Back to Basics<br />Reading Between the Lines<br />Carol Jago<br />Hard Core Bard Core March 26, 2011<br />
“The world is passing through troublous times. The young people of today think of nothing but themselves. They have no rev...
“The world is passing through troublous times. The young people of today think of nothing but themselves. They have no rev...
Teenagers are sending on average 100 text messages a day – 3,000 a month. <br />
Media multi-taskers pay a mental price<br />“They are distracted by everything”<br />
Young people ages 8-18 are using entertainment media on average 7 hours and 38 minutes a day.   -Kaiser Family Foundation ...
Teaching Screenagers<br />Complex texts require single-tasking, an unbroken and unbothered focus. Students need to “downsh...
Computer and video games are fulfilling genuine human needs that the real world is currently unable to satisfy. Games are ...
According to Jane McGonigal<br />game designer at the Institute for the Future:<br /><ul><li>By age 21, U.S. students play...
Between grades 5 and 12 they will spend 10,080 hours in school.
World-wide, people are spending 3 billion hours a week playing online games.</li></li></ul><li>What makes gaming so compel...
A reasonable hope of success, challenges are within players’ Zone of Proximal Development
A sense of community
Epic meaning, awe-inspiring missions</li></li></ul><li>The Future of Publishing<br />http://www.youtube.com/watch?v=Weq_sH...
How can we make schoolwork compelling?<br />How can we make schoolwork <br />“blissfully productive”? <br /><ul><li>Blissf...
A reasonable hope of success, challenges are within players’ Zone of Proximal Development
A sense of community
Epic meaning, awe-inspiring missions</li></li></ul><li>The Goldilocks Assignment: blissful productivity while learning poe...
Common Core Standards Online<br />http://www.corestandards.org/the-standards<br />
“Life Doesn’t Frighten Me” by Maya Angelou<br />
Shared responsibility for students’ literacy development<br /> The Standards insist that instruction in reading, writing, ...
Common Concerns<br />Distribution of literary and informational texts in the 2009 NAEP Reading Framework.<br />
Common Concerns<br />Text Exemplars: Appendix B<br />Lists of poems, stories, novels, plays and nonfiction by grade level ...
How these texts are read (online, e-books, e-readers) <br />matters much less than what is read – works of “quality and su...
Assuming that “we are what we read,” what students read matters.<br />
Common Concerns<br />Distribution of communicative purposes in the 2011 NAEP Writing Framework.<br />
Common Core Writing Standards <br /><ul><li>Write arguments to support claims in an analysis of substantive topics or text...
	“What we need is to infuse the work around the common core with an element of visionary thinking. The standards themselve...
Back to Basics<br />Reading Between the Lines<br />Carol Jago<br />Hard Core Bard Core March 26, 2011<br />
I want to make good <br />citizens. If a child hears fine <br />music from the day of his <br />birth and learns to play i...
Suzuki Method<br />Immersion<br />Encouragement<br />Small steps<br />Imitate examples<br />Internalize principles<br />Co...
My Mistress’ Eyes Are Nothing Like the Sun by William Shakespeare <br />My mistress’ eyes are nothing like the sun;<br />C...
Explanatory Writing Prompt<br />	Compare Pablo Neruda’s “Mi Fea” (“My Ugly Love”) with William Shakespeare’s “My Mistress’...
ACT cover<br />
Reading Between the Lines<br />ACT report on college readiness in reading<br /> <br />1. Not enough reading skills and str...
Reading Between the Lines<br />ACT report on college readiness in reading<br /> <br />2. Performance on complex texts is t...
Reading Between the Lines<br />ACT report on college readiness in reading<br /> <br />3. A complex text will contain multi...
Framework for Success in Postsecondary Writing<br />
Habits of Mind- Curiosity- Openness- Engagement- Creativity- Persistence- Responsibility-Flexibility- Metacognition<br />
Which of these “habits of mind” do your students most need work with?<br />
Walt Whitman<br />
Students need BOTH books that are mirrors and books that are windows.<br />
Every text …<br />Every text is a lazy machine asking the reader to do some of its work.<br />Umberto Eco<br />
Common Textual Challenges<br />
Introduction To Poetry by Billy Collins<br />I ask them to take a poem<br />and hold it up to the light <br />like a color...
I want them to water ski<br />across the surface of a poem<br />waving at the author's name on the shore.<br />But all the...
	Reflect on some of the perplexing classroom issues you face every day. <br />	What ideas have you explored today that you...
“The nation is in thrall to testing and basic skills.”- Still at Risk, Common Core report<br />
WHAT WE NEED is an educational system that teaches deep knowledge, that values creativity and originality, and that values...
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Chicago Shakespeare Hard Core Bard Core

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  • Untitled (Angel) by Jean-Michel Basquiat, 1982
  • Life Doesn’t Frighten Me by Maya AngelouShadows on the wallNoises down the hallLife doesn&apos;t frighten me at all Bad dogs barking loudBig ghosts in a cloudLife doesn&apos;t frighten me at all Mean old Mother GooseLions on the looseThey don&apos;t frighten me at all Dragons breathing flameOn my counterpaneThat doesn&apos;t frighten me at all. I go booMake them shooI make funWay they runI won&apos;t crySo they flyI just smileThey go wild Life doesn&apos;t frighten me at all. Tough guys fightAll alone at nightLife doesn&apos;t frighten me at all.Panthers in the parkStrangers in the darkNo, they don&apos;t frighten me at all. That new classroom whereBoys all pull my hair(Kissy little girlsWith their hair in curls)They don&apos;t frighten me at all. Don&apos;t show me frogs and snakesAnd listen for my scream,If I&apos;m afraid at allIt&apos;s only in my dreams. I&apos;ve got a magic charmThat I keep up my sleeveI can walk the ocean floorAnd never have to breathe. Life doesn&apos;t frighten me at allNot at allNot at all. Life doesn&apos;t frighten me at all. 
  • American Gothic, Grant Wood
  • Frieda Kahlo and Diego Rivera 1931 - &quot;Here you see us, me, Frieda Kahlo, with my beloved husband Diego Rivera. I painted these portraits in the beautiful city of San Francisco California for our friend Mr. Albert Bender, and it was in the month of April of the year 1931&quot;.
  • Pablo Neruda and his wife MatildeUrrutia
  • Pablo Neruda and his wife MatildeUrrutia
  • Chicago Shakespeare Hard Core Bard Core

    1. 1. Back to Basics<br />Reading Between the Lines<br />Carol Jago<br />Hard Core Bard Core March 26, 2011<br />
    2. 2. “The world is passing through troublous times. The young people of today think of nothing but themselves. They have no reverence for parents or old age. They are impatient of all restraint. They talk as if they knew everything, and what passes for wisdom with us is foolishness with them. As for the girls, they are forward, immodest and unladylike in speech, behavior and dress.”<br />
    3. 3. “The world is passing through troublous times. The young people of today think of nothing but themselves. They have no reverence for parents or old age. They are impatient of all restraint. They talk as if they knew everything, and what passes for wisdom with us is foolishness with them. As for the girls, they are forward, immodest and unladylike in speech, behavior and dress.”<br /> - Peter the Hermit, 1274 <br />
    4. 4. Teenagers are sending on average 100 text messages a day – 3,000 a month. <br />
    5. 5. Media multi-taskers pay a mental price<br />“They are distracted by everything”<br />
    6. 6. Young people ages 8-18 are using entertainment media on average 7 hours and 38 minutes a day. -Kaiser Family Foundation 2010<br />
    7. 7. Teaching Screenagers<br />Complex texts require single-tasking, an unbroken and unbothered focus. Students need to “downshift” to read demanding literature and nonfiction.- Mark Bauerlein, “Too Dumb for Complex Texts?” Educational Leadership, February 2011<br />
    8. 8. Computer and video games are fulfilling genuine human needs that the real world is currently unable to satisfy. Games are providing rewards that reality is not. They are teaching and inspiring in ways that reality is not. They are bringing us together in ways that reality is not.<br />
    9. 9. According to Jane McGonigal<br />game designer at the Institute for the Future:<br /><ul><li>By age 21, U.S. students play 10,000 hours of video games.
    10. 10. Between grades 5 and 12 they will spend 10,080 hours in school.
    11. 11. World-wide, people are spending 3 billion hours a week playing online games.</li></li></ul><li>What makes gaming so compelling?<br /><ul><li>Blissful productivity, hard and meaningful work
    12. 12. A reasonable hope of success, challenges are within players’ Zone of Proximal Development
    13. 13. A sense of community
    14. 14. Epic meaning, awe-inspiring missions</li></li></ul><li>The Future of Publishing<br />http://www.youtube.com/watch?v=Weq_sHxghcg<br /> <br /> <br />
    15. 15. How can we make schoolwork compelling?<br />How can we make schoolwork <br />“blissfully productive”? <br /><ul><li>Blissful productivity, hard and meaningful work
    16. 16. A reasonable hope of success, challenges are within players’ Zone of Proximal Development
    17. 17. A sense of community
    18. 18. Epic meaning, awe-inspiring missions</li></li></ul><li>The Goldilocks Assignment: blissful productivity while learning poetry<br />
    19. 19. Common Core Standards Online<br />http://www.corestandards.org/the-standards<br />
    20. 20.
    21. 21. “Life Doesn’t Frighten Me” by Maya Angelou<br />
    22. 22. Shared responsibility for students’ literacy development<br /> The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.<br />The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA.<br />The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects.<br />
    23. 23. Common Concerns<br />Distribution of literary and informational texts in the 2009 NAEP Reading Framework.<br />
    24. 24. Common Concerns<br />Text Exemplars: Appendix B<br />Lists of poems, stories, novels, plays and nonfiction by grade level demonstrating the quality, complexity, and range of texts students should be reading.<br />“The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list.” <br />
    25. 25. How these texts are read (online, e-books, e-readers) <br />matters much less than what is read – works of “quality and substance” — and how manysuch works students read over the course of their K-12 education.<br />
    26. 26. Assuming that “we are what we read,” what students read matters.<br />
    27. 27. Common Concerns<br />Distribution of communicative purposes in the 2011 NAEP Writing Framework.<br />
    28. 28. Common Core Writing Standards <br /><ul><li>Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.</li></li></ul><li>Common Core Writing Standards <br /><ul><li>Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.</li></li></ul><li>Common Core Writing Standards <br /><ul><li>Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.</li></li></ul><li>A shift in terminology<br />FROMTO<br />Persuasive writing Writing arguments<br />Expository writing Explanatory/informational<br />Thesis Claim<br />
    29. 29. “What we need is to infuse the work around the common core with an element of visionary thinking. The standards themselves do not confine teaching to the realm of the scripted or undemocratic, but without serious reflection and rethinking, they will. The balance depends on our collective ability to come to terms with the standards and to use them as an opportunity for reflection and growth. Let us hope that we can muster the courage and energy to do so.”<br /> - Sarah Fine, Education Week, Oct. 20, 2010<br />
    30. 30. Back to Basics<br />Reading Between the Lines<br />Carol Jago<br />Hard Core Bard Core March 26, 2011<br />
    31. 31. I want to make good <br />citizens. If a child hears fine <br />music from the day of his <br />birth and learns to play it <br />himself, he develops <br />sensitivity, discipline and <br />endurance. He gets a <br />beautiful heart.<br />—Shin'ichi Suzuki<br />
    32. 32. Suzuki Method<br />Immersion<br />Encouragement<br />Small steps<br />Imitate examples<br />Internalize principles<br />Contribute novel ideas<br />
    33. 33.
    34. 34.
    35. 35.
    36. 36. My Mistress’ Eyes Are Nothing Like the Sun by William Shakespeare <br />My mistress’ eyes are nothing like the sun;<br />Coral is far more red than her lips’ red;<br />If snow be white, why then her breasts are dun;<br />If hairs be wires, black wires grow on her head.<br />I have seen roses damasked red and white, 5<br />But no such roses see I in her cheeks;<br />And in some perfumes is there more delight<br />Than in the breath that from my mistress reeks.<br />I love to hear her speak, yet well I know<br />That music hath a far more pleasing sound; 10<br />I grant I never saw a goddess go:<br />My mistress, when she walks, treads on the ground.<br />And yet, by heaven, I think my love as rare<br />As any she, belied with false compare.<br />
    37. 37. Explanatory Writing Prompt<br /> Compare Pablo Neruda’s “Mi Fea” (“My Ugly Love”) with William Shakespeare’s “My Mistress’ Eyes Are Nothing Like the Sun.”<br /> Write an essay explaining how the two poets employ imagery, irony, and other resources of language to express their love.<br />
    38. 38.
    39. 39. ACT cover<br />
    40. 40. Reading Between the Lines<br />ACT report on college readiness in reading<br /> <br />1. Not enough reading skills and strategies are being taught and as a result students are losing momentum in readiness for college-level reading.<br />
    41. 41. Reading Between the Lines<br />ACT report on college readiness in reading<br /> <br />2. Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready. <br />
    42. 42. Reading Between the Lines<br />ACT report on college readiness in reading<br /> <br />3. A complex text will contain multiple layers of meaning, not all of which will be immediately apparent to students upon a single superficial reading. Such texts require students to work at unlocking meaning by calling upon sophisticated reading skills and strategies.<br />
    43. 43. Framework for Success in Postsecondary Writing<br />
    44. 44. Habits of Mind- Curiosity- Openness- Engagement- Creativity- Persistence- Responsibility-Flexibility- Metacognition<br />
    45. 45. Which of these “habits of mind” do your students most need work with?<br />
    46. 46. Walt Whitman<br />
    47. 47. Students need BOTH books that are mirrors and books that are windows.<br />
    48. 48. Every text …<br />Every text is a lazy machine asking the reader to do some of its work.<br />Umberto Eco<br />
    49. 49. Common Textual Challenges<br />
    50. 50.
    51. 51. Introduction To Poetry by Billy Collins<br />I ask them to take a poem<br />and hold it up to the light <br />like a color slide<br />or press an ear against its hive.<br />I say drop a mouse into a poem<br />and watch him probe his way out,<br />or walk inside the poem's room<br />and feel the walls for a light switch.<br />
    52. 52. I want them to water ski<br />across the surface of a poem<br />waving at the author's name on the shore.<br />But all they want to do<br />is tie the poem to a chair with rope<br />and torture a confession out of it.<br />They begin beating it with a hose<br />to find out what it really means. <br /> <br />
    53. 53. Reflect on some of the perplexing classroom issues you face every day. <br /> What ideas have you explored today that you might apply in your own teaching?<br />
    54. 54. “The nation is in thrall to testing and basic skills.”- Still at Risk, Common Core report<br />
    55. 55. WHAT WE NEED is an educational system that teaches deep knowledge, that values creativity and originality, and that values thinking skills.<br />

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