-1 Technology in the Reading Classroom”
Diana McClain and Dawn Bickford, Lee’s Summit R-VII School District
Grades 5-12

Many districts now have 1-to-1 technology available for their students. The question is, how can you best use this technology? This session is designed to help you maximize your students’ usage of laptops, chromebooks, or ipads in your classroom. Diana and Dawn have collected many resources that can be used to teach, reinforce, and motivate students in a reading classroom. There will be an emphasis on using data to improve instruction, and use of Google Classroom will be included. This session will be interactive, so please bring an electronic device of your choice.
12. “Author Study: Examining an Author’s Overall Purpose”
Mary Grant, Julie Kraeuchi, and Kathy Ratliff, Ft. Zumwalt School District
Grades 6-8

Have you ever wanted to connect your essential questions and objectives to a well-known author, but didn't know where to start? Do you ever wish you could talk about an author, but the idea of dealing with one massive, canonical text by that author is too overwhelming? This session will show how to break away from having one instructional text in favor of branching out to an “author study,” where your class analyzes and annotates a variety of smaller pieces from that same author. You will also learn how to connect the author's overarching themes to non-fiction pieces that connect to our global community. Special consideration will be given to instructional strategies that will help students evaluate sources, gather relevant data, and create cohesive meaning from multiple texts. Socratic Seminars and argumentative writing pieces will be discussed as assessment strategies to gauge student knowledge. Come to this session and learn everything you need to know to create your own amazing author studies.
13. “Reading Teacher/Reading Tech-er: How Technology is Changing the Way We Teach Reading”
Anna Osborn, Columbia Public Schools
Grades 6-12

How exactly do teachers integrate technology into reading classrooms while ensuring that students are using it to develop reading skills and support good reading habits? In this session, Anna will discuss which reading skills might need to be tweaked or changed to meet the ever-changing world of reading tech. Come to this session and explore how #techconnects readers to the rich reading world around them in a variety of ways--from how book choice is evolving because of e-libraries and online shopping to how QR codes and other tech helps the reading teacher support readers as they become researchers.
14. “Playing with Culture?: Understanding Youth Engagement, Equity, and the Needs of ELA Classrooms in a Connected Learning Culture”
Antero Garcia, Author and Assistant Professor, Colorado State University
Grades 6-12

In this workshop, you will discuss how secondary ELA classrooms today are changing to meet the interests of students that are "always on." Looking at case studies from popular young adult literature, film, and comic books, you will construct a framework to support "connected learning" in secondary ELA classrooms. Further, Antero will demonstrate models of gameplay and discuss how forms of "play" can create more equitable learning environments with our teachers, students, and community. 
15. “Teachers Make Time for Reading”
Colin Flynn and Kerry Holtmeier, School District of Washington
Grades 7-12

Building on the work of Penny Kittle (Book Love) and Donalyn Miller (The Book Whisperer), Colin and Kerry have embraced a program of independent reading in their classrooms. Their students can choose any book they want to read, but they must read every day. As the year goes on, Colin and Kerry urge them to read more and more challenging books. Students who are not initially readers become readers by exploring high interest books and having the time to read in class. Without this opportunity, many students would not finish a single book during the year. In this presentation, Colin and Kerry will focus on why they chose to devote their classroom time to independent reading, how they rearranged their curriculum to make space for student choice (and still meet all the standards), and what this program has meant for their students. If you are tired of forcing your students to read something they don’t want to read or watching them “fake read,” maybe it's time for you to implement independent reading in your classroom, too.
16. “English Teachers are the C3POs of Disciplinary Discourse: How to Teach ‘Disciplinary Literacy Bridges’”
Jonathan Cisco, University of Missouri-Columbia
Grades 9-12

Every reader can identify works that challenged them. Perhaps it was a great work of philosophy like Kant's critique of all that came before or Nietzsche's disgust with a single morality. Maybe it was a great work of literature like Joyce's flowing prose in Ulysses or Dante's terza rima in The Divine Comedy. We all have that text that made us question our own intellect. Our students are often enrolled in a series of courses that span the disciplines.  One hour, students may need to speak the language of chemistry, with all its exacting prose and strict structures, but the next hour they may need to speak the sometimes indecipherable language of modern poetry. Our students’ challenge is thus analogous to a traveler lost in a distant land, unfamiliar with the language and customs of an exotic country. Thankfully, English Teachers are the C3POs of disciplinary discourse. In this interactive session, Jonathan will argue that we have an opportunity to create “disciplinary bridges,” whereby we can take a student's reading stance and translate how that stance may or may not relate to one or more disciplinary lenses. By doing so, we can help students decipher the various ways different disciplines make meaning.
17. “What Have YOU Read Lately?”
Stacey Conrad, Palmyra R-I School District, and Nichole Ballard-Long, Rockwood School District
Grades 9-12

Promoting books in your classroom creates motivated, enthusiastic readers. Your students will want to read the books discussed in this session because they are the top teen books in Missouri! Author Roald Dahl stated, “I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn't be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” Each year, the Missouri Association of School Librarians Gateway Committee searches lists, reviews, and book shelves for the top fifteen books published for teen readers. In this session, Stacey and Nichole, members of this year's committee, will share the 2016-2017 list of nominees through book talks and trailers to aid you in creating excited, motivated young adult readers in your classroom!
18. “Producing a School Poetry Slam”
Taylor Mali, Poet
Grades 9-12

A step-by-step guide for how to produce a poetry slam at the middle or high school level in your school, this session will take you on a journey that begins with the writing process and ends with tips on producing an all-school poetry slam for teenagers. Planned stops include revision, rehearsal, and performance tips. Teachers rarely get the chance to explore their own experiences artistically, but this session will remedy that as well as provide a context for the sharing of such work. No previous experience with writing or performance is required. Dress in loose clothing and bring a pen and a willingness to explore.

Friday Mid-Day Keynote Address
11:45 a.m.-1:00 p.m.

"Metacognition: The Transformative Power of Reflective Thinking"
Tanny McGregor, Author and Educational Consultant
All Grade Levels

Do you want to foster metacognition in your classroom? Do you need ideas to help students make this abstract concept visible and concrete? In this session, you will explore the intersection of research and practice to generate lessons that students will love. Tanny will walk you through the use of realia, images, sketches, and text to help your students understand what metacognition is and what it can do for them as readers and thinkers. Our students have brilliant thinking; let's help them reflect upon it and enable them to share it with the world!

C Sessions
1:30-2:45 p.m.
19. Image of a child reading a book“Creating a Culture of Writing Right in the Classroom: The Teacher Makes the Difference”
Betty Porter Walls, Harris-Stowe State University
Grades K-5

Join Betty during this interactive, research-based learning experience to learn how to create a classroom culture/environment conducive to effective writing--one where teachers know how to teach writing right and students learn to write right. Effective writing teachers are knowledgeable about assessment standards, writing skills, creative strategies, foldables, writing traits, use of mentor texts, and establishing relationships that enhance their students' motivation to write, and Betty will touch on all of this in her session. You’re sure to learn something new to improve your writing instruction, enjoy learning with new friends, and receive a “write right” resource guide of kid friendly ideas to make writing an enjoyable component of your classroom instruction.
20. “Off to the RACES: Response Writing”
Kimberley Rodriguez, Blair Oaks R-II
Grades K-5

In this interactive session, Kim will examine lessons that help enhance writing across the curriculum in a classroom, school, or district. You will work with visual aids such as RACES (Restate, Answer, Cite, Explain, Sum it Up); Talking Back to Books; and Reread that will help your students improve their response writing. You will walk away with assessment prompts and rubrics for grades 3-5 that will enable you to increase the rigor of your response writing lessons.
21. “Xtreme Tactics from an Xtreme Librarian”
John Schumacher, Brook Forest Elementary School, Oak Brook, Illinois
Grades K-6

The School Library Journal named John Schmacher (aka “Mr. Schu”) “the Xtreme Librarian” for the extreme tactics he uses to connect students and teachers with books. This session will provide a glimpse into Mr. Schu’s elementary school library program. You will learn about practical and innovative ways to get your students excited about reading, booktalking, connecting with authors, and technology.
22. “Make a Difference with Twains and Trumans”
Missy Henke and Mernie Maestas, Wentzville School District
Grades 4-8

Empower your students to help select the winner of the Mark Twain Award (grades 4-6) or Harry Truman Award (grades 6-8), sponsored by the Missouri Association of School Librarians. Come listen to Mernie and Missy book talk the twenty-four titles, along with a few extras to use in your classroom, so you can make a difference with your students. There will be drawings for free copies of these titles!
23. “Making Content Count: Bringing Learning to Life”
Jane Chaillie, Beth Gregory, and Allison Dudley, Graceland University
Grades 4-8

Engaging students to use writing within all content areas is an effective instructional strategy that can bring learning to life. Where does writing fit into your content instruction? In this session, Jane, Beth, and Allison will address how to take students to a deeper level in all curricular areas by incorporating writing. This workshop focuses on how student learning in the content areas can be enhanced through writing and technology integration. Come join the presenters and learn how to make your content count!
24. “Great Writing Prompts for Students Who Don’t Like Poetry”
Taylor Mali, Poet
Grades 6-8

In this session, poet Taylor Mali shares some of his favorite prompts for “tricking” students into writing more insightfully and artfully (in both senses of the word) than they might be used to. Whether it’s learning how to write a metaphor “backwards” or how to “poetify” a noun, the tips provided will be practical and fun. Some audience participation is required, so slackers need not apply!
25. “Conventional Wisdom: Helping Middle School Writers Master Mechanics”
Steve Peha, Educational Consultant
Grades 6-8

We all wish that middle school students had a reasonable grasp of the conventions of writing before they got to middle school. But most don’t. That leaves us with a problem: how do we find the time kids need to master mechanics while still covering the full range of middle school curriculum? You will leave this workshop with several innovative approaches to the teaching of writing conventions that save time, save kids the struggle they often have developing skills in punctuation and grammar, and save you all the red ink that builds up from the burden of constant correction.
26. “Reading, Writing, and Thinking in the Intervention Classroom”
Tracy Cooper, Kansas City Kansas Public Schools, and Melissa Jackson, Camden R-III School District
Grades 6-10

Middle and high school struggling readers require intervention support that extends beyond the technical requirements of learning to read to the more intentional focus of reading to learn. Non-proficient readers not only lack strategies applicable for gaining meaning from text across disciplines, they lack practice at identifying their confusion and what causes it. These are skills they must develop while their learning-to-read skills still need support. Join Tracy and Melissa in this session as they discuss what secondary struggling readers need that is different from their elementary counterparts.
27. "Words & Pictures: Better Together Than Either Alone"
Tanny McGregor, Author and Educational Consultant
Grades 6-12

New York Times
reporter Louise Story writes that the blank space is becoming an endangered species in our world. Our students are bombarded with images everywhere they look. They read and think about images using sophisticated strategies that can be used with text. How might we bridge the gap between image reading and the comprehension of text? It's not an either/or situation. Intentionally using images with complex text can lead to stronger instruction and deeper thinking. In this session, we'll think about practical ways to partner the two!
28. “Academic Conversations with Socrates”
Jennifer Pearson, Raytown Quality Schools
Grades 6-12

Want a little Socrates in your classroom? In this session, you will learn, through your own academic conversations, how purposeful student talk can lead to higher student achievement and engagement. During this session, Jennifer will discuss the five core academic skills outlined by Jeff Zwiers & Marie Crawford in their book, Academic Conversations. Additionally, you will learn how you can foster vocabulary development and literacy skills for these conversations. You will have an opportunity to participate in a Socratic Seminar to collaboratively construct meaning, clarify, and expand your thinking about academic conversations. From establishing norms to synthesizing your new thinking, this session will demonstrate the power of academic conversations to make a difference in your classroom.
29. “A Novel Quest”
Jaimie Becker, Bianca Ray, and Dona Coleman, Ft. Zumwalt School District
Grades 7-12

Allowing students to choose their own reading material sparks interest and creates life-long readers, but for teachers, designing interactive, engaging units that incorporate writing can be a challenge. Motivated by an incredible session on gaming in the classroom at last year's Write to Learn Conference, the presenters invented A Novel Quest, a Dungeons and Dragons-inspired gaming unit that brings students together over literature and/or non-fiction to explore characters, themes and textual analysis in their choice novels, including an option to incorporate literary theory. The combination of contemporary game play and original writing inspire a community atmosphere that is both trusting and competitive. While this workshop will concentrate on high school-level instruction, A Novel Quest can be adjusted to suit all grade levels (We've even played it in adult book discussion groups.) You are urged to come with a character from your favorite work in mind!
30. Image of an apple“Rookie Teacher Question and Answer Roundtable Discussion”
Christine Warren, Southeast Missouri State University, and Myriah Miller, Jackson R-II School District
Grades 9-12 Early Career and Pre-Service Teachers

In this question and answer session, Chris, a veteran teacher, and Myriah, a second year teacher, will answer and discuss any questions early career teachers want to ask; discipline, assessment, organizational tips, handling the grading load, parent concerns--no teaching topic is probably taboo. They hope to bring an interesting dynamic to the discussion with their two different levels of experience. Pre-Service teacher candidates are also encouraged to attend with their concerns. Chris and Myriah will strive to encourage you and help you see that teachers do indeed make a difference.
31. “I’m a Goldfish. You’re a Cathedral.”
Courtenay Slinkard and Shawn LaSota, USD 234 School District, Fort Scott, Kansas
Grades 9-12

Are you more like blue or brown? May or December? How does this define who you are? These are simple questions that elicit complex responses. Synectics, coined by William J.J. Gordon in 1961, is the basis of analogy and metaphor. It seeks to make the familiar strange and the strange familiar. The presenters’ process of personal synectics asks students to create analogies that link new knowledge with familiar knowledge and then write about themselves in novel and abstract ways. In this interactive presentation, Courtenay and Shawn will equip you with tools to help students become innovative thinkers, linking characteristically different things and explaining in their writing why the relationship is both valid and valuable. Through the process of personal synectics, each student gains a wealth of ideas on which to base a descriptive or argumentative essay about him- or herself. The initial lesson can be restructured to help students develop creative ideas and solutions about characters in literature, new vocabulary, important terms, real-life scenarios, and a variety of other complex problems.
32. “Pose/Wobble/Flow: Culturally Proactive Teaching in Uncertain Times”
Antero Garcia, Author and Assistant Professor, Colorado State University
Grades K-12

Cultural contexts of learning and teaching have shifted significantly in today’s world. In these uncertain times, how can we equip our students with literacy skills and ourselves with teaching practices that proactively address these challenges? How can confronting our own cultural privilege and positionality allow us to better understand the perspectives we carry with us into our classrooms, as well as the voices, questions, and experiences of the students whom we teach? Using a framework called Pose/Wobble/Flow (P/W/F), Antero will share strategies for identifying areas of professional growth and addressing the uncertainties we all face in our work with an increasingly diverse student population.
D Sessions
3:15-4:30 p.m.
33. “Critical Thinking from the Get Go”
Jeana Wise, Marshall Public Schools
Grades K-2

Critical thinking begins with student engagement. Our students love to talk. Why not give them the opportunity to have purposeful talk from the get go? Not sure how to get your primary students to become engaged with a book and think critically so they talk with purpose? Think it can’t happen in Level A books? Think again! It’s more than just reading the words. In this session, Jeana will focus on getting students to use visual information to comprehend and think critically about the main idea of a book by using vocabulary and inferential skills. Critical thinking and purposeful talk build success early on. Shifting your focus through these conversations will help your students think critically as they move on through the literacy continuum. With this approach, you can make a difference!
34. “Best Websites and Apps for Teaching and Learning”
John Schumacher, Brook Forest Elementary School, Oak Brook, Illinois
Grades K-6

The American Association of School Librarians’ Best Websites and Apps for Teaching and Learning foster the qualities of innovation, creativity, active participation, and collaboration. Come learn about the 2014 and 2015 lists from a current committee member. You will receive ideas for implementing these free and user-friendly sites into your library and classroom.
35. Image of a child reading a book“Student Engagement: The Joy of Learning”
Julie Hentges, University of Central Missouri
Grades 2-5

In this session, Julie will demonstrate student engagement techniques to encourage productive time-on-task behavior for students in grades two through five. Julie will provide you with techniques that will encourage active learning in a clear, concise, and explicit way. You will even get the chance to try the activities yourself in the session. The techniques addressed in this session are designed to encourage total participation, increase student engagement, and maximize learning--all while keeping the joy of learning intact.
36. “Road Map for Rigor: Crafting a Classroom Experience that Helps Students Read and Write Proficiently”
Ellen Edmonds, W. H. Sadlier Company
Grades 1-8

Data-driven decision making has descended to the level of jargon in education these days, but, done right, it is one of the most powerful tools in a school's arsenal. You can’t know if students are learning at the highest levels if you don't assess that learning. Data-driven instruction, then, becomes a road map for rigor. In this session, you will examine three foundations of effective data-driven instruction: assessment, analysis, and action, and will learn strategies for putting them into practice in the literacy classroom. You will learn how, with information from interim assessments, you can craft a classroom experience that helps all students maximize their performance. This interactive session will provide concrete strategies and suggested resources you can use to promote significant gains in achievement.
37. “Writing to Build Relationships”
Angela Fariole and Kara Mace, Rolla Public Schools
Grades 3-6

Writer's notebooks are a window into the minds of your students. These notebooks have the answers to all of those burning questions you have about them. Why is Aaron's homework always late? Why did Amy steal from Monica? Why doesn't Kara ever smile? In today's society, our students face more struggles than some of us can even imagine. It seems impossible to be able to connect with them at times. Fortunately, Angela and Kara can show you how to use writer's notebooks to make a difference in the lives of your students. Through writing, you can connect with your students on a deeper level. Bring your notebook, and get ready to build a relationship with the presenters in only one hour!
38. “Improv and Ink: Getting Students to Write More So You Can Teach Writing!”
Mary DeMichele, Educational Consultant
Grades 4-12

Do you know a student in grades 4-12 who refuses to write or doesn't write enough? When students don’t write long enough writing samples, it makes teaching writing or assessing content knowledge difficult, if not impossible. Further complicating this situation is the fact that the student's reluctance to write may be rooted in either social emotional or literacy deficits, and you often don’t know if either of these issues is present. So, how can you help students increase the length of their writing samples? Improv! Yes, improv, those 3-to-5 minute, spontaneous and sometimes hilarious games seen on stage or on television, can increase writing fluency. Improv takes students rapidly through a series of essential literacy skills, while simultaneously nurturing social-emotional skills that impact their ability to write. In this engaging, experiential session, you will learn how and why improv so effectively and efficiently increases writing fluency. Come to this session and experience the power and potential of improv as a classroom writing strategy.
39. “‘I Don’t Know What to Write’: Helping Reluctant Middle School Writers Find Their Voices”
Steve Peha, Educational Consultant
Grades 6-8

Writing is hard for kids of all ages, but it presents a special challenge to middle schoolers. Writing is the most social subject in the curriculum because it involves sharing original ideas with teachers and peers. At the same time, the middle school years are themselves a challenging time in the lives of students just beginning to understand who they are and how to navigate a new and more challenging social environment. As a result, many students are reluctant to write. In this workshop, you will identify the two sources of reluctance many middle school writers experience and simple ways to deal with them that do not take time away from addressing the needs of other students. You will also learn a variety of strategies for turning reluctant writers into confident classroom contributors by encouraging their participation with appropriate expectations that scaffold success.
40. Image of a pencilImage of a book“Mentor Texts Empower Student Writers”
Candy Holloway, Laura Walsh, and Amy Mauck, Fort Zumwalt R-II School District
Grades 6-8

Coaches are trusted and experienced role models who guide and help students reach their full potential. Mentor texts are no different. They serve as coaches, helping students see what writers can do with words and structure and encouraging them to experiment and write in ways they never believed possible. In this session, Candy, Laura, and Amy will show you what can happen when we give students an opportunity to write beside powerful and engaging mentor texts that blend genres and styles. Imagine students weaving together narrative and argument in convincing and dynamic ways and moving beyond the five paragraph mold. When we equip writers with tools of the trade using mentor texts, their skills flourish.
41. Image of a pencil“Teaching Mythology with Meaning”
Zachary Hamby, Ava R-I Schools, and Rachel Hamby, Mountain Grove Schools
Grades 6-12

While there are many valuable lessons students can learn through mythology--vocabulary, literary terms, allusions, as well as the craft of storytelling--the study of mythology is most valuable when it addresses the big questions of life: Can you escape your fate? What is equality? Should we make war? What is love? What are the dangers of life? Myths tap into our deepest fears and highest hopes. So make mythology matter! Use the creativity and imagination of myths to help students examine real-life questions in an exciting and significant way. You will leave this session with resources to teach your own mythology unit incorporating poetry, prose, discussion, vocabulary, art, film, and reader's theater script-stories. Zachary Hamby is a high-school English teacher, the author of both the Mythology for Teens and the Reaching Olympus textbook series, and the creator of the website mythologyteacher.com.
42. Image of a pencil“Passion Blogs and Partnerships: Real Writing for Real Audiences”
Elisabeth Alkier, St. Joseph School District, and Susan Martens, Missouri Western State University
Grades 7-12

Students love to write about what they love, but what they love sometimes doesn't seem to be part of the curriculum. This doesn't always have to be the case! By combining topics of student interest and writing in a digital space shared with a partnering audience beyond the classroom, passion blogs can be used to spark student motivation and create an interactive community of digital writers and readers that goes beyond a single classroom. In this session, you will learn how to use Blogger to create high-interest passion blogs with middle to high school aged students that encourage writing across all genres. You will also learn about a passion blog partnership between a class of pre-service teachers and a class of middle school students, with examples and ideas for how to establish such partnerships between a range of audiences. Validation of student writing in a digital space provides not only motivation for the students, but also a chance for pre-service teachers to provide real feedback to real students. You will leave with new ideas and strategies for creating an authentic audience that can make an enormous impact on student writing, engagement, and learning.
43. Image of a pencil“#TIL #AFAIK: Twitter Chats in the Classroom”
Cathie English, Missouri State University
Grades 9-12

This session is for newer Twitter users, and will include a live Twitter chat on the use of chat in the classroom as well as the benefits to student literacy and learning. Cathie will also briefly introduce the concept of Personal Learning Network (PLN). Join Cathie to hone your Twitter and chat skills. *Note: please feel free to tweet during our conference: #WritetoLearnMO. You do not need a Twitter account to participate, but it would be helpful. You will, however, need a device (phone, iPad, laptop) for this presentation.
44. Image of a pencil“Toning Down the Roar of Tech: Writer’s Notebooks with Latin/Greek Roots, Allusions, Nature Journals, and More that Build Better Writers”
Jennifer Quick, Olathe, Kansas Public Schools
Grades 9-12

Everything old is new again. While wonderful new technology comes out all the time, there is still tremendous value in learning cumulative Latin/Greek root words and their word families; there is tremendous value in quarterly close study and memorization of poetry; there is tremendous value in nature journals; there is tremendous value in accumulating writers' inspiration all in one, handwritten centralized location. Inspired by Penny Kittle and her own writers' life, Jennifer keeps a writers' notebook, and her students do, too. See how Quick's Writers' Notebook works for her students and experiment with Quick's system; then, try your hand at creating a Writers' Notebook format that will work for your students and curriculum. Don't ditch the technology, but see that there is still value for students in the handwritten writers' life.
45. “Podcasting in the Classroom”
Laura Johnson, Republic R-III School District
Grades 9-12

With the broadcast of Serial, the podcasting world has exploded. In this session, Laura will explore how to use podcasting in the classroom to extend learning for students across classrooms. Laura will share ideas for podcasting, technology successes and challenges, podcasting venues, and incorporating peer reviews for a more authentic audience experience. Laura will also give you strategies for getting podcasting ideas, scriptwriting, and effective speaking and listening skills to enhance the podcast experience. Learning resources for podcasts that can be used in classrooms along with tools and strategies for using podcasts will also be presented.
46. “The Evolved Librarian: Making a Difference”
Amy Taylor, Lee’s Summit R-VII School District
Grades K-12

Missouri librarians have evolved to better meet the needs of teachers and students in an ever-changing educational landscape. Amy Taylor, 1st Vice-President of the Missouri Association of School librarians, will share a variety of successful ELA projects and programming ideas from libraries across the state. These ideas can be modified and replicated in any school, regardless of where they fall in the 1:1 spectrum. Join Amy as she shares how school librarians K-12 can partner with you to help you make a difference in your language arts classroom.

Evening Keynote (separate fee and ticket required)
Dinner: 6:00-7:00 p.m. | Keynote: 7:00-8:00 p.m.

“Teachers, Fairy Tales, and the Gift of Imagination”
Adam Gidwitz, Author

Albert Einstein famously said, "If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales." Adam Gidwitz, best-selling author of titles such as A Tale Dark and Grimm and the forth-coming The Empire Strikes Back: So You Want To Be a Jedi, will talk about the teachers who shared fairy tales with him, the students he's shared fairy tales with in turn, and the special role teachers can play in keeping this oral tradition alive. He may even tell a fairy tale or two. Be warned, though: he likes the Grimm ones...

Day 3 - Saturday, February 27, 2016

Announcements, Door Prizes: 7:15 a.m. | Morning Keynote: 7:30-9:00 a.m.

“Teaching through Adversity: Facing Challenges and Making a Difference”
Ron Clark, Ron Clark Academy, 2000 Disney American Teacher of the Year

Ron Clark will share his journey from teaching in a low-wealth rural area in North Carolina to the inner-city streets of Harlem in New York City. Along the way, Mr. Clark will share inspirational stories of how his students made outstanding growth in test scores, conducted projects that garnered worldwide attention, and were invited to the White House three separate years to be honored by the President. Mr. Clark was the 2000 Disney American Teacher of the Year, and he has been featured on the Rosie O'Donnell Show and also the Oprah Winfrey Show, where Oprah dubbed him her first "Phenomenal Man." Mr. Clark has written three books about his teaching practices, The Essential 55: An Award-Winning Educator’s Rules for Discovering the Successful Student in Every Child; The Excellent Eleven: An Award-Winning Teacher’s Guide to Raising Children Who Love to Learn, which outlines qualities and characteristics parents and teachers should have to instill success in their children and students; and The End of Molasses Classes: Getting Kids Unstuck, 101 Extraordinary Solutions for Parents and Teachers. This book offers the Ron Clark Academy's 101 Innovative and Classroom-Tested Ways for Improving America's Schools and Leading our Children to Greatness.

E Sessions
10:00-11:15 a.m.
47. Image of a pencil“The Simple Magic of Storytelling with Young Children”
Lori Steele and Joan Bishop, Belton 124 School District
Grades PreK-3

If you want to make your classroom a more magical place to be, join Lori and Joan and learn about storytelling. The information presented will help your classroom become more interactive, imaginative, and build relationships all at the same time. The presenters will demonstrate how they begin with acting out stories and will share video and examples of their students telling stories and acting them out. For older children, this is an excellent way to develop their writing skills while telling stories and acting out what they write. You will hear about Vivian Paley's work with the Storytelling Project and the presenters’ work with the Rice Classroom Storytelling Project. Come and learn how you can start doing this in your own classroom immediately!
48. “Learn. Live. Love Data Binders”
Ellen Tucker and Tricia McDonald, Mexico Public Schools #59
Grades K-5

Sometimes you learn. Sometimes you live...then you love Data Binders! Ellen and Tricia teach in a high poverty K-5 building, but they are nevertheless change agents using data to create student ownership and to drive their instruction. With data, it's not about us teachers anymore--it’s about creating successful environments and meeting our Pea Pods at their level. Come find out how Ellen and Tricia have worked for the past three years to learn, live, and love Data Binders.
49. Image of a child reading a book“Thinking Like a Thief: Using Literature to Inspire Writing”
Julie Bryant and Colleen Shuler, Southwest Baptist University
Grades 2-6

All good teachers beg, borrow, and steal. Great writers share amazing literature that just begs students to steal their craft and transform it into something new. In this session, based upon the ideas of Ruth Culham and the presenters’ own classroom experience, Julie and Colleen offer a grab bag of writing strategies to propel your students' writing from a real genuine fake plastic diamond to a prized jewel worth stealing! Teachers attending this session will haul off a plethora of writing gems to make their students shine.
50. Image of a child reading a book“Closing in on Close Reading”
Rachel Smith and Kelly Honn, Lee’s Summit R-VII School District
Grades 3-6

In this hands-on session, Rachel and Kelly will define close reading and explore how to introduce students to this important skill. Through the lens of Universal Design for Learning, they will use sample texts, videos, music, and visuals to further explore close reading skills, both in language arts and across the curriculum. Non-fiction text has an important place in the Common Core State Standards, and non-fiction text can be used as a key component in close reading, as it can be used in all subjects. At the end of this session, you will walk away with multiple lessons you can use with your classes the moment you step back into your classroom.
51. “Building Reading Hype: Connecting with Authors Using Skype”
Angie Dickerson and Kay Lynn Nance, Lebanon R-III School District
Grades 4-8

How do you get students excited about reading and writing? Connecting with authors makes a difference! Build excitement in your school or classroom by bringing in the most experienced reading and writing experts: authors! Connecting with authors using Skype inspires readers and increases reading motivation. These visits allow students a window into the writing life of a published author. Not sure where or how to begin this journey? Come to this session and learn how Angie and Kay Lynn use Skype connections to build reading hype and create a positive reading culture in their school. The presenters will share resources to initiate successful author connections as well as ideas to structure visits. Come learn how to host an author Skype visit at your school!
52. “Real World Learning: Elementary Students Write for Audiences in Their Literacy Podcasts”
Laurie Finkenkeller, The Wilson School
Grades 5-7

Creating a podcast gives your students a chance to be creative, to work collaboratively on real-world writing, and to share their thoughts through an authentic product. In his book, World Class Learners: Educating Creative and Entrepreneurial Students, Yong Zhao writes that one of the cornerstones of the new paradigm of education for the future is creating things for real audiences. In Laurie’s school, upper elementary students created podcasts based on their inquiry into the reading experiences of fellow students and adults at their school. Using interviews and audio editing software, students engaged in collaborative writing for real audiences. This multi-media composition project reflects the new Missouri Learning Standards for Writing, while also building students' technological skills. This session uses examples of student-created work to illustrate the entire podcast project: from the introduction all the way to the final broadcasts. If you have been searching for a way to provide meaningful real world learning in your literacy program, this session will help you get started.
53. Image of a pencil“Not Your Average Autobiography”
Justine Rogers, Southern Boone Country R-I School District
Grades 5-12

Help make a difference in your students’ writing by encouraging them to write about their favorite subject--themselves! Learn new and time-tested techniques to “shake up” the traditional autobiography that incorporate elements of arts and crafts, multi-media, technology, and just plain fun! You will leave with practical projects you can use in your own classroom, and which can also be used as a springboard into other genres of writing. You will create your own autobiography art and gain hands-on experience in how to design and implement the projects with your own writers. Bring your creativity and prepare to create your own “not your average autobiography!”
54. Image of a pencilImage of an apple“Teachers Make a Difference: Developing an Awareness of Audience in Writing”
Jinju Lee, University of Missouri-Columbia
Grades 6-12

In this session, Jinju will share strategies for developing student awareness of audience in writing through freewriting activities. You will get to experience first-hand what happens when writers write for various audiences. In addition, you will plan how to provide helpful writing situations for your students by varying the audiences they write for. This practice of varying the audience can develop an awareness of how writers can change style, diction, content, organization, and other elements in writing. Many of these approaches work effectively for English language learners, as well.
55. “The New Face of Literacy”
Cecil Short, Raymore-Peculiar School District
Grades 9-12

This breakout session looks at the connections between traditional literacy (reading and writing printed texts) and multimodal literacy (understanding and creating texts that include images, sound, and video). Many students do not read outside of the classroom, so reading is a skill only practiced at school. They do, however, spend plenty of time watching movies, television shows, and YouTube videos. By teaching students how to be non-passive viewers of media formats, we can teach them how to be non-passive readers. Essentially this breakout session validates why English Language Arts teachers should be showing movies or videos in class. In this session, you will look at how advertisements, comic books, graphic novels, and movies can be used to help build reading comprehension, critical thinking, and other skills central to 21st Century Literacy.
56. Image of a pencil“Authentic Accountability Using Simple Technology Tools”
Riina Hirsch and LeeAnne Vest, Ritenour School District
Grades 9-12

This presentation will focus on mechanisms teachers can use to promote authentic accountability in the classroom. Riina and LeeAnne will introduce and demonstrate three ways to easily and quickly increase accountability in the classroom: audio recording, Padlet, and Google Docs. The tools covered will allow you to help your students self-monitor, publish work to a closed audience, and increase collaboration among themselves as well as between themselves and teachers.
57. Image of a pencilImage of an apple“Making a Difference with Argumentation: Rhetoric in the High School Classroom”
Christy Goldsmith, University of Missouri-Columbia
Grades 9-12

Jennifer Fletcher said that rhetoric is “not an app that enhances instruction” but the “operating system” for argumentation. When we teach our students how to use rhetorical appeals, we teach them skills to navigate our media-saturated world and give them a foundation to argue their own perspectives. In this session, you will explore logos, ethos, and pathos by first defining the terms and then discussing the implications of those terms in the modern classroom. Then you will use the information to analyze student-friendly media and try out engaging and relevant rhetoric activities you can use with your students. You will observe how classical rhetoric can be made relevant for today’s students and, most importantly, how it can make a difference in your own students' argumentative writing.
58. Image of a pencil“Spoken Words Have Power”
Kim Blevins, Willard School District
Grades 9-12

Spoken poetry has power for the language arts classroom. Besides meeting standards such as theme, figurative language, word choice, and speaking and listening skills, the spoken word poem creates community in the classroom and gives students a voice. Students are able to share powerful thoughts through this medium. The spoken poem can also be used to take on a character from a novel or play or tell someone else's story that needs telling. In this session, you will view and analyze spoken word poems, brainstorm and rough draft your own poem, and get a quick chance to revise. Then, if you wish, you can choose to perform your poem for the group.
59. “Teaching Reading: A Research-Based Strategy for an Engaged ELA Classroom”
Tracy Bouslog and Terri Fisher-Reed, Parkway School District
Grades 9-12

Randy Pausch, computer science professor and author of The Last Lecture, writes, “Fundamentals, fundamentals, fundamentals. You've got to get the fundamentals down because otherwise the fancy stuff isn't going to work.” Faced with the instructional challenges of how to engage reluctant or below grade-level readers or how to help advanced students with language-dense texts, English teachers have to use the fundamentals of reading and writing to support student learning. Often, teachers find themselves overwhelmed with multiple reading strategies, steps, and acronyms: some work for fiction; some work for nonfiction; and still others work for poetry. With 23 years of ELA teaching and curriculum writing experience each, Tracy and Terri have tried too many to count. While some of the “fancy stuff” has merit, there are “fundamentals” of reading and writing that all students need to practice for any type of text. You will experience a reciprocal reading activity that uses research-based, high yield strategies—annotation, paired/team reading, discussion, and reciprocal teaching's predict, question, clarify, and summarize strategies--to attack complex text. Furthermore, the presenters will share how to assess and evaluate students' writing about these texts.
60. “Six-Word Story, Six Unique Shots: Enhancing Writing through Multimedia”
Don Goble, Ladue Horton Watkins High School, Ladue School District
Grades K-College

Attend this session and explore an activity that brings the writing process to life with digital storytelling. A simple six-word story, created as a video with six unique camera shots, allows students of any grade level to tell a powerful visual story. In this presentation, Don will guide you through a unique project that addresses the fundamentals of media literacy, filmmaking, and the digital storytelling process.
F Sessions
11:30 a.m.-12:45 p.m.
61. “Writing Creatively Across the Common Core”
Misty Burright and Jerri Fischer, St. Joseph School District
Grades K-3

Creative writing is alive and well in the Common Core! Journey with Misty and Jerri as they take you through the three types of writing and how creative writing weaves throughout the three. This workshop will be interactive and hands on, providing you with an opportunity to both write and view examples of student work and resources.
62. “Before We Teach It, We Must Try It Ourselves: Transforming the Way We Plan, Teach, and Learn Through Collaboration”
Emily Callahan and Katie Liseo, North Kansas City School District
Grades K-5

The word “collaboration” is powerful. Collaboration goes beyond weekly planning meetings and beyond filling in the Monday through Friday boxes and deciding who makes which copies. Recent shifts in education have demanded that teachers think and plan literacy instruction differently. If we want to teach our students what readers do, we have to live it. Emily and Katie experienced a shift in their thinking about collaboration which has helped them make connections between what students need to be able to do and how to get them there. The tangible process presented in this session will not only change the way you and your colleagues approach planning, but also how you approach learning. Digging in and doing the work you're asking your students to do first leads to new ways to collaborate. It's not a “by the book program,” but it will change the way you learn, teach, and reflect with colleagues and students.
63. “Creative Journal Walks”
Andrea Foote, Lee’s Summit R-VII School District
Grades 1-4

“I don’t know what to write about” is one of the most common and frustrating things to hear. One of the keys to good writing is unique elements that a child can choose to make their piece of writing interesting and fun. In this session, Andrea will lead you as you build different elements of story using anchor texts for ideas. You will hear excerpts from literature, build the appropriate section of your creative journal, and experiment with writing at the end of the session. Please come with plenty of paper and a good imagination!
64. “English Really ISN’T Crazy! How an Understanding Leads to Better Spelling”
Jennifer Williams, Nixa Public Schools
Grades 2-8

How many times have you told a child that the word is spelled a certain way because English is just a crazy language? Actually, there ARE reasons that words are spelled in those weird ways. If you have students in your classroom who struggle with spelling, there could be multiple things causing them problems. This session will help you understand what causes problems with spelling, teach you how to assess your students so you know their specific strengths and weaknesses, and provide some wonderful resources to help you teach your students HOW to spell, not just memorize a list. In addition, Jennifer will show you why words are spelled the way they are, and how you can use that information to help students remember!
65. Image of a bookImage of a child reading a book“Essential Questions: The Essential Tool for Teachers Who Make a Difference”
Vickie Daniels and Melinda Odom, Hollister R-V School District
Grades 3-12

Make a difference in your students' learning through the use of essential questions! Expand critical thinking and crucial understandings associated with your current units of study through the use of open-ended, thought-provoking, and intellectually engaging questions used throughout the learning process, strengthening and expanding students' understanding. Learn how to use this questioning skill to create a classroom culture where vital and necessary knowledge comes alive and your students become active, probing, and determined inquirers. See these strategies at work in videos of actual classroom instruction using essential questioning techniques. Work with fellow educators to create essential questions to take back to your classroom and put into practice immediately using an eight-phase process to introduce the strategy. Come and learn how the implementation of essential questions will make a difference in your students' learning every day.
66. Image of a pencil“Using Technology Tools to Support the Reading Process”
Tori Grable and Christine Diehl, Smithville R-II School District
Grades 4-12

Bring your laptop or tablet to explore a variety of technological tools that can be used to facilitate the reading process. Using technology in instruction helps engage students as well as give them skills they will need in their 21st Century world beyond school. Tools you will explore in this session include websites intended to help a reader find the next great book, technology for recording reading done and your thinking about that, and digital tools that allow you to share your reading experiences with others. You will have the opportunity to try out each tool for yourself and to collaborate with colleagues to identify ways you might use each with your students to facilitate their independent reading.
67. Image of a pencilImage of a child reading a bookImage of an apple“Interactive Notebooking and Notebook Foldables”
Larinee Dennis, Hannibal-LaGrange University, and James Chris Dennis, Bowling Green R-I School District
Grades 5-College

In this hands-on workshop, you will learn how a university professor and a middle school special education teacher have implemented interactive notebooking and foldables into their instruction. You will experience making an interactive notebook and a variety of foldables as Larinee and James present information about the importance of interactive instruction. You will experience first-hand how using this writing-to-learn strategy can help students organize and remember content!
68. Image of a pencil“The Writer in You”
Linda Brock and Jill Shonk, Blue Springs School District
Grades 6-8

The most important writer in the classroom is you, the teacher! Using Kate Messner's 59 Reasons to Write and Thomas Newkirk's Minds Made for Story as mentor texts, Linda and Jill will share ideas to help you grow as the lead writer in your classroom. Come to this session ready to write, read, and share ideas with your colleagues. Leave ready to experience more of the joys and struggles of writing alongside your students.
69. Image of a pencil“Creating a Culture of Argument in the Classroom: It’s a Good Thing”
Heather Payne, Missouri State University, and Laurie Buffington, Laquey School District
Grades 6-12

In today's global society, it is more important than ever for students to be able to read, criticize, analyze, and create arguments. If we minimize argument writing and analysis to a single unit or research paper, we run the risk of leaving our students unprepared for the world of argument that exists today, but the notion of finding time to include daily argument writing in an already packed curriculum seems overwhelming and perhaps impossible. Creating a culture of argument in our classrooms can help students understand and recognize that we are surrounded by arguments every day and will equip them with the skills to engage in these arguments with logic and reason. In this session, Heather and Laurie will look at ways to create a culture of argument in the classroom that will help your students identify and make claims, analyze evidence, and build skills and habits that connect them to the big picture of seeing themselves as argument makers.
70. “The Power of a Classroom Library in High School”
Lynn Hagen, Columbia Public Schools
Grades 9-12

In this session, high school reading specialist and teacher, Lynn Hagen, will walk you through how having a classroom library and incorporating student choice into your English class can change the reading outcome for students. Based on the work of Kelly Gallagher, Penny Kittle, Kylene Beers, and Cris Tovani, this session will look at high school readers and what engages them. You will explore a wide variety of books that have hooked even the most reluctant and resistant readers, and you will look at how to build a classroom library, including grants. You will leave with a wealth of strategies to engage students and resource ideas to create a fabulous classroom library.
71. “From the Screen to the Page”
Airin Bassett and Laura Walker, Ava R-I School District
Grades 9-12

Get reluctant readers actively engaged in critically viewing and discussing complex literary strategies through direct teaching of the tools involved in quality visual media. The concepts of film study and episodic television analysis guide students into becoming critical thinkers and reflective and creative writers. Use modern storytelling found in films such as Contagion and World War Z and episodic television like Supernatural and Dr. Who to grab your students' interest, challenge their research and analysis skills, and inspire their reflective and creative writing abilities.
72. “We’re All Covered in Skin, and That’s Worth Knowing: An Exploration of Beauty and Radical Self-Acceptance”
Vickey Meyer, St. Joseph School District
Grades 9-12

In this participatory session, you will read traditional and spoken word poetry exploring beauty, discuss the concept of beauty in our society and how that concept affects our students, learn how to expand your own and your students' personal definitions of beauty, write poetry, and celebrate the beauty in yourselves and those around you. These lessons have been designed to combat the inundation students receive about how they are not enough--not smart enough, not pretty enough, not competitive enough. Using a brainstormed word pool of sensory images and vivid action words, you will create poems inspired by the poetry of Pablo Neruda, e. e. cummings, Jeanette LeBlanc, and Buddy Wakefield. You will then use what you learn to communicate the “you are beautiful” lesson to those around you through positive, written messages.
73. “Community Involvement and Classic Literature”
Kate Kraybill and Rachel Donaldson, Blue Springs School District
Grades 9-12

In the last three years, Kate and Rachel’s department has developed units over To Kill a Mockingbird and Great Expectations that purposefully include activities that connect their students to members of their community. These activities make the students’ learning relevant to their own lives. In addition to the two classic texts above, Kate and Rachel also cover I Know Why the Caged Bird Sings. You will see the planning process involved and the final outcomes of these projects: student work samples, pictures, and videos.
74. “‘iAm’ iMovie Trailers”
Don Goble, Ladue Horton Watkins High School, Laude School District
Grades K-College

iMovie Trailers can be a fabulous way to teach media literacy, while allowing students the opportunity to express valuable content comprehension in the classroom. In this presentation, Don will guide you through a unique project that addresses the fundamentals of an iMovie Trailer project for iPad, as well as engage in a reflective practice. Tell the world “iAm” and learn how to replicate this idea in your classroom!


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