dublin leadership 2012 minilessons
TRANSCRIPT
Planning Minilessons
A Lifelong Conversation Around Books and
Reading
What are mybeliefs about Minilessons?
#1 Designed with a vision of helping students gain the necessary skills, strategies, and behaviors to become independent readers. #2 Scaffolded across time to deepen and enrich understanding of concepts. They are not activities delivered in isolation. #3 Part of larger conversations that we as a community have about our reading lives and that these conversations build over time. #4 Interactive. Students should be the ones doing the thinking, not the teacher. #5 Planned with the needs of current students in mind. They can't be canned, scripted or duplicated year after year.
#6 The right length to match your teaching point. There is no magic number of minutes for an effective minilesson. #7 Organized in a way that makes the most sense to the teacher, school, or district. There is no one right way to organize lessons. #8 Based on what we know about teaching and learning. No matter the mandates and pressures of state testing, there is no reason to compromise best teaching practice. #9 Designed to teach the reader not the book. #10 Designed by the teachers who is doing the teaching, not corporations.
Big Questions for Minilesson Planning
Why do we teach this? How does it fit into the bigger picture?
What are the big goals I have?
Which books might I use?
How will I provide for students to enter at own level?
What will I be assessing? Does assessment match the big picture goals?
Minilesson Cycles Can BeLots of Ways to Plan
Strategies—comprehension, word work
Behaviors and Habits—book choice, stamina
Literary Elements—character, theme
Genre—nonfiction, mystery, historical fiction
What Are We Assessing?
What we don’t do, however, is use our experience to direct or guide towards our own understanding of any given text…..we need to teach each student the way readers think as they read, not what to think, helping them to experience texts as readers, rather that putting specific thoughts about texts into their heads.
The Stranger
Unpacking Standards: PlotK-Retell or re-enact a story that has been heard.
1-Retell the beginning, middle and ending of a story including its important events.
2-Retell the plot of a story.
3-Retell the plot sequence.
4-Identify the main incidents of a plot sequence, identifying the major conflict and its resolution.
5-Identify the main incidents of a plot sequence and how they influence future action.
6th+Distinguish between main and minor plot
incidents.
Pace, subplots, parallel episodes, and climax
Compare and contrast stories/characters with similar conflicts
How do voice and narrator affect plot
Plot
A story with very obvious problem
and solution
Plot
Two stories with similar plots to
discuss parts of a story.
Plot
Same Problem
Different Solution
Unpacking the Common Core
Character CycleBig Goals/Learning
-Authors let us get to know characters in a variety of ways.
-The more we know about a character, the better we can predict and understand his/her actions.
-Important characters often change over time.
-Understanding how a character sees the world is critical to understanding their thoughts, relationships, and actions.
-There are words that readers use when they think and talk about characters in fiction. These words give us ways to think and talk at a deeper level.
Scaffolding with a Menu of Books
A book that is more character-based than plot based and might be a good one for this cycle.
Several books that focus on the same character/characters
Books with 2 characters who are great friends or who are siblings. These often make for the best conversations about relationships.
Books that include several short stories about the same character(s)
Characters that the students love and talk about on their own.
CharactersWe learn about
characters through their relationships with others.
CharacterWe learn about
a character from the way he/she behaves and
reacts in a story.
CharacterReaders learn
about characters by the things
they say. (voice)
CharacterThe more we know about a character, the better we can
predict and understand his/her
actions and behaviors.
CharacterImportant
characters in a book often
change over the course of the
story.
Big Picture of Theme Cycle: What Am I Setting Up?
Understandings I Want My Students to Come Away With in this Cycle
*Readers have the power to determine the theme in a text.
Authors often write a story with a bigger message about life to the reader.
There is often more than one theme in a book.
There are universal themes that appear often in books.
A theme works across an entire piece.
How do they get there from where they are now?
Plot vs. Theme
Stated vs. Implied Theme
When Two Storylines Come Together
Repeated Language
Symbolism/Metaphors
General vs. Specific Theme
Universal Themes
YouTube Video Clipshttp://www.youtube.com/watch?v=dv015LtqA0A
Stated Vs. Implied Theme
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A Circle of Friends
Wordless Book
A Good First Look at Title
Significance of word “circle”
The Enormous TurnipTraditional Tales
with obvious and accessible themes are a great way to introduce the concept of theme as well as universal themes to students.
Artie and Julie
How do Storylines come together?
Many Stories of Friendship
Wanda’s Roses/The Curious Garden
A Menu of Options
Titles are often a metaphor and a
clue into the theme of the
story.
Walk On!A Guide for Babies of All
Ages
By Marla Frazee
Dedication
“to my son, Graham, off to college”
“Any of these details….are, in effect, entryways into deeper meanings of the text. None is inherently more important than the other and no one inference about them is necessarily “right”…What’s important is not which detail readers notice but what they do with them…..what they can make of what they notice.”
What Readers Really Do
Share
Timem
e
Readicide by Kelly Gallagher
If we are to find our way again--if students are to become avid readers again--we, as language arts teachers, must find our courage to recognize the difference between the political worlds and the authentic worlds in which we teach, to swim against those current educational practices that are killing young readers, and to step up and do what is right for our students.
We need to find this courage. Today. Nothing less than a generation of readers hangs in the balance.