EngageNY.org Session 4, December 2014 NTI Designing Supplemental Writing Lessons Using Authentic...
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Transcript of EngageNY.org Session 4, December 2014 NTI Designing Supplemental Writing Lessons Using Authentic...
EngageNY.org
Session 4, December 2014 NTI
Designing Supplemental Writing Lessons Using Authentic Texts and Tasks
Learning Targets
• I can develop responsive, supplemental, Common Core-aligned writing lessons to meet students’ needs.
Note: We are going to address this target in two sessions in this NTI. In the other session, we will discuss how to do this in more “traditional” ways.
• I can engage students with supplemental writing lessons based on materials accessed “in the field.”
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Venn Diagram Notecatcher
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How do you currently
incorporate museums and
other field trips, guest speakers,
and other “authentic” community-
based resources into lessons/units/
modules?
Community Engagement: Fieldwork and Experts
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As you watch the video:
•What are the differences between “fieldwork” and “fieldtrips?”•How can experts support students’ learning?•How can engaging students with experts and fieldwork impact their literacy development?
Critical Differences
Fieldtrips/Guest Speakers Fieldwork/Experts
• Supplemental to the learning. • Central to the learning.
• A “special event” or reward. • Often comes at the end.
• More common – perhaps several visits to the same place or person over the course of a longer unit or
study.
• Planning mostly focused on logistics.
• Planning focused on learning and logistics.
• Generic – the “host” or “guest” is in charge of the outcomes.
• Specific – the teacher(s) is/are in charge of the outcomes.
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“What Kids Learn from Experts”
• Page X in your Participant’s Notebook.
• Read, tracking your thinking: What connections do you make to the ideas in
the article? What new ideas or concepts extend your
thinking? What challenges your presuppositions or
beliefs?
• 15 minutes for reading and notetaking.
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Share with a New Shoulder Partner
• A different partner than you discussed the video with.
• Each partner should share at least one: Connection Extension Challenge
• About 4 minutes each.
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Mix Up Your Table
• Move around your table so that you are seated next to at least one new person (not the person you talked over the video with, or the person you discussed “What Kids Learn from Experts” with.)
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Choose a New Text
• Page X in your notebook – an excerpt from our new book Transformational Literacy.
• Page X in your notebook – Overview of Fieldwork.
• Read your chosen text, keeping track of your thinking using the Connect-Extend-Challenge notecatcher (10 mins).
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Share with Your Partner
• A general overview of what you read. Be sure to point out specific ideas that you found particularly powerful or intruiging.
• At least one connection, extension, and challenge.
• About 5 minutes each.
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We are Going to Plan Fieldwork!
• Remember the “needs” that the case study class had in relation to writing development:
Sentence development, variety. Use of graphics, headings, formatting. Audience awareness/formal tone.
• Goal of this next chunk of time is to actually visit the museum and think about how these needs could be addressed through “fieldwork.”
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Have Fun!
• Partner up and complete the Fieldwork Planning Form.
• Please be back in your seats in 40 mins.
• Be prepared to share your ideas with another pair.
22
Pair-Share
• Welcome back!
• What creative juices did you get flowing?
• Share your thinking with another pair.
• 10 minutes (about 5 minutes each pair).
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Additional Resources
• Page X -- to support students in getting ready for fieldwork and experts.
• Page X – especially the first link – lots and lots of ideas for community resources and how to use them.
• Also, important curriculum update on page X in your notebook.
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Synthesize Your Thinking
• What ideas from this session do you want to remember?
• Capture your synthesis in your journal, page X in your notebook.
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