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Reading, Writing, Speaking and Listening in the Arts
Close Reading in Musical Theatre
Workshop Goals
• Understand the increased text complexity demands of the CCSS and the value of teaching students to read closely in ELA and the arts
• Make connections between the CCSS, VAPA standards, and close reading
• Experience a close read• Practice the steps for planning a close read
Today we will…
CCSESA Arts Initiative’s Vision
“Visual and performing arts are an integral part of a comprehensive curriculum and essential for learning in the 21st century.”
CCSESA (2014)Integrating Arts Learning with the
Common Core State Standards
CCSESA Arts Initiative
1. Enriched and affirming learning environments2. Empowering pedagogy3. Challenging and relevant curriculum4. High-quality instructional resources5. Valid and comprehensive assessment
(continues)
Eight Principles
CCSESA Arts Initiative
6. High-quality professional preparation and support
7. Powerful family and community engagement8. Advocacy-oriented administrative and
leadership systemsCCSESA (2014)
Integrating Arts Learning with the Common Core State Standards
Eight Principles (continued)
Warm Up
• What do the following books have in common?- Oliver Twist
by C. Dickens- Little House on the Prairie
by L. Ingalls Wilder- The Adventures of Huckleberry Finn
by M. Twain• Record your thoughts and be
prepared to share.
Surprise!
640 LLexile Measure
760 LLexile Measure
680 LLexile Measure
Retrieved from http://www.lexile.com/analyzer/
College and Career Readiness
Read and comprehend complex literary and informational texts independently and proficiently.
CCR Reading Anchor Standard 10
Three-Part Model for Measuring Text Complexity
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ed. Levels of meaning,
structure, language conventionality and clarity, and knowledge demands
Readability measures and other scores of text complexity
Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by
the task assigned and the questions posed)
Upward Shift in Lexile Ranges
Fisher (2014)
What Makes Text Complex?
• Levels of Meaning or Purpose • Structure• Language Conventionality and Clarity• Knowledge Demands
Qualitative Dimensions
CCSS Appendix A: Text Complexity
• Browse the four qualitative factors of text complexity from Appendix A.
• Consider the continuum of difficulty within each factor.
Close, Attentive Reading
“Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.”
National Governors Association Center for Best Practices and Council of Chief State School Officers (2010)
Common Core State Standards for ELA/Literacy
Study the CCSS for ELA/Literacy
Study the CCSS for ELA/Literacy: Reading Standards for your grade level/span or content area.• Highlight standards that require close reading of
text and/or citing evidence from text.• Calculate the percentage of reading standards
that require close reading of text.• Share your highlights with a partner and “support
your claim.”
Reading Standards
Integrating the Arts
“When the arts are integrated, learning is experienced in a variety of ways, allowing every student to be successful in various content areas.”
Donovan & Pascale (2012)Integrating the Arts Across Content Areas
Integrating the Standards
• Read the VAPA Standards in the Component Strand 1.0 Artistic Perception—Theatre for your grade level/span.
• Highlight the words and phrases that tell what students are expected to know and do for each standard.
VAPA and CCSS Reading Strand
Quick and Easy Access to CA’s CCSS Standards
• On Your iPhone® or iPad®Available on the App Store
• On Your Android™Available on Google Play™ (Google Play is a trademark of Google Inc.)
• At Your Desktopwww.scoe.net/estandards
• On Your Smartphonewww.scoe.net/estandardsmobile
ELA/Literacy, ELD, and Math
eStandards Keyword Search
• Select CCSS ELA & Literacy• Select Grade Level Standards• Select All Grades• Enter keyword, select All Strands• Keywords: vocabulary, plot, theme,
pacing, mood, metaphor
Launch the eStandards app
What Does It Mean to Read Closely?
“Close reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as key vocabulary and how its meaning is shaped by context; attention to form, tone, imagery and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times.”
Brown & Kappes (2012)A Primer on Close Reading of Text
Close Reading in Drama
“One way to deeply study works of art in different disciplines is to examine multiple renditions of the same work. Perhaps the most obvious example is drama. Students can study closely a specific act or scene, and then observe how it has been played by different directors and actors. The Core Standards in Literacy require that students can compare the evidence they see in the script, and observe how different productions draw and interpret the script.”
David Coleman (n.d.)Guiding Principles for the Arts, Grades K–12
Features of Close Reading
• Short, worthy passages• Students rereading• Limited frontloading• Text-dependent questions• Read and annotate• After-reading tasks
Fisher & Frey (2013)Rigorous Reading
Types of Text-Dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Craft & Purpose
Vocabulary & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Fisher & Frey (2013)
Types Defined
• Browse the “Text-Dependent Questions” document from the Wisconsin Department of Public Instruction.
• Note the definition of each type of text-dependent question.
Instructor Model
“We are going to continue in our study of ‘Transformation’ by closely reading lyrics from the musical Wicked.”
Participate in a Close Read
• Read the lyrics to “Defying Gravity” from the musical Wicked.
• Annotate the text:- Underline major points- Circle unclear words and phrases- In your own words, write notes in the
margins restating the author’s ideas
General Understanding
• Who is singing these lyrics?• Based on the first and third stanzas, what do you
think has happened?• Without yet knowing who Glinda is, what
can you say about her character’s role in what has happened?
With a partner, discuss:
Key Details
• What concerns does Elphaba have about venturing out on her own?
• What details in the lyrics support your answer?
With a partner, discuss:
Reread: Deeper Focus
• Each person in the circle reads one stanza aloud. Add pauses, inflections, intonations, and emphasis (prosody) to the text.
• How does this change your initial understandings of the lyrics?
• Add to your annotations.
Circle up in groups of six.
Vocabulary
• What does Elphaba mean when she states, “Some things I cannot change; But till I try I’ll never know”?
• What is the tone of the lyrics? What words and phrases support your claim?
• Add to your annotations.
With your table group, discuss:
Structure
• Read the lyrics within the context of the script.
• With your table group, discuss:How does this change or strengthen your understanding of what is happening to the main character, Elphaba?
• Add to your annotations.
Structure
• Read the stage directions within the script and consider Elphaba’s point of view.
• How do the stage directions help make the lyrics in the final stanza so memorable?
Inferences
• To whom is Elphaba referring when she states, “To those who’d ground me; Take a message back from me”?
• What other parts of the lyrics or script support your claim?
• Add to your annotations.
With your table group, discuss:
Opinion
• Choose one line from the lyrics that best conveys what you know so far about Elphaba as a character and her transformation.
• Be prepared to “perform” that line for your group.
Diverse Text Types
https://www.youtube.com/watch?v=WnXAl1ntt_4
Video: The Wizard of Oz, 1939
Diverse Text Type
• Using your knowledge of the 1939 film The Wizard of Oz, explain the juxtaposition between the film version of the Wicked Witch of the West and Elphaba from Wicked.
• Add to your annotations.
Intertextual Connections
https://www.youtube.com/watch?v=JqOqo50LSZ0
Video: Dr. Maya Angelou recites “And I Still Rise”
Intertextual Connections
• What comparisons can you make between the poem, the lyrics, and Elphaba’s character?
• What contrasts can you make?
Culminating Tasks
After reading and discussing the lyrics to “Defying Gravity,” create a tableau, collage, or monologue that defines the consequences, positive and negative, of Elphaba’s decision to transform herself.
What is the role of choice in transformation?
Reflect on the Model
• Consider the following prompt:What changed your idea of the lyrics over the course of the close reading model?
• Be prepared to share.
Extension Ideas
• Read an accompanying excerpt from the book Wicked.
• Listen to the song “Defying Gravity”• Watch the Tony Awards performance of “Defying
Gravity” on YouTube• Closely read other related text with same theme• Closely read other parts of the script that
support theme and give deeper meaning • Compare/contrast a unit of study when
transformation is not a choice
Key Considerations
• Different readings have different foci• Questions we ask the readers during the
readings are a scaffold• Direct students to update annotations• Include collaborative conversation• Listen to students to figure out how and when to
move on with lesson• End with a task aligned to the big idea of the
text/unit
Creating a Close Reading
• Choose a short, worthy passage- If there’s a staple, it’s too long!
• Plan for re-reading- Where’s the evidence? - Different foci for each read
• Limit front-loading and preteaching vocabulary- Give students the chance to struggle a bit
• Design text-dependent questions- Part to whole
• Require students to “read with a pencil”- Independently read and annotate
• Incorporate after-reading tasks
Annotation: Some Suggestions
• Underline the major points. • Circle words or phrases that are confusing or
unknown to you.• Use a question mark (?) for questions that |
you have during the reading. Be sure to write your question.
• Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.
• (continues)
Annotation: Some Suggestions (continued)
• Draw an arrow ( ) ↵ when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.
• Mark EX when the author provides an example.• Numerate arguments, important ideas, or
key details and write words or phrases that restate them.
Ideas for After-Reading Tasks
• Write a monologue• Create a piece of visual art• Represent the topic/subject through a tableau• Reenact a scene• Make a connection to another piece of
music/play/movie• Write a song/poem
Connected to the Arts
Support for During- and After-Reading Tasks
• Literacy Design Collaborative—Writing task templateswww.ldc.org/how-ldc-works/modules/what-task
• Musial Theatre Internationalhttp://www.mtishows.com
• CCSESA Arts Initiative Websitehttp://www.ccsesaarts.org
Connect to the Classroom
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Craft & Purpose
Vocabulary & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Fisher & Frey (2013)
Planning for Your Classroom
Review the 5-day lesson Plan for Wicked.
Planning for Your Classroom
• Locate the scripts for West Side Story and The Little Mermaid.
• Choose one of these songs to plan a close read for your classroom:- West Side Story, “Something’s Coming”- The Little Mermaid, “Part of Your World”
• Participate in a guided planning process.
• Common Core State Standards Initiativewww.corestandards.org
• California’s Common Core State Standards www.cde.ca.gov/re/cc/
• Smarter Balanced Assessment Consortiumwww.smarterbalanced.org
• Achieve the Corewww.achievethecore.org
CCSS Resources
