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Skill building across contents at arcadia

Skill building across contents at arcadia. Literacy in action at arcadia. Essential Question. What skills do you use in your classroom to develop critical thinking, and promote asking and answering questions?. ARCADIA SHARES. Presentation of Odell materials in action.

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Skill building across contents at arcadia

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  1. Skill building across contents at arcadia Literacy in action at arcadia

  2. Essential Question • What skills do you use in your classroom to develop critical thinking, and promote asking and answering questions?

  3. ARCADIA SHARES • Presentation of Odell materials in action. • Opportunities to share strategies at your tables. • Sharing across curricular subjects. • Objective: To develop collegiality through discussion and to develop an awareness of skills used in classrooms to develop critical thinking and questioning techniques.

  4. agenda • Literacy in action – Abby Armontrout • Overview of lesson – How Odell works in the classroom • Introduce the story and TDQs – Discuss • Share rereading activities – Discuss • Continue rereading and EBC activities – Discuss

  5. Using Critical thinking with literature – 9th grade english On the Bridge by chrisCrutcher

  6. The Story • The story centers around two teenagers, Seth and Adam. Seth , an insecure and weak young man becomes friends with Adam, a tough and seemingly confident young man. Seth uses Adam as a role model until he starts realizing many of Adam’s flaws. By the end of the story, Seth realizes he needs to make his own decisions and not remain a follower thereby becoming more confidence in himself. Adam is revealed as a fake person who does not have the confidence to stand up for his beliefs as one would expect. • Themes: People aren’t always what they seem. • Don’t judge a book by its cover. • People should be confident in themselves.

  7. Rereading using text dependent questions • Utilize text-based questions to have students reread the story for key details that will help students with the end product for the story as well as for developing a solid understanding of the story,.

  8. “On the Bridge”– Text-Dependent Questions for SECTION 1

  9. discussion Share strategies you use in the classroom to focus reading strategies and have students reread for a deeper understanding.

  10. Rereading focus: Divide and conquer • Focus: Character Development • Divide class into 8 groups. 4 groups will focus on Seth. 4 groups will focus on Adam. • Divide the story into 4 sections. • Each group will focus on the character assigned in only the section assigned. • Groups will reread to find traits, images/imagery, and textual evidence that helps the reader understand the character’s actions and behaviors. • Groups will make posters. • Posters will be hung in room on opposing walls. One for each character and placed in order of the story. • Students will complete a gallery walk to record the changes in each character conquering the task of finding textual details to support the character development of both boys.

  11. Note Catcher designed to catch all 8 posters

  12. discussion Share strategies you use in the classroom to focus reading strategies and have students reread for textual evidence

  13. Beginning the final task • Evidence Based Claims – Using evidence from the passage to create a claim about a topic that can be supported with textual evidence and completes a given task. • Graphic organizers that support the work of developing an EBC and then collecting the textual evidence to support the EBC.

  14. Final task • Your Task: Write and explain a global multi-part claim about how Todd Strasser uses characterization to develop a “general and pervasive” meaning in “On the Bridge” (Brooks and Warren). • Scaffolding the process. See assignment.

  15. Graphic organizers • Forming EBC Graphic organizer : Parts 1, 2, and 3. • Insert graph here.

  16. Organizing EBCs and textual evidence • Insert organizing EBC Claim and Points graphic organizer.

  17. discussion Share strategies you use in the classroom to scaffold skills and tasks that depend on textual evidence

  18. Next Steps • ESSENTIAL QUESTION: What skills do you use in your classroom to develop critical thinking and promote asking questions? • LOOKING AHEAD: April 8th . Sharing and discussions at grade levels and in subject areas. We will participate in 2 sharing sessions. One for grade level and one for department discussions. • BRING: A lesson, activity, project, writing assignment, project, or any other materials you would like to share with other teachers who teach your grade level and your subject area.

  19. The end

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