1. Using Literature to Teach School Expectations Session 21 B Janet Pope, Lafayette Parish Catherine Landry, LA-PBS Project Living in the Triangle: Refocused and Recommitted July 9, 2008 – Baton Rouge Marriott

2. “Why can’t we finish the last sentence as automatically as we do the others?” John Herner (NASDE President) Counterpoint 1998, p.2 “If a child doesn’t know how to read,we teach.” “If a child doesn’t know how to swim, “If a child doesn’t know how to multiply, “If a child doesn’t know how to drive, “If a child doesn’t know how to behave, we teach.” we……teach!we……punish?

3. Session Objective The objective of this session is to give participants a detailed format for teaching school expectations through literature.

4. How Many Have Heard This? “I have to teach starting day one thanks to the Comprehensive Curriculum. I don’t have time to talk about being respectful.” “My rules are on the wall.”

5. Traditional Discipline versus PBS Traditional Discipline: - Focus: Student’s problem behavior - Goal: Stop undesirable behavior - Method: Primarily uses punishment (reactive) Positive Behavior Support: -Focus: Systems perspective to address identified needs -Goal: Academic and social success (replacement skills) - Method: Alters environments, utilizes teaching and instruction, employs reinforcement procedures, (proactive) data management tracking system

6. Number of Suspensions in Louisiana In-school (ISS) & Out-of school (OSS) *Data cited from Louisiana State Education Progress Report 2005-2006 ISS: Student is temporarily removed from his/her usual classroom and moved to an alternative setting for a minimum of one complete school day, and no interruption of instructional services occurs OSS: Student is temporarily prohibited from participating in school and no provision is made for instructional services during this period

7. Number of Expulsions in Louisiana In-school (ISE) & Out-of school (OSE) *Data cited from Louisiana State Education Progress Report 2005-2006 ISE: Student is removed from his/her usual classroom and moved to an alternative setting for a period of time specified by the LEA, and no interruption of instructional services occurs OSE: Student is removed from school for at least the remainder of the school semester with no provision made for instructional services

8. Behavioral Errors More often occur because: – Students do not have appropriate skills- “Skill Deficits” – Students do not know when to use skills – Students have not been taught specific classroom procedures and routines – Skills are not taught in context

9. Why Teach Through Literature? Another underlying principle in the instruction of higher order thinking skills in reading is the acceptance of the theme of active learning. Literacy scholar Paulo Freire contends that those who share in the learning process are empowered by a critical consciousness of themselves as meaning makers. Freire supports the position which suggests that it is language that provides the tool for meaning construction. Language is a thinking process which allows students to learn and grow. Teaching Critical Reading Through Literature -Norma Decker Collins

10. Critical Elements for Teaching Expectations Through Literature Explicitly define expectation and related terms Read selected literature Integrate GLE’s Correlate expectation with literature Correlate expectation with school Reinforcement Activity

11. Explicitly Define Expectation Integrity – (1) the condition of being free from damage or defect (2) total honesty and sincerity Literature Selection: A Mason Dixon Memory Clifton Davis

12. Clear Up The Meaning HEADS UP! Look at your card. If the word on your card is read from the literature, raise your hand and read the definition for the class. Planning Note: Define words that are synonyms or relative terms to the expectation.

13. Integrating GLE’s Integrate, Integrate, Integrate! (Work Smarter, Not Harder!) Flashback - This element is when details from an earlier point in time are revealed to the reader. Conflict – Struggle or disagreement. Can be internal, inside of the character or external, between characters.

14. Connect Expectation with Literature HEADS UP! Find your Famous Pair Work together to answer the following questions: 1. How was integrity displayed in this piece of literature? 2. Describe how flashback was used. 3. Describe the instances of conflict that were portrayed in A Mason Dixon Memory.

15. Connect Expectation with School SALAMI! Answer sharing HEADS UP! Share with the class situations that can happen at school in which integrity would be displayed.

16. “Pull It All Together” Activity HEADS UP! Look on the back of your famous pair. Move to that group. Group One: Writing Prompt Group Two: Integrity in Pictures Group Three: Essay Writing Group Four: Read and Respond Group Five: Make a song

17. Oh, The Things You Can Integrate! Teaching Expectations GLE’s 01a, 04a, 05, 08b, 09b, 09c, 10, 15a, 15b, 15c, 15e, 16, 17a, 17b Cooperative Learning Differentiated Instruction

18. Literature to Enhance Teaching School Expectations Literature for Elementary and Middle School Students http://www.doe.state.in.us/publications/pdf_citizenship/ctzresou rce.pdf

19. Contact Information Janet Pope ELA Teacher, Lafayette jmpope@lpssonline.com 337-967-0923 Catherine Landry LA-PBS Project Coordinator landryc@lsu.edu 225-578-8444