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Authentic Literacy Data Due Nov. 4

Authentic Literacy Data Due Nov. 4. Presentors Tammy Gillmore Rachel Newell Drew Nolley JimBob Turner. Why Authentic Literacy?. Book Club Study Brought Mike Schmoker to BHS to talk about his book Focus. What is Authentic Literacy?. What is your definition of“authentic ”?

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Authentic Literacy Data Due Nov. 4

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  1. Authentic Literacy Data Due Nov. 4 Presentors Tammy Gillmore Rachel Newell Drew Nolley JimBob Turner

  2. Why Authentic Literacy? • Book Club Study • Brought Mike Schmoker to BHS to talk about his book Focus

  3. What is Authentic Literacy? What is your definition of“authentic”? Merriam-Webster: “real or genuine; not copied or false” useful Mike Schmoker Reading Discussion Writing

  4. Methods for Each Step • Authentic Literacy can take many shapes in a classroom. JimBob

  5. Reading: • It could include • Nonfiction/fiction: • Short Story • Novel • Newspaper Article • Journal Article • etc. • The students should read the material, having a basic comprehension.

  6. Model THE TYGER (from Songs Of Experience) By William Blake Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare sieze the fire? And what shoulder, & what art. Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand? & what dread feet? What the hammer? what the chain? In what furnace was thy brain? What the anvil? what dread grasp Dare its deadly terrors clasp? When the stars threw down their spears, And watered heaven with their tears, Did he smile his work to see? Did he who made the Lamb make thee? Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry? 1794 Rachel

  7. Discussion/Thinking: • It is important to reflection on the material read. • Use Socratic Circle or book circles to discuss the material. • This can be teacher or student led. • Key points need to be covered, ideas need to be discovered, and opinions about material revealed.

  8. Discussion Using the diction you marked in the poem, discuss possible themes for “The Tyger.”

  9. Writing: • The cement to hold the new ideas together! • Paper/Essay • Journal • Blog post • Exit slip • Etc. • Once the ideas and opinions are on paper, student feel committed to them, having a deeper understanding of the material.

  10. Writing Write an “exit slip.” Create your own words • modeling Blake’s diction • contributing to your previously discussed theme of “The Tyger.”

  11. Examples from the Classroom

  12. Implications for the Future • Common Core • CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. • College • Lyon College: Read...discuss...write a one-page response • Read, Write, Discuss • Jobs • Read, Write, Discuss • YOUR Classroom • What text might you use next week?

  13. Bibliography • Butler, Anitra. “What Is the Authentic Literacy Model?” LiLaaC: Literacy, Language, and Culture. 23 Jan. 2013. Blog. Nov. 2013. http://lilaac.com/2012/01/23/what-is-the-authentic-literacy-model/ • Schmoker, Mike. Focus. • Schmoker, Mike. “Radically Redefining Literacy Instruction: An Immense Opportunity.” Phi Delta Kappan. • Schmoker, Mike. Results Now.

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