Activity, Context, and Culture: Learning Science through the Storypath Approach MARGIT MCGUIRE, SEATTLE UNIVERSITY

1. Activity, Context, and Culture: Learning Science through the Storypath ApproachMARGIT MCGUIRE, SEATTLE UNIVERSITY WABE 2012

2. What is Storypath? The Storypath strategy uses the components of story--scene, characterand plot--to organize curriculum into meaning and memorable learning experiences. Storypath offers both a structure to organize learning experiences AND a strategy of teaching that utilizes an inquiry/questioning process.

3. “A clear and compelling narrative helps us find meaning, not just scattered facts and abstract ideas. Stories help us remember and make sense of our lives and the lives around us….A story is not a diversion; the best stories make our lives more understandable and focused”(p. 48). Wiggins, G & McTighe, J. (1998). Understanding by design. Alexandria, VI: ASCD. And others… Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Egan, K. (2001). Imagination. in Turning the perspective: New outlooks on education. Enschede: CIDREE/SLO Egan, K. (1990). Romantic understanding: The development of rationality and imagination, ages 8-15. New York: Routledge. Downey, M. & Levstik, L. (1991). Teaching and learning history. In J. Shaver (Ed.). Handbook of research on social studies teaching and learning (pp.400-410). New York: Macmillan.

4. Creating the Setting Students create the setting by completing a frieze (mural) or other visual representation of the place. 

5. The Rainforest Setting Academic language in context: Making it meaningful… Collaborate to bring the setting to life… In the rainforest there are three layers of forest: the canopy, the understory, and the forest floor. The canopy is the top layer of trees in the forest with leaves from the trees basking in the sunlight. Canopy trees are covered with plants that grow in the sunlight. These plants hang onto the trees and soak up food and water with their leaves and roots. Thus, the plants do not put their roots into the soil of the forest floor. There are other plants such as vines whose roots drop all the way to the forest floor to pick up nutrients. Each plant flower in the canopy has a specific color, scent and shape. Most trees in the canopy are 60 to 120 feet tall, but giant trees grow even higher. These trees that tower above the canopy are called emergents. The understory is the layer of smaller trees and plants that grow below the canopy. It is dark in the understory because the canopy keeps the sun from shining through. Woody vines creep up the trees towards the sunlight. Ferns and palms live in the understory and they look as though they have been there forever. The trees provide fruit and nuts for animals to eat. On the forest floor it is dark and damp. The floor is carpeted with a thin layer of dead, wrinkled brown leaves. Because the floor of the forest is dark and wet, trees and plants quickly rot when they die. The forest floor is covered with rotted wood, leaves and other decayed plants. Some of the roots of trees are visible as they make their way into the soil of the forest floor. A few flowering plants along with herbs, mosses and fungi can be found of the forest floor. Vines start on the forest floor wrapping themselves around trunks and branches climbing all the way to the canopy.

6. GLAD: 10:2 STRATEGY • Backed by brain research Presented by Art Costa • Reinforced by Long, Swain, and Cummins, who state that it is important to allow at least 2 minutes of student processing for every 10 minutes of teacher input • Negotiating for meaning • Low-risk environment to try new vocabulary and concepts Step-by-Step • Teach students turn and face a partner whenever you indicate it is time for a 10:2. • Teach students to take turns answering the question you provide. • Teach students the quiet signal, such as hand in the air, you will use to indicate when it is time to face you again. • Use 10:2s whenever you are providing input (big books, pictorials, narratives) or for soliciting information from children (sentence patterning, process grid, editing co-op)

7. Application of skills in context • Development of academic language in context • The language of the discipline • Read and write for a purpose • Speak and listen for a purpose

8. Development of academic language “Researchers…argue that people… make a best guess about a new word’s meaning based on the context in which they initially encounter it, and hold onto the meaning unless it is clearly found to be wrong.” “Word-Learning Study Finds Sudden Insights Trump Flash Cards,” Education Week, June 8, 2011, p. 6-7.

9. Narrative Input Chart--Adapted GLAD Storypath • Choose concepts and vocabulary that you would like to present via narrative input • Consider adapting a story that already exists by imbedding standards-based concepts and vocabulary • Draw or copy pictures for narrative and attach the text to the back • Laminate the pictures for retelling . • Create a background for the narrative that may be as simple as a laminated piece of butcher paper • Read a description of a setting (rainforest) • Talk about the description asking questions about the description • Make a list with sketches of vocabulary • Make the setting as a collaborative endeavor • Once the setting is constructed, talk about the setting reinforcing vocabulary • Create a word bank about the setting

10. Scaffold the academic language

11. GLAD: Sentence Patterning Chart GLAD Storypath Step-by-Step • Choose a key plural noun from the unit (a noun that is capable of producing action is best) • Color code the headings (Adjectives-red, Nouns-black, Verbs-green, Adverbs-blue, Prepositional phrases-orange) • Create and label the grid in front of the students. I see _______________________ I hear ______________________ I touch _____________________ I smell _____________________ I feel _______________________ • Model poetry for students • Color code the words Brightly colored macaws Gurgling rushing water Velvety delicate orchids Damp rotting leaves Wonder in this vibrant forest

14. Purposeful Writing

15. Creating the Characters Students create characters for the story whose roles they will play during subsequent episodes. 

16. Job Opportunities in the Amazon Basin Rainforest A Wildlife Reserve is being established. The Reserve will serve three main purposes: Provide a healthy environment for plants and animals  Provide a place for scientists to study the plants and animals Provide a place for people to visit to learn more about the rainforest Become part of the team! Apply today!

17. Job Application • Character’s Name • Age • Place of birth • Choice of jobs • Educational experience • Life experiences • Interpersonal skills • Personality characteristics • Why qualified for job Assessment: The application is appropriate to the job. It is imaginative and believable. The figure of the character matches the application. Characteristics match job desired.

18. Jobs for the Wildlife Reserve Science Jobs • Arachnologist • Biologist • Botanist • Ecologist • Entomologist • Environmentalist • Medical researcher • Ornithologist • Veterinarian • Zoologist Other Jobs • Advertiser • Writer • Artist • Carpenter • Game warden • Manager • Photographer

19. The Rainforest Workers

20. Rehearse & Self Assess

21. Building Context Students are involved in activities that stimulate them to think more deeply about the people and place they have created. 

22. Creating the Reserve Understanding rainforest habitats Researching & learning about… • Plants • Animals • Ecosystems and much, much more…

23. Scaffold the Learning: Diorama What is the focus of the diorama? 2. In what area of the rain forest do you need to do your research? forest floor understory canopy emergents What does your plant/animal need to survive?   Who depends on your plant/animal?   5. What other features—plants and animals—do you need to include to create an authentic setting? Think about… Colors of plants and animals? Sizes? Shapes? Patterns? 6. Sketch out a plan.

24. Diorama

25. Scaffold the Learning: Report Science Report: Animal 1. Name of animal: 2. Where does the animal live in the rain forest? forest floor understory canopy emergent 3. Describe the animal. Include color(s), size (length/height and weight), and any other special information about the animal. 4. What is the animal’s life span? What is the animal’s diet? How does the animal protect itself? 5. Who are the animal’s predators? 6. Who depends on the animal for survival? 7. Create a diagram below showing at least three ways your animal depends on the ecosystem for survival.

26. GLAD: Co-op Strip Paragraphs Step-by-Step • Create a topic sentence based on the process grid. • Each team is responsible for formulating one supporting sentence. • Team works to formulate sentence. • After confirming the sentence has not already been used, the teacher either a) writes the sentence on a sentence strip for the group (group frame) or b) provides the team with a sentence strip to record their sentence (co-op paragraph). • Teams place their sentence strips in the pocket chart under the topic sentence. • With students watching, the teacher tears extra space off of the sentence strips and arranges the strips to look like a paragraph. • he class reads through the paragraph and the teacher solicits possible revisions (changing the order of the sentences, combining sentences, etc.). • The class reads through the paragraph and the teacher solicits ideas for editing (spelling, grammar, punctuation) • This can be used with emergent readers to create game to build reading skills. The final version is typed and used for reading material.

27. Critical Incidents Characters confront problems typical of those faced by people of that time and place. 

28. The Rainforest Episode 1: The Rainforest Episode 2: Workers Who Manage the Rainforest Reserve Episode 3: Creating the Reserve Episode 4: Lumber Company Wants to Purchase the Land Episode 5: Grand Opening of the Reserve

29. GLAD: T-Graph for Social Skills GLAD STORYPATH Step-by-Step • Focus on different social skill for each unit (respect, cooperation, responsibility) • Brainstorm the meaning of the word with children and record on the web • Brainstorm what behaviors you would see, and what specific words you would hear if a person were behaving in that way • Revisit the t-graph often with students to add behaviors that have been observed • Contextualized within the story • Role-play/rehearse real life • Learn about civic discourse • Connect to real world situations

30. Concluding Event Students plan and participate in an activity that brings closure to the story.  The Grand Opening of The Rainforest Reserve

31. STORYPATH: Key Attributes • Student engagement • Memorable through the lived experience • Student efficacy • Problem solving • Use of academic language in context

32. Meeting the needs of diverse learners Storypath… • provides rich exposure to English; • structures experiences so they are comprehensible to students; • provides scaffolding to support language acquisition; • provides opportunities for meaningful interaction; • “levels the playing field;” and • affirms learners’ contributions.

33. For more information… Margit McGuire mmcguire@seattleu.edu Author’s webpage: http://fac-staff.seattleu.edu/mmcguire/web/storypath.html GLAD SOURCE:G.L.A.D. Resource Book, pdf: Strategy descriptions are from the Pasco School District’s G.L.A.D. Website