using literature to teach school expectations session 21 b janet pope, lafayette parish catherine...
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Using Literature to Teach Using Literature to Teach School ExpectationsSchool Expectations
Session 21 BSession 21 BJanet Pope, Lafayette ParishJanet Pope, Lafayette Parish
Catherine Landry, LA-PBS ProjectCatherine Landry, LA-PBS Project
Living in the Triangle: Refocused and RecommittedJuly 9, 2008 – Baton Rouge Marriott
“Why can’t we finish the last sentence as automatically as we do the others?”John Herner (NASDE President) Counterpoint 1998, p.2John Herner (NASDE President) Counterpoint 1998, p.2
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim,
“If a child doesn’t know how to multiply,
“If a child doesn’t know how to drive,
“If a child doesn’t know how to behave,
we teach.”
we teach.”
we teach.”
we……teach! we……punish?
Session Objective
The objective of this session is to give participants a detailed format for teaching school expectations through literature.
How Many Have Heard This?
“I have to teach starting day one thanks to the Comprehensive
Curriculum. I don’t have time to talk about being respectful.” “My
rules are on the wall.”
Traditional Discipline versus PBS
• Traditional Discipline:
- Focus: Student’s problem behavior
- Goal: Stop undesirable behavior
- Method: Primarily uses punishment (reactive)
• Positive Behavior Support:
- Focus: Systems perspective to address identified needs
- Goal: Academic and social success (replacement skills)
- Method: Alters environments, utilizes teaching and instruction, employs reinforcement procedures, (proactive) data management tracking system
Number of Suspensions in Louisiana In-school (ISS) & Out-of school (OSS)
*Data cited from Louisiana State Education Progress Report 2005-2006ISS: Student is temporarily removed from his/her usual classroom and moved to an alternative setting for a minimum of one complete school day, and no interruption of instructional services occursOSS: Student is temporarily prohibited from participating in school and no provision is made for instructional services during this period
Number of Expulsions in Louisiana In-school (ISE) & Out-of school (OSE)
*Data cited from Louisiana State Education Progress Report 2005-2006ISE: Student is removed from his/her usual classroom and moved to an alternative setting for a period of time specified by the LEA, and no interruption of instructional services occursOSE: Student is removed from school for at least the remainder of the school semester with no provision made for instructional services
Behavioral Errors
• More often occur because:–Students do not have appropriate
skills- “Skill Deficits” –Students do not know when to use
skills–Students have not been taught specific classroom procedures and routines–Skills are not taught in context
Why Teach Through Literature?
Another underlying principle in the instruction of higher order thinking skills in reading is the acceptance of the theme of active learning. Literacy scholar Paulo Freire contends that those who share in the learning process are empowered by a critical consciousness of themselves as meaning makers. Freire supports the position which suggests that it is language that provides the tool for meaning construction. Language is a thinking process which allows students to learn and grow.
Teaching Critical Reading Through Literature -Norma Decker Collins
Critical Elements for Teaching Expectations Through Literature
• Explicitly define expectation and related terms
•Read selected literature
• Integrate GLE’s
•Correlate expectation with literature
•Correlate expectation with school
•Reinforcement Activity
Explicitly Define Expectation
Integrity – (1) the condition of being free from damage or defect (2) total honesty and sincerity
Literature Selection: A Mason Dixon Memory Clifton Davis
Clear Up The Meaning
HEADS UP!Look at your card. If the word on your card is read from the literature, raise your hand and read the definition for the class.
Planning Note:Define words that are synonyms or relative terms to the expectation.
Integrating GLE’s
Integrate, Integrate, Integrate!(Work Smarter, Not Harder!)
Flashback - This element is when details from an earlier point in time are revealed to the reader.
Conflict – Struggle or disagreement. Can be internal, inside of the character or external, between characters.
Connect Expectation with Literature
HEADS UP!Find your Famous Pair
Work together to answer the following questions:1. How was integrity displayed in this piece of
literature?2. Describe how flashback was used.3. Describe the instances of conflict that were
portrayed in A Mason Dixon Memory.
Connect Expectation with School
SALAMI!Answer sharing
HEADS UP!Share with the class situations that can happen at school in which integrity would be displayed.
“Pull It All Together” Activity
HEADS UP!Look on the back of your famous pair. Move to that group.
Group One: Writing Prompt
Group Two: Integrity in Pictures
Group Three: Essay Writing
Group Four: Read and Respond
Group Five: Make a song
Oh, The Things You Can Integrate!
•Teaching Expectations
•GLE’s•01a, 04a, 05, 08b, 09b, 09c, 10, 15a, 15b, 15c, 15e, 16, 17a, 17b
•Cooperative Learning
•Differentiated Instruction
Literature to Enhance Teaching School Expectations
Literature for Elementary and Middle School Studentshttp://www.doe.state.in.us/publications/pdf_citizenship/ctzresource.pdf
Contact Information
Janet PopeELA Teacher, Lafayette
Catherine LandryLA-PBS Project Coordinator