Going Deeper into Fiction with Nonfiction Debbie Buyan, 6 th grade L.A. Gina Shem, media specialist Palos South Middle School Palos Park, IL LITERATURE CIRCLES, NONFICTION AND TECHNOLOGY: ENGAGING OUR 21ST CENTURY LEARNERS

Increases their motivation Creates a personal connection to the text Develops lifelong readers Book Talk 2-3 Minute Rotation/Book Tasting Pick Top 3 Choices Novel Choice

LEXILE SCORES PROFESSIONAL JUDGMENT GROUP DYNAMICS SCAFFOLDING WITHIN THE GROUP DIFFERENTIATION

TEXT COMPLEXITY Qualitative evaluation of the text Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text Readability measures and other scores of text complexity Matching reader to text and task Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

GROUPS DETERMINE READING PACE ROLE DISCUSSION SHEETS STUDENT LED DISCUSSIONS – INTERACTIVE AND ENGAGING STUDENT DIRECTED LEARNING

LITERARY LUMINARY DISCUSSION DIRECTOR CREATIVE CONNECTOR IMAGINATIVE ILLUSTRATOR CITE TEXT EVIDENCE DISCUSSION NOTES ROLE DISCUSSION SHEETS CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly

DEBRIEFING PROBLEM SOLVING ACCOUNTABLE TALK FriendlinessSupport Looks Like Eye Contact Sitting close together People Taking Turns Speaking Sounds Like “Hi, what’s up?” “That was a good idea. I didn’t think of that.” “Let’s hear from everybody before we decide.” *Harvey Daniels & Nancy Steineke Mini-Lessons for Literature Circles

SURVIVAL UNIT NOVEL CHOICES

BOOK LEXILE SHACKLETON’S STOWAWAY 740 NIGHT OF THE TWISTERS 790 SIGN OF THE BEAVER 770 STRANDED 610 THUNDER CAVE 620 JAGUAR 690 THE GREAT WIDE SEA 660 TEXT COMPLEXITY

CHOOSE A TOPIC RESEARCH THE TOPIC ON BRITANNICA SUMMARIZE YOUR RESEARCH CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments CLASSMATES ARE THE AUDIENCE 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. CITE YOUR SOURCE BROADENING THE BOOK STEP 1

FIND A WEBPAGE ON TOPIC( THE BEST ) SPATSPAT DISCUSS AND UTILIZE RELIABLE & CREDIBLE SOURCE ANALYZE AT LEAST 3 WEBSITES CHOOSE THE BEST WEBSITE CREATE A HYPERLINK CCSS.ELA-LITERACY.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources BROADENING THE BOOK STEP 2

DEVELOP 2 QUESTIONS RELATED TO THE SUMMARY & THE WEBPAGE USE WEBB’S DEPTH OF KNOWLEDGE(DOK) QUESTION STARTERS FOR LEVEL 2, 3 & 4 BROADENING THE BOOK STEP 3

From Depth of Knowledge – Descriptors, Examples and Question Stems for Increasing Depth of Knowledge in the Classroom Developed by Dr. Norman Webb and Flip Chart developed by Myra Collins DOK 1  Can you recall______?  When did ____ happen?  Who was ____?  How can you recognize____?  What is____?  How can you find the meaning of____?  Can you recall____?  Can you select____?  How would you write___?  What might you include on a list about___?  Who discovered___?  What is the formula for___?  Can you identify___?  How would you describe___? DOK 2  Can you explain how ____ affected ____?  How would you apply what you learned to develop ____?  How would you compare ____? Contrast_____?  How would you classify____?  How are____alike? Different?  How would you classify the type of____?  What can you say about____?  How would you summarize____?  How would you summarize___?  What steps are needed to edit___?  When would you use an outline to ___?  How would you estimate___?  How could you organize___?  What would you use to classify___?  What do you notice about___? DOK 3  How is ____ related to ____?  What conclusions can you draw _____?  How would you adapt____to create a different____?  How would you test____?  Can you predict the outcome if____?  What is the best answer? Why?  What conclusion can be drawn from these three texts?  What is your interpretation of this text? Support your rationale.  How would you describe the sequence of____?  What facts would you select to support____?  Can you elaborate on the reason____?  What would happen if___?  Can you formulate a theory for___?  How would you test___?  Can you elaborate on the reason___? DOK 4  Write a thesis, drawing conclusions from multiple sources.  Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment.  Write a research paper on a topic.  Apply information from one text to another text to develop a persuasive argument.  What information can you gather to support your idea about___?  DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument.  DOK 4 requires time for extended thinking. DOK Question Stems

DEVELOP 1 QUESTION RELATED TO THE NOVEL & THE SUMMARY/WEBPAGE USE WEBB’S DEPTH OF KNOWLEDGE(DOK) SAVE DOCUMENT AS A PDF BROADENING THE BOOK STEP 4

CREATE AN ANSWER KEY FOR YOUR QUESTIONS SAVE AND PRINT YOUR ANSWER KEY BROADENING THE BOOK STEP 5

CHOOSE 2 STUDENT PAGES TO VISIT THAT ARE NOT RELATED TO YOUR LIT. CIRCLE NOVEL ANSWER QUESTIONS 1 & 2 FOR EACH WEBPAGE BROADENING THE BOOK STEP 6

CHOOSE 1 STUDENT PAGE TO VISIT THAT IS RELATED TO YOUR LIT. CIRCLE NOVEL ANSWER QUESTIONS 1, 2 & 3 FOR THE WEBPAGEWEBPAGE BROADENING THE BOOK STEP 7

MAY BE USED FOR ONLINE VIEWING OR LOCAL VIEWING SAVE STUDENT PDF DOCUMENTS IN ONE FOLDER CREATE A WORD/PDF WITH A TABLE AND ENTER THE TOPICS CREATING THE WEB PAGE

HIAASEN BOOK CHOICES lexile 800 lexile 760 lexile 810 lexile 830

PERFORMANCE BASED ASSESSMENT Students use 3 articles to write a research report based on the environmental issue in the novel. In groups students read each article, then discuss and highlight how humans have a negative impact on the environmental issue. Students write an argumentative essay based on the 3 articles.

Hoot – endangerment of the burrowing owl “Who Gives a Hoot for the Burrowing Owl?” “Florida Condominium Project Evicts Protected Bird Species“Florida Condominium Project Evicts Protected Bird Species” “Birds Caught in the Wind- Farm Push” NONFICTION ARTICLES FOR HOOT

Scat – endangerment of the Florida panther “The Short Hard Life of a Male Florida Panther” “Cat on a Collision Course” “Record Deaths, Record Births for Florida Panthers in 2014” “Panther Releases: Do They Work?” NONFICTION ARTICLES FOR SCAT

Flush – water pollution “South Florida’s Coral Reefs Recovering from Disease and Damage” “Turtles in Trouble” “Caribbean Coral Catch Disease From Sewage” “Florida’s Coral Reefs Make a Comeback” NONFICTION ARTICLES FOR FLUSH

MIDDLE AGES BOOK CHOICES

BOOK LEXILE CRISPIN 780 THE MIDWIFE’S APPRENTICE 1240 ADAM OF THE ROAD 1030 PROUD TASTE FOR SCARLET AND MINIVER 770 MATILDA BONE 850 CATHERINE, CALLED BIRDY 1170 TRUMPETER OF KRAKOW 1200 THE RAMSAY SCALLOP 890 THE DOOR IN THE WALL 990 TEXT COMPLEXITY

Based on setting and theme Used text evidence Music and pictures appropriate for the time period iMovies

Student selected topics to further research Search for multimedia related to a topic of interest Reflection activity – what would you change if you had to do this project again? Student generated extension activities Edmodo Piktocharthttp://piktochart.com/ Prezihttps://prezi.com/ Tellagamihttps://tellagami.com/ Stop motion Extensions

CONTACT DEB BUYAN GINA SHEM Going Deeper into Fiction with Nonfiction