Context for Learning
Day 1
Participant’s Manual
CLASS
Comprehensive Literacy for
Adolescent Student Success
CLASS: Context for Learning Participant’s Manual 23 May 2011 1
CLASS Professional Development
Course of Study: Comprehensive Literacy for Adolescent Student Success (CLASS)
Audience: English Language Arts Teachers Grades 5-12, Administrators, Instructional Facilitators, Literacy Coaches, and Special Education
Teachers
Cost: Texts and Cost of Training Materials
Time Frame: Twelve Days over Two Years
Year 1
Summer
Day 1: Context for Learning
Day 2: Effective Assessment
Day 3: Text Complexity
Fall
Day 4: Reading Literature
Day 5: Writing Narratives
Spring
Day 6: Site-based Observation Training
Year 2
Summer
Day 7: Reading Informational Text (Argument)
Day 8: Writing Arguments
Day 9: Presenting a Research Project
Fall
Day 10: Reading Informational Text (Literary Nonfiction)
Day 11: Writing Informative/Explanatory Texts
Spring
Day 12: Site-based Observation Training
CLASS: Context for Learning Participant’s Manual 23 May 2011
2
Comprehensive Literacy for Adolescent Student Success (CLASS)
Expectations
Participants agree to adhere to the following assurances:
 Implementation of the components of the professional development
 Attendance at all sessions of COMPREHENSIVE LITERACY FOR ADOLESCENT
STUDENT SUCCESS (CLASS) for Grades 5-12 English Language Arts. It is the participant’s
responsibility to make up any absences.
Year I 3 days summer training
3 days follow-up training during the school year (substitutes
required)
Year II 3 days summer training
3 days follow-up training during the school year (substitutes
required)
 Participants are expected to have all required participant materials.
 Participants will be expected to create a portfolio of all completed projects and turn
them in on time.
 Participants will attend one SBOT in the spring of each year of training.
 Participants are expected to align their instruction to the CCSS.
 If a participant is unable to complete the program, the participant will notify the
Comprehensive Literacy for Adolescent Student Success (CLASS) for Grades 5-12
English Language Arts trainer in writing.
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Interest Inventory for Grades 1-6
From The Adaptive Dimension
http://www.saskschools.ca/curr_content/adapthandbook/learner/interest.html#k6interest
Play and Other Activities
1. What do you like to do in your free time?
2. What do you usually do after school? On weekends?
3. What are your favorite games?
4. Do you like making things? If so, what?
5. What special tools or playthings do you have at home?
6. Is there a tool or plaything you wish you had? If so, what?
7. Do you have pets? If so, what?
8. Do you collect things? If so, what?
9. Do you take private lessons (piano, tennis, etc.)?
10. If you could have 3 wishes, what would they be?
11. Did you ever wish you were someone else? If so, who?
12. Are you afraid of some things? If so, what?
13. About how many hours a day do you watch TV during the week?
On weekends?
14. What TV programs do you like?
15. About how many hours a day do you listen to the radio during the week?
On weekends?
16. What type of radio programs do you like?
17. How often do you attend movies?
18. What movies have you liked?
19. Do you play with computers? If yes, explain.
Reading
20. Do you like being read to? If so, what?
21. Do you enjoy hearing a story told? If so, by whom?
22. Do you like to read? If so, what kind of reading?
23. Do you like comic books? If so, which ones?
24. Do you like magazines? If so, which ones?
25. Are there books or stories you especially liked? If so, what ones and why?
26. Do you have books of your own? If so, about how many?
27. Do you use the school library? If so, about how often?
28. Do you use the public library? If so, about how often?
29. Which of the following do you enjoy, and are there special preferences?
a. Reading
b. Being read to
c. Attending movies
d. Listening to the radio
e. Watching TV
f. Participating in sports
g. Playing computer games
h. Other (playing piano, sports, dancing, sewing, etc.)
Other Comments:
CLASS: Context for Learning Participant’s Manual 23 May 2011 5
Interest Inventory for Grades 7-12
From the Adaptive Dimension
http://www.saskschools.ca/curr_content/adapthandbook/learner/interest.html#712interest
Amusements and Other Activities
1. What do you like to do in your free time?
2. What do you usually do after school? In the evenings? On weekends or vacations?
3. What are your favorite sports? Do you participate or mainly observe?
4. Do you like to make things? If so, what?
5. What tools do you have at home?
6. Do you have pets? What are they?
7. Do you collect things? If so, what?
8. Do you take private lessons (piano, tennis, etc.)? If so, what?
9. Do you have any hobbies? If so, what?
10. If you could have one wish, what would it be?
11. Are you afraid of some things? If so, what?
Television, Radio, Movies, Music, Computers
12. About how many hours a day do you watch TV during the week? On weekends?
13. What TV programs do you like?
14. About how many hours a day do yo listen to the radio during the week? At other times?
15. How often do you attend movies?
16. What movies have you liked?
17. What singers do you like?
18. What musical groups do you like?
19. Do you enjoy computer games? If so, what kinds?
Reading
20. Do you like to read? What type of books do you like?
21. Are there any books you especially liked? If so, name them:
22. Do you enjoy hearing someone read or tell stories?
23. Do you use the school library? Often, seldom, or never?
24. Do you use the public library? Often, seldom, or never?
25. Do you have a library card?
26. Do you like comic books? If so, which ones?
27. Do you like magazines? If so, which ones?
28. Do you read newspapers? If so, what parts?
29. What kinds of reading do you enjoy (about animals, sports, people, space
travel, how-to books, etc.)?
Vocational and Educational Interests
30. What would you like to do after finishing school?
31. Is there anyone in television or the movies who does the type of work you would like to do? If so, who?
32. Have you done any reading pertaining to this?
33. Do you like school?
34. What subject do you like best?
35. What subject do you like least?
36. In what subject do you get your best marks?
37. In what subject do you get poor marks?
38. Do you plan to go to a post-secondary institution after high school?
39. Has any member of your family been to college? If so, who?
40. Would you like to travel outside Canada? If so, where?
Other Comments:
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CLASS: Context for Learning Participant’s Manual 23 May 2011 8
Howard Gardner's multiple intelligences theory
http://www.businessballs.com/howardgardnermultipleintelligences.htm
This simple grid diagram illustrates Howard Gardner's model of the seven Multiple Intelligences at a glance.
Intelligence type Capability and perception
words and language
Linguistic
Logical-Mathematical logic and numbers
music, sound, rhythm
Musical
body movement control
Bodily-Kinesthetic
images and space
Spatial-Visual
other people's feelings
Interpersonal
self-awareness
Intrapersonal
Free multiple intelligences tests based on Howard Gardner's model are available below in MSExcel self-calculating format, manual
versions in MSExcel and pdf, and manual test versions for young people.
Gardner said that multiple intelligences were not limited to the original seven, and he has since considered the existence and
definitions of other possible intelligences in his later work. Despite this, Gardner seems to have stopped short of adding to the seven
(some might argue, with the exception of Naturalist Intelligence) with any clearly and fully detailed additional intelligence definitions.
This is not because there are no more intelligences - it is because of the difficulty of adequately and satisfactorily defining them, since
the additional intelligences are rather more complex than those already evidenced and defined.
Not surprisingly, commentators and theorists continually debate and interpret potential additions to the model, and this is why you
might see more than seven intelligences listed in recent interpretations of Gardner's model. As mentioned above, Naturalist
Intelligence seems most popularly considered worthy of inclusion of the potential additional 'Gardner' intelligences.
Gardner's suggested possible additional intelligences
Intelligence type
Capability and perception
natural environment
Naturalist
Spiritual/Existential religion and 'ultimate issues'
ethics, humanity, value of life
Moral
If you think about the items above it's easy to see why Gardner and his followers have found it quite difficult to augment the original
seven intelligences. The original seven are relatively cut and dried; the seven intelligences are measurable, we know what they are,
what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and
attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Also, the fact that these additional
intelligences could be deemed a measure of good or bad poses extra questions as to their inclusion in what is otherwise a model, which
has hitherto made no such judgment (good or bad, that is - it's a long sentence...).
CLASS: Context for Learning Participant’s Manual 23 May 2011 9
Gardner's multiple intelligences - detail
The more detailed diagram below expands the detail for the original seven intelligences shown above, and also suggests ideas for
applying the model and underpinning theories, so as to optimize learning and training, design accelerated learning methods, and to
assess training and learning suitability and effectiveness.
Preferred
Intelligence
Related tasks, activities or
Description
Typical roles
learning style
type
tests
clues
1 Linguistic
words and language,
writers, lawyers, journalists,
write a set of instructions;
words and
written and spoken;
speakers, trainers, copy-writers,
speak on a subject; edit a
language
retention, interpretation and English teachers, poets, editors,
written piece or work; write a
explanation of ideas and
linguists, translators, PR consultants, speech; commentate on an
information via language,
media consultants, TV and radio
event; apply positive or
understands relationship
presenters, voice-over artistes
negative 'spin' to a story
between communication and
meaning
2 Logicallogical thinking, detecting scientists, engineers, computer
perform a mental arithmetic numbers and logic
calculation; create a process
Mathematical patterns, scientific reasoning experts, accountants, statisticians,
and deduction; analyze
researchers, analysts, traders, bankers to measure something
problems, perform
bookmakers, insurance brokers,
difficult; analyze how a
mathematical calculations, negotiators, deal-makers, troublemachine works; create a
understands relationship
shooters, directors
process; devise a strategy to
between cause and effect
achieve an aim; assess the
towards a tangible outcome
value of a business or a
or result
proposition
3 Musical
musical ability, awareness,
appreciation and use of
sound; recognition of tonal
and rhythmic patterns,
understands relationship
between sound and feeling
body movement control,
manual dexterity, physical
agility and balance; eye and
body coordination
musicians, singers, composers, DJ's,
music producers, piano tuners,
acoustic engineers, entertainers,
party-planners, environment and
noise advisors, voice coaches
perform a musical piece; sing music, sounds,
a song; review a musical
rhythm
work; coach someone to play
a musical instrument; specify
mood music for telephone
systems and receptions
4 Bodilydancers, demonstrators, actors,
juggle; demonstrate a sports physical
athletes, divers, sports-people,
technique; flip a beer-mat;
experience and
Kinesthetic
soldiers, fire-fighters, PTI's,
create a mime to explain
movement, touch
performance artistes; ergonomists,
something; toss a pancake; and feel
osteopaths, fishermen, drivers, crafts- fly a kite; coach workplace
people; gardeners, chefs,
posture, assess work-station
acupuncturists, healers, adventurers ergonomics
5 Spatial-Visual visual and spatial
artists, designers, cartoonists, story- design a costume; interpret a pictures, shapes,
perception; interpretation boarders, architects, photographers, painting; create a room
images, 3D space
and creation of visual
sculptors, town-planners, visionaries, layout; create a corporate
images; pictorial
inventors, engineers, cosmetics and logo; design a building; pack
imagination and expression; beauty consultants
a suitcase or the boot of a car
understands relationship
between images and
meanings, and between
space and effect
6 Interpersonal perception of other
therapists, HR professionals,
interpret moods from facial human contact,
people's feelings; ability to mediators, leaders, counselors,
expressions; demonstrate
communications,
relate to others;
politicians, educators, sales-people, feelings through body
cooperation,
interpretation of behavior
clergy, psychologists, teachers,
language; affect the feelings teamwork
and communications;
doctors, healers, organizers, careers, of others in a planned way;
understands the relationships advertising professionals, coaches
coach or counsel another
between people and their
and mentors; (there is clear
person
situations, including other association between this type of
people
intelligence and what is now termed
'Emotional Intelligence' or EQ)
CLASS: Context for Learning Participant’s Manual 23 May 2011 10
7 Intrapersonal self-awareness, personal
arguably anyone (see note below)
consider and decide one's
self-reflection,
cognizance, personal
who is self-aware and involved in the own aims and personal
self-discovery
objectivity, the capability to process of changing personal
changes required to achieve
understand oneself, one's
thoughts, beliefs and behavior in
them (not necessarily reveal
relationship to others and the relation to their situation, other
this to others); consider one's
world, and one's own need people, their purpose and aims - in own 'Johari Window', and
for, and reaction to change this respect there is a similarity to
decide options for
Maslow's Self-Actualization level,
development; consider and
and again there is clear association decide one's own position in
between this type of intelligence and relation to the Emotional
what is now termed 'Emotional
Intelligence model
Intelligence' or EQ
Roles and intrapersonal intelligence: Given that a 'role' tends to imply external style/skills, engagement, etc., the intrapersonal
ability is less liable to define or suggest a certain role or range of roles than any of the other characteristics. That said, there is a clear
correlation between intrapersonal ability/potential and introverted non-judgmental roles/working styles. Intrapersonal capability might
also be seen as the opposite of ego and self-projection. Self-awareness is a prerequisite for self-discipline and self-improvement.
Intrapersonal capacity enables an emotionally mature ('grown-up') response to external and internal stimuli. The intrapersonal
characteristic might therefore be found among (but most definitely not extending to all) counselors, helpers, translators, teachers,
actors, poets, writers, musicians, artists, and also any other role to which people can bring emotional maturity, which commonly
manifests as adaptability, flexibility, facilitation, reflection, and other 'grown-up' behaviors. There are also associations between
intrapersonal capacity and Erikson's 'generative' perspective, and to an extent Maslow's self-actualization, that is to say: both of
these 'life-stages' surely demand a reasonably strong level of self-awareness, without which adapting one's personal life, outlook and
responses to one's environment is not easy at all.
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VAK visual-auditory-kinesthetic learning styles indicators and quick
free test
http://www.businessballs.com/howardgardnermultipleintelligences.htm#vak%20visual%20auditory%20kinesth
etic%20learning%20styles%20inventory%20theory%20model
Here are some common indicators, which can be converted into a questionnaire very easily. Ask the person to score each statement
and then total each column to indicate learning style dominance. There are no right and wrong answers. See also the longer version
free VAK learning styles test.
Visual
Auditory
Kinesthetic/physical/tactile
operate new equipment read instructions
listen to explanation
have a go
travel directions
look at a map
ask for spoken directions follow your nose and maybe use a compass
cook a new dish
follow a recipe
call a friend for explanation follow your instinct, tasting as you cook
teach someone something write instructions
explain verbally
demonstrate and let them have a go
you'd say..
I see what you mean I hear what you are saying I know how you feel
you'd say..
show me
tell me
let me try
you'd say..
watch how I do it
listen to me explain
you have a go
faulty goods
write a letter
phone
send or take it back to the store
leisure
museums and galleries music and conversation
playing sport or DIY
buying gifts
books
music
tools and gadgets
shopping
look and imagine
discuss with shop staff
try on and test
choose a holiday
read the brochures
listen to recommendations imagine the experience
choose a new car
read the reviews
discuss with friends
test-drive what you fancy
You can use this grid as a simple learning style indicator questionnaire - for example score each box out of five. The answers across
each row will equal five. In other words, out of five, how likely are you to respond according to the statement in each column? When
you have rated each statement, add each column and put the total for each column in the boxes below. The totals will indicate your
relative learning style preference and mix. There are no right or wrong answers.
Visual
Auditory
Kinesthetic/
Physical /Tactile
Totals indicate preferred learning style(s)
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PARAGON EDUCATIONAL CONSULTING
STUDENT LEARNING STYLE INVENTORY version 48a
(please answer the questions as carefully, honestly and quickly as possible, and remember there are no right
answers, only your best answers) place answers on score sheet.
1. When you come to a new situation you usually
a. try it right away, and learn from doing
b. like to watch first and try it later
2. Do you think people should be more
a. sensible and practical
b. imaginative and inspired
3. When you come to an uncertain situation
a. you usually trust your feelings more
b. you usually trust your thinking more
4. Would you say you are
a. a little more serious
b. a little more easy-going
5. Do you spend most of your time
a. often in bigger groups and seldom alone
b. in smaller groups or alone
6. It is better to
a. be able to accept things
b. want to change things
7. Is it worse to
a. do mean things
b. do unfair things
8. Do you prefer when things are
a. planned and structured
b. spontaneous and unplanned
9. After a day spent with a lot of people do you
a. feel energized and stimulated
b. feel drained and like being alone
10. When you need to get something important done, you prefer to
a. do it the way that has worked before
b. do it a new way that you just thought of
11. Which is a bigger compliment?
a. "he/she is really nice"
b. "he/she is really smart"
12. When it comes to time, are you more likely to
a. usually be on time
b. be pretty flexible
13. When you are in a group do you usually
a. do a lot of the talking
b. mostly listen and talk a little
14. Are you more interested in
a. what really is
b. what can be
15. When you look at two things, you mostly notice
a. how they are the same
b. how they are different
16. Do you tend to get along better with
a. people who are a lot like you
b. lots of different types of people
CLASS: Context for Learning Participant’s Manual 23 May 2011 13
17. Most other people seem to see you as
a. kind of out-going
b. kind of shy and reserved
18. When it comes to work that is very exact and detailed
a. it comes pretty easily to you
b. you tend to lose interest in it quickly
19. When your friends disagree, it is more important to you
a. to help them agree and come together
b. to help them come to the right answer
20. When you get-up in the morning
a. you know pretty much how your day will go
b. it seems every day is pretty different
21. When it comes to using the phone
a. you use it a lot and make most of the calls
b. you use it most when others call you
22. When you work on group projects, do you prefer
a. helping make sure the project gets done and works
b. helping come up with the ideas and plans
23. Others often describe you as a
a. warm-hearted person
b. cool-headed person
24. Which is more your way
a. to "do the right thing"
b. to "just do it"
25. When you talk to strangers you've just met you
a. talk pretty easily and at length
b. run out of things to say pretty quickly
26. When it comes to work you
a. prefer steady effort and a regular routine
b. work in spurts, really "on" then really "off"
27. Is it worse to be
a. too critical
b. too emotional
28. Would you rather have things
a. finished and decided
b. open to change
29. When it comes to news at school, you seem
a. to find it out quickly
b. to be one of the last to know
30. Are you more likely to trust
a. your experience
b. your hunches
31. I prefer teachers who are more
a. caring and supportive
b. knowledgeable and expect a lot
32. Is it more your way to
a. finish one project before you start a new one
b. have lots of projects going at once
33. Which is more true of you? do you
a. too often act and talk without thinking much first
b. spend too much time thinking and not enough doing
34. Games would be more fair if kids
a. would just follow the rules
b. would just use "good sportsmanship"
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35. Is it usually easier for you to tell
a. how someone else is feeling
b. what someone else is thinking
36. Which is the more useful ability
a. to be able to organize and plan
b. to be able to adapt and make do
37. At a party or gathering
a. you do more of the introducing of others
b. others introduce you more
38. Do you think more about
a. what is going on right now
b. what will happen in the future
39. It is more your way to
a. usually show what you are feeling
b. usually not show your feelings
40. You are the kind of person who
a. needs to have things a certain way
b. does it any old way
41. When you get done with an assignment
a. you feel like showing it to someone
b. you like to keep it to yourself
42. Things would be better if people were
a. more realistic
b. more imaginative
43. Would you say you are more concerned with
a. being appreciated by others
b. achieving something important
44. It is better that people
a. know what they want
b. keep an open-mind
45. Friday night after a long week you usually
a. feel like going to a party or going out
b. feel like renting a movie or relaxing
46. When you do a job, it's usually your approach to
a. start from the beginning, and go step-by-step
b. start anywhere, and figure it out as you go
47. When you tell a story, you mostly talk about
a. how the people involved were effected
b. what went on in general
48. You feel most comfortable when things are more
a. planned and you know what to expect
b. unplanned and flexible
Paragon Learning Style Inventory (PLSI)
Source: http://www.oswego.edu/plsi/forma.htm
Place your answer of either "a" or "b" from the PLSI test questions next to the same numbers
on this sheet.
(answer the questions as honestly and quickly as possible, and remember there are no right
or better answers, only your best answer)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
CLASS: Context for Learning Participant’s Manual 23 May 2011 15
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
a's _______
a's_______
a's_______
extrovert or E score sensate or S score feeler or F score
b's_______
introvert or I score
a's _______
judger or J score
b's _______
b's_______
b's_______
intuitive or N score thinker or T score perceiver or P score
NOW TOTAL EACH COLUMN BELOW THE RED DOTTED LINE
After you are finished answering the questions, total the letters in each column. Count
the total number of "a"s, and the total of "b"s. Place that number at the bottom of the
column next to the same letter so it looks like this:
a's- 9
b's- 3
Putting your answers together (place the dimension with the highest total in the spaces
below)
______ INTROVERT/EXTROVERT (first column)
______ SENSATE/INTUITIVE (second column)
______ THINKER/FEELER (third column)
______ JUDGER/PERCEIVER (fourth column)
NOW YOU SHOULD HAVE A 4 LETTER LEARNING STYLE TYPE (for example: ESTJ, INFP,
ISFJ, or ENFP). It is time to learn more about what your preference means.
Frequency of Personality Types
http://www.mypersonality.info/personality-types/population-gender/
Below are the estimated frequencies of each of the Jungian-based personality types (and of each temperament) by total population and
by gender.
Protectors (SJ)
Population
Male
Female
ESTJ - Overseer
13%
16%
10%
ESFJ - Supporter
12%
7%
17%
Creators (SP)
Population
Male
Female
ESTP - Persuader
10%
12.5%
7.5%
ESFP - Entertainer
11%
8%
14%
CLASS: Context for Learning Participant’s Manual 23 May 2011 16
ISTJ - Examiner
8.5%
10.5%
6.5%
ISTP - Craftsman
6%
8.5%
3.5%
ISFJ - Defender
7%
4%
10%
ISFP - Artist
6%
5%
7%
40.5%
37.5%
43.5%
All SPs
33%
34%
32%
Population
Male
Female
Visionaries (NF)
Population
Male
Female
4%
5.5%
2.5%
ENFJ - Mentor
4%
2.5%
5.5%
ENTP - Originator
4.5%
6%
3%
ENFP - Advocate
7%
6%
8%
INTJ - Strategist
1.5%
2.5%
0.5%
INFJ - Confidant
1%
0.5%
1.5%
INTP - Engineer
2.5%
4%
1%
INFP - Dreamer
2%
1.5%
2.5%
12.5%
18%
7%
All NFs
14%
10.5%
17.5%
All SJs
Intellectuals (NT)
ENTJ - Chief
All NTs
Note that these are estimates and are not necessarily correct.
LEARNING CHARACTERISTICS OF EACH OF THE 16 LEARNING STYLES
Now
Sensing Types
ISTJ
Serious, quiet, earn
success by
concentration and
thoroughness.
Practical, orderly,
matter-of-fact,
logical, realistic,
ISFJ
Quiet friendly,
responsible, and
conscientious. Work
devotedly to meet
their obligations.
Lend stability to any
project or group.
Intuitive Types
INFJ
Succeed by
perseverance,
originality, and
desire to do
whatever is needed
or wanted. Put their
best efforts into
INTJ
Usually have
original minds and
great drive for
their own ideas
and purposes. In
fields that appeal
to them, they have
CLASS: Context for Learning Participant’s Manual 23 May 2011 17
Introverts
Extroverts
dependable. See to it
that everything is
well organized. Take
responsibility. Make
up their minds as to
what should be
accomplished and
work toward is
steadily, regardless
of protests or
distractions.
Thorough,
painstaking,
accurate. Their
interests are usually
not technical. Can be
patient with
necessary details.
:Loyal, considerate,
perceptive,
concerned with how
other people feel
their work. Quietly
forceful,
conscientious,
concerned for
others. Respected
for their firm
principles. Likely to
be honored and
followed for their
clear convictions as
to how best to
serve the common
good.
a fine power to
organize a job and
carry it out with or
without help.
Skeptical, critical,
independent
determined,
sometimes
stubborn. Must
learn to yield less
important points in
order to win the
most important
ISTP
Cool onlookers.
Quiet, reserved,
observing and
analyzing life with
detached curiosity
and unexpected
flashes of original
humor. Usually
interested in cause
and effect-how and
why mechanical
things work, and in
organizing facts use
logical principles.
ISFP
Retiring, quiet,
sensitive, kind, and
modest about their
abilities. Shun
disagreements; do
not force their
opinions or values on
others. Usually do
not care to lead but
are often loyal
followers. Often
relaxed about getting
things done, because
they enjoy the
moment and do not
want to spoil it by
undue haste or
exertion.
INFP
Full of enthusiasm
and loyalties, but
seldom talk of these
until they know you
well. Care about
learning ideas,
language, and
independent
projects of their
own. Tend to
undertake too
much, then
somehow get it
done. Friendly, but
often too absorbed
in what they are
doing to be
sociable. Little
concerned with
possessions or
physical
surroundings.
INTP
Quiet and
reserved.
Especially enjoy
theoretical or
scientific pursuits.
Like solving
problems with logic
and analysis.
Usually interested
mainly ideas, with
little liking for
parties or small
talk. Tend to have
sharply defined
interests. Need
careers where
some strong
interests can be
used and useful.
ESTP
Good at on the spot
problem solving. Do
not worry-enjoy
whatever comes
along. Tend to like
mechanical things
and sports, with
friends on the side.
Adaptable, tolerant,
generally
conservative in
values. Dislike long
explanations. Are
best with real things
that can be worked,
handled, taken
ESFP
Outgoing, easygoing,
accepting, enjoy
everything and make
things more fun for
others by their
enjoyment. Like
sports and making
things happen. Know
what is going on and
join in eagerly. Find
remembering facts
easier than mastering
theories. Are best in
situations that need
sound common sense
and practical ability
ENFP
Warmly
enthusiastic, high
spirited, ingenious,
imaginative. Able to
do almost anything
that interests them.
Quick with a
solution for any
difficulty and ready
to help anyone with
a problem. Often
rely on their ability
to improvise instead
of preparing in
advance. Can
usually find
ENTP
Quick, ingenious,
good at many
things. Stimulating
company alert and
outspoken. May
argue for fun on
either side of
question.
Resourceful in
solving new and
challenging
problems but may
neglect some
routine
assignments. Apt
to turn to one new
CLASS: Context for Learning Participant’s Manual 23 May 2011 18
apart, or put
together.
with people as well
as with things.
compelling reasons
for whatever they
want.
interest after
another. Skillful in
finding logical
reasons for what
they want.
ESTJ
Practical, realistic,
matter of fact with a
natural head for
business and
mechanics. Not
interested in subjects
they see no use for,
but can apply
themselves when
necessary. Like to
organize and run
activities. May be
good administrators,
especially if they
remember to
consider others’
feelings and points of
view.
ESFJ
Warm-hearted,
talkative, popular,
conscientious, born
cooperators, active
committee members.
Need harmony and
may be good at
creating it. Always
doing something nice
for someone. Work
best with
encouragement and
praise. Main interest
is in things that
directly and
practically help
people’s lives.
ENFJ
Responsive and
responsible.
Generally feel real
concern for what
others think or
want, and try to
handle things with
due regard for the
other person’s
feelings. Can
present a proposal
or lead a group
discussion with ease
and tact. Sociable,
popular,
sympathetic.
Responsive to
praise and criticism.
ENTJ
Hearty, frank,
decisive leaders in
activities. Usually
good in anything
that requires
reasoning and
intelligent talk,
such as public
speaking. Are
usually well
informed and enjoy
adding to their fun
of knowledge. May
sometimes appear
more positive and
confident than
their experience in
the area warrants.
From I. Briggs-Myers & M. McCaulley (1992) Manual: a Guide to the Development and Use of the MyersBriggs Type Indicator. Consulting Psychologists Press
LEARNING STYLE PREFERENCE CATEGORIES
Paragon Learning Style Inventory
http://www.oswego.edu/plsi/4dimen.htm
(the four Jungian Dimensions)
Most people fall more on one side of each of these four pairs. After taking
the PLSI indicator 48 item survey, your scores likely illustrated your
preference for working out of one mode or the other. Check your score
with the list to confirm your preference.
EXTROVERT
INTROVERT
(@60% of pop.)
(@40% of pop.)
CLASS: Context for Learning Participant’s Manual 23 May 2011 19
learns best from doing
is more at ease and confident
socially
likes to know how others are doing
it
gets energized from socializing
readily volunteers and offers
opinions
ideas start from the outside in
likes to watch before doing
prefers working alone or with one
other
sets own standards when possible
likes quiet space to work
seems "deep" and hard to
understand
ideas start from inside out
SENSATE
(@65% of pop.)
is more realistic and practical
is more patient and steady
uses his/her experience and
common sense
likes routines and order
looks more for what is actual and
sensible
lives in the here and now
INTUITIVE
(@35% of pop.)
is more imaginative and abstract
likes new challenge, works in spurts
trusts what makes sense to her/him
dislikes routine and detail work
looks more for what is possible
lives toward her/his vision of the
future
FEELER
(@65% of females: 45% of males)
is more interested in people than
ideas
focuses more on personal
relationships
likes harmony dislikes conflict
is tuned in to others' feelings
is warm and arouses enthusiasm
makes decisions based on his/her
heart
THINKER
(@55% of males: 35% of females)
is more interested in fascinating
ideas
wants things to be fair and
reasonable
stands-up for what he/she thinks
is tuned in to logical consistency
is cool-headed and impartial in
conflict
makes decisions based on rational
thought
JUDGER
(@45% of pop.)
is more decisive than curious
likes planned and scheduled
activities
has very set opinions
feels good when things are
completed
likes order and organization
may make decisions too quickly
PERCEIVER
(@55% of pop.)
is more curious than decisive
likes the spontaneous and unplanned
is flexible, adaptable, and tolerant
like to keep options open
seeks more to understand than
manage things
may have trouble making up her/his
mind
CLASS: Context for Learning Participant’s Manual 23 May 2011 20
All of us are uniquely different and special, and all of us are the same in
that we are human beings with feelings, and the ability to think and
choose. But most people fall on one side or the other on each of these
four categories. And while all of us are at least a little of both, the more
one list seems to you to be most like you, and the higher you scored in
that area of your test, the more you will probably work and be
comfortable in that style.
Put all the 4 areas together and it helps you understand your preferences
for learning and acting in general. All 16 combinations (or types) are just
as valuable and necessary. Each contributes special gifts we all need. We
require all types to make things work and balance out.
The more we can understand one another's differences the better we can
understand and get along with each other.
Type Dimension Comparison
Introversion
Extroversion
Withdrawing to peace
Energy from . . .
Immersion into action
Watching first
Learn from . . .
Doing first
Wait to be approached
Interaction
Initiate the interaction
Series of 1 on 1’s
Socializing
In groups
Externally reserved
Expression
Shows what’s going on
Inside/Autonomous
Thinking
Outside/Accommodating
Sensate
Intuitive
Practical reality
World
Respect for what is
Reality
Imagine what could be
CLASS: Context for Learning Participant’s Manual 23 May 2011 21
Present
Experience
What works
Time orientation
Effectiveness comes from ...
Data for tasks
Feeling
People
Wholes/Similarities
Resist it
Warm and readable
Praise and encouragement
Basic Value
Looking at things
Approach to Conflict
Affect
Motivation
Judging
Decisive
Convergent
Linear/Sequential
Clock time is valid
Completion
Decision Style
Approach to information
Cognitive Pattern
Time
Comfort in tasks
Future
Ingenuity
What makes sense
Thinking
Rational
Patterns/Differences
Invigorated by it
Cool and reserved
Achievement and attaining the
goal
Perceiving
Open-minded
Divergent
Random/Circular
General/Flexible
Getting Started
CLASS: Context for Learning Participant’s Manual 23 May 2011 22
Learning Style and Type Dimension Research into Student Characteristics Related to Counseling Situations:
(http://www.oswego.edu/plsi/counsel.htm)
Four Jungian Dimension Comparisons
Introvert/Reflectives
Extroverts/Experientials
Instinct for privacy
Intra-personal sensitivity
Instinct for expression
Interpersonal sensitivity
Sensates/Concretes
Intuitives/Abstracts
Present focus
Speak in real/practical terms
Often distrustful of therapy
Less likely to see value of psychology
Lower representation in mental health system
Future focus
Often speak in impressions
Often uncomfortably complex
More likely to see value of psychology
High representation in all areas of mental
health sys.
Thinkers
Feelers
Cool affect
Comfortable w/analytical realm
Appear self-contained
Use thoughts to meet needs
Need to promote harmony
Comfortable in affective realm
Appear approachable & accepting
Use feelings to meet needs
Judgers/Sequentials
Perceivers/Randoms
Awareness of convention
Higher grades
May trust easy or quick "fix"
Adventure/pleasure seeking
Higher test scores
May mistrust "easy" solution
Combinations of Note
IT-most self-contained, least expressive
ES- most expressive.
EF- most vivid memory of experience.
IN- most reflective
SJ- high group affiliation
ESTJ- high achievement w/in system.
NP-high creativity
SJ-most teachers,.
NP-least conventional
Telling about an event:
SF-what the people did
ST-accurate order of events
NF-how it felt in general
NT-patterns and nutshells
NF-most counselors
TJ-rigid thinking
NT-most research scientists
INT-most analytical
ET-most assertive
IF-least assertive
INT-most academic success
IT-dates the least
EF-dates the most
IT- Least group affiliated.
EFJ-harmonizers
ESP-most drop-outs –academics
ESP least analytical
IJ-most self-directed
EP-most attuned to environment
SJ-least likely to seek counseling
NP-most prone to fantasy
By John Shindler, March, 1999 (adapted in part from research in, Manual: A guide to the development and use of the Myers-Briggs Type Indicator. 1992)
CLASS: Context for Learning Participant’s Manual 23 May 2011 23
http://www.oswego.edu/plsi/
“At Risk" and Problem Behavior in Schools Related to Type/Learning Style
Academics:
Some types (i.e. SP’s, especially ESF, and ESP’s) traditionally
show patterns of low achievement in school (see figure 8.2).
ESFP’s typically have GPA’s one standard deviation below the
INTJ’s.
Students with substantially differing "types" than their teacher
receive relatively lower grades, report more academic trouble,
and enjoy school less.
Extreme N’s (especially extreme NP combination) are by nature
rebellious, and unconventional. If they are in a class with a
structured SJ teacher than interprets their resistance to
"coloring between the lines" as disobedience, both teacher and
student are in for a long year.
Cultural Context:
Results from a survey of urban, minority, "last chance" high school
students (N=65), found the following:
60% Introverts
50% Judgers
31% (IN) Introverted/Intuitives
These findings are consistent with other "alternative" school
populations.
One possible conclusion is those traits that are not embraced by
the culture (e.g., normative) at discouraged and create stress and
cognitive dissonance for those who have them. Those with deviant
traits are forced to either conform (against their nature), or accept
isolation and/or "oddness".
Social Context:
(IT) Introverted/Thinkers – (especially females) struggle socially.
They are more self-contained, join less, show less affect, appear
cool and less approachable, date less, desire less affiliation, and
do not mind isolation as much as other types. The "oddness",
apparent disinterest, and ultimate marginalization of these types.
EFP’s can be characterized as placing too much value on the
social.
In early years – opposites attract
ERIC Identifier: ED409895
CLASS: Context for Learning Participant’s Manual 23 May 2011 24
Publication Date: 1997-00-00
Author: Small, Ruth V.
Source: ERIC Clearinghouse on Information and Technology Syracuse NY.
Motivation in Instructional Design. ERIC Digest.
Developing life-long learners who are intrinsically motivated, display intellectual curiosity, find learning enjoyable, and
continue seeking knowledge after their formal instruction has ended has always been a major goal of education. Early
motivational research was conducted primarily in the workplace, and centered on ways to motivate industrial workers to
work harder, faster, and better.
More recent motivational research focuses on the identification of effective techniques for enhancing instructional design,
improving classroom management, and meeting the needs of diverse student populations (Wlodkowski, 1981). Learningmotivation researchers are applying some of the same theories and concepts found to be effective in industry to the
development of motivational models that enhance the teaching-learning environment. One such model is the ARCS Model
of Motivational Design developed by John M. Keller of Florida State University (Keller, 1983,1987). ARCS is a systematic
model for designing motivating instruction. This digest will describe the ARCS Model, and will outline some of the ways
in which ARCS components may be applied to instructional design.
THE ARCS MODEL OF MOTIVATIONAL DESIGN
The ARCS Model of Motivational Design is a well-known and widely applied model of instructional design. Simple, yet
powerful, the ARCS Model is rooted in a number of motivational theories and concepts, (see Keller, 1983) most notably
expectancy-value theory (e.g. Vroom, 1964; Porter and Lawler, 1968).
In expectancy-value theory, "effort" is identified as the major measurable motivational outcome. For "effort" to occur, two
necessary prerequisites are specified: (1) the person must value the task and (2) the person must believe he or she can
succeed at the task. Therefore, in an instructional situation, the learning task needs to be presented in a way that is engaging
and meaningful to the student, and in a way that promotes positive expectations for the successful achievement of learning
objectives.
The ARCS Model identifies four essential strategy components for motivating instruction:
--[A]ttention strategies for arousing and sustaining curiosity and interest;
--[R]elevance strategies that link to learners' needs, interests, and motives;
--[C]onfidence strategies that help students develop a positive expectation for successful achievement; and
--[S]atisfaction strategies that provide extrinsic and intrinsic reinforcement for effort (Keller, 1983).
Keller (1987) breaks each of the four ARCS components down into three strategy sub-components. The strategy subcomponents and instructionally relevant examples are shown below.
ATTENTION
--Perceptual Arousal: provide novelty, surprise, incongruity or uncertainty. Ex. The teacher places a sealed box covered
with question marks on a table in front of the class.
--Inquiry Arousal: stimulate curiosity by posing questions or problems to solve. Ex. The teacher presents a scenario of a
problem situation and asks the class to brainstorm possible solutions based on what they have learned in the lesson.
--Variability: incorporate a range of methods and media to meet students' varying needs. Ex. After displaying and
reviewing each step in the process on the overhead projector, the teacher divides the class into teams and assigns each team
a set of practice problems.
RELEVANCE
--Goal Orientation: present the objectives and useful purpose of the instruction and specific methods for successful
achievement. Ex. The teacher explains the objectives of the lesson.
--Motive Matching: match objectives to student needs and motives. Ex. The teacher allows the students to present their
projects in writing or orally to accommodate different learning needs and styles.
--Familiarity: present content in ways that are understandable and that are related to the learners' experience and values. Ex.
The teacher asks the students to provide examples from their own experiences for the concept presented in class.
CONFIDENCE
--Learning Requirements: inform students about learning and performance requirements and assessment criteria. Ex. The
teacher provides students with a list of assessment criteria for their research projects and circulates examples of exemplary
projects from past years.
--Success Opportunities: provide challenging and meaningful opportunities for successful learning. Ex. The teacher allows
the students to practice extracting and summarizing information from various sources and then provides feedback before
the students begin their research projects.
--Personal Responsibility: link learning success to students' personal effort and ability. Ex. The teacher provides written
CLASS: Context for Learning Participant’s Manual 23 May 2011 25
feedback on the quality of the students' performance and acknowledges the students' dedication and hard work.
SATISFACTION
--Intrinsic Reinforcement: encourage and support intrinsic enjoyment of the learning experience. Ex. The teacher invites
former students to provide testimonials on how learning these skills helped them with subsequent homework and class
projects.
--Extrinsic Rewards: provide positive reinforcement and motivational feedback. Ex. The teacher awards certificates to
students as they master the complete set of skills.
--Equity: maintain consistent standards and consequences for success. Ex. After the term project has been completed, the
teacher provides evaluative feedback using the criteria described in class.
http://www.ericdigests.org/1998-1/motivation.htm
Please note that this site is privately owned and is in no way related to any Federal agency or ERIC unit. Further, this site
is using a privately owned and located server. This is NOT a government sponsored or government sanctioned site. ERIC is
a Service Mark of the U.S. Government. This site exists to provide the text of the public domain ERIC Documents
previously produced by ERIC. No new content will ever appear here that would in any way challenge the ERIC Service
Mark of the U.S. Government.
CLASS: Context for Learning Participant’s Manual 23 May 2011 26
ARCS
Motivation and Engagement Notes
Classroom Examples
Research Alignment
Attention
Perceptual Arousal
Inquiry Arousal
Variability
Relevance
Goal Orientation
Motive Matching
CLASS: Context for Learning Participant’s Manual 23 May 2011 27
ARCS
Classroom Examples
Research Alignment
Familiarity
Confidence
Learning Requirements
Success Opportunities
Personal Responsibility
CLASS: Context for Learning Participant’s Manual 23 May 2011 28
ARCS
Classroom Examples
Research Alignment
Satisfaction
Intrinsic Reinforcement
Extrinsic
Equity
CLASS: Context for Learning Participant’s Manual 23 May 2011 29
ARCS
Classroom Examples
Research Alignment
CLASS: Context for Learning Participant’s Manual 23 May 2011 30
CLASS: Context for Learning Participant’s Manual 23 May 2011 31
CLASS: Context for Learning Participant’s Manual 23 May 2011 32
CLASS: Context for Learning Participant’s Manual 23 May 2011 33
Notes for Classroom Methods
Method:______________________________________________________________________________________
Explicit or Inquiry
Whole Group/Small
Group/Pairs/ Individual
Strands:
Reading/Writing/Speaking
and Listening/Language
How is it text based?
Embedded Strategies
Other Notes:
CLASS: Context for Learning Participant’s Manual 23 May 2011
34
Description of Classroom Methods
Workshop Model of Instruction
Classroom Application: Any topic that you want students to practice in small groups after receiving instruction
The workshop model allows for whole group, small group, and independent work. In this model, students spend the majority of their
time actively engaged in learning. Teachers provide an engaging short activity to begin the class before presenting a short explicit lesson.
Students then work independently or in small groups until time for the wrap up or debrief, which is conducted in a whole group. While
students are working, the teacher moves around the classroom answering questions and conferring with students. During writing
workshop, students confer with the teacher or with peers during the writing process. Students may conduct literature circles or book
clubs during reading workshop, when they are not reading independently or working on a skill that was modeled during the mini lesson.
The teacher can also provide targeted interventions to guided reading groups. The debrief is a time for teachers to assess the status of the
class and for students to share and celebrate their learning successes.
Reading and Writing Workshop Instruction Schedule
Trainers: Refer participants to the workshop model graph handout.
See the book, The Right to Literacy in Secondary Schools: Creating a Culture of Thinking, edited by Suzanne Plaut. page 168 shows this
model with an explanation of each part as follows:
CLASS: Context for Learning Participant’s Manual 23 May 2011
35
1.Hook or Opening Structure Set the purpose for the day and assess students’ background knowledge
2.Minilesson: Set the purpose, build the “need to know” and show students how to do the tasks for the work time. Can include modeling,
Think-aloud, mini-lecture, demonstration, etc.
3.Work time: Students read, write, and/or talk to make meaning. Students practice the skill, complete the task, etc. modeled in the
minilesson (depends on project/ product goal and focus on building or demonstrating understanding, etc.) Teacher confers with
individuals and small groups to gauge understanding and differentiate instruction.
4.Catch (optional, used as needed): Teacher pulls the group back together, adding another layer of instruction, if during work time the
teacher notices that student stamina is beginning to wane, that students complete the task in the minilesson, or that students are showing
patterns of brilliance or of confusion that the teacher wants to address with the entire group. This is quick.
5.Debrief: Students share understanding, thinking, and /or task accomplished during the work time. Teacher labels and/or holds
thinking to use for future teaching and learning and builds momentum for the next work time or class.
Socratic Circles
Text Resource: Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School by Matt Copeland
Web Resource: http://www.learnnc.org/lp/pages/4994
Matt Copeland, the author of Socratic Circles, explains that Socratic circles “turn partial classroom control, classroom direction, and
classroom governance over to students by creating a truly equitable learning community where the weight and value of student voices
and teacher voices are indistinguishable from each other.” Copeland suggests that Socratic circles help to develop “critical and creative
thinking skills that will ultimately facilitate their growth and development into productive, responsible citizens.”6website According to
Copeland, Socratic circles encourage students to “work cooperatively to construct meaning from what they have read and avoid focusing
on a ‘correct’ interpretation of the text.”7website
In his text, Copeland emphasizes that Socratic circles are not a form of classroom debate. “Debate suggest that students are competing
with one another to convince an outsider of the validity of their line of thinking. A Socratic circle has students working collaboratively to
construct a common vision of truth and understanding that serves all members of the group equally. There is no concept of ‘winning an
argument’ in a Socratic circle; there is only the search for deeper and more thorough understanding” (26).
Socratic Circles Procedure
1.On the day before a Socratic circle, the teacher hands out a short passage of text.
2.That night at home, students spend time reading, analyzing, and taking notes on the text.
3.During class the next day, students are randomly divided into two concentric circles: an inner circle and an outer circle.
4.The students in the inner circle read the passage aloud and then engage in a discussion of the text for approximately ten minutes while
students in the outer circle silently observe the behavior and performance of the inner circle.
5.After this discussion of the text, the outer circle assesses the inner circles’ performance and gives ten minutes of feedback for the inner
circle.
6.Students in the inner and outer circles now exchange roles and positions.
7.The new inner circle holds a ten-minute discussion and then receives ten minutes of feedback from the new outer circle.
36
CLASS: Context for Learning Participant’s Manual 23 May 2011
There are many variations to the time limits of each aspect of Socratic Circles, but maintain the discussion-feedbackdiscussion-feedback pattern is essential. Once students have mastered the structure of the Socratic circle itself,
modifications can be made according to content, focus, purpose, and so on.
Inquiry Circles
Text Resource: Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels ISBN-13:978-0-32501230-8
General Information about Inquiry Circles
Inquiry Circles are small peer-led investigation teams that are given structured choice of topics and readings while directed behind the
scenes by teachers who show, model, coach, mentor, and facilitate the process. Teachers channel the students’ curiosity, provide
materials, structure interaction, and document ideas. Collaborative, deep, and thoughtful learning takes place within the investigation
teams. The goals of an inquiry lesson are to get students to work in small groups, think deeply investigate questions, and demonstrate
their learning and understanding” (Harvey and Daniels, p. 144) “Decades of research confirm that such instruction leads not just to
higher student achievement on the customary academic measures, but to better social attitudes, stronger work habits, and more
persistence in school” (Darling-Hammond dt al. 2008; Zamelman, Daniels, and Hyde 2005; Daniels and Bizar 2004; Smith et al. 2001;
Newmann et al. 1996).
The Basic Precepts of Small-group Inquiry (Harvey and Daniels, p. 144-145)
1.Teachers model their own curiosity and occasional skepticism, sharing their authentic questions, and keeping a research notebook of
their own.
2.Teachers share a variety of ways to get questions answered.
3.Teachers explicitly demonstrate their own inquiry process by showing kids how they go about researching a question finding an
answer, and acting in response to their findings.
4.Teachers model several lessons during mini-research that will be foundational later on when kids are doing their own more in-depth
inquiry projects.
5.Teachers invite kids to be curious.
6.Kids ask questions, search for answers, and share their new learning.
Types of Inquiry Circles
Mini-Inquiries
“Mini-Inquiries are short-term small-group research that lets students search for and find information relatively quickly (fifteen
minutes—four or five hours)—give kids a wonderful opportunity to ask questions, find some answers, and
satisfy their curiosity. A powerful benefit of mini-research is that it offers the perfect avenue for getting started with small-group
inquiry. As kids ask mini-research questions and search for answers, we can teach them important literacy,
collaboration, and inquiry strategies” “Taking students through the mini-research process builds familiarity with the nature of inquiry
and gives kids a head start on effectively using research and collaborative strategies so they can employ them in the longer, in-depth
inquiry circles” (Harvey, S. & Daniels, H. 2009, p.143-144).” Mini-inquiry sometimes evolves into a more in-depth research project,
particularly if the learner gets stoked about the newfound information” Harvey and Daniels, 2009, p. 145).
CLASS: Context for Learning Participant’s Manual 23 May 2011
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Curricular Inquiries
Small investigation teams are formed to research a valuable part of the curriculum. “Curricula worth teaching involve topics that kids
wonder about, that might be a little puzzling, that have real-life implications, and that are genuinely key to understanding the field.
Criteria for choosing curricula for Curricular Inquiries
Students have already posed a question or shown curiosity about the topic.
The topic is rich and complex.
Interpretation and analysis are required.
There are different facets or subtopics to be explored.
Thoughtful learners can disagree and debate.
There is a values, social, or moral dimension.
There are decisions to be made, objects to be created, positions to be supported, or actions to be taken.
There can be multiple outcomes, understandings, or solutions.
Investigations lead to even more questions, problems, or puzzles. (Harvey, S. & Daniels, H. 2009, p166-167)
Literature Circle Inquiries
This structure can fit into a workshop model but does not have to.
Research Resource: www.litcircles.org/research.html
Literature Circles are small, peer-led discussion groups where groups of students choose a book to read, divide the text into three or four
sections, and then meet every few days to discuss the reading as it unfolds…Teachers now use the literature circle structure not just with
novels, but with poems and plays, with short chunks of text, and with nonfiction across the curriculum. These days, we often have short,
one –time meetings to discuss the text we have read right in class; sometimes we have conversations in writing as well as out loud. In
short, the use of book clubs has exploded past its original application and become an everyday tool for teachers looking to involve kids
actively in talking about text of any kind….But there have been difficulties as well.
The most prevalent was the overuse of “role sheets, “ a set of tools adapted from generic cooperative learning activities and designed to
give each group member a specific job like Questioner Word Wizard, Literary Luminary, or Illustrator. In classroom use, these role sheets
often become mechanical, hindering rather than empowering lively, spontaneous book talk. (Harvey, S. & Daniels, H. 2009, p198-200)
Smokey has been crusading against role sheet abuse for years; he teachers kids to instead use Post-its, journals, bookmarks, or drawings
to harvest their responses as they read (Daniels, Harvey. 2002. Literature Circles: Voice and Choice in Book Clubs and Reading Groups
(Second Edition). Portland, ME: Stenhouse.
What’s New After Twenty-Five Years of Literature Circles?
1. De-emphasis on role sheets. Instead, capturing kids’ responses using Post-its, text annotations, bookmarks, journals. For details see
the website. www.heinemann.com/comprehensionandcollaboration.
2. More use of drawn or graphic responses to text.
3. More explicit teaching of social skills.
4. Not just novels. More use of short text—picture books, stories, poems, articles, charts, graphs, cartoons.
5. More nonfiction text, from articles through adult trade books.
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6. Reaching out across the curriculum: book clubs in science, social studies, and so on.
7. Sparking or supplementing out-loud discussion with written conversations.
8. Multi-text literature circles (jigsawed text sets, theme sets, multi-genre inquiries).
9. New forms of assessment. Fewer book reports, and more critical book reviews. More performances (reader’s theater, tableaux, drama,
song lyrics, etc.).
10. Moving from books to topics and from literature circles to broader inquiry circles.
Note: In keeping with the Common Core State Standards, texts must be appropriately complex and rigorous for the grade level. Teachers
can guide choice while still allowing students latitude and control over their selection of inquiry topic. Start with the Common Core and
align curriculum, instruction, and assessment to it.
Open Inquiries
These open inquiries (sometimes called negotiated curriculum projects) are much like the other types we’ve shown in this book,
(Comprehension & Collaboration: Inquiry Circles in Action )with one big difference: now, the topics come not from a spontaneous quick find
question a curriculum unit, or a literature circle book, but instead from kids’ own curiosity, wonderings, and concerns. But these open
inquiries are in no way a side trip into trivial, divorced-from-school topics. Actually, our own experience has been quite the opposite:
when given a genuine opportunity to choose their own topics, and when provided with thoughtful guidance by a veteran adult inquirer
(like you), kids lean toward topics of significance. They very often choose to investigate subjects that really matter. Kids want to know.
(Comprehension & Collaboration: Inquiry Circles in Action)
Reciprocal Teaching
Reciprocal Teaching uses four strategies: predicting, questioning, clarifying and summarizing. It provides scaffolding for struggling
readers who have not mastered these strategies. The Common Core State Standards focuses on the content of the text and relegates
strategy instruction to its proper place as support for students who struggle with comprehension. Instructional strategies are not so
generic that they work with every text. In her book Reciprocal Teaching at Work, Lori Oczkus states, “Depending on the text selection, the
teacher may activate the students’ prior knowledge or may need to supply some background information before reading to help them
understand the text better. Many texts also require and invite rich classroom discussions—in which students have opportunities to react
personally and emotionally to the reading, to express their opinions of the text, and to evaluate the text—are extremely valuable in
teaching reading. Discussions of the author’s craft, the theme of the piece, are critical for helping students comprehend text. If reading
instruction were to focus only on the four reciprocal teaching strategies, teachers would miss out on important opportunities to build
students’ reading comprehension based on many of the humorous, interesting, and emotional responses that students have to what they
read. It is through these types of aesthetic responses that teachers often are able to motivate students to love reading.”
Note: The Common Core State Standards have an expectation that students will wrestle with a text independently before teachers step in
to provide strategic support. To be college and career ready, students must be able to read complex texts independently across many
disciplines. Use Reciprocal Teaching as a Strategic Intervention to scaffold struggling readers as they improve their independent
comprehension of texts.
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Interactive Lecture
Interactive lectures can increase student engagement with course material and facilitate learning. In traditional lectures, the majority of
class time is devoted to the instructor's delivery of information. During interactive lectures, the instructor interrupts the lecture to allow
time for short activities. These activities can take on many forms as discussed later, but they are important in that they allow students to
use material learned in class and contribute to their own learning.
During lecture breaks, the instructor poses a question or problem that promotes students to actively work with the concepts learned in
class. Because learners tend to retain information based on their involvement in the learning process, transforming students from passive
receivers of information into active users of information leads to increases in student retention of material.
The idea of incorporating activities within lecture time is often met with the criticism that it wastes time that could be used to cover
additional course material. However, sustained lectures that exceed the typical attention span of 10-20 minutes do not ensure that the
material is actually reaching students. In fact, students record in their notes a greater percentage of material from short lecture segments
than they do from longer lectures. Many of the activities described below take only a few minutes to implement, but still provide
important learning opportunities for students.
Another benefit of using activities within lectures is that it can create a feedback loop for instructors to get information about student
learning earlier than the exam or major assignment date. Seeing students
struggle with an activity can be the stimulus for the instructor to review important concepts related to that activity.
Strategies to use during Interactive Lecture
Discussion
While discussion is best suited for small groups, it can also be effective in large classes separated into groups of students. Another way to
use discussion in large groups is to divide the room into quadrants and ask for answers from each quadrant. This prevents receiving
answers from only the eager students in the front row. Topics that have more than one correct answer are essential to promote
involvement of all group members. Example: Ask students to compare or relate topics from class to events in their own lives.
Jigsaw
Students are broken into small groups that each work on a different aspect of the same problem, question, or issue. At the conclusion of
small group discussions, the class rejoins for synthesis of the results and discussion of the problem as a whole. Example: Assign groups to
act as lobbyists acting in behalf of individuals that would be affected by a new piece of legislation. Give each group time to formulate their
arguments and then have the group rejoin to modify the legislation so that it is approved by all parties.
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Direct Questions Back
Pause the lecture and ask for questions from the class. Rephrasing the question if necessary, encourage other students to provide the
answer. Example: After receiving a question, write it on the board and ask the class, “What information would we need to know to answer
that question?”
ConcepTest
Students vote for answers to multiple-choice questions. This gives the instructor an opportunity to examine student knowledge before
proceeding. This strategy can be facilitated by the use of audience response systems that collect student responses using handheld
devices and automatically tally results. Example: Quiz students over new lecture material or review important concepts.
Think/Pair/Share
Assign a question or problem and have students work individually to write down their answer. The time spent working alone is important
for students to develop their own answers. Then, have students pair with a neighbor to discuss answers. Depending on the type of
prompt, students may draw comparisons between the two answers, provide support for their answer, or rationalize differences in their
solutions. After allowing students to discuss with each other, call on a few pairs to share their answers with the class. Example: Have
students describe and interpret information displayed on a graph.
Participatory Demos
Participatory demonstrations could involve students acting out a process or making predictions about a process or action occurring in
front of them. Example: Students act as the components of a biochemical pathway including mimicking malfunctions of pathway
components.
One Minute Paper
Have students write for one minute about a topic selected by the instructor. Students turn in their writing, thereby helping the instructor
to evaluate depth of student knowledge about the assigned topic.
Question of the Day
This differs from the “One Minute Paper” in that after writing, students often engage in discussion about the topic. The “Question of the
Day” should be assigned during each class or at least once each week and must relate to important course concepts. To keep student
motivation high, note at the beginning of the course that these questions serve as a guide for studying.
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Key Point
At the conclusion of a lecture or lecture section, have students identify the most important topic of the lecture by writing it on a piece of
paper and handing it in. After the lecture, compare their perception of the key idea to your learning objective. Do they match? This is
readily combined with the next strategy, “Muddiest Point.”
Muddiest Point
This is similar to “Key Point” with the difference being that you ask students to identify the most confusing portion of the lecture. This
strategy is an exemplary method to assess student learning in advance of exams or assignments. Students may have questions that
require review or questions that anticipate planned lecture topics. Reserve time at the beginning of the next lecture to review important
concepts and provide handouts or sources of information for topics that you won’t cover. Take care to address student questions about or
confusion with topics so that they also value the activity.
References and Resources for Interactive Lecture:
1. Wenzel, T. J., “The lecture as a learning device.” 1999 Analytical Chemistry 71: 817A-819A .
2. “Active Learning for the College Classroom.” Donald R. Paulson and Jennifer L. Faust.
http://www.calstatela.edu/dept/chem/chem2/Active/index.htm accessed on 10 Feb 2008. “How to Give Interactive Lectures.” Starting
Point. Teaching Entry Level Geoscience. Carleton College. http://serc.carleton.edu/introgeo/interactive/howto.html accessed on 10 Feb
2008.
3. “Interactive Lectures--Summaries of 36 Formats.” The Thiagi Group. http://www.thiagi.com/interactive-lectures.html
4. Mosteller, Frederick. “The "Muddiest Point in the Lecture" as a Feedback Device.” Derek Bok Center for Teaching and Learning,
Harvard University. Reprinted from On Teaching and Learning, 3 (1989).
http://isites.harvard.edu/fs/html/icb.topic58474/mosteller.html accessed on 10 Feb 2008.
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Unit Map Contents
The Common Core Curriculum Mapping Project
http://commoncore.org/maps/index.php/maps/
Grade 5
 Unit 1 Playing with Words
 Unit 2 Inventive Thinking
 Unit 3 Clues to a Culture
 Unit 4 America in Conflict
 Unit 5 Exploration – Real and Imagined
 Unit 6 Coming of Age
Middle School
Grade 6
 Unit 1 I Won’t Grow Up
 Unit 2 Folklore: A Blast from the Past
 Unit 3 Embracing Heritage
 Unit 4 Courageous Characters
 Unit 5 Figure it Out
 Unit 6 Winging It
Grade 7
 Unit 1 Characters with Character
 Unit 2 Perseverance
 Unit 3 Determination in Life and in Literature
 Unit 4 Survival in the Wild
 Unit 5 Science or Fiction?
 Unit 6 Literature Reflects Life: Making Sense of our World
Grade 8
 Unit 1 Urban Settings in America: “It Happened in the City”
 Unit 2 Rural Settings in North America: “It Happened in the Country”
 Unit 3 Looking Back on America
 Unit 4 Authors and Artists
 Unit 5 Dramatically Speaking
 Unit 6 “The Road Not Taken”
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High School
Grade 9
 Unit 1 Literary Elements and The Short Story
 Unit 2 The Novel – Honor
 Unit 3 Poetry – Beauty
 Unit 4 Drama – Fate
 Unit 5 Epic Poetry – Heroism
 Unit 6 Literary Nonfiction – Reflection (The Memoir, The Essay, and The Speech)
Grade 10
 Unit 1 World Literature: Latin and Central America
 Unit 2 World Literature: Asia
 Unit 3 World Literature: Africa and the Middle East
 Unit 4 World Literature: Russia
Grade 11
 Unit 1 The New World
 Unit 2 A New Nation
 Unit 3 American Romanticism
 Unit 4 A Troubled Young Nation
 Unit 5 Emerging Modernism
 Unit 6 Challenges and Successes of the Twentieth Century
Grade 12
 Unit 1 European Literature: Middle Ages
 Unit 2 European Literature: Renaissance and Reformation
 Unit 3 European Literature: Seventeenth Century
 Unit 4 European Literature: Eighteenth and Early Nineteenth Century
 Unit 5 European Literature: Nineteenth Century
 Unit 6 European Literature: Twentieth Century
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ESSENTIAL QUESTION
What makes characters in historical fiction believable?
Grade 7
►
Unit 1
Characters with Character
This first six-week unit of seventh grade starts the year off with reflections on
characters from literature and historical time periods.
OVERVIEW
Students build on their knowledge of the medieval time period, first introduced to them as fourth graders. (Note that easy informational
and picture books are provided to build quickly the necessary background knowledge for understanding of this unit.) Students have a
variety of “Middle Ages” novels to choose from. They take place in Byzantium, England, France, Korea, or Africa; and while the historical
time period is secondary to the focus on character development, historical accuracies and creative license are considered. Students
discuss how elements of a story interact, practice citing textual evidence, and formalize a process for determining word meanings. This
unit ends with an open-ended reflective essay response to the essential question.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core State Standards.
RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of
understanding how authors of fiction use or alter history.
RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.
SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1 (a): Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1 (b): Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as
needed.
L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,
choosing flexibly from a range of strategies.
L.7.4 (a): Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.7.4 (c): Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech. Common Core State Standards, ELA (1.5 MB)
STUDENT OBJECTIVES
Read and discuss fiction and nonfiction texts about the Middle Ages.
Summarize informational text by creating a comic strip of key events.
Compare and contrast characters and settings across stories about the Middle Ages.
Cite textual evidence, especially as it relates to character development.
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Explain the historical context of a story, and how authors make historical fiction believable.
Write a variety of responses to literature and informational text.
Write “Character with Character” narratives that use effective technique, relevant descriptive details, and well-structured event
sequences.
2010 Edition Common Core Website
Home FAQs About the Project News Contact Search Maps
Perform a monologue for classmates.
Participate in group discussions.
SUGGESTED WORKS
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
LITERARY TEXTS
Stories (Read Aloud/ Introduction to the Middle Ages)
Favorite Medieval Tales (Mary Pope Osborne)
Stories
Good Masters! Sweet Ladies! Voices from a Medieval Village (Laura Amy Schlitz)
The World of King Arthur and His Court: People, Places, Legend, and Lore (Kevin Crossley-Holland)
Anna of Byzantium (Tracy Barrett)
Castle Diary: The Journal of Tobias Burgess (Richard Platt and Chris Riddell)
The Seeing Stone (Arthur Trilogy, Book One) (Kevin Crossley-Holland)
Crispin: The Cross of Lead (Avi) (easier to read)
Adam of the Road (Elizabeth Janet Gray) (easier to read)
The Midwife’s Apprentice (Karen Cushman) (easier to read)
Medieval Korea
A Single Shard (Linda Sue Park)
Medieval Africa (Read Aloud)
Sundiata: Lion King of Mali (David Wisniewski)
Traveling Man: The Journey of Ibn Battuta 1325-1354 (James Rumford)
Mali
Sundiata: An Epic of Old Mali (Djibril Tamsir Niane)
Riddles
Old English Riddles: From the Exeter Book (Michael Alexander)
INFORMATIONAL TEXTS
Informational Text
Medieval Europe
Cathedral: the Story of Its Construction (David Macaulay) (E)
The Medieval World (Philip Steele)
Manners and Customs in the Middle Ages (Marsha Groves)
Joan of Arc (Diane Stanley)
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Personal Recollections of Joan of Arc (Mark Twain)
Outrageous Women of the Middle Ages (Vicki Leon)
The Horrible, Miserable Middle Ages: The Disgusting Details About Life During Medieval Times (Fact Finders:
Disgusting History series) (Kathy Allen)
The Middle Ages: An Illustrated History (Oxford Illustrated Histories) (Barbara Hanawalt)
How Would You Survive in the Middle Ages (Fiona MacDonald and David Salariya)
Medieval Africa
The Royal Kingdoms of Ghana, Mali and Songhay: Life in Medieval Africa (Patricia and Fredrick McKissack)
ART, MUSIC, AND MEDIA
Music
Gregorian chants and madrigals
Art
Arms and Armor from The Walters Art Museum and Metropolitan Museum of Art
Byzantine Art: Frescos and mosaics inside domed churches
Islamic Art: Caucasus textiles
Gothic Art & Architecture: Notre Dame; Westminster Abbey
Illuminated Manuscripts: "Hunt of the Unicorn Annunciation” (ca. 1500)
SAMPLE ACTIVITIES AND ASSESSMENTS
Introductory Activity (for the year)
You will be reading a variety of literature and informational texts this year and perhaps even some genres you haven’t encountered
before. Your teacher will give you a list of twenty genres (such as adventure, historical fiction, comedy, ancient history, science fiction,
fantasy, etc.) from which to select titles. One of your goals by the end of the year is to read books from at least three genres that are new to
you. (RL.7.10, RI.7.10)
Informational Text Responses
After reading The Cathedral by David Macaulay:
Outline the major steps involved in constructing a cathedral by creating a comic strip of key events. Be sure to note the page numbers that
each box refers to so you can go back and cite the text during class discussion.
Make a list of new vocabulary words that you learned from this book and that you encounter in other (fictional) texts.
Your teacher may ask you to take notes in your journal of key events and share them with a partner before creating your comic strip. Be
sure to note page numbers with relevant information or mark your text with Post-It notes so you can go back and cite the text, if needed.
(RI.7.1, RI.7.2, RI.7.4, RI.7.6)
Graphic Organizer
As you read one of the novels that take place in the Middle Ages, take notes in your journal about how the characters are affected by the
time period in which they lived. Be sure to make notes of page numbers with relevant information or mark your text with a Post-It note
so you can go back and cite the text during class discussion. (RL.7.3, RL.7.9, RL.7.1)
Where was that person’s place in the feudal system?
What was his or her economic status?
Where did the character live, and why?
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What did the character’s parents do, and what does this mean for the character?
What was that character’s context? What was happening in the world?
What was a typical day like for this person?
Your teacher may give you the opportunity to share your notes with a partner who read the same text, prior to class discussion.
Class Discussion
Compare and contrast characters from the various novels read and discuss how authors accurately portray or alter history. (SL.7.1a, b,
RL.7.9)
Literature Response
While reading A Single Shard, think about where Tree-ear gets courage for his dangerous mission. Write a response to this question in
your journal: “Are characters born brave, or is courage developed by facing fears?” Justify your answer
with specific information from the text. (RL.7.9, RL.7.1)
Literature Response
While reading The Midwife’s Apprentice, think about how a nameless girl becomes a memorable character. Write a response to this
question in your journal: “How does an author develop memorable characters?” (RL.7.3)
Narrative Writing
Write your own “Character with Character” story. It can take place during the Middle Ages or in another time period of your choosing.
Incorporate elements and techniques learned in this unit. You will have the opportunity to talk with a
partner prior to writing the first draft, and again at the end to revise and strengthen your story. Feel free to add visual aids or illustrations
to your story once it’s complete. Be prepared to publish your story on a class webpage. (W.7.3a, b,
c, d, e, L.7.1a, L.7.2a)
Class Discussion
How does reading picture books, such as Sundiata: Lion King of Mali by David Wisniewski, increase your capacity for
understanding more complex texts, such as of Sundiata: An Epic of Old Mali? How does this epic poem capture the
mystery of a medieval African king? Write your ideas in your journal prior to class discussion. (SL.7.1a, b, RL.7.2)
Dramatization/Fluency
Choose a monologue or dialogue from Good Masters! Sweet Ladies! Voices from a Medieval Village by Laura Amy Schlitz that has a strong
character. Work with classmates to present the scene as a dramatic reading. (SL.7.6)
Art/Music Appreciation
Discuss how art and music can provide insight into a historical time period. How is the historical period reflected in the art/music? Write
your ideas in your journal prior to class discussion. After the class discussion, you will be asked to select a favorite piece of art and music
and research each of them further. (SL.7.1a, b)
Word Study
Where do words come from? How does knowing their origin help us not only to spell the words, but also understand their meaning? This
is why we study etymology. Create a personal dictionary of terms found, learned, and used
throughout this unit (i.e., chivalry, feudalism, medieval, secular, serf, vassal, etc.). This dictionary will be used all year long to explore the
semantics (meanings) of words and their origins, especially those with Greek and Latin roots.
(L.7.4a, c)
Reflective Essay
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Write a written response to this question based on the novels read and discussed in class: “What makes characters in historical fiction
believable?” Cite specific details from texts read. After your teacher reviews your first draft, work with a partner to edit and strengthen
your writing. Be prepared to record your essay and upload it as a podcast on the class webpage for this unit. (RL.7.9, W.7.9a, b, L.7.1a,
L.7.2a)
ADDITIONAL RESOURCES
Internalization of Vocabulary Through the Use of a Word Map (ReadWriteThink) (RL7.4, RI7.4)
This lesson provides a concrete way for students to learn vocabulary.
Improve Comprehension: A Word Game Using Root Words and Affixes (ReadWriteThink) (RL7.4, RI7.4)
Middle school students love friendly competition, and word games can be an ideal context to help them study the meaning, structure, and
spelling of words.
Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary (ReadWriteThink) (RL7.4, RI7.4)
The Flip-a-Chip activity turns ordinary poker chips into teaching tools, showing students how different affixes and roots can be joined to
make words and then placed into a context-rich paragraph.
You Can't Spell the Word Prefix Without a Prefix (ReadWriteThink) (RL7.4, RI7.4)
Students learn in a cooperative setting to identify, define, and construct words with prefixes.
Analyzing and Comparing Medieval and Modern Ballads (ReadWriteThink) (RL.7.5)
Students read, analyze, and discuss medieval English ballads and then list characteristics of the genre. (This is a lesson
for grades 9-12, but could be modified for seventh grade.)
Multiple Texts: Multiple Opportunities for Teaching and Learning (ReadWriteThink) (RL.7.2)
Using texts that first meet the reading levels of middle school students, then offering increasingly challenging books, teachers can group
students at all levels using multiple texts.
Glimpses of Medieval Life (The British Library)
View a primary source document, the Luttrell Psalter, an illuminated manuscript from the Middle Ages.
Middle Ages (Tolt Middle School, Carnation, WA)
Medieval Islamic Cultures (San Francisco Unified School District, San Francisco, CA)
Middle Ages for Kids (Kidipede: History and Science for Middle School Kids)
Building Big (PBS)
TERMINOLOGY
character development
dialogue
monologue
plot
protagonist
setting (historical)
© 2011 Common Core, Inc. All rights reserved. • Contact Us
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ESSENTIAL QUESTION
How is reflecting different from remembering?
Grade 9 ► Unit 6
Literary Nonfiction – Reflection (The
Memoir, The Essay, and The Speech)
This unit, the sixth of six, focuses on three kinds of literary nonfiction: the memoir, the essay, and the speech, with “reflection” as the
common aspect of these genres.
OVERVIEW
The unit allows students to recognize and appreciate the effective use of literary devices in nonfiction. Students are exposed to memoirs
from various cultures and look for common techniques, such as the emphasis on a particularly significant event or time period in the
author’s life. Selected art works that address similar goals, such as self-portraits, are examined to compare presentation. Students also
consider the ways in which essays and speeches may exhibit the same reflective qualities, whereby the authors/orators engage
readers/listeners to think carefully about literature, events, or ideas in a new way.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core State Standards.
RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of several word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how
it sets a formal or informal tone).
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are drawn between them.
RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg
Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and
concepts.
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Common Core
State Standards, ELA (1.5 MB)
STUDENT OBJECTIVES
Identify and explain the characteristics of a memoir.
Distinguish between an autobiography and a memoir.
Identify and explain the effect of stylistic devices used in memoirs.
Identify and explain the characteristics of various types of essays (e.g., literary, narrative, etc.).
Identify and analyze the effect of rhetorical strategies in speeches such as alliteration, repetition, and extended metaphors.
Apply rhetorical strategies learned in this lesson to essay writing projects of their own.
2010 Edition Common Core Website
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SUGGESTED WORKS
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
LITERARY TEXTS
Memoirs
One Writer's Beginnings (Eudora Welty)
A Childhood: The Biography of a Place (Harry E. Crews)
Running in the Family (Michael Ondaatje)
“A Four Hundred Year Old Woman” (Bharati Mukherjee)
In Search of Our Mothers’ Gardens (Alice Walker) (EA)
The Woman Warrior: Memoirs of a Girlhood Among Ghosts (Maxine Hong Kingston)
“Learning to Read and Write” (Frederick Douglass) (EA)
Notes of a Native Son (James Baldwin)
“A Sketch of the Past” (Virginia Woolf)
Essay
Excerpts from Life on the Mississippi (Mark Twain) (EA)
INFORMATIONAL TEXTS
Speeches
“Second Inaugural Address” (E) and/or “The Gettysburg Address” (Abraham Lincoln) (E)
“Address at the March on Washington” and/or “Letter from a Birmingham Jail” (Martin Luther King, Jr.) (E)
Nobel Prize in Literature Acceptance Speech 1949 (William Faulkner) (EA)
“Sinews of Peace Address” (Winston Churchill) and/or “Brandenburg Gate Address” (Ronald Reagan)
Essays
“Politics and the English Language” (George Orwell) (E)
“The Lost Childhood” (Graham Greene)
Excerpts from The 100 Most Influential Books Ever Written: The History of Thought from Ancient Times to Today (Martin Seymour-Smith)
“Lear, Tolstoy, and The Fool” (George Orwell)
“Avant-Garde and Kitsch” (Clement Greenberg)
“Preface to Lyrical Ballads” (William Wordsworth)
ART, MUSIC, AND MEDIA
Prompt: How is a self-portrait like a memoir?
Art
Vincent van Gogh, Self-Portrait (1889)
Jan van Eyck, Self-Portrait (1433)
Albrecht Durer, Self-Portrait at the age of 13 (1484)
Leonardo da Vinci, Possible Self-Portrait of Leonardo da Vinci (c.1513)
Rembrandt van Rijn, Self-Portrait at an early age (1628)
Rembrandt van Rijn, Self-Portrait at the Age of 63 (1669)
Artemisia Gentileschi, Self-Portrait as the Allegory of Painting (1630s)
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Jacob Lawrence, Self-Portrait (1977)
Gustave Courbet, The Desperate Man (self-portrait) (1843)
Louisa Matthíasdóttir, Self-Portrait with Dark Coat (No Date)
Francis Bacon, Self-Portrait (1973)
Balthus, Le roi des chats (The king of cats) (1935)
Pablo Picasso, Self-Portrait (1907)
SAMPLE ACTIVITIES AND ASSESSMENTS
Teachers Notes: Page and word counts for essays are not provided, but attention should be paid to the requirements regarding the use of
evidence, for example, to determine the likely length of good essays. In future iterations of these maps, links to samples of student work will be
provided.
Memoir
Write a memoir (after the style of one of those read—optional) recounting a specific person, place, experience, event, day, moment, work
of art, or another specific thing and convey its significance to you. (W.9-10.3)
Literary Criticism Essay
Write an essay in which you discuss how two literary texts studied illustrate Faulkner's thesis in his 1949 Nobel Prize acceptance speech.
State your thesis clearly and include at least three pieces of evidence to support it. (RL.9-10.2, RI.9-10.9,, W.9-10.2)
Speech
Select a one-minute passage from one of the speeches here and recite it from memory. Include an introduction that explains:
The occasion/context of the speech
Its literary and historic significance (SL.9-10.6)
Seminar Question
Compare Lincoln's “Gettysburg Address” with Martin Luther King, Jr.'s “Address at the March on Washington” and explain why these are
both considered great speeches. Be specific and cite from the texts. Begin discussion by identifying the elements of a good speech.” The
seminar question may also be used as an essay topic. (SL.9-10.1 and 3)
Oral Presentation
Discuss how one of the paintings studied exhibits characteristics of (self-) reflection and compare it to one of the memoirs read. State
thesis clearly and include at least three pieces of evidence to support the thesis. (RL.9-10.7, SL.9-10.5)
Scoring Rubric
ADDITIONAL RESOURCES
Introducing the Essay: Twain, Douglass, and American Non-Fiction (National Endowment for the Humanities) (RI.9-10.5)
This series of lessons explores the following questions: What are the different kinds of essays and how are they based in rhetorical
tradition? What are some effective strategies in persuasive writing?
Annotated List of Memoirs (ReadWriteThink)
Online Bank of American Speeches
TERMINOLOGY
abstract/universal essay
autobiography
alliteration
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CLASS: Context for Learning Participant’s Manual 23 May 2011
chronological order
classification and division
compare-and-contrast essay
ethos, pathos,, logos
exemplification
extended metaphor
memoir
objective/factual essay
personal/autobiographical essay
repetition
satire
© 2011 Common Core, Inc. All rights reserved. • Contact Us
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53
ESSENTIAL QUESTION
How did modernization result in isolation and disillusionment in the early American twentieth century?
Grade 11 ► Unit 5
Emerging Modernism
This six-week unit, the fifth of six, addresses early twentieth century American
literature, including the Harlem Renaissance and “The Lost Generation.”
OVERVIEW
It traces the emergence of American modernism, including some literature from World War I, and tracks the literature of
“disillusionment” that followed the war. Students explore Robert Frost’s vision of nature as modernist rather than transcendental in its
perspective. They identify the alienation of the modern man and the tensions that are embedded in the modernist works of F. Scott
Fitzgerald and Ernest Hemingway. The works of Countee Cullen, Langston Hughes, and
Zora Neale Hurston illustrates the breadth of the Harlem Renaissance literary movement. Informational and critical texts enrich the
students’ analysis of the texts.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core State Standards.
RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
RL.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Common Core State Standards, ELA (1.5 MB)
STUDENT OBJECTIVES
Define and explain the origins of the Harlem Renaissance.
Explore the relationship between historical events and literature as they emerge in the works of Harlem Renaissance poets and authors.
Define and explain “The Lost Generation,” noting experimental aspects of some works.
Note the relationship between themes in early twentieth century American literature and nineteenth century American thought.
Identify modernist ideas (using the informational text).
Analyze the relationship between modernist style and content.
Examine evidence of the alienation of “modern man.”
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54
SUGGESTED WORKS
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
LITERARY TEXTS
Poems
“Tableau” (Countee Cullen) (EA)
“Yet Do I Marvel” (Countee Cullen) (E)
“Richard Cory” (E.A. Robinson)
“The House on the Hill” (E.A. Robinson)
“The Negro Speaks of Rivers” (Langston Hughes) (EA)
“Mother to Son” (Langston Hughes) (EA)
“Harlem” (Langston Hughes) (EA)
“The Death of the Hired Man” (Robert Frost) (EA)
“Birches” (Robert Frost) (EA)
“The Road Not Taken” (Robert Frost) (E)
“The Love Song of J. Alfred Prufrock” (T.S. Eliot) (E)
“Poetry” (Marianne Moore)
The Pisan Cantos (Ezra Pound) (selections)
“Domination of Black” (Wallace Stevens)
“A High-Toned Old Christian Woman” (Wallace Stevens)
“Conscientious Objector” (Edna St Vincent Millay) (EA)
“In the Dordogne” (John Peale Bishop)
“Grass” (Carl Sandburg) (EA)
“The Silent Slain” (Archibald MacLeish)
Short Stories
“A Rose for Emily” (William Faulkner) (EA)
“Hills Like White Elephants” (Ernest Hemingway) (EA)
“The Snows of Kilimanjaro” (Ernest Hemingway) (EA)
“A Clean, Well-Lighted Place” (Ernest Hemingway) (EA)
Novels
Their Eyes Were Watching God (Zora Neale Hurston) (E)
The Great Gatsby (F. Scott Fitzgerald) (E)
As I Lay Dying (William Faulkner) (E)
A Farewell to Arms (Ernest Hemingway) (E)
The Pearl (John Steinbeck) (EA)
Of Mice and Men (John Steinbeck) (EA)
Winesburg, Ohio (Sherwood Anderson) (selections)
Plays
The Piano Lesson (August Wilson)
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55
INFORMATIONAL TEXTS
Speeches
Black Elk Speaks (Black Elk, as told through John G. Neihardt) (selections)
“The Solitude of Self” (Elizabeth Cady Stanton) (February 20, 1892)
“Freedom” (White)
“The Spirit of Liberty” speech at “I Am an American Day” (1944) (Learned Hand) (EA)
Essays
“If Black English Isn’t a Language, Then Tell Me, What Is?” (James Baldwin)
ART, MUSIC, AND MEDIA
Art
Marsden Hartley, Mount Katahdin, Maine (1942)
Georgia O’Keefe, Ram’s Head, Blue Morning Glory (1938)
Alfred Stieglitz, From the Back Window, 291 (1915)
Jacob Lawrence, War Series: The Letter (1946)
Charles Sheeler, Criss-Crossed Conveyors, River Rouge Plant, Ford Motor Company (1927)
Stuart Davis, Owh! In San Pao (1951)
Charles Demuth, My Egypt (1927)
Arthur Dove, Goat (1934)
Imogen Cunningham, Calla (1929)
SAMPLE ACTIVITIES AND ASSESSMENTS
Teachers Note: After reading and discussing a work or pairing of works as a class, students prepare for seminars and essays by reflecting
individually, in pairs, and/or in small groups on a given seminar/essay question. Ideas are student generated in this way. (Seminar/Essay
assignments may include more than one question. Teachers may choose one or all the questions to explore in the course of the seminar;
students should choose one question for the essay.) Seminars
should be held before students write essays so that they may explore their ideas thoroughly and refine their thinking before writing. (Click
here to see a sample seminar-scoring rubric.) Page and word counts for essays are not provided, but teachers should consider the suggestions
regarding the use of evidence, for example, to determine the likely length of good essays. In future iterations of these maps, links to samples of
student work will be provided.
Collaborate
Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual evidence you will refer to in your
seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is
your evidence convincing? (RL.11-12.1, SL.11-12.1)
Seminar and Essay
What are the effects of the shifting point of view on the reader’s understanding of events in As I Lay Dying. Why do you think Faulkner
chose to tell the story from different points of view? Use at least three pieces of textual evidence to support an original thesis. (RL.11-12.3,
RL.11-12.5, W.11-12.2, W.11-12.9a, L.11-12.5)
Seminar and Essay
Agree or disagree with the following statement: “Prufrock and Gatsby have similar characters.” Use at least three pieces of textual
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CLASS: Context for Learning Participant’s Manual 23 May 2011
evidence to support an original thesis. (RL.11-12.1, RL.11-12.5, SL.11-12.4, W.11-12.9a)
Seminar and Essay
After reading James Baldwin’s essay, “If Black English Isn’t a Language, Then Tell Me, What Is?” and Zora Neale Hurston's Their Eyes Were
Watching God, discuss the pivotal role that dialect plays in Their Eyes Were Watching God. Use at least three pieces of textual evidence to
support an original thesis. (RL.11-12.1, RL.11-12.4, RL.11-12.6, RL.11-12.9, SL.11-12.4, W.11-12.9a)
Multimedia Presentation
Make a formal multimedia presentation in which you define and discuss “The Lost Generation” in American literary history. Cite at least
three sources. (RL.11-12.9, W.11-12.6, SL.11-12.5)
Oral Presentation
Discuss what you think Learned Hand meant when he said of Americans, “For this reason we have some right to consider ourselves a
picked group, a group of those who had the courage to break from the past and brave the dangers and the loneliness of a strange land.”
Cite examples from works read in this unit and describe how the characters exhibit this quality. (RL.11-12.9, SL.11-2.4, L.11-12.5)
Scoring Rubric
ADDITIONAL RESOURCES
Faulkner's As I Lay Dying: Form of a Funeral (National Endowment for the Humanities) (RL.11-12.3, RL.11-12.5)
In the lessons of this curriculum unit, students: Explore the use of multiple voices in narration; learn about the social and economic
conditions of the rural South in the 1920s and about William Faulkner's life; and read, annotate, and discuss the text in class, individually
and in groups.
Introduction to Modernist Poetry (National Endowment for the Humanities) (RL.11-12.4)
Modernist poetry often is difficult for students to analyze and understand. A primary reason students feel a bit disoriented when reading
a modernist poem is that the speaker himself is uncertain about his or her own ontological bearings. The rise of cities; profound
technological changes in transportation, architecture, and engineering; a rising population that engendered crowds and chaos in public
spaces; and a growing sense of mass markets often made
individuals feel less individual and more alienated, fragmented, and at a loss in their daily worlds. This lesson has three parts:
Lesson 1: Understanding the Context of Modernist Poetry
Lesson 2: Thirteen Ways of Reading a Modernist Poem
Lesson 3: Navigating Modernism with J. Alfred Prufrock
TERMINOLOGY
alienation
American modernism
dialect
disillusionment
flashback
foreshadowing
“Great Migration”
Harlem Renaissance
industrialization
interior monologue
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CLASS: Context for Learning Participant’s Manual 23 May 2011
The Lost Generation
motif
stream of consciousness
villanelle
© 2011 Common Core, Inc. All rights reserved. • Contact
CLASS: Context for Learning Participant’s Manual 23 May 2011
58
Fictitious
Roster
Learning
Style
ISFP
ENFP
ISFJ
ESTP
ISTP
ESTJ
ESTP
ISFJ
ESTJ
ESFJ
ESTP
ISTJ
ENTP
ENFJ
ESFP
ISTJ
ESTJ
ESFJ
ENFP
ENTJ
INFJ
INTP
ESFJ
ESFP
ESTJ
ENFP
ESFP
INFP
INTJ
ISFP
F Name
Conner
Diego
Sophie
Caroline
Aidan
Julie
Logan
Sh’nequa
Joseph
Ines
Karl
D’Marco
Briella
Nancy
Leighton
Alejandro
Ethan
Rachel
Andriana
Wyatt
Chloe
Jamod
Alan
Casey
Aadi
Kinsley
Noah
Kaiya
Heejune
Lupita
L Name
Alexander
Alvarez
Bauer
Brashear
Bronski
Chan
Engel
Ferguson
Fitzpatrick
Flores
Frey
Johnson
Kaufman
Kwan
Latimer
Martinez
McClanahan
Meyerstein
Moretti
Oster
Price
Robinson
Smith
Tisdale
Verma
Watson
Whitfield
Wood
Wu
Ybarra
Male or
Female
M
M
F
F
M
F
M
F
M
F
M
M
F
F
F
M
M
F
F
M
F
M
M
F
M
F
M
F
M
F
Benchmark
Score
P
Adv
B
B
P
P
P
Adv
B
BB
B
BB
Adv
P
P
P
P
P
P
B
P
B
P
BB
P
B
P
P
BB
P
Current
Grade
B
A
C
D
B
B
C
A
C
D
C
D
A
B
B
B
B
B
B
C
C
C
C
C
B
C
B
B
D
A
ESL,
ELL
IEP
AIP
AIP
AIP
AIP
ESL
IEP
AIP
AIP
AIP
AIP
AIP
AIP
IEP
(Math)
ELL
IEP
CLASS: Context for Learning Participant’s Manual 23 May 2011
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CLASS: Context for Learning Participant’s Manual 23 May 2011 60
Sample Procedures for Mid-level Students
Head Off Behavior Problems With Classroom Procedures
http://www2.scholastic.com/browse/article.jsp?id=3749726
Here is a list of general procedures to teach. You can adapt them to your grade level and school
setting.
1. Entering the room – Enter quietly and politely; remove your hat if you're wearing one; don't
interrupt other students; follow the appropriate procedures for each time of day (e.g., morning,
after lunch, after a special class).
2. Beginning the day – Enter the room politely; put away your backpack, lunch, and coat; turn in
your homework; sit at your desk and read alone or do before-school work silently.
3. Ending the day – Clean off your desk; leave out your work notebook; pick up any trash within
three feet of your desk; stack your chair; collect your mail; wait quietly to be dismissed.
4. Taking out/putting away/caring for supplies – Share group supplies; recap markers and glue;
check the number written on the supplies to make sure they belong in your group basket; if
something belongs to another group, return it to them quietly.
5. Participating in group lessons – Do not bring anything with you unless I ask you to; politely
find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully
for new information; raise your hand to speak; do not speak when someone else is speaking.
6. Obtaining help with assignments – Quietly ask the students at your table for help with
directions if you need it; if you are working alone, raise your hand to get help from me; if you are
working with a group, ask them for help in understanding how you do the assignment.
7. Handing in finished work/homework – Make sure your name is on your paper; place your
paper upside down in the "finished work" or "homework" basket.
8. When and how to use the pencil sharpener – At the beginning of each assignment, the person
I've chosen to be the "Pencil Sharpener" will invite you to have him or her sharpen your pencil; if
your pencil breaks during an assignment, use a community pencil; only the "Pencil Sharpener"
can run the sharpener and empty it.
9. Getting into work groups – Take all the materials you will need; greet each other; complete the
task doing your personal best; make sure each person signs the project; thank the others in your
group.
10. Using the classroom library – When I am not teaching the whole group, you may check out a
book. To do so, select a book (you only have three minutes at the class library) and sign out the
book on the sign-out sheet. Take good care of the book; when you are finished, return the book to
the basket and check it off the list.
11. Signals for attention – When I need your attention, I will ring the chimes (or sound the rain
stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at
me, and listen for directions.
12. Helping other students – In a cooperative classroom, it is good to help one another; if someone
needs help with directions or reading an assignment, help him or her if you are able; if someone
needs help with understanding the problem, tell him or her to ask me for help; never put down
another student who asks for help.
This article was adapted from The New Teacher's Complete
Sourcebook: Grades K-4 by Bonnie P. Murray, ©2002, published by
Scholastic.
CLASS: Context for Learning Participant’s Manual 23 May 2011 61
Sample High School Classroom Procedures
http://www.scribd.com/doc/33296432/Classroom-Procedures-in-High-School
Procedure #1: Entering the Classroom
Shake the teacher’s hand and greet her politely before entering the room.
Retrieve your folder from you class’s basket or from the student responsible for handing out folders.
Proceed to your assigned seat and sit down.
Have only your folder, pencil or black ink pen, and DO NOW activity on your desk.
Begin work on your DO NOW activity. The DO NOW will always be projected onto the screen at the
front of the room. You are to work on your DO NOW silently and independently.
This entire process should be SILENT. This is crucial to beginning our class with a focus on learning
and achieving our mastery goals.
Procedure #2: Getting Your Folder at the Beginning of Class
All students should have their folders when the bell rings.
Class folders are kept in baskets by class period on the bookshelf at the back of the classroom. When
you enter the classroom, you need to find your folder in the basket and take it to your seat.
Procedure #3: Exiting the Classroom
The bell does not release the class, the teacher does.
When the bell rings, the teacher will release students to exit the classroom.
Each student should leave their desk, taking all of their belongings with them.
On your way out the door, place your folder in your class’s basket so that you will have it for class the
next day. DO NOT take your folder out of the classroom—you WILL NOT receive another one.
Procedure #4: Sharpening Your Pencil
Pencils should be sharpened BEFORE the bell rings.
If your pencil breaks during class, hold your pencil in the air. This signals that you need to sharpen
your pencil.
Wait for the teacher to give you the signal to sharpen your pencil. At this point, you may leave your
seat and get one of hand-held pencil sharpeners that are kept by the black board. The metal and
electric pencil sharpeners may not be used during class.
Once you have sharpened your pencil quietly return to your seat.
CLASS: Context for Learning Participant’s Manual 23 May 2011 62
PLSI
Rules and procedures
Timeline Sample
------------------------------------------------------------------------------------------Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
June
SMART Goals
(Specific, Measurable, Attainable/Achievable, Relevant, Time Bound)
Examples
By fall of 2011, based on perceptual data from summer professional development, co-op evaluation,
and pre-and post assessments, I will visit 10 classrooms and document the areas of success and
growth as part of my professional growth plan.
By spring of 2011, based on perceptual data, I will meet with the elementary school PLC two times to
establish norms, to gather data and to set goals.
By October, I will give all my students the VAK, and will use the information to plan and implement at
least one small group activity that is differentiated by learning styles.
Questions to ask yourself about your SMART Goals
Does your goal need to be broken into smaller goals?
Describe how you would monitor progress toward the goals.
How do you plan to celebrate the successes?
How will you encourage yourself to keep stepping?
How can your trainer encourage you to keep stepping?
CLASS: Context for Learning Participant’s Manual 23 May 2011 63
CLASS: Context for Learning Participant’s Manual 23 May 2011 64
CLASS: Context for Learning Participant’s Manual 23 May 2011 65
Reflection Sheet
Context for Learning - CLASS, Day 1
things that I learned
from today
things that I am
still questioning
thing I am ready to
implement back in my
classroom
CLASS: Context for Learning Participant’s Manual 23 May 2011 66
References
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environment. Content Area Literacy: Succeeding in Today’s Diverse Classrooms (pp. 63-86).
Boston: Pearson.
Arkansas CWT Standard Survey. (2009). Ar_CWT Standard Survey. AR_CWT_Standard_Survey
v3.0.1.pdf. Retrieved from http://www.teachscape.com
Barkley, S. G., (2007). Chapter 1: Formula for success. Tapping Student Effort: Increasing Student
Achievement (pp. 3-8) Cadiz, Ky: PLS.
Barkley, S. G., (2011) Classroom Rules and Procedures. Performance Learning Systems [website].
Available from
http://www.performancelearningsystems.net/content/search?SearchPageLimit=3&Sear
chText=procedures&SearchButton.x=0&SearchButton.y=0
Burke, J. (Integrating standards, differentiation, and engagement by designing curriculum
around big questions [podcast]. Retrieved from
http://www.heinemann.com/podcastDetail.aspx?id=17
Common Core Curriculum Mapping Project. (2010). Retrieved from
http://commoncore.org/maps/index.php
Common Core State Standards Initiative. (2010). Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
Retrieved from Common Core State Standards Initiative website:
http://www.corestandards.org/the-standards
Curwin, R. L. (2008). Discipline with Dignity. Alexandria: ASCD.
Harvey, S. & Daniels, H. (2009). Comprehension & Collaboration: Inquiry Circles in Action.
Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle and
High School. Portland: Stenhouse.
Coffey, H. (2009). Socratic method. Available from http://www.learnnc.org/lp/pages/4994
Education Coalition at http://www.tecweb.org/styles/gardner.html
Gardner’s Multiple Intelligences Inventory. (2010) Retrieved from
http://www.businessballs.com/howardgardnermultipleintelligences.htm .
Kamil, M, Borman, G. D., Dole, J., Kral, C. C., Salinger, T., Torgesen, J. (2008, August). Improving
adolescent literacy: effective classroom and intervention practices. Institute of Education
Sciences National Center for Education Evaluation and Regional assistance. NCEE 20084027. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/
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Komo 4 News. (2010, December). Eric’s Little Heroes. Jordan McCabe [video]. Retrieved from
http://www.youtube.com/watch?v=bJ9LAZRikWc
Lane, Carla. (2011, March). The distance technology resource guide. Multiple intelligences.
Retrieved from http://www.tecweb.org/styles/gardner.html
Marzano, Robert. (2011, March). Relating to Students: It’s what you do that counts. Educational
Leadership, 68(6), 82-83.
Oczkus, L. D. (2010). Reciprocal Teaching at Work: Powerful Strategies and Lessons for Improving
Reading Comprehension. Newark: IRA.
Paragon Learning Styles Inventory. (2010). Retrieved from http://www.oswego.edu/plsi.
Plaut, S. (Ed.). (2009). The Right to Literacy in Secondary Schools: Creating a Culture of Thinking
(p. 168). New York: Teachers College P.
Project, C. (2008, June 10). Creating and Using Interactive Lectures. Retrieved from the
Connexions Web site: http://cnx.org/content/m16599/1.1/
Research Brief: Student Engagement. (2006, November). Studentengagement-1.pdf. The
Principal’s Partnership. Union pacific Foundation. Available from
http://www.principalspartnership.com
Shellenbarger, Sue. (2011, March). Making kids work on goals (and not just in soccer). Available
from
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ml?mod=dist_smartbrief
Small, R. V. (1998, January). Motivation in instructional design. ERIC Clearinghouse on
Information and Technology Syracuse NY. Retrieved from www.ericdigests.org/19981/motivation.htm
Survey Monkey. (2011). Retrieved from http:www.surveymonkey.com
The Adaptive Dimension. (2010). Interest inventory for grades 1-6. Retrieved from
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rest.
The Adaptive Dimension. (2010). Interest inventory for grades 7-12. Retrieved from
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est.
Visual Auditory Kinesthetic (VAK ) Inventory. (2010). Retrieved from
http://www.businessballs.com/vaklearningstylestest.htm
Williams, Sharon. Arkansas Leadership Academy. (2010, April) Effective meetings training. Group
norms (pp 21).
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Wong, H. K. & Wong, R. T. (2001). How to be an Effective Teacher: The First Days of School.
Mountain View, CA: Harry K. Wong Publications.
Wordle. (2011). Available from http://www.wordle.net
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