TCH 264: Museum Literacies April 21, 2014

Today’s Class Share Writing Crawl Pieces Examine Museum Literacies Describe classroom applications Writer’s Workshop- Writing from an Artifact Connect Literacy to Writing in Social Studies

What did you notice? In Groups of 3, describe the texts you saw in the museum – What messages were communicated – How was it communicated? (think modes) – What effect did the messages have on the viewers and how was it created? How might you use this in a classroom?

Writer’s Crawl Share your writing piece

Read/Write like a(n)… Historian Archaeologist Geographer Political Scientist Economist

Before you can write like a historian, you have to think like one. How would you do that? What would it look like?

What is Historical Thinking? Additional videos

To think like a historian, look for: Evidence Multiple accounts – Author’s intention – Bias Primary source analysis – Sourcing Historical context – Context of the time period the artifact was produced Connection- What does this have to do with Common Core English Language Arts and Critical Literacy? How about Close Reading?

Connecting to Common Core Integration of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Connecting to Common Core Presentation of Knowledge and Ideas 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. Research to Build and Present Knowledge CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Noticing and Naming Examine the Text What do you notice about… – How information is presented (How did the historian structure his/her writing) – Whose story is told and whose story is not told – What are the different modes used to tell the story? – Other interesting observations

Enduring Understandings and Essential Questions I am part of the human story, capable of viewing it from multiple perspectives, and able to use past lessons to shape the future. – How are we connected to the past? – Why do individuals hold different views of the past? – What artifacts can we use to tell us about the human story? – Do individuals hold different views of the past? – How do analyzing individual stories reconstruct the past and shape the future?

Writing from an Artifact Artifacts are very important for historians and researchers. Letters, diaries, journals, photographs, and everyday objects (Primary Sources!) don’t tell the whole story Historians and Researchers use artifacts to make inferences about the events and people of the past.

Inferences What the text tells you What you know (Background Knowledge) Information from other sources Your Conclusion

Read-Aloud Mr. Lincoln’s Whiskers by Karen Winnick What conclusions can we draw from this artifact?

Your Turn! Select an artifact Examine it Fill out the artifact sheet

What Comprehension Skills did you use? Inferencing Predicting Summarizing Paraphrasing Synthesizing Evaluating/Judging Compare/Contrast

Museum Possibilities Me Museums Collection Inspection Museum of Family History/Biography American History and related books Writing like Historians- Examining Artifacts Writing Historical Markers Writing biographies of family members You can do this writing in Social Studies but also use them as Reader Response to literature

Cruising to the End… Science Writing Minilesson Authors’ Celebration – Have your published piece ready to share – If possible, post it on the Wiki Integrated Units (Turn in by Saturday, May 3, 10 am) In Dropbox – Spread Sheet – Documents Beginning and Ending Activities page 4 Lesson Plans