practical classroom connections: depth & complexity · choose any element of depth and...
Post on 02-May-2018
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AGENDA
•ReviewElementsofD&C– KAHOOT!•WaystointegrateDepth&Complexityinto:• Discussions• Questioning• Games• Activities
Let’sReviewtheElementsofDepth&Complexity...usingKahoot!https://play.kahoot.it/#/k/4bd43a16-63eb-4a38-9a65-eba0f459249e
LargeDepth&ComplexityIconCards
• Usefulforteachingtheelementsandicons
• Usefulforstudentstorefertoasworking
• Usefulfordiscussions
MagneticDepth&ComplexityIconCards• Studentsmanipulateduringdiscussions
• Usefulforstudentstorefertoasworking
• Usefulifassigningtabletalkorworkfromalimitednumberoftheelements
Let’stryit!
Chooseatopicorbookthatwillbetaughtinclassroomsonyourcampusduringtheupcomingschoolyear.
Individualsmovethemagneticiconsfromonesideoftheboardtotheotherasanapplicationismadebetweenthepromptandthecontent.
Depth&ComplexityIconPosterswithQuestions
• GuidingQuestions
• Usefulforstudentstorefertoasworking
• Usefulforteacherreferenceduringdiscussions
ReadingLog– AmongtheHidden………..Choose3questions toanswer.Showhighlevel,deepthinking.Usecompletesentencesandquotesfromthebookinquotationmarkswithpagenumbertobackupyouranswer.Example:Bobreferredtohisbedroomasa“prisonofsorts”(p.54).Icanrelatetothisfeelingbecause…
1. Lukesaysheistoooldtobe“tuckedintobed.”Whatissomethingthatyoufeelyouaretoooldfornowbutthatyouenjoyedwhenyouwereyounger?
2. ChooseanyelementofdepthandcomplexitythatyoucanconnecttothereadingofAmongtheHiddenthusfar.Drawtheiconandthenwriteatleastthreesentencesapplyingtheelementtoyourreading.
3. ETHICS:Lukeisdisobeyinghisparents’ordersto“stayhidden”whenhegoesoutthebackdoorofhishome.Inyouropinion,shouldhehavedonethis?Whyorwhynot?
4. Hetookadeepbreath,lookingforwardtowardtheSportsFamily’shouse,thenbackagaintowardhisown.(p.55).WhatdoyouthinkLukeisfeelingandcontemplatinghere?Haveyoueverfelttornbetweentwochoices–oneperhapssaferthantheother?Describethesituation.
5. CompareandcontrastLuketoJenusingaVenndiagramORadoublebubblemap.Besuretoincludeatleastsevenitemspersection.Youmayusebulletpoints.Trytomakeyourcompare/contrast“balanced.”Whatisononesideshouldmatchupwithwhatisontheother.
6. UNANSWEREDQUESTIONS:Whatareyouwonderingatthispointinyourreading?Whatunansweredquestionsdoyoustillhave?
Questioning/Discussions
• POSTTHEICONSinprominentspots.Thisshowsstudentsyouvaluethemasintellectualtoolsintheclassroom!
• Usethisstatementregularly:“LOOKfor(appropriateelement)inourlessontodayon(content).”
Examples:Ø “LOOKfordifferentperspectivestodayinourreadinglessonfrom
Charlotte’sWeb.”Ø “LOOKforethicalissuesinourstudyoftheCivilWar.”Ø “LOOKfor____________in___________today.”
IconGame(Spinner)• Insmallgroups,selectanovelorpicturebookwithwhichyouareallfamiliar.• Grabaspinnericongame.• Sortthecardsintostacksbytheiricons.• Theshortestpersongoesfirst.J• Spin&selectacardwiththaticononit.• “Thinktime”isamust!• Eachplayerwillanswerhis/herquestionandcallonanothergroupmembertoanswerthesamequestion.• Playcontinues,movinginacircletothefirstplayer’sright.
OtherUsesfortheSpinners
• Exittickets• Writingprompts• Usewithteacher-developedquestionsforbiographies,dramas,poems,informationaltext,etc.• UsewithSSorSciencediscussions(presidential elections,weather,etc.)• Otherideas?
CreateyourownQuestions!BiographyStudy-- SpinnerGame
DETAILSNameadetailthatsurprisedyouasyoubeganreadingaboutthisperson.Thisshouldnotbeafactthatyouknewpriortoreadingthebook.
Describetheindividual’sphysicalappearancebasedondetailsfromyourreading.
LANGUAGEOFTHEDISCIPLINE
Ifamonumentwereerectedinhonorofthisindividual,whatquotewouldyousuggestfortheinscription?Why?
Whataresomeexamplesoflanguagefromthisindividual’sfieldthatyourememberfromyourreading?
LanguagetoLiteracyCharts/Foldables
• Usewithanytext(i.e.picturebook,passagefromaSSorSciencetextbooks,chapterfromanovel,entirenovel).• Useinvariousformats• Largebutcherpaperdividedintosectionsfortheelements• Largeconstructionpaper,laminatedbypage,foldtoresemblea“bigbook”• ElectronicformatssuchasSmartBoardnotebookfile
Titleof Book&Author
Language INoticed… IWondered…
ConnectionstoLiterature/Life
Teacher orstudent(s)drawordesignacoverillustrationforthebookhere!
Teacherpre-selectsnewvocabulary&studentspredictwordmeanings.
Studentsgiveexamplesofdetailstheynoticed.
Studentsasktheirunansweredquestionsregarding text.
Studentsmakeconnections toothertexts/movies/&theirownlifeexperiences.
1.shrieking- screaming(Adalae);yelling(Sarai);toshowyouarescared(Foster);highpitchedscreaming(Brody)
2.whizzed- wentpastfast(Laney);bolted(Kai);flewthroughit(Connor);smart(Tyler)
3.admire- whenyoutellsomebodysomethingthatisreallynice- likeacompliment(Austin);tolike(Jackson);togiveattention(Adalae)
4.flapping- birdsusingtheirwings(Gael);movingwingsupanddown(Laney)
5.glamorous- gorgeous(Connor);pretty(Austin);beautiful(Brody);fabulous(Sarai);sparkly(Adalae)
6.cramped- somethingthathurtsbecauseitpoppedandyoucan'tmove(Kai);inatightspace- like"Thepeoplewerecrampedwhentheyhid."(Bella)
1st grade– THREEHENS&APEACOCK(languagetoliteracychart)
ExampleStatementsfor“TakeaStand”
• ExamplefromSocialStudies:Lawsshouldalwaysbefollowed.
• ExamplefromMath:Geometryisimportantindailylife.
• ExamplefromLiterature:TUCKEVERLASTING– MaeTuckmadetherightchoicetohitthemanintheyellowsuitovertheheadwiththeshotgun.
TableTalk:Whatcouldyouuse“TakeaStand”withinyourclassroom?WhatelementsofDepth&Complexitystandouttoyoufromthisgame?
PointofViewMap(PerspectiveMap)• Usetoexaminemultipleperspectivesonatopic,issue,object,idea,ofcharactersinabook,etc.
• Helpsstudentsconsidermultipleperspectivesinamore“concrete”waythroughspeech/thoughtbursts.
• Useinanycontentarea.
Tryit!• Findthepointofviewmapinyourhandout.• WriteordrawinthecentertorepresenttheAlamo,theMayflower,oranimportantsettingorobjectfromanovelyouteach.• Labelyourspeechburstswithfourdifferentindividualsorgroupsthatwouldhavesomethingtosayaboutthistopic.• Writefromtheperspectiveofeach.Remembertousefirstpersonpointofview(Iorwe)foreach.• Challenge(GreatforyourGTstudents!)– Trywritingfromtheperspectiveofaninanimateobject!Whatwouldthewebsayaboutthebarn?WhatwouldthestormsayabouttheTitanic?• Shareoutsomeexamples!
Students write from the perspective of a character, inventor, or famous leader…
Which elements of depth & complexity are addressed in this assignment that you may already use?
AlternateAssignment–Writeasa______(expertinfield– i.e.musician,palaentologist)FuturecareerLanguageofthedisciplineDetails
One Pager (D&C Style)Totally True Adventures:
Climbing Everest
You will create a poster on 11 X 14 paper that demonstrates your understanding of the book. Each of the following categories must be included. Other than the first and last, you may arrange these categories in any order.
• Title and author at top-center of the poster. • 2 pictures of characters from your book. Each picture must be labeled with the
character’s name. • 1 quality, detailed picture of the setting, labeled. • 3 new words & their meanings – language of the discipline • 1 unanswered question you still have after reading the book• 2 rules (stated or unstated) about climbing Mt. Everest • A main idea statement about the book (big idea)• 2 interesting details from the book • 2 quotes from the book that you think are powerful – Be sure to write the quotes in
quotation marks (“xxx”) and put a dash ( - ) and the person’s name after each quote.• Your name and grade level in the bottom right corner of your poster.
IdeaforDisplayingStudentWork–
Circletheelementsaddressed intheassignment.
Allowstudentstohelpyoudecide!
Fa
FamousLeaders“IAm”PoemsBy4th gradePEAKStudents
addressingthese
elementsof
ParentNewslettersPEAK(4th &5th grade)WerecentlyenjoyedprojectpresentationsonTuckEverlasting (4th)andIslandoftheBlueDolphins (5th).Currently,wearereadingandstudyingTheCay in4th gradeandCityofEmberin5th grade.TheCay issetduringWorldWarIIandisthetaleofayoungboyandanislandmanwhowinduptogetheraftertheirshipistorpedoedandtheyarelostatseaonaraft.CityofEmber isaDystopiannovelfullofintrigue.Witheachofournovelstudies,thestudentsapplyhighlevelsofthinkingthroughtheuseofourDepth&Complexityelements.Eachelementhasaniconthatservesasamemorytrigger.Seehowmanyoftheseyourchildcantellyouabout!
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