Today’s AgendaSkype with grade 10 students from CECIReturn to slam poetry. Perform, debriefDiscussion of Powers article with some readingstrategies for non-fictionDebrief of key ideas in article as well as process
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 teachand model the skills and strategies students need tobe successful with this activity?What modifications could you make to this activity tosupport different 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 slampoem.Post chart in classroom and refer to it as we analyzeadditional examplesMini-lessons focused on criteria from anchor chart. Studentspractice in small groups.Group poetry slam----> Individual poetry slamStudents self-assess using collaboratively developed criteria
Discussion of ReadingFor this week I asked you to read “CurriculumTheorizing for Multiliteracies: A Rebel With a Cause”At your tables, I’m going to have you divide up thearticle and then we’re going to use some readingstrategies for non-fiction as a basis for our discussion.
Graphic OrganizersGraphic organizers can be used to scaffold thereading process, giving students a focus and purposefor reading. You can also decide how muchinformation you include on the graphic organizer.Ideally students should learn to select and identify thegraphic organizer that works best for them based onthe 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 manageablechunks.Use your graphic organizer to record your ideas (Stopand add something to the chart at the end of eachchunk).When everyone at your table is done share what youlearned from the article.If you have time left, discuss the effectiveness of thegraphic organizers.
DebriefWhat were the key ideas that came out of this articlethat you discussed at your table?Other applications for graphic organizers? Have youused others that were effective?
For Next WeekPlease read Kajder, S. (2010). Situating the conversation: New literacies, technology and learning in the English language arts classroom. (Chapter One) in Adolescents and digital literacies: Learning alongside our students. (will be uploaded to OWL by this weekend).