Sign up or log in to bookmark your favorites and sync them to your phone or calendar.

Workshop [clear filter]
Friday, October 12

11:00am EDT

Building Enthusiasm for Writing and Analysis through Argument
Argument is a vital skill for students to learn, not only within the classroom, but for life, in general. However, it is often difficult spark within them a true desire to engage in the process. One tried and true way of doing this is through formal debate, specifically the Lincoln-Douglas model. From creating debate topics to conducting the debates themselves, this session teaches everything that is necessary to begin using Lincoln-Douglas debate within your classroom.

Learning Outcomes: Participants will leave this session with a thorough understanding of Lincoln-Douglas debate and how it can be effectively implemented within any classroom. The lesson provides an explanation of the structure of debate, methods for formulating debate topics, instructions for assisting students in creating effective presentations, and directions for conducting the debates themselves.

Session Process: The session begins with research-based reasons as to why debate is so effective in regard to teaching writing and analysis. Then, participants will learn the process of Lincoln-Douglas debate by engaging in the process themselves. After viewing the music video "This is America" by Childish Gambino, participants will be asked to choose a topic (or resolution) related to the contents of the video. With that topic, they will themselves create a debate constructive speech, questions for cross-examination, and rebuttals. By actually engaging in this process, participants will have a thorough understanding of how to use it within the classroom.

avatar for Crystal Gage

Crystal Gage

Advanced Placement/Dual Enrollment English Teacher, Winchester Public Schools
I have 8 years of experience in the secondary English classroom, having taught a variety of academic levels from grades 6-12.  I currently teach AP English Language and Composition at John Handley High School in Winchester, VA.

Friday October 12, 2018 11:00am - 11:50am EDT
Salon C 2801 Hershberger Road, Roanoke, VA 24017

11:00am EDT

Write Now!
Write Now! will immerse teachers in Kelly Gallagher and Penny Kittle's ten minute daily structure for writing and revising.  Included will be explicit strategies for writing instruction including creating writing seeds and collections, teacher modeling, and flash revision. Mentor texts and other writing invitations will be used throughout the session.  Teachers will actively write, as if they were students, while the presenters model as if they were teachers.  Jeff Anderson's "Textploring" will also be modeled, using mentor text, as a structure for teaching mechanics and usage.  This session will be jam-packed with structures teachers can use in their classrooms tomorrow, and everyone will write!


Jan Collins

K-12 Literacy Coach - School Improvement, Henrico County Public Schools
As a K-12 Literacy Coach for Henrico County, Jan Collins works with a variety of schools to improve instruction.  Jan is passionate about authentic reading and writing experiences for all children.  After teaching and serving as English Department Chair at Thomas Dale High School... Read More →

Lynn Smith

Other, Central Office
Lynn Smith currently serves as the Educational Specialist for Elementary Reading and Language Arts in Henrico County.  Previously, Lynn was a special education teacher, reading coach, and K-12 Instructional Specialist with experience in both rural and urban settings.  Lynn believes... Read More →

Friday October 12, 2018 11:00am - 11:50am EDT
Salon B 2801 Hershberger Road, Roanoke, VA 24017

2:00pm EDT

Digital Internships: Research from a Three Year Partnership
Opportunities to experience online teaching are necessary for teacher candidates, and over half of P-12 schools use one-to-one devices; yet, there is a dearth of research on online experiential education in teacher education programs. This interactive presentation will share findings from 5-semesters of a digital internship in a teacher education program. I will focus on the reflections of undergraduate teacher candidates and a 7th-grade cooperating teacher. The sample included the cooperating teacher and undergraduate teacher candidates (n=165). Two main purposes guided this research: to understand how a 7th grade social studies teacher motivates students using a DI, and to understand teacher candidates’ perceptions of this instruction. I will share how I worked with an undergraduate student to deductively analyze data from the cooperating teacher’s unit plans, participant interviews, candidate reflections, and learning management documents. Motivational themes of success and interest dominated the codes for both research questions. Findings suggest that the cooperating teacher and the teacher candidates focused on supporting students in being successful through specific feedback, timely communication, adjusting communication based on audience, backward design in planning, and rubrics. Relevant to both higher education and P-12 practitioners, experiential learning via a DI is one way to enhance learning units. I will leave time at the end of the session for questions, and I will provide a graphic organizer for participants to consider how they may use this partnership in their classroom.

avatar for Jenny Martin

Jenny Martin

Assistant Professor of Education, Bridgewater College
I teach Introduction to Education and Educational Psychology, and supervise the student teaching experience at Bridgewater College. I am licensed to teach English in Virginia, grades 9-12 and I began my teaching career in Rockingham County.

Friday October 12, 2018 2:00pm - 2:50pm EDT
Salon F 2801 Hershberger Road, Roanoke, VA 24017

3:00pm EDT

Designer Kids: Out Commercializing the Commercializers
As authors and consumers of content, students may be led to more critical habits of mind in part through harnessing their own creative impulses in the design of promotional products as are routinely found in stores everywhere.  Books, games, and movies (and books and games made into movies), and music all routinely migrate to marketable products such as t-shirts, collectible or decorative figures and artwork, water bottles and coffee mugs and glassware, and office supplies, all with students as major consumers of such products.  The model unit and lessons offered in this workshop seek to harness that media savvy by leading students to design their own, unique versions of such promotional products, but in service to critical thinking, critical literacy, and research experience.  The session begins with a brief overview of a model unit and lessons followed by audience participation to create (individually or in a small group) an outline or overview of a similar collection of coherent lessons involving reading, research, writing, and multiple communicative channels for publication of the student products arising from those lessons.  Participants will have the opportunity to consider their own students’ specific reading, writing, and research tasks within the various lessons.  Participants will likewise choose from among a variety of product platforms (toys, Lego sets, board games, etc.), clothing (t-shirts, cloaks, hats, etc.), decorative objects (figures, display signs, etc.), home and office items (water bottles, mugs, writing utensils, glassware, kitchen tools, etc.) that students may design in keeping with the students’ reading and research.  For example, while reading Holes, students might research the desert setting described in the book and then design (and describe in detail) a Lego-style building set to match that landscape, and with associated sketches and character descriptions.  Further, these same promotional materials may be turned toward the purpose of promoting the work, Holes, in this instance and likewise similarly used to promote thoughtful reading itself.  The presenters will advocate (with a final model) for this style of lesson design for students to design promotional products in support of civic engagement, as with contemporary voting promotions (Get Out the Vote, etc.), or other civic advocacy models.  Participants will only need traditional writing materials, or laptops or tablets, to engage with the lesson design activities.


Robert Williams

Professor, Radford University
Robert Williams, Professor of English and Interim Director of Interdisciplinary Studies in Liberal Arts for Radford University, teaches English and Welding.  His interests always condense to issues of literacy, writ large, and always include writing and reading whether in language... Read More →

Dan Woods

Associate Professor, Radford University
Dan Woods is an Associate Professor of English at Radford University. Dan received his PhD from Virginia Tech majoring in Curriculum and Instruction with a focus on English Education. Before pursuing his PhD, Dan taught middle and high school English in Roanoke City and Montgomery... Read More →

Friday October 12, 2018 3:00pm - 3:50pm EDT
Salon F 2801 Hershberger Road, Roanoke, VA 24017

4:00pm EDT

Be the Change--Grammar Instruction Through Mentor Texts
Teachers of English work hard to help their students understand grammar,  but the results can be disappointing. Often it seems that no matter what we do, the same punctuation errors and problem usage patterns appear in student writing again and again. Teaching grammar with mentor texts can open our classrooms to positive change. This method moves instruction away from Mug Shots and grammar worksheets toward integrating reading, writing, and language instruction.

This session is intended for teachers of elementary, middle school, or high school students. Goals for this session include the following: (1) recognizing that grammar taught in isolation from writing does not produce improvements in writing; (2) realizing the importance of teaching a few things really well and of providing practice writing key grammatical constructions; (3) knowing how to choose and use mentor texts as models for particular grammatical constructions; (4) examining a framework for scaffolding students' learning of particular grammatical constructions.

Presenters in this session will show how to use mentor texts to teach grammar within the context of writing. Carolyn Mathews, Professor of English at Radford University, will provide rationale and guidelines for creating grammar lessons using mentor texts. Students from Radford University’s English Education Program will share lessons based on this approach.

avatar for Carolyn Mathews

Carolyn Mathews

Professor of English, Radford University
I teach courses for teacher candidates in the English Education Program at Radford University and supervise their Early Field Experience and student teaching. Before teaching at the university, I taught eighth grade language arts at Dublin Middle School in Pulaski County, Virginia... Read More →

Meg Robertson

Pre-service Teacher, Radford University
Meg Robertson is a senior at Radford University from Fairfax, Virginia. She’s studying English and hopes to teach upper level high school English one day. Meg developed a passion for English at an early age, and it has only grown since coming to Radford. She hopes to be able to... Read More →

Alison Sockman-Gillis

Pre-service Teacher, Radford University
Alison Sockman-Gillis is from Chesapeake, Virginia. She is currently a senior at Radford University. She plans to graduate in the spring with a degree in English and a concentration in secondary education. After college, Alison hopes to join the Peace Corps.

Kyle Walker

Pre-service Teacher, Radford University
Kyle Walker is a senior at Radford University, completing his early field experience this fall semester. Kyle transferred to Radford University in Spring of 2017 after completing his Associate's Degree from Virginia Western Community College where he majored in Liberal Arts with a... Read More →

Friday October 12, 2018 4:00pm - 4:50pm EDT
Salon A 2801 Hershberger Road, Roanoke, VA 24017

4:00pm EDT

Secondary Literacy Teams - Everyone teaches literacy
FCPS secondary interdisciplinary literacy teams have spent two years exploring the unique literacy qualities of each discipline. While on this journey teams have learned valuable strategies and protocols to engage students in critical thinking and shift to a student-centered classroom.  During the 2018-2019 school year, sixty-one school-based literacy teams are exploring writing to learn and writing in the form of the disciplines to deepen student content knowledge. Although the language arts office has taken the lead in facilitating literacy learning, we have watched teachers of all disciplines grow to understand the value reading and writing. The session will offer participants an opportunity to engage in disciplinary reading and writing in a workshop model. Participants will leave with materials to engage their colleagues in discussions about disciplinary literacy and strategies to engage students in their classes.


Paige Whitlock

Secondary Language Arts Coordinator, Fairfax County Public Schools
Paige Whitlock is a teacher leader whose current role as Secondary Language Arts Coordinator includes leading the curriculum development and professional learning for middle school and high school English teachers in FCPS and co-leading the Secondary Literacy Project which provides... Read More →

Friday October 12, 2018 4:00pm - 4:50pm EDT
Salon F 2801 Hershberger Road, Roanoke, VA 24017

4:00pm EDT

The Hate U Give and All American Boys: Multi-Genre Projects with a Focus on Theme and Voice
The Hate U Give and All American Boys: Multi-Genre Projects with a Focus on Theme and Voice

To show utilizing technology Literature-Based Multi-Genre Projects based on a High School English Methods Assignment in a graduate course. 
To model theme and voice in multi-genre writing
To lead a workshop in theme and voice in multi-genre writing
To create a multi-genre writing piece using theme and voice in writing

Format: Technology Presentation using the Internet and Doc Cam as well as a 15-minute writing workshop.

Activities: The presenters will ask the audience to write a personal multi-genre writing piece to connect with theme and voice in multi-genre writing.

Strands: Adolescent Literature, Writing, Multicultural

Audience: Middle, High School, and College Professors

Resources and Materials: Examples of Multi-Genre Projects based on novels such as
The Hate U Give, Beowulf, All American Boys, and Hamilton

What will participants get out of the session? Participants will leave the workshop with 
samples of literature-based multi-genre projects. Next, the presenters will lead a writing workshop focused on voice and theme in writing. How do you place your voice in your literature based multi-genre project? Examples of voice and theme in multi-genre writing will be highlighted.


Mary Beth Cancienne

Professor, James Madison University
Dr. Cancienne is a Professor of English Education in the Middle and Secondary Education Department in the College of Education. She teaches courses in high school English methods and accompanying high school practicum, Curriculum and Co-curriculum, Foundations of American Education... Read More →

Friday October 12, 2018 4:00pm - 4:50pm EDT
Salon C 2801 Hershberger Road, Roanoke, VA 24017
Saturday, October 13

1:00pm EDT

Concept Based Curriculum Planning Tools
Every year FCPS brings its best teachers to the central office to develop curriculum.  This summer our talented teachers created a unit planner for concept based curriculum that streamlines the planning process for teachers by capitalizing on easy backwards design.  The tool includes focus on Enduring Understandings, Essential Questions, Portrait of a Graduate characteristics, a yearlong collaborative team checklist of SOL Strand Alignments, Digital Citizenship, Authentic Assessments, Blended Learning, and much more. All of this is housed in a comprehensive, one one page document. This session will focus on sustained implementation and use of the tool, and will make use of the Student Engagement Model and Literacy Strategies any teacher can use in the classroom to keep participants interested.  


Stacey Kiggins

HS Language Arts Specialist, FCPS
Stacey Kiggins has taught AP and IB courses, and has been a coordinator for both .  She has many honors and distinctions; her highlights include being the 2011 National Speech Teacher of the year, and presenting at the Round Table at Oxford University in England on two separate occasions... Read More →

Saturday October 13, 2018 1:00pm - 1:30pm EDT
Salon B 2801 Hershberger Road, Roanoke, VA 24017

1:00pm EDT

Improving Listening Skills Through Interactive Read Alouds
This session will include a book list of children’s picture books to use when incorporating an interactive read aloud. The objectives include improving students (and teachers) awareness of how to incorporate active listening skills/strategies during an interactive read aloud.  By practicing it in an already implemented activity, it can be more easily integrated into an already full curriculum.  The format of the presentation will include a ppt with specific strategies, activities and resources teachers can easily transfer into their own classroom practices.  The activities will include ‘real world’ practice and modeling for teachers in order to allow them to immediately implement the strategies/skills into their own classroom practices.  Materials include a handout of children’s picture books, activity packet, and websites that might be utilized for ongoing practice.  The intended audience is for all teachers.

avatar for Donna Foglesong

Donna Foglesong

Assistant Professor of Practice, Virginia Tech
 Dr. Fogelsong is an Assistant Professor of Practice at Virginia Tech.  She works with Elementary Education Students pursuing a licensure in teacher education. Her educational interests include listening and reading literacy, culturally responsive teaching practices, and integrating... Read More →

Saturday October 13, 2018 1:00pm - 1:50pm EDT
Salon A 2801 Hershberger Road, Roanoke, VA 24017

1:00pm EDT

The Monomyth Framework

It’s no surprise that in the age of standardized testing, standardized curriculum, and standardized instruction, students no longer see themselves in their education. Learning has been broken down and atomized in to bite sized bits that can be easily collected, quantified, and politicized. In a system that says results matter more than learning, we shouldn’t be surprised that students no longer excited to learn. 

We’ve forgotten why we learn in the first place: to better understand ourselves and our world, to find and cultivate our passions, to connect with each other, and most simply of all, because it's fun. There’s no shortage of philosophies, methods, tools, and tech at teacher’s disposal to combat the travails of modern education, but what’s missing is a clear, coherent framework to organize when, where, and how to use them. More importantly, it’s a framework that teachers can use regardless of content, level, or cultural context. It’s as universal as the human experience.

The Monomyth Framework is built around Joseph Campbell's Monomyth. Essentially, it's a thematic distillation of best practice pedagogy that provides a sequence and structure to a variety of current best practice methods. At its core, is the Mythic Question: a relatable, engaging question about the human experience that will inform the texts the students read, conversations they engage in, and information they explore over the course of the year.

It’s our hope that our framework will serve as the campfire we gather around to share our experiences—experiences that remind us that though our stories are unique, we are all the same.


-Introduce teachers to our thematic framework 
-Provide them with documents to start utilizing our framework in their own classroom
-Build a community of engaged participants who want to share how they've used, adapted, and innovated our framework so we can all build a better tool together long after our session has ended.


Part 1: Introduction to the Framework- My colleague and I will run through our framework with the group. (Time: 30 minutes) 

Part 2: Q&A- My colleague and I will field an general questions, thoughts, or comments about the framework. (Time: 15-20 minutes)

Part 3: Workshop- Educators break up in to grade level groups and see how they can use our framework to either structure their entire year or a single unit using our methodology. My colleague and I will walk around and facilitate learning. 

(If time allows, we would repeat the small group work/large group discussion process)

Intended Audiences: Secondary English Teachers

Resources we use: 
-Prezi Presentation of our Framework
-Hard copies of the "Unit at a Glance" graphic organizer
-Hard copies of "Year at a Glance"  graphic organizer

All attendees will have access to both hard and digital copies of our materials for use in their own classrooms as well as access to our planned website/community where they can connect to other teachers around Virginia (and beyond) to discuss their experiences with the framework.


Trevor Aleo

Teacher, Charles J. Colgan High School
Trevor Aleo is an English teacher in the D.C. suburbs. He received his Master of Arts in Teaching from James Madison University in 2014. He has a passion for innovative teaching practices, finding the intersection between pop-culture and pedagogy, and incessantly asking his kids... Read More →

Clare Gillespie

Teacher, Charles J. Colgan High School
Clare Gillespie is an educator in the DC Suburbs who has a passion for teaching, connecting, and innovating. Her high energy style and vivacious personality helps bring the content to life for both her students and colleagues.

Saturday October 13, 2018 1:00pm - 1:50pm EDT
Salon F 2801 Hershberger Road, Roanoke, VA 24017

2:00pm EDT

Pump Up the Volume! Using Music as an Effective Instructional Tool in the ELA classroom
Pump Up the Volume! is a session designed to demonstrate practical ways in which educators can spice up their daily activities and lessons using a diverse array of music! 

The format will run as a series of SOL aligned mini-lessons that incorporate music at every turn. Participants will see real examples of how music can be integrated into every aspect of an ELA lesson. There will be 5 mini-lessons that will last for 5-10 minutes a piece and will demonstrate how to incorporate music into an actual warm-up, grammar, vocabulary, reading, and writing lesson in a fun and engaging way. Though the session is presented in the form of a series of mini-lessons, each lesson will center around a particular educator friendly theme of "Increasing Student Engagement." 

Participants will be active participants in each mini-lesson through a question and answer format (from the presenter to participants) as well as a written component that will align with the purported "take-away" of each mini-lesson. At the end of the session, participants will have an opportunity to ask questions and get ideas from the presenter and each other. Attendees will also be given a hand-out outlining websites where teachers can find and use music (legally) as well as more tried and true examples of how educators can incorporate music into their daily lessons.The mini-lessons and implementation strategies are appropriate for and can be suited to the needs of upper elementary through high school level students.


Robin Woodfolk

English Inclusion, Brookland Middle School/Henrico County Public Schools
I am a dedicated ELA educator with 10+ years of instructional experience on the secondary levels. I hold a B.A. in English from James Madison University and a M.Ed. in Administration and Supervision from Virginia Commonwealth University. I currently teacher 6th grade English at Brookland... Read More →

Saturday October 13, 2018 2:00pm - 2:50pm EDT
Salon C 2801 Hershberger Road, Roanoke, VA 24017

3:00pm EDT

Integrating Literacy in the Content Areas
In this "hands on" session, participants will learn how to integrate literacy with content-area subjects. Although the strategies and activities presented are taken from a social studies classroom, the presenters will provide examples of how to adapt the strategies and activities to fit all content areas in grades K-12. Participants will learn how to deepen students’ understanding of the content, whether the strategies are implemented in the English classroom or content area class. In addition to understanding why it is essential to incorporate reading and writing in the content-area classrooms, participants will engage in a variety of activities that they can implement immediately in their classrooms. For each strategy presented, participants will learn how each strategy impacts student learning and then participate in the activities themselves.


Peggy Gearhart

Reading Specialist/Instructional Coach, Trailside Middle School
After teaching at both the elementary and secondary levels in Loudoun County, I am currently the Reading Specialist/Instructional Coach at Trailside Middle School. In my current role, I work with teachers in all content areas to incorporate reading and writing literacy in every c... Read More →
avatar for Rachael Moore

Rachael Moore

6th grade history teacher, Loudoun County Public Schools
This is my 19th year in education. I have taught elementary grades 3-5 and am currently in my 7th year teaching 6th grade Social Studies. I enjoy finding new ways to incorporate literacy into my social studies classroom and helping others to do the same.

Saturday October 13, 2018 3:00pm - 3:50pm EDT
Salon F 2801 Hershberger Road, Roanoke, VA 24017

3:00pm EDT

The Rhetoric of Moral Panic- Framing the News for Analysis
Students today are bombarded with media messages that include news, not so newsworthy news, and moral outrage disguised as news.  Using the framework painted on the walls of the Salem Witch Museum about how moral panic creates or reinforces the status quo, students can begin to analyze how messages shape our understanding of the news we hear both in mass media and in their real lives.


Terri Penick

English 8 Teacher, Gloucester County Public Schools
I am an eighth grade English teacher who tries to use her love of history to help students analyze and make real-life connections to what they see, hear, and read.

Saturday October 13, 2018 3:00pm - 3:50pm EDT
Salon A 2801 Hershberger Road, Roanoke, VA 24017