Chapter 10 Presented by Bill Giesler Julie Pineau

transcript

Chapter 10Presented by

Bill GieslerJulie Pineau

Introduction

Old School Rules

The Assign and Tell Classroom

Teachers assign students a text to read and questions to answer as homework

Why read it?o Because it was assignedo To get through the material to answer homework

questions

The Alternative?Bringing Students and Texts Together

BackgroundAccording to Annette Jacobson:

Secondary school students don’t gain in reading skills

Secondary school students actually decline in ability to draw inferences from reading

There’s little independent learning from reading text books in secondary school

Most students don’t study text, but simply try to find answers and memorize “important” facts

Most teachers only test; don’t teach from text – they only ask literal questions from reading

Most students lack strategies necessary to cope and survive in subject matter classrooms

Jacobson, A., & Oregon State Dept. of Education, S. (1987). Essential Learning Skills across the Curriculum. Retrieved from ERIC database.

Bringing Students and Texts Together…

What does it mean?

Showing students how to use literacy to learn

Connecting literacy and learning to promote active and purposeful engagement with texts

According to Vacca and Vacca, bringing students and texts together involves instructional plans and activities that result in active student engagement and collaboration

Bringing Students and Texts Together…

Design and plan text units and lessons with purposeo Students respond well to structureo Students need a sense of where they are going

Design and plan collaborative interactions

Designing and Planning Text Units and Lessons with Purpose

Organize instruction around objectives, activities, print, and non-print resources, and inquiry experiences

Content analysis is important for teacher preparationMajor concepts become objectives for the unitDecide on a manageable number of the most important concepts Important to prioritizeB-D-A is an integral part of unit design

B-D-AWhat is it? Before Reading, During Reading, and After Reading activities

BEFORE

•To establish purpose, activate background, sustain motivation, and provide direction

DURING

•To guide an active search for meaning

•To extend and elaborate ideas from text

How We Tackled The Chapter?Show; not tell

An interdisciplinary unit plan; Spanish, English and social studies

B-D-A Activities

Co-Teaching

Learning Objective:

You will be able to incorporate learning activities thatpromote critical thinking, connect prior knowledge, and ultimately bring students and texts together in your own classes

Interdisciplinary Unit Plan

Teacher Role in the B-D-A Process

Motivation

Building and Activating Prior Knowledge

Presenting Key Vocabulary words and Key concepts

Review Previous nights homework and make connections

Develop Metacognitive Awareness

BEFORE

• To establish purpose, activate background, sustain motivation, and provide direction

DURING • To guide an active search for meaning

AFTER • To extend and elaborate ideas from text

Before Reading Activities

Before reading activities reduce the uncertainty that students bring to the assignment

Before reading activities prepare students to read

Before reading activities ask/cause students to approach the material critically

Before Reading activities prompt students to answer the their own questions they have generated from the reading

Before Reading Activities continued

Additional information regarding “Before Reading Activities”

They should: Access and build background knowledge Set a purpose for reading by creating curiosity about the text Elicit personal reactions and experiences regarding a specific topic or

character.

In addition to the “Before” activity that we have planned, other techniques noted in Development and Teaching Strategies include:

Sort and PredictVocab. AlertText Feature SurveyThink, Pair, ShareEnding First

Source: Orme, L., Masson S., (2000), Literacy: Development and Teaching Strategies

Spanish “Before” Activity

Spanish Class Activities that Follow

• Virtual Field Trip: The class will take a virtual field trip to Pamplona, Span. As a class we will visit www.Pamplona.net and www.sanfermin.com to learn more about ‘The Running of the Bull,” the annual celebration made popular by Ernest Hemingway in The Sun Also Rises. The class will explore text, images and videos. After the virtual field trip to Pamplona students will be asked to create a poster or brochure that highlights the festivities. (BEFORE)

• Fiesta (The Sun Also Rises) and Por Quién Doblan los Campanas (For Whom the Bell Tolls) by Ernest Hemingway: Students will read excerpts and selections from each book both in and outside of class. For each reading students are to choose a quote on which to reflect. (DURING)

• Debate: After an examination of the following (see below) students will have to take a position on bullfighting and defend their views in a class debate. Students must withhold judgment and do their best to try to understand the meaning of the bullfight on its own terms. (AFTER)

BEFORE

During Reading Activities

During reading activities are important because …

While we (teachers) understand the content and what may or may not be important – most students do not

For students, each sentence is treated equally. With during reading activities we have the ability to influence and direct our students to think critically

Bridges the gap between students and texts

Collaborative InteractionsVacca and Vacca suggest including cooperative learning tasks during reading.

Help students to comprehend text

Facilitate active participation

In small groups students produce more ideas, and takes greater intellectual risks

Smaller groups mean a smaller audience

Collaborative Interactions continued

Different types of cooperative group learning

Jigsaw Group

Student Teams Achievement Divisions (STAD)

Learning Circles

Group Investigation

Group Retellings

During Reading Activities continued

Additional information regarding “During Reading Activities”

They should: Motivate student reactions to ideas and prompt personal responses Increase reader awareness of the author’s language and word choice Facilitate comprehension of the selection are additional during reading

activity purposes

In addition to the “During” activity that we have planned, other techniques noted in Development and Teaching Strategies include:

Note Taking: 2-Column, 4-ColumnHeading QuestionsPMI ChartSticky Notes

English “During” Activity

English Class Activities that Precede and Follow

• Creative Adaptation of “The Sun Also Rises”: After watching the Youtube clip “Monsterpiece Theater – The Sun Also Rises” students will be asked to break into groups to create their own creative adaptation from the novel. Adaptations must be based on actual characters and/or actual events in the novel, however groups are encouraged to be as creative in their adaptations as they wish. (BEFORE)

• Journal Entries: Students will be required to write a series of first person journal entries recording their personal reactions to the events that unfolded during their travels with Jake Barnes, the narrator of The Sun Also Rises. Reactions should chronicle actual events in the book and how they personally would feel as if they were an actual character in the novel. Entries should accurately represent the setting of the major events in the novel. (DURING)

• Original Poetry: Write an original piece of poetry as if you were a poet from the Lost Generation. Make sure to keep in mind the general motif of disillusionment, or such popular themes of the Lost Generation as: discontent, aimlessness, aftermath of war, disdain for conventional morality, and/or disregard for conventional gender roles. (AFTER)

BEFORE

After Reading ActivitiesHow do they help?

Post reading activities create a structure that refines emerging concepts

Extends thinking about ideas encountered during reading

Writing activities, study guides, and other after-reading practices are springboards to thinking and form the basis for discussions and articulating ideas developed through reading

After Reading Activities continued

Additional information regarding “After Reading Activities”

They should: Prompt reflection Help organize information and promote deeper comprehension Prior knowledge and new information should be integrated through analysis

and synthesis of the reading material

In addition to the “After” activity that we have planned, other techniques noted in Development and Teaching Strategies include:

Sequence of EventsFact Finder 5 W’s and H Venn DiagramGraphic Organizer

Social Studies “After” Activity

Social Studies Class Activities that Precede and Follow

• Compare and Contrast: Students will be provided a collection of images before the war and images collected during and immediately after the war. Students will be asked to break up into their groups and critically analyze the different meanings from a variety of artist. Students will be asked to reflect how the tone or the message from the artist has changed. For example, Compare and Contrast the difference between the work of Norman Rockwell and Otto Dix. (BEFORE)

• Reading Comprehension Worksheet: Each student will be given a copy of Hitler’s speech on the Treaty of Versailles (April 1923). Students will be asked to identify the important facts included in Hitler’s speech, provide questions or concerns that arise during their reading, and finally, while organized within their groups, list their response to each of the important facts that they each listed. (DURING)

Closing

Open discussion

Chapter 10 Presented by Bill Giesler Julie Pineau

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