Incorporating Writer's Notebooks into Secondary English Classrooms
Open Access
Author:
Petri, Sarah
Area of Honors:
Secondary Education
Degree:
Bachelor of Arts
Document Type:
Thesis
Thesis Supervisors:
Anne Whitney, Thesis Supervisor Anne Whitney, Thesis Honors Advisor Jason Whitney, Faculty Reader
Keywords:
Education English Education Writer's Notebooks Curriculum
Abstract:
The purpose of this teacher inquiry is to synthesize research and teacher experiences to highlight the effectiveness of writer’s notebooks in secondary English classrooms. It is typical in the field of education for the use of writer’s notebooks to dissipate once students enter high school; however, I aim to demonstrate the benefits that this classroom practice has for older students as well. To exemplify the multiple ways writer’s notebooks can be incorporated into secondary English classrooms, I integrate information found in education databases, teacher blogs, and case studies to indicate where and how writer’s notebooks can be beneficial to a secondary students’ education, often modifying research in the elementary classroom to pertain to high schools. With this information, I have crafted curriculum that displays how writer’s notebooks can be used to comply with various Pennsylvania State Education Standards and invite varying levels of thinking. I have discovered the most valuable ways to incorporate writer’s notebooks into secondary English classrooms, and have based my created curriculum off of these educational benefits.