Expanding the definition of text


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Expanding the definition of text

  1. 1. Integrating Visual, Historical and Cultural Resources into a Common Core Lesson
  2. 2. http://expandingtext.weebly.com CONTAINS: • PowerPoint • Handouts/Text Set • Links to additional resources • Ideas for extensions • Contact information
  3. 3. • Maps • Charts • Artifacts • Speeches • Historical documents • Political cartoons • Paintings • Sculptures • Songs • Photos • Dances Adapted from Leslie Yolen/EngageNY.org 4 • Articles • Diagrams • Charts • Graphs • Videos • Films • Webcams (e.g., Great Blue Heron hatchlings)
  4. 4. Cultural Resources: • Add real-world relevance • Create a sense of community • Meet standards
  5. 5. Anchor Standard for Reading #7, Speaking and Listening #2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally Anchor Standard for Responding to Literature #11: Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. From the ELA Common Core Regents Test Guide: Literature texts could include: stories, drama, and poetry. Informational texts could include: […] personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts…)
  6. 6. Gathering and Using Evidence Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).
  7. 7. Arts Standard 3—Responding to & Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Arts Standard 4––Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
  8. 8. • Found on Engage NY • Units were created first, before the modules – Provide the structure and the tools (e.g., using details to make a claim tool) • Units are more flexible “Reading closely for textual details” is the foundational literacy activity.
  9. 9. Image Credit: Tompkins County Public Library – Local History
  10. 10. AKA: Use the process, add new content Image Credit: Display:Roberson Museum and Science Center Letter: NYS Heritage
  11. 11. Grade 7, Module 2a Guiding Questions and Big Ideas • What are working conditions, and why do they matter? • How do workers, the government, business, and consumers bring about change in working conditions? http://www.engageny.org/sites/default/files/ resource/attachments/7m2a.pdf
  12. 12. 7.10: Technological innovation led to industrialization and growth in production and trade throughout the United States. 7.12.d: Women joined the movements for abolition and temperance, and organized to advocate for women’s property rights, fair wages, education, and political equality. 7.12.e: Immigrant workers, low-wage earners, and women organized unions and political institutions to fight for safe and fair working conditions in industrialized areas.
  13. 13. Image Credit: Odell Education
  14. 14. Image Credit: Public Domain image from Pixabay.com
  15. 15. What details stand out? What do the details suggest? Garment factory Circa 1900 Image Credit: Cornell University Kheel Center - Remembering the 1911 Triangle Factory Fire
  16. 16. Garment factory Circa 1900 Image Credit: Cornell University Kheel Center - Remembering the 1911 Triangle Factory Fire What new questions do you have?
  17. 17. Second text: • Read closely to yourself, underlining important words and noting the gist in the margin • Explain the gist to your partner, using evidence from the text to back it up • Text dependent question: “What conditions does the author suggest contributed to the catastrophic nature of the fire?” • Now, return to the photo and write a caption
  18. 18. Text 1: noted details, made inferences, generated your own text-dependent questions Text 2: noted details, made inferences, and then synthesized information from 2 sources “No initial context is provided.” Odell Reading Closely Units Question: What is the value in this approach vs. starting with an encyclopedic text?
  19. 19. Key points Constructivist learning: “…encourages students to use active techniques…to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing” - “Constructivism as a Paradigm for Teaching and Learning.” Thirteen Ed Online • Students are the “detectives” or explorers • Evidence-based discussions help them shape and reshape their own understanding. • All are engaged. • The text levels the playing field.
  20. 20. “The making of original thought about a text.” – Dr. Lorie Ostrander Making Evidence- Based Arguments Researching to Deepen Understanding Making Evidence-Based Claims Making Inferences Reading closely for textual detailsLiteral Inferential Interpretive
  21. 21. • “Discovery Points”: Selected texts have connected facts and ideas that enable students to build knowledge in the topic/subject area • Increasing complexity: Simpler texts “bootstrap” students to more complex texts
  22. 22. Shift 1: Balancing Informational & Literary Text Shift 4: Text-based Answers Shift 2: Knowledge in the Disciplines Shift 5: Writing from Sources Shift 3: Staircase of Complexity Shift 6: Academic Vocabulary
  23. 23. Text 1 •3-4 Photographs Text 2 •Primary Source •First Person account, related to the photos Text 3 •General treatment •Often a video Text 4 •Student explore independently •Multimedia/website Texts 5-8 •Editorials, Letters, First Person accounts that offer a different perspective
  24. 24. One option: Working Conditions Life in the Shop by Clara Lemlich Cornell University, Remembering the 1911 Triangle Factory File “First let me tell you something about the way we work and what we are paid…”
  25. 25. The Science of Fire WBNG News Report Roberson Factory Experience
  26. 26. Image Credit: American Folk Art @ Cooperstown Blog
  27. 27. All texts should display: • Craft: at a level that is noteworthy and or widely recognized • Significance: the text is seminal or influential in its respective genre • Content: the text contains ideas or themes that are interesting, engaging, provocative, and significant • Selected texts need not have all three of these criteria, but the standards demand that some of them are present in selected texts. Informational texts should display: • Relevant and accurate content • A clear point of view and/or purpose • A discernible main idea and a developed and clear organizational structure • Any argumentation in the text should contain claims supported by evidence in the text Literary texts should display: • Significant themes that can support analysis • A developed and clear narrative structure • A clearly discernible point of view • Again, selected informational and literary texts need not have all of these criteria, but the standards demand that some of them are present in selected texts.
  28. 28. Go forth and build your own text set…or try implementing today’s set with students. If you send your sets to us…we’ll add it to our Expanding Text site (and credit you, of course!)
  29. 29. http://expandingtext.weebly.com - EngageNY - LOC - PBS - SCRLC TPS Grant - NY Heritage - BOCES Arts in Education - Historical Societies
  30. 30. Diane.Aaronson@Oneonta.edu NWaskieL@BTBOCES.org @nwaskielaura LeBlancS@DCMOBOCES.com http://expandingtext.weebly.com Header Image Credit: Cornell University Kheel Center - Remembering the 1911 Triangle Factory Fire