literacy in the arts
Post on 12-Jan-2016
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DESCRIPTIONLiteracy 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. 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 name plate
IntroductionsSignature Using non-arts symbols embellish your name plate 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 ArtsTrailerObjectivesIncrease 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 teacher inputStrategically scheduled1 full day w/ Substitutes paid by RttT (Thanks to Modified & YR Calendar folks who gave up their vacation)2 workdays (latter half) 10/28 & 2/172 after school 1/22 & 5/20Online support Arts Ed WikispacesDaily evaluations2 minutes
Google Survey ResultsParticipant feedback indicates:
Current Level of Integration2 minutesDevelopingEvery dayFairOnce a weekNot as much as previouslyNeed more confidence to increase integrationLow>Medium Hoping after training medium>high consistentlyVery lowVery highVery comfortableSomething every day
Google Survey ResultsParticipant feedback indicates:
Barriers / Concerns2 minutesTime for trainingfor implementationfor students to produce artistic workfor reflection
Integrityof arts contentof literacy strategy implementation
BenefitsPotential to reach all students not just artistsImprove vocabulary, reading, writing, prepare for EoGsMake connections transfer artistic literacy to academic literacyHelp struggling readersChallenge advanced studentsDeepen artistic understandingArt as an academic pursuitAssist in academic classesLiteracy is in EVERY subjectGoogle Survey ResultsParticipant feedback indicates:
Standard I: Teachers demonstrate leadershipA. Teachers lead in their classrooms B. Teachers demonstrate leadership in the schoolC. Teachers lead the teaching professionStandard II: Teachers establish a respectful environment for a diverse population of studentsC. Teachers treat students as individualsStandard 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 studentsStandard 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 skillsStandard V: Teachers reflect on their practiceA. Teachers analyze student learningB. Teacher link professional growth to their professional goals
Alignment Teacher Evaluation Instrument2 minutes
InstructionClarityMotivationExpectations / Class Climate / RelationshipsCurriculumDesignLearning ExperiencesAssessmentOverarching ObjectivesAlignment Effective Teaching Framework2 minutesSaphier, J., Haley-Speca, M.A. , & Gower, R., (2008). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA.
HousekeepingRules of EngagementTake personal breaks as neededStay on Task - EngageCell phones on Vibrate Check email @ breaksTake risks Stretch yourselfCollaborate - Share your insights2 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 - http://thejournal.com/articles/2013/04/16/the-6-key-drivers-of-student-engagement.aspx?=THE21
SMP SharingStanding Meeting PartnerSelect 1 example from I Can columnShare with your SMP10 minutes
CheckpointProfessional Learning CommunityAdolescent Literacy ChallengesCurrent practiceQuestions Concerns ???
Networking Break 10 minutes20 minutes
Common Core State StandardsActivity 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 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
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 COOL color highlighterIdentify the standards that you need to learn more about with a WARM color highlighterDiscuss your responses with your SMP
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 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.
Lunch Break 75 MinutesGlenwoodBada BingBrueggers
PeaceMellow MushroomMo & JoeMcDonaldsSubwayHillsboroughChar-GrillSnoopysBoylan St Brew Pub
Reading TextActivity 1.3Text or Not?
Reading TextActivity 1.3Text or Not?3 minuteshttp://richka.net/images/rh07/image002.jpgRainbow Round My Shoulder
Reading TextActivity 1.3Text or Not?
PUCK - 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 minutesMidsummer ScenePuck's Final Scene
Reading TextActivity 1.3Text or Not?3 minuteshttp://officeimg.vo.msecnd.net/en-us/images/MP900448698.jpg?Download=1http://officeimg.vo.msecnd.net/en-us/images/MR900406652.jpg
Reading/Analysis/WritingActivity 1.3.1Compare/contrast these two works of art Listen to the 2 music clipsJelly Roll Morton the Chant & Stravinsky Rite of Spring GraphicExplain the artists choices using textual evidenceCreate an artistic response in your own art form
Varsity Rag DancePablo Picasso Cubismhttp://www.pablopicasso.org/images/paintings/three-musicians.jpgFernand Leger - Primal Naivism http://www.wikipaintings.org/en/fernand-leger/not_detected_19607130 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?
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.)
Writing ComponentsActivity 1.2.4Review the Adolescent Literacy websitehttp://www.adlit.org/article/27336/ 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). Roun