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Grade Band 2 & 3 Leslie Bertram, Shelly Harris, Susan Kagie & Christy Wagner Discussion to address Hearts & Wishes from Wednesday Day 3 Power of Writing Cognitive Rigor Task, Purpose, Audience Bloom’s Taxonomy Depth of Knowledge Narrative Writing Student Samples Standards Dialogue Strategies Lesson Video http://www.youtube.com/watch?v=xOjqifFlLBU Discuss with a partner why the change in words was able to bring about action? Words are powerful and when used in the right way can… o Make others see, feel, and laugh o Promote thought o Elicit action o Change behavior How can we help students to feel the power of their words through their writing? It’s not enough to just write, but to write with a purpose and for an audience. The writer in the video had a purpose and audience, but the writing did not address them adequately. The revised writing was more thoughtful and better suited for the purpose and audience. If the only purpose for writing is to please the teacher or get a grade then students may not feel the power of writing or the need to choose words carefully. Giving students the opportunity to write a variety of tasks, to a different or larger audience, and for a variety of purposes will engage them and inspire more thoughtful writing. What is task, purpose and audience? Purpose Audience Task What am I Writing? Why am I writing? Who am I writing to? What was the task, purpose and audience of the writing in the video? Discuss with your partner Task: What to write… Purpose: Why to write… Audience: Who to write to… Task ? Purpose ? Audience ? Brainstorming Activity Tasks ? Purposes o Persuade o Inform o Entertain Audiences ? Write your thoughts about varying the task, purpose, and audience for student writing. How will this knowledge effect writing in your classroom? What are some tasks and audiences that would be appropriate and engaging to students in your classroom? Think of a writing assignment you already do and how you could change the task or audience for the upcoming year. Share REFLECTION There is one quality above all that makes a good teacherthe ability to reflect on what, why, and how we do things and to adapt and develop our practice. HANDOUT Stop I need explicit instruction on this concept Proceed slowly I may have questions I’m ready to go I will be able to share information with the group Norman Webb Did his research on assessment of student knowledge Created the DOK Levels What is Depth of Knowledge? Also known as DOK Depth of Knowledge represents the comparison of the cognitive demand required by the students to complete the activities, assignments, and assessments given to them. http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/English-Language-Arts/ELAItemSelectionGridBlueprint.aspx Karin Hess explains Depth of Knowledge https://www.schooltube.com/video/9594bf7a1d114d3999aa/Karen%20Hess%20-%20Webb's%20Depth%20of%20Knowledge Session II: G/T Coordinators Session III: Curriculum Consultants & USOE Staff Salt Lake City, UT February 25-26, 2014 Karin K. Hess, Ed.D. Center for Assessment khess@nciea.org These slides are taken from a presentation Karen gave in February when she can to our state they are not complete and have been altered to suit our training Write your personal definition of “cognitive rigor” as it relates to instruction, learning, and /or assessment. Share REFLECTION There is one quality above all that makes a good teacherthe ability to reflect on what, why, and how we do things and to adapt and develop our practice. Your class has just read some version of the fairy tale Little Red Riding Hood. What is a basic comprehension question you might ask? What is a more rigorous question you might ask? Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different. Bloom – What type of thinking (verbs) is needed to complete a task? Webb – How deeply do you have to understand the content to successfully interact with it? How complex is the content? Knowledge -- Define, duplicate, label, list, name, order, recognize, relate, recall Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify Comprehension -- Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate Understand -- Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict… Application -- Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write Apply -- Carry out or use a procedure in a given situation; carry out or use Analysis -- Analyze, appraise, explain calculate, categorize, compare, criticize, discriminate, examine Analyze -- Break into constituent Synthesis -- Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write Evaluate -- Make judgments based on criteria, check, detect inconsistencies/fallacies, critique Evaluation -- Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value Create -- Put elements together to form a coherent whole, reorganize elements into new patterns/ structures /apply to an unfamiliar task parts, determine how parts relate DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer or approach DOK-4 - Extended Thinking - An original investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources The intended student learning outcome determines the DOK level. What mental processing must occur? While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level. o Describe the information contained in graphics or data tables in the text; or the rule for rounding a number DOK 1 o Describe how the two characters are alike and different. DOK 2 o Describe the data or text evidence that supports your solution, reasoning, or conclusions DOK 3 o Describe varying perspectives on global climate change using supporting scientific evidence, and identify the most significant effects it might have on the planet in 100 yrs. DOK 4 Let’s revisit your Little Red Riding Hood questions Where do your questions fall in the CRM? Write a DOK 1-4 question or assessment for Little Red Riding Hood Depth + Thinking Level 1 Recall & Reproduction Remember Who was Red going to visit? Who is this story about? Understand Who are the main characters? What was the story’s setting? Level 3 Retell or summarize the story in your own words. What is the author’s message or theme? Is this a realistic or fantasy story? Compare the grandmother to the character of Red. How are they alike/different? Evaluate Create Strategic Thinking/ Reasoning Level 4 Extended Thinking Identify words/phrases that helped you to know the sequence of events in the story. Apply Analyze Level 2 Skills & Concepts Write text messages between Red & her mother explaining the wolf incident. Is this a realistic or fantasy story? Justify your interpretation using text evidence. Are all wolves (in literature) like the wolf in this story? Support your response using evidence from this and other texts. What is your opinion about the cleverness of the wolf? Justify your opinion using text evidence. Which version has the most satisfying ending? Depth + Thinking Level 1 Recall & Reproduction Remember What is slope? What is white space? Understand Level 2 Skills & Concepts Level 3 Read, write, and represent these fractions. Explain how you solved this problem. Why control variables in the investigation? Construct an argument to show equivalence using area, set, and linear models. Apply Convert this fraction to a decimal. Add these fractions. Use these data to graph your solution. Conduct the investigation, interpret results, and support conclusions with data. Analyze What kind of graph or model is this? Which data point shows ____? Compare these methods. Interpret what was happening in the event? Justify your interpretation using what you know about slope.. Analyze more than one product. (same time period, medium, theme drawing from multiple contexts source materials for the analyses) How would you rank these ___? Justify your rankings using data that supports your criteria.. Some say the NFL settlement for player brain injury is not adequate. Evaluate both sides using data to determine the validity of this claim.. Evaluate UG - Which team is the best? Create How would you demonstrate each technique? Which graph shows how the data would be displayed? Create a card game using fractions. Create scenario explained by a data display. Strategic Thinking/ Reasoning Level 4 Extended Thinking Integrate multiple source materials with intent to develop a product If there is one correct answer, it is probably level DOK 1 or DOK 2 o DOK 1: you either know it (can recall it, locate it, do it) or you don’t know it o DOK 2: (conceptual): apply one concept, then make a decision before going on applying a second concept; express relationship (if-then; cause-effect) If more than one answer/approach, requiring evidence, it is DOK 3 or 4 o DOK 3: Must interpret, provide supporting evidence and reasoning (not just HOW solved, but WHY it works– explain reasoning for each step/decision made) o DOK 4: all of “3” + use of multiple sources/data/ texts; initiate & complete an investigation Your class will be learning about… o Math o Science o Social studies Come up with a basic understanding and more rigorous question you could pose from at least one of these content areas. Share Open to your Utah Standards for Reading and Writing. Choose a standard and determine where you think it might fit into the Cognitive Rigor Matrix Depth + Thinking Level 1 Recall & Reproduction Remember KEY DETAILS Understand Apply Level 2 Skills & Concepts Level 3 Strategic Thinking Level 4 Extended Thinking KEY DETAILS WORD MEANINGS- fill in CENTRAL IDEAS SUMMARIZE predict, infer REASONING & SUPPORT – DEVELOP theme, or point of view/ perspective topic REASONING & SUPPORT – use multiple texts compare or elaborate WORD STRUCTURE RELATIONSHIPS WORD MEANINGSLANGUAGE USE USE OF TEXT STRUCTURES & FEATURES INTEGRATE TEXT STRUCTURES & FEATURES into Compositions REASONING & SUPPORT USE of TEXT STRUCTURES or FEATURES LANGUAGE USE ANALYSIS & REASONING WITHIN TEXTS – ANALYSIS & REASONING ACROSS TEXTS EDIT/CLARIFY USE TECHNOLOGY CITE SOURCES Analyze Evaluate RESEARCH for Writing Develop reasoning AUTHOR’s CRAFT WITHIN A TEXT Evaluate credibility of sources Create WRITE/EDIT BRIEF TEXTS COMPOSE /REVISE FULL TEXTS RESEARCH for Writing; Comparing themes EVALUATE AUTHOR’s PURPOSE or CRAFT ACROSS TEXTS COMPOSE FULL TEXTS-sources Write your thoughts about cognitive rigor and consider how the Utah State Standards support deeper thinking. What might you implement or alter in your teaching practices next year to ensure your students are experiencing more DOK 4 activities? Share REFLECTION There is one quality above all that makes a good teacherthe ability to reflect on what, why, and how we do things and to adapt and develop our practice. http://www.youtube.com/watch?v=1kXG03uOJUI What is Narrative Writing? Using a piece of chart paper, as tables brainstorm words that come to mind when you think of Narrative Writing. Then come up with a definition of Narrative Writing. Post and Share What is Narrative? Often, the word narrative is synonymous with story. A narrative is the story (fiction or non-fiction) told and the order in which it is told. Sometimes, there is a narrator, a character or series of characters, who tell the story. Sometimes, as with most non-fiction, the author himself/herself is the narrator. You are narrators of your own lives all the time. Something happens in class. You go to lunch; then, you tell the details that are important to you in the order that seems right to you. The story that you tell is a narrative. A reporter who tells a human interest story for the Olympics about an athlete that fought for years to get to the Olympics. The narrative is shaped by details. These details offer clues about the author’s purpose. Clearly, the author who emphasizes the hardships of an Olympic athlete wants to show us that this person overcame adversity to succeed. Why Write Narrative? Narrative writing is very important in your day-to-day life. For the rest of your life, you will write texts, e-mails, cover letters, blogs, etc. about your beliefs, your ambitions, information you know, and feelings you have. What could be more important? Narrative writing in fiction and non-fiction (and even poetry) tells others the stories of our personal experiences and allows us to gain empathy and sympathy about the world around us. http://lps.lexingtonma.org 2nd Grade W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 3nd Grade W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. o W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. o W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. o W.3.3c Use temporal words and phrases to signal event order. o W.3.3d Provide a sense of closure. This academy we will be looking at two types of Narrative Writing. o Personal Narrative o Narrative writing that shows understanding of content The Story of Drip the Raindrop Overview: In this exercise, you will gain a better understanding of one aspect of the standards by color coding student samples that provide concrete examples of a descriptor or set of descriptors used in the Utah standards. Many descriptors are used repeatedly in the writing standards. Attaching descriptors to actual student writing will help clarify what each means at a particular grade level. Purpose: To refine and deepen understanding of a particular aspect of effective writing. To become familiar with, and clarify, terminology used in the Utah State Standards. Protocol: 1. Choose a piece in the packet and locate the grade appropriate Utah Writing Standard. 2. Read the directions on the Colorful Learning sheet to find out which parts of the standard you are to focus on and what colors you will need. 3. Annotate the student writing by finding and color coding examples of the descriptors you are focusing on. 4. When you have finished, check your observations against the annotated version of the same piece. Be sure to note any questions you have. 5. When you have finished color coding all of the pieces, discuss your observations with a colleague using the questions at the bottom of the Colorful Language sheet. What are quotation marks and dialogue? o Stop @ 6:33 Quiz time Commas and quotation marks Grammar Heads He said, She said How do you teach Quotation Marks? Narrative writing is not as easy as you think. Let’s follow Henrietta in her struggle and see if we can get some tips. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. Summarizing Strategy that can be used for writing template W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. Consider the story “The Three Little Pigs”. With a partner, fill in the chart for the story. Practice this strategy many times as a summary technique prior to using it as a writing technique. How would you fill in this template for “Plot Chickens” or “Three Little Pigs”? W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. Event So Event Event But Character Someone Wanted Setting Problem Then Solution Finally Using Backward Design to Help All Students Write Effectively Writing For Understanding– Central Idea- What is it I want students to understand and know about the content? 2nd Grade Social Studies Standard 1- Students will recognize and describe how people within their community, state, and nation are both similar and different Objective 1- Examine and identify cultural differences within the community a. Explain the various cultural heritages within their community. b. Explain ways people respect and pass on their traditions and customs. c. Give examples of how families in the community borrow customs or traditions from other cultures. 3rd Grade Social Studies Standard 2 - Students will understand cultural factors that shape a community. Objective 1- Evaluate key factors that determine how a community develops. d. Identify and explain the interrelationship of the environment (e.g. location, natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). Objective 2 - Explain how selected indigenous cultures of the Americas have changed over time. a. Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, Incan, Aztec, Mayan). b. Identify how indigenous people maintain cultural traditions today. 2nd Grade Writing Standards W.2.3- Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure W.2.7 Participate in shared research and writing projects 3rd Grade Writing Standards W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. 2nd Grade Speaking & Listening Standards SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 3rd Grade Speaking & Listening Standards SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace Focusing Essential Question-What question will I pose so that students can see how to approach this thinking and writing in a specific and appropriate way? What are some customs and traditions of the different Native American cultures? (2nd & 3rd) How is culture effected by the geography and environment? (3rd) Necessary Foundation- What do student need to know to build upon? What can I connect the learning to? What is culture? What are tradition and customs? What is geography? (3rd grade) Who are Native Americans? What is a narrative piece of literature? What are quotation marks and when are they used? (3rd grade) * •Central Ideas •Focusing /Essential Question •Building & Processing Working Knowledge •Structure •Writing What is it I want students to know and understand about the content? 2nd Grade Social Studies Standard 1- Students will recognize and describe how people within their community, state, and nation are both similar and different Objective 1- Examine and identify cultural differences within the community a) b) c) Explain the various cultural heritages within their community. Explain ways people respect and pass on their traditions and customs. Give examples of how families in the community borrow customs or traditions from other cultures. 3rd Grade Social Studies Standard 2 - Students will understand cultural factors that shape a community. Objective 1- Evaluate key factors that determine how a community develops. a) Identify and explain the interrelationship of the environment (e.g. location, natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). Objective 2 - Explain how selected indigenous cultures of the Americas have changed over time. a) b) Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, Identify how indigenous people maintain cultural traditions today. What a) b) c) d) is it I want students to know and understand about the craft? 2nd Grade Writing Standards W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure W.2.7 Participate in shared research and writing projects 3rd Grade Writing Standards W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal words and phrases to signal event order. Provide a sense of closure. What Utah Standards can I include in the learning process? 2nd Grade Speaking & Listening Standards SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 3rd Grade Speaking & Listening Standards SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace •Central Ideas * •Focusing /Essential Question •Building & Processing Working Knowledge •Structure •Writing What question will I pose so that students can see how to approach this thinking and writing in a specific, appropriate, manageable way? o What are some customs and traditions of the different Native American cultures? (2nd & 3rd) o How is culture affected by the geography and environment? (3rd) •Central Ideas •Focusing /Essential Question * •Building & Processing Working Knowledge •Structure •Writing What foundation are you building on? Students should have some prior exposure to culture, traditions, and geography. They should understand what narrative writing is and know the use of quotation marks and dialogue. What will they need to read and how will I help them read it? oTeacher will read to the class “Brother Eagle, Sister Sky” oStudents will read in small groups articles about Native Americans from different regions. These groups can be teacher led. What portions of the text(s) will be reread closely through Close Reading and Text-Dependent Questions to generate deeper meaning of the content and text? oPortion of “Brother Eagle, Sister Sky” oNative American article reading closely for information to add to a graphic organizer What do students need to make, do, or draw? Students will be making a poster representing their region including the geography, customs, and tradition. How will I engage students in purposeful conversation in order to build knowledge and understanding? o SPEAKING & LISTENING Jigsaw Activity- Students will participate in small group discussions. They will present the information from their posters orally in a small group. How will students capture their thinking and knowledge to access it for writing? o Annotating o Graphic organizers o Quick Write o Journals Students will be annotating their articles and put information into a graphic organizer. How will I monitor student Understanding? o Exit tickets o One Quiz Question o Response Cards/white boards o Quick Write o Questioning o Analogy prompt ________ is like _______ because Quick writes and graphic organizers will be monitored for understanding. What use? writing craft will I focus on and what models will I The craft will be the narrative structure using the SWBSTF model. The teacher will model the process. •Central Ideas •Focusing /Essential Question •Building & Processing Working Knowledge * •Structure •Writing How will my students know how to construct/build this piece of writing so that their thinking is clear, both to them as writers and to the readers of their work? •Central Ideas •Focusing /Essential Question •Building & Processing Working Knowledge •Structure * •Writing How will students draft and revise so that their final writing is clearly focused, organized, and developed to show understanding of the central ideas? o o o Students will write their draft using the graphic organizer. Students will be given a rubric with the expected content and narrative writing components that will be taught. Students will do a partner check against the rubric. What are some customs and traditions of the different Native American cultures? (2nd & 3rd) How is culture affected by the geography and environment? (3rd) Ideas Thinking Beliefs Way of life Groups Societies Families Over a long time Behavior Activities Doing Stories Things Write a personal narrative snapshot of a tradition you do in your family. (Level 2 Writing) A personal narrative snapshot is writing about and sharing a event or moment in your life. My Christmas Tradition It is the first weekend in December. It is time to set up the Christmas tree and decorations. Box after box have been stacked up neatly in the basement storage area waiting patiently for eleven months to participate in the holiday festivities. I break a sweat packing them all up to the main level. There they wait all twelve totes and the tree. They will have to wait a little longer for it is not their time. First the music begins, the familiar tune swells my heart. With The Forgotten Carols playing we can now start with the unpacking. The first thing to be unpacked is the Nativity as it is every year. This is the way Christmas begins in our home as it has for many years now. What does this text tell us about the Native American culture? Read closely to find evidence for graphic organizer. There are many different Native American Tribes throughout the United States. Some of their traditions and customs are similar, but many are different depending on the geography and where they live. You will be reading about a tribe from a certain region or area with a small “Expert Group”. You will identify their traditions and see how they are effected by where they live. Northwest Tribes 1- Plains Tribes 2- Southeastern Tribes 3- Southwest Tribes 4- Woodland Tribes Northwest Southeastern Northwest Indians - Who Are They? Northwest Indians live along the Pacific Ocean, from southern Alaska, through coastal British Columbia, and into Washington State. This group is well known for its hand-crafted totem poles. A totem pole in front of a home shows the generations and social rank of that family. Some Northwest bands are the Chinook, Tillamook, Coast Salish and the Tlingit. Northwest Indians - Shelter For shelter, the Northwest Indians used what was available in their forests - red cedar trees. They built Big-Houses, which were from 20 to 60 feet wide and anywhere from 50 to 150 feet long. They didn't have metal nails to hold the logs together so they used wooden pegs instead. To keep the rain out, they overlapped wooden planks. There were no windows but a hole in the roof let air in and smoke from cooking fires out. Northwest Indians - Food Coastal tribes lived off the ocean. There was no sushi in their diets but plenty of seals, salmon, sea otters and whales. They had a nearly endless supply of fish from the ocean, animals to hunt and fruit from the forest. During the fall, they pulled big salmon in by the thousands - enough to feed families for the entire year. Northwest Indians - Clothing Tribes on the coast wore very little clothing, except when it was cold. Many items of clothing were made from cedar bark and helped shield people from the rain and wind. Necklaces made of beaver teeth, bear claws, clamshells and bits of albacore were popular and symbolized wealth. Northwest Indians - Ceremonies One of the most common customs was the potlatch. The ceremony was different from tribe to tribe but almost always involved dancing and gift-giving. Dancers often wore animal masks and decorated themselves from head to toe with paint and feathers. Hosts showered their guests with gifts to show how wealthy they were. They would even destroy some of their most valuable possessions - the more they could afford to destroy, the greater their wealth and importance. Teacher Model Read passage aloud Reread annotating and highlighting anything that has to do with culture, traditions, or activities in one color. Return to text and highlight anything that has to do with geography in a different color. Fill in graphic organizer Check for Understanding using this sheet o o o o Your turn - (gradual release) In expert groups, read your assigned articles Reread the article taking notes and highlighting (Level 1 Writing) Then revisit the text looking for information to fill in the graphic organizer (Level 1 Writing) Read Annotate Discuss Fill in graphic organizer Use your understanding about Native Americans from the text to create a poster. Include the following: o o o o o o Region & Geography Tribes Shelter Food Customs & Traditions Clothing Each person in the group will have at least one of these topics to create and prepare for the poster. (individual accountability) Group members will share their info and picture to their expert group Final Group Discussion: o What were the traditions and culture of this group? o How were the traditions and cultures effected by the geography? Write a paragraph describing the relationship between the geography and the customs and cultures of the regional tribes. o Writing Level 2 o Monitoring Understanding o Keep for narrative writing piece Three minute presentation. When your poster gets to your home group them you present. Level 1 Writing Requirements taken from the 3rd grade core You have a copy of 2nd & 3rd in your handouts Anna’s Potlacth Ceremony By XXXXX Anna woke up one morning and remembered it was the potlatch ceremony. She was so happy. After she ate breakfast, she called to her mom ‘I’m going out to practice my dance!” “OK” her mom replied. So she went into the meadow and started to dance and said “I’m going to be the best dancer tonight. But right as she said that she landed wrong on her ankle so she started crying for her mom. Her mom cam running into the meadows and said “what happened! Anna said “I was dancing and I landed wrong. After that her mom took her to a indian doctor and the doctor said “Looks like your daughter sprang her ankle. Oh no she thought, I won’t be able to dance. She tried and tried but she couldn’t. She tried and tried but she finally gave up. One day while she was crying in her bed her mom came in and said Why aren’t you dancing for the potlatch ceremony? Anna said “I tried Mama, I really did, but I just can’t! she exclaimed I guess I can’t dance at the ceremony. “Of course you can!” said her mom. “Ya! Well, prove it!” Anna shot back. I can show you. Come to the meadows with me. When they got to the meadow Anna’s mother said “If you can dance on one foot you’ll be able to dance. But how will I? Anna asked. The potlatch ceremony is tomorrow. So, if you practice all day and night you will get it! Her mom simply said. So she practiced all day and night and got it! She got to dance at the ceremony and got one of her dreams. She was the happiest girl. For those who finish writing let them illustrate Notice the dancing on one foot Use the rubric Use your notes Use your graphic organizers Use your quick writes Fill out your score for the me portion Look at one of the student samples and fill out the rubric for teacher. Make sure to fill in the evidence if you see it. Revisit your narrative writing brainstorming posters Add any new or important words Change definition if necessary Consider the different narrative writing structures. (Ex. plot line, SWBSTF, story maps) How do these structures support students in the narrative writing standards? What are some narrative writing prompts you could give your students so they could show their understanding of the content? Share REFLECTION There is one quality above all that makes a good teacherthe ability to reflect on what, why, and how we do things and to adapt and develop our practice. Looking at the student(s) sample(s) decide what writing lesson you will teach whole group. How might you divide the students into small groups and what writing lessons would you work on with each group? What portions of student samples could you use to model good writing?
