Investing In Teachers ELA Module 3

1. Investing In Teachers ELA Module 3 Balancing Literary and Informational Texts In collaboration with the Dakota Writing Project

2. Morning Agenda 9:00 – Introductions and Writing into the Day 9:30 – CCSS Overview 10:00 – Break 10:15 – Demonstration #1 11:15 – Reflection 11:30-12:30 – Lunch (on your own)

3. Writing into the Day • When I think of Common Core State Standards (CCSS), I … • Here’s what I know about CCSS: • When I think of CCSS, I wonder about … • So far my district is addressing CCSS by …

4. Our Balancing Act http://mnfx.com/mnfxwordpress/?tag=cat

5. Think of it this way … “There is no challenge to try and somehow infuse (teaching) with high standards; if you’re (teaching) good stuff, high standards are already there” (23). • Katie Wood Ray, author of Study driven: A framework for planning units of study in the writing workshop • from Supporting Students in a Time of Core Standards published by NCTE

6. Resources for Starting Common Core State Standards – SD DOE website Disaggregated standards NCTE’sSupporting Students in a Time of Core Standards series (PreK-2, 3-5, 6-8, 9-12)

7. ELA Module 3 Strands Primary Focus: Others: RF – Reading Foundations SL – Speaking and Listening L – Language • RI – Informational Text • RL – Literature Embedded: • W - Writing

8. 6 Major Shifts Increase in Informational Texts 2. Content Area Literacy Increase Complexity of Texts Text-based Questions Writing to Inform or Argue Using Evidence 6. Academic Vocabulary

9. Reading Competencies (CCSS page 7) • Demonstrate independence • Build strong content knowledge • Comprehend as well as critique • Respond to the varying demands of audience, task, purpose and discipline • Value evidence • Come to understand other perspectives and cultures • Use technology and digital media strategically and capably

10. The Standards’ Model of Text Complexity (Appendix A and Standard 10) The Text Complexity Pyramid • Meaning and Purpose: • Structure • Conventionality • Clarity • Knowledge Demands • Readability: • Word Length • Frequency • Sentence Length • Text Cohesion

11. Today’s Focus • Goal as teachers: • Keeping students as the focus while encouraging deeper understanding of texts

12. ELA Module 3

13. Found Poetry: How to include more informational text in your classroom without sacrificing the art in language arts.

14. What Is a Found Poem? A found poem is a poem constructed from powerful and meaningful words and phrases from another text. A found poem gives you the opportunity to share some of your favorite words from the piece, words that create vivid pictures or express significant ideas.

15. Naomi Shihab Nye “One Boy Told Me”

16. How Found Poetry Can Meet the Common Core Standards • Way to integrate short informational texts into lessons. • Way for students to synthesize their reading and extend thinking. • Way to incorporate argumentative, informational/explanatory, or narrative writing.

17. Other Reasons to Use Found Poetry • Writing traits • Increase vocabulary and comprehension • Cross cultural and universal themes • Self expression and exploration • Student interest: • “’The project made me look at science as not just a subject of textbooks and papers and notes and pictures. You can take some information and make an interesting piece on it while learning new information.’” • from “Using Poetry to Teach about Minerals in Earth Science Class”Journal of Geoscience Education

18. Characteristics of Free VersePoetry • No set line length • No set rhythm • No rhyming pattern • Way of conveying ideas and feelings • Carefully crafted word picture (snapshot) • Use of five senses • Use of figurative language • Can use repetition for effect

19. Write a Found Poem Read article and highlight key words and phrases Write a found poem using key words and/or phrases 10 minutes

20. The Blizzard of 1888 Awful Cannot be forgotten Swept over the country Mild A heavy fall of snow Hanging icecicles Dark Deep white snow Snow kept falling Quake Deafening whack Terrific wind Storm Heavy drift Sheltered Darkness Parents thawed Frozen hands Pain Losing ourselves Howling storm Freezing Cold wind struck Stables were drifted Froze Roaring wind Stiffling snow Ice People froze --Ahlea Mild weather, After a heavy fall of snow Deep snow lay Over the ground The sky was dark and heavy Beautiful big white flakes Were falling fast That morning of the fateful day The bell rang Heavy snow kept falling The storm Struck the North side of the house The whole building Shivered and quaked The room black as night A ray of light Put on their coats and go Pushing thru the blinding storm The roaring wind, And stifling snow Blinded us That awful night on the plains The blizzard of 1888 Has not been forgotten --Jocelyn

21. Standards for Reading 6-12 • Key Ideas and Details • RL.2 or RI.2 • Craft and Structure • RL.4 or RI.4 (words/phrases) • RL.5 or RI.5 (structures)

22. Writing Standards 6-12 • Text Types and Purposes • W.2.b (develop topic) • W.2.d (precise language) • Research to Build and Present Knowledge • W.9 (evidence to support analysis, reflection, and research.)

23. Participant Reflection: What are some ways you could use found poetry in your classroom? How could you assess a found poem?

24. Afternoon Agenda 12:30 – Demonstration #2 1:30 – Reflection 1:45 – Grade-level Collaboration 2:15 – Break 2:25 – Lesson Brainstorming 3:30 – Writing out of the Day 4:00 – Dismissal

25. Investigation of a Hero

26. Pop Culture Heroes: Past and Present

27. Hero Video

28. What Is a Hero? How would you define a hero? What qualities should a hero have? Can a hero have flaws? Can a child be a hero? Can an animal be a hero? Can a hero be fictional?

29. Focus Question How does the concept of a hero shape our world?

30. Activity: The Investigation of the Hero • Divide into groups of four • Assign one text per group member • Highlight text for qualities of a hero • 10 minutes…

31. Activity: The Investigation of the Hero • Handout (back of nomination form) • Cite evidence for your hero next to body parts 5 minutes……… • Groups • Draw outline of body • Cite evidence directly onto the “body” • use some from everyone 15 minutes…

32. Activity: The Investigation of the Hero • Discuss three or four of the best “hero” characteristics • 5 minutes

33. Group Writing Activity • Using the evidence from your investigation, write a one-paragraph description of a hero • In your description, work to answer the question “How does the concept of a hero shape our world?” • Cite three pieces of evidence using your investigation as a source • 10 minutes

34. Group Writing Share Nominate a spokesperson to share the paragraph to the large group

35. Individual Writing • Demonstrate your persuasive writing skills by nominating your hero for a “Hero of the Year” award • Use the nomination form provided • Answer one of the questions on the nomination form • Write in complete, thorough sentences • Submit when finished • 10 minutes… HERO

36. Assessment Students would complete the nomination & submit it to the teacher Nomination form would be graded on a rubric focusing on persuasive writing skills 6 +1 Writing Trait Rubric (see handouts)

37. Extension Activities • Facebook Profile • Acceptance Speech • Literary Analysis • Performance • Same process, but use “villains” instead

38. Resources Refer to the Additional Information for “Investigation of a Hero” Activity handout

39. Grades 6-12 Common Core Standards • Key Ideas and Details • RL.1 & RI. 1

40. Grades 6-12 Common Core Standards • Text Types and Purposes • W.1 (arguments to support claims with evidence) • Research to Build and Present Knowledge • W.9 (draw evidence to support analysis, reflection, and research)

41. Rationale • Using both informational and literary texts to define a hero is beneficial • Collaborating encourages critical thought and analysis • Writing throughout the lesson promotes creativity and synthesis • Drawing evidence from texts supports valid reasoning and relevant claims

42. Reflection Questions • How do you see yourself using this activity in your own classroom? • How could you adapt this for your students? • What literary texts could you use? • What informational texts could you use? • What would you change about this activity?

43. Questions?

44. Poetry Pairings New York Times – Learning Network Terrible weather Raging blizzards, we don’t care We have each other The sounds of nature No matter how grim; it’s good Adventure is fun Run up to a storm Preparing for the harsh winds Nervousness sets it The storm is coming Rummaging for lights and tools Get to cover quick

45. Grade Level Collaboration Consider how your current curriculum engages students in “deep thinking about texts.” • Share specific literary and/or informational texts (including multimedia) that you successfully use with your students. • Share strategies you use or might use to push students to “dig” into these texts.

46. Lesson Brainstorming

47. Writing out of the Day The most beneficial part of today’s session was … What questions do you still have about implementing the Common Core? Write down a goal for your classroom with respect to balancing literary and informational texts. What steps will you take to achieve this goal?