SDAIE "INTO" Strategy Presentation
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SDAIE "INTO" Strategy Presentation

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    SDAIE "INTO" Strategy Presentation SDAIE "INTO" Strategy Presentation Presentation Transcript

    • SDAIE “INTO” StrategySDAIE “INTO” Strategy“Bridging Social Boundaries”“Bridging Social Boundaries”Romeo & JulietRomeo & JulietSara KrohnSara KrohnEDSU 530EDSU 530Summer Session 1Summer Session 1
    • IntroductionIntroduction Content AreaContent Area• English Language ArtsEnglish Language Arts Grade LevelGrade Level• 99thth& 10& 10thth TopicTopic• Analyzing how character interactions affect a storyAnalyzing how character interactions affect a storyplotplot GoalGoal• To engage students in critical thinking and analysis ofTo engage students in critical thinking and analysis ofthe effects that character interactions have on thethe effects that character interactions have on thedevelopment of a character and the plot of the story.development of a character and the plot of the story.
    • Common Core Content StandardsCommon Core Content Standards Reading Standard for Literature:Reading Standard for Literature:1.1. Analyze how complex characters (e.g., those withAnalyze how complex characters (e.g., those withmultiple or conflicting motivations) develop over themultiple or conflicting motivations) develop over thecourse of a text, interact with other characters, andcourse of a text, interact with other characters, andadvance the plot or develop the theme.advance the plot or develop the theme. Speaking and Listening Standard:Speaking and Listening Standard:1.1. Initiate and participate effectively in a range ofInitiate and participate effectively in a range ofcollaborative discussions (one-on-one, in groups,collaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grade 9and teacher-led) with diverse partners on grade 9topics, texts, and issues, building on others’ ideastopics, texts, and issues, building on others’ ideasand expressing their own clearly and persuasively.and expressing their own clearly and persuasively.
    • English Language Development StandardsEnglish Language Development Standards Listening and SpeakingListening and Speaking• Organization and Delivery of Oral CommunicationOrganization and Delivery of Oral Communication• Level: AdvancedLevel: Advanced• Grades 9Grades 9thth-12-12thth• Negotiate and initiate conversations by questioning,Negotiate and initiate conversations by questioning,restating, soliciting information, and paraphrasing therestating, soliciting information, and paraphrasing thecommunication of others.communication of others.
    • Student Learning & Language ObjectivesStudent Learning & Language Objectives Learning ObjectiveLearning Objective• Using evidence from the text, students will be able toUsing evidence from the text, students will be able toanalyze how character interactions in Romeo & Julietanalyze how character interactions in Romeo & Julietaffect character development and develop the plot.affect character development and develop the plot. Language ObjectiveLanguage Objective• Identify and describe the main ideas and characters inIdentify and describe the main ideas and characters ina text to demonstrate comprehension.a text to demonstrate comprehension.
    • DiscussionDiscussion Before beginning the Mystery CharacterBefore beginning the Mystery Characteractivity, we will discuss as a class:activity, we will discuss as a class:• In what ways do we interact with peopleIn what ways do we interact with peopleeveryday?everyday?• How can those interactions affect the day?How can those interactions affect the day?• How can interactions affect people long-term?How can interactions affect people long-term?• How can your relationship or interactions withHow can your relationship or interactions withsomeone change you as a person?someone change you as a person?• How does this apply to our readingHow does this apply to our readingof Romeo and Juliet?of Romeo and Juliet?
    • Strategy DescriptionStrategy Description You will need:You will need:• Character Note CardsCharacter Note Cards• TapeTape ““INTO” StrategyINTO” Strategy• Mystery Character ActivityMystery Character Activity As students walk into class, the teacher will tape a note card ontoAs students walk into class, the teacher will tape a note card ontotheir back that reads the name of a character.their back that reads the name of a character. We will begin the activity by having a quick discussion aboutWe will begin the activity by having a quick discussion aboutcharacter interactions and their role in the plot.character interactions and their role in the plot. Students will ask yes/no questions to figure out their identity. TheseStudents will ask yes/no questions to figure out their identity. Thesequestions should involve story events, character interactions, andquestions should involve story events, character interactions, anddevelopment.development. Students will circulate the room asking each of their peers oneStudents will circulate the room asking each of their peers oneyes/no question until they are able to identify their character.yes/no question until they are able to identify their character.Juliet
    • Mystery Character ActivityMystery Character Activity Students each get a name card taped to the back of theirStudents each get a name card taped to the back of theirshirtshirt Students will walk around the room and can ask eachStudents will walk around the room and can ask eachstudent only one question at a time until their Mysterystudent only one question at a time until their MysteryCharacter is identified.Character is identified.• Must ask at least five questions before first guessing their identity.Must ask at least five questions before first guessing their identity.• To guess identity, students must submit their guess to the teacher.To guess identity, students must submit their guess to the teacher. Students ask questions about the events their characterStudents ask questions about the events their charactermay have been involved in, who they interacted with,may have been involved in, who they interacted with,and how they developed throughout the story.and how they developed throughout the story.Tybalt
    • Anchor ActivityAnchor Activity After each student guesses theirAfter each student guesses theircharacter, they will sit at their desk andcharacter, they will sit at their desk andwrite a short journal entry (1 paragraph)write a short journal entry (1 paragraph)answering the followinganswering the followingquestion:question:• How did your character’sHow did your character’sinteractions with oneinteractions with oneother character (chooseother character (chooseone) affect the plot?one) affect the plot?How do you know?How do you know?
    • Key Cognitive SkillsKey Cognitive Skills The key cognitive skills addressed by this strategy are:The key cognitive skills addressed by this strategy are:• Listening: Students will need to listen and respond appropriatelyListening: Students will need to listen and respond appropriatelyto the answers their peers give them during the activity. Studentsto the answers their peers give them during the activity. Studentswill also need to listen and engage in discussion before thewill also need to listen and engage in discussion before theactivity to bridge their way into the day’s lesson.activity to bridge their way into the day’s lesson.• Speaking: Asking key questions will give students the upperSpeaking: Asking key questions will give students the upperhand in identifying their mystery character.hand in identifying their mystery character.• Reading: Comprehension of previous readings is necessary forReading: Comprehension of previous readings is necessary forstudents to participate in this “INTO” activity. Applyingstudents to participate in this “INTO” activity. Applyingknowledge of the reading will make asking the right questions anknowledge of the reading will make asking the right questions aneasier task.easier task.• Kinesthetic: This activity gets students collaborating with theirKinesthetic: This activity gets students collaborating with theirpeers as they walk around the room and “hunt” for the answerspeers as they walk around the room and “hunt” for the answersto their identity. Students are actively searching for answersto their identity. Students are actively searching for answersduring the Mystery Character activity.during the Mystery Character activity.
    • Strategy RationaleStrategy Rationale Students, having already read the script and seen the movie ofStudents, having already read the script and seen the movie ofRomeo & Juliet, will play a game in which each student has aRomeo & Juliet, will play a game in which each student has adifferent character taped to their back. Students will circulate thedifferent character taped to their back. Students will circulate theroom and ask their peers YES/NO questions to try to discover theirroom and ask their peers YES/NO questions to try to discover theiridentity. Students will be given hints to ask about their personality,identity. Students will be given hints to ask about their personality,what they did in the story, who they interacted with, etc. Not only iswhat they did in the story, who they interacted with, etc. Not only isthis a review game, but it is a game that will introduce students tothis a review game, but it is a game that will introduce students tothe lesson by getting them to think about characterization andthe lesson by getting them to think about characterization anddetails about individual characters. This game also elicits an initialdetails about individual characters. This game also elicits an initialunderstanding of how interactions affect future events. The way inunderstanding of how interactions affect future events. The way inwhich students interact with their peers to find their identity canwhich students interact with their peers to find their identity canaffect how quickly or effectively they figure out who they are. Theseaffect how quickly or effectively they figure out who they are. Thesethinking skills will be necessary for the lesson as students need tothinking skills will be necessary for the lesson as students need tothink about character traits and actions that contribute to characterthink about character traits and actions that contribute to characterinteractions. Also, these skills will be necessary for thinking aboutinteractions. Also, these skills will be necessary for thinking abouthow those same traits and actions may be contribute to a realistichow those same traits and actions may be contribute to a realisticbut creative change in plot if alternative character interactions hadbut creative change in plot if alternative character interactions hadtaken place.taken place.
    • Application to the ClassroomApplication to the Classroom Students have bridged their prior knowledge to the newStudents have bridged their prior knowledge to the newlesson to be able to use critical thinking and analyticallesson to be able to use critical thinking and analyticalskills.skills. Students have begun thinking about how characterStudents have begun thinking about how characterinteractions affect character and plot development.interactions affect character and plot development. Students have worked with their peers to increaseStudents have worked with their peers to increasecollaboration and team work skills that will be necessarycollaboration and team work skills that will be necessaryfor the remainder of the lesson.for the remainder of the lesson. Students have been involved in aStudents have been involved in akinesthetic learning experience inkinesthetic learning experience inwhich students actively acquirewhich students actively acquireknowledge through a questionknowledge through a questionand response activity.and response activity.