1 / 7

Community Learning Unit : Standards

Community Learning Unit : Standards. NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

jock
Download Presentation

Community Learning Unit : Standards

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Community Learning Unit: Standards • NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics). 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

  2. Community Learning Unit: Rationale • “The teacher’s main job is not to translate or interpret the books, but to facilitate the work of the group.” (Daniels, p.42) • “Book clubs are for independent pleasure reading, not skills lessons.” (Daniels, p.80) • Books need to be at students’ independent reading level, or accommodations should be made for reading • "Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.“ (Schlick)

  3. Community LearningAgenda For January 14, 2014 • Objectives • Analyze the role and importance of death as the narrator in The Book Thief • Investigate challenging vocabulary to assist with understanding • Read with your role in mind, so you can adequately share your findings with your community circle • Agenda • Read the Prologue of The Book Thief • Complete your role sheet for Thursday’s 1st Community Learning Meeting • Extension activity: In your writer’s notebook, begin a double entry journal (T-chart with quote on one side, analysis on the other) mapping something throughout the novel (colors, characters, themes, power of words, foreshadowing, historical events, etc.) • Homework • Independent Reading Project #2 is due next Friday, January 24, 2014. If you are able to read/complete role sheets during class, the project will be your only HW!

  4. Community LearningAgenda For January 15, 2014 • Objectives • Analyze the role and importance of death as the narrator in The Book Thief • Investigate challenging vocabulary to assist with understanding • Read with your role in mind, so you can adequately share your findings with your community circle • Agenda • Read the Prologue of The Book Thief • Complete your role sheet for Thursday’s 1st Community Learning Meeting • Extension activity: In your writer’s notebook, begin a double entry journal (T-chart with quote on one side, analysis on the other) mapping something throughout the novel (colors, characters, themes, power of words, foreshadowing, historical events, etc.) • If your group is ready today, you can host your meeting, using the recorder sheet provided in your folder. This sheet is meant to guide you, not inhibit your discussion. Your discussion should extend beyond the sheet. • Homework • Independent Reading Project #2 is due next Friday, January 24, 2014.

  5. Community LearningAgenda For January 16, 2014 • Objectives • Share and analyze each other’s roles and reflections on the Prologue of The Book Thief • Agenda • Each person should have their role sheet and book • One person needs to be the recorder of the meeting (the recorder sheet is in the folder) • You will share in order of the recorder sheet. The recorder should write AFTER all discussion on that role is finished. • At the end of the period, staple the rubric, the recorder sheet, and all role sheets in order of the rubric and turn in to Ms. Lang! • Extension activity: In your writer’s notebook, begin a double entry journal (T-chart with quote on one side, analysis on the other) mapping something throughout the novel (colors, characters, themes, power of words, foreshadowing, historical events, etc.) • Other thought: Record songs in your journal that connect with your reading and essentially make a soundtrack? • Homework • Independent Reading Project #2 is due next Friday, January 24, 2014.

  6. Community LearningAgenda For January 17, 2014 • Objectives • Analyze the role and importance of death as the narrator in The Book Thief • Investigate challenging vocabulary to assist with understanding • Read with your role in mind, so you can adequately share your findings with your community circle • Agenda • Read Part 1 and Part 2 (pages 19-122) of The Book Thief • Complete your role sheet for Thursday’s 2nd Community Learning Meeting • NOTE: If you would like to read or work on your Independent Reading Project today, that is also an option as that’s what was originally scheduled for today! • Extension activity: In your writer’s notebook, begin a double entry journal (T-chart with quote on one side, analysis on the other) mapping something throughout the novel (colors, symbols, similes, metaphors, characters, themes, power of words, foreshadowing, historical events, etc.)…sountrack? • Homework • Independent Reading Project #2 is due next Friday, January 24, 2014.

  7. Community LearningAgenda For January 21, 2014 • Objectives • Investigate challenging vocabulary to assist with understanding • Read with your role in mind, so you can adequately share your findings with your community circle. • Agenda • Grab new role sheets from the front table • Read parts one and two in The Book Thief • Complete role sheet for Thursday’s 2nd Community Learning Meeting—Yes, we are still having it, so access the text online! • Homework • Independent Reading project #2 due THIS Friday, January 24, 2014.

More Related