going deeper into fiction with nonfiction debbie buyan, 6 th grade l.a. gina shem, media specialist...
TRANSCRIPT
Going Deeper into Fiction with Nonfiction
Debbie Buyan, 6 th grade L.A.
Gina Shem, media specialist
Palos South Middle School
Palos Park, IL
LITERATURE CIRCLES, NONFICTION AND TECHNOLOGY: ENGAGING OUR 21ST CENTURY LEARNERS
Increases their motivation
Creates a personal connection to the text
Develops lifelong readers
Book Talk
• 2-3 Minute Rotation/Book Tasting
• Pick Top 3 Choices
Novel Choice
• LEXILE SCORES
• PROFESSIONAL JUDGMENT
• GROUP DYNAMICS
• SCAFFOLDING WITHIN THE GROUP
DIFFERENTIATION
TEXT COMPLEXITYQualitative evaluation of the textLevels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative evaluation of the textReadability measures and other scores of text complexity
Matching reader to text and taskReader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
• GROUPS DETERMINE READING PACE
• ROLE DISCUSSION SHEETS
• STUDENT LED DISCUSSIONS – INTERACTIVE AND ENGAGING
STUDENT DIRECTED LEARNING
LITERARY LUMINARY
DISCUSSION DIRECTOR
CREATIVE CONNECTOR
IMAGINATIVE ILLUSTRATOR• CITE TEXT EVIDENCE• DISCUSSION NOTES
ROLE DISCUSSION SHEETS
CCSS.ELA-LITERACY.RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textCCSS.ELA-LITERACY.SL.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly
• DEBRIEFING
• PROBLEM SOLVING
ACCOUNTABLE TALKFriendliness Support
Looks Like
Eye Contact
Sitting close together
People Taking Turns Speaking
Sounds Like
“Hi, what’s up?”
“That was a good idea. I didn’t think of that.”
“Let’s hear from everybody before we decide.”
*Harvey Daniels & Nancy Steineke Mini-Lessons for Literature Circles
SURVIVAL UNIT NOVEL CHOICES
BOOK LEXILE
SHACKLETON’S STOWAWAY 740
NIGHT OF THE TWISTERS 790
SIGN OF THE BEAVER 770
STRANDED 610
THUNDER CAVE 620
JAGUAR 690
THE GREAT WIDE SEA 660
TEXT COMPLEXITY
• CHOOSE A TOPIC
• RESEARCH THE TOPIC ON BRITANNICA
• SUMMARIZE YOUR RESEARCHCCSS.ELA-LITERACY.RI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
• CLASSMATES ARE THE AUDIENCECCSS.ELA-LITERACY.W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CITE YOUR SOURCE
BROADENING THE BOOK STEP 1
• FIND A WEBPAGE ON TOPIC(THE BEST) SPAT
• DISCUSS AND UTILIZE RELIABLE & CREDIBLE SOURCE
• ANALYZE AT LEAST 3 WEBSITES
• CHOOSE THE BEST WEBSITE
• CREATE A HYPERLINKCCSS.ELA-LITERACY.W.6.8Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources
BROADENING THE BOOK STEP 2
• DEVELOP 2 QUESTIONS RELATED TO THE SUMMARY & THE WEBPAGE
• USE WEBB’S DEPTH OF KNOWLEDGE(DOK) QUESTION STARTERS FOR LEVEL 2, 3 & 4
BROADENING THE BOOK STEP 3
From Depth of Knowledge – Descriptors, Examples and Question Stems for Increasing Depth of Knowledge in the Classroom Developed by Dr. Norman Webb and Flip Chart developed by Myra Collins
DOK 1 Can you recall______? When did ____ happen? Who was ____? How can you recognize____? What is____? How can you find the meaning of____? Can you recall____? Can you select____? How would you write___? What might you include on a list about___? Who discovered___? What is the formula for___? Can you identify___? How would you describe___?
DOK 2 Can you explain how ____ affected ____? How would you apply what you learned to develop
____? How would you compare ____? Contrast_____? How would you classify____? How are____alike? Different? How would you classify the type of____? What can you say about____? How would you summarize____? How would you summarize___? What steps are needed to edit___? When would you use an outline to ___? How would you estimate___? How could you organize___? What would you use to classify___? What do you notice about___?
DOK 3 How is ____ related to ____? What conclusions can you draw _____? How would you adapt____to create a
different____? How would you test____? Can you predict the outcome if____? What is the best answer? Why? What conclusion can be drawn from these three
texts? What is your interpretation of this text? Support
your rationale. How would you describe the sequence of____? What facts would you select to support____? Can you elaborate on the reason____? What would happen if___? Can you formulate a theory for___? How would you test___? Can you elaborate on the reason___?
DOK 4 Write a thesis, drawing conclusions from multiple
sources. Design and conduct an experiment. Gather
information to develop alternative explanations for the results of an experiment.
Write a research paper on a topic. Apply information from one text to another text to
develop a persuasive argument. What information can you gather to support your
idea about___? DOK 4 would most likely be the writing of a
research paper or applying information from one text to another text to develop a persuasive argument.
DOK 4 requires time for extended thinking.
DOK Question Stems
•DEVELOP 1 QUESTION RELATED TO THE NOVEL & THE SUMMARY/WEBPAGE•USE WEBB’S DEPTH OF KNOWLEDGE(DOK)• SAVE DOCUMENT AS A PDF
BROADENING THE BOOK STEP 4
• CREATE AN ANSWER KEY FOR YOUR QUESTIONS
• SAVE AND PRINT YOUR ANSWER KEY
BROADENING THE BOOK STEP 5
• CHOOSE 2 STUDENT PAGES TO VISIT THAT ARE NOT RELATED TO YOUR LIT. CIRCLE NOVEL
• ANSWER QUESTIONS 1 & 2 FOR EACH WEBPAGE
BROADENING THE BOOK STEP 6
• CHOOSE 1 STUDENT PAGE TO VISIT THAT IS RELATED TO YOUR LIT. CIRCLE NOVEL
• ANSWER QUESTIONS 1, 2 & 3 FOR THE WEBPAGE
BROADENING THE BOOK STEP 7
•MAY BE USED FOR ONLINE VIEWING OR LOCAL VIEWING• SAVE STUDENT PDF DOCUMENTS IN ONE FOLDER• CREATE A WORD/PDF WITH A TABLE AND ENTER THE TOPICS
CREATING THE WEB PAGE
HIAASEN BOOK CHOICES
lexile 800
lexile 760
lexile 810
lexile 830
PERFORMANCE BASED ASSESSMENT
Students use 3 articles to write a research report based on the environmental issue in the novel.
In groups students read each article, then discuss and highlight how humans have a negative impact on the environmental issue.
Students write an argumentative essay based on the 3 articles.
• Hoot – endangerment of the burrowing owl
“Who Gives a Hoot for the Burrowing Owl?”
“Florida Condominium Project Evicts Protected Bird Species”
“Birds Caught in the Wind-Farm Push”
NONFICTION ARTICLES FOR HOOT
• Scat – endangerment of the Florida panther
“The Short Hard Life of a Male Florida Panther”
“Cat on a Collision Course”
“Record Deaths, Record Births for Florida Panthers in 2014”
“Panther Releases: Do They Work?”
NONFICTION ARTICLES FOR SCAT
• Flush – water pollution
“South Florida’s Coral Reefs Recovering from Disease and Damage”
“Turtles in Trouble”
“Caribbean Coral Catch Disease From Sewage”
“Florida’s Coral Reefs Make a Comeback”
NONFICTION ARTICLES FOR FLUSH
MIDDLE AGES BOOK CHOICES
BOOK LEXILE
CRISPIN 780
THE MIDWIFE’S APPRENTICE 1240
ADAM OF THE ROAD 1030
PROUD TASTE FOR SCARLET AND MINIVER 770
MATILDA BONE 850
CATHERINE, CALLED BIRDY 1170
TRUMPETER OF KRAKOW 1200
THE RAMSAY SCALLOP 890
THE DOOR IN THE WALL 990
TEXT COMPLEXITY
• Based on setting and theme
• Used text evidence
• Music and pictures appropriate for the time period
iMovies
Student selected topics to further research
Search for multimedia related to a topic of interest
Reflection activity – what would you change if you had to do this project again?
Student generated extension activities
Edmodo
Piktocharthttp://piktochart.com/
Prezihttps://prezi.com/
Tellagamihttps://tellagami.com/
Stop motion
Extensions
CONTACT
DEB BUYAN [email protected]
GINA SHEM [email protected]
QUESTIONS?
Going Deeper into Fiction with Nonfiction