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Literacy in the Arts

Literacy in the Arts. Welcome – Day 1 Please sign in T ake your name badge (color-coded by arts content area) Follow the instructions at your table to embellish a “ Signature ” nametag. Introductions. “ Signature”

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Literacy in the Arts

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  1. Literacy in the Arts Welcome – Day 1 Please sign in Take your name badge (color-coded by arts content area) Follow the instructions at your table to embellish a “Signature” nametag

  2. Introductions “Signature” • Using ‘non-arts’ symbols – embellish your nametag to reflect your personal style • Introduce yourself at your table and share the background information regarding your symbols • Establish an ‘SMP’ - Standing Meeting Partner – find another person at your table whose signature is somehow linked to yours – this will be your SMP for quick breakout conversations throughout the day 10 minutes

  3. Program Overview forLiteracy Integration in the Arts Objectives • Increase understanding of literacy (vocabulary & strategies) • Discover natural links between the Arts & Common Core State Standards • Review/revise lesson plans to ramp up literacy integration • Create collaborative network of support 5 minutes

  4. Literacy in the Arts - Features • Workshop design – based on your input • Strategically scheduled • 2 preservice workdays in August • 2 Saturdays – Sept & Oct • 1 early release day in November • Online support (arts ed wiki) • Daily evaluations 2 minutes

  5. Google Survey Results • Graphic of survey results Participant feedback indicates: 5 minutes

  6. HousekeepingRules of Engagement • Take personal breaks as needed • Stay on Task - Engage • Cell phones on Vibrate • Check email @ breaks • Take risks – Stretch yourself • Collaborate - Share your insights • … 3 minutes

  7. Addressing the challenges of Adolescent Literacy • Table Groups • Post-it brainstorm (individually) • what are the challenges? • Round robin share • Categorize – reading/writing/speaking listening • Prioritize 25 minutes

  8. Sharing • Big ideas • Level of Table Agreement? • Surprises? • Priority chart? Scan this article about student engagement - http://thejournal.com/articles/2013/04/16/the-6-key-drivers-of-student-engagement.aspx?=THE21 20 minutes

  9. SMP SharingStanding Meeting Partner • Select 1 example from “I Can” column • Share with your SMP 10 minutes

  10. Checkpoint • Professional Learning Community • Adolescent Literacy Challenges • Current practice • Questions – Concerns ??? 10 minutes

  11. Networking Break – 20 minutes 20 minutes

  12. Common Core State Standards Activity 1.2.1 Access the Standards via: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf • Page 7 = Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language • Demonstrate Independence • Build Strong Content Knowledge • Respond to the varying demands of audience, task, purpose, discipline. • Comprehend as well as critique. • Value evidence • Use technology and digital media strategically and capably • Understand other perspectives and cultures. • At your table – number off and read the details of the corresponding bullet point – as you share the key elements from the text connect it to what it might look like in your classroom 30 minutes

  13. College & Career ReadinessAnchor Standards Activity 1.2.2 – Page 35 • As you consider the next section – remember to use a broad definition of “text” that includes the music score, the script, the choreography, (and any performance of these) and visual images • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity Individually • Identify the standards that you ‘already’ address with a green highlighter • Identify the standards that you need to learn more about with a yellow highlighter • Discuss your responses with your SMP 20 minutes

  14. Reading Components Activity 1.2.3 • http://www.scsk12.org/SCS/subject-areas/kweb/images/NationalReadingPanel_FAQ.pdf • Defining the terms of Reading - Review the National Reading Panel – Frequently Asked Questions • put a check mark (√) by the headings that you understand / already or could address in your class • put a question mark (?) by the headings that remain unclear • put an (x) by the headings with which you cannot make a connection • Phonemic Awareness • Phonics • Fluency • Vocabulary • Text Comprehension • Describe authentic text in the arts classroom. 20 minutes

  15. Writing ComponentsActivity 1.2.4 Review the Adolescent Literacy website • http://www.adlit.org/article/27336/ • Writing strategies • Summarization • Collaborative writing • Specific product goals • Word processing • Sentence combining • Prewriting • Inquiry activities • Process writing approach • Study of models • Writing for content learning • After you review the strategies – identify a lesson idea that incorporates any of the strategies listed. • Craft an “email” that you would send to your principal inviting him/her to visit your classroom to see evidence of writing – incorporate a brief explanation of the activity and articulate the arts objectives and the writing objectives (refer back to Common Core State Standards). • Round-robin share at your table. 20 minutes

  16. Lunch Break – 60 Minutes

  17. Reading ‘Text’Activity 1.3 • Text or Not? http://office.com/MS910219027.wav http://officeimg.vo.msecnd.net/en-us/images/MH900431324.jpg 3 minutes

  18. Reading ‘Text’Activity 1.3 • Text or Not? http://richka.net/images/rh07/image002.jpg Video Clip from YouTube To Be Determined 3 minutes

  19. Reading ‘Text’Activity 1.3 • Text or Not? PUCK - If we shadows have offended,Think but this, and all is mended,That you have but slumber'd hereWhile these visions did appear.And this weak and idle theme,No more yielding but a dream,Gentles, do not reprehend:if you pardon, we will mend:And, as I am an honest Puck,If we have unearned luckNow to 'scape the serpent's tongue,We will make amends ere long;Else the Puck a liar call;So, good night unto you all.Give me your hands, if we be friends,And Robin shall restore amends. Video Clip – Midsummer Night’s Dream http://www.pbs.org/shakespeare/works/work135.html 3 minutes

  20. Reading ‘Text’Activity 1.3 • Text or Not? http://officeimg.vo.msecnd.net/en-us/images/MR900406652.jpg http://officeimg.vo.msecnd.net/en-us/images/MP900448698.jpg?Download=1 3 minutes

  21. Reading/Analysis/WritingActivity 1.3.1 • Compare/contrast these two works of art – Listen to the 2 music clips • (Jelly Roll Morton Black Bottom Stomp & Stravinsky Rite of Spring) • Explain the artists’ choices using textual evidence • Create an artistic response in your own art form Pablo Picasso – Cubism http://www.pablopicasso.org/images/paintings/three-musicians.jpg Three Musicians Fernand Leger - Primal Naivism http://www.wikipaintings.org/en/fernand-leger/not_detected_196071 30 minutes

  22. Reflection • If you were going to teach this text tomorrow, how would you teach it? • How has this conversation informed/changed your approach to teaching text? • What additional support do you need to change the way you will teach text to align with the new Common Core expectations? • What can YOU do to ensure that these kinds of conversations happen about your content on a regular basis with colleagues in your school? 10 minutes

  23. Decoding Unfamiliar TextActivity 1.3.2 • In content groups (facilitated by content leader) • Generate a list of unfamiliar elements that you present to your students (e.g. vocabulary, concepts) (5 mins.) • Analyze the techniques you use to help students attack new material (5 mins.) • Create a graphic representation (chart, picture, etc.) that reflects the big ideas (5 mins.) • Post for a gallery walk (15 mins.) 25 minutes

  24. Networking Break – 20 minutes 20 minutes

  25. Common Core Speaking & ListeningActivity 1.3.3 • In content groups (facilitated by content leader) • Comprehension and Collaboration • CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. • Unpack these standards – what does it look like in your content area? • Consider the tools you already have in your classroom - (voice, descriptive words, music dynamics, phrases) and create a list of examples 25 minutes

  26. Common Core Speaking & ListeningActivity 1.3.4 • Presentation of Knowledge and Ideas • CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. • CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. • CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. • Unpack these standards – what does it look like in your content area? • Create a graphic organizer that students can use in your classroom to gather evidence in preparation for the articulation of effective presentations – use the theatre graphic organizer (character stickman) on the next slide as a model 25 minutes

  27. Theatre – Character Stickman Know/Think: What does the character know? Vision: How does the character see the world? How do others view the character? Say: What does the character say – tone of voice? Strengths: What are the strengths of the character? Feel: How does the character feel about him/herself? Actions: What does the character do … that makes a difference in the ;lot, that represents who he/she is … Weaknesses: What are the weaknesses of the character? Does the ‘Achilles Heel’ keep this character from growing – being successful? www.openclipart.org

  28. Reflection & Exit Ticket Make a journal entry that reflects any big ideas you learned today that you take back to the classroom + What worked well ∆ What needs an upgrade ? What questions remain … Additional comments Leave your name badge 15 minutes

  29. Preview Day 2 & Homework Discovering the natural links between CCSS & the Arts • Homework – Activity 1.4 • CCSS – Grade 6 – Reading Literacy Standards • Key Ideas & Details • Craft & Structure • Integration of Knowledge & Ideas • Range of Reading & Level of Text Complexity 15 minutes

  30. Literacy in the Arts Welcome – Day 2 Please sign in Identify a different SMP at your table for today

  31. Teacher Talk Find a partner that is not in your same content area and share your insights/concerns about natural vs. forced connections between Common Core & the Arts (you may wish to refer to your highlighted homework) Regroup with your new SMP and discuss the same question – share what you learned from the other arts area 15 minutes

  32. HousekeepingRules of Engagement • Take personal breaks as needed • Stay on Task - Engage • Cell phones on Vibrate • Check email @ breaks • Take risks – Stretch yourself • Collaborate - Share your insights • … 2 minutes

  33. Overview of Day 2 Activities 8 minutes

  34. Common Core through the Arts Lens Textual Evidence Activity 2.1 • The Original • http://www.youtube.com/watch?v=_7jj8McPlVY • The Contemporary • http://www.youtube.com/watch?v=xeIeOkAxlH4 Close Reading Activity 25 minutes

  35. Common Core through the Arts Lens • Analyze the lesson plan for: • Clarity • Authenticity • Revised Bloom’s Taxonomy Verbs • Level of Rigor – Cognitive complexity alignment between instruction & evaluation • Strengths/Recommended changes 40 minutes

  36. Checkpoint • Close Reading Activity • Lesson Plan Analysis • Clarity • Authenticity • Revised Bloom’s Taxonomy • Rigor • Current practice • Questions – Concerns ??? 5 minutes

  37. Networking Break – 20 minutes 20 minutes

  38. Vocabulary Artistic Vocabulary & Real World Vocabulary • Dancers – Develop Kinesthetic Awareness and understand Central Initiation • Visual Art – Practice Art Criticism • Theatre – Build Aesthetic Achievement • Musicians respond to dynamic markings – Or understand Dissonance 10 minutes

  39. Arts Curriculum Analysis In content groups (facilitated by content leader) • Complete the Curriculum Connections grid for your content area • 30 >60 >90 • Post before lunch 90 minutes

  40. Lunch Break – 60 Minutes

  41. Integrated Lesson Planning In content groups (facilitated by content leader) • Craft an integrated lesson you will teach in the next 2 weeks • Options > individuals or pairs • Safety net – if everyone but you wants to work individually – your content leader will be your partner • Remember to use all your resources • RBT verbs • Curriculum Connections Grid/CCSS 90 minutes

  42. Networking Break – 20 minutes 20 minutes

  43. Sharing and Critique • In content groups (facilitated by content leader) • Share your lessons • Use the Observation Checklist as a guide 40 minutes

  44. Reflection & Exit Ticket Make a journal entry that reflects any big ideas you learned today that you take back to the classroom + What worked well ∆ What needs an upgrade ? What questions remain … Additional comments 15 minutes

  45. Preview Day 3 & Homework Formal & Informal Writing opportunities in the Arts • Homework – Activity 2.4 • CCSS – Grade 6 – Writing Standards • Text Types & Purposes • Production & Distribution of Writing • Research to Build & Present Knowledge • Range of Writing 15 minutes

  46. Literacy in the Arts Welcome – Day 3 Please sign in pick up a Nametag Preview the day Upgrades based on feedback

  47. Teacher Talk Find a standing meeting partner in your own content area and share your recent experiences with literacy Regroup with a partner that is not in your same content area and share your insights/concerns about the Common Core writing standards (you may wish to refer to your highlighted homework) 10 minutes

  48. Common Core - Writing • CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. • Remember Close Reading Activity – Twyla Tharp – evidence • Other examples?? 5 minutes

  49. CCSS.ELA-Literacy.W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A Copland Portrait 6’33” http://www.youtube.com/watch?v=q43ySOhRpEQ Text type & purposes Informational/Explanatory (non-fiction) Production & distribution of writing Research to build & present knowledge Identify at least one Non-Fiction example in your content area Common Core – WritingActivity 3.1 30 minutes

  50. Gallery Walk Post your examples Review the work of your colleagues in other content areas Jot down notes in your journal – stealing the best from the best! 15 minutes

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