Surrey Dec 08/Mar 09


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a session for department heads of humanities and English

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  • Surrey Dec 08/Mar 09

    1. 1. Inroads to the English IRP - With Poetry Circles, Shakespeare And Information Text Surrey English and Humanities Dept. Heads Dec. 10, 2008 Faye Brownlie
    2. 2. • learning requires the active participation of the learner • learners learn in a variety of ways and at different rates • learning is both an individual and a group process • learning is most effective when students reflect on the process of learning and set goals for improvement
    3. 3. <ul><li>Purposes </li></ul><ul><li>Strategies </li></ul><ul><li>Thinking </li></ul><ul><li>Features </li></ul>
    4. 4. Organizers <ul><li>Oral language </li></ul><ul><li>Reading and viewing </li></ul><ul><li>Writing and representing </li></ul>
    5. 5. Suborganizers <ul><li>Purposes-interact/create text </li></ul><ul><li>Strategies-to make meaning/create text </li></ul><ul><li>Thinking-set and achieve goals </li></ul><ul><li>Features-forms, conventions, styles </li></ul>
    6. 6. <ul><li>Gr. 8 and 9 Gr 10 to 12 </li></ul><ul><li>Oral Language </li></ul><ul><li>25 - 35% 25 - 35% </li></ul><ul><li>Reading and Viewing </li></ul><ul><li>35 - 50% 30 - 45% </li></ul><ul><li>Writing/Representing </li></ul><ul><li>30 - 45% 35 - 45% </li></ul>
    7. 7. English 12 Krista Ediger and Joanne Panas Richmond SD# 38
    8. 8. Enduring Understanding <ul><li>Students will engage with and respond to poetry and ideas, and interact with others around those ideas orally and in writing </li></ul>
    9. 9. Small Group Discussions <ul><li>Discuss rubric </li></ul><ul><li>Fishbowl </li></ul><ul><li>Poetry circles </li></ul><ul><li>Self-assess </li></ul><ul><li>Teacher observation and feedback </li></ul><ul><li>(Written analytical response) </li></ul>
    10. 11. Advise to the Young <ul><li>Read the poem “Advise to the Young” by Miriam Waddington </li></ul><ul><li>Jot notes on the poem </li></ul><ul><li>Discuss in groups of 4 or 5 how students might indicate understanding </li></ul><ul><li>Discuss poem in groups of 4 or 5 </li></ul>
    11. 15. <ul><li>As I traveled from the city </li></ul><ul><li>toward the country </li></ul><ul><li>old age fell off my shoulders. </li></ul>
    12. 16. As I traveled from the city toward the country old age fell off my shoulders. Salah Fa’iq translated by Byrne & Jayyusi the flag of childhood poems from the middle east
    13. 17. The Six Big AFL Strategies <ul><li>Intentions </li></ul><ul><li>Criteria </li></ul><ul><li>Descriptive feedback </li></ul><ul><li>Questions </li></ul><ul><li>Self and peer assessment </li></ul><ul><li>Ownership </li></ul>How does this process address the Six Big AFL Strategies?
    14. 18. From Text to Inference Tea Party - adapted from K. Beers Processing - 5 interesting pieces of information Transforming/Personalizing - so what?
    15. 19. March 11, 2009 <ul><li>Research </li></ul><ul><li>Shakespeare </li></ul><ul><li>The Reformation </li></ul><ul><li>Globalization and Child Labour </li></ul>
    16. 20. Kristi Johnson & Linda Dickinson & Tracey Snipstead Heritage Park Secondary, Mission Gr. 9, 10, 11 Japanese class Co-teaching with teacher librarian, 3 classes Learning Intentions: library & content Gr. 9 – Japanese city Gr. 10 – Japanese festival Gr. 11 – Japanese historical figure Gr. 8 - Middle Ages
    17. 21. Day 1- teacher <ul><li>Give students ‘I statements’ for library and content targets </li></ul><ul><li>Give students research question: </li></ul><ul><li>-What was life like during the Middle Ages? </li></ul><ul><li>Task: </li></ul><ul><li>-1 letter or journal from a medieval person’s point of view </li></ul><ul><li>-1 expository piece of writing such as a newspaper or magazine article or a ‘how to’ manual </li></ul>
    18. 22. Day 1- student <ul><li>Goal: Access Prior Knowledge: What do you already know about your topic? </li></ul><ul><li>Questions: Write down 3 questions you will find answers to today. </li></ul><ul><li>Reflection: List 3 interesting facts you learned today. </li></ul>
    19. 23. Day 2 - teacher <ul><li>Same big question (goal) </li></ul><ul><li>Choose learning targets for the day </li></ul><ul><li>Access prior knowledge (facts remembered) </li></ul><ul><li>Students individually ask 3 questions and take notes </li></ul><ul><li>Reflect on accomplishments </li></ul><ul><li>Meet as a class to check off learning targets that have been accomplished </li></ul>
    20. 24. Day 2 - student <ul><li>Goals: Access Prior Knowledge: Write down 2 facts you learned last day. </li></ul><ul><li>Questions: Write down 3 questions you will find answers to today. </li></ul><ul><li>Reflection: Write a response to the research question. </li></ul>
    21. 25. Day 3 - teacher <ul><li>Same process as day 2 </li></ul><ul><li>Give feedback to students on criteria sheet </li></ul><ul><li>Students MUST have notes today to help answer the research question </li></ul><ul><li>Last day in library </li></ul><ul><li>Now prepared to write research project </li></ul>
    22. 26. Day 3 - student <ul><li>Goals: Access Prior Knowledge: Write down 2 facts you learned last day. </li></ul><ul><li>Questions: Write down 3 questions you will must find answers to today </li></ul><ul><li>Reflection: What new information did you learn today that will help you answer the research questions? </li></ul>
    23. 27. Teacher Reflections <ul><li>Students more focused in the library </li></ul><ul><li>Students more able to take effective notes </li></ul><ul><li>Students creating best projects ever! </li></ul><ul><li>Tweaking an existing structure with very positive learning results </li></ul><ul><li>Next challenge: move from criteria to rubrics </li></ul>
    24. 36. Tammy Renyard & Graham Scargall Grade 9 A Mid-Summer Night’s Dream Mt. Prevost Middle School Cowichan Valey A/B partner talk Daily learning intentions Expanded definitions of the text Student reflections on their learning processes Goals of the collaboration:
    25. 37. Different Ways to Access Information <ul><li>Listening to the play and acting out roles in the play </li></ul><ul><li>Reading a graphic novel </li></ul><ul><li>Watching movie clips </li></ul><ul><li>Listening to the teacher </li></ul><ul><li>Working in small groups to analyze pieces </li></ul>
    26. 38. Graphic Representations <ul><li>Learning Intention : I can interpret lines of text using graphics </li></ul><ul><li>Each student has several lines to represent </li></ul><ul><li>Done first without clear criteria </li></ul><ul><li>Analyzed their work in a carousel </li></ul><ul><li>Created criteria and 1-4 rubric </li></ul><ul><li>Coded own work - descriptive feedback </li></ul><ul><li>New lines, represented again, with criteria </li></ul>
    27. 40. Writing in Role <ul><li>Learning Intention : I can write in role to another character </li></ul><ul><li>Students developed criteria </li></ul><ul><li>Wrote their letters </li></ul><ul><li>Self and peer assessed with criteria and descriptive feedback </li></ul><ul><li>Wrote second letter </li></ul>
    28. 41. <ul><li>Dear Aunt, </li></ul><ul><li>I have some news that may distress you in the worst way. My fair Hermia and I are forbidden to wed. We must elope, but have nowhere to stay. I seek you intelligence and hospitality. You are my dearest and most beloved relative and I offer my greatest apologies for such short notice. I have won the love of a woman whose beauty many a man only dreamed of. My dear Hermia will be forced to wed another who she does not love or be sentenced to live as a nun if we do not flee. Her third option is one that makes my skin crawl and my heart break just thinking about it. Death is thee punishment – O hell! What would I do without her? The true desire of my heart is to be wed to Hermia for all eternity. Alas, I cannot do so without your help. Deeply and without judgment, in two moons time, the sunset will mark my arrival. </li></ul><ul><li>Sincerely, </li></ul><ul><li>Lysander </li></ul>
    29. 42. Culminating Project: Mind Map <ul><li>Learning Intention : I can represent my understanding of the play through a mind map </li></ul><ul><li>Built criteria </li></ul><ul><li>Gave descriptive feedback while students worked </li></ul><ul><li>Students included a personal reflection on their learning style and the unit </li></ul>
    30. 44. The Reformation <ul><li>Building language from pictures </li></ul><ul><li>Connecting to feelings </li></ul><ul><li>Think Aloud/Write Around with primary source </li></ul><ul><li>Magnet cards for note-taking </li></ul>
    31. 45. Learning Intentions <ul><li>I can identify key aspects of the Reformation </li></ul><ul><li>I can identify 3 causes for people to fight against the Catholic Church </li></ul><ul><li>I can identify the 5 W’s of the Reformation </li></ul><ul><li>(next day: I can describe what it would take for me to speak out against the system and make changes) </li></ul>
    32. 46. Intro ton
    33. 50. Think Aloud/Write Around <ul><li>Tell your priests that for every mortal sin a man commits he must, after making good confession, suffer seven years in purgatory, unless he has done seven years’ penance. Bid them think how many mortal sins a day are committed, how many each week, each month, each year…Johann Tetzel </li></ul>
    34. 51. <ul><li>The Church had numerous ways of raising money. It could tax people directly, sell Church jobs and positions to the highest bidder, and charge for the services it offered. Church leaders had little interest in the ability of people to pay. They continued to collect taxes even when people were suffering during hard times, even when the Church’s demands were driving people into poverty. </li></ul>