Conference materials are linked below after the program description for each session. Note that not all presenters have provided materials.


Round A

The Digital English Classroom (Eric Snow and Heather Baker)
This session shares the experiences of teachers who are beginning their third year as a digital school in the Carbon School District.  All students at the school have Chromebooks, which allows for a great deal of technology-based learning and classroom activities. In this session, two teachers will showcase many of the tools they use to teach, collaborate, and collect assignments through the Chromebook and tools provided by Google.

The Great Debate: Research, Rhetoric, and Rigor (Brooke Ipson)
This session offers a year-long strategy for implementing research, argumentation, current events, and rhetoric into the secondary classroom through a student-driven model. Students will learn researching skills, public speaking skills, concepts of argumentation and rhetorical appeal, debate strategies, knowledge of academic citations and formatting (MLA), and the reading and synthesizing of informational text. This lesson model offers students insight into a wide range of current events and issues. Even better: the students are responsible for most of the work!

Lit Lessons Your Students Will Literally Thank You For (Kasie Payne)
Our students hate to read. Hate it. Yet reading, scientifically, develops empathy—society’s cure. We’ll discuss creating a lesson that your students will, very literally, thank you for. Adjustable to any text/grade-level and guaranteed to connect with the must stubborn students, explore how a single lesson can fulfill the Core and matter. And don’t be surprised when that silent student thanks you after class—I warned you. [link to presentation]

Using UtahCompose and Individual Growth Plans (Lisa Harrison)
Each student comes to class with different needs and different skill sets. By partnering UtahCompose and individual growth plans, students’ needs are easily met. This session will discuss how to encourage students to take ownership of their growth through student/teacher conferences, regular writing, UtahCompose tools, and IGP (think IEP for writing)

Empowering Students as Writers through Effective Elaboration (Gaylynn Parker)
Teach students how to evaluate their own writing, so they are not dependent on teachers to supply feedback. How? Simplify the writing process and teach HOW to effectively elaborate. Students must learn to think for themselves instead of simply summarizing a text. I propose four types of evidence that teachers introduce before giving text to students to teach students to elaborate. [download handouts] [download PowerPoint]

Round B

Reading Latin America (Luciano Marzulli)
This presentation will provide an overview of the Americas Award issued annually by the Consortium of Latin American Studies Programs (CLASP) of which the University of Utah’s Center for Latin American Studies is a member. The presentation will focus on curriculum delivery and potential program opportunities for teachers associated with Americas Award winners. [download handout] [download presentation] [link with more info]

Beyond Batman: Using Graphic Novels as Serious Texts (Quinn Rollins)
Your students love reading graphic novels, but you’re not sure how to work them into your classroom? This session goes beyond superheroes and into other fiction and non-fiction genres, exploring books and strategies that will open your eyes to the possibilities of this increasingly popular format.

Staying Fired Up to Avoid Burning Out (Joseph Wiederhold, Chris Crowe, Dawan Coombs)
Feeling tired? Burnout nipping at your toes? In this interactive session presenters will share how participation in the national writing project, graduate work and writing for the profession can bring a spark to your teaching and fan the embers of your professional growth.

Mapping Your Neighborhood (Lynda Hamblin)
Using a map of a neighborhood the “students” create, the presenter will show the way using this basic tool used as a writing prompt becomes the beginning of a long term writing assignment.  Adaptations will also be addressed, especially cross curricular uses for content area teachers. [download handout]

“Where Words Fail, Music Speaks” (Cambria Demke and David Stone)
Ever wish your classroom novel had its own soundtrack?  Take your students through literature’s settings, themes, moods, and other literary devices through the power of music. In this session, we will demonstrate and discuss how, through music’s engagement, your students will reflect on and connect to literature on a deeper and more personal level. [download handout] [download playlists] [download PowerPoint]

Digitizing the Writing Process (Thomas Henry)
This session will discuss ways in which we can use current technologies to “digitize” the writing process and create more multimodal products with students.

 

Round C

Three Feedback Tools You Need to Know (Trent Mikesell)
Let’s face it: Leaving feedback on student papers is one of the most time-consuming parts of our job.  What if I could tell you about a tool that would make all that work go away?  Well, I can’t.  Sorry.  However, I am going to tell you about some great tools that may make your job a little easier and a bit more fun.  This session features a review of several online tools to leave feedback, help with assessment, and facilitate discussion.We will discuss Google Docs’ advanced features, text expansion software, screencast tools, and a few other amazing websites. [download handout]

Student-generated Comics (Blake Bockholt and Patrick Murphy)
In his keynote presentation at UCTE two years ago, Gene Yang argued that students should not only read comics, but students should also write comics.  Turning Yang’s proposal into concrete unit plans, English teachers Patrick Murphy and Blake Bockholt discuss student-generated comics, with an emphasis on autobiographical and memoir narratives.  Using Scott McCloud’s (Understanding Comics) theoretical framework, Murphy and Bockholt address the challenges and benefits of student-generated comics. [link to handouts]

Walking to Inspire Writing (Joe Anson and Melissa Heaton)
Writing doesn’t always happen at a desk with a pencil. Sometimes it requires movement and interaction with others. A favorite activity of CUWP participants, Walk and Writes are a great way to help students to explore their creativity and improve their writing at the same time. [download handout]

Design Lessons the FAIR Way (Lorraine Wallace)
Many problems that concern teachers, such as classroom management, poor test scores, student apathy, and parent frustration, may be averted when teachers design lessons that have Focus, Alignment, student Involvement, and Relevance.  This presentation will model strategies to simplify the lesson designing process and help teachers be more FAIR to their students – and themselves.

Highlights from the 2016 Utah English Journal (Amy Banks, Denée Tyler, Lorilynn Brandt)
This session features local teachers who have been published in this year’s Utah English Journal, curated by the UEJ editors:

“Transition Teaching Finds” (Amy Banks)
“Colorful Conversations: Using Debate in the English Classroom” (Denée Tyler)
“Inspiring Students to Value Reading: Seven Salient Instructional Principles from Research” (Lorilynn Brandt)

Stop, Grammar Time! (Kasey Hammer, Jenny Dunn, Taralyn Holmes)
“Teach grammar in context!” They said. “It’s the only way!” They said. And then “they” walked away and fed us to the teenagers. We know that for meaningful grammar instruction to occur, it should be taught in the context of students’ writing, but how and when to start remains a bit more nebulous. In this session, three teachers will present practical ways they teach grammar in their own classrooms through reading and writing, and how these ideas have benefited their students. [download handout] [download presentation]