11-4-14
Starter: Write ONE question that you want to be sure
to address in class before the semester ends.
Agenda:
•Review: Teaching Reading
•Finish ETC, Chapter 5
•ETC, Chapter 6 (Speaking/Listening)
Teaching reading as a process:
Before
Purpose:
Information?
Answers?
Entertainment?
Method:
Skim?
Annotate?
Enjoy?
Format:
Paper?
Screen?
Stance:
Literal?
Figurative?
Directions to follow?
Place to read?
During
Connect:
to world
to self
to other texts
Evaluate:
What’s vital?
What’s “gravy”?
Monitor:
Effectiveness of
strategies
Interest, fatigue, etc
Progress toward goal
Write:
annotate
take notes
ask questions
After
Assess:
completion of tasks
understanding of key
ideas
Solidfy:
Talk or write to help
keep ideas in
memory
Reread:
as needed, to clarify
to check directions
and goals
Reflect:
consider effectiveness
of practices
Burke’s “Principles and Practices” of Effective Reading Instruction
1. Teachers provide direct instruction throughout the reading process.
2. Teachers integrate instruction throughout the content of their courses.
3. Students read interesting or real-world texts for authentic reasons to
increase engagement and motivation.
4. Students engage in regular, authentic discussions in class and online about
a variety of texts.
5. Teachers provide targeted, strategic instruction to the whole class, specific
groups of students, or individuals as needed.
6. Teachers select texts that grow progressively more complex.
7. Teachers have students write intensively and frequently about what they
read.
8. Teachers assess students before, as, and after they read a text.
9. Teachers provide time in class and outside to support extensive reading of
both assigned and self-selected texts.
10. Teachers use a variety of instructional strategies to support and enhance
reading instruction.
Questions to ask about any text:
•What type of text is it?
•Why choose this type over some other type?
•What is the subject?
•What does the author say about the subject?
•What is the author’s apparent purpose?
•What techniques work toward this purpose?
•How is the text organized?
•How well does the organization support the purpose?
•How trustworthy is the author?
Burke 174
How can you “assess students before, as,
and after they read a text”?
Before: review background knowledge
review strategies
practice with a similar passage
As:
monitor some readalouds
have them annotate or paraphrase select passages
do oral Q&A checks
After:
more oral Q&A
have them summarize the text
have them use the text to do something
Remember, the point of a given assignment is
not so much to produce a good reading as to
develop good readers.
That is, the focus should be more on the process;
the product is simply evidence of how well the
process worked.
Likewise, for writing assignments, although you want good
papers, the goal should be on helping to creating good writers.
English Language Arts:
• Reading
• Writing
• Speaking
• Listening
• Thinking
Notice that these are actions – skills, not content.
(That’s not to say that ELA has no content, but rather that
the focus should most often be on skills. Knowing the plot
and characters in Hamlet or The Great Gatsby is easy to
test, but knowing how to read and make sense of a
challenging text is more important.)
Back to reading…
Students don’t/won’t/can’t read when they lack:
Commitment. (They aren’t engaged.)
Content. (They don’t have necessary knowledge.)
Competency. (They don’t have necessary skills.)
Capacity. (They have processing problems.)
Notice that these issues relate to any kind of text;
teaching reading is not the same as teaching literature.
More support for a WIDE diet of reading…
https://www.youtube.com/watch?v=RiP-ijdxqEc
Look at Burke’s list of “Reading Assessments” on pp 194-5.
Keep in mind, when designing unit plans and lesson plans,
the importance of using multiple kinds of assessments.
Triangulate!
Questions on chapter 5?
Chapter 6: Teaching Speaking & Listening
Classroom activities you can use:
Book talks (informal presentations)
Lit circles/book clubs (small-group)
Conversation pairs (informal)
Socratic seminar (full-class; structured discussion)
Readalouds (not limited “reading parts” for plays)
Reader’s theater (reading parts)
Formal debates (can be a team activity)
Informal presentations (such as vocab words)
Formal presentation (informative or persuasive)
In-character talk by literary or historical figure
as preview or review activity (maybe in costume)
Make speaking a normal part of the classroom
culture, not an unusual (and therefore highpressure) activity. Have everyone do it regularly,
so it’s no big deal, but just business as usual.
Model good reading: read aloud the first
paragraph or two of a passage, then have a
student read the next couple of paragraphs.
Teach discussion skills: teach appropriate
behaviors, practice them, and remind students to
“follow the conventions” when they forget.
Use a “fishbowl” discussion
for practice and critique.
Teach the differences between
DIALOG and DEBATE.
…and cultivate dialog in your classes.
Talking in class?
Call and Response
Discussion/Dialog
White Board or Screen
Such as you can,
control the environment
teacher
For lecture, students
face the board
White Board or Screen
teacher
For discussion,
students face center
White Board or Screen
Teacher’s
Desk
Teach students “the moves” to use in dialog.
Listen to other speakers
Acknowledge what was said
Respond to what was said:
Ask for an example or for other clarification
Give an example to confirm understanding
Offer an alternative perspective or explanation
Agree or disagree, and explain why
Offer “comment starters” (as on p 224)
Make dialogs “count”
Have students take notes on class dialogs:
•Take up notes as comprehension check.
•Create study guides from dialog notes.
•Give + or – credit for accurate notes.
Have a payoff for good note-taking:
•Use notes to write one-paragraph summary.
•Give “open note” tests.
General principles for teaching speaking skills:
•Safe, inviting classroom
•Culture of learning
•Culture of practice and “it’s OK to mess up”
•Lots of low-stakes practice
•Lots of modeling
•Adequate rehearsal time
•Clear expectations
•Respect, attention, applause for everyone
Create a safe and welcoming culture
This is a materials
shelf, from which
students can pick up
any materials they
might need for class
(left center shelves).
The previous image
was a reading area.
The point is that each
classroom is studentfriendly.
Unit Plan due after Thanksgiving
Unit:
•coherent series of lessons
•usually one to several weeks in length
•focused on a single topic or skill
•with several specific objectives (skills/knowledge)
Additionally…
•Should use several strategies for each objective
•Should allow for various learning styles
•Should identify measurable, observable outcomes
•Should include multiple assessments
•Should allow teacher to “monitor & adjust” based
on assessment results along the way
I Learning Goals
SC ELA Content Standard(s):
Benchmark(s):
What will your students know and be able to do at the end of this lesson?
Indicator(s):
II Student Background Knowledge and Experience
What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson?
How do you know if students have the knowledge and skills they need to be successful?
How will you use or accommodate the diverse experiences that your students bring to class (considering gender,
race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)?
III Instructional Procedures
Content summary, including concepts and essential understandings:
Teaching methods:
Student grouping:
Reading strategies for selected print and nonprint texts:
Interdisciplinary strategies:
IV Resources and Materials
Written Texts:
Oral Media:
Visual Media:
V Instructional Activities
Lesson sequence, including important questions to ask students Time Allotted
Opening:
Main activities:
Closing:
VI Assessment/Evaluation
How will you know if each student has met the learning goals?
Will students be asked for a personal response? If so, how will you use these responses?
Attach assessments and assessment criteria.
VII Adaptations
Modifications: Note if lesson objective or significant content needs to be changed.
Accommodations: Note if other components of the lesson need to be changed.
Instructional technologies:
Should include…
…reading
…writing
…speaking
…assessment
Unit objectives facilitate
student achievement of
academic standards and
long-range learning and
developmental goals.
Appropriate Unit: Unit fulfills the
requirements for the content area and grade
level and is aligned to state standards.
Appropriate Objectives for the grade level
and content area.
Observable Objectives are stated in the
learner outcomes and can be easily measured
and evaluated.
Student Involvement Objectives require
students to be actively involved in the learning
process.
Matched to Skills: All objectives have been
accurately matched with the required skills to
master the objective.
APS 2
Instructional plans include
content, strategies, materials and
resources appropriate for the
students.
Appropriate/ Accurate Content for the
instructional area and grade level is evident.
Content is aligned to state standards.
Matching Materials Each lesson plan
contains a comprehensive materials/ resource
list.
Logically sequenced strategies promote an
understanding of the purpose and use of
content information and/or language.
Strategies promote active engagement of
students through problem solving/ creativity.
Strategies for collaboration/ independent
learning/ varying group sizes. Instructional
strategies provide opportunities for the teacher
to work with whole class, small groups and/or
individuals including collaboration and
independent learning.
Logically sequenced strategies including at
least 2 instructional strategies per objective Incorporation of Technology. Unit plans
demonstrate the use of technology in an
effective manner to promote learning.
Logically sequenced strategies provide
opportunities for students to reflect on their
Connections to other content areas and
learning process. Students communicate in
some form about what they learned, how they career pathways. Unit and lesson plans
integrate other subject area standards and
learned it, and how they plan to use the
career pathways into the instructional unit.
information.
APS 2
Student performance data is
used to guide short-range
planning of instruction.
Strategies focus on student learning.
Lesson plans focus on the needs of
students and incorporate strategies for
extra practice, challenges, choices for
different intelligences and learning modes.
Strategies accommodate for specific
learning differences among the students
Lesson plans document modifications for
specific learning differences among
individual students.
APS 2
A variety of appropriate
assessments are
developed/selected and
administered.
Appropriate for Objectives.
The assessments demonstrate mastery
of stated objectives.
Varied Assessments that provide
opportunities for students to use a
variety of intelligences and learning
modes to demonstrate their knowledge.
Appropriate for Content.
Development and use of assessments in
the content area is comprehensive and
aligned with state standards.
Appropriate for Students including
for the grade level and take into
account learning differences within the
class.
Appropriate for Strategies.
Development and use of assessments
demonstrates a direct correlation to the
varied instructional strategies used.
Appropriate Criteria. All of the
criteria used to assess a unit are
appropriate and measurable.
APS 3
At appropriate intervals,
student performance data
is gathered and accurately
analyzed to guide
instructional planning.
Assessment data used to
determine grades that
accurately reflect student
progress and achievement.
Analysis of Assessments Results.
Teacher candidate regularly
analyzes and uses assessment
results to monitor, modify and/or
enhance learning throughout the
unit.
Record Keeping System.
Teacher candidate consistently
utilizes a formal, clearly defined
record keeping system for
assessment.
APS 3
So what do all these criteria look like in practice?
World Lit (9th grade)
Unit 1: Shakespeare (play)
Julius Caesar
5 weeks (Aug 4 – Sept 5)
Unit 2: Latin and Central America (novel)
One Hundred Years of Solitude
6 weeks (Sept 8 – Oct 24)
Unit 3: Asia (novel, poetry)
After Dark, selected poems
5 weeks ( Oct 27 – Dec 5)
Semester Review & Exams
2 weeks (Dec 8 – 29)
(includes fall break)
Unit 4: Africa & The Middle East (novels)
6 weeks (Jan 5 – Feb 13)
Things Fall Apart & My Name is Red 6 weeks (Feb 16 – Apr 3)
(includes spring break)
Unit 5: Russia (novel)
Crime and Punishment
7 weeks (Apr 4 – May 22)
(includes semester exam)
Julius Caesar
Unit Vision: Students will engage with Shakespeare, Roman history and politics, and
Julius Caesar both in the contexts of the work (play and source works) and through their
own 21st century lenses. They will truly understand how to read Shakespeare’s language,
appreciate its poeticism, and use that understanding to deepen their own knowledge of
Standard English today. Students will begin to appreciate that literary works contain
themes of human existence, and they will learn that literature can inform their opinions
of the world around them. Students will discover the methods for writing a successful
informative academic paper, and they will produce such a successful paper.
What students will know and be able to do:
Write an informative paper
Identify and discuss the themes of Julius Caesar
Initiate and engage in a variety of discussions
Build knowledge of Standard English grammar
Indicators:
Mastery of paper: scoring 90% (detailed on rubric)
Mastery of themes: scoring 90% answering questions in multiple formats
Mastery of discussion: 80% of students participate in a academic manner
Mastery of grammar: 90% correct usage in papers and formal presentations
Julius Caesar
Major Assessments:
Explanatory paper using claims and counterclaims
Unit test (multiple choice, short answer, essay items)
Other Assessments:
SWYKQ at least every other Friday
Do Now &b Exit Ticket daily
Guided reading questions
Misc. worksheets on various skills
Learning Activities:
Reading informational texts about time period of work & connecting to the cultural representations in work
throughout reading
Responding to writing prompts; short answers in study guide/guided reading questions; assignment at the end
of unit; written output on unit test
Guided practice with pulling textual evidence; Using textual evidence in short answers (oral and written);
using textual evidence in papers
Guided practice with pulling textual evidence; Using textual evidence in short answers (oral and written);
using textual evidence in papers
Guided practice and lessons on themes; constant discussion of theme
Studying, reading, and analyzing Plutarch along with reading
Direct instruction and guided practice with academic discussion; Socratic seminar; daily discussions
Grammar lessons; expectation of proper grammar usage (as it pertains to this standard) in any written work
Direct instruction on figurative language; guided practice discovering & unpacking figurative language
Direct instruction on claims/ counterclaims; guided practice; explanatory paper using claims/ counterclaims
Julius Caesar
Unit Plan
At one end of the planning spectrum, your long-range plan (APS 1) lays out the whole course; at the
other end of the spectrum, your lesson plans (APS 4-9) each cover a single class meeting. A unit plan
(APS 3-4) consists of a logical series of lesson plans designed to teach and assess a coherent piece of
the long-range plan. As an essay is made up of paragraphs, which in turn are made up of sentences,
so a long-range plan is made up of units, which in turn are made up of daily lessons.
If your long-range plan provides a survey of British Lit, a unit might address a single work
(e.g., Beowulf,Canterbury Tales, Macbeth), a period (e.g., the Renaissance, the Romantic period), an
author or group of authors (e.g., Milton, the Cavalier poets), or even a genre (e.g., sonnets, satire).
The long-range plan might include writing instruction as part of each unit, or it might include
separate units -- perhaps as a break between literary units -- on analytical writing, persuasive writing,
writing in-class essays, and such. Likewise, speaking skills could be included as part of a unit or
could be taught in a stand-alone unit.
For our purposes, your unit should require at least 6 class sessions, but no more than 15. (Hint: 8-10
sessions is a good target.) It should include at least three different kinds of assessments, at least
one of which is a quiz or test, and at least one of which requires students to demonstrate their
learning through writing. (You might have students simply write a paper to meet this requirement,
but you could also assign a project--such as creating a newspaper, writing a screenplay for a scene, or
writing a "missing chapter"--that requires students to demonstrate their learning through writing.)
Unit Plan
Choose a unit topic and main text to teach.
Using CCSS (for now), decide on major objectives for the unit.
List different ways to measure those objectives (i.e., indicators of achievement).
Using Burke and Gallagher, list various strategies/activities that align with the
indicators (realizing that you can work both directions with strategies and indicators):
*Reading
*Writing
*Speaking/Listening
Choose at least two different strategies to accomplish each objective
Choose at least three different kinds of assessment (major/minor, formal, informal)
Consider knowledge/skills necessary for each activity and how to check readiness
Create a calendar (assuming 90-minute classes)
Fill in daily lesson plans (at least one in detail & others in outline form)
Create necessary materials: ppts, study guides, quizzes, other assessments)
Looking ahead
11/11: Response Journal #4 due (3 pts)
11/18: Response Journal #5 due (4 pts)
11/25: Thanksgiving Break; no classes
12/02: Unit Plan due (25 pts)
12/09: final issues; Final Exam due (20 pts)
For next week, read and
respond to ETC, ch. 7.