July 6-9
BHSU
June Preszler and Year Two English Cohort
Six Word
Memoirs
Last year: My life as
a teacher
This Year: My LTF
journey
http://www.npr.org/programs/totn/features/2008/02/me
moir/gallery/index.html
 Review and analyze of where we’ve been
 Revisit LTF philosophy and resources
 Align lessons with standards
 Delve into year 2 materials: It’s all about style analysis
 Connecting devices to meaning
 Linking characterization to meaning
 Determining tone
 Determining underlying meaning
 Create individualized plans
 Revisit LTF’s vision
 Review the Levels of Thinking (page 3) and check out
the Levels of Thinking websites (page 1)
 Visit the LTF website (http://www.ltftraining.org)
 What have you found that’s useful?
 Other websites for Pre-AP strategies/resources?
 Explore possibilities at your table
 Share one with large group
Levels of Thinking
 the title of the painting
 the artist’s name
 one detail from the background
 one detail from the foreground
 The learner can recall information and/or
processes at will.
Activity III:
Write a brief
description of the
scene depicted in the
painting.
 Learners make connections between what they already
know and the new ideas they are trying to assimilate.
 The “understand” level of thinking usually involves
conceptual knowledge, the comprehension of an idea.
 Learners use procedures and processes they
have already learned to execute tasks and
solve problems.
 What is the theme of the painting?
 List three or more specific details that
support this theme.
 Inductive Reasoning and Deductive
Reasoning have to do with how people
reason logically.
 Inductive: Specific to general
 Deductive: General to specific
 Learners break material down into its
constituent parts and determine how the
parts are related to each other and to an
overall structure
 Which detail most effectively conveys the
theme?
 Justify your answer.
 Learners judge.
 Learners detect flaws or inconsistencies in a
product or process and/or use predetermined criteria to judge the quality of a
product or text.
Activity VII
Landscape With The Fall of Icarus by William Carlos Williams
According to Brueghel
when Icarus fell
it was spring
a farmer was ploughing
his field
the whole pageantry
of the year was
awake tingling
with itself
sweating in the sun
that melted
the wings' wax
unsignificantly
off the coast
there was
a splash quite unnoticed
this was
Icarus drowning
From Collected Poems: 1939-1962, Volume II by William Carlos Williams, published by New Directions Publishing Corp. © 1962 by William Carlos Williams. Reprinted
by permission of New Directions Publishing Corp.
Using the Williams poem as a model, create an
original poem, taking the perspective of one of the
following and beginning with the sentence
“According to ______________, when Icarus fell….”
 someone on the deck of the ship
 the plowman
 the fisherman on the bank
 Icarus
 Daedalus
 the sheepherder
 Learners combine elements into a
different form or merge information
from several sources into a unified
whole. A new product comes into
being from previously existing
materials or texts.