TCH 264: Museum Literacies

TCH 264: Museum Literacies

April 21, 2014

Today’s Class

• Share Writing Crawl Pieces• Examine Museum Literacies• Describe classroom applications • Writer’s Workshop- Writing from an Artifact• Connect Literacy to Writing in Social Studies

What did you notice?

In Groups of 3, describe the texts you saw in the museum– What messages were communicated– How was it communicated? (think modes)– What effect did the messages have on the

viewers and how was it created?

How might you use this in a classroom?

Writer’s Crawl

Share your writing piece

Read/Write like a(n)…

HistorianArchaeologist

GeographerPolitical Scientist

Economist

Before you can write like a historian, you have to think like one.

How would you do that?

What would it look like?

What is Historical Thinking?

Additional videos

To think like a historian, look for:• Evidence• Multiple accounts

– Author’s intention– Bias

• Primary source analysis– Sourcing

• Historical context– Context of the time period the artifact was produced

Connection- What does this have to do with Common Core English Language Arts and Critical Literacy? How about Close Reading?

Connecting to Common Core Integration of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Connecting to Common Core Presentation of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Research to Build and Present KnowledgeCCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and

digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Noticing and Naming

Examine the Text• What do you notice about…

– How information is presented (How did the historian structure his/her writing)

– Whose story is told and whose story is not told– What are the different modes used to tell the

story?– Other interesting observations

Enduring Understandings and Essential Questions

I am part of the human story, capable of viewing it from multiple perspectives, and able to use past lessons to shape the future.– How are we connected to the past? – Why do individuals hold different views of the past?– What artifacts can we use to tell us about the human

story? – Do individuals hold different views of the past?– How do analyzing individual stories reconstruct the past

and shape the future?

Writing from an ArtifactArtifacts are very important for historians and

researchers. Letters, diaries, journals, photographs, and everyday objects (Primary Sources!) don’t tell the whole story

Historians and Researchers use artifacts to make inferences about the events and people of the past.

Inferences

What the text tells you

What you know(Background Knowledge)

Information from other sources

Your Conclusion

Read-AloudMr. Lincoln’s Whiskers by Karen Winnick

What conclusions can we draw from this artifact?

http://americanhistory.si.edu/presidency/5a2d.html

Your Turn!

• Select an artifact• Examine it• Fill out the artifact sheet

What Comprehension Skills did you use?

• Inferencing• Predicting• Summarizing• Paraphrasing• Synthesizing• Evaluating/Judging• Compare/Contrast

Museum Possibilities• Me Museums• Collection Inspection• Museum of Family History/Biography• American History and related books• Writing like Historians- Examining Artifacts• Writing Historical Markers• Writing biographies of family members

You can do this writing in Social Studies but also use them as Reader Response to literature

Cruising to the End…

• Science Writing Minilesson• Authors’ Celebration

– Have your published piece ready to share– If possible, post it on the Wiki

• Integrated Units (Turn in by Saturday, May 3, 10 am) In Dropbox– Spread Sheet– Documents

• Beginning and Ending Activities page• 4 Lesson Plans