Download - Literacy in the Arts

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” nametag

Introductions

“Signature” Using ‘non-arts’ symbols – embellish your nametag 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

Program Overview forLiteracy Integration in the Arts

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

Literacy in the Arts - Features Workshop design – based on your input

Strategically scheduled 2 preservice workdays in August 2 Saturdays – Sept & Oct 1 early release day in November

Online support (arts ed wiki)

Daily evaluations

2 minutes

Google Survey Results

Participant feedback indicates:

Graphic of survey results

5 minutes

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 …

3 minutes

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

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

SMP SharingStanding Meeting Partner

Select 1 example from “I Can” column

Share with your SMP

10 minutes

Checkpoint

Professional Learning Community

Adolescent Literacy Challenges

Current practice

Questions – Concerns ???

10 minutes

Networking Break – 20 minutes

20 minutes

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

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

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 green highlighterIdentify the standards that you need to learn more about with a yellow highlighterDiscuss your responses with your SMP

20 minutes

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

http://www.scsk12.org/SCS/subject-areas/kweb/images/NationalReadingPanel_FAQ.pdf

http://www.scsk12.org/SCS/subject-areas/kweb/images/NationalReadingPanel_FAQ.pdf

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

http://www.adlit.org/article/27336/

Lunch Break – 60 Minutes

Reading ‘Text’Activity 1.3

Text or Not?

3 minuteshttp://officeimg.vo.msecnd.net/en-us/images/MH900431324.jpg

http://office.com/MS910219027.wav


Text or Not?

Video Clip from YouTube To Be Determined

3 minutes

http://richka.net/images/rh07/image002.jpg


Text or Not?

Video Clip – Midsummer Night’s Dreamhttp://www.pbs.org/shakespeare/works/work135.html

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


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

Reading/Analysis/WritingActivity 1.3.1

Compare/contrast these two works of art – Listen to the 2 music clips (Jelly Roll Morton Black Bottom Stomp & Stravinsky Rite of Spring)

Explain the artists’ choices using textual evidence Create an artistic response in your own art form

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

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

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


20 minutes

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

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

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

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

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


Welcome – Day 2•Please sign in•Identify a different SMP at your table for today

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

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

Overview of Day 2 Activities

8 minutes

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=xeIeOkAxlH4

25 minutes

Close Reading Activity

Activity 2.1

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

40 minutes

Checkpoint

Close Reading Activity Lesson Plan Analysis

Clarity Authenticity Revised Bloom’s Taxonomy Rigor

Current practice


5 minutes


20 minutes

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

10 minutes

Arts Curriculum Analysis

In content groups (facilitated by content leader)

Complete the Curriculum Connections grid for your content area

30 >60>90Post before lunch

90 minutes

Integrated Lesson Planning


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


20 minutes

Sharing and Critique

40 minutes


•Share your lessons

•Use the Observation Checklist as a guide



+ What worked well∆ What needs an upgrade? What questions remain… Additional comments

15 minutes


Formal & Informal Writing opportunities in the Arts

Homework – Activity 2.4CCSS – Grade 6 – Writing Standards

Text Types & PurposesProduction & Distribution of WritingResearch to Build & Present KnowledgeRange of Writing

15 minutes


Welcome – Day 3•Please sign in pick up a Nametag•Preview the day•Upgrades based on feedback

Teacher Talk

Regroup with a partner that is not in your same content area and share your insights/concerns about the Common Core writing standards (you may wish to refer to your highlighted homework)

10 minutes

Find a standing meeting partner in your own content area and share your recent experiences with literacy

Common Core - Writing

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

Remember Close Reading Activity – Twyla Tharp – evidence

Other examples??

5 minutes

Common Core – WritingActivity 3.1

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

A Copland Portrait 6’33”http://www.youtube.com/watch?v=q43ySOhRpEQ

Text type & purposes Informational/Explanatory (non-fiction)

Production & distribution of writing Research to build & present knowledge Identify at least one Non-Fiction example in your content area

30 minutes

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! 15 minutes

Common Core – WritingActivity 3.2

CCSS.ELA-Literacy.W.6.3 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

30 minutes


20 minutes

Common Core – WritingActivity 3.3 – Production & Distribution

CCSS.ELA-Literacy.W.6.4 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 (reflect about the team building that naturally occurs while making art)

30 minutes

Common Core – WritingActivity 3.4 - Production & 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

Share with table group 15 minutes

Common Core – WritingActivity 3.5 – Production & Distribution

W.6 – Use technology to produce & publish & collaborate with others

In content groups – share technology methods – websites – create an annotated bibliography to post on the wiki

15 minutes

Common Core – WritingActivity 3.6 – Research

W.7 – Conduct short as well as more sustained research projects based on focused questions

W.8 – Gather relevant info from multiple sources – assess credibility – integrate info avoiding plagiarism

W.9 – Draw evidence from literary & informational text to support analysis, reflection, & research

www.literacyta.com/common-core-standards/writing

15 minutes

Common Core – WritingActivity 3.7 – Range of Writing

W.10 – writing routinely over extended & shorter time frames for a range of tasks, purposes, and audiences

Table groups share writing activities in your classroom and specific cues to ensure success

15 minutes

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

Authentic Writing in the Arts

Full Group Discussion Brainstorm list of authentic writing activities

Journaling Marketing Program notes Research Analysis …

15 minutes

Lesson Plan Development

Write a new lesson plan (or revise an old one) that will authentically integrate writing Use the CCSS documents as a guide Feel free to consult any of the lending library

or use the internet for additional support

You may work independently or in pairs if you need a partner your content leader will assist

Check in @ 30 minute mark60 minutes


20 minutes

Sharing and Critique

60 minutes


•Share your lessons

•Use the CCSS writing rubric as a guide




15 minutes


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.


Welcome – Day 4•Please sign in – nametag (image pair for new SMP)

•Preview the day•Upgrades based on feedback

Teacher Talk

Regroup with your new SMP based on the image on your nametag (they will not be in your same content area) and share your insights/concerns about videotaping your lesson & getting feedback – challenges – successes

10 minutes

Find a partner in your own content area and share your recent experiences with literacy & rate your concerns about the integrity of your arts curriculum with this new focus

Close Reading Review

At table groups (facilitated by content leader)

Round-robin share the close reading examples you contributed to the wikiExplore & provide feedback

Clarity Authenticity RBT Rigor – alignment of instruction/assessment

80 minutes


20 minutes

Close Reading - Creation


Review the Essential Standards/Pacing Guide for the next 4 weeks

Identify concepts that could be supported through a close reading activity

Assign to individuals/research/create

Post on the wiki

45 minutes

Close ReadingCross-Content Sharing

Table Groups Select your favorite to share:

Full Group exploration

Feedback based on: Clarity Authenticity RBT Rigor – alignment of instruction/assessment

Identify any cross-curricular connections

45 minutes

Reflection

Table Groups

Video reflections Self Peer

Share highlights of what you learned

Identify what other support you need

30 minutes

Writing - Creation


Review the Essential Standards/Pacing Guide for the next 4 weeks

Identify concepts that could be supported through a writing assignment

Assign to individuals/research/create

Post on the wiki

60 minutes


15 minutes

WritingCross-Content Sharing

Table Groups Select your favorite to share:

Full Group exploration

Feedback based on: Classroom Observation Form (1/2 group) CCSS Writing Standards (1/2 group)

Identify any cross-curricular connections

45 minutes

Checkpoint

Natural Links between CCSS & Essential Standards in the Arts

Close Reading

Video – Reflection – Peer Support

Authentic Writing Opportunities


10 minutes




15 minutes


Homework Implement integrated lessons

Video & Reflect Peer-networking

Wiki post of reflection

15 minutes

Practice – Sharing – Celebrations – Barrier Bashing


Welcome – Day 5•Please sign in - nametag•Preview the day•Upgrades based on feedback

Teacher Talk

Regroup with your new SMP based on the color of the word “CELEBRATE” (they will not

be in your same content area) and share your insights/concerns about your literacy integration journey so far – lessons tried – lessons learned - getting feedback – challenges – successes 15 minutes

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

60 minutes

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! 15 minutes


20 minutes

Gap Analysis


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

Networking / Snack Break – 30 minutes

20 minutes

Resource Sharing

Full Group DiscussionReview the items in the lending libraryWebsite sharing

30 minutes

Revise Gap Analysis


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

Literacy Integration - Barriers

Local Research shows:Lack of planning timeNew initiativesRevised arts curriculum Feeling of isolation…

Solutions Chamber - Share your strategies

30 minutes

Addressing the challenges of Adolescent Literacy

Table Groups

I can help with … It’s not my job …

30 minutes

Next Steps

30 minutes

Celebration & Exit Ticket


15 minutes

Think of a single word or short phrase that reflects something you learned during this training

References

Stahl, S. A. & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research 56. 72-110

Download - Literacy in the Arts

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