Slide 1

Implementation of A &W into Curriculum Pass out Thesis Table to teachers. As you view & interact with each of the following 4 images, write specific observations, details or phrases about the picture in the Observations column. After viewing each picture, determine & write a thesis (theme or statement) for that picture in the Thesis column. 1

Slide 2

Thinking & Writing Critically Think about it: What is this image of? Describe the details. In the Observations column, write about the details of the picture. Think about it: What is this theme of this image and how do you know? In the Thesis column, write a thesis (theme or statement) for this picture. 2

Slide 3

Thinking & Writing Critically Think about it: What is this image of? Describe the details. In the Observations column, write about the details of the picture. Think about it: What is this theme of this image and how do you know? In the Thesis column, write a thesis (theme or statement) for this picture. 3

Slide 4

Thinking & Writing Critically Think about it: What is this image of? Describe the details. In the Observations column, write about the details of the picture. Think about it: What is this theme of this image and how do you know? In the Thesis column, write a thesis (theme or statement) for this picture. 4

Slide 5

Thinking & Writing Critically Think about it: What is this image of? Describe the details. In the Observations column, write about the details of the picture. Think about it: What is this theme of this image and how do you know? In the Thesis column, write a thesis (theme or statement) for this picture. 5

Slide 6

Observing & Thinking Critically Sometimes the answer to a question is camouflaged in the question or image. You MUST look very closely at EVERY detail!!! 6

Slide 7

Look Again Is there Something you Missed? 7 What details did you see at first glance? Are there details that you missed that you see on your second glance?

Slide 8

Pulling Critical Thoughts Together Pulling the 4 images/ themes together: Determine the Common Thesis for all 4 pictures. Write your Common Thesis at the bottom. Now read the text below Picture #1. Does your opinion of the theme change? Why? Why not? How close is your Common Thesis to this quote? 8

Slide 9

Now Read (& Annotate) the Following So... Catch what Im throwing! Dont let it fall. Its a Truffula Seed. Its the last one of all! Youre in charge of the last of the Truffula Seeds. And Truffula Trees are what everyone needs. Plant a new Truffula. Treat it with care. Give it clean water. And feed it fresh air. Grow a forest. Protect it from axes that hack. Then the Lorax and all of his friends may come back! 9

Slide 10

A & W Strategy Idea Using your Common Thesis from your Thesis Table wkst, details from the 4 images, evidence from the passage & previous knowledge or opinion, write a well-developed response to the following prompt: Describe the interactions between human populations, natural hazards, and the environment. AZ Standards Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments Common Core Literacy Standards CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. 10

Slide 11

Reflection on What we just Did What did the Thesis Table Picture activity ask you to do? In what ways did Thesis Table Picture activity & Lorax reading implement A & W strategies? How could you perform a critical thinking picture activity within your curriculum? How can other forms of information or media (beside formal text) be annotated &/or be used in writing assignments in your curriculum to encourage reading comprehension & critical thinking? 11

Slide 12

Why Should We Implement A & W Strategies? 12 College Readiness & Life- long Learning (Common Core Objectives) School-wide Literacy Goal AIMS Improvement & PARCC Preparedness A & W strategies implemented into daily curriculum How do we make these goals relevant to our students? -Think/Pair/Share

Slide 13

Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. (NGA & CCSSO, 2010) http://www.corestandards.org 13

Slide 14

the close reading model is a central guiding principle of the standards and as a result will be a central focus of the PARCC Assessment System. Close reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically. It emphasizes using texts of grade-level-appropriate complexity and focusing student reading on the particular words, phrases, sentences, and paragraphs of the author, encouraging students to read and re-read deliberately. 14 http://www.readinga-z.com/research/bringing-the-common-core-standards-to-life-in-the-classroom.pdf

Slide 15

Building Background Knowledge (Marzano) Domain 1: Classroom Strategies & Behaviors DQ2: Helping Students Interact with New Knowledge #6 Identifying Critical Information Domain 1: Classroom Strategies & Behaviors DQ3: Helping Students Practice & Deepen New Knowledge #19 Practicing Skills, Strategies, and Processes 15

Slide 16

Teacher Reflections 16

Slide 17

17

Slide 18

2012 L IVING TO S ERVE : E NVIRONMENTAL G RANT Thank you for helping our initiative in reducing our carbon footprint, our waste, and educating the community. Matt Lewis and Cathy Culver worked together on writing a grant to receive funds to purchase water bottle filler stations on campus. This was done in conjunction with our ASU GK12-Sustainability initiative that was started 2 years ago with the help of Donna Bond, Barbara Babb, Teryl Kilanowski, Jill Kenyon, and Katy Gazda. Now that we have purchased the filler stations, we need to begin the last phase of educating the students and staff.

Slide 19

2012 L IVING TO S ERVE : E NVIRONMENTAL G RANT In May, Matt Lewis will need to submit information on how Environmental awareness and education was implemented within our school that would reach our community through our purchase of the water bottle stations. We are asking a favor from you. 1. Since you need to submit a Data Wise lesson for annotation, we have created one that you may use. 2. If you want, please follow the instructions on the next slides to implement the lesson. 3. When you are done, submit copies with reflection to your department chair for your data wise implementation and one to Matt Lewis to include in his report for the grant. 4. We thank you for your help with implementing this wonderful program. 5. For your efforts, every teachers name who submitted lessons to Matt Lewis will be put into a drawing to receive a free water bottle designed by students at Chandler High School through the Environmental Club. Five teacher will be awarded a water bottle. You can choose one of three different designs if your name is drawn.

Slide 20

Reminder! Earth Day is coming up April 22 nd, 2013! This would be a great lesson to promote Earth Day!

Slide 21

Water Bottle Design Choice #1 You may purchase the bottles for $8.00 thru the Environme ntal Club. Please see Katy Gazda.

Slide 22

Water Bottle Design Choice #2 You may purchase the bottles for $8.00 thru the Environme ntal Club. Please see Katy Gazda.

Slide 23

Water Bottle Design Choice #3 You may purchase the bottles for $8.00 thru the Environme ntal Club. Please see Katy Gazda.

Slide 24

1. Discuss what students know about tap water versus bottled water. Ask, Why do you buy bottled water? 2. Show the 6 minute video clip. Have the students complete the Stop and Think worksheet. They are to write key ideas or phrases they find important and write one question about it at each stop. NO, you do not need to stop the video, it is for them to write an ah ha moment that made them stop and think as they watched the video. 3. Discuss what they learned. Revisit the question posed at the beginning of the lesson, Why do you buy bottled water? What can you do differently at home? 4. Introduce what they can do differently at school. Show the last slide with the image of the water bottle station in the back of the library. Inform the students that if they bring their own bottles they can refill them at the water station. The water they are getting is double filtered water. As they fill their water bottles, a digital counter to the right shows how many plastic bottles that the school has saved so far from using the filler stations.

Slide 25

1. Stop and Think Worksheet is attached in this e-mail.

Slide 26

Bottled Water.. Who Needs it? Click the big arrow to access the video!

Slide 27

Water Bottle Station in the Library Digital reader indicating how many bottles of water you have saved! Sensor that senses your bottle is under the tap and ready to dispense! 3 more stations will be installed on campus in due time. We will inform you where and when they are up once they are installed!