Day Three Sessions

Saturday Morning Keynote

7:45 am – 9:00 am

“Laugheracy: 5 Techniques of Humor Writing to Grow Student Voices and Encourage Critical Thinking”
Barry Lane, Author, Comedian, Musician, and Writing Expert

Humorous writing engages students, boosts critical thinking, and creates dynamic culture of voice and choice in the classroom. In this keynote, Barry will give you five practical ideas for creating  humor writing across the curriculum and teaching your students to be independent thinkers not afraid to speak the truth to power.

 

 

Saturday Sessions Round E

9:30 am – 10:45 am

Breakout Sessions Coming Soon!

Saturday Sessions Round F

11:00 am – 12:15 pm

Breakout Sessions Coming Soon!

Elementary Post-Conference Session

1:45 pm – 4:30 pm

“Wackipedia: Putting Voice and Choice and Chuckles into Informational Writing”
Barry Lane, Author, Comedian, Musician, and Writing Expert
Grades K-6

Who says research reports and informational writing have to be dry and boring? Trade in the dump truck essay for something far more meaningful and fun–and exceed Standards in the process. Based on Barry’s best-selling non-fiction children’s book, 51 Wacky We-search Reports, this session will give you scores of ideas for transforming research writing assignments in your class. You will also learn that because humorists have to make people laugh, they have to explore a subject from more than one angle, be truthful and specific, and play with masks. For this reason, the best humor involves rigorous multi-dimensional and synthetic thinking. You will learn the basics of Wacky We-search and experiment with reports as you learn together how to help the world laugh about everything from mitochondria and Macedonia. Bring your notebook, pen, and funny bone!

 

Secondary Post-Conference Session

1:45 pm – 4:30 pm

“Winning Arguments: Teaching Students How to Argue, Persuade, and Use Evidence Well”
Erik Palmer, Author, Oral Communications Expert
Grades 6-12

Argument, persuasion, and evidence: valuable things for students to master if their voices are to have impact. Because they are common words, we believe that students know what we mean when we ask them to “analyze an argument and use evidence” or “write a persuasive essay with supporting evidence.” But students don’t know. They have heard the words, but familiarity is not the same as mastery. Unfortunately, the vast majority of teachers report being given no training about how to teach argument, persuasion, or evidence. Many of us also have only a general understanding, and the language we use changes from class to class and grade to grade. Claim, warrant, thesis, premise, conclusion, reason, position, belief, assertion, backing, facts, quote, proof, support…no wonder students struggle! In this session, Erik gives you a better way to help your students understand the terms as well as a step-by-step process for showing students how to build logical arguments enhanced with evidence and persuasive techniques.