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Cape Fear English Language Arts CCSS Conference. Victor Malo-Juvera, Ed.D . UNCW Michelle Manning, M.A., M.A.T. UNCW. Local Education Authority Partners. Bladen County Schools Brunswick County Schools Columbus County Schools Duplin County Schools New Hanover County Schools

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cape fear english language arts ccss conference

Cape Fear English Language ArtsCCSS Conference

Victor Malo-Juvera, Ed.D.


Michelle Manning, M.A., M.A.T.


local education authority partners
Local Education Authority Partners
  • Bladen County Schools
  • Brunswick County Schools
  • Columbus County Schools
  • Duplin County Schools
  • New Hanover County Schools
  • Pender County Schools
  • Sampson County Schools
institute of higher education partners
Institute of Higher Education Partners
  • University of North Carolina Wilmington, Department of English and Watson College of Education
  • Cape Fear Community College, Department of English
  • Coastal Carolina Community College, Department of English
set up
Set Up
  • Finding a date that would:
    • Fit schedules of school districts
    • Have space available at UNCW
      • Classroom Space
      • Opening Session Space
      • Dining Space
    • Fit schedules of IHE faculty
    • February 1, 2014
getting books
Getting Books
  • Bookstore Discounts
  • Publisher Discounts
student volunteers
Student Volunteers
  • Scheduling
  • Putting Gift Bags Together
  • Assisting Instructors
  • Registration
  • Data Analysis
  • Attendees were assigned to three instructional sessions and a breakout session
  • Schedules were made to maximize diverse representations in each session from LEAs
funding for pd
Funding for PD
  • Only Sampson County paid its teachers for attending the session
  • Attendees were given 6 hours of Professional Development Credit
argumentative writing refutation rebuttal
Don Bushman, Ph.D.

University of North Carolina Wilmington

Department of English

Argumentative Writing: Refutation/Rebuttal

This session will cover the primary reasons why refutation or rebuttal is needed, as well as strategies for how and where to include refutations in written arguments.

  • CCSS addressed: CCRA W1; W8.1 a-e; W9-10a-e; & W11-12.1 a-e
critical thinking and analysis with fairy tales
Meghan Sweeney, Ph.D.

University of North Carolina Wilmington

Department of English

Critical Thinking and Analysis with Fairy Tales

This session will move beyond Disney's happily everafters and ask:

  • What do fairy tales have to offer the older reader?
  • How might we compare and contrast a variety of classic tales with newer adaptations in order to engage readers and interrogate notions of power, gender roles, and the place of storytelling in everyday life?
  • CCSS addressed: CCRA. R.1-3;,7, 9; SL.2
digital writing strategies for encouraging production
Colleen Reilly, Ph.D.

University of North Carolina Wilmington

Department of English

Digital Writing: Strategies for Encouraging Production

This session will provide practical and fun strategies and project examples involving students in producing content for digital publication and distribution.

  • We will examine the ways that readily available software and opensource multimedia applications can be harnessed to teach students successful approaches to digital writing.
  • Teachers can draw on their expertise in printbasedwriting and cultivate students’ ability to learn new digital technologies to collaboratively develop successful digital compositions.
  • CCSS addressed: CCRA.W.6; W 7.6; W 8.6; W 9-10.6; W11 W 12.6
hamlet and macbeth cogent classroom concepts
Lewis Walker, Ph.D.

University of North Carolina Wilmington

Department of English

Hamlet and Macbeth: Cogent Classroom Concepts

We will begin by exploring the definition of tragedy as it is realized in Hamlet and Macbeth and examining how the theme and the development of the protagonist in each play influences what kind of tragedy it is.

  • Then we will do a close reading of a short passage from each play to see how the language works to convey meaning and reinforce theme.
  • Sonnet 73 will be considered so that we can see how Shakespeare may have drawn on and modified language and themes from his earlier work (Sonnets) in his later work (tragic plays).
  • Classical Greek and Roman source material in each play will be examined as well as monarchy to try to arrive at some strategies for instilling a “feel” for this idea in 21st-century
  • American students. CCSS addressed: CCRA.L.5; CCRA.1-6 &10: grades 9-12
infusing nonfiction the motorcycle diaries
Michelle Britt, M.A.

University of North Carolina Wilmington

Department of English

Infusing Nonfiction: The Motorcycle Diaries

How does one effectively tie Shakespeare and The Canterbury Tales to nonfiction?

  • This hour –long session will explore ways to engage 10th graders in a variety of World Literature genres. Using The Motorcycle Diaries, by Ernesto “Che” Guevara, participants will glean ideas, projects, assignments, and group activities to incorporate non-fiction with a variety of World Literature genres, authors, and works.
  • CSS addressed: CCRA.R.9; R-L 9-10.6, 7 & 10
integrating source material in academic writing
Ashley Ess, M.A.

Coastal Carolina Community College

Department of English

Integrating Source Material in Academic Writing

Once students have located and evaluated their sources, they often struggle with two particular areas: 1) integrating source material into their own writing (i.e., using signal phrases and citing appropriately) and 2) explaining the relevance of quoted or paraphrased material with their own insightful analysis. This workshop will present activities designed to help students understand these basic modes of research writing.

  • CCSS addressed: CCRA W. 7, 8 & 9

This session will begin with a brief video, covering the different types of plagiarism, produced by CFCC English instructors and students, followed by an examination of the plagiarism policies of both CFCC and UNCW.

  • Next, attendees will participate in a hands-on activity evaluating scenarios dealing with ethics and plagiarism. Likewise, the audience will be introduced to a comprehensive, professional website that includes plagiarism tutorials, activities, and certification tests (primarily for students).
  • CCSS addressed: CCRA W. 8
teaching grammar in context
Sarah Hallenbeck, Ph.D.

University of North Carolina Wilmington

Department of English

Teaching Grammar in Context

This session will consider some vexing questions surrounding the issue of how best to teach grammar to middle and high school students, asking: what skills and concepts ought we prioritize, and how ought we measure "success"?

  • What role should teaching grammar play in teaching writing?
  • How can we help students to master standard language conventions without devaluing their own language practices?
  • And how can we reconcile our sense of "best practices" with the ever-present demands of standardized testing?
  • In this session, we'll explore these and other questions and I will share practical, research-based strategies and resources for teaching grammar.
  • CCSS addressed: CCRA L.1, L.2, & L.3
breakout sessions
Breakout Sessions
  • James M. DeVita, Ph.D., UNCW
  • Robbie Futch, M.A., Duplin County Schools
  • Michael Mills, Ed.D., UNCW
  • Denise Ousley-Exum, Ph.D., UNCW
  • Andrew J. Ryder, Ph.D., UNCW
top ranked sessions
Top Ranked Sessions
  • Infusing Nonfiction
  • Teaching Grammar in Context
  • Digital Writing*
  • Argumentative Writing*
    • * = Tied
what sessions topics would you like to see offered in a future workshop
What sessions/topics would you like to see offered in a future workshop?
  • Writing workshop strategies
  • Rubric writing
  • Flipping the classroom
  • Cross-curricular instruction.
  • Writing across the curriculum.
  • Close reading
best part of conference
Best Part of Conference
  • All of the sessions were thoroughly enjoyable free books!
  • Being treated and spoken to like a professional
  • Collaboration across counties.
  • Meeting other teachers and sharing ideas
  • Knowing what college professors expect so we can prepare them.
  • Personable professors; open to great discussion
general comments
General Comments
  • I enjoyed all of it. It was one of the best PDs I've had in years.
  • Short-jam packed PD that was purposefully designed with the public ed. teacher of today in mind!
  • I would have cut the lunch time. There were so many great workshops and I would want another slot for that.
  • It was an incredible experience. I received the opportunity to work with some awesome people