Teaching the Classics in the Inclusive Classroom.mcknight

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  • 1. D9 Teaching the Classics in the Inclusive Classroom
    Katherine S. McKnight, Ph.D.
    Katie McKnight, Ph.D.
    Katie@KatherineMcKnight.com
    www.KatherineMcKnight.com
    Twitter: @LiteracyWorld
    Facebook: Katie McKnight Literacy
  • 2. Presentation is Based on
    My Book
  • 3. Why Should We Teach the Classics?
    History of Teaching the Classics
    Promoting Student Engagement
    and Self-Efficacy
    How do we teach the classics in an inclusive classroom?
  • 4. Teaching Literature as a Three-Way Interaction
    Teachers must draw from all of their sources of knowledge if they are to develop activities to draw students into the text.
    Discussion dynamics are shaped by the social and cultural context of schooling.
    There are multiple cultural interpretations due to these dynamics and three-way interaction.
  • 5. Teacher Assumptions
    Some Literature is More Important than Other Literature
    Canon Wars
    Inclusion of Multicultural Literature
    Recognition of Young Adult Literature
    What literature should be taught in schools?
  • 6. Some Interpretations are Better than Others
    Searching for Meaning in Literature
    Teachers’ knowledge of text, biographical information and historical content contributes to student understanding.
    Teacher contributes to the students’ initial reading.
  • 7. Teachers Should Lead Students to Better Interpretations of Literature
    Teachers should lead students when an interpretation is unsatisfying or improper. What’s the best interpretation?
    Often contributes significantly to students’ ability to analyze and interpret text.
  • 8. New Assumptions About Texts and Reading
    New Criticism
    “close reading”
    “all meaning resides in the text”
    Reader Response
    Transaction with text
  • 9. Interpreting Text
    Research in literary study indicates that meanings are not found by readers in text, but are made readers in interaction with texts.
    Interpretations are shaped.
  • 10. We need to ask ourselves these questions:
    Do we value all children equally?
    Is anyone more or less valuable?
    What do we mean by inclusion?
    Are there some children for whom inclusion is inappropriate?
  • 11. Hints for Struggling Readers
    Provide readers who struggle to decode with opportunities to hear the text read aloud (tape assist)
    Give readers for whom word recognition is a problem supplemental materials that include visual clues to word meaning (or use manipulatives in math)
    Allot additional time for readers who struggle to complete assignments
    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
  • 12. Teaching the Classics to ALL Students
    Pre-Reading Activities
    Why are pre-reading activities important?
    Visual Activities (Poster Project, Visual Arts Gallery)
    Using the arts for pre-reading activities
  • 13. Glogster
    What is it?
    An Interactive Poster
    Education site is http://edu.glogster.com
  • 14. Sample Greek Mythology Glog
    http://mxrider772.edu.glogster.com/greek-gods/
  • 15. Sample Glog for The Diary of Anne Frank
    http://kaitlinjadeee.edu.glogster.com/diary-of-anne-frank-5982/
  • 16. You Tube
    or any other kind of video to watch selected scenes from the texts
    To bypass school network, use www.zamzar.com
    Allows you to download and safe files on your computer.
  • 17. Teaching the Classics to ALL Students
    During-Reading Activities
    Making text kinesthetic
    Creating Graphing Novels
    Reader’s Theater
    Character Bookmarks
    Found Poetry
  • 18. Graphic Novels
  • 19. Found Poetry
    We are going to look at a page of text from a classic.
    Select three short “chunk” of text that you enjoy or engages your interest or curiosity.
    Choose one of these chunks and write it on the sentence strip paper.
  • 20. Here’s the
    Entire Activity
    Excerpt is from Teaching the Classics in the Inclusive Classroom
  • 21. Teaching the Classics to ALL Students
    After-Reading Activities
    Character Activities
    Plot Activities
    Thematic Activities
    Analysis Activities
  • 22.
  • 23.
  • 24.
  • 25.
  • 26. Writing Activities
    Journal Writing
    Reader Response Logs
    Creative Writing Ideas
    Character Diaries
    Literature Letters
  • 27.
  • 28. Vocabulary Activities
    English Vocabulary Origins
    Word Sorts
    Words in Action
  • 29.
  • 30.
  • 31. Reaching and Teaching ALL of our Students
    Curriculum Differentiation
    Multiple Intelligences
    A Variety of Reading and Literary Experiences
    Eclectic Teaching
  • 32. Connector: Your job is to find connections between the book you are reading and the outside world.
    Discussion Director: Your job is to write a list of questions that your group might want to discuss about this part of the book.
    Literary Luminary: Your job is to choose a paragraph or sentences from the book to discuss with your group.
    Illustrator: Your job is to draw some kind of a picture related to what you read in your section.
    Vocabulary Enricher: Your job is to look for a few important words in your reading. If you find words that are puzzling or unfamiliar