Linking Literature to the 21st Century

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Linking Literature Linking Literature to the 21st Century to the 21st Century Classroom Classroom Rowan-Salisbury Schools Rowan-Salisbury Schools North Carolina North Carolina http:// http:// model.rss.k12.nc.us/ model.rss.k12.nc.us/ groups/ groups/ Nancy Goodnight Nancy Goodnight Holly Lowder Holly Lowder Amy Pruitt Amy Pruitt April Williamson April Williamson

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Transcript of Linking Literature to the 21st Century

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Linking Literature to the Linking Literature to the 21st Century Classroom21st Century Classroom

Rowan-Salisbury SchoolsRowan-Salisbury SchoolsNorth CarolinaNorth Carolina

http://model.rss.k12.nc.us/http://model.rss.k12.nc.us/groups/groups/Nancy GoodnightNancy Goodnight

Holly LowderHolly LowderAmy PruittAmy Pruitt

April WilliamsonApril Williamson

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WHERE?WHERE?

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Where Are We?Where Are We?

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Concept Based TeachingConcept Based Teachingwith a technology flairwith a technology flair

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What is concept-based What is concept-based teaching?teaching?

student generated student generated

big picture learningbig picture learning

the lens through which all teaching & learning the lens through which all teaching & learning is analyzed and tied.is analyzed and tied.

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Why use concept-based Why use concept-based teaching?teaching?

Promotes 21st Century learning through Promotes 21st Century learning through collaboration processcollaboration process

Consistently provides for real-world Consistently provides for real-world connectionsconnections

Allows for cross-curricular emphasisAllows for cross-curricular emphasis

Promotes critical thinking Promotes critical thinking

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Concept Mapping Concept Mapping the “old fashioned way”the “old fashioned way”

Developed by the William and Mary Center for Developed by the William and Mary Center for Gifted EducationGifted Education

Modeled after the TABA method of instruction Modeled after the TABA method of instruction

LOTS of poster paper and sticky notes!LOTS of poster paper and sticky notes!

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What is a concept What is a concept anyway?anyway?

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The Steps:The Steps:

Step 1: BrainstormStep 1: Brainstorm

Step 2: ShareStep 2: Share

Step 3: CategorizeStep 3: Categorize

Step 4: LabelStep 4: Label

Step 5: Create GeneralizationsStep 5: Create Generalizations

Step 6: Post it and USE it!Step 6: Post it and USE it!

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Concept Mapping Concept Mapping the “Activ~way”the “Activ~way”

Same steps different toolsSame steps different tools

YOUR TURN!YOUR TURN!

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CHANGECHANGE

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Using your concept with Using your concept with technology throughout technology throughout the year:the year:

Project and problem based learningProject and problem based learning

Exit tickets by bloggingExit tickets by blogging

iChat concept connectionsiChat concept connections

Video diary using PhotoboothVideo diary using Photobooth

ComicLife, PagesComicLife, Pages

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Chapter XChapter X

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The Concept of Change Between Cultural Groups in

America

The Concept of Change Between Cultural Groups in

America

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William & Mary Units for Middle School AIG

Language Arts Classes• Units begin with Taba lesson on change or

other important concept

• Include rich literature from various genres

• Carefully chosen novels are read independently throughout units

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William & Mary Persuasion UnitFour novels:

★ Journey to Topaz by Ushiko Uchida

★ Roll of Thunder, Hear My Cry by Mildred D. Taylor

★ Taking Sides by Gary Soto

★ Rising Voices: Writings of Young Native Americans Selected by Arlene Hirschfelder and Beverly R. Singer

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How Do I Combine a Required Unit with My

21st Century Classroom and literary

elements?

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Assessments for Novels

• Keynote presentations

• Podcasts (Keynote presentation sent to Garageband in order to add music and narration)

• Flip charts using ActivInspire

• Audio or video commercials

• Comic Life projects

• Use Active Expressions for Immediate Feedback

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Journey to Topaz By Ushika Uchida

Journey to Topaz By Ushika Uchida

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★ Japanese men were separated from their families and placed in camps right after the bombing of Pearl Harbor, as required by Executive Order 9066.

★Women and children were sent to one of ten internment camps where they were fenced in and watched over by armed guards.

★Whole families lived in a small room with one light bulb hanging from the ceiling; buildings were poorly built, and sand often blew in through the cracks during the cold desert nights; residents used public bathrooms with no partitions; they ate in age groups in “mess halls,” as opposed to eating as a family (which was a Japanese tradition); children attended on-site segregated schools.

★When families were released, many of them didn’t have jobs or homes to which they could return.

Cultural Changes in Journey to Topaz

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Journey to Topaz Keynote Assignment

You will begin a Keynote project today to show what you learned from reading Journey to Topaz. You will be given TWO class periods to complete the Keynote phase of the assignment. At the end of the second class period, you should be ready to send your Keynote project to Garage Band. In Garage Band, you will add music and narration to your project. When this phase is complete, you will send the project to iTunes. We will save it to a flash drive, and upload it to the iPods for others to view.

Slides should contain the following information:

Slide one - Title page. This page should include the book title, author’s name, and your name.

Slide two - Describe, in your own words, the important issues which affect the cultural group represented in the book.

Slide three - Describe the character you most admire, and tell why (give at least one example from the book of something this character did to earn your admiration). Is this character dynamic or static? How do you know?

Slide four - Describe the character you dislike the most, and tell why (give an example from the book of something this character did or did not do). Is this character dynamic

or static? How do you know?

Slide five - Describe a theme in the book (family, hope, independence, perseverance, etc), and tell why you think it is an important part of the book. Include the tone of the book on this slide. What attitude does the author have about the subject or content of the book?

Slide six - Based on what you read, what predictions can you make about what the future holds for your favorite character? Based on this character’s experience in the book, will the future be easy or difficult? Why?

Slide seven - If you could change one thing for this cultural group, what would it be, and why?

Slide eight -Think about the documentary you watched about the Japanese attack on Pearl Harbor. The plot of this book (the internment of the Japanese people on the US west coast) was a result of that attack. In your opinion, was the US government justified in its actions? Write a hamburger-style paragraph to share your feelings.

BE SURE to use the spell check tool for your project!!!!!

You should include at least three pictures in your project, which should come from a free site. There are several free sites that have photographs of Japanese internment camps. BE SURE that you copy the URL address onto your slide under the photo in order to give credit.

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Student Podcast

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Journey to Topaz Keynote/Podcast Project

Student Name: _______________________________________________________________________________________________________________________________________________

What part of your project are you most proud of? _____________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________

Teacher comments: ________________________________________________________________________

Requirements Possible Points

Earned Points

Project was completed on time 10

All required slides were included in project (8) 10

Instructions for individual slides were followed 15

Student displayed a deep understanding of cultural issues, characterization, theme, and tone of the book

20

Student’s opinion of US justification of Japanese internment during WWII was supported by valid reasons learned from the book or the documentary

20

Project included three pictures with cited websites 10

Correct spelling, capitalization, and punctuation were used 10

Music and narration were included 5

Total 100

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CHange within Ecosystems

5th grade - Enochville Elementary

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Photo JOurnalsusing iPhoto

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Learning Objectives• Determine the interaction of organisms within an ecosystem.• Explain why an ecosystem cansupport a variety of organisms.• Identify and analyze the functionsof organisms within the populationof the ecosystem.•Discuss and determine the role of light, temperature, and soil compositionin an ecosystem’s capacity to support life. •Integrate main idea and supporting details from multiple sources to expand understanding of texts.•Use technology as a tool to enhance and/or publish a product.

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GAthering and analyzing Data

Recording Temperature and

Precipitation

• Change over time• Patterns within an ecosystem• Drawing conclusions from data

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Modified Assignments• Equity• Visual reinforcements• Bridge for higher level vocabulary

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The final product

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Literacy in action!

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Changing Weather Patterns Lead to Changes in LandformsChanging Weather Patterns Lead to Changes in Landforms

April Williamson- Millbridge Elem. 5th Grade EC/Title 1 InclusionApril Williamson- Millbridge Elem. 5th Grade EC/Title 1 Inclusion

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Literature ConnectionLiterature Connection

Earthquake Terror by Peg Kehretstrategy focus: Predict and Inferskill: reading a science article

Eye of the Storm : Chasing Storms with Warren Faidleystrategy focus: questionsskill: reading a sequence chart

Volcanoes by Seymore Simonstrategy focus: Monitor and Clarifyskill: folktale

Night of the Twisters by Ivy RuckmanBlizzard by Jim Murphy

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Changes in Nature

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Created Concept Map

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Research Map

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Draft 1- Presenting Info

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Presenting with Vodcast

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Vocabulary BUILDING

Wordle Activity 3: VocabularyGo to Wordle and type the vocabulary word that fits the definition. Print and check!1. When water flow changes the shape of land2. Movement of glacier over the surface of land causing land shape tochange3.A change in air pressure- drops significantly is a sign of a4. The weather changes, as well as the seasons, because of the earth's5. The strong temperature change/contract between polar and tropical air gives rise to the6. The ____________ is a chaotic system, so small changes to onepart of the system can grow to have large effects on the system as a whole.7. Weather does occur in the ___________and can cause weather to change, lower down in the troposphere.8. ______ change is the first sing for most natural disasters.9. What natural disaster are you interested in exploring?

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Vocabulary Responses

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Group Presentation

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Post Assessment

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http://www.google.com/imgres?imgurl=http://www.payer.de/neobuddhismus/neobuddh0947.gif&imgrefurl=http://www.payer.de/neobuddhismus/neobud04042.htm&h=401&w=636&sz=234&tbnid=F45mglhSOCsQdM:&tbnh=86&tbnw=

137&prev=/images%3Fq%3Dtopaz%2Binternment%2Bcamp&usg=__0Mll2FskZkZV99eSquf3wmDmDRU=&sa=X&ei=mygITOGDE4SKlwff_-SgDg&ved=0CDsQ9QEwCA

Journey To Topaz Citations

http://www.google.com/imgres?imgurl=http://www.payer.de/neobuddhismus/neobuddh0947.gif&imgrefurl=http://www.payer.de/neobuddhismus/neobud04042.htm&h=401&w=636&sz=234&tbnid=F45mglhSOCsQdM:&tbnh=86&tbnw=137&prev=/images%3Fq%3Dtopaz%2Binternment

%2Bcamp&usg=__0Mll2FskZkZV99eSquf3wmDmDRU=&sa=X&ei=mygITOGDE4SKlwff_-SgDg&ved=0CDsQ9QEwCA

http://www.asian-central.com/stuffasianpeoplelike/wp-content/uploads/2009/04/japanese_internment.jpg

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Linking Literature to the Linking Literature to the 21st Century Classroom21st Century Classroom

Rowan-Salisbury SchoolsRowan-Salisbury SchoolsNorth CarolinaNorth Carolina

http://model.rss.k12.nc.us/groups/http://model.rss.k12.nc.us/groups/


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