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Session 3 July 31 2013
 

Session 3 July 31 2013

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    Session 3 July 31 2013 Session 3 July 31 2013 Presentation Transcript

    • BELLWORK: “LESSON DESIGN RUBRIC”  Please review the Rubric for Lesson Design document  Think of a Lesson Plan that you‟ve created this summer (or better yet, open it up on your handy- dandy laptops)  How would you do, according to this rubric?   Relax, though, this is kind of a super-rubric… it has a little cape  Time: 10 minutes  Peter, Mirelinda, and Brian, do you need to get ready?
    • OUR AGENDA  Bellwork (10 min)  Student Presentations (20 min)  Quiz (10 min)  Finish Planning (10 min)  Assessment Discussion (60 min)  SIOP Chapter 3 (20 min)  Reading Presentation (20 min)  Reading Activity (40 min)  Workshop Time  (60 min)  “Talk-Back” (5 min)
    • STUDENT PRESENTATIONS
    • QUIZ!  It‟s in your “inbox”  Please respond and email back to me   Time: 10 minutes!
    • HOUSEKEEPING  Emails that I sent to you!  AILY Grades from last week  Answers to questions from your exit cards  TCPCG Lesson Plan  Literary Criticism Schools  Classical Grading Policy  Menu o‟Assessments Link
    • SWITCHING GEARS!
    • SIOP CHAPTER 3 BUILDING BACKGROUND  Feature 7: Concepts Explicitly Linked to Students‟ Background Experiences  Difference between building background & activating prior knowledge  Activities p. 59  Feature 8: Links Explicitly Made Between Past Learning & New Concepts  Feature 9: Key Vocabulary Emphasized  Academic language/vocabulary  Tier 1, 2, & 3  Vocabulary Instruction Principles p. 65  Activities pp. 66-70* 7
    • OVERVIEW OF A PERIOD (PLANNING)  BASIC VERSION (Burke calls it “environmental or structured process”)  Initiation  Content/Lesson/Activities  Closure  Mix of Coaching & Seminar  WORKSHOP MODEL (or “individualistic model”)  Mini-Lessons  Task-Orientation  Coaching  Burke: “presentational or product-oriented model”  Didactic/Lecture  How do you know how long things will take?  How much can you “cover”?  What if…? 8
    • A UNIT PLAN FOR CONSIDERATION (PLANNING)  What you need to know about it  9th grade Hartford Public Schools, Unit 1  CCSS-aligned  UbD governed  Using the chart from 3rd Edition Burke, p. 270-271, to consider the unit  Discuss findings with the person closest in age to you  LET‟S PRETEND, For Essential Task #1, use Burke‟s p. 50 “Ten Elements of Effective Instruction” (4th Edition) to evaluate & prepare for teaching Essential Task #1 9
    • SWITCHING GEARS!
    • ASSESSMENT BLOG HIGHLIGHTS 11  CD: Both students and teachers should be assessed.  CS: …my goal as a teacher is to teach students how to think for themselves.  HS: No matter what the assignment was, however, I would always strive for it to be meaningful, not too tedious for the student to complete (or for me to grade) and help the student grow and develop as a literary-minded reader, writer, and speaker.  RP: …as a student I‟ve found that it is more helpful when grades are left by the wayside and the teacher instead provides individual and thoughtful comments for the students  PB: Assessment should be a gauge of whether or not a student understands the content, not “did they get the question right on a specific day?”  SG: A teacher‟s self-assessment is probably most critical because there is ample experience to learn from and adapt for future success.  BP: …assessment is something that is constantly occurring amongst teachers and students both formally and informally.  MD: A teacher must continually assess the present state of the student‟s understanding, comprehension and behavior in order to construct a productive learning environment.  MB: English is one of the content areas that is graced with the opportunity to assess many different areas.  MD: English causes me to actually think and express myself using the knowledge I have obtained through reading.
    • ANNOTATING THE “15 FIXES” (PRE-SEMINAR)  Check mark next to those items you‟ve seen teachers DO in your past experiences  Unhappy face (or ouch!) next to those items with which you disagree 12
    • PRE-SEMINAR: CONTENT  Ideas & Values: Science, Revolution, Experience, Logic, Quality, Quantity  Content:  Excerpt from A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O‟Connor  23 year teaching (geography) career in Canada and Australia  Independent consultant from 1996-present  Involved in the ASCD UbD cadre  Ideas have been adopted by my school… have caused a great deal of change regarding how we measure and report grades 13
    • MINI-SEMINAR: O‟CONNOR: “15 FIXES FOR GRADING” 14 Core Questions
    • SOME REFLECTION TIME  Do some Post-Seminar Reflection… some ideas for consideration  What are some new understandings/ new ideas regarding assessment?  How might you incorporate these ideas into your Student Teaching?  What idea will you NEVER accept? Explain.  Time to Reflect: 10 minutes 
    • SWITCHING GEARS!
    • READING: A PREVIEW OF THE READING SUB-AGENDA  Reflection  Definition of Reading!?  Reader Response Theory  Reading Discovery Self-Directed Activities  Closure 17
    • LITERACY REFLECTION JOURNAL ACTIVITY  (From Burke THIRD EDITION p. 30)  Which literacies do you use from this list in an average day? Did he miss any?  Where/How did you learn these skills?  Time to write: 8 minutes  Share your thoughts with a friend…  Discuss:  What this activity might reveal to us about our students?  How might your literacy list differ from your students‟? 18
    • READING… LOTS TO CONSIDER IN THE ENGLISH CLASSROOM 19  Decoding & Comprehension  Types of readers  Readers‟ self-confidence  Range of Texts—mark p. 43! (Use „em in planning units!)  Affective Responses  Strategies to Assist LITERAL act of Reading  P. 34, pp. 98-108 MARK „EM!  Pre-Reading, During Reading, Post-Reading Considerations  When Kids Can’t Read by Kylene Beers  7 Habits of Proficient Readers from Mosaic of Thought  Schools of Literary Criticism  Moral Criticism, Dramatic Construction  Formalism, New Criticism, Neo- Aristotelian Criticism  Psychoanalytic & Jungian Criticism  Marxist Criticism  Reader-Response Criticism  Structuralism/Semiotics  Post-Structuralism/ Deconstruction  New Historicism/Cultural Studies  Post-Colonial Criticism  Feminist Criticism  Gender/Queer Studies
    • 7 HABITS OF PROFICIENT READERS (ELLIN OLIVER KEENE)  http://prezi.com/dp6u3kecgkcc/7-habits/ 20
    • TRANSACTIONAL THEORY (READER RESPONSE) LOUISE ROSENBLATT  A “mutually shaping” exchange between reader and text  Both text and reader are changed as a result of the reading  “Transactional theory proposes that the relationship between reader and text is much like that between the river and its banks, each working its effects upon the other, each contributing to the shape of the poem. “  (p. 157 FOURTH Edition) 21
    • THE ELEMENTS OF THE TRANSACTION: THE “PLAYERS” 22 READER  Reader brings their version of the world to the reading experience  Literacy skills  Personal experiences  Educational experiences TEXT  Simply ink and paper until a reader reads it… no “intrinsic” meaning MEANING • Meaning is made when the reader‟s mind and the text TRANSACT; meaning can be: • symbolic • evocative • imagistic • emotional • conceptual • the “meaning” happens only in the reader's mind and it occurs via the act of reading • reader selects to have an efferent or aesthetic stance toward his/her transaction with the text
    • EFFERENT READING:  Rosenblatt states, "the reader's attention is primarily focused on what will remain as a residue after the reading -- the information to be acquired, the logical solution to a problem, the actions to be carried out.” 23
    • AESTHETIC READING:  Rosenblatt states, "In aesthetic reading, the reader's attention is centered directly on what he is living through during his relationship with that particular text.” 24
    • THE READER-RESPONSE THEORY: IMPLICATIONS FOR LITERACY INSTRUCTION  Teachers may not lead classes along to preordained conclusions.  Primary responses are considered and examined by themselves and others  Classroom atmosphere is cooperative  The conception of literary knowledge is expanded (Who “owns” knowledge?) 25
    • TIME TO DO AN ACTIVITY!  Please number the activities from 1-4 in the order that you‟d like to “tackle” it  Efferent to Aesthetic Text Sort  Shakespeare  Narrative Text  Poetry  1 = “I would LOVE to do this one… I hope I get it!”  4 = “Ummm… if I hafta, I guess I‟ll do it…” 26
    • LESSON ORGANIZATION Some Strategies I Used Today:  Student Choice  Jigsaw  Cooperative Learning  Seminar  Adjust the Lesson  Workshop  Round Robin  Didactic  Differentiated Quizzes  Individual Reflection Time 27
    • Text Sort: Efferent to Aesthetic  Matt & Cassi 28
    • Shakespeare: a scene from A Merchant of Venice  Heather & Marc  STANDARD DEVIANTS SERIES   FUN & SILLY & INFORMATIVE!! 29
    • Narrative  Peter & Casey 30
    • POETRY  Frost‟s “Stopping By Woods on a Snowy Evening”  Brian, Mirelinda, Sheena, Ryan 31
    • WORKSHOP TIME  Your choices for workshop time:  Work on Short Story Unit  Work on AILY Lesson  Work on Blog Entry for the upcoming week  Work on other course-related reading 32
    • WHAT‟S OUR HOMEWORK!?  Burke THIRD EDITION Chapter 7  Burke FOURTH EDITION Chapter 4  Brandvik Chapter 5  Complete Blog Post #3  Actively read AILY: “The One Who Watches”; “Matoa‟s Mirror”; “Don José of La Mancha”  Work on AILY Lesson  Work on Unit 33
    • C‟EST LE FIN… QUELLE HORREUR!  Please write me a quick note responding to:  Are there term/terms have been used in class that you don‟t feel “proficient” with? (Where are your “knowledge lapses”?) I‟ll write you an email with my best explanation…  Your favorite part of today‟s class  34
    •  Start Time: 10:34  End Time: 10:45 35