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
2 minutes
Standard I: Teachers demonstrate leadershipA. Teachers lead in their classrooms B. Teachers demonstrate leadership in the schoolC. Teachers lead the teaching profession
Standard II: Teachers establish a respectful environment for a diverse population of studentsC. Teachers treat students as individuals
Standard 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 students
Standard 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 skills
Standard V: Teachers reflect on their practiceA. Teachers analyze student learningB. Teacher link professional growth to their professional goals
Alignment – Teacher Evaluation Instrument
2 minutes
Instruction Clarity
Motivation Expectations
Curriculum Design Learning Experiences Assessment Overarching Objectives
Alignment – Effective Teacher Framework
2 minutesSaphier, J., Haley-Speca, M.A. , & Gower, R., (2008). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA.
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
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
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
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
Lunch Break – 60 Minutes
Reading ‘Text’Activity 1.3
Text or Not?
3 minuteshttp://officeimg.vo.msecnd.net/en-us/images/MH900431324.jpg
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Reading ‘Text’Activity 1.3
Text or Not?
Video Clip from YouTube To Be Determined
3 minutes
http://richka.net/images/rh07/image002.jpg
Reading ‘Text’Activity 1.3
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
Reading ‘Text’Activity 1.3
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
Networking Break – 20 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
Literacy in the Arts
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=O47sYsUBnp0
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
Questions – Concerns ???
5 minutes
Networking Break – 20 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
Lunch Break – 60 Minutes
Integrated Lesson Planning
In content groups (facilitated by content leader)
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
Networking Break – 20 minutes
20 minutes
Sharing and Critique
40 minutes
In content groups (facilitated by content leader)
•Share your lessons
•Use the Observation Checklist as a guide
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 comments
15 minutes
Preview Day 3 & Homework
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
Literacy in the Arts
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
Networking Break – 20 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
Lunch Break – 60 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
Networking Break – 20 minutes
20 minutes
Sharing and Critique
60 minutes
In content groups (facilitated by content leader)
•Share your lessons
•Use the CCSS writing rubric as a guide
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 comments
15 minutes
Preview Day 4 & Homework
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.
Literacy in the Arts
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
Networking Break – 20 minutes
20 minutes
Close Reading - Creation
At table groups (facilitated by content leader)
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
Lunch Break – 60 Minutes
Reflection
Table Groups
Video reflections Self Peer
Share highlights of what you learned
Identify what other support you need
30 minutes
Writing - Creation
At table groups (facilitated by content leader)
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
Networking Break – 20 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
Questions – Concerns ???
10 minutes
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 comments
15 minutes
Preview Day 5 & Homework
Homework Implement integrated lessons
Video & Reflect Peer-networking
Wiki post of reflection
15 minutes
Practice – Sharing – Celebrations – Barrier Bashing
Literacy in the Arts
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
Networking Break – 20 minutes
20 minutes
Gap Analysis
At table groups (facilitated by content leader)
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
At table groups (facilitated by content leader)
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
+ What worked well∆ What needs an upgrade? What questions remain… Additional comments
15 minutes
Think of a single word or short phrase that reflects something you learned during this training
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