Linking Literature to the 21st Century

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Linking Literature to the 21st Century

  1. 1. Linking Literature to the 21st Century Classroom Rowan-Salisbury Schools North Carolina http://model.rss.k12.nc.us/groups/ Nancy Goodnight Holly Lowder Amy Pruitt April Williamson
  2. 2. WHERE?
  3. 3. Where Are We?
  4. 4. Concept Based Teaching <ul><li>with a technology flair </li></ul>
  5. 5. What is concept-based teaching? <ul><li>student generated </li></ul><ul><li>big picture learning </li></ul><ul><li>the lens through which all teaching & learning is analyzed and tied. </li></ul>
  6. 6. Why use concept-based teaching? <ul><li>Promotes 21st Century learning through collaboration process </li></ul><ul><li>Consistently provides for real-world connections </li></ul><ul><li>Allows for cross-curricular emphasis </li></ul><ul><li>Promotes critical thinking </li></ul>
  7. 7. Concept Mapping the “old fashioned way” <ul><li>Developed by the William and Mary Center for Gifted Education </li></ul><ul><li>Modeled after the TABA method of instruction </li></ul><ul><li>LOTS of poster paper and sticky notes! </li></ul>
  8. 8. What is a concept anyway?
  9. 9. The Steps: <ul><li>Step 1: Brainstorm </li></ul><ul><li>Step 2: Share </li></ul><ul><li>Step 3: Categorize </li></ul><ul><li>Step 4: Label </li></ul><ul><li>Step 5: Create Generalizations </li></ul><ul><li>Step 6: Post it and USE it! </li></ul>
  10. 10. Concept Mapping the “Activ~way” <ul><li>Same steps different tools </li></ul><ul><li>YOUR TURN! </li></ul>
  11. 11. CHANGE
  12. 13. Using your concept with technology throughout the year: <ul><li>Project and problem based learning </li></ul><ul><li>Exit tickets by blogging </li></ul><ul><li>iChat concept connections </li></ul><ul><li>Video diary using Photobooth </li></ul><ul><li>ComicLife, Pages </li></ul>
  13. 17. Chapter X
  14. 18. The Concept of Change Between Cultural Groups in America
  15. 19. William & Mary Units for Middle School AIG Language Arts Classes <ul><li>Units begin with Taba lesson on change or other important concept </li></ul><ul><li>Include rich literature from various genres </li></ul><ul><li>Carefully chosen novels are read independently throughout units </li></ul>
  16. 20. William & Mary Persuasion Unit <ul><li>Four novels: </li></ul><ul><li>Journey to Topaz by Ushiko Uchida </li></ul><ul><li>Roll of Thunder, Hear My Cry by Mildred D. Taylor </li></ul><ul><li>Taking Sides by Gary Soto </li></ul><ul><li>Rising Voices: Writings of Young Native Americans </li></ul><ul><li>Selected by Arlene Hirschfelder and Beverly R. Singer </li></ul>
  17. 21. How Do I Combine a Required Unit with My 21st Century Classroom and literary elements?
  18. 22. Assessments for Novels <ul><li>Keynote presentations </li></ul><ul><li>Podcasts (Keynote presentation sent to Garageband in order to add music and narration) </li></ul><ul><li>Flip charts using ActivInspire </li></ul><ul><li>Audio or video commercials </li></ul><ul><li>Comic Life projects </li></ul><ul><li>Use Active Expressions for Immediate Feedback </li></ul>
  19. 23. Journey to Topaz By Ushika Uchida
  20. 24. <ul><li>Japanese men were separated from their families and placed in camps right after the </li></ul><ul><li>bombing of Pearl Harbor, as required by Executive Order 9066. </li></ul><ul><li>Women and children were sent to one of ten internment camps where they were fenced in </li></ul><ul><li>and watched over by armed guards. </li></ul><ul><li>Whole families lived in a small room with one light bulb hanging from the ceiling; buildings </li></ul><ul><li>were poorly built, and sand often blew in through the cracks during the cold desert nights; </li></ul><ul><li>residents used public bathrooms with no partitions; they ate in age groups in “mess halls,” as </li></ul><ul><li>opposed to eating as a family (which was a Japanese tradition); children attended on-site </li></ul><ul><li>segregated schools. </li></ul><ul><li>When families were released, many of them didn’t have jobs or homes to which they could </li></ul><ul><li>return. </li></ul>Cultural Changes in Journey to Topaz
  21. 25. Journey to Topaz Keynote Assignment You will begin a Keynote project today to show what you learned from reading Journey to Topaz . You will be given TWO class periods to complete the Keynote phase of the assignment. At the end of the second class period, you should be ready to send your Keynote project to Garage Band. In Garage Band, you will add music and narration to your project. When this phase is complete, you will send the project to iTunes. We will save it to a flash drive, and upload it to the iPods for others to view. Slides should contain the following information: Slide one - Title page. This page should include the book title, author’s name, and your name. Slide two - Describe, in your own words, the important issues which affect the cultural group represented in the book. Slide three - Describe the character you most admire, and tell why (give at least one example from the book of something this character did to earn your admiration). Is this character dynamic or static? How do you know? Slide four - Describe the character you dislike the most, and tell why (give an example from the book of something this character did or did not do). Is this character dynamic or static? How do you know? Slide five - Describe a theme in the book (family, hope, independence, perseverance, etc), and tell why you think it is an important part of the book. Include the tone of the book on this slide. What attitude does the author have about the subject or content of the book? Slide six - Based on what you read, what predictions can you make about what the future holds for your favorite character? Based on this character’s experience in the book, will the future be easy or difficult? Why? Slide seven - If you could change one thing for this cultural group, what would it be, and why? Slide eight - Think about the documentary you watched about the Japanese attack on Pearl Harbor. The plot of this book (the internment of the Japanese people on the US west coast) was a result of that attack. In your opinion, was the US government justified in its actions? Write a hamburger-style paragraph to share your feelings. BE SURE to use the spell check tool for your project!!!!! You should include at least three pictures in your project, which should come from a free site. There are several free sites that have photographs of Japanese internment camps. BE SURE that you copy the URL address onto your slide under the photo in order to give credit.
  22. 26. Student Podcast
  23. 27. Journey to Topaz Keynote/Podcast Project Student Name: _______________________________________________________________________________________________________________________________________________ What part of your project are you most proud of? _____________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ Teacher comments: ________________________________________________________________________ Requirements Possible Points Earned Points Project was completed on time 10 All required slides were included in project (8) 10 Instructions for individual slides were followed 15 Student displayed a deep understanding of cultural issues, characterization, theme, and tone of the book 20 Student’s opinion of US justification of Japanese internment during WWII was supported by valid reasons learned from the book or the documentary 20 Project included three pictures with cited websites 10 Correct spelling, capitalization, and punctuation were used 10 Music and narration were included 5 Total 100
  24. 28. CHange within Ecosystems <ul><li>5th grade - Enochville Elementary </li></ul>
  25. 29. Photo JOurnals using iPhoto
  26. 30. Learning Objectives • Determine the interaction of organisms within an ecosystem. • Explain why an ecosystem can support a variety of organisms. • Identify and analyze the functions of organisms within the population of the ecosystem. • Discuss and determine the role of light, temperature, and soil composition in an ecosystem’s capacity to support life. • Integrate main idea and supporting details from multiple sources to expand understanding of texts. • Use technology as a tool to enhance and/or publish a product.
  27. 31. GAthering and analyzing Data Recording Temperature and Precipitation • Change over time • Patterns within an ecosystem • Drawing conclusions from data
  28. 32. Modified Assignments • Equity • Visual reinforcements • Bridge for higher level vocabulary
  29. 33. The final product
  30. 35. Literacy in action!
  31. 36. Changing Weather Patterns Lead to Changes in Landforms <ul><li>April Williamson- Millbridge Elem. 5th Grade EC/Title 1 Inclusion </li></ul>
  32. 37. Literature Connection Earthquake Terror by Peg Kehret strategy focus: Predict and Infer skill: reading a science article Eye of the Storm : Chasing Storms with Warren Faidley strategy focus: questions skill: reading a sequence chart Volcanoes by Seymore Simon strategy focus: Monitor and Clarify skill: folktale Night of the Twisters by Ivy Ruckman Blizzard by Jim Murphy
  33. 38. Changes in Nature
  34. 39. Created Concept Map
  35. 40. Research Map
  36. 41. Draft 1- Presenting Info
  37. 42. Presenting with Vodcast
  38. 43. Vocabulary BUILDING Wordle Activity 3: Vocabulary Go to Wordle and type the vocabulary word that fits the definition. Print and check! 1. When water flow changes the shape of land 2. Movement of glacier over the surface of land causing land shape to change 3.A change in air pressure- drops significantly is a sign of a 4. The weather changes, as well as the seasons, because of the earth's 5. The strong temperature change/contract between polar and tropical air gives rise to the 6. The ____________ is a chaotic system, so small changes to one part of the system can grow to have large effects on the system as a whole. 7. Weather does occur in the ___________and can cause weather to change, lower down in the troposphere. 8. ______ change is the first sing for most natural disasters. 9. What natural disaster are you interested in exploring?
  39. 44. Vocabulary Responses
  40. 45. Group Presentation
  41. 46. Post Assessment
  42. 47. http://www.google.com/imgres?imgurl=http://www.payer.de/neobuddhismus/neobuddh0947.gif&imgrefurl=http://www.payer.de/neobuddhismus/neobud04042.htm&h=401&w=636&sz=234&tbnid=F45mglhSOCsQdM:&tbnh=86&tbnw= 137&prev=/images%3Fq%3Dtopaz%2Binternment%2Bcamp&usg=__0Mll2FskZkZV99eSquf3wmDmDRU=&sa=X&ei=mygITOGDE4SKlwff_-SgDg&ved=0CDsQ9QEwCA Journey To Topaz Citations http://www.google.com/imgres?imgurl=http://www.payer.de/neobuddhismus/neobuddh0947.gif&imgrefurl=http://www.payer.de/neobuddhismus/neobud04042.htm&h=401&w=636&sz=234&tbnid=F45mglhSOCsQdM:&tbnh=86&tbnw=137&prev=/images%3Fq%3Dtopaz%2Binternment%2Bcamp&usg=__0Mll2FskZkZV99eSquf3wmDmDRU=&sa=X&ei=mygITOGDE4SKlwff_-SgDg&ved=0CDsQ9QEwCA http://www.asian-central.com/stuffasianpeoplelike/wp-content/uploads/2009/04/japanese_internment.jpg
  43. 48. Linking Literature to the 21st Century Classroom Rowan-Salisbury Schools North Carolina http://model.rss.k12.nc.us/groups/

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