Pml7

PML7Implementing a Multiliteracies Pedagogy

Today’s AgendaDiscussion of feedback and blogsReturn to slam poetry. Experiment, perform, debriefDiscussion of Powers article with some reading strategies fornon-fictionDebrief of key ideas in article as well as process

FeedbackPlease see announcements in Web CT for general feedback onblogsI have emailed individual feedback via web ct

Oral CommunicationOral communication is one of the four strands in the curriculum but it is often not explicitly taught in the same way that the reading and writing strands are taught.

Slam PoetryTaylor Mali “Like You Know” http://www.youtube.com/watch?v=SCNIBV87wV4

Althouse Poetry SlamAlthouse Poetry Slam In small groups, compose an original poem for our Althouse Poetry Slam following the guidelines in the video reading for this week. Audience: your peers Purpose: to express your feelings, concerns, hopes, fears about teaching (and to understand how you can apply this to the classroom)

DebriefHow would you scaffold this activity to explicitly teach and modelthe skills and strategies students need to be successful with thisactivity?What modifications could you make to this activity to supportdifferent types of learners?

Gradual Release of ResponsibilityWe watch a number of poetry slams and rank themDevelop a list of criteria for what makes an effective slam poem.Post chart in classroom and refer to it as we analyze additional examplesMini-lessons focused on criteria from anchor chart. Students practice insmall groups.Group poetry slam----> Individual poetry slamStudents self-assess using collaboratively developed criteria

Discussion of ReadingFor this week I asked you to read “Curriculum Theorizing forMultiliteracies: A Rebel With a Cause”At your tables, I’m going to have you divide up the article andthen we’re going to use some reading strategies for non-fictionas a basis for our discussion.

Graphic OrganizersGraphic organizers can be used to scaffold the reading process,giving students a focus and purpose for reading. You can alsodecide how much information you include on the graphicorganizer.Ideally students should learn to select and identify the graphicorganizer that works best for them based on the task.

Fishbone Main idea is put at the head and subtopics are put along the top or side of the ﬁshbone with supporting details along the radiating lines. This can be used to understand how one event may have several causes. It can also be used to organize an essay.

FQR This graphic organizer can be used to get students to explicitly track their personal connections to the text as well as any questions they might have while reading. It’s a good way to help them see how they read for inferences.

PMI PMI helps students evaluate a text and form judgements, but it also provides a place for them to record questions they have or observations that are neither positive nor negative.

KWL This can be a good graphic organizer when students are beginning research. It helps set a purpose for their reading but gets them to make connections to prior knowledge as well.

Choose one of the graphic organizersBreak up your section of the article into manageable chunks.Use your graphic organizer to record your ideas (Stop and addsomething to the chart at the end of each chunk).When everyone at your table is done share what you learned fromthe article.If you have time left, discuss the effectiveness of the graphicorganizers.

DebriefWhat were the key ideas that came out of this article that youdiscussed at your table?Other applications for graphic organizers? Have you used othersthat were effective?

For Next WeekPlease read Kajder, S. (2010). Situating the conversation: New literacies, technology and learningin the English language arts classroom. (Chapter One) in Adolescents and digital literacies: Learning alongside our students. (will be uploaded to Web CT by this weekend).

Pml7

by danikabarker on Feb 15, 2012

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