3-24-16

1. 3-24-16 Starter: Write ONE question that you want to be sure to address in class before the semester ends. Agenda: • Review: Teaching Reading • Finish ETC, Chapter 5 • ETC, Chapter 6 (Speaking/Listening)

3. Teaching reading as a process: Before Purpose: Information? Answers? Entertainment? Method: Skim? Annotate? Enjoy? Format: Paper? Screen? Stance: Literal? Figurative? Directions to follow? Place to read? During Connect: to world to self to other texts Evaluate: What’s vital? What’s “gravy”? Monitor: Effectiveness of strategies Interest, fatigue, etc Progress toward goal Write: annotate take notes ask questions After Assess: completion of tasks understanding of key ideas Solidfy: Talk or write to help keep ideas in memory Reread: as needed, to clarify to check directions and goals Reflect: consider effectiveness of practices

4. Burke’s “Principles and Practices” of Effective Reading Instruction Teachers provide direct instruction throughout the reading process. Teachers integrate instruction throughout the content of their courses. Students read interesting or real-world texts for authentic reasons to increase engagement and motivation. Students engage in regular, authentic discussions in class and online about a variety of texts. Teachers provide targeted, strategic instruction to the whole class, specific groups of students, or individuals as needed. Teachers select texts that grow progressively more complex. Teachers have students write intensively and frequently about what they read. Teachers assess students before, as, and after they read a text. Teachers provide time in class and outside to support extensive reading of both assigned and self-selected texts. Teachers use a variety of instructional strategies to support and enhance reading instruction.

5. Questions to ask about any text: Burke 174 • What type of text is it? • Why choose this type over some other type? • What is the subject? • What does the author say about the subject? • What is the author’s apparent purpose? • What techniques work toward this purpose? • How is the text organized? • How well does the organization support the purpose? • How trustworthy is the author?

6. How can you “assess students before, as, and after they read a text”? Before: review background knowledge review strategies practice with a similar passage As: monitor some readalouds have them annotate or paraphrase select passages do oral Q&A checks After: more oral Q&A have them summarize the text have them use the text to do something

7. Remember, the point of a given assignment is not so much to produce a good reading as to develop good readers. That is, the focus should be more on the process; the product is simply evidence of how well the process worked. Likewise, for writing assignments, although you want good papers, the goal should be on helping to creating good writers.

8. English Language Arts: • Reading • Writing • Speaking • Listening • Thinking Notice that these are actions – skills, not content. (That’s not to say that ELA has no content, but rather that the focus should most often be on skills. Knowing the plot and characters in Hamlet or The Great Gatsby is easy to test, but knowing how to read and make sense of a challenging text is more important.)

9. Back to reading… Students don’t/won’t/can’t read when they lack: Commitment. (They aren’t engaged.) Content. (They don’t have necessary knowledge.) Competency. (They don’t have necessary skills.) Capacity. (They have processing problems.) Notice that these issues relate to any kind of text; teaching reading is not the same as teaching literature.

10. More support for a WIDE diet of reading… https://www.youtube.com/watch?v=RiP-ijdxqEc

11. Look at Burke’s list of “Reading Assessments” on pp 194-5. Keep in mind, when designing unit plans and lesson plans, the importance of using multiple kinds of assessments. Triangulate! Questions on chapter 5?

12. Chapter 6: Teaching Speaking & Listening Classroom activities you can use: Book talks (informal presentations) Lit circles/book clubs (small-group) Conversation pairs (informal) Socratic seminar (full-class; structured discussion) Readalouds (not limited “reading parts” for plays) Reader’s theater (reading parts) Formal debates (can be a team activity) Informal presentations (such as vocab words) Formal presentation (informative or persuasive) In-character talk by literary or historical figure as preview or review activity (maybe in costume) (Remember, assigning is not the same as teaching.)

13. Make speaking a normal part of the classroom culture, not an unusual (and therefore high-pressure) activity. Have everyone do it regularly, so it’s no big deal, but just business as usual. Model good reading: read aloud the first paragraph or two of a passage, then have a student read the next couple of paragraphs. Teach discussion skills: teach appropriate behaviors, practice them, and remind students to “follow the conventions” when they forget.

14. Use a “fishbowl” discussionfor practice and critique. Teach the differences between DIALOG and DEBATE. …and cultivate dialog in your classes.

15. Talking in class? Call and Response Discussion/Dialog

16. White Board or Screen Such as you can, control the environment teacher For lecture, students face the board

17. White Board or Screen teacher For discussion, students face center

18. White Board or Screen Teacher’s Desk

19. Teach students “the moves” to use in dialog. Listen to other speakers Acknowledge what was said Respond to what was said: Ask for an example or for other clarification Give an example to confirm understanding Offer an alternative perspective or explanation Agree or disagree, and explain why Offer “comment starters” (as on p 224)

20. Make dialogs “count” • Have students take notes on class dialogs: • Take up notes as comprehension check. • Create study guides from dialog notes. • Give + or – credit for accurate notes. • Have a payoff for good note-taking: • Use notes to write one-paragraph summary. • Give “open note” tests.

21. General principles for teaching speaking skills: • Safe, inviting classroom • Culture of learning • Culture of practice and “it’s OK to mess up” • Lots of low-stakes practice • Lots of modeling • Adequate rehearsal time • Clear expectations • Respect, attention, applause for everyone

22. Create a safe and welcoming culture

23. This is a materials shelf, from which students can pick up any materials they might need for class (left center shelves). The previous image was a reading area. The point is that each classroom is student-friendly.

24. Unit Plan due after Spring Break • Unit: • coherent series of lessons • usually one to several weeks in length • focused on a single topic or skill • with several specific objectives (skills/knowledge) • Additionally… • Should use several strategies for each objective • Should allow for various learning styles • Should identify measurable, observable outcomes • Should include multiple assessments • Should allow teacher to “monitor & adjust” based on assessment results along the way

25. I Learning Goals SC ELA Content Standard(s): Benchmark(s):  Indicator(s):  What will your students know and be able to do at the end of this lesson? II Student Background Knowledge and Experience What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson? How do you know if students have the knowledge and skills they need to be successful? How will you use or accommodate the diverse experiences that your students bring to class (considering gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)? IIIInstructional Procedures Content summary, including concepts and essential understandings:  Teaching methods: Student grouping: Reading strategies for selected print and nonprint texts: Interdisciplinary strategies: IVResources and Materials Written Texts: Oral Media: Visual Media: Instructional technologies: VInstructional Activities Lesson sequence, including important questions to ask studentsTime Allotted Opening: Main activities: Closing: VIAssessment/Evaluation How will you know if each student has met the learning goals? Will students be asked for a personal response? If so, how will you use these responses? Attach assessments and assessment criteria.  VII Adaptations Modifications: Note if lesson objective or significant content needs to be changed. Accommodations: Note if other components of the lesson need to be changed. Should include… …reading …writing …speaking …assessment

26. Appropriate Unit: Unit fulfills the requirements for the content area and grade level and is aligned to state standards. Appropriate Objectives for the grade level and content area. Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated. Student Involvement Objectives require students to be actively involved in the learning process. Matched to Skills: All objectives have been accurately matched with the required skills to master the objective. Unit objectives facilitate student achievement of academic standards and long-range learning and developmental goals. APS 2

27. Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language. Strategies promote active engagement of students through problem solving/ creativity. Strategies for collaboration/ independent learning/ varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning. Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning. Connections to other content areas and career pathways. Unit and lesson plans integrate other subject area standards and career pathways into the instructional unit. Instructional plans include content, strategies, materials and resources appropriate for the students. Appropriate/ Accurate Content for the instructional area and grade level is evident. Content is aligned to state standards. Matching Materials Each lesson plan contains a comprehensive materials/ resource list. Logically sequenced strategies including at least 2 instructional strategies per objective  Logically sequenced strategies provide opportunities for students to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information. Triangulate. APS 2

28. Student performance data is used to guide short-range planning of instruction. Strategies focus on student learning. Lesson plans focus on the needs of students and incorporate strategies for extra practice, challenges, choices for different intelligences and learning modes. Strategies accommodate for specific learning differences among the students Lesson plans document modifications for specific learning differences among individual students. APS 2

29. A variety of appropriate assessments are developed/selected and administered. Appropriate for Objectives. The assessments demonstrate mastery of stated objectives. Appropriate for Content. Development and use of assessments in the content area is comprehensive and aligned with state standards. Appropriate for Strategies. Development and use of assessments demonstrates a direct correlation to the varied instructional strategies used. Appropriate Criteria. All of the criteria used to assess a unit are appropriate and measurable. Varied Assessments that provide opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge. Appropriate for Students including for the grade level and take into account learning differences within the class. APS 3

30. At appropriate intervals, student performance data is gathered and accurately analyzed to guide instructional planning. Assessment data used to determine grades that accurately reflect student progress and achievement. Analysis of Assessments Results. Teacher candidate regularly analyzes and uses assessment results to monitor, modify and/or enhance learning throughout the unit. Record Keeping System. Teacher candidate consistently utilizes a formal, clearly defined record keeping system for assessment. APS 3

31. So what do all these criteria look like in practice? World Lit (9th grade) Unit 1: Shakespeare (play) 5 weeks (Aug 4 – Sept 5) Julius Caesar Unit 2: Latin and Central America (novel) 6 weeks (Sept 8 – Oct 24) One Hundred Years of Solitude (includes fall break) Unit 3: Asia (novel, poetry) 5 weeks ( Oct 27 – Dec 5) After Dark, selected poems Semester Review & Exams 2 weeks (Dec 8 – 29) Unit 4: Africa & The Middle East (novels) 6 weeks (Jan 5 – Feb 13) Things Fall Apart & My Name is Red 6 weeks (Feb 16 – Apr 3) (includes spring break) Unit 5: Russia (novel) 7 weeks (Apr 4 – May 22) Crime and Punishment (includes semester exam)

32. Julius Caesar Unit Vision: Students will engage with Shakespeare, Roman history and politics, and Julius Caesar both in the contexts of the work (play and source works) and through their own 21st century lenses. They will truly understand how to read Shakespeare’s language, appreciate its poeticism, and use that understanding to deepen their own knowledge of Standard English today. Students will begin to appreciate that literary works contain themes of human existence, and they will learn that literature can inform their opinions of the world around them. Students will discover the methods for writing a successful informative academic paper, and they will produce such a successful paper. What students will know and be able to do: Write an informative paper Identify and discuss the themes of Julius Caesar Initiate and engage in a variety of discussions Build knowledge of Standard English grammar Indicators: Mastery of paper: scoring 90% (detailed on rubric) Mastery of themes: scoring 90% answering questions in multiple formats Mastery of discussion: 80% of students participate in a academic manner Mastery of grammar: 90% correct usage in papers and formal presentations

33. Julius Caesar Major Assessments: Explanatory paper using claims and counterclaims Unit test (multiple choice, short answer, essay items) Other Assessments: SWYKQ at least every other Friday Do Now & Exit Ticket daily Guided reading questions Misc. worksheets on various skills Learning Activities: Reading informational texts about time period of work & connecting to the cultural representations in work throughout reading Responding to writing prompts; short answers in study guide/guided reading questions; assignment at the end of unit; written output on unit test Guided practice with pulling textual evidence; Using textual evidence in short answers (oral and written); using textual evidence in papers Guided practice with pulling textual evidence; Using textual evidence in short answers (oral and written); using textual evidence in papers Guided practice and lessons on themes; constant discussion of theme Studying, reading, and analyzing Plutarch along with reading Direct instruction and guided practice with academic discussion; Socratic seminar; daily discussions Grammar lessons; expectation of proper grammar usage (as it pertains to this standard) in any written work Direct instruction on figurative language; guided practice discovering & unpacking figurative language Direct instruction on claims & counterclaims; guided practice; explanatory paper using claims/ counterclaims

34. Julius Caesar

35. Unit Plan At one end of the planning spectrum, your long-range plan (APS 1) lays out the whole course; at the other end of the spectrum, your lesson plans (APS 4-9) each cover a single class meeting. A unit plan (APS 3-4) consists of a logical series of lesson plans designed to teach and assess a coherent piece of the long-range plan. As an essay is made up of paragraphs, which in turn are made up of sentences, so a long-range plan is made up of units, which in turn are made up of daily lessons. If your long-range plan provides a survey of British Lit, a unit might address a single work (e.g., Beowulf,Canterbury Tales, Macbeth), a period (e.g., the Renaissance, the Romantic period), an author or group of authors (e.g., Milton, the Cavalier poets), or even a genre (e.g., sonnets, satire). The long-range plan might include writing instruction as part of each unit, or it might include separate units -- perhaps as a break between literary units -- on analytical writing, persuasive writing, writing in-class essays, and such. Likewise, speaking skills could be included as part of a unit or could be taught in a stand-alone unit. For our purposes, your unit should require at least 6 class sessions, but no more than 15. (Hint: 8-10 sessions is a good target.) It should include at least three different kinds of assessments, at least one of which is a quiz or test, and at least one of which requires students to demonstrate their learning through writing. (You might have students simply write a paper to meet this requirement, but you could also assign a project--such as creating a newspaper, writing a screenplay for a scene, or writing a "missing chapter"--that requires students to demonstrate their learning through writing.)

36. Unit Plan Choose a unit topic and main text to teach. Using SC ELA standards, decide on major objectives for the unit. List different ways to measure those objectives (i.e., indicators of achievement). Using Burke and Gallagher, list various strategies/activities that align with the indicators (realizing that you can work both directions with strategies and indicators): *Reading *Writing *Speaking/Listening Choose at least two different strategies to accomplish each objective Choose at least three different kinds of assessment (major/minor, formal, informal) Consider knowledge/skills necessary for each activity and how to check readiness Create a calendar (assuming 90-minute classes) Fill in daily lesson plans (at least one in detail & others in outline form) Create necessary materials: ppts, study guides, quizzes, other assessments)

37. As you work on strategies, remember to address different learning preferences. Review the ppt I sent you.

38. Looking ahead 3/31 Spring Break; no classes 4/07 ETC, ch 7; RJ #4 & detailed lesson plan due 4/14 ETC, ch 8; RJ #5 due 4/21 Unit Plan due (in-class presentations as well) 4/28 Final Exam due; after-class celebration