investing in teachers ela module 3
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Investing In Teachers ELA Module 3. Balancing Literary and Informational Texts. In collaboration with the Dakota Writing Project. Morning Agenda. 9:00 – Introductions and Writing into the Day 9:30 – CCSS Overview 10:00 – Break 10:15 – Demonstration #1 11:15 – Reflection - PowerPoint PPT PresentationTRANSCRIPT
Investing In Teachers ELA Module 3
Balancing Literary and Informational Texts
In collaboration with the Dakota Writing Project
Morning Agenda
9:00 – Introductions and Writing into the Day9:30 – CCSS Overview10:00 – Break10:15 – Demonstration #111:15 – Reflection11:30-12:30 – Lunch (on your own)
Writing into the Day
• When I think of Common Core State Standards (CCSS), I …
• Here’s what I know about CCSS:• When I think of CCSS, I wonder about …• So far my district is addressing CCSS by …
Our Balancing Act
http://mnfx.com/mnfxwordpress/?tag=cat
Think of it this way …
“There is no challenge to try and somehow infuse (teaching) with high standards; if you’re (teaching) good stuff, high standards are already there” (23).– Katie Wood Ray, author of Study driven: A framework for planning
units of study in the writing workshop– from Supporting Students in a Time of Core Standards published by
NCTE
Resources for Starting
Common Core State Standards – SD DOE website
Disaggregated standards
NCTE’s Supporting Students in a Time of Core Standards series (PreK-2, 3-5, 6-8, 9-12)
ELA Module 3 Strands
Primary Focus:• RI – Informational Text• RL – Literature
Others:• RF – Reading Foundations• SL – Speaking and Listening• L – Language
Embedded:• W - Writing
6 Major Shifts
1. Increase in Informational Texts
2. Content Area Literacy
3. Increase Complexity of Texts
4. Text-based Questions
5. Writing to Inform or Argue Using Evidence
6. Academic Vocabulary
Reading Competencies (CCSS page 7)
• Demonstrate independence• Build strong content knowledge• Comprehend as well as critique• Respond to the varying
demands of audience, task, purpose and discipline
• Value evidence• Come to understand other
perspectives and cultures• Use technology and digital
media strategically and capably
The Standards’ Model of Text Complexity (Appendix A and Standard 10)
The Text Complexity PyramidMeaning and Purpose:• Structure• Conventionality• Clarity• Knowledge Demands
Readability:• Word Length• Frequency• Sentence Length• Text Cohesion
Today’s Focus
Goal as teachers:• Keeping students as the focus while
encouraging deeper understanding of texts
ELA Module 3
Found Poetry:
How to include more informational text in your classroom without
sacrificing the art in language arts.
What Is a Found Poem?
A found poem is a poem constructed from powerful and meaningful words and phrases from another text. A found poem gives you the opportunity to share some of your favorite words from the piece, words that create vivid pictures or express significant ideas.
How Found Poetry Can Meet the Common Core Standards
• Way to integrate short informational texts into lessons.• Way for students to synthesize their reading and extend thinking.• Way to incorporate argumentative, informational/explanatory, or narrative writing.
Other Reasons to Use Found Poetry
• Writing traits • Increase vocabulary and comprehension • Cross cultural and universal themes• Self expression and exploration• Student interest:
– “’The project made me look at science as not just a subject of textbooks and papers and notes and pictures. You can take some information and make an interesting piece on it while learning new information.’”
» from “Using Poetry to Teach about Minerals in Earth Science Class” Journal of Geoscience Education
Characteristics of Free Verse Poetry
• No set line length• No set rhythm• No rhyming pattern• Way of conveying ideas and feelings• Carefully crafted word picture (snapshot)
• Use of five senses• Use of figurative language• Can use repetition for effect
Write a Found Poem
Read article and highlight key words and phrases
Write a found poem using key words and/or phrases
10 minutes
Mild weather,After a heavy fall of snowDeep snow layOver the groundThe sky was dark and heavyBeautiful big white flakesWere falling fastThat morning of the fateful dayThe bell rangHeavy snow kept fallingThe stormStruck the North side of the houseThe whole buildingShivered and quakedThe room black as nightA ray of lightPut on their coats and goPushing thru the blinding stormThe roaring wind,And stifling snowBlinded usThat awful night on the plainsThe blizzard of 1888Has not been forgotten --Jocelyn
The Blizzard of 1888 AwfulCannot be forgottenSwept over the country
MildA heavy fall of snowHanging icecicles
DarkDeep white snowSnow kept falling
QuakeDeafening whackTerrific wind
StormHeavy driftSheltered
DarknessParents thawedFrozen hands
PainLosing ourselvesHowling storm
FreezingCold wind struckStables were drifted
FrozeRoaring windStiffling snow
IcePeople froze --Ahlea
Standards for Reading 6-12
• Key Ideas and Details• RL.2 or RI.2
• Craft and Structure• RL.4 or RI.4 (words/phrases)• RL.5 or RI.5 (structures)
Writing Standards 6-12
• Text Types and Purposes
• W.2.b (develop topic)
• W.2.d (precise language)
• Research to Build and Present Knowledge
• W.9 (evidence to support analysis, reflection, and research.)
Participant Reflection:
What are some ways you could use found poetry in your classroom?
How could you assess a found poem?
Afternoon Agenda
12:30 – Demonstration #21:30 – Reflection1:45 – Grade-level Collaboration2:15 – Break2:25 – Lesson Brainstorming3:30 – Writing out of the Day4:00 – Dismissal
Investigation of a Hero
Pop Culture Heroes: Past and Present
Hero Video
What Is a Hero?
How would you define a hero?What qualities should a hero have?Can a hero have flaws?Can a child be a hero?Can an animal be a hero?Can a hero be fictional?
Focus Question
How does the concept of a hero shape our world?
• Divide into groups of four• Assign one text per group member• Highlight text for qualities of a hero• 10 minutes…
Activity: The Investigation of the Hero
Activity: The Investigation of the Hero
• Handout (back of nomination form)• Cite evidence for your hero next to body parts 5 minutes………• Groups• Draw outline of body• Cite evidence directly onto the “body”
– use some from everyone15 minutes…
• Discuss three or four of the best “hero” characteristics
• 5 minutes
Activity: The Investigation of the Hero
Group Writing Activity
• Using the evidence from your investigation, write a one-paragraph description of a hero
• In your description, work to answer the question “How does the concept of a hero shape our world?”
• Cite three pieces of evidence using your investigation as a source
• 10 minutes
Group Writing Share
Nominate a spokesperson to share the paragraph to the large group
Individual Writing
• Demonstrate your persuasive writing skills by nominating your hero for a “Hero of the Year” award
• Use the nomination form provided• Answer one of the questions on the nomination
form• Write in complete, thorough sentences• Submit when finished • 10 minutes…
HERO
Assessment
Students would complete the nomination & submit it to the teacher
Nomination form would be graded on a rubric focusing on persuasive writing skills
6 +1 Writing Trait Rubric (see handouts)
Extension Activities
• Facebook Profile• Acceptance Speech• Literary Analysis• Performance• Same process, but use “villains” instead
Resources
Refer to the Additional Information for “Investigation of a Hero” Activity handout
Grades 6-12 Common Core Standards
• Key Ideas and Details• RL.1 & RI. 1
Grades 6-12 Common Core Standards
• Text Types and Purposes• W.1 (arguments to support claims with
evidence)• Research to Build and Present Knowledge
• W.9 (draw evidence to support analysis, reflection, and research)
Rationale
• Using both informational and literary texts to define a hero is beneficial
• Collaborating encourages critical thought and analysis
• Writing throughout the lesson promotes creativity and synthesis
• Drawing evidence from texts supports valid reasoning and relevant claims
Reflection Questions
• How do you see yourself using this activity in your own classroom?
• How could you adapt this for your students?• What literary texts could you use?• What informational texts could you use?• What would you change about this activity?
Questions?
Poetry Pairings
New York Times – Learning NetworkTerrible weather
Raging blizzards, we don’t careWe have each other
The sounds of natureNo matter how grim; it’s good
Adventure is fun
Run up to a stormPreparing for the harsh winds
Nervousness sets it
The storm is comingRummaging for lights and tools
Get to cover quick
Grade Level Collaboration
Consider how your current curriculum engages students in “deep thinking about texts.”
– Share specific literary and/or informational texts (including multimedia) that you successfully use with your students.
– Share strategies you use or might use to push students to “dig” into these texts.
Lesson Brainstorming
Writing out of the Day
The most beneficial part of today’s session was …
What questions do you still have about implementing the Common Core?
Write down a goal for your classroom with respect to balancing literary and informational texts.
What steps will you take to achieve this goal?