Teaching the Classics in the Inclusive Classroom.mcknight

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Teaching the Classics in the Inclusive Classroom.mcknight

  1. 1. D9 Teaching the Classics in the Inclusive Classroom<br />Katherine S. McKnight, Ph.D.<br />Katie McKnight, Ph.D.<br />Katie@KatherineMcKnight.com<br />www.KatherineMcKnight.com<br />Twitter: @LiteracyWorld<br />Facebook: Katie McKnight Literacy<br />
  2. 2. Presentation is Based on <br />My Book<br />
  3. 3. Why Should We Teach the Classics?<br />History of Teaching the Classics<br />Promoting Student Engagement <br />and Self-Efficacy<br />How do we teach the classics in an inclusive classroom?<br />
  4. 4. Teaching Literature as a Three-Way Interaction<br />Teachers must draw from all of their sources of knowledge if they are to develop activities to draw students into the text.<br />Discussion dynamics are shaped by the social and cultural context of schooling.<br />There are multiple cultural interpretations due to these dynamics and three-way interaction.<br />
  5. 5. Teacher Assumptions<br />Some Literature is More Important than Other Literature<br />Canon Wars<br />Inclusion of Multicultural Literature<br />Recognition of Young Adult Literature<br />What literature should be taught in schools?<br />
  6. 6. Some Interpretations are Better than Others<br />Searching for Meaning in Literature<br />Teachers’ knowledge of text, biographical information and historical content contributes to student understanding.<br />Teacher contributes to the students’ initial reading.<br />
  7. 7. Teachers Should Lead Students to Better Interpretations of Literature<br />Teachers should lead students when an interpretation is unsatisfying or improper. What’s the best interpretation?<br />Often contributes significantly to students’ ability to analyze and interpret text.<br />
  8. 8. New Assumptions About Texts and Reading<br />New Criticism<br />“close reading”<br />“all meaning resides in the text”<br />Reader Response<br />Transaction with text<br />
  9. 9. Interpreting Text<br />Research in literary study indicates that meanings are not found by readers in text, but are made readers in interaction with texts.<br />Interpretations are shaped.<br />
  10. 10. We need to ask ourselves these questions:<br />Do we value all children equally?<br />Is anyone more or less valuable?<br />What do we mean by inclusion?<br />Are there some children for whom inclusion is inappropriate?<br />
  11. 11. Hints for Struggling Readers<br />Provide readers who struggle to decode with opportunities to hear the text read aloud (tape assist)<br />Give readers for whom word recognition is a problem supplemental materials that include visual clues to word meaning (or use manipulatives in math)<br />Allot additional time for readers who struggle to complete assignments<br />Encourage struggling readers to use the internet because often the symbols and icons that are quite bothersome to good readers provide a means for struggling readers to construct meaning<br />
  12. 12. Teaching the Classics to ALL Students<br />Pre-Reading Activities<br />Why are pre-reading activities important?<br />Visual Activities (Poster Project, Visual Arts Gallery)<br />Using the arts for pre-reading activities<br />
  13. 13. Teaching the Classics to ALL Students<br />During-Reading Activities<br />Making text kinesthetic<br />Creating Graphing Novels<br />Reader’s Theater<br />Character Bookmarks<br />Found Poetry<br />
  14. 14. Teaching the Classics to ALL Students<br />After-Reading Activities<br />Character Activities<br />Plot Activities<br />Thematic Activities<br />Analysis Activities<br />
  15. 15. Writing Activities<br />Journal Writing<br />Reader Response Logs<br />Creative Writing Ideas<br />Character Diaries<br />Literature Letters<br />
  16. 16. Vocabulary Activities<br />English Vocabulary Origins<br />Word Sorts<br />Words in Action<br />
  17. 17. Reaching and Teaching ALL of our Students<br />Curriculum Differentiation<br />Multiple Intelligences<br />A Variety of Reading and Literary Experiences<br />Eclectic Teaching<br />
  18. 18. Connector: Your job is to find connections between the book you are reading and the outside world. <br />Discussion Director: Your job is to write a list of questions that your group might want to discuss about this part of the book. <br />Literary Luminary: Your job is to choose a paragraph or sentences from the book to discuss with your group.<br />Illustrator: Your job is to draw some kind of a picture related to what you read in your section.<br />Vocabulary Enricher: Your job is to look for a few important words in your reading. If you find words that are puzzling or unfamiliar<br />
  19. 19. If you liked this session, consider booking a full day of training in one of the following areas:<br />Visit us at the SDE Professional Development booth to learn more!<br />

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