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Differentiated Response to Literature

Differentiated Response to Literature. Marcie Griffith mgriffith@ggusd.us. Overview. Rationale Thinking Tools Understanding Response to Literature Character Analysis Change over time Impetus/origin for change. Rationale. Increasing emphasis on high-stakes assessments

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Differentiated Response to Literature

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  1. Differentiated Response to Literature Marcie Griffith mgriffith@ggusd.us

  2. Overview • Rationale • Thinking Tools • Understanding Response to Literature • Character Analysis • Change over time • Impetus/origin for change

  3. Rationale • Increasing emphasis on high-stakes assessments • Students need framework to develop higher-order thinking skills • Thinking tools help students to analyze literature in greater depth

  4. Kaplan’s Layered Curriculum Approach

  5. An Effective Response to Literature… • Tells more than the story by explaining why the author wrote the passage • Shows that the writer has thought about more than just the plot of the passage • Gives details that support the writer’s interpretation of the passage • Reports the details of the passage accurately and in a logical order

  6. Importance of Chunking Instruction

  7. Written Response to Literature Starts with Understanding the Story • Modeling throughout is essential! • Students must be taught explicitly • Decode prompt • What is being asked? • Discussion • Ideas flow from discussing from open-ended questions • Facilitates sophisticated thinking

  8. An Effective Prompt: • Open-ended • Requires greater depth in thinking • Helps student relate/make connections to text • Can be supported with evidence from text • Facilitates exploration and expression of alternative/multiple perspectives • Generates interest and leads to further unanswered questions/discussion

  9. Prompts for Formal Testing Four distinct types: Experiential Aesthetic Cognitive Interpretive

  10. Experiential Prompts Tap into prior knowledge/experience, text to life or text to text connections • How does (character) remind you of someone you know? • How does (character) remind you of some other character you have met in a book? • Although this story takes place a long time ago, why does it still seem so real as we read it today? • How can you relate this story to your own life?

  11. Aesthetic Prompts Promote emotional interactions with text • How does this story make you feel? • How would you feel if you were (character) in this situation? • How did you feel about what was happening to (character)? • What would you say to (character) to help ease his/her pain? • How did you react to (character’s) attempt to____?

  12. Cognitive Prompts Encourage problem solving, predictions, and making inferences about characters/plot development • What do you think will happen to (character)? • If you were (character) what would you do in this situation? • What advice would you give (character) at this point in the story? • Why do you think the author titled this story ___? • What did you think about the character’s plan to ____?

  13. Interpretive Prompts Big idea, message, moral/values, higher level reasoning • What meaning/message does the story have for you? • Why do you believe (character) did or did not make the right choice? • What do you think the following words mean? (quote text) • What kind of person do you think (character) is? How do you know?

  14. Character Analysis Using Change Over Time

  15. Character Traits: Personal Qualities That Help Define a Character Determined Greedy Perplexed Timid

  16. Words/Dialogue Thoughts/Beliefs Interactions Character Trait Actions/Behavior

  17. Words/Dialogue Thoughts/Beliefs Interactions Character Trait Humble Actions/Behavior

  18. Words/Dialogue Thoughts/Beliefs Interactions Actions/Behavior “Anyone could have done it.” “I’m no hero.” Character Trait Humble

  19. Words/Dialogue Thoughts/Beliefs Interactions Actions/Behavior “Anyone could have done it.” “I’m no hero.” Wouldn’t take sole credit for the success of his team. Character Trait Humble

  20. Words/Dialogue Thoughts/Beliefs Interactions Character Trait Actions/Behavior Eyes to the ground

  21. Words/Dialogue Thoughts/Beliefs Interactions Character Trait Actions/Behavior I’m afraid to meet new people. Eyes to the ground

  22. Words/Dialogue Thoughts/Beliefs Interactions Character Trait Actions/Behavior I’m afraid to meet new people. Speaks softly to the teacher Eyes to the ground

  23. Words/Dialogue Thoughts/Beliefs Interactions Character Trait Actions/Behavior I’m afraid to meet new people. Speaks softly to the teacher Shy Eyes to the ground

  24. 2nd Grade

  25. 2nd Grade

  26. Origin of the Change Students to identify the impetus for the change

  27. An Angel for Solomon Singer

  28. The origin started when Solomon Singer saw the sign of the cafe’ , because he always felt he was moving west. The café was called, Westway Café.

  29. Both Sides of the Fence by Teresa Bateman (7th Grade State Writing Test Prompt in 2006) “In Both Sides of the Fence, the character of Alberto changes dramatically. Use details from the narrative to explain what lesson Alberto learns and how he learns it.”

  30. Analysis of how Alberto changed throughout the story Alberto changed when he went to confront Juan about the apples. Juan explained that his wife had used the apples to make Alberto a cake and thanked Alberto for being so generous. Alberto realized he had been very wrong about Juan. Greedy & Insecure Ashamed Connection to self Author’s purpose

  31. Reading Responses THINKING about what you read The purpose of responding to what you read is to make connections with the text and yourself (your thoughts, beliefs, experiences, etc.). Build these sentence starters, or your own, into paragraphs. Explain your thinking. I wonder …(why…) (how…) I wonder what would happen if… What if… I thought… I wish… I felt… Maybe… I was reminded of… If I had been… I can’t believe… I really like… It bothered me when… I was surprised… I know the feeling… I was confused when… It was funny when… It was scary when… I learned… I love the way… I like the idea… My favorite part… The author… I began to think of… I really can’t understand… I never thought about… I think the author… I could picture_________, because….

  32. The author is telling us – “Don’t be greedy or else towards the end of your life, you’ll resent yourself”.

  33. Understanding Theme & Writing a Thesis Statement Theme Big Idea in the story Thesis Statement Summary of the argument/analysis that is to follow One to two sentences in length Organizes and develops argument

  34. Common Themes in Literature • Jealousy • Trust • Leadership • Values • Challenges • Loneliness • Diversity • Sacrifice • Forgiveness • Grief/ Loss • Love • Courage/ Bravery • Kindness • Honor • Perseverance • Compassion • Acceptance • Hope • Friendship • Loyalty • Good vs. Evil • Belonging • Commitment • Prejudice • Betrayal • Survival • Jealousy • Trust • Leadership • Values • Honesty • Challenges • Peace

  35. Sounder Themes HOPE Hope Growth/Change Courage Importance of family Loss

  36. Key Words to Starting a Thesis: Subordinating Conjunctions: Through Although While Because After Once Though Since

  37. Student Thesis Statement Examples While Tanya was thinking negative thoughts, with time her hasty conclusions showed her that something that seems boring or upsetting, may be really cool if you look at it with a different perspective. Through Tanya’s experience with the family reunion, the author shows how things aren’t always what they seem. Through Manuel’s embarrassment at the record getting stuck during the talent show, Gary Soto shows that you should not let distractions or disruptions keep you from reaching your goal.

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