Young Adult Literature

1. CTC@NEIU’s Young Adult Literature Conference October 25 and 26, 2013 Young Adult Literature Mary Massie, Ph.D., Senior Literacy Specialist, CTC@NEIU Sharon Hartrich, Educational Consultant Code Name: Verity Espionage, Courage and Friendship Wrapped in History

2. Session Objectives • Frontloading Code Name: Verity – Use Floor storming to access prior knowledge, to visualize, to develop inferences, and to share thinking • Inquiry: Use fiction as a Springboard to Inquiry, History and Primary Source documents. • Drama: Increase students’ ability to visualize from text and to make connections with charactersand events • Writing and Speaking: Use Save the Last Word to practice close reading, cite textual evidence, and use academic language • Assessments: Use features of Performance Tasks to assess student learning

3. Just a bit of information . . . • There’s one object per group of desks • Examine it collaboratively and decide how it could be a link to Code: Name Verity • Be ready to share your conclusion with everyone. • Do you have sufficient information to prepare you for reading?

4. Dual Coding Theory • Sadoski & Paivio (2001) provided convincing evidence that comprehension requires creating sensory images along with verbal concepts. • Visualizing is the primary sensory system we recognize as essential to comprehending text, but cognitive scientists consider imagery as pertaining to all the senses. A given text might cause us to imagine feeling chilly as we picture an icy mountain.

5. Imaging is Vital to Comprehension • Highly engaged, successful readers picture details of texts in their minds. • Creating erroneous images can lead readers astray, and they need to check that their images match the text, to the greatest extent possible. • As a text delivers more details, readers need to adjust their images to match the new information

6. Floorstorming • An engaging frontloading activity – a variation of Brainstorming – BUT. . . • Images are the basis for reasoning • Materials: Pictures that relate to the text , enough space for comfort, and a means for gathering responses

7. Procedure • Remove the colored chart from the left side of your folder. Each table has the same picture • With a pen in your hand, look carefully at each of the four pictures, make notes as you go • Begin a conversation with your tablemates: Notice commonalities or links between objects • Continue your discourse and share your observations • Choose a spokesperson to report your findings.

13. Let’s collect your observations

14. History Timeline ✍ will get augmented or filled in by the students helps keep facts and time straight Is a tool for differentiated instruction ✍ increases awareness of this story’s place In history ✍ prompts thinking and seeing a bigger picture.

15. Revolving Role-Playing Drama can help students feel and understand unfamiliar experiences and characters better.

16. Save The Last Word. . . provides a cooperative group format to develop readers who are thinkers

17. Performance and Understanding How do you assess how students are understanding the content? What opportunities do students have to demonstrate understanding? Use these sentence stems to write a “Note to Self”: Students in _(your course)__demonstrate knowledge of the of the content by ___________. I can assess their understanding of the material by ____________and by paying attention to_____________________.

18. Features of Performance Tasks Measure something important Require higher-order thinking Are clear and unambiguous Address CCSS Standards May be answered in more than one way Require construction of a response rather than selecting answers from given options But . . . not all tasks are performance tasks. Why not?

19. ATask – is this a performance task? Reading Standards for Literature ( Key Ideas and Details) Grades 9-10 Standard: 3. Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop a theme. Task: Is Maddie or Julie the most complex character in Code Name: Verity? Be sure to explain giving textual references.

20. What is wrong? The question does not deal with the standard: It asks the writer’s opinion It doesn’t ask about a character’s development It doesn’t ask how the chosen character interacts with other characters to advance the plot.

21. Now is it a performance task? Analyze how Julie’s character is developed over the course of the text. Consider her ongoing relationship with Maddie, even when separated, and how Julie’s actions advance the plot and develop the themesof friendship, courage, and women’s strength. RL 9-10.3

22. Performance Task Students analyze in detail the theme of friendship between Maddie and Julie and how that develops over the course of the text, including how it emerges and is shaped by specific details. RL Grades 9-10. 2

23. Anchor Standard and Competency RL 9-10.2 Key Ideas and Details Determine a theme or central idea of a text, and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. Provide an objective summary of the text.

24. Anchor Standard and Competency Craft and Structure RL 9-10.5 Analyze how an author’s choices concerning how to structure text, order events within it( e.g. parallel plots), and manipulate them (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise.

25. Performance Task Analyze how Elizabeth Wein’s choices concerning the structure of Code Name Verity create the effects of mystery, tension, or surprise through flashbacks, pacing and parallel plots. Discuss the effect of the separate accounts by Julie and Maddie in contributing to these qualities. RL 9-10.5

26. Close Reading Tip # 1 Key Verbs You must look closely at all the Key Verbs in the document and decide the meaning for instruction and assessments. What do the verbs mean?

27. Verbs in a Performance Task RL 9-10.3 Analyze how Elizabeth Wein’s choices concerning the structure of CodeName Veritycreate the effects of mystery, tension, or surprise through flashbacks, pacing and parallel plots. Discuss the effect of the separate accounts by Julie and Maddie in contributing to these qualities.

28. Close ReadingTip # 2 Noun Phrases Look closely at Noun Phrases. They are the big ideas of the content. Students have to notice them well.

29. Nouns in a Performance Task Analyze how Elizabeth Wein’s choices concerning the structure of Code Name Veritycreate the effects of mystery, tension, or surprise through flashbacks, pacing and parallel plots. Discuss the effect of the separate accounts by Julie and Maddie in contributing to these qualities.

30. Close Reading Tip # 3 Key Qualifiers The qualifiers, adjectives and adverbs in the noun phrases will be the key criteria and we will turn them into rubrics

31. Performance Task RL 9-10.5 Analyze how Elizabeth Wein’schoices concerning the structure of Code Name Veritycreate the effects of mystery, tension, or surprise through flashbacks, pacing and parallel plots. Discuss the effect of the separate accounts by Julie and Maddie in contributing to these qualities.

32. Introducing your students to Performance Tasks Choose one Standard and practice it for a week or two Use it in your oral language in class, in class work and homework assignments. Demonstrate the color coding, or importance of verbs, nouns, adjectives so that kids understand the expectations. Reflect on the impact your planning has on the students. Backward Mapping: Create a Performance Task for your next assessment and bring it to meeting to share. Note Standard and Grade Level.

33. Session Review We frontloaded the novel with Floorstorming We developed research topics through pictures, quotations, conversation and timelines We used timelines to indicate historical content and allow for personal and global connections We clarified and deepened understanding of characters and experiences with drama We practiced close reading and collaboration with Save the Last Word We explored the expression of CCSS in Performance Tasks

34. Contact Information: Mary Massie, Ph.D. M-Massie@neiu.edu 312-563-7138 Sharon Hartrich shartrich19@gmail.com 312-550-0903 PARCC: www.parcconline.org CCSS: www.corestandards.org/ELA-Literacy