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Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
Prince Rupert.secondary.April
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Prince Rupert.secondary.April

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Third session on strategies to support inclusion, engagement and literacy as we work collaboratively to increase success for all.

Third session on strategies to support inclusion, engagement and literacy as we work collaboratively to increase success for all.

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  • 1. It’s All about Thinking – Collaborating to Support All LearnersReading, Writing, Thinking Strategies Secondary   Prince  Rupert   April,  2013   Faye  Brownlie  
  • 2. Learning  Inten<ons  •  I  have  a  plan  to  collaborate  with  someone  in   the  classroom.  •  I  have  a  plan  to  try  a  different  strategy  or   sequence  that  focuses  on  literacy  and   engagement.  •  I  have  a  plan  to  con<nue  to  ask  the  ques<ons,   ”How  is  what  I  am  doing  suppor<ng  the   learning  of  all  my  students?”  and  “How  do  I   know?”  
  • 3. •  American  5th  graders  spend  91%  of  their  day   either  listening  to  a  teacher  talk  or  working   alone  (Pianta  &  Belsky,  2007).  
  • 4. •  10  years  aSer  high  school,  graduates  who  had   honed  their  teamwork  skills  while  s<ll  in  high   school  had  significantly  higher  earnings  than   those  who  failed  to  do  so  (Science  Daily  2008).  
  • 5. What? So What?•  2  column  notes  •  Essen<al  ques<on:   –  How  does  where  you  live  affect  how  you  live?  
  • 6. A  Midsummer  Night’s  Dream  –   Introduc7on  assignment  –  Tina  Sikkes,   Smithers  •  Partner  draw    •  Step  one:  Choose  a  partner.    One  partner  (partner  #1)  will   be  drawing,  the  other  (partner  #2)  will  be  describing  an   image  on  the  screen  to  the  partner  who  is  drawing.    Partner   1  must  turn  their  desk  toward  the  back  wall  so  that  their   back  is  facing  the  Smart  Board  at  the  front  –  they  cannot   see  the  picture  they  are  about  to  draw.    Once  the  picture  is   up,  partner  two  will  describe  the  image  to  partner  1  as   (s)he  draws  it.    Both  partners  should  be  able  to  see  the   drawing  as  it  is  being  created.    Once  finished,  students  may   turn  around  and  compare  their  drawings  to  the  original.          
  • 7. Step  two:      Switch  partners  and  repeat  the  above  process  with  the  picture  below:  
  • 8. Step  three:  “What/So  What”  Have  students  work  again  with  their  picture  partner.    They  need  to  make  a  two  column  table  labeling  the  columns:  “What”  and  “So  What?”  In  the  “What”  column,  students  will  make  observa<ons  on  what  they  no<ce  about  the  picture.    In  the  “So  What”  column,  students  will  explain  why  each  observa<on  is  important,  what  it  might  mean,  significance,  and  so  on.  
  • 9. Class  discussion  following  partner  work:  What:   So  What:  What  do  you  see  in  the   What  might  the  significance  of  the  image  be?  image  above?  A  garden   Gardens  are  safe  –  this  is  probably  a  safe  place  There  is  a  mask  behind  the   Maybe  this  is  not  a  safe  place;  girl   Is  he  a  stalker?   Maybe  this  is  a  forbidden  love?  (spying?)  The  girl  has  flowers  in  her   Maybe  he  picked  flowers  for  her  hair   She  might  be  a  fairy  The  man  is  part  donkey   Maybe  he  had  a  curse  put  on  him?  (he  has  donkey  ears  and  a   Is  this  a  magical  place  –  it  reminds  (me)  of  Narnia  hairy  face)   Magic  must  be  involved   Maybe  it  has  to  do  with  his  agtude  –  “ass”  The  two  are  looking  lovingly   They  must  be  in  love  at  each  other   Maybe  it  is  a  forbidden  love?   It  is  weird  that  she  loves  him  because  he  is  part  donkey   Maybe  she  is  under  a  love  curse  
  • 10. Choice  Beginnings  •  Choose  15-­‐20  words  •  Read  these  words  while  the  students  sketch,   predict,  or  write  ques<ons  •  Reread  the  words  several  <mes  •  In  2’s  and  3’s,  students  discuss  what  they   believe  they  know  and  what  they  wonder  •  Present  informa<on    •  Student  Diversity,  2nd  ed.  -­‐  Brownlie,  Feniak,   Schnellert  
  • 11. •  Previously:    Big  Bang  Theory  •  Topic:    Life  cycle  of  stars  and  the  sun  •  Key  Idea:    Nuclear  fusion  powers  stars  and  is   the  force  behind  solar  flares,  prominences,   sunspots,  solar  wind.  
  • 12. •  Choice  beginnings  •  Read  and  discuss  •  Create  a  graphic  of  nuclear  fusion  •  What  do  you  know?   –  Alone  and  with  a  partner  •  Exit  slip   –  What  ques<ons  do  you  have?   –  What  are  you  unsure  of?  

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