literacy in the arts

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Literacy in the Arts. Welcome – Day 1 Please sign in T ake your name badge (color-coded by arts content area) Follow the instructions at your table to embellish a “ Signature ” nametag. Introductions. “ Signature” - PowerPoint PPT Presentation


  • Literacy in the ArtsWelcome Day 1Please sign inTake your name badge (color-coded by arts content area)Follow the instructions at your table to embellish a Signature nametag

  • IntroductionsSignature Using non-arts symbols embellish your nametag to reflect your personal styleIntroduce yourself at your table and share the background information regarding your symbolsEstablish 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 day10 minutes

  • Program Overview forLiteracy Integration in the ArtsObjectivesIncrease understanding of literacy (vocabulary & strategies)Discover natural links between the Arts & Common Core State Standards Review/revise lesson plans to ramp up literacy integrationCreate collaborative network of support5 minutes

  • Literacy in the Arts - FeaturesWorkshop design based on your inputStrategically scheduled2 preservice workdays in August2 Saturdays Sept & Oct1 early release day in NovemberOnline support (arts ed wiki)Daily evaluations2 minutes

  • Google Survey ResultsParticipant feedback indicates:

    Graphic of survey results5 minutes

















    Learning Preferences


    Learning PreferencesSeries 2Series 3



    Vid Sample71.83

    Class Obs62.85

    Expert talk7

    Discuss pair5

    Dis sm grp5

    Dis lrg grp5

    Reflect alone4

    Plan together4

    Vid Self Reflect8

    Vid Peer Reflect6

    Vid Tchr Reflect7

    Peer Obs6

    Tchr Obs3

  • HousekeepingRules of EngagementTake personal breaks as neededStay on Task - EngageCell phones on Vibrate Check email @ breaksTake risks Stretch yourselfCollaborate - Share your insights3 minutes

  • Addressing the challenges of Adolescent LiteracyTable GroupsPost-it brainstorm (individually)what are the challenges?Round robin shareCategorize reading/writing/speaking listeningPrioritize 25 minutes

    I can help with Its not my job

  • SharingBig ideasLevel of Table Agreement?Surprises?Priority chart?

    20 minutesScan this article about student engagement -

  • SMP SharingStanding Meeting PartnerSelect 1 example from I Can columnShare with your SMP10 minutes

  • CheckpointProfessional Learning CommunityAdolescent Literacy ChallengesCurrent practiceQuestions Concerns ???

    10 minutes

  • Networking Break 20 minutes20 minutes

  • Common Core State StandardsActivity 1.2.1 Access the Standards via: 7 = Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and LanguageDemonstrate IndependenceBuild Strong Content KnowledgeRespond to the varying demands of audience, task, purpose, discipline.Comprehend as well as critique.Value evidenceUse technology and digital media strategically and capablyUnderstand 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

  • College & Career ReadinessAnchor StandardsActivity 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 imagesKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text ComplexityIndividually 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 1.2.3 the terms of Reading - Review the National Reading Panel Frequently Asked Questionsput a check mark () by the headings that you understand / already or could address in your classput a question mark (?) by the headings that remain unclearput an (x) by the headings with which you cannot make a connectionPhonemic AwarenessPhonicsFluencyVocabularyText ComprehensionDescribe authentic text in the arts classroom.

    20 minutes

  • Writing ComponentsActivity 1.2.4Review the Adolescent Literacy website Writing strategiesSummarizationCollaborative writingSpecific product goalsWord processingSentence combiningPrewritingInquiry activitiesProcess writing approachStudy of modelsWriting for content learningAfter 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

  • Lunch Break 60 Minutes

  • Reading TextActivity 1.3Text or Not?

    3 minutes

  • Reading TextActivity 1.3Text or Not?Video Clip from YouTube To Be Determined3 minutes

  • Reading TextActivity 1.3Text or Not?

    Video Clip Midsummer Nights Dream - If we shadows have offended, Think but this, and all is mended, That you have but slumber'd here While 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 luck Now 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

  • Reading TextActivity 1.3Text or Not?3 minutes

  • Reading/Analysis/WritingActivity 1.3.1Compare/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 evidenceCreate an artistic response in your own art form

    Pablo Picasso Cubism Leger - Primal Naivism minutesThree Musicians

  • ReflectionIf 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 1.3.2In 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

  • Networking Break 20 minutes20 minutes

  • Common Core Speaking & ListeningActivity 1.3.3In 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 speakers 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 1.3.4Presentation 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 cha


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