Literacy in the Arts
Welcome – Day 1
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Please sign in
Take your name badge (color-coded by arts content area)
Follow the instructions at your table to
embellish a “Signature” nametag
Introductions
“Signature”
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Using ‘non-arts’ symbols – embellish your nametag to reflect
your personal style
Introduce yourself at your table and share the background
information regarding your symbols
Establish an ‘SMP’ - Standing Meeting Partner – find another
person at your table whose signature is somehow linked to
yours – this will be your SMP for quick breakout conversations
throughout the day
10 minutes
Program Overview for
Literacy Integration in the Arts
Objectives
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Increase understanding of literacy (vocabulary &
strategies)
Discover natural links between the Arts & Common
Core State Standards
Review/revise lesson plans to ramp up literacy
integration
Create collaborative network of support
5 minutes
Literacy in the Arts - Features
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Workshop design – based on your input
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Strategically scheduled
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2 preservice workdays in August
2 Saturdays – Sept & Oct
1 early release day in November
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Online support (arts ed wiki)
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Daily evaluations
2 minutes
Google Survey
Results
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Graphic of survey results
Participant feedback indicates:
5 minutes
Housekeeping
Rules of Engagement
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Take personal breaks as needed
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Stay on Task - Engage
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Cell phones on Vibrate
Check email @ breaks
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Take risks – Stretch yourself
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Collaborate - Share your insights
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…
3 minutes
Addressing the challenges of
Adolescent Literacy
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Table Groups
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Post-it brainstorm (individually)
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what are the challenges?
Round robin share
Categorize – reading/writing/speaking listening
Prioritize
I can help with …
It’s not my job …
25 minutes
Sharing
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Big ideas
Level of Table
Agreement?
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Surprises?
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Priority chart?
Scan this article about student engagement http://thejournal.com/articles/2013/04/16/the-6-key-driversof-student-engagement.aspx?=THE21
20 minutes
SMP Sharing
Standing Meeting Partner
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Select 1 example from
“I Can” column
Share with your SMP
10 minutes
Checkpoint
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Professional Learning Community
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Adolescent Literacy Challenges
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Current practice
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Questions – Concerns ???
10 minutes
Networking Break – 20 minutes
20 minutes
Common Core State Standards
Activity 1.2.1 Access the Standards via:
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
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Page 7 = Students Who are College and Career Ready in Reading,
Writing, Speaking, Listening, and Language
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Demonstrate Independence
Build Strong Content Knowledge
Respond to the varying demands of audience, task, purpose, discipline.
Comprehend as well as critique.
Value evidence
Use technology and digital media strategically and capably
Understand other perspectives and cultures.
At your table – number off and read the details of the corresponding
bullet point – as you share the key elements from the text connect it
to what it might look like in your classroom
30 minutes
College & Career Readiness
Anchor Standards
Activity 1.2.2 – Page 35
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As you consider the next section – remember to use a broad definition
of “text” that includes the music score, the script, the choreography,
(and any performance of these) and visual images
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Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Individually
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Identify the standards that you ‘already’ address with a green highlighter
Identify the standards that you need to learn more about with a yellow
highlighter
Discuss your responses with your SMP
20 minutes
Reading Components
Activity 1.2.3
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http://www.scsk12.org/SCS/subject-areas/kweb/images/NationalReadingPanel_FAQ.pdf
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Defining the terms of Reading - Review the National Reading Panel – Frequently Asked Questions
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put a check mark (√) by the headings that you understand / already or could address
in your class
put a question mark (?) by the headings that remain unclear
put an (x) by the headings with which you cannot make a connection
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Phonemic Awareness
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Phonics
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Fluency
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Vocabulary
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Text Comprehension
Describe authentic text in the arts classroom.
20 minutes
Writing Components
Activity 1.2.4
Review the Adolescent Literacy website
 http://www.adlit.org/article/27336/
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Writing strategies
Summarization
Collaborative writing
Specific product goals
Word processing
Sentence combining
Prewriting
Inquiry activities
Process writing approach
Study of models
Writing for content learning
After you review the strategies – identify a lesson idea that incorporates any of the strategies listed.
Craft an “email” that you would send to your principal inviting him/her to visit your classroom to see
evidence of writing – incorporate a brief explanation of the activity and articulate the arts objectives
and the writing objectives (refer back to Common Core State Standards).
Round-robin share at your table.
20 minutes
Lunch Break – 60 Minutes
Reading ‘Text’
Activity 1.3
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Text or Not?
http://office.com/MS910219027.wav
http://officeimg.vo.msecnd.net/en-us/images/MH900431324.jpg
3 minutes
Reading ‘Text’
Activity 1.3
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Text or Not?
http://richka.net/images/rh07/image002.jpg
Video Clip from YouTube
To Be Determined
3 minutes
Reading ‘Text’
Activity 1.3
PUCK - If we shadows have offended,
Think but this, and all is mended,
That you have but slumber'd here
While these visions did appear.
And this weak and idle theme,
No more yielding but a dream,
Gentles, do not reprehend:
if you pardon, we will mend:
And, as I am an honest Puck,
If we have unearned luck
Now to 'scape the serpent's tongue,
We will make amends ere long;
Else the Puck a liar call;
So, good night unto you all.
Give me your hands, if we be friends,
And Robin shall restore amends.
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Text or Not?
Video Clip – Midsummer Night’s Dream
http://www.pbs.org/shakespeare/works/work135.html
3 minutes
Reading ‘Text’
Activity 1.3
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Text or Not?
http://officeimg.vo.msecnd.net/en-us/images/MR900406652.jpg
http://officeimg.vo.msecnd.net/en-us/images/MP900448698.jpg?Download=1
3 minutes
Reading/Analysis/Writing
Activity 1.3.1
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Compare/contrast these two works of art – Listen to the 2 music clips
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(Jelly Roll Morton Black Bottom Stomp & Stravinsky Rite of Spring)
Explain the artists’ choices using textual evidence
Create an artistic response in your own art form
Pablo Picasso – Cubism
http://www.pablopicasso.org/images/paintings/three-musicians.jpg
Three Musicians
Fernand Leger - Primal Naivism
http://www.wikipaintings.org/en/fernand-leger/not_detected_196071
30 minutes
Reflection
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If you were going to teach this text tomorrow, how would you teach it?
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How has this conversation informed/changed your approach to teaching
text?
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What additional support do you need to change the way you will teach
text to align with the new Common Core expectations?
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What can YOU do to ensure that these kinds of conversations happen
about your content on a regular basis with colleagues in your school?
10 minutes
Decoding Unfamiliar Text
Activity 1.3.2
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In content groups
(facilitated by content leader)
Generate a list of unfamiliar elements that you present to
your students (e.g. vocabulary, concepts) (5 mins.)
 Analyze the techniques you use to help students attack
new material (5 mins.)
 Create a graphic representation (chart, picture, etc.)
that reflects the big ideas (5 mins.)
 Post for a gallery walk (15 mins.)
25 minutes
Networking Break – 20 minutes
20 minutes
Common Core
Speaking & Listening
Activity 1.3.3
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In content groups
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Comprehension and Collaboration
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(facilitated by content leader)
CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric.
Unpack these standards – what does it look like in your content area?
Consider the tools you already have in your classroom words, music dynamics, phrases) and create a list of examples
(voice, descriptive
25 minutes
Common Core
Speaking & Listening
Activity 1.3.4
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Presentation of Knowledge and Ideas
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CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence
such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of
data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Unpack these standards – what does it look like in your content area?
Create a graphic organizer that students can use in your classroom to
gather evidence in preparation for the articulation of effective
presentations – use the theatre graphic organizer (character stickman)
on the next slide as a model
25 minutes
Theatre – Character Stickman
Know/Think: What does the character know?
Vision: How does the character see the world?
How do others view the character?
Say: What does the character say – tone
of voice?
Strengths: What are the strengths of the
character?
Feel: How does the character feel
about him/herself?
Actions: What does the character do … that
makes a difference in the ;lot, that represents
who he/she is …
Weaknesses: What are the
weaknesses of the character? Does
the ‘Achilles Heel’ keep this
character from growing – being
successful?
www.openclipart.org
Reflection & Exit Ticket
Make a journal entry that reflects any
big ideas you learned today that you
take back to the classroom
+ What worked well
∆ What needs an upgrade
? What questions remain
… Additional comments
Leave your name badge
15 minutes
Preview Day 2 & Homework
Discovering the natural links between CCSS & the Arts
Homework – Activity 1.4
CCSS – Grade 6 – Reading Literacy Standards
Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
15 minutes
Literacy in the Arts
Welcome – Day 2
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Please sign in
Identify a different SMP at your table for
today
Teacher Talk
Find a partner that is not in your same content area and
share your insights/concerns about natural vs. forced
connections between Common Core & the Arts (you may
wish to refer to your highlighted homework)
Regroup with your new SMP and discuss
the same question – share what you
learned from the other arts area
15 minutes
Housekeeping
Rules of Engagement
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Take personal breaks as needed
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Stay on Task - Engage
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Cell phones on Vibrate
Check email @ breaks
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Take risks – Stretch yourself
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Collaborate - Share your insights
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…
2 minutes
Overview of Day 2 Activities
8 minutes
Common Core through the Arts Lens
Textual Evidence
Activity 2.1
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The Original
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http://www.youtube.com/watch?v=_7jj8McPlVY
The Contemporary
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http://www.youtube.com/watch?v=xeIeOkAxlH4
Close Reading Activity
25 minutes
Common Core
through the Arts Lens
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Analyze the lesson plan for:
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Clarity
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Authenticity
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Revised Bloom’s Taxonomy Verbs
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Level of Rigor –
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Strengths/Recommended changes
Cognitive complexity alignment
between instruction & evaluation
40 minutes
Checkpoint
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Close Reading Activity
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Lesson Plan Analysis
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Clarity
Authenticity
Revised Bloom’s Taxonomy
Rigor
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Current practice
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Questions – Concerns ???
5 minutes
Networking Break – 20 minutes
20 minutes
Vocabulary
Artistic Vocabulary & Real World Vocabulary
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Dancers – Develop Kinesthetic Awareness and
understand Central Initiation
Visual Art – Practice Art Criticism
Theatre – Build Aesthetic Achievement
Musicians respond to dynamic markings –
Or understand Dissonance
10 minutes
Arts Curriculum Analysis
In content groups
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(facilitated by content leader)
Complete the Curriculum Connections
grid for your content area
30 >60 >90
Post before lunch
90 minutes
Lunch Break – 60 Minutes
Integrated Lesson Planning
In content groups (facilitated by content leader)
 Craft an integrated lesson you will teach in
the next 2 weeks
 Options > individuals or pairs
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Safety net – if everyone but you wants to work individually – your content leader will be your partner
Remember to use all your resources
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RBT verbs
Curriculum Connections Grid/CCSS
90 minutes
Networking Break – 20 minutes
20 minutes
Sharing and Critique
In content groups
(facilitated by content leader)
• Share your lessons
• Use the Observation Checklist as a guide
40 minutes
Reflection & Exit Ticket
Make a journal entry that reflects any
big ideas you learned today that you
take back to the classroom
+ What worked well
∆ What needs an upgrade
? What questions remain
… Additional comments
15 minutes
Preview Day 3 & Homework
Formal & Informal Writing opportunities in the Arts
Homework – Activity 2.4
CCSS – Grade 6 – Writing Standards
Text Types & Purposes
Production & Distribution of Writing
Research to Build & Present Knowledge
Range of Writing
15 minutes
Literacy in the Arts
Welcome – Day 3
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Please sign in pick up a Nametag
Preview the day
Upgrades based on feedback
Teacher Talk
Find a standing meeting partner in your
own content area and share your recent
experiences with literacy
Regroup with a partner that is not in your same content
area and share your insights/concerns about the Common
Core writing standards (you may wish to refer to your
highlighted homework)
10 minutes
Common Core - Writing
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CCSS.ELA-Literacy.W.6.1 Write
arguments to support claims with clear
reasons and relevant evidence.
Remember Close Reading Activity –
Twyla Tharp – evidence
Other examples??
5 minutes
Common Core – Writing
Activity 3.1
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts
to examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
A Copland Portrait 6’33”
http://www.youtube.com/watch?v=q43ySOhRpEQ
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Text type & purposes
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Informational/Explanatory (non-fiction)
Production & distribution of writing
Research to build & present knowledge
Identify at least one Non-Fiction example in your content
area
30 minutes
Gallery Walk
Post your examples
Review the work of your
colleagues in other content areas
Jot down notes in your journal –
stealing the best from the best!
15 minutes
Common Core – Writing
Activity 3.2
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real
or imagined experiences or events using effective
technique, relevant descriptive details, and wellstructured event sequences
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Appalachian Spring – Martha Graham Part 3/4 7’33”
http://www.youtube.com/watch?v=91y-NEdTj-g
Watch a short segment and look for the elements of 6.3 –
narrative
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Context, narrative techniques, transitions, sequence,
precise/strategic word choice, descriptive details, conclusion
30 minutes
Networking Break – 20 minutes
20 minutes
Common Core – Writing
Activity 3.3 – Production & Distribution
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CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing
in which the development, organization, and style are
appropriate to task, purpose, and audience.
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Ansel Adams photography
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http://www.youtube.com/watch?v=XiLTwtuBi-o&feature=related
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Teacher Art-making response
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Write the blues
Create choreography
Improvise a scene about Westward expansion
Create a reflection piece in 2- or 3-d
Table Groups Share
(reflect about the team building that naturally occurs while making art)
30 minutes
Common Core – Writing
Activity 3.4 - Production & Distribution
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W.5 - Develop & strengthen writing –
planning – revising – editing – rewriting
– trying a new approach
Writing Process Graphic – create your
own content specific version with cues
Share with table group
15 minutes
Common Core – Writing
Activity 3.5 – Production & Distribution
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W.6 – Use technology to produce &
publish & collaborate with others
In content groups – share technology
methods – websites – create an
annotated bibliography to post on the
wiki
15 minutes
Common Core – Writing
Activity 3.6 – Research
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W.7 – Conduct short as well as more sustained
research projects based on focused questions
W.8 – Gather relevant info from multiple sources
– assess credibility – integrate info avoiding
plagiarism
W.9 – Draw evidence from literary &
informational text to support analysis, reflection,
& research
www.literacyta.com/common-core-standards/writing
15 minutes
Common Core – Writing
Activity 3.7 – Range of Writing
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W.10 – writing routinely over extended
& shorter time frames for a range of
tasks, purposes, and audiences
Table groups share writing activities in
your classroom and specific cues to
ensure success
15 minutes
Lunch Break – 60 Minutes
Common Core
Philosophy Check
Students who are College and Career ready in reading,
writing, speaking, listening, and language …
 demonstrate independence
 build strong content knowledge
 respond to the varying demands of audience, task,
purpose, and discipline
 comprehend as well as critique
 value evidence
 use technology and digital media strategically and
capably
 understand other perspectives and cultures
15 minutes
Authentic Writing in the Arts
Full Group Discussion
 Brainstorm list of authentic writing activities
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Journaling
Marketing
Program notes
Research
Analysis
…
15 minutes
Lesson Plan Development
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Write a new lesson plan (or revise an old
one) that will authentically integrate writing
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You may work independently or in pairs
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Use the CCSS documents as a guide
Feel free to consult any of the lending library
or use the internet for additional support
if you need a partner your content leader will assist
Check in @ 30 minute mark
60 minutes
Networking Break – 20 minutes
20 minutes
Sharing and Critique
In content groups
(facilitated by content leader)
• Share your lessons
• Use the CCSS writing rubric as a guide
60 minutes
Reflection & Exit Ticket
Make a journal entry that reflects any
big ideas you learned today that you
take back to the classroom
+ What worked well
∆ What needs an upgrade
? What questions remain
… Additional comments
15 minutes
Preview Day 4 & Homework
Putting it all together - authentically integrating reading
& the writing process, creativity, and composition.
Homework
Implement integrated lessons
Video & Reflect (self & peer)
Wiki post of close reading example
15 minutes
Literacy in the Arts
Welcome – Day 4
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Please sign in – nametag (image pair for new SMP)
Preview the day
Upgrades based on feedback
Teacher Talk
Find a partner in your own content area
and share your recent experiences with
literacy & rate your concerns about the
integrity of your arts curriculum with this
new focus
Regroup with your new SMP based on the image on your
nametag (they will not be in your same content area) and
share your insights/concerns about videotaping your lesson
& getting feedback – challenges – successes
10 minutes
Close Reading Review
At table groups (facilitated by content leader)
 Round-robin share the close reading
examples you contributed to the wiki
 Explore & provide feedback
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Clarity
Authenticity
RBT
Rigor – alignment of instruction/assessment
80 minutes
Networking Break – 20 minutes
20 minutes
Close Reading - Creation
At table groups
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(facilitated by content leader)
Review the Essential Standards/Pacing Guide for
the next 4 weeks
Identify concepts that could be supported
through a close reading activity
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Assign to individuals/research/create
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Post on the wiki
45 minutes
Close Reading
Cross-Content Sharing
Table Groups Select your favorite to share:
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Full Group exploration
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Feedback based on:
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Clarity
Authenticity
RBT
Rigor – alignment of instruction/assessment
Identify any cross-curricular connections
45 minutes
Lunch Break – 60 Minutes
Reflection
Table Groups
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Video reflections
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Self
Peer
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Share highlights of what you learned
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Identify what other support you need
30 minutes
Writing - Creation
At table groups
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(facilitated by content leader)
Review the Essential Standards/Pacing Guide for
the next 4 weeks
Identify concepts that could be supported
through a writing assignment
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Assign to individuals/research/create
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Post on the wiki
60 minutes
Networking Break – 20 minutes
15 minutes
Writing
Cross-Content Sharing
Table Groups Select your favorite to share:
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Full Group exploration
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Feedback based on:
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Classroom Observation Form (1/2 group)
CCSS Writing Standards (1/2 group)
Identify any cross-curricular connections
45 minutes
Checkpoint
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Natural Links between CCSS & Essential Standards in
the Arts
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Close Reading
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Video – Reflection – Peer Support
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Authentic Writing Opportunities
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Questions – Concerns ???
10 minutes
Reflection & Exit Ticket
Make a journal entry that reflects any
big ideas you learned today that you
take back to the classroom
+ What worked well
∆ What needs an upgrade
? What questions remain
… Additional comments
15 minutes
Preview Day 5 & Homework
Practice – Sharing – Celebrations – Barrier Bashing
Homework
Implement integrated lessons
Video & Reflect
Peer-networking
Wiki post of reflection
15 minutes
Literacy in the Arts
Welcome – Day 5
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Please sign in - nametag
Preview the day
Upgrades based on feedback
Teacher Talk
Regroup with your new SMP
based on the color of the word
“CELEBRATE” (they will not be in your same
content area) and
share your insights/concerns
about your literacy integration
journey so far – lessons tried –
lessons learned - getting
feedback – challenges –
successes
15 minutes
Literacy Integration –
Celebrations!
Table Group Discussion
(facilitated by content leader)
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Specific examples of Success
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Evidence – Explain Why
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As a group – select a highlight to share
with the larger group - Create a graphic
representation on chart paper and post for
gallery walk
60 minutes
Gallery Walk
Post your examples
Review the work of your
colleagues in other content areas
Jot down notes in your journal –
stealing the best from the best!
15 minutes
Networking Break – 20 minutes
20 minutes
Gap Analysis
At table groups
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(facilitated by content leader)
Review the Common Core Literacy Standards
and the Essential Standards for the Arts
Create a master document that indexes the
resources you have developed
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Identify the gaps – strategize solutions
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Create one lesson each to contribute to the wiki
90 minutes
Networking / Snack Break – 30
minutes
20 minutes
Resource Sharing
Full Group Discussion
 Review the items in the lending library
 Website sharing
30 minutes
Revise Gap Analysis
At table groups
(facilitated by content leader)
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Share the lessons you just created
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Provide feedback
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Revise the gap analysis
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Create a strategy to share with other arts
teachers in the district
30 minutes
Literacy Integration - Barriers
Local Research shows:
 Lack of planning time
 New initiatives
 Revised arts curriculum
 Feeling of isolation
 …
Solutions Chamber - Share your strategies
30 minutes
Addressing the challenges of
Adolescent Literacy
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Table Groups
I can help with …
It’s not my job …
30 minutes
Next Steps
Practice
Collaborate
Lead
30 minutes
Celebration & Exit Ticket
Think of a single word or short phrase
that reflects something you learned
during this training
+ What worked well
∆ What needs an upgrade
? What questions remain
… Additional comments
15 minutes
References
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Stahl, S. A. & Fairbanks, M. M. (1986).
The effects of vocabulary instruction: A
model-based meta-analysis. Review of
Educational Research 56. 72-110