Sally Jenkins, LBC Middle

Sally Jenkins, LBC Middle
Higher DOK in ELA Sally Jenkins, LBC Middle

Sally Jenkins LBC Middle School

Meeting Outcomes Participants will . . .
. . . Review Descriptions of DOK Levels 3 and 4 . . . Determine When and Why DOK 3 and 4 are appropriate . . . Questions and Student Responses at DOK 1-4 . . . Participate in Performance Tasks at DOK Levels 3 and 4

Essential Questions When and why is it appropriate to use DOK Level 3 or 4 in an ELA classroom? What does DOK Level 3 or 4 “look like” in a “real” ELA Classroom?

Who Came to Our Party? 1. ELA Teachers? 2. Teachers of Other Content? 3. Administrators? 4. Other Special Folk?

Unlocking the Puzzle of DOK
What is DOK? -The cognitive expectation or Depth of Knowledge required to complete a standard, curricular activity or an assessment task. DOK LEVEL Title of Level 1 Recall and Reproduction 2 Skills and Concepts 3 Short-term Strategic Thinking 4 Extended Thinking

Concepts to Remember We should think of the DOK level as a reflection of the COMPLEXITY of the processes demanded by the task rather than the DIFFICULTY. In other words, DOK describes the KIND OF THINKING for the task, not the difficulty. DOK’s are not developmental, sequential. You might be better at DOK 4 in certain cases than at DOK 1. The objective’s central verb(s) alone is/are not sufficient to assign a DOK level.

DOK 1: Recall and Reproduction
-Requires recall of facts or rote application of simple procedures Products: quiz, fact, recitation, example, outline, Google search, etc. Actions: responds, remembers, memorizes, restates, etc. Activities: list, make an outline, retell in own words, locate information on chart or map, recall information

DOK 2: Skills and Concepts
-Includes some engagement beyond recall or reproduction: compare, convert information from one form to another, classify or sort, summarize, infer, or predict Products: Illustration, demonstration, presentation of facts, performance of a published script, or a simple inference question Actions: compare/contrast, classify/sort, describe, explain, convert information to a different form (text to chart), apply to a new setting, read “between the lines” Activities: construct a model, Informational research, make a scrapbook, practice a play and present, state pretty obvious relationships

DOK 3: Short Term Strategic Thinking
-Necessitates short term use of higher order thinking processes and more abstract thinking that requires planning/evidence. Products: graph, spreadsheet, report with conclusions and evidence, short film, etc. Actions: examine, judge, evaluate, assess, justify, argue, discover, etc. Activities: design an interview question bank, chart the critical events, write a letter to the editor, give a short persuasive speech, conduct a debate, identify a research question, classify character actions, analyze characteristics of a genre

DOK 4 Extended Strategic Thinking
-Demands use of higher order thinking processes such as synthesis, reflections, assessment and adjustment of plans over time. Students are engaged in solving real-world problems with unpredictable outcomes Products: documentary, story, new game, song, original poem newspaper, activist letter/action(s) that seeks to evoke change, media product, extensive plan to solve a problem Actions: design, create, propose, modify, formulate, analyze Activities: research task that requires significant synthesis and/or the testing of hypothesis, writing tasks with strong emphasis on persuasion with supporting evidence, create a new invention or way of doing something, identify and propose a solution to a community or societal problem, creating substantive visual and or technological presentations for persuasion, commercial for an original product

Which of these DOK Levels do you think would be the most intrinsically attractive to YOUR students?
Why?

So. . . when and why is it appropriate to use DOK’s 3 and 4 tasks or activities?
To match the level of complexity in a standard To elevate the complexity of thinking on the content To challenge students to consider and solve real-world problems To demonstrate the relevancy of a particular standard To allow students to rediscover/remember the joy of learning To encourage students to enjoy the pride of original creations To let students realize the power and beauty of their own voices To build an authentic, engaging, and challenging learning community To nurture intrinsic motivation, i.e. eager lifelong learners!

What do these DOK Levels “look like” in a classroom?
????????????? Allow me to share as examples “real” lessons and “real” student responses from lessons using the following texts: Text Author/Source Genre 1. Romeo and Juliet William Shakespeare drama 2. “Colorado’s Ancient Cliff Dwellers. . .” Newsela nonfiction 3. “Identity” Julio Noboa Polanco poetry

All DOK’s in . . .

DOK Level 1 1. With whom is Romeo infatuated at the beginning of Act I? 2. Describe Queen Mab, using Mercutio’s speech for reference. 3. What punishment does Romeo receive from the Prince for his fight fight with Tybalt? 4. Why doesn’t Romeo learn of the plan that Friar Laurence created to prevent Juliet’s marriage to Paris? 5. How many characters die in this play as a direct or indirect result of the feud between the Montagues and the Capulets? Name the characters.

DOK Level 2 1. Why did Juliet tell the Nurse that she would marry Paris? 2. Why did Friar Laurence decide to marry Romeo and Juliet? (DOK 1 ?) 3. What is a character trait of Tybalt? Provide textual evidence to support your answer. 4. In which characters does Juliet place trust? 5. Does the apothecary want to sell Romeo the poison? (DOK 1?)

Searching for Critical Thinking
In the following student responses, do you see evidence of . . . -Complexity of thought? -Higher level synthesis? -Original thinking? -Enthusiastic response to perceived relevancy? -Support for a logical argument in an effort to persuade? -Application of problem-solving techniques? -Confident, playful, proud explanation of original thought? -Students enjoying learning?

DOK Levels 3 and 4 After reading the model(s), compose a two part Permit me Poem featuring the Romeo and Juliet character of your choice. 1. (DOK 3 or 4) The first part will begin with: Permit me to tell you about (your chosen character) who. . . In the this section, compose at least seven lines that accurately complete the prompt above and are consistent with events in and conclusions drawn from the play. Try to represent as many different aspects of your character as possible. Try to avoid being repetitive. 2. (DOK 4) The second part will begin with: But the (your chosen character) I remember most. . . Complete this prompt with a METAPHOR that accurately describes the essence, the most important trait, of your character. Also select and attach an image that is a visual depiction of your metaphor.

Permit me to tell you about Juliet who. . .
. . . lied to her parent to protect her love . . . outsmarted her husband-to-be . . . loved even when it was forbidden . . . trusted the nurse with her whole heart . . . cried for Tybalt and Romeo . . . begged Friar Laurence for help . . . wanted to be with Romeo forever . . . puzzled why there was such belligerence between the two families, and . . . took her own life out of heartache. But the Juliet I remember most was . . . . . . a beautiful strong flower destroyed by hate-sparked wildfire. -Klaire

Permit me to tell you about Tybalt who. . .
. . . frowned when he saw Romeo talk to Juliet . . . argued that Romeo should have to leave the party . . . plotted revenge against Romeo . . . clenched his fists when he was told to leave him be . . . challenged Romeo to a duel in the streets . . . swung his sword ruthlessly at Romeo, and . . . bled as Romeo defeated him, avenging Mercutio’s death. But the Tybalt I remember most was . . . . . . a volcano, ready to spew his lava of hate at every turn. -Alyssa

Permit me to tell you about Romeo who. . .
. . . fought for love when it was denied . . . kept his forbidden love a secret . . . visited his maiden by sneaking into the garden . . . married in secret to fulfill his love . . . remained unaware of the Friar’s plan . . . purchased poison to be with his love, and . . . drank it quickly, trying to end his sorrow. But the Romeo I remember most was . . . . . . a flower of love, destroyed by a wind of hate. -Madi

Permit me to tell you about Mercutio who. . .
. . . provided comic relief within a tragedy . . . spoke in a beautiful, poetic way . . . was a passionate believer in a vast world of pessimists . . . told a tale of a dream-weaving Queen who rode in a tiny chariot . . . gave advice and encouragement to a friend in need of guidance . . . exhibited great bravery defending the honor of his friend, and . . . remained a loyal ally of Romeo until his untimely death. But the Mercutio I remember most was. . . . . . a bird who soared above the clouds, guiding those he loved along the right path. -Paige

Searching for Critical Thinking
In the following student responses, do you see evidence of . . . -Complexity of thought? -Higher level synthesis? -Original thinking? -Enthusiastic response to perceived relevancy? -Support for a logical argument in an effort to persuade? -Application of problem-solving techniques? -Confident, playful, proud explanation of original thought? -Students enjoying learning?

DOK Level 4 How could the story of Romeo and Juliet have been different if Romeo and Juliet and the others in the play had had cell phones and texting capabilities? A stellar answer to this question will include: An introduction that concisely states whether and how the outcome would have been different had R and J and the other characters had cellphones and texting One or more body paragraphs that give textual evidence by stating specific times in the play and contents of a text(s) that could have been sent that would have altered the tragic outcome of the play A conclusion that explains a different outcome and justifies it by reviewing and summarizing the author’s details and arguments Good luck as you craft a solid and impressive essay!

From an Introduction: Texting Could Have Prevented Ending
“In the Tragedy of Romeo and Juliet, texting could have changed the story in many ways. When Friar Laurence tried to send the message to Romeo by sending Friar John to give him the message, texting could have changed that part. Most importantly, texting may have been able to save Romeo and Juliet’s life.” -Jessica

From a Body Paragraph: Texts At First Meeting
“. . . At the ball. . . They fall in love, kiss, and are forced to part ways. Imagine if the nurse tells Juliet that Romeo is a Montague, Juliet quickly retreats to her room and searches for Romeo Montague on social media. Once she finds his account, she follows him and he follows her back. She direct messages him her number saying, ‘If you wish to contact me, and you truly mean what you have said to me this night, here is my number.’ Almost as soon as her number is sent, she receives a text message saying, ‘It is I, the pilgrim who stole your kiss.’ Soon they begin talking So, they devise a secret plan to be betrothed the next day. Romeo texts Friar Laurence, telling him the plan, and the Friar agrees.. .” -Madilyn

From a Body Paragraph: . . .Or a Balcony Scene 2.0
“If the balcony scene were in modern day, Juliet would be sitting on her balcony and most likely wondering what Romeo was doing, But, right as she texted him first, a message would pop up on her screen as she was typing: Romeo: wyd Juliet: abt to txt u actually Romeo: cool lol look out of ur balcony And there Romeo would be, waiting on Juliet. Normally, no guy would have the audacity to go to a young girl’s house at night, with very high chances of getting caught, but I guess Romeo liked living on the edge of life. But like a smart person, instead of yelling off of a balcony, she would text Romeo and tell him to go home before her parents caught him and thought even less of him than they already did. Juliet: omg u have to go home ur crazy Romeo: ok lol see u in the morning”

From a Body Paragraph: Text From Friar John to Friar Laurence
“When Friar Laurence sent Friar John to deliver that crucial letter to Romeo, neither of them expected the mission to fail because of an unexpected quarantine. In Act 4, Scene 2, we can see how Friar Laurence became frustrated when he heard from Friar John himself that the health officers did not let him go to Mantua. Friar Laurence then immediately has to leave in order to try to save Romeo from hurting himself. But what if both Friar Laurence and Friar John had had cell phones and could’ve texted each other? With a simple ‘Locked up. Can’t deliver letter to Romeo. Unexpected quarantine. Ttyl,’ . . .” Or the whole situation could’ve been avoided with a deep and long DM to Romeo from Friar Laurence on Instagram, explaining how Juliet was in fact not dead. Then Romeo would have never visited the Apothecary and killed himself with poison. This could have led to a much happier ending, where Romeo and Juliet would not both lose their lives.” -Stephanie

From a Body Paragraph: Texting Could Have Prevented Ending
“But I believe that texting would have changed Act V also. When Romeo was getting the poison from the Apothecary to use to kill himself, if Juliet could have texted him, he would have known her death was a fake. All she would have had to text was ‘I’m faking my death, and when I wake up I am coming to run away with you.’ And this text would have actually saved both of their lives because Romeo could have run off with Juliet after she woke up. These acts would have changed everything about the ending of the story. They could have run off and lived the rest of their lives together. Instead, they both commit suicide and never see each other in person again.” -Kolby

From a Conclusion (or Two): If only. . .
“In conclusion, Romeo and Juliet could have been changed had there been cell phones. Romeo could have texted Juliet, Capulet could have taken away Juliet’s Wi-Fi, and Friar Laurence could have shot Romeo a text to tell him of the plan. If only they had had one small device, a cell phone, Romeo and Juliet could have ended with ‘and they all lived happily ever after’ instead of ‘For never was a story of more woe, than this of Juliet and her Romeo.’” Wil and Klaire

World Class Skills Characteristics Creativity and Innovation Integrity
Romeo and Juliet assessments on what DOK Levels best encourage the kind of thinking that is most likely to produce citizens that have the following attributes and skills outlined in the Profile of the South Carolina Graduate? World Class Skills Characteristics Creativity and Innovation Integrity Critical Thinking and Problem Solving Self-Direction Collaboration and Teamwork Global Perspective Communication, Information, Media Perseverance and Technology Work Ethic Knowing How To Learn Interpersonal Skills

So. . . Do you think these DOK Level 3 and 4 tasks/activities really did accomplish these goals?
elevate the complexity of thinking on the content challenge students to consider and solve real-world problems demonstrate the relevancy of a particular standard allow students to rediscover/remember the joy of learning encourage students to enjoy the pride of original creations let students realize the power and beauty of their own voices build an authentic, engaging, and challenging learning community nurture intrinsic motivation, i.e. eager lifelong learners!

Interdisciplinary Article: Math, Science, Social Studies, ELA
Nonfiction Newsela “Colorado’s Ancient Cliff Dwellers’ Use of Geometry Draws New Attention” Interdisciplinary Article: Math, Science, Social Studies, ELA SKIM the article for an overview of the content Consider the DOK Levels of Close Reading Questions Think about what general conclusions can be drawn about the DOK designation and the Teacher Labels (OTP, BTL, BTP) Formulate Contributions to A Step Further, the final task. . . What would YOU include on a Mesa Verde Traveling Exhibit?

What did a collaborative student response include?
A Model of the Sun Temple Give a Demonstration of sunlight in the temple A Video of the Site Provide a Virtual Tour of Mesa Verde Anthropological Summary Supply a Glimpse of these people and their culture A Mesa Verde Scaled Replica Display the site from 360 degrees Painting Gallery of Mesa Verde Show how different artists/genre depict the site Artifacts Add realism with objects they actually used/had Exit Reflection Piece A visitor opportunity to tell why she/he thinks the people left Mesa Verde

So. . . Do you think this DOK Level 4 activity really did accomplish these goals?

Identity By: Julio Noboa Palanco
Let them be as flowers, always watered, fed, guarded, admired, but harnessed to a pot of dirt I'd rather be a tall, ugly weed, clinging on cliffs, like an eagle wind-wavering above high, jagged rocks To have broken through the surface of stone, to live, to feel exposed to the madness of the vast, eternal sky. To be swayed by the breezes of an ancient sea, carrying my soul, my seed, beyond the mountains of time or into the abyss of the bizarre I'd rather be unseen, and if then shunned by everyone, than to be a pleasant-smelling flower, growing in clusters in the fertile valley, where they're praised, handled, and plucked by greedy, human hands I'd rather smell of musty, green stench than of sweet, fragrant lilac. If I could stand alone, strong and free, I'd rather be a tall, ugly weed.

Identity By: Julio Noboa Polanco
Identity By: Julio Noboa Polanco Let them be as flowers, always watered, fed, guarded, admired, but harnessed to a pot of dirt. I'd rather be a tall, ugly weed, clinging on cliffs, like an eagle wind-wavering above high, jagged rocks. To have broken through the surface of stone, to live, to feel exposed to the madness of the vast, eternal sky. To be swayed by the breezes of an ancient sea, carrying my soul, my seed, beyond the mountains of time or into the abyss of the bizarre. I'd rather be unseen, and if then shunned by everyone, than to be a pleasant-smelling flower, growing in clusters in the fertile valley, where they're praised, handled, and plucked by greedy, human hands. I'd rather smell of musty, green stench than of sweet, fragrant lilac. If I could stand alone, strong and free, I'd rather be a tall, ugly weed.

Guidelines for Visual Metaphor Image Search
Your image cannot be cliché. Your image should be “once removed.” (Sometimes an “association” helps.) Your image needs to be unpredictable, surprising. Your image needs to match the MEANING (Theme) of the poem. This is meaning that is implied, not stated. Your image needs to match the MOOD and/or TONE of the poem. Your image needs to be a visual metaphor of the poem’s essence. Your image needs to be one that you can defend as compatible with sound, convincing argument. Your image needs to challenge your viewer/reader to think about this poem in a whole new way.

“Identity”

Green Apple Amidst Red Apples
“I think this image fits the mood as well as the meaning of the poem. In the poem, the speaker contrasts the flowers with ‘a tall ugly weed.’ This image contrasts the red apples with a green one. In apples, red apples are considered to be the desired, sweet choice, not the sour, tart, green apples. The speaker talks about being a weed surrounded by flowers, much like the single green apple in this image stands alone in a crowd of red apples.” Trenton

Yellow Smiley Face Among Blue Sad Faces
“I feel this poem contrasts the feeling of being trapped with the feeling of being happy and free, though different. All the frowning, blue faces represent the sad, trapped, ‘normal,’ ‘perfect’ flowers. The yellow happy face is the ‘tall, ugly, weed,’ free from the norms of the community. The blue faces are accepted by society but they are harnessed, unfree. The yellow face is happy because she is free to be independent, her own person/thing.”-Zoie

Person Outside Circle “I believe that the speaker wants the freedom to be different even if it is ‘like a tall, ugly weed.’ In the picture one person is different from the rest. I get that the speaker realizes he will be alone, feel alone. The picture shows a lone person, one not joining in with the others.” Carson

One Illuminated Bulb Among Many Unlit Ones
“The poem and this image teach you the importance of being yourself. The unlit bulbs represent the flowers and the one lit one represents the ‘tall, ugly weed.’ As you can see, the other bulbs have been used up and are dark, lifeless, due to human use, just like the flowers that were ‘praised, handled, and plucked by greedy, human hands.’ The poem gives a mood of defiance and self reliance and a tone of optimism, making the best of a situation. It gives the reader the feeling that being rejected by society doesn’t mean you are a defect. In fact, it makes it seem like sometimes being by oneself can be better than being part of the majority. -Bobby

One Illuminated Bulb Among Many Unlit Ones
“In ‘Identity,’ Palanco compares the speaker to a ‘tall, ugly weed,’ much different than the ‘pleasant-smelling flower, growing in clusters in the fertile valley.’ He obviously admires individuality, independence, and integrity. He says one should accept what sets you apart and stay true to oneself, even in the face of adversity or discrimination, like a light bulb in a vast sea of darkness. In ‘Identity,’ Palanco says embrace what makes you unique and ‘stand alone, strong and free.’” -Paige

Ballet Dancer Amidst Foosball Men
“In this image, I think the girl is the weed and the men are the flowers stuck in the pot, unable to escape the stares of people. Though they may be ‘alive, able to move,’ they are not truly living as she is. The girl is the weed, free to dance, even on a cliff if she so desires. Though many weeds are ugly, I imagine the weed in this poem to be as beautiful as the ballet dancer in this image.” Evan

The Path Less Traveled “I think this poem tries to make the reader realize what you should be worried about and what doesn’t matter. It tries to make you realize how boring and miserable your life will be if all you do is stay with the pretty flowers, ‘the fragrant lilacs.’ I think this image does it justice. The poem says ‘if I could stand alone, strong and free, I’d rather be a tall, ugly weed.’ Like the speaker, the person in the mage that walks alone would rather be by himself than with the crowd that takes the path more traveled. They seem to be more worried about getting a pat on the back than making their lives better. If everyone would just be unique and different, then the world would be just as it should be.” -Liam

Confidently Celebrating Freedom on a Rocky Ledge
“The mood of this poem is confident. Even though the plant is prettier and more popular than the weed, the weed always finds optimism when the situation is mostly negative. ‘I’d rather be unseen, and if then shunned by everyone than to be a pleasant- smelling flower, growing in clusters in the fertile valley, where they’re praised, handled, and plucked by greedy, human hands.’ The bright orange color, emitted by the sunset, also gives a confident vibe. The uplifted arms of the person shows that she/he is proud of what she/he is, confident that it is better to be oneself, even if it means being ignored or shunned than to pretend to be someone else. This image is perfect for this poem.” Ashley

Please Revisit Did it match mood? Yes Did it match meaning? Yes
Was it “once removed,” not one an editor would choose? Not So Much Does it challenge your reader to think of the poem in a new way? Hmmm Can you find a better choice?

A Red, Ripe Strawberry With a Green Unripe One
“This picture’s bright red color represents perfection, while the color of the unripe strawberry represents a ‘not ready’ quality, a flaw. This image is comparable to the weed and the flower. The unripe strawberry is not ashamed of its ‘flaws.’ In other words, it is better to be yourself than to pretend to be someone else. Most people would choose the ripe strawberry over the green one, but both the weed and the unripe strawberry want to be left alone, the weed to ‘ripen’ as he continues to explore and the green strawberry as she is free to further develop. I think this image introduces a new metaphor, a new symbol to think about the theme in ‘Identity.’” Ashley

“Identity”

You are now invited to find a visual metaphor for one of the following:
“A Smart Cookie” By: Sandra Cisneros “An Ancient Gesture” By: Edna St. Vincent Milay “Stories” “Speak Up” By: Janet S. Wong “Summertime Sharing” By: Nikki Grimes

Guidelines for Visual Metaphor Image Search
Your image cannot be cliché. Your image should be “once removed.” (Sometimes an “association” helps.) Your image needs to be unpredictable, surprising. Your image needs to match the MEANING (Theme) of the poem. This is meaning that is implied, not stated. Your image needs to match the MOOD and/or TONE of the poem. Your image needs to be a visual metaphor of the poem’s essence. Your image needs to be one that you can defend as compatible with sound, convincing argument. Your image needs to challenge your viewer/reader to think about this poem in a whole new way.

So. . . Do you think this DOK Level 4 activity really did accomplish these goals?

Revisiting Essential Questions
When and why is it appropriate to use DOK Level 3 or 4 in an ELA classroom? What does DOK Level 3 or 4 “look like” in a “real” ELA Classroom?

Revisiting Meeting Outcomes
Participants will . . . . . . Review Descriptions of DOK Levels 3 and 4 . . . Determine When and Why DOK 3 and 4 are appropriate . . . Questions and Student Responses at DOK 1-4 . . . Participate in Performance Tasks at DOK Levels 3 and 4

REFLECTION Something You Now Understand Better A New Fact or Concept
That You Found Interesting A Suggestion to Make the Presentation Better A Strategy You Think That You May Use In Your Classroom

Sally Jenkins LBC Middle School

Sally Jenkins, LBC Middle

Similar presentations

Presentation on theme: "Sally Jenkins, LBC Middle"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Sally Jenkins, LBC Middle

Similar presentations

Presentation on theme: "Sally Jenkins, LBC Middle"— Presentation transcript:

Similar presentations

About project

Feedback