Transcript Differentiated Response to Literature
Differentiated Response to Literature
Marcie Griffith [email protected]
Overview
• Rationale • Thinking Tools • Understanding Response to Literature • Character Analysis – Change over time – Impetus/origin for change
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
Kaplan’s Layered Curriculum Approach
Dimensions of Depth & Complexity
Language of the Discipline: Indicates identification and usage of appropriate language relative to the discipline.
Details: Indicates elaboration and description of an idea or event.
Patterns: Indicates recurring elements or repeated factors of an idea or event, as well as the order of events. Identify & predict.
Trends: Indicates identification of changes throughout a period as well as the factors, influences & forces. Note causality & predict.
Unanswered Questions: Indicates unclear ideas & information as well as what is unknown, unexplored, unproved. Identify & guess.
Rules: Indicates organizational elements relevant to curriculum. Note order, determine relevance, organize, & identify learnings.
Ethics: Indicates possible rights & wrongs of an event, idea, or issue. Reflection on bias, prejudice, discrimination. Draw conclusions, argue, and prove with evidence. Big Idea: Indicates a generalization, principle, or theory about the curriculum being studied. Identify theory, state principle.
Over Time: Indicates a change over time where changes are identified and causality examined. Predict, order, & sequence.
Points of View: Indicates multiple perspectives. Examine ideas and events from different perspectives. Think like a . . . Interdisciplinary Connections: Indicates a connection between the curriculum under study and other. Associate, integrate, & link.
CONTENT IMPERATIVE
ORIGIN CONTRIBUTION
ICON DEFINITION T HE BEGINNING , ROOT , OR SOURCE OF AN IDEA OR EVENT T HE SIGNIFICANT PART OR RESULT OF AN IDEA OR EVENT
CONVERGENCE PARALLEL PARADOX
T HE COMING TOGETHER OR MEETING POINT OF EVENTS OR IDEAS I DEAS OR EVENTS THAT ARE SIMILAR AND CAN BE COMPARED TO ONE ANOTHER T HE CONTRADICTORY ELEMENTS IN AN EVENT OR IDEA
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
Importance of Chunking Instruction
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
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
Prompts for Formal Testing Four distinct types:
•
Experiential
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Aesthetic
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Cognitive
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Interpretive
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?
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____?
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 ____?
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?
Backward Planning Template
Story Title/ Author: Type of Prompt: Response Prompt: Discussion Questions: 1. 2. 3. Cognitive Activities to Support Understanding Thinking Tools/Graphic Organizers/Thinking Maps Scaffolds to Support Written Response Model writing, Essay structure, Sentence starters
Backward Planning Template
Story Title/ Author: Giving Tree Type of Prompt: Interpretive Prompt Response Prompt: In the Giving Tree, the Tree is very generous to the boy. Explain why you think The Tree did, or did not do the right thing? Discussion Questions: 1. Why do you think the Tree was so generous with the boy?
2. Is it always right to be overly generous? 3. What were the consequences of the Tree giving the boy everything he wanted? Cognitive Activities to Support Understanding: Thinking Tools Thinking Maps- multi-flow map Scaffolds to Support Written Response: Model writing, Essay structure, Sentence starters
Character Analysis Using Change Over Time
Character Traits: Personal Qualities That Help Define a Character
Determined Greedy Perplexed Timid
Words/Dialogue Interactions Character Trait Thoughts/Beliefs Actions/Behavior
Words/Dialogue Interactions Character Trait Humble
Actions/Behavior
Thoughts/Beliefs
Interactions Words/Dialogue
“Anyone could have done it.” “I’m no hero.”
Character Trait Humble Actions/Behavior Thoughts/Beliefs
Words/Dialogue
“Anyone could have done it.” “I’m no hero.”
Interactions
Wouldn’t take sole credit for the success of his team.
Character Trait Humble Actions/Behavior Thoughts/Beliefs
Words/Dialogue Interactions Character Trait Thoughts/Beliefs Actions/Behavior
Eyes to the ground
Words/Dialogue Interactions Character Trait Thoughts/Beliefs
I’m afraid to meet new people.
Actions/Behavior
Eyes to the ground
Words/Dialogue Interactions
Speaks softly to the teacher
Character Trait Thoughts/Beliefs
I’m afraid to meet new people.
Actions/Behavior
Eyes to the ground
Words/Dialogue Interactions
Speaks softly to the teacher
Character Trait
Shy
Thoughts/Beliefs
I’m afraid to meet new people.
Actions/Behavior
Eyes to the ground
2
nd
Grade
2
nd
Grade
Origin of the Change
Students to identify the impetus for the change
An Angel for Solomon Singer
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.
Both Sides of the Fence
by Teresa Bateman
(7 th 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.”
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
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….
The author is telling us – “Don’t be greedy or else towards the end of your life, you’ll resent yourself”.
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
Common Themes in Literature
• • • • • • • • • • • 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 • • • • • • • • • • • Jealousy Trust Leadership Values Challenges Loneliness Diversity Sacrifice Forgiveness Grief/ Loss Love
Sounder Themes
• Hope • Growth/Change • Courage • Importance of family • Loss
HOPE
Key Words to Starting a Thesis: Subordinating Conjunctions:
Through While After Though Although Because Once Since
Student Thesis Statement Examples
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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.
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Through Tanya’s experience with the family reunion, the author shows how things aren’t always what they seem.
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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.