chapter 10 presented by bill giesler julie pineau
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Bringing Students And Texts Together. Chapter 10 Presented by Bill Giesler Julie 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? Because it was assigned - PowerPoint PPT PresentationTRANSCRIPT
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…
How?
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
AFTER
•To extend and elaborate ideas from text
How We Tackled The Chapter?Show; not tell
How?
An interdisciplinary unit plan; Spanish, English and social studies
B-D-A Activities
Co-Teaching
Why?
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
• 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
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.
Why?
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
Source: Orme, L., Masson S., (2000), Literacy: Development and Teaching Strategies
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
• 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
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
Source: Orme, L., Masson S., (2000), Literacy: Development and Teaching Strategies
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