invitational summer institute july 9, 2015. agenda timeevent 9:00-9:15daily log, author’s chair...

Invitational Summer Institute

July 9, 2015

Agenda

Time Event

9:00-9:15 Daily Log, Author’s Chair

9:15-10:30 Radia Amari--Perspective and Point of View: How t Apply It and Why It Matters

10:30-10:45 BREAK

10:45-11:15 Demonstration Response

11:15-12:00 Pathways to the Common Core

12:00-12:05 Wrap Up

12:40-3:30 Lunch Lottery

9:00-9:15 Daily Log: Author’s Chair

Anthology contributions due Monday (in draft form)

North on Tampa past Rinaldi to the Sesnon stop sign

Turn right onto Sesnon

First left onto Kilfinan 18858 Kilfinan on the

right

Your Comments: What You Learned To look at the standards in a spiral There are some crazy creative people here

(squiggle story) Writing standards development rom k-12 How to use a squiggle to engage student writing,

revising, editing “Teach like a pirate” Dave Burgess-Twitter Other ways to adapt and add to my college research

unit

Your Comments: What You Learned Protocol for giving feedback—focused on

conversation, it should be structured. It’s about giving and receiving; about problem solving

Provide a revising technique each day/week. Spread it out.

POLLEVERTWHERE Community squiggle Pens that are also a stylus! I need one! Thanks

Theresa and Kathy

Your Comments: What You Learned A squiggle is worth a thousand words? New idea for cooperative work Art to words Expanding on someone else’s thinking, keeping

his/her ideas going while contributing one’s own. To narrow down/to sharpen my expectations 1-2 skills at a time How effective feedback works

Your Comments: What You Learned We look at the different writing standards through

the text type spirals Community squiggle and how creative it can be

in the classroom

What Surprised You? What Questions Do You Have?

I like the Venn diagram visual for standards; great to share with colleagues

Bacon jellybeans are NOT GOOD! I was able to see things I missed the frst time I

was grading the college research papers How I was not gut-wrenching nervous until right

before my lesson I produced more during the writing time in the

morning than in the afternoon!

What Surprised You? What Questions Do You Have?

How much fun it was, and how hard it was, for me, to figure out just what the person(s) before me was thinking

Teach like a Pirate!! I can’t wait to learn how to sell tickets to my lessons

Once again, how accessible all creative lessons are to modifications

I was surprised by how crazy our drawings got and the stories that went along with them.

What Surprised You? What Questions Do You Have?

The nuances between the grade level standards

What Do You Want To Know More About? Nothing at this time Poll everywhere (or is it everyone?) P.S. I love how wonderful the vibe is all day—lots

of joy and camaraderie going on Polleverywhere.com Where did you get the Writing Project author’s

chair? Would love to get one for my classroom.

Perspective and Point of View: How to Apply It and Why It Matters

Radia Amari

Do First

• Over 115 million pigs are killed each year. In the U.S., 13,200 pigs are killed each hour. Who is committing these deaths?

The Three Little Pigs Preview

• Read and annotate text questions.– Box in key words– Re-write the question

The Three Little Pigs Reading

• Peruse and annotate The Three Little Pigs.• How to annotate:

- marginalia- highlight or underline important

ideas- pose questions- circle and define unknown words

The Three Little Pigs Analysis

• Answer your respective question in SENTENCE SENTENCE FORMFORM..

• Cite TEXTUAL EVIDENCE TEXTUAL EVIDENCE whenever possible.Group Member 1 =

Question 1Group Member 2 =

Question 2

Group Member 3 = Question 3

Group Member 4 = Question 4

Group Share Outs

GROUP MEMBER 1 shares response with group.

Remaining group members take notes and populate question box.

DiscussionGroup Member 2 = SUMMARIZE the response

-“According to [Insert name], [Re-state her answer] ”- “[Insert name] explained that …”

Group Member 3 = EXPLAIN why you AGREE or DISAGREE with the response

-[Insert name] made a valid point because … ”- While that could be one interpretation, my understanding is that … ”

Group Member 4 = POSE at least two questions; pose one question at a time

-[Insert name], could you please elaborate on … ”- Is there additional evidence to support … ”

Class Share Out

• Question 1: What is the text’s main idea? How does the reader know this? Cite textual evidence to support your response.

Group Share Outs

GROUP MEMBER 2 shares response with group.

Remaining group members take notes and populate question box.

DiscussionGroup Member 1 = SUMMARIZE the response

-“According to [Insert name], [Re-state her answer] ”- “[Insert name] explained that …”

Group Member 3 = EXPLAIN why you AGREE or DISAGREE with the response

-[Insert name] made a valid point because … ”- While that could be one interpretation, my understanding is that … ”

Group Member 4 = POSE at least two questions; pose one question at a time

-[Insert name], could you please elaborate on … ”- Is there additional evidence to support … ”

Class Share Out

Question 2: Who is telling the story? How do you know? Cite a minimum of two pieces of textual evidence employing the A-C-E (Answer-Cite-Explain) method.

-

Group Share Outs

GROUP MEMBER 3 shares response with group.

Remaining group members take notes and populate question box.

DiscussionGroup Member 1 = EXPLAIN why you AGREE or DISAGREE with the

response

-[Insert name] made a valid point because … ”- While that could be one interpretation, my understanding is that … ”

Group Member 2 = POSE at least two questions; pose one question at a time

-[Insert name], could you please elaborate on … ”- Is there additional evidence to support … ”

Group Member 4 = SUMMARIZE the response

-“According to [Insert name], [Re-state her answer] ”- “[Insert name] explained that …”

Class Share Out

• Question 3: Is the storyteller a credible source? Why? [Credible (adj.) = believable; trustworthy]

Group Share Outs

GROUP MEMBER 4 shares response with group.

Remaining group members take notes and populate question box.

DiscussionGroup Member 1 = EXPLAIN why you AGREE or DISAGREE with the

response

-[Insert name] made a valid point because … ”- While that could be one interpretation, my understanding is that … ”

Group Member 2 = POSE at least two questions; pose one question at a time

-[Insert name], could you please elaborate on … ”- Is there additional evidence to support … ”

Group Member 3 = SUMMARIZE the response

-“According to [Insert name], [Re-state her answer] ”- “[Insert name] explained that …”

Class Share Out

• Question 4: There is a lacuna in information. Explain what details or pieces of information are absent from the story. Why are they missing? [Lacuna (n) = a gap; missing part]

The True Story

• Read and annotate the text questions.

– Box in key words

– Re-write the question

The Truth Reading

• Peruse and annotate The Truth.• How to annotate:

- marginalia- highlight or underline important

ideas- pose questions- circle and define unknown words

The Three Little Pigs Analysis

• Answer your respective question in SENTENCE SENTENCE FORMFORM..

• Cite TEXTUAL EVIDENCE TEXTUAL EVIDENCE whenever possible.Group Member 1 =

Question 1Group Member 2 =

Question 2

Group Member 3 = Question 3

Group Member 4 = Question 4

Point of View and Perspective

Point of View: What is it?

• What changed between the story told from the pig’s perspective and the one told from the wolf’s point of view?

• How did perspective or point of view affect the text’s meaning?

• What is point of view or perspective?• Is point of view only relevant for fictional

texts? Why?

Quick Write

• Consider a time when you had to make a decision between different options. Describe the situation, with specific references to the issue, the people involved, the decision, and the rational.

The Things They Carried

• Read and annotate “On the Rainy River.”• As you read, consider point of view and main

idea.

The Things They Carried Re-write

• Brainstorm other possible characters who could have told Tim’s story.

• Re-write the excerpt from a different, yet relevant perspective.

»What will you add because of the new perspective?

»What will you eliminate because of the new perspective?

Exit Ticket

• How can point of view and perspective be relevant to your academic classes (e.g., history, math)?

• How is point of view relevant outside the classroom?

Break

Demonstration Lesson Response

Reading Time! 10 minutes: Review

and annotate as much as you can pp. 1-13.

5 minutes: What did you learn?

Calkins Chapters 6-9 Let’s discuss the key points of each chapter