Investing In Teachers ELA Module 3

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.

Naomi Shihab Nye

“One Boy Told Me”

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?