Using Literature to Teach
School Expectations
Session 21 B
Janet Pope, Lafayette Parish
Catherine Landry, LA-PBS Project
Living in the Triangle: Refocused and Recommitted
July 9, 2008 – Baton Rouge Marriott
“If a child doesn’t know how to read,
“If a child doesn’t know how to swim,
“If a child doesn’t know how to multiply,
“If a child doesn’t know how to drive,
“If a child doesn’t know how to behave,
we teach.”
we teach.”
we teach.”
we teach.”
we……teach!
we……punish?
“Why can’t we finish the last sentence as
automatically as we do the others?”
John Herner (NASDE President) Counterpoint 1998, p.2
Session Objective
The objective of this session is to
give participants a detailed format
for teaching school expectations
through literature.
How Many Have Heard This?
“I have to teach starting day one
thanks to the Comprehensive
Curriculum. I don’t have time to
talk about being respectful.” “My
rules are on the wall.”
Traditional Discipline versus PBS
• Traditional Discipline: • Positive Behavior Support:
- Focus: Student’s problem behavior
- Goal: Stop undesirable behavior
- Method: Primarily uses
punishment (reactive)
Focus: Systems perspective to
address identified needs
Goal: Academic and social
success (replacement skills)
- Method: Alters environments,
utilizes teaching and instruction,
employs reinforcement
procedures, (proactive) data
management tracking system
Number of Suspensions in Louisiana
In-school (ISS) & Out-of school (OSS)
95000
92193
87790
90000
84755
85000
82456
80572
79133
79374
80000
74491
75000
ISS
76422
75601
72473
OSS
73140
70000
65000
60000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
*Data cited from Louisiana State Education Progress Report 2005-2006
ISS: Student is temporarily removed from his/her usual classroom and moved to an alternative setting for a minimum of
one complete school day, and no interruption of instructional services occurs
OSS: Student is temporarily prohibited from participating in school and no provision is made for instructional services
during this period
Number of Expulsions in Louisiana
In-school (ISE) & Out-of school (OSE)
4912
5000
4750
4500
4143
4092
4250
3933
4000
3609
3750
3536
3643
ISE
3398
3500
OSE
3227
3089
3250
3000
2896
2805
2750
2500
2250
2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
*Data cited from Louisiana State Education Progress Report 2005-2006
ISE: Student is removed from his/her usual classroom and moved to an alternative setting for a period of time specified by
the LEA, and no interruption of instructional services occurs
OSE: Student is removed from school for at least the remainder of the school semester with no provision made for
instructional services
Behavioral Errors
• More often occur because:
–Students do not have appropriate skills“Skill Deficits”
–Students do not know when to use
skills
–Students have not been taught specific
classroom procedures and routines
–Skills are not taught in context
Why Teach Through Literature?
Another underlying principle in the instruction of
higher order thinking skills in reading is the
acceptance of the theme of active learning. Literacy
scholar Paulo Freire contends that those who share
in the learning process are empowered by a critical
consciousness of themselves as meaning makers.
Freire supports the position which suggests that it is
language that provides the tool for meaning
construction. Language is a thinking process which
allows students to learn and grow.
Teaching Critical Reading Through Literature
-Norma Decker Collins
Critical Elements for Teaching
Expectations Through Literature
• Explicitly define expectation and related
terms
•Read selected literature
• Integrate GLE’s
•Correlate expectation with literature
•Correlate expectation with school
•Reinforcement Activity
Explicitly Define Expectation
Integrity – (1) the condition of being free
from damage or defect (2) total honesty and
sincerity
Literature Selection: A Mason Dixon Memory
Clifton Davis
Clear Up The Meaning
HEADS UP!
Look at your card. If the word on your
card is read from the literature, raise
your hand and read the definition for
the class.
Planning Note:
Define words that are synonyms or
relative terms to the expectation.
Integrating GLE’s
Integrate, Integrate, Integrate!
(Work Smarter, Not Harder!)
Flashback - This element is when details from an
earlier point in time are revealed to the reader.
Conflict – Struggle or disagreement. Can be internal,
inside of the character or external, between
characters.
Connect Expectation with Literature
HEADS UP!
Find your Famous Pair
Work together to answer the following
questions:
1. How was integrity displayed in this piece of
literature?
2. Describe how flashback was used.
3. Describe the instances of conflict that were
portrayed in A Mason Dixon Memory.
Connect Expectation with School
SALAMI!
Answer sharing
HEADS UP!
Share with the class situations that can
happen at school in which integrity would be
displayed.
“Pull It All Together” Activity
HEADS UP!
Look on the back of your famous pair. Move to
that group.
Group One: Writing Prompt
Group Two: Integrity in Pictures
Group Three: Essay Writing
Group Four: Read and Respond
Group Five: Make a song
Oh, The Things You Can Integrate!
•Teaching Expectations
•GLE’s
•01a, 04a, 05, 08b, 09b, 09c, 10, 15a, 15b, 15c, 15e, 16, 17a, 17b
•Cooperative Learning
•Differentiated Instruction
Literature to Enhance Teaching School
Expectations
Literature for Elementary and Middle School Students
http://www.doe.state.in.us/publications/pdf_citizenship/ctzresou
rce.pdf
Contact Information
Janet Pope
ELA Teacher, Lafayette
jmpope@lpssonline.com
337-967-0923
Catherine Landry
LA-PBS Project Coordinator
landryc@lsu.edu
225-578-8444