Literacy in the Arts
description
Transcript of Literacy in the Arts
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Literacy in the Arts
Welcome – Day 1•Please sign in•Take your name badge (color-coded by arts content area)
•Follow the instructions at your table to embellish a “Signature” name plate
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Introductions
“Signature” Using ‘non-arts’ symbols – embellish your name plate to reflect your personal style
Introduce yourself at your table and share the background information regarding your symbols
Establish an ‘SMP’ - Standing Meeting Partner – find another person at your table whose signature is somehow linked to yours – this will be your SMP for quick breakout conversations throughout the day
10 minutes
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Program Overview forLiteracy Integration in the Arts
Trailer
ObjectivesIncrease understanding of literacy (vocabulary & strategies)
Discover natural links between the Arts & Common Core State Standards
Review/revise lesson plans to ramp up literacy integration
Create collaborative network of support 5 minutes
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Literacy in the Arts - Features
Workshop design – based on teacher input
Strategically scheduled 1 full day w/ Substitutes paid by RttT
(Thanks to Modified & YR Calendar folks who gave up their vacation)
2 workdays (latter half) 10/28 & 2/17
2 after school 1/22 & 5/20
Online support Arts Ed Wikispaces
Daily evaluations2 minutes
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Google Survey Results
Participant feedback indicates:
Current Level of Integration
2 minutes
• Developing• Every day• Fair• Once a week• Not as much as previously• Need more confidence to increase integration• Low>Medium … Hoping after training medium>high consistently• Very low• Very high• Very comfortable• Something every day
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Google Survey Results
Participant feedback indicates:
Barriers / Concerns
2 minutes
Time •for training•for implementation•for students to produce artistic work•for reflection
Integrity•of arts content•of literacy strategy implementation
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Benefits
• Potential to reach all students – not just ‘artists’• Improve vocabulary, reading, writing, prepare
for EoGs• Make connections
• transfer artistic literacy to academic literacy• Help struggling readers• Challenge advanced students• Deepen artistic understanding• Art as an academic pursuit• Assist in academic classes• Literacy is in EVERY subject
Google Survey Results
Participant feedback indicates:
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Standard I: Teachers demonstrate leadershipA. Teachers lead in their classrooms B. Teachers demonstrate leadership in the schoolC. Teachers lead the teaching profession
Standard II: Teachers establish a respectful environment for a diverse population of studentsC. Teachers treat students as individuals
Standard III: Teachers know the content they teachA. Teachers align their instruction with the Standard Course of StudyB. Teachers know the content appropriate to their teaching specialtyC. Teachers recognize the interconnectedness of content areas/disciplinesD. Teachers make instruction relevant to students
Standard IV: Teachers facilitate learning for their studentsB. Teachers plan instruction appropriate for their studentsC. Teachers use a variety of instructional methodsE. Teachers help students develop critical-thinking and problem-solving skills
Standard V: Teachers reflect on their practiceA. Teachers analyze student learningB. Teacher link professional growth to their professional goals
Alignment – Teacher Evaluation Instrument
2 minutes
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Instruction Clarity
Motivation Expectations / Class Climate / Relationships
Curriculum Design Learning Experiences Assessment Overarching Objectives
Alignment – Effective Teaching Framework
2 minutesSaphier, J., Haley-Speca, M.A. , & Gower, R., (2008). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA.
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HousekeepingRules of Engagement
Take personal breaks as needed Stay on Task - Engage
Cell phones on Vibrate Check email @ breaks
Take risks – Stretch yourself Collaborate - Share your insights …
2 minutes
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Addressing the challenges of Adolescent Literacy
Table Groups Post-it brainstorm (individually)
what are the challenges? Round robin share Categorize –
reading/writing/speaking/listening Prioritize
I can help with … It’s not my job …
25 minutes
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Sharing Big ideas
Level of Table Agreement?
Surprises?
Priority chart?
20 minutes
Scan this article about student engagement - http://thejournal.com/articles/2013/04/16/the-6-key-drivers-of-student-engagement.aspx?=THE21
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SMP SharingStanding Meeting Partner
Select 1 example from “I Can” column
Share with your SMP
10 minutes
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Checkpoint
Professional Learning Community
Adolescent Literacy Challenges
Current practice
Questions – Concerns ???
10 minutes
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Networking Break – 10 minutes
20 minutes
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Common Core State Standards
Activity 1.2.1 Access the Standards via:http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfPage 7 = Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language
Demonstrate Independence Build Strong Content Knowledge Respond to the varying demands of audience, task, purpose, discipline. Comprehend as well as critique. Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures.
At your table – number off and read the details of the corresponding bullet point – as you share the key elements from the text connect it to what it might look like in your classroom
30 minutes
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College & Career ReadinessAnchor Standards
Activity 1.2.2 – Page 35As you consider the next section – remember to use a broad definition of “text” that includes the music score, the script, the choreography, (and any performance of these) and visual images
Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
Individually Identify the standards that you ‘already’ address with a COOL color highlighterIdentify the standards that you need to learn more about with a WARM color highlighterDiscuss your responses with your SMP
20 minutes
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Reading Components
Activity 1.2.3http://www.scsk12.org/SCS/subject-areas/kweb/images/NationalReadingPanel_FAQ.pdfDefining the terms of Reading - Review the National Reading Panel – Frequently Asked Questions
put a check mark (√) by the headings that you understand / already or could address in your class
put a question mark (?) by the headings that remain unclear put an (x) by the headings with which you cannot make a connection
Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension
Describe authentic text in the arts classroom.
20 minutes
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Lunch Break – 75 Minutes
GlenwoodBada BingBrueggers
PeaceMellow MushroomMo & JoeMcDonaldsSubway
HillsboroughChar-GrillSnoopys
Boylan St Brew Pub
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Reading ‘Text’Activity 1.3
Text or Not?
3 minuteshttp://officeimg.vo.msecnd.net/en-us/images/MH900431324.jpg
http://office.com/MS910219027.wav
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Reading ‘Text’Activity 1.3
Text or Not?
3 minutes
http://richka.net/images/rh07/image002.jpg
Rainbow Round My Shoulder
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Reading ‘Text’Activity 1.3
Text or Not?PUCK - If we shadows have offended,Think but this, and all is mended,That you have but slumber'd hereWhile these visions did appear.And this weak and idle theme,No more yielding but a dream,Gentles, do not reprehend:if you pardon, we will mend:And, as I am an honest Puck,If we have unearned luckNow to 'scape the serpent's tongue,We will make amends ere long;Else the Puck a liar call;So, good night unto you all.Give me your hands, if we be friends,And Robin shall restore amends.
3 minutes
Midsummer Scene
Puck's Final Scene
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Reading ‘Text’Activity 1.3
Text or Not?
3 minutes
http://officeimg.vo.msecnd.net/en-us/images/MP900448698.jpg?Download=1
http://officeimg.vo.msecnd.net/en-us/images/MR900406652.jpg
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Reading/Analysis/WritingActivity 1.3.1
Compare/contrast these two works of art – Listen to the 2 music clips Jelly Roll Morton the Chant & Stravinsky Rite of Spring Graphic
Explain the artists’ choices using textual evidence Create an artistic response in your own art form
Varsity Rag Dance
Pablo Picasso – Cubismhttp://www.pablopicasso.org/images/paintings/three-musicians.jpg
Fernand Leger - Primal Naivism http://www.wikipaintings.org/en/fernand-leger/not_detected_196071
30 minutes
Three Musicians
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Reflection
If you were going to teach this text tomorrow, how would you teach it?
How has this conversation informed/changed your approach to teaching text?
What additional support do you need to change the way you will teach text to align with the new Common Core expectations?
What can YOU do to ensure that these kinds of conversations happen about your content on a regular basis with colleagues in your school?
10 minutes
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Decoding Unfamiliar TextActivity 1.3.2
In content groups (facilitated by content leader) Generate a list of unfamiliar elements that you
present to your students (e.g. vocabulary, concepts) (5 mins.)
Analyze the techniques you use to help students attack new material (5 mins.)
Create a graphic representation (chart, picture, etc.) that reflects the big ideas (5 mins.)
Post for a gallery walk (15 mins.)
25 minutes
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Writing ComponentsActivity 1.2.4
Review the Adolescent Literacy websitehttp://www.adlit.org/article/27336/
Writing strategies Summarization Collaborative writing Specific product goals Word processing Sentence combining Prewriting Inquiry activities Process writing approach Study of models Writing for content learning
After you review the strategies – identify a lesson idea that incorporates any of the strategies listed.Craft an “email” that you would send to your principal inviting him/her to visit your classroom to see evidence of writing – incorporate a brief explanation of the activity and articulate the arts objectives and the writing objectives (refer back to Common Core State Standards). Round-robin share at your table.
20 minutes
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Networking Break – 10 minutes
20 minutes
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Common Core Speaking & ListeningActivity 1.3.3
In content groups (facilitated by content leader) Comprehension and Collaboration
CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Unpack these standards – what does it look like in your content area?
Consider the tools you already have in your classroom - (voice,
descriptive words, music dynamics, phrases) and create a list of examples
25 minutes
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Common Core Speaking & ListeningActivity 1.3.4
Presentation of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting
evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Unpack these standards – what does it look like in your content area?
Create a graphic organizer that students can use in your classroom to gather evidence in preparation for the articulation of effective presentations – use the theatre graphic organizer (character stickman) on the next slide as a model
25 minutes
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Know/Think: What does the character know?
Vision: How does the character see the world? How do others view the character?
Say: What does the character say – tone of voice?
Strengths: What are the strengths of the character?
Weaknesses: What are the weaknesses of the character? Does the ‘Achilles Heel’ keep this character from growing – being successful?
Feel: How does the character feel about him/herself?
Actions: What does the character do … that makes a difference in the ;lot, that represents who he/she is …
Theatre – Character Stickman
www.openclipart.org
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Reflection & Exit Ticket
Make a journal entry that reflects any big ideas you learned today that you take back to the classroom
+ What worked well∆ What needs an upgrade? What questions remain… Additional commentsLeave your name badge
15 minutes
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Preview Day 2 & Homework
Discovering the natural links between CCSS & the Arts
Homework – Activity 1.4CCSS – Grade 6 – Reading Literacy Standards
Key Ideas & DetailsCraft & StructureIntegration of Knowledge & IdeasRange of Reading & Level of Text Complexity
15 minutes
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Teacher Talk
Find a partner that is not in your same content area and share your insights/concerns about natural vs. forced connections between Common Core & the Arts (you may wish to refer to your highlighted homework)
15 minutes
Regroup with your new SMP and discuss the same question – share what you learned from the other arts area
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HousekeepingRules of Engagement
Take personal breaks as needed Stay on Task - Engage
Cell phones on Vibrate Check email @ breaks
Take risks – Stretch yourself Collaborate - Share your insights …
2 minutes
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Literacy in the Arts
Welcome – Day 2Please sign in
Review the strip that is attached to your packet•think of an example in your classroom - be prepared to connect & share
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Literacy Strip Connections
8 minutes
Find the partner that has the same Common Core Literacy Standard & shareyour classroom examples Hint – your partner will have a different color (Yellow & Blue)
Pair > Pair Share
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Overview of Day 2 Activities
8 minutes
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Common Core through the Arts Lens
Textual Evidence
The Original http://www.youtube.com/watch?v=_7jj8McPlVY
The Contemporary http://www.youtube.com/watch?v=O47sYsUBnp0
25 minutes
Close Reading Activity
Activity 2.1
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Common Core through the Arts Lens
Analyze the lesson plan for: Clarity Authenticity Revised Bloom’s Taxonomy Verbs Level of Rigor – Cognitive complexity
alignment between instruction & evaluation
Strengths/Recommended changes
20 minutes
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Vocabulary
Artistic Vocabulary & Real World Vocabulary•Dancers – Develop Kinesthetic Awareness and understand Central Initiation•Visual Art – Practice Art Criticism•Theatre – Build Aesthetic Achievement•Musicians respond to dynamic markings –
Or understand Dissonance
Google Doc Vocabulary List
10 minutesRevised Bloom’s Taxonomy Verbs
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Arts Curriculum Analysis
In content groups (facilitated by content leader)
Complete the Curriculum Connections grid for your content area
15 >30>40Post on google doc before break
40 minutes
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Checkpoint
Close Reading Activity Lesson Plan Analysis
Clarity Authenticity Revised Bloom’s Taxonomy Rigor
Current practice
Questions – Concerns ???
5 minutes
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Networking Break – 10 minutes
20 minutes
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Integrated Lesson Planning
In content groups (facilitated by content leader)
Craft an integrated lesson you will teach in the next 2 weeksOptions > individuals or pairs
Safety net – if everyone but you wants to work individually – your content leader will be your partner
Remember to use all your resources RBT verbs Curriculum Connections Grid/CCSS
90 minutes
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Sharing and Critique
40 minutes
In content groups (facilitated by content leader)
•Share your lessons
•Use the Observation Checklist as a guide
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Reflection & Exit Ticket
Make a to-do list that reflects any big ideas you learned today that you take back to the classroom Include your name – I’ll email it to you this week as a check-in reminder
+ What worked well∆ What needs an upgrade? What questions remain>< What will help you stay connected… Additional comments
15 minutes
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Preview Day 3 & Homework
Formal & Informal Writing opportunities in the Arts
CCSS – Writing StandardsText Types & PurposesProduction & Distribution of WritingResearch to Build & Present KnowledgeRange of Writing
Literacy StrategiesText AnalysisComparisons with EvidenceDevelop VocabularyProduce & Create
15 minutes
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Literacy in the Arts
Welcome – Day 3•Please sign in •Preview the day
• Writing & Literacy Strategies
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Common Core
5 minutes
Van Gogh Music?
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Literacy Strategy
10 minutes3:40-3:45
Text Analysis - to separate something into parts to understand how all the parts make a whole
Show Me - Point out what you think are the significant or important details in the featured topic or text
So What? – What is the importance of each detail? Effect? Shape audience response?
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Common Core - Writing
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Theatre Script Analysis Example
Performance Rubric
15 minutes3:45-4:00
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Common Core - Writing
Text Type & Purposes Write Arguments A. Introduce claims
B. Support claims
C. Cohesion – counter claims
D. Formal style
E. Concluding statement 10 minutes4:00-4:10
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Literacy Strategy
10 minutes4:10-4:20
Comparisons with Evidence
The thinking skill of comparison and contrast begins by noting differences and similarities and then moves into deeper comparative processes
Break a concept into similar & dissimilar characteristics
Relevant evidence to support points Use annotation, highlighting Categorizing (dump & clump)
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Common Core – WritingCCSS.ELA-Literacy.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Non-fiction Biographies & Autobiographies Historical Texts Technical Texts
Text Design Headings, Table of Contents, Glossary Graphics, Captioned Images 10 minutes
4:20-4:30
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Common Core - Writing
Text Type & Purposes Informational Texts A. Introduce topic (preview)
B. Develop topic (facts, definitions, key details)
C. Cohesion – transitions – relationships
D. Precise language – domain-specific vocabulary
E. Formal style
F. Concluding statement10 minutes4:30-4:40
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Common Core – Writing
CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences
Appalachian Spring – Martha Graham Part 3/4 7’33” http://www.youtube.com/watch?v=91y-NEdTj-g Watch a short segment and look for the elements of 6.3 –
narrative Context, narrative techniques, transitions, sequence,
precise/strategic word choice, descriptive details, conclusion
Overview – Consid
er off-lin
e
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Literacy Strategy
10 minutes4:40-4:50
Develop Vocabulary (Marzano’s 6 steps)
Teacher provides definition Students restate the description in their own words Students create a nonlinguistic representation of the term Students complete periodic activities using the new term Students discuss the new term with one another Students “play” games that require them to use the new term
In the Arts it looks like this …
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Common Core – Writing
CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Ansel Adams photography http://www.youtube.com/watch?v=XiLTwtuBi-o&feature=related
Teacher Art-making response Write the blues Create choreography Improvise a scene about Westward expansion Create a reflection piece in 2- or 3-d
Table Groups Share – Teacher Clues (also reflect about the team building that naturally occurs while making art)
20 minutes
Try this w
ith your D
epartment
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Common Core – WritingProduction & Distribution
W.5 - Develop & strengthen writing – planning – revising – editing – rewriting – trying a new approach
Writing Process Graphic – create your own content specific version with cues
5 minutes4:50-4:55
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Literacy Strategy
5 minutes4:55-5:00
Produce & Create Vocabulary (elements of each art form)
Process Collaboration Revision Publishing
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Common Core – WritingProduce & Create
Production & Distribution of Writing
W.8.4 – produce clear & coherent writing (appropriate to task, purpose, & audience)
W.8.5 – peer critique & revision
W.8.6 – use technology to collaborate & produce
Review Script Rubric Example (Theatre)5 minutes5:00-5:05
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Authentic Writing in the Arts
Full Group Discussion Brainstorm list of authentic writing activities
Journaling Marketing – selling your idea Schooner Tune Clip from Mr. Mom Program notes Research Analysis Critical Review Identity Project (Toiya Williams Dunbar) / Artist Statement10 minutes
5:05-5:15
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Gallery Walk
Post your examples
Review the work of your colleagues in other content areas
Jot down notes in your journal – stealing the best from the best!
5 minutes5:15-5:20
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Teacher Talk
Mix up your group for cross-content representation and share your insights/concerns about the Common Core writing standards
•W8.1 (Argument)•W8.2 (Informational Text)•W8.3 (Narrative)
Rank them from easiest to integrate to most difficult
5 minutes5:20-5:25
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Reflection & Exit Ticket
Think about what you’ll take back to share with your administration – departmental colleagues
+ What worked well∆ What needs an upgrade? What questions remain… Additional comments
5 minutes5:25-5:30
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Preview Day 4 & Homework
Homework Implement integrated lessons
Video & Reflect (self & peer)Wiki post of close reading example
15 minutes
Putting it all together - authentically integrating reading & the writing process, creativity, and composition.
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Common Core Philosophy Check
Students who are College and Career ready in reading, writing, speaking, listening, and language …
demonstrate independence build strong content knowledge respond to the varying demands of audience, task,
purpose, and discipline comprehend as well as critique value evidence use technology and digital media strategically and
capably understand other perspectives and cultures
15 minutes
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Literacy in the Arts
Welcome – Day 4 -Please sign in
•Reflective Practice
12:30-12:35
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Reflective Practice
• How has your teaching changed since you’ve participated in this professional development?
• Comment on concerns regarding the integrity of your arts curriculum with this new focus.
• How will you move forward from here?
12:35-12:45
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Reflective Practice Sharing
Table Talk
Big Ideas w/ Whole Group
Affirm Current Practice Explicit Attention New Strategies Professional Learning Community Communicate about Literacy in the
Arts 12:45-12:55
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Previewing the Day
12:55-1:00
Reflective Practice Arts Ed Wiki - Literacy in the Arts Google Doc Review (Curriculum) Creative Project Close Reading High-Yield Instructional Strategies Plans for Video
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Google Doc Review
1:00-1:30
Arts Literacy Connections Examples
Review tabs Identify Gaps Take Action
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Table Share
1:30-1:40
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Creative Project
Music Score
Brainstorm Potential Literacy Activities
Chart the planGroup Share
1:40-2:00
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Close Reading - Example
Wizard of Oz – Group Think
Review Close Reading the Arts Document
Consider alterations to a template
2:00-2:10
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Close Reading - Creation Identify concepts that could be supported
through a close reading activity
(consider something you are getting ready to teach)
Assign to individuals/research/create
Email to Liz for Posting on the wiki
Select one to share with whole group
2:10-2:40
Clarity Authenticity Revised Bloom’s Taxonomy Rigor – alignment of
instruction/assessment
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High-Yield Instructional Strategies
2:40-3:00
Purpose Setting Predictions Vocabulary Collaboration & Visualization Text Analysis Comparison Creation
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Video Example
Social Studies Example Video reflections
Self Peer
Share highlights of what you learned
Identify what other support you need
3:00-3:20
insights/concerns about videotaping your lesson & getting feedback – challenges – successes
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CCSS – Review - Reading
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
3:20-3:40
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CCSS – Review - Writing
Text Types & Purposes
Production & Distribution of Writing
Research to Build & Present Knowledge
Range of Writing
3:20-3:40
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CCSS – Review Speaking & Listening
Comprehension & Collaboration
Presentation of Knowledge & Ideas
3:20-3:40
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CCSS – ReviewStandards for Language
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition & Use
3:20-3:40
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Checkpoint
Natural Links between CCSS & Essential Standards in the Arts
Close Reading – Textual Analysis
Authentic Writing Opportunities
Video – Reflection – Peer Support
Questions – Concerns ???
3:40-3:50
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Reflection & Exit Ticket
+ What worked well∆ What needs an upgrade? What questions remain… Additional comments
15 minutes
Set a Goal Post it to the Google Doc
Last Tab (To-Do Final)
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Preview Day 5 & Homework
Homework Implement integrated lessons
Video & Reflect Peer-networking
Invite an Administrator
15 minutes
Practice – Sharing – Celebrations – Barrier Bashing
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Literacy in the Arts
Welcome – Day 5•Please sign in•Introduce your guest as we mingle for refreshments
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Program Overview forLiteracy Integration in the Arts
Trailer
ObjectivesIncrease understanding of literacy (vocabulary & strategies)
Discover natural links between the Arts & Common Core State Standards
Review/revise lesson plans to ramp up literacy integration
Create collaborative network of support 5 minutes
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Standard I: Teachers demonstrate leadershipA. Teachers lead in their classrooms B. Teachers demonstrate leadership in the schoolC. Teachers lead the teaching profession
Standard II: Teachers establish a respectful environment for a diverse population of studentsC. Teachers treat students as individuals
Standard III: Teachers know the content they teachA. Teachers align their instruction with the Standard Course of StudyB. Teachers know the content appropriate to their teaching specialtyC. Teachers recognize the interconnectedness of content areas/disciplinesD. Teachers make instruction relevant to students
Standard IV: Teachers facilitate learning for their studentsB. Teachers plan instruction appropriate for their studentsC. Teachers use a variety of instructional methodsE. Teachers help students develop critical-thinking and problem-solving skills
Standard V: Teachers reflect on their practiceA. Teachers analyze student learningB. Teacher link professional growth to their professional goals
Alignment – Teacher Evaluation Instrument
2 minutes
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Instruction Clarity
Motivation Expectations / Class Climate / Relationships
Curriculum Design Learning Experiences Assessment Overarching Objectives
Alignment – Effective Teaching Framework
2 minutesSaphier, J., Haley-Speca, M.A. , & Gower, R., (2008). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA.
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Gallery Walk
Serve as Docent for your guest
Review the highlights of each day
Provide examples from your classroom
15 minutes
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Teacher Talk
Share your insights/concerns about your literacy integration journey so far – lessons tried – lessons learned - getting feedback – challenges – successes
15 minutes
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Literacy Integration – Celebrations!
Table Group Discussion (facilitated by content leader)
Specific examples of Success
Evidence – Explain Why
As a group – select a highlight to share with the larger group - Create a graphic representation on chart paper and post for gallery walk
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Networking Break – 20 minutes
20 minutes
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Gap Analysis
At table groups (facilitated by content leader)
Review the Common Core Literacy Standards and the Essential Standards for the Arts
Create a master document that indexes the resources you have developed
Identify the gaps – strategize solutions
Create one lesson each to contribute to the wiki
90 minutes
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Networking / Snack Break – 30 minutes
20 minutes
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Resource Sharing
Full Group DiscussionWebsite sharing
30 minutes
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Revise Gap Analysis
At table groups (facilitated by content leader)
Share the lessons you just created
Provide feedback
Revise the gap analysis
Create a strategy to share with other arts teachers in the district
30 minutes
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Literacy Integration - Barriers
Local Research shows:Lack of planning timeNew initiativesRevised arts curriculum Feeling of isolation…
Solutions Chamber - Share your strategies
30 minutes
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Addressing the challenges of Adolescent Literacy
Table Groups
I can help with … It’s not my job …
30 minutes
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Next Steps
30 minutes
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Celebration & Exit Ticket
+ What worked well∆ What needs an upgrade? What questions remain… Additional comments
15 minutes
Think of a single word or short phrase that reflects something you learned during this training
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The previous presentation used copyright protected materials used under the multi-media
guidelines and fair use exemptions of US Copyright law.
Further use is prohibited.