Text Selection—Moving “beyond the book” Thursday, March 8, 2018

Before I forget--- Reflection #2 responses are due on March 26 As with the previous reflection responses, it would be helpful to have a word document uploaded to your OneDrive folder. This allows me to provide deeper feedback on your work. Text set for Young Adult (YA) novel is due on March 29 Will discuss this in class this evening

Broad trajectory of our course Grow in understanding of types of literacies Consider how different factors play a role in how we experience literacies See how schools communicate, encourage, and discourage literacies Consider our own classroom practices in light of previous discussions Consider literacy strategies to use with students given our better understanding of their perspectives Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school

Agenda 5:30-6:15 6:15-7:15 7:15-7:40 7:40-7:50 7:50-8:20 1. Lesson planning—building from examples from last week 6:15-7:15 2. Creating a text set based off the concepts from your lesson plan 7:15-7:40 3. Unit Planning for your text set 7:40-7:50 4. Creating a text set from your Young Adult (YA novel) 7:50-8:20 5. Small group collaboration on YA novel

A major goal of our subject areas… To encourage students to see concepts played out in their daily lives To grow in their ability to analyze the information around them To improve in their vocabulary of our subject areas To have opportunities to evaluate and create within our subject areas

Our goal tonight is to explore the idea of making academic language more accessible to our students—To bridge the gap between academic texts and literacies and adolescent texts and literacies Function of language Vocabulary Discourse Syntax

Close alignment between school and students…. Function of language Vocabulary Discourse Syntax

Little alignment between students and school… Function of language Vocabulary Discourse Syntax Function of language Vocabulary Discourse Syntax

We achieve these goals by…. Understanding the language function, vocabulary, discourses, and syntaxes of our subject areas and of our students Looking to find ways to connect them all through classroom experiences

5:30-6:15 1. Lesson planning—building from last week With your partner from last week, frame out a lesson plan that works both the textbook and the “field trip” example. Focus some time on discussing specific learning objectives, activities, and how you will assess learning. You’ll be reporting back to the class. Math1 Math2 SS1 SS2 Sci 1 Sci 2 ELA1 ELA2 Jaclyn Z Korri Lauren Jamie S Jenn C Hannah W Krissy Courtney Natalie B Kelly Carlie Jeffrey Mary H Jon C Ashley S Ashley P Brittany

6:15-7:15 Creating a text set based off the concepts from your lesson So you’ve demonstrated the ability to connect two different types of texts to a concept you teach. Time to demonstrate the ability to connect more to the same concept….

Creating a text set—an example Let’s say you are a science teacher talking about the forces that have impact on flight

Creating a text set—an example MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]

Creating a text set—moving beyond “the book” Crosswind landing video Bowling ball and Feather

Your turn… With your disciplinary partner, broaden the number and types of texts you could employ with the concept you use. Analyze the potential strengths and weaknesses of these texts using the FLIP approach

Analyzing the texts you select FLIP Assessment 1   2 3 4 5 F—Friendliness—What features are easy and difficult to understand? L-Language—What terms might be new I-Interest—How interested will students be in this text? P—Prior knowledge—What do students already know about this topic or what is being asked of them?

7:15-7:40 3. Unit planning for your text set Monday Tuesday Wednesday Thursday Friday Text:   Learning Target(s): Learning Target (s): Learning Target s): Standards: Activity Procedures: 1.) 2.) 3.) 4.) 5.) 6.) Assessment:

7:40-7:50 Creating a text set from your YA novel

Creating a text set from your YA novel For this project you will develop a set of content-specific texts that relate to the YA novel you read earlier in the semester. Essentially, you are linking your chosen subject area to the novel in some way, then growing that link with other texts. For example, if the YA novel you read involved a storyline about a young adolescent who is tasked with caring for an aging horse in a stable environment, you might connect it to your science class through biology concepts. You could also connect it to math class through proportion, ratio, mass, or graphing concepts. The possibilities are endless.

Creating a text set from your YA novel While you will develop this set on your own, you should discuss your ideas for the unit with your group, collaborating in a manner similar to a middle school team. You will focus on the content area that you have selected. Creating this project should engage you in thinking about the role of each text in your collection and its relationship to the overall goals of the instructional unit. (This project will serve as a launching point for your last project, the multidisciplinary unit.) You will need to conduct the appropriate analyses and reflection for each text in order to persuasively and knowledgeably rationalize why the text is included in your set. Your final text set should consist of 5-7 different text genres and media—or as Universal Design for Learning principle 1 states, it should provide multiple means of representing your content material.

Creating a text set from your YA novel You will create a page on your Weebly site to present your text set. You should include a brief explanation of the focus of the unit and two to four essential questions that accompany the unit. Any video, audio, or webpages that you use as texts are to be fully integrated into this page. For each of the texts, you should include the following: 1. The full name of the text using APA citation; 2. A brief description of the text; 3. An analysis using the FLIP strategy (BLL, Ch. 3) and other tools that are appropriate; 4. A literacy strategy you might use with the text (BLL, Ch. 7-10); 5. A brief discussion of why you decided to include the text; and 6. The content standards the text meets.

7:50-8:20 Small group collaboration on YA novel The goal of this activity is to check-in with your group regarding the coordination of your YA novel text set. To bounce ideas off one another regarding the assignment.

For next week Recommended--Completion of Young Adult Novel