Transcript Active Learning Strategies Winston-Salem Forsyth County Schools

Active Learning
Strategies
Winston-Salem Forsyth County
Schools
How did we get here?
Active Learning
+ Unpacking Standards
= Today
Agenda
 Overview
 Author’s Craft
 Activators
 Acquisition
 Summarizers
 Literary Analysis
 Activators
 Acquisition
 Summarizers
 Vocabulary
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Activators
Acquisition
Summarizers
Review
 Close
Active Learning
What it IS
 Student-centered
 Student choice or
influence
 Students must analyze,
evaluate, and/or create
 Teacher as facilitator
 Rubrics used for
formative and
summative assessment
What it is NOT
 Teacher-centered
 Teacher mandated or
directed
 Low-level
regurgitation of facts
 Sage on stage
 Multiple-choice, fillin-the blank
assessment
Author’s Craft
 Diction: the word choice or vocabulary
selected by an author
 Literary Devices: the figurative
language used by an author
 Syntax: the grammatical structure used
by an author
 Voice: the unique cadence or quality of
an author’s writing
Author’s Craft: Activators
 Use a Quote
 Listen to or read the passage.
 What literary devices do you hear used by
the author?
 How do these tools of author’s craft help
establish the author’s overall voice?
 How does the author use literary devices to
impact your understanding?
Excerpt from Harper Lee’s
To Kill a Mockingbird
Maycomb was an old town, but it was a tired old town when I first knew
it. In rainy weather the streets turned to red slop; grass grew on the
sidewalks, the courthouse sagged in the square. Somehow, it was hotter
then: a black dog suffered on a summer’s day; bony mules hitched to
Hoover carts flicked flies in the sweltering shade of the live oaks on the
square. Men’s stiff collars wilted by nine in the morning. Ladies bathed
before noon, after their three-o’clock naps, and by nightfall were like soft
teacakes with frostings of sweat and sweet talcum.
People moved slowly then. They ambled across the square, shuffled in
and out of the stores around it, took their time about everything. A day
was twenty-four hours long but seemed longer. There was no hurry, for
there was nowhere to go, nothing to buy and no money to buy it with,
nothing to see outside the boundaries of Maycomb County. But it was a
time of vague optimism for some of the people: Maycomb County had
recently been told that it had nothing to fear but fear itself.
Author’s Craft: Activators
 Use a Quote
 How does an author use ___ (diction, literary
device example, syntax example) to impact
my understanding?
 Provide a quote or short passage.
 Ask students to reflect on the author’s usage
of specific aspect of author’s craft in writing.
 Ask students to share their responses.
Author’s Craft: Activators
 Say it Loud
 How does an author exhibit a unique voice?
 Have students read a quote or passage
using different inflection out loud.
 Discuss the connotation of the variations.
Author’s Craft: Acquisition
 Color Coding/Symbols
 How does an author use ___ to impact my
understanding?
 Assign a color or symbol to applicable
aspects of author’s craft.
 Require students to annotate text
accordingly.
 Use annotations as foundation for
discussion or other assignment.
Author’s Craft: Acquisition
 Color Coding Example
 Read the sample text.
 Use the following symbols to annotate author’s
craft:
 Circle = confusing or unfamiliar diction/word choice
 Underline = figurative language (simile,
personification, etc.)
 Star/* = syntax, unconventional use of grammar or
language
Excerpt from Harper Lee’s
To Kill a Mockingbird
Suddenly I noticed that the men were backing away from Miss Maudie’s house, moving
down the street toward us. They were no longer carrying furniture. The fire was well into
the second floor and had eaten its way to the roof: window frames were black against a
vivid orange center.
“Jem, it looks like a pumpkin—“
“Scout, look!”
Smoke was rolling off our house and Miss Rachel’s house like fog off a riverbank, and
men were pulling hoses toward them. Behind us, the fire truck from Abbottsville screamed
around the curve and stopped in front of our house.
“That book…” I said.
“What?” said Jem.
“That Tom Swift book, it ain’t mine, it’s Dill’s…”
“Don’t worry, Scout, it ain’t time to worry yet,” said Jem. He pointed. “Looka yonder.”
In a group of neighbors, Atticus was standing with his hands in his overcoat pockets. He
might have been watching a football game. Miss Maudie was beside him….
Miss Maudie’s tin roof quelled the flames. Roaring, the house collapsed; fire gushed
everywhere, followed by a flurry of blankets from men on top of the adjacent houses,
beating out sparks and burning chunks of wood.
Author’s Craft: Acquisition
 Portfolio
 How does an author exhibit a unique voice?
 Option #1: Students collect several works by
the same author.
 Option #2: Students create works using
aspects of craft to mirror an author.
 Students explain the craft characteristics
unique to each piece.
Author’s Craft: Acquisition
 Character Interview: Interview Exclusive!
 How does an author use craft to develop a unique
style?
 Determine which aspects of author’s craft will serve as
the focus of the assignment.
 Ask students to track an author’s use of those aspects
as they pertain to a specific character.
 Students script an interview with a character using
examples of the aspect of author’s craft.
 Students perform the interview before an audience.
Author’s Craft: Acquisition
 Poster: Boost those Sales!
 How does an author use craft to develop a
unique style?
 Students collect examples of different
aspects of author’s craft.
 Students display examples graphically using
a poster application.
 Students share/present their products and
explain impact of examples.
Author’s Craft: Summarizers
 Give one, Get one
 How does an author use ___ to impact my
understanding?
 Students record an example of an author’s use of
craft on one side of a piece of paper.
 Students share their example with a partner.
 The partner shares their example.
 The student records the second example on the
other side of the paper.
 Students submit both examples as they exit class.
Author’s Craft: Summarizers
 In my own Words
 How does an author use ___ to impact my
understanding?
 Students identify the aspect of a quote or
passage that makes it unique to the author.
 Students then re-write the quote or passage
making it their own.
Author’s Craft: Other Ideas?
 Think-Pair-Share
 Think: Ponder for a moment other ways to
provide direct instruction for author’s craft.
 Pair: Share your thoughts with a person near
you. Record what ideas your partner has to
offer.
 Share: Turn to another pair and continue to
gain ideas about teaching author’s craft.
Literary Analysis
Reader
Text
Literary
Element
Literary Analysis
 Personal Connection: the reader
relates to the literary elements/text
 Thematic Relationship: literary
elements/text connect to a theme or
general concept
 Contextual Interpretation: passage is
analyzed in relation to the whole text
Literary Analysis: Activators
 In my Opinion
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How do I personally connect to the text?
Read the passage provided.
Respond to the prompt.
Share your response with a partner.
Excerpt from Harper Lee’s
To Kill a Mockingbird
I wanted you to see what real courage is,
instead of getting the idea that courage is
a man with a gun in his hand. It’s when
you know you’re licked before you begin
but you begin anyway and you see it
through no matter what. You rarely win,
but sometimes you do.
Literary Analysis: Activators
 In my Opinion
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How do I personally connect to the text?
Provide a specific passage of text.
Ask students to react or connect in writing.
Alternatively, provide a context in which
students can respond.
 Ask students to share their thoughts.
Literary Analysis: Activators
 Connect the Dots
 How do literary elements/text connect to the
theme?
 Provide a specific passage of text.
 Identify a theme or ask students to identify a
theme.
 Ask students to connect the passage and
the theme in writing.
 Ask students to share their thoughts.
Literary Analysis: Activators
 What’s it all About?
 How does quote/passage connect to the
work as a whole?
 Provide a specific passage of text.
 Ask students to explain in writing the
significance of the passage in relation to the
text as whole.
 Ask students to share their thoughts.
Literary Analysis:
Acquisition
 Collage: Movie Trailer Pitch
 How do I personally connect to the text?
 How do literary elements/text connect to the
theme?
 How does a quote/passage connect to the
work as whole?
 Students combine text and graphics to
demonstrate connections in collage form.
Literary Analysis:
Acquisition
 Socratic Seminar
 How do I personally connect to the text?
 How do literary elements/text connect to the
theme?
 How does a quote/passage connect to the
work as whole?
 Students write questions to begin Socratic
discussion.
 Conduct Socratic seminar.
Literary Analysis:
Acquisition
 Blog (www.blogspot.com)
 How do I personally connect to the text?
 How do literary elements/text connect to the
theme?
 How does a quote/passage connect to the
work as whole?
 Pose an initial prompt on a class blog.
 Allow students to respond to the blog and to
one another.
Literary Analysis:
Acquisition
 Social Network Page
 How do I personally connect to the text?
 How do literary elements/text connect to the
theme?
 How does a quote/passage connect to the
work as whole?
 Students design a Facebook-type page to
conduct literary analysis of a specific
character.
Literary Analysis:
Acquisition
 Scrapbook: Keeper of the Memories
 How do I personally connect to the text?
 How do literary elements/text connect to the
theme?
 How does a quote/passage connect to the
work as whole?
 Students develop multi-media scrapbook to
explore various aspects of literary analysis.
Literary Analysis:
Summarizers
 3-2-1
 How do I personally connect to the text?
 How do literary elements/text connect to the theme?
 How does a quote/passage connect to the work as
whole?
 Students respond to various categories of information:
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Example(s)
Remaining question(s)
Summary sentence(s)
Personal connection(s)
Visual representation(s)
Literary Analysis:
Summarizers
 On the Fly
 How do I personally connect to the text?
 How do literary elements/text connect to the theme?
 How does a quote/passage connect to the work as
whole?
 Students respond to essential question in writing as
though they were running into a student “on the fly”
in the hallway and answer the question “What did
you learn in class today?”
 Ask students to share their responses.
Literary Analysis:
Summarizers
 Save the Last Word
 How do I personally connect to the text?
 How do literary elements/text connect to the theme?
 How does a quote/passage connect to the work as
whole?
 Students select a quote from the text and respond to it in
writing.
 Student A shares his/her quote with Student B.
 Student B responds to the quote, and Student A records
the insights.
 Student A then shares his/her insights (saving the last
word to be his/hers).
Literary Analysis:
Other Ideas?
 T-Chart
 On the left side of the chart, record
additional ideas for direct instruction of
literary analysis.
 On the right side of the chart, record your
partner’s ideas.
 In the summary box, record your favorite
new idea for teaching literary analysis.
Vocabulary
 Introduction: students hear/see words
for first time
 Acquisition: students interact with words
to gain initial understanding
 Ownership: students learn to use words
 Transference: students adopt words for
daily usage
Vocabulary: Activators
 Word Splash
 How do I determine the meanings of
unfamiliar words?
 Students brainstorm other words associated
with the new term.
 Ask students to categorize and organize the
brainstorm terms, if possible.
Vocabulary: Activators
 Guess the Meaning
 How do I determine the meanings of
unfamiliar words?
 Ask students to complete the “Guess”
column prior to reading.
 Students complete other columns during and
after reading.
Vocabulary: Activators
 Visual Representation
 How do I determine the meanings of
unfamiliar words?
 Present students with a visual
representation of the words to provide a
context for their meaning.
 Pictures
 Video
 Comic strip with cloze passage
Vocabulary: Activators
 Visual Representation
 How do I determine the meanings of
unfamiliar words?
 View the cartoon strip booklet.
 Complete the story using the words
provided.
 Use context clues to help you decide which
words to choose.
The Singing Snitch
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Acquire: to get or obtain
Croon: to sing sweetly
Eccentricity: oddity or unusual quality
Notoriety: unwanted fame
Persecution: the act of driving away
Purloin: steal
Recluse: a person who lives separate from
others
 Remorse: feel badly
 Savor: enjoy deeply
The Singing Snitch
Once upon a time there was a _______ named Frank. Frank lived
alone because he was afraid of _______ . You see, Frank couldn’t
talk; he could only sing. Frank’s _______ meant he didn’t have
many friends.
One day, while looking out the window, Frank saw someone
_______ a television from his neighbor’s house. They _______
several other items as well.
Frank did not _______ the idea of calling the police, but he knew
his duty. So, he picked up the phone and _______ his story to the
dispatcher.
The operator had no _______ for telling a reporter about what she
had heard. Thus, Frank was forced to deal with the unwelcome
_______ of being known as “The Singing Snitch.”
The Singing Snitch
Once upon a time there was a recluse named Frank. Frank lived
alone because he was afraid of persecution. You see, Frank
couldn’t talk; he could only sing. Frank’s eccentricity meant he
didn’t have many friends.
One day, while looking out the window, Frank saw someone
purloin a television from his neighbor’s house. They acquired
several other items as well.
Frank did not savor the idea of calling the police, but he knew his
duty. So, he picked up the phone and crooned his story to the
dispatcher.
The operator had no remorse for telling a reporter about what she
had heard. Thus, Frank was forced to deal with the unwelcome
notoriety of being known as “The Singing Snitch.”
Vocabulary: Acquisition
 Photostory
 How do I learn and practice the meanings of
new words?
 Students use Photostory to develop visual
representations and audio storybooks using
new vocabulary words.
 Students present Photostory products to an
audience.
Vocabulary: Acquisition
 Comic Strip
 How do I learn and practice the meanings of
new words?
 Students use online application or
paper/markers to develop a comic strip
applying new vocabulary words.
 Students share comic strip with an audience.
Vocabulary: Acquisition
 Foldables
 How do I learn and practice the meanings of
new words?
 Students create foldables to record and
rehearse words:
 Peek-a-boo
 Mini-book
 Frayer model
Vocabulary: Acquisition
 Multiple Intelligences (drama, music)
 How do I learn and practice the meanings of
new words?
 Provide opportunities for students to use
music and drama to explore new words
 Sing a Song
 Bring it to Life
Vocabulary: Acquisition
Word
Definition
aprosexia
abnormal inability to pay attention
callipygian
having a well-developed bottom
flagicious
criminal, villainous
formication
hallucination/feeling that bugs/insects are crawling all over you
gallowglass
employee hired to do boss’ dirty work
kerfuffle
commotion or fuss
oojah
thing without a name, whatchamacallit
panjandrum
mock title for person who claims great authority
pulchritudinous
beautiful
snollygoster
shrewd, unprincipled person, especially a politician
Vocabulary: Summarizers
 Vocabulary Cards
 How do I demonstrate understanding of new
words?
 Teacher assigns word to student.
 Student draws vocabulary card from “bowl.”
 Student completes task on card to
demonstrate knowledge.
Vocabulary: Summarizers
 Visual Synectics
 How do I demonstrate understanding of new words?
 Prepare a set of picture cards: photographs of
everyday objects cut from magazines and catalogs
glued to index cards (laminated would be good).
 Distribute cards to groups.
 On the board, write the following prompt: “A _____
(word wall word) is like this picture because…”
 Allow students time to complete the prompt.
 Have students share their responses.
Vocabulary: Summarizers
Vocabulary: Review
 Lingo
 How do I review words prior to assessment?
 Provide photocopied sheets of 9 or 25 blocks and
objects to cover words.
 Instruct students to write the words on their lingo
sheet in random order.
 Call vocabulary definitions for students to cover (like
bingo).
 Have student who completes a row first use words
in a sentence to win.
Vocabulary: Review
 Missing Persons
 How do I review words prior to assessment?
 Make two sets of index cards: one set with
the words and one set with the definitions.
 Distribute one card to each student.
 Students must locate the missing pair to
their card.
 Once students find their match, they must
collaborate to write a sentence on the board.
Vocabulary: Other Ideas?
 Partner Web
 Use the web to ponder more ideas about
direct instruction for vocabulary
 Use a different shape to add ideas provided
by your partner
 Place a star next to your favorite idea or two
that you might want to try
Active Learning
 Student-centered
 Student choice or influence
 Students must analyze, evaluate, and/or
create
 Teacher as facilitator
 Rubrics used for formative and
summative assessment
Congratulations,
Lora Green, on your
We will miss you!
Active Learning
 Give One, Get One
 On a ½ sheet of paper, record one activity you
will try in the fall. Put your name on your paper.
 Share the activity, in context, with a partner.
 Record your partner’s activity on the back of
your paper. Record your partner’s name.
 Submit your Ticket-out-the-Door as you leave.
 HAVE A GREAT SUMMER!
Contact Information
 Alexandra Hoskins, Secondary ELA Program
Manager
 [email protected]
 Cabot Carney, High School Literacy Facilitator
 [email protected]
 Lora Green, Middle School Literacy Facilitator
 [email protected]
 Leah Gardner, Literacy in the Content Areas
 [email protected]