1. September 20, 2012 LEARNING CYCLE IN THE CONTENT AREAS

2.  Any questions on Disciplinary Literacy Graphic Essay?  Remember, all strategies we discuss are on BB.  Any other questions? HOUSEKEEPING

3.  Why do we follow objectives of standardized testing? And, why is so much emphasis placed on standardized testing?  How can I assess literacy specific to my content area? QUESTIONS FROM LAST WEEK…

4. The shift from learning to read to reading to learn. THINK ABOUT:

5. Ordeal by Cheque By Wuther Crue, Vanity Fair, 1932 A LESSON IN A LESSON

6.  Lesson objective:  Students will be able to use evidence to draw conclusions  Applicable content area literacies (for this class!):  English: Making connections in text to critically analyze a work of fiction.  History: Using non-traditional print texts to contextualize and corroborate information.  Math: Drawing connections between quantitative (numerical) data to understand a scenario.  Art: Using pictorial images to understand a time period and suggested societal norms of the era.  Procedures  Brainstorm with Timeline  Read story using Dual Entry Diary  Respond to story:  Literary Report Card  Character Map  RAFT² PREVIEW THE LESSON

7. TIMELINE: 1900 19101920 1930

8. TIMELINE 1900 19101920 1930 Class-based Home births Sugar = 4  lb. Eggs = 14  doz. Coffee = 15  lb. Americans w/ high school = 6% Autos WWI - 1914 Women’s Suffrage 1920 Stock Market Crash 1929 Great Depression  Prohibition 1919

9. EventEvidence List at least 4 events in the storyProvide your evidence for the event DUAL-ENTRY DIARY

10. EventEvidence List at least four events in the storyProvide evidence for the event A wealthy man and his wife have a baby in 1903 – it’s a boy! Lots of money at baby shop Hospital and doctor Exeter Exeter Sr. DUAL-ENTRY DIARY

11. CharacteristicGradeComment Generosity Problem-Solving Parenting skills Taking responsibility for actions LITERARY REPORT CARD

12. CHARACTER MAP Lawrence Exerter, Jr. Reckless Amoral Irresponsible

13.  ROLE  Assume a role other than student  Audience  Select an audience other than teacher  Format  Variety of formats: letter, telegram, memo, diagram, poster, newspaper/online ad, song,  Topic/Task  Purpose for writing on the topic: Explain, persuade, argue, report, analyze RAFT²

14. RoleNurse at hospital AudiencePolice chief FormatReport Topic/TaskEyewitness account of what you saw - Explain POSSIBLE RAFTS FOR ORDEAL

15. REFLECT ON ORDEAL BY CHEQUE USING LEARNING CYCLE  What did you do first?  How was your reading guided/supported?  How did you reflect on your reading of this story?

16. APPLY TO YOUR CONTENT AREA  In partners, talk about how these strategies could be used in your content area  Dual-entry diary [Split page / T-chart]  Character map  Literary report card  RAFT 2 Role Audience Format Topic/Task Choose one strategy you experienced today and create an application example in your content area.

17.  My goals for you:  Provide evidence, including artifacts (at least one utilizing digital technology), that you can prepare students to read and learn, guide student reading and learning, and promote reflection on reading and learning in your content area  Reflect on that evidence Evidence must be related to THREE of the following learning objectives: 1)Show that you can use specific instructional strategies to prepare students to read a content assignment. 2)Show that you can guide reading and/or writing to learn in your content area. 3)Show that you can facilitate reflection on learning in your content area. 4)Show that you can reinforce conceptual growth through vocabulary reinforcement on the interpretive level. CRITERIA FOR COMPREHENSION PROJECT

18.  Project will be due December 7, and projects will be presented in class, followed by a review for the final exam.  Three areas to consider:  Format  Essential elements  Assessment  Presentation IDEAS FOR PROJECT

19. READING FROM TEACHER MAN