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Genre Journeys

Genre Journeys. Kaye Price-Hawkins, Consultant Priceless Literacy www.pricelessliteracy.homestead.com. Agenda:. Review of one strategy from Comprehension Connections Introduce Genre Connections Construct Organizational Folder Explore Poetry Follow the Tanny McGregor pathway

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Genre Journeys

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  1. Genre Journeys Kaye Price-Hawkins, Consultant Priceless Literacy www.pricelessliteracy.homestead.com

  2. Agenda: • Review of one strategy from Comprehension Connections • Introduce Genre Connections • Construct Organizational Folder • Explore Poetry • Follow the Tanny McGregor pathway • Note the topic introduced in the poetry • Blend genres for variety and a deeper understanding • Build a foundational knowledge of the kinds of questions asked on the 3rd grade STAAR • Share additional titles for the units as outlined in YAGs. • Reflect on the session using the Plus-Delta Chart and Parking Lot

  3. Session Objective: After referring to Comprehension Connections, participants will engage in and debrief strategies for implementation and instruction in poetry while integrating additional genres: fiction, drama, nonfiction and informational text.

  4. This is where we have been… Thinking Lesson * First Grade Back of folder…

  5. Class list: “We know we have many differences, so when you go to your groups, I want you to brainstorm all the ways you can think of that we are similar to Ahmed.”

  6. Genre Connections invites another layer of thinking… This is where we are going… Front of folder…

  7. STAAR FOLDER – 3rd Grade Questions • Types of questions: • Text evidence (lines, sentences, phrases) and purpose or meaning • Author’s Craft and Purpose • Vocabulary – (purpose and synonyms) • Inference • Visual Features (purpose, headings, bold font, • Photograph • Table • Diagram • Main message, theme, summary Inside folder -- left…

  8. Good instruction is the mingling of the WHY and the HOW… “In order to become competent, literate members of society, students must be able to navigate multiple genres. [They] need to learn about particular genres through implicit experience and explicit instruction.” --from Thinking Through Genre by Heather Latimer (2003) The “WHY”—

  9. THE “HOW”— Launching Sequence: Inside folder -- right…

  10. The Concrete Experience: “The more interesting, intense, and concrete the experiences accessed or built through frontloading, the better for the reader.” --Jeffrey Wilhelm

  11. The Sensory Exercise: • “There are many experiences and a multitude of occasions in which we need art forms to say what literal language cannot say.” --Elliot W. Eisner, Stanford University School of Education • “All information gets to the brain through our sensory channels—our tactile, gustatory, olfactory, visual, kinesthetic, and auditory senses. … Cognitive education should include the development of sensory acumen.” --Arthur L. Costa, California State University, Sacramento

  12. POETRY • One-Minute Schema Determiner” Our existing Our evolved POETRY schema POETRY schema BEFORE… AFTER…

  13. How is poetry like a ? • Facts – like nonfiction –telling about something or someone with my head… • Feelings, fearless risk-taking –telling about something or someone with my heart…

  14. Collection of random poems • Kindergarten students may need you to read the poems to them. However, someone in the Grades 1 and 2 groups will be able to read the poems. • Then complete this chart with the students: (Poetry Can…)

  15. Ella Fitzgerald (1917-1996) • The Queen of Scat • Scat is using your voice to sing with nonsense syllables or without words at all. • Scat is like poetry in that it gives a person a way to express herself without conventions getting in the way. • Ella’s voice is thought of as poetry in motion, with feeling taking over where convention leaves off. http://www.youtube.com/watch?v=PrVu9WKs498

  16. Robert Rauschenberg(1953-1964) Retroactive (1964) Coca Cola Plans (1958)

  17. Untitled: Man with White Shoes (1954) Robert Rauschenberg created this Combine with: oil, newspaper, photographs, postcard, fabric, printed reproductions, graphite on paper, stickers, found painting, mirror, shoes and socks on wood structure with stuffed Dominique hen

  18. Poetry selections

  19. Completed Poetry Schema Chart

  20. Please reflect on this session by posting on the Plus Delta chart and Parking Lot. What enhanced your learning? Did we accomplish our objective?

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