Judy Peterson Rebecca Stuart Superior High School Superior,
WI
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http://wiki.ties.k12.mn.us/ http://wiki.ties.k12.mn.us/ Pre
Conference Workshops Merging Initiatives: Common Core, Content Area
Writing and Technology
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How do we work smarter? How do we strengthen the connections
between the Common Core State Standards and student learning in our
content area, with special attention to visual images, digital
media, and use of technology? How can we increase the amount of and
use of writing to learn across the content areas in order to
improve student learning and increase content area knowledge?
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Reflect and Write: What do you want to take away from the next
three hours? Post your response on wallwisher:
http://wallwisher.com/wall/grcimp4prh
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Teachers who provide explicit instruction and opportunities to
practice content-specific reading and writing tasks help students
become independent learners. Irvin, J.l., Meltzer, J. & Dukes,
M. (2007). Taking action on adolescent literacy: An implementation
guide for school leaders (pp. 51-74). Alexandria, VA: ASCD
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Writing Next by Steve Graham and Delores Perin (2007) pinpoints
a number of powerful teaching approaches that make a difference,
including Instructing students on planning, revising and editing
comprehension Engaging students in prewriting activities Conducting
inquiry activities that lead to writing Having students write
collaboratively Having students read models for writing Using
writing for learning content.
American Literature Grade 11 Poetry Analysis lesson
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Key Learning: Poets use literary devices in an intentional way
to convey meaning. Learning Objective: Understand how tone,
diction, and syntax are used in these poems.
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Tone: Attitudes toward the subject and audience implied in a
literary work. Tone may be formal, informal, intimate, solemn,
somber, playful, serious, ironic, guilty, condescending, or many
other possible attitudes. Tone and mood are not interchangeable.
The tone of a story is often defined as what the author is feeling
towards the subject, rather than what the reader feels. What the
reader feels is defined as the mood. Diction: word choice that both
conveys and emphasizes the meaning or theme of a poem through
distinctions in sound, look, rhythm, syllable, letters, and
definition Syntax: Syntax refers to word order and sentence
structure. In poetry, word order may be shifted around to meet
emphasis, to heighten the connection between two words, or to pick
up on specific implications. The order of the poems words, or
syntax, conveys an emotional, psychological and spiritual
impact
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Hope is the thing with feathers That perches in the soul, And
sings the tune without the words, And never stops at all, And
sweetest in the gale is heard; And sore must be the storm That
could abash the little bird That kept so many warm. Ive heard it in
the chilliest land, And on the strangest sea; Yet, never, in
extremity, It asked a crumb of me. -Emily Dickinson
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How does the purposeful use of diction impact the writers tone
in the poem?
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Emily Dickinson uses strong verbs and contrasting images to
create a tone of optimism and resiliency in her poem. Dickinson
uses verbs such as perches which conveys an image of firmly
gripping a branch and sings a tune despite countless obstacles, and
never stops at all despite being abashed to help the reader feel
this tone of perseverance. No matter what is coming at this little
bird, personified as hope, it is going to remain strong. The
diction also includes many contrasting images. Shortly after
mentioning singing, it will be without the words; sweetness is
contrasted with the gale-forced wind and a storm. A little bird
contrasted with abash and shortly after warm, the chilliest land is
mentioned. Dickinsons word choice, or diction, greatly influences
the feeling, or tone, that the reader gets by experiencing the
poem.
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Emily Dickinson uses strong verbs and contrasting images to
create a tone of optimism and resiliency in her poem. Dickinson
uses verbs such as perches which conveys an image of firmly
gripping a branch and sings a tune despite countless obstacles, and
never stops at all despite being abashed to help the reader feel
this tone of perseverance. No matter what is coming at this little
bird, personified as hope, it is going to remain strong. The
diction also includes many contrasting images. Shortly after
mentioning singing, it will be without the words; sweetness is
contrasted with the gale-forced wind and a storm. A little bird
contrasted with abash and shortly after warm, the chilliest land is
mentioned. Dickinsons word choice, or diction, greatly influences
the feeling, or tone, that the reader gets by experiencing the
poem.
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A Homely Winter Idyl by Carl Sandburg Great, long, lean clouds
in sullen host Along the skyline passed today; While overhead Ive
only seen A leaden sky the whole day long. My heart would gloomily
have mused Had I not seen those queer, old crows Stop short in
their mad frolicking And pose for me in long, black rows.
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What is the overall tone of this poem? What word choice
(diction) lead you to this conclusion? Tone=Authors implied
attitude toward the subject Collaborate with a partner to create a
response.
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How did these authors use language in an intentional way to
convey meaning? Pair with a partner to discuss your response.
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English 10 teacher was asked the question, How long does this
paper have to be? 1 paragraph response (full and appropriate) 3
paragraph response (full and appropriate)
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The First Paragraph
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The Second Paragraph
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Rational equations podcast Example of student metacognitive
thinking
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a lesson idea you have something you learned a question you had
something you want to follow up on this means...
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Think about the learners in your classroom. Under what
circumstances would students thrive in your classroom environment
if the lessons looked like this?
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Declarative Knowledge- what it is and what purpose it serves
Procedural Knowledge and skill- how it works Conditional Knowledge-
when to use it and what might affect its use (under what
circumstances)
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Work with a partner. Divide these questions into the three
types. (Declarative, Procedural, Conditional) How do you document a
direct quote into the MLA style? When would you use a fraction
instead of a decimal? What do you know about the religions of
Islam? Define chronology. How can valve overlap be used to time an
engine? Explain the importance of dynamics in band music. What
should a balanced meal include? Compare and contrast life before
and after the Great Depression Why is stretching before exercise
important?
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Reading Writing Speaking Listening (refer to the Wiki or visit
www.corestandards.org) What did students have to do to complete
this lesson?
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ISTE standards 21 st century skills
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Power Point OneNote ScreenR Document Camera Smart Phones/Video
cameras Movie Maker
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Using a number of recording devices, students can meet Speaking
and Listening standards to record metacognition.
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Create a question to ask your students. Create a comparable
teacher prompt Define the attributes of a full and appropriate
response. Write your response as well as your thinking. Record your
podcast! Be prepared for the feedback cycle to start at 10:45!
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Share your teacher prompt, full and appropriate response, and
think aloud with your partner. Share your comparable student
prompt. How will you have students record their thinking? Where
will you put it? (website, email, etc.) Reciprocate!
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How does merging literacy and technology help students become
more critical thinkers and have a deeper understanding of their
content area?
