PML7Implementing a Multiliteracies Pedagogy

Today’s Agenda

Skype with grade 10 students from CECI

Return to slam poetry. Perform, debrief

Discussion of Powers article with some reading strategies for non-fiction

Debrief of key ideas in article as well as process

Welcome CECI Students!

Althouse Poetry Slam

Althouse Poetry Slam

In small groups, compose an original poem for our Althouse Poetry Slam following the guidelines in the video reading for this week.

Audience: your peers

Purpose: to express your feelings, concerns, hopes, fears about teaching (and to understand how you can apply this to the classroom)

Debrief

How would you scaffold this activity to explicitly teach and model the skills and strategies students need to be successful with this activity?

What modifications could you make to this activity to support different types of learners?

Gradual Release of Responsibility

We watch a number of poetry slams and rank them

Develop a list of criteria for what makes an effective slam poem.

Post chart in classroom and refer to it as we analyze additional examples

Mini-lessons focused on criteria from anchor chart. Students practice in small groups.

Group poetry slam----> Individual poetry slam

Students self-assess using collaboratively developed criteria

Discussion of Reading

For this week I asked you to read “Curriculum Theorizing for Multiliteracies: A Rebel With a Cause”

At your tables, I’m going to have you divide up the article and then we’re going to use some reading strategies for non-fiction as a basis for our discussion.

Graphic Organizers

Graphic organizers can be used to scaffold the reading process, giving students a focus and purpose for reading. You can also decide how much information you include on the graphic organizer.

Ideally students should learn to select and identify the graphic organizer that works best for them based on the task.

Fishbone

Main idea is put at the head and subtopics are put along the top or side

of the fishbone with supporting details along

the radiating lines.

This can be used to understand how one

event may have several causes. It can also be

used to organize an essay.

FQRThis graphic organizer

can be used to get students to explicitly track their personal connections to the text as well as any

questions they might have while reading. It’s a good way to help them see how

they read for inferences.

PMIPMI helps students

evaluate a text and form judgements, but it also

provides a place for them to record questions they have or observations that are neither positive nor

negative.

KWL

This can be a good graphic organizer when students are

beginning research. It helps set a purpose for their reading but gets

them to make connections to prior knowledge as well.

Choose one of the graphic organizers

Break up your section of the article into manageable chunks.

Use your graphic organizer to record your ideas (Stop and add something to the chart at the end of each chunk).

When everyone at your table is done share what you learned from the article.

If you have time left, discuss the effectiveness of the graphic organizers.

Debrief

What were the key ideas that came out of this article that you discussed at your table?

Other applications for graphic organizers? Have you used others that were effective?

For Next Week

Please read

Kajder, S. (2010). Situating the conversation: New literacies, technology and learning in the English language arts classroom. (Chapter One) in Adolescents and digital literacies: Learning alongside our students. (will be uploaded to OWL by this weekend).