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Please Have Your Cell Phones Out

Social Studies 2/15

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Text to Vote

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Text to Vote

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Henry “Box” BrownLesson Agenda

Essential Questions: 1) Why did Henry Brown want to

escape? 2) How would the story be different if the events were reordered?

Watch a video about Henry “Box” Brown

Review steps to freedom Read the events leading up to his

escape Sequence discussion Assessment

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Standards NCTE (National Council of Teachers

of English) Standard 1: Students read a wide range of print and non-print texts to build an understanding of

texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Standard 2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Standard 9: Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

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Standards continued…. NCSS National Council for Social

Studies Strand 1: Culture Strand 2: Time, Continuity, and Change Strand 3: People, Places, and

Environments Strand 4: Individual Development and

Identity Strand 5: Individuals, Groups, and

Institutions Strand 6: Power, Authority, and

Governance

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GPS Standards SS3H2 The student will discuss the lives

of Americans who expanded people’s rights and freedoms in a democracy. b. Explain social barriers, restrictions, and

obstacles that these historical figures had to overcome and describe how they overcame them.

SS5H1 The student will explain the causes, major events, and consequences of the Civil War. a. Identify Uncle Tom’s Cabin and John

Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War.

b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South.

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More GPS standards ELA2W2 The student writes in a variety of genres,

including narrative, informational, persuasive, and response to literature. The student produces a narrative that:

a. Captures a reader’s interest by writing a personal story in first or third person consistently.

b. Begins to write fantasy/imaginary stories. ELA2R4 The student uses a variety of strategies to gain

meaning from grade-level text. The student A. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. c. Generates questions before, during, and after reading. d. Recalls explicit facts and infers implicit facts. e. Summarizes text content.

ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

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Social Studies and Literacy Integration

February 15, 2011

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WHAT IS DISCIPLINARY LITERACY?

A Prior Question

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What is Disciplinary Literacy?

Disciplinary literacy perspectives argue that the tools of knowledge production and critique, whether rooted in the disciplines or in everyday life, should be uncovered, taught, and practiced.

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Discipline-Specific Literacy Teaching

Practices/Strategies How do members of the discipline use

language on a daily basis? What kinds of texts do they turn to or

produce as part of their work? How are interactions with members of the

discipline shaped (or governed by) texts? Who are the primary audiences for

written work in your discipline?

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Discipline-Specific Literacy Teaching

Practices/Strategies What are the standards for warrant

demanded by those audiences? Are there words or phrases that are

demanded by or taboo in your discipline? Are there writing styles that are demanded

by or taboo in your discipline? What is unique about your discipline in

terms of reading, writing, speaking, and listening?

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HIST PRAC For example, historians:

•Frame historical problems

•Locate and use residues/evidence from past

•Analyze and use evidence through interconnected practices of "sourcing, corroborating and contextualizing“

•Determine significance of evidence and events

•Look for patterns in welter of facts and events and "colligate" these to create a concept or periodization scheme that imposes sense on that welter of events, e.g. "renaissance" is a colligated term

•Periodize and/or use the periodization schemes of others

•Read others’ historical accounts

•Produce historical accounts

•Present/publish historical accounts

(adapted from R. B. Bain, 2007)

MATH PRAC For example, mathematicians:

•Ask “Natural Questions” in a given mathematical context

•Explore and experiment with the context

•Represent the context and examine the representation

•Look for organizing Structure or Pattern

•Consult with colleagues orally or in the literature

•Look for Connections as a result of consultation

•Seek Proofs or disproofs

•Follow Opportunities

•Write finished exposition of a proof

•Analyze Proofs (proof analysis)

•Present/publish proofs

•Use appropriate conventions to produce Aesthetically pleasing results

(Adapted from H. Bass, 2007)

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Access and Opportunity Explicit attention to navigation

across multiple discourse communities provides greater access to more young people

In the service of enhancing subject-matter learning (i.e., to develop deep subject-matter proficiency)

Builds critical literacy skills for an educated citizenry

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What is the relationship between disciplinary and

generic literacy? Key “Generic” Literacy

Skills/Strategies Predicting Previewing Questioning Monitoring Visualizing Summarizing

Most “strategy instruction” attempts to develop these strategies/skills in readers

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Discipline-Specific Literacy Teaching

Practices/Strategies Previewing like a historian

Who is the author? When was this written? What is the context?

Previewing like a biologist What is the problem/phenomenon I’m

studying? What do I know about this phenomenon? What do I predict/hypothesize about the

phenomenon?

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History Previewing Example:

A Nation of Immigrants If I told you to that we were reading

a chapter from the book, A Nation of Immigrants, what do you expect it would be about? If I told you that the book was written in

1961, how would that change your predictions?

If I told you that the author was John F. Kennedy, how would that change your predictions?

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Differences across Content Areas:

The Persuasive EssayLetter to the Editor

Essay or Poem for English Class

Social Science Essay

Personal opinion or personal experience; may include argumentation; clear stance; language used to indicate personal opinion

Personal opinion or experiences AND logical reasoning or illustrative imagery; language used to argue a point or to convey images and experiences

Distanced stance, evidence to support stance, logical reasoning to tie evidence to claim; language used to convey distance and objectivity

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Disciplinary Reading Reading like an X Drawing from and developing

“necessary knowledge” Talking about texts Synthesizing across texts (or

“coming back around”) Teachers taking on texts

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Country/Region 1890 1910 1920

Great Britain 1,251,402 1,221,283 1,135,489

Ireland 1,871,509 1,352,251 1,037,234

Germany 2,784,894 2,311,237 1,686,108

Italy 1,887 1,343,125 1,610,113

Romania NA 937,884 1,139,979

Poland 48,557 65,923 102,823

Foreign-Born Residents by Country of Origin, 1890-1920

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Country of Origin

Year Total Entering U.S.

Great Britain

Eastern Europe

Italy

1920 430,001 38,471 3,913 95,1451921 805,228 51,142 32,793 222,2601922 309,556 25,153 12,244 40,3191923 522,919 45,759 16,082 46,6741924 706,896 59,490 13,173 56,2461925 294,314 27,172 1,566 6,203

304,488 25,528 1,596 8,253

Immigration Statistics, 1920-1926

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Text AnalysisAnalysis of Nature of the Text:  Structure and tone of this text?

Syntactic (i.e., sentence structure, organization) complexity

Semantic complexity Cohesion

Organization and flow of ideas Density of ideas Key ideas or concepts Key words or technical terms Density of vocabulary Texts within text? Role of images, charts, or graphs

Coh-Metrix (Graesser & McNamara)

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Text AnalysisAnalysis of Relationship between Text

and Reader: Assumed knowledge Challenges to an adult reader with relatively

deep knowledge of this subject Challenges to children as readers of this text Necessary scaffolding

Scaffolding necessary for STRUGGLING readers? Cultural, racial/ethnic, or gendered connections

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Text AnalysisAnalyzing and Planning for

Relationships Across Texts:  How would you select other texts to

accompany this one? What connections might you imagine

students making across texts? What connections would you try to

help students see across the texts?

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What do you need to address in the text and

with your students? Vocabulary?

Conceptual defining Vocabulary concept cards Concept of Definition maps

Distinguishing Semantic Feature Analysis Morphological analysis

Simple defining! Text Structure?

Text structuring strategies Graphic or relational

organizing Prior Knowledge?

Brainstorming Previewing

Preview Guides Advance Organizers

Predicting POE Anticipation/Reaction Guides

Visualizing

Lack of coherence? Purpose setting Graphic organizers Comprehension monitoring Notetaking

Disciplinary reading strategies?

Problem framing Evaluating data warrant Critiquing Synthesizing Applying to investigations or

activities

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Synthesis Journals

Primary Source 1

Primary Source 3

Primary Source 2

Primary Source 4

Analysis across texts (i.e., a

history)

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Summarizing From and Synthesizing Across Texts:

Questions Into Paragraphs

Sub-Questions Source 1 Source 2 Source 3 SUMMARY

Adapted from:McLaughlin, E. M. (1986). QuIP: A writing strategy to improve comprehension of expository structure. The Reading Teacher.

  1. What are the sources of this material?

       

 2. What are the effects of this material in the air?

       

 3. How much of this material is typically found in air?

       

 

SUMMARY:       

Driving Question: What affects the quality of air in my community?Learning Set Question: Is material X a pollutant?

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Student writing in English class

DetroitMotor city of the world

Automaker and designerA player of cars and casinos

A city of violenceThey tell me your the #1 murder city

For I have seen your people and streets.They tell me you are feared and violentAnd I have seen the results of that with

My friends who have passed away.For the people who want to show me the

Good side, I’ll show them my reality.The view that only people who live here see and hear.

Gang violence, gun shots, drug dealing, rappistsProstitutes, crackheads, bumps, thieves, burn houses,

And dirty streets.All of this hides under those beautiful buildings

In Downtown.Under the unknown places of the camera hides

This terrible everyday dilema we have to go through.Underneath the streets of Detroit hides its people

And underneath those peopleTheir solidarity toward society.

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Student writing in Social Studies

I think middle school students should be required to participate in a community service program because it make them more responsible and teaches them what work realy is.

Another reason I think this is because it will help them to be successful and not to die as a teen gang member. Some people have thrown away their lives in gangs this community service program will help prevent that by keeping students away from gangs and away from drugs.

The Core Democratic Value that I choose is Common good, I chose this value because it states that we should protect and provide safty for our community as well as for anyone who lives here. Also because the community service program reduces the gang killings and increases the safty around us. Community servics are when students help around their community and to help older neighbors cut the lawn, rake the leafs, or shovel the snow.

I have learned that gangs are no good they bring nothing but trouble. All gangs are just about which gang is better the only things they do are fight, steal and cause trouble. Here in Detroit there have been alot of teens being killed because they were involved in gangs.

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Teaching Practices: Task Analysis

What does the task assume about youth and/or ask them to do as thinkers?

What do youth need to know to meet the task demands?

What kind of text does the task ask youth to produce?

What do we need to do instructionally to scaffold young people’s thinking before they even begin to write?

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A Few More Teaching Practices

Writing multiple versions Teaching students to “go to” or

abstract the larger issue Explicitly critiquing the rubric with

and for students