Literacy in the Arts

Welcome – Day 1•Please sign in•Take your name badge (color-coded by arts content area)

•Follow the instructions at your table to embellish a “Signature” name plate

Introductions

“Signature” Using ‘non-arts’ symbols – embellish your name plate to reflect your personal style

Introduce yourself at your table and share the background information regarding your symbols

Establish an ‘SMP’ - Standing Meeting Partner – find another person at your table whose signature is somehow linked to yours – this will be your SMP for quick breakout conversations throughout the day

10 minutes

Program Overview forLiteracy Integration in the Arts

Trailer

ObjectivesIncrease understanding of literacy (vocabulary & strategies)

Discover natural links between the Arts & Common Core State Standards

Review/revise lesson plans to ramp up literacy integration

Create collaborative network of support 5 minutes

Literacy in the Arts - Features

Workshop design – based on teacher input

Strategically scheduled 1 full day w/ Substitutes paid by RttT

(Thanks to Modified & YR Calendar folks who gave up their vacation)

2 workdays (latter half) 10/28 & 2/17

2 after school 1/22 & 5/20

Online support Arts Ed Wikispaces

Daily evaluations2 minutes

Google Survey Results

Participant feedback indicates:

Current Level of Integration

2 minutes

• Developing• Every day• Fair• Once a week• Not as much as previously• Need more confidence to increase integration• Low>Medium … Hoping after training medium>high consistently• Very low• Very high• Very comfortable• Something every day

Google Survey Results

Participant feedback indicates:

Barriers / Concerns

2 minutes

Time •for training•for implementation•for students to produce artistic work•for reflection

Integrity•of arts content•of literacy strategy implementation

Benefits

• Potential to reach all students – not just ‘artists’• Improve vocabulary, reading, writing, prepare

for EoGs• Make connections

• transfer artistic literacy to academic literacy• Help struggling readers• Challenge advanced students• Deepen artistic understanding• Art as an academic pursuit• Assist in academic classes• Literacy is in EVERY subject

Google Survey Results

Participant feedback indicates:

Standard I: Teachers demonstrate leadershipA. Teachers lead in their classrooms B. Teachers demonstrate leadership in the schoolC. Teachers lead the teaching profession

Standard II: Teachers establish a respectful environment for a diverse population of studentsC. Teachers treat students as individuals

Standard III: Teachers know the content they teachA. Teachers align their instruction with the Standard Course of StudyB. Teachers know the content appropriate to their teaching specialtyC. Teachers recognize the interconnectedness of content areas/disciplinesD. Teachers make instruction relevant to students

Standard IV: Teachers facilitate learning for their studentsB. Teachers plan instruction appropriate for their studentsC. Teachers use a variety of instructional methodsE. Teachers help students develop critical-thinking and problem-solving skills

Standard V: Teachers reflect on their practiceA. Teachers analyze student learningB. Teacher link professional growth to their professional goals

Alignment – Teacher Evaluation Instrument

2 minutes

Instruction Clarity

Motivation Expectations / Class Climate / Relationships

Curriculum Design Learning Experiences Assessment Overarching Objectives

Alignment – Effective Teaching Framework

2 minutesSaphier, J., Haley-Speca, M.A. , & Gower, R., (2008). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA.

HousekeepingRules of Engagement

Take personal breaks as needed Stay on Task - Engage

Cell phones on Vibrate Check email @ breaks

Take risks – Stretch yourself Collaborate - Share your insights …

2 minutes

Addressing the challenges of Adolescent Literacy

Table Groups Post-it brainstorm (individually)

what are the challenges? Round robin share Categorize –

reading/writing/speaking/listening Prioritize

I can help with … It’s not my job …

25 minutes

Sharing Big ideas

Level of Table Agreement?

Surprises?

Priority chart?

20 minutes

Scan this article about student engagement - http://thejournal.com/articles/2013/04/16/the-6-key-drivers-of-student-engagement.aspx?=THE21

SMP SharingStanding Meeting Partner

Select 1 example from “I Can” column

Share with your SMP

10 minutes

Checkpoint

Professional Learning Community

Adolescent Literacy Challenges

Current practice

Questions – Concerns ???

10 minutes

Networking Break – 10 minutes

20 minutes

Common Core State Standards

Activity 1.2.1 Access the Standards via:http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfPage 7 = Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language

Demonstrate Independence Build Strong Content Knowledge Respond to the varying demands of audience, task, purpose, discipline. Comprehend as well as critique. Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures.

At your table – number off and read the details of the corresponding bullet point – as you share the key elements from the text connect it to what it might look like in your classroom

30 minutes

College & Career ReadinessAnchor Standards

Activity 1.2.2 – Page 35As you consider the next section – remember to use a broad definition of “text” that includes the music score, the script, the choreography, (and any performance of these) and visual images

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Individually Identify the standards that you ‘already’ address with a COOL color highlighterIdentify the standards that you need to learn more about with a WARM color highlighterDiscuss your responses with your SMP

20 minutes

Reading Components

Activity 1.2.3http://www.scsk12.org/SCS/subject-areas/kweb/images/NationalReadingPanel_FAQ.pdfDefining the terms of Reading - Review the National Reading Panel – Frequently Asked Questions

put a check mark (√) by the headings that you understand / already or could address in your class

put a question mark (?) by the headings that remain unclear put an (x) by the headings with which you cannot make a connection

Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension

Describe authentic text in the arts classroom.

20 minutes

Lunch Break – 75 Minutes

GlenwoodBada BingBrueggers

PeaceMellow MushroomMo & JoeMcDonaldsSubway

HillsboroughChar-GrillSnoopys

Boylan St Brew Pub

Reading ‘Text’Activity 1.3

Text or Not?

3 minuteshttp://officeimg.vo.msecnd.net/en-us/images/MH900431324.jpg

http://office.com/MS910219027.wav

Reading ‘Text’Activity 1.3

Text or Not?

3 minutes

http://richka.net/images/rh07/image002.jpg

Rainbow Round My Shoulder

Reading ‘Text’Activity 1.3

Text or Not?PUCK - If we shadows have offended,Think but this, and all is mended,That you have but slumber'd hereWhile these visions did appear.And this weak and idle theme,No more yielding but a dream,Gentles, do not reprehend:if you pardon, we will mend:And, as I am an honest Puck,If we have unearned luckNow to 'scape the serpent's tongue,We will make amends ere long;Else the Puck a liar call;So, good night unto you all.Give me your hands, if we be friends,And Robin shall restore amends.

3 minutes

Midsummer Scene

Puck's Final Scene

Reading ‘Text’Activity 1.3

Text or Not?

3 minutes

http://officeimg.vo.msecnd.net/en-us/images/MP900448698.jpg?Download=1

http://officeimg.vo.msecnd.net/en-us/images/MR900406652.jpg

Reading/Analysis/WritingActivity 1.3.1

Compare/contrast these two works of art – Listen to the 2 music clips Jelly Roll Morton the Chant & Stravinsky Rite of Spring Graphic

Explain the artists’ choices using textual evidence Create an artistic response in your own art form

Varsity Rag Dance

Pablo Picasso – Cubismhttp://www.pablopicasso.org/images/paintings/three-musicians.jpg

Fernand Leger - Primal Naivism http://www.wikipaintings.org/en/fernand-leger/not_detected_196071

30 minutes

Three Musicians

Reflection

If you were going to teach this text tomorrow, how would you teach it?

How has this conversation informed/changed your approach to teaching text?

What additional support do you need to change the way you will teach text to align with the new Common Core expectations?

What can YOU do to ensure that these kinds of conversations happen about your content on a regular basis with colleagues in your school?

10 minutes

Decoding Unfamiliar TextActivity 1.3.2

In content groups (facilitated by content leader) Generate a list of unfamiliar elements that you

present to your students (e.g. vocabulary, concepts) (5 mins.)

Analyze the techniques you use to help students attack new material (5 mins.)

Create a graphic representation (chart, picture, etc.) that reflects the big ideas (5 mins.)

Post for a gallery walk (15 mins.)

25 minutes

Writing ComponentsActivity 1.2.4

Review the Adolescent Literacy websitehttp://www.adlit.org/article/27336/

Writing strategies Summarization Collaborative writing Specific product goals Word processing Sentence combining Prewriting Inquiry activities Process writing approach Study of models Writing for content learning

After you review the strategies – identify a lesson idea that incorporates any of the strategies listed.Craft an “email” that you would send to your principal inviting him/her to visit your classroom to see evidence of writing – incorporate a brief explanation of the activity and articulate the arts objectives and the writing objectives (refer back to Common Core State Standards). Round-robin share at your table.

20 minutes

Networking Break – 10 minutes

20 minutes

Common Core Speaking & ListeningActivity 1.3.3

In content groups (facilitated by content leader) Comprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Unpack these standards – what does it look like in your content area?

Consider the tools you already have in your classroom - (voice,

descriptive words, music dynamics, phrases) and create a list of examples

25 minutes

Common Core Speaking & ListeningActivity 1.3.4

Presentation of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Unpack these standards – what does it look like in your content area?

Create a graphic organizer that students can use in your classroom to gather evidence in preparation for the articulation of effective presentations – use the theatre graphic organizer (character stickman) on the next slide as a model

25 minutes

Know/Think: What does the character know?

Vision: How does the character see the world? How do others view the character?

Say: What does the character say – tone of voice?

Strengths: What are the strengths of the character?

Weaknesses: What are the weaknesses of the character? Does the ‘Achilles Heel’ keep this character from growing – being successful?

Feel: How does the character feel about him/herself?

Actions: What does the character do … that makes a difference in the ;lot, that represents who he/she is …

Theatre – Character Stickman

www.openclipart.org

Reflection & Exit Ticket

Make a journal entry that reflects any big ideas you learned today that you take back to the classroom

+ What worked well∆ What needs an upgrade? What questions remain… Additional commentsLeave your name badge

15 minutes

Preview Day 2 & Homework

Discovering the natural links between CCSS & the Arts

Homework – Activity 1.4CCSS – Grade 6 – Reading Literacy Standards

Key Ideas & DetailsCraft & StructureIntegration of Knowledge & IdeasRange of Reading & Level of Text Complexity

15 minutes

Teacher Talk

Find a partner that is not in your same content area and share your insights/concerns about natural vs. forced connections between Common Core & the Arts (you may wish to refer to your highlighted homework)

15 minutes

Regroup with your new SMP and discuss the same question – share what you learned from the other arts area

HousekeepingRules of Engagement

Take personal breaks as needed Stay on Task - Engage

Cell phones on Vibrate Check email @ breaks

Take risks – Stretch yourself Collaborate - Share your insights …

2 minutes

Literacy in the Arts

Welcome – Day 2Please sign in

Review the strip that is attached to your packet•think of an example in your classroom - be prepared to connect & share

Literacy Strip Connections

8 minutes

Find the partner that has the same Common Core Literacy Standard & shareyour classroom examples Hint – your partner will have a different color (Yellow & Blue)

Pair > Pair Share

Overview of Day 2 Activities

8 minutes

Common Core through the Arts Lens

Textual Evidence

The Original http://www.youtube.com/watch?v=_7jj8McPlVY

The Contemporary http://www.youtube.com/watch?v=O47sYsUBnp0

25 minutes

Close Reading Activity

Activity 2.1

Common Core through the Arts Lens

Analyze the lesson plan for: Clarity Authenticity Revised Bloom’s Taxonomy Verbs Level of Rigor – Cognitive complexity

alignment between instruction & evaluation

Strengths/Recommended changes

20 minutes

Vocabulary

Artistic Vocabulary & Real World Vocabulary•Dancers – Develop Kinesthetic Awareness and understand Central Initiation•Visual Art – Practice Art Criticism•Theatre – Build Aesthetic Achievement•Musicians respond to dynamic markings –

Or understand Dissonance

Google Doc Vocabulary List

10 minutesRevised Bloom’s Taxonomy Verbs

Arts Curriculum Analysis

In content groups (facilitated by content leader)

Complete the Curriculum Connections grid for your content area

15 >30>40Post on google doc before break

40 minutes

Checkpoint

Close Reading Activity Lesson Plan Analysis

Clarity Authenticity Revised Bloom’s Taxonomy Rigor

Current practice

Questions – Concerns ???

5 minutes

Networking Break – 10 minutes

20 minutes

Integrated Lesson Planning

In content groups (facilitated by content leader)

Craft an integrated lesson you will teach in the next 2 weeksOptions > individuals or pairs

Safety net – if everyone but you wants to work individually – your content leader will be your partner

Remember to use all your resources RBT verbs Curriculum Connections Grid/CCSS

90 minutes

Sharing and Critique

40 minutes

In content groups (facilitated by content leader)

•Share your lessons

•Use the Observation Checklist as a guide

Reflection & Exit Ticket

Make a to-do list that reflects any big ideas you learned today that you take back to the classroom Include your name – I’ll email it to you this week as a check-in reminder

+ What worked well∆ What needs an upgrade? What questions remain>< What will help you stay connected… Additional comments

15 minutes

Preview Day 3 & Homework

Formal & Informal Writing opportunities in the Arts

CCSS – Writing StandardsText Types & PurposesProduction & Distribution of WritingResearch to Build & Present KnowledgeRange of Writing

Literacy StrategiesText AnalysisComparisons with EvidenceDevelop VocabularyProduce & Create

15 minutes

Literacy in the Arts

Welcome – Day 3•Please sign in •Preview the day

• Writing & Literacy Strategies

Common Core

5 minutes

Van Gogh Music?

Literacy Strategy

10 minutes3:40-3:45

Text Analysis - to separate something into parts to understand how all the parts make a whole

Show Me - Point out what you think are the significant or important details in the featured topic or text

So What? – What is the importance of each detail? Effect? Shape audience response?

Common Core - Writing

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Theatre Script Analysis Example

Performance Rubric

15 minutes3:45-4:00

Common Core - Writing

Text Type & Purposes Write Arguments A. Introduce claims

B. Support claims

C. Cohesion – counter claims

D. Formal style

E. Concluding statement 10 minutes4:00-4:10

Literacy Strategy

10 minutes4:10-4:20

Comparisons with Evidence

The thinking skill of comparison and contrast begins by noting differences and similarities and then moves into deeper comparative processes

Break a concept into similar & dissimilar characteristics

Relevant evidence to support points Use annotation, highlighting Categorizing (dump & clump)

Common Core – WritingCCSS.ELA-Literacy.W.8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Non-fiction Biographies & Autobiographies Historical Texts Technical Texts

Text Design Headings, Table of Contents, Glossary Graphics, Captioned Images 10 minutes

4:20-4:30

Common Core - Writing

Text Type & Purposes Informational Texts A. Introduce topic (preview)

B. Develop topic (facts, definitions, key details)

C. Cohesion – transitions – relationships

D. Precise language – domain-specific vocabulary

E. Formal style

F. Concluding statement10 minutes4:30-4:40

Common Core – Writing

CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

Appalachian Spring – Martha Graham Part 3/4 7’33” http://www.youtube.com/watch?v=91y-NEdTj-g Watch a short segment and look for the elements of 6.3 –

narrative Context, narrative techniques, transitions, sequence,

precise/strategic word choice, descriptive details, conclusion

Overview – Consid

er off-lin

e

Literacy Strategy

10 minutes4:40-4:50

Develop Vocabulary (Marzano’s 6 steps)

Teacher provides definition Students restate the description in their own words Students create a nonlinguistic representation of the term Students complete periodic activities using the new term Students discuss the new term with one another Students “play” games that require them to use the new term

In the Arts it looks like this …

Common Core – Writing

CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Ansel Adams photography http://www.youtube.com/watch?v=XiLTwtuBi-o&feature=related

Teacher Art-making response Write the blues Create choreography Improvise a scene about Westward expansion Create a reflection piece in 2- or 3-d

Table Groups Share – Teacher Clues (also reflect about the team building that naturally occurs while making art)

20 minutes

Try this w

ith your D

epartment

Common Core – WritingProduction & Distribution

W.5 - Develop & strengthen writing – planning – revising – editing – rewriting – trying a new approach

Writing Process Graphic – create your own content specific version with cues

5 minutes4:50-4:55

Literacy Strategy

5 minutes4:55-5:00

Produce & Create Vocabulary (elements of each art form)

Process Collaboration Revision Publishing

Common Core – WritingProduce & Create

Production & Distribution of Writing

W.8.4 – produce clear & coherent writing (appropriate to task, purpose, & audience)

W.8.5 – peer critique & revision

W.8.6 – use technology to collaborate & produce

Review Script Rubric Example (Theatre)5 minutes5:00-5:05

Authentic Writing in the Arts

Full Group Discussion Brainstorm list of authentic writing activities

Journaling Marketing – selling your idea Schooner Tune Clip from Mr. Mom Program notes Research Analysis Critical Review Identity Project (Toiya Williams Dunbar) / Artist Statement10 minutes

5:05-5:15

Gallery Walk

Post your examples

Review the work of your colleagues in other content areas

Jot down notes in your journal – stealing the best from the best!

5 minutes5:15-5:20

Teacher Talk

Mix up your group for cross-content representation and share your insights/concerns about the Common Core writing standards

•W8.1 (Argument)•W8.2 (Informational Text)•W8.3 (Narrative)

Rank them from easiest to integrate to most difficult

5 minutes5:20-5:25

Reflection & Exit Ticket

Think about what you’ll take back to share with your administration – departmental colleagues

+ What worked well∆ What needs an upgrade? What questions remain… Additional comments

5 minutes5:25-5:30

Preview Day 4 & Homework

Homework Implement integrated lessons

Video & Reflect (self & peer)Wiki post of close reading example

15 minutes

Putting it all together - authentically integrating reading & the writing process, creativity, and composition.

Common Core Philosophy Check

Students who are College and Career ready in reading, writing, speaking, listening, and language …

demonstrate independence build strong content knowledge respond to the varying demands of audience, task,

purpose, and discipline comprehend as well as critique value evidence use technology and digital media strategically and

capably understand other perspectives and cultures

15 minutes

Literacy in the Arts

Welcome – Day 4 -Please sign in

•Reflective Practice

12:30-12:35

Reflective Practice

• How has your teaching changed since you’ve participated in this professional development?

• Comment on concerns regarding the integrity of your arts curriculum with this new focus.

• How will you move forward from here?

12:35-12:45

Reflective Practice Sharing

Table Talk

Big Ideas w/ Whole Group

Affirm Current Practice Explicit Attention New Strategies Professional Learning Community Communicate about Literacy in the

Arts 12:45-12:55

Previewing the Day

12:55-1:00

Reflective Practice Arts Ed Wiki - Literacy in the Arts Google Doc Review (Curriculum) Creative Project Close Reading High-Yield Instructional Strategies Plans for Video

Google Doc Review

1:00-1:30

Arts Literacy Connections Examples

Review tabs Identify Gaps Take Action

Table Share

1:30-1:40

Creative Project

Music Score

Brainstorm Potential Literacy Activities

Chart the planGroup Share

1:40-2:00

Close Reading - Example

Wizard of Oz – Group Think

Review Close Reading the Arts Document

Consider alterations to a template

2:00-2:10

Close Reading - Creation Identify concepts that could be supported

through a close reading activity

(consider something you are getting ready to teach)

Assign to individuals/research/create

Email to Liz for Posting on the wiki

Select one to share with whole group

2:10-2:40

Clarity Authenticity Revised Bloom’s Taxonomy Rigor – alignment of

instruction/assessment

High-Yield Instructional Strategies

2:40-3:00

Purpose Setting Predictions Vocabulary Collaboration & Visualization Text Analysis Comparison Creation

Video Example

Social Studies Example Video reflections

Self Peer

Share highlights of what you learned

Identify what other support you need

3:00-3:20

insights/concerns about videotaping your lesson & getting feedback – challenges – successes

CCSS – Review - Reading

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

3:20-3:40

CCSS – Review - Writing

Text Types & Purposes

Production & Distribution of Writing

Research to Build & Present Knowledge

Range of Writing

3:20-3:40

CCSS – Review Speaking & Listening

Comprehension & Collaboration

Presentation of Knowledge & Ideas

3:20-3:40

CCSS – ReviewStandards for Language

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition & Use

3:20-3:40

Checkpoint

Natural Links between CCSS & Essential Standards in the Arts

Close Reading – Textual Analysis

Authentic Writing Opportunities

Video – Reflection – Peer Support

Questions – Concerns ???

3:40-3:50

Reflection & Exit Ticket

+ What worked well∆ What needs an upgrade? What questions remain… Additional comments

15 minutes

Set a Goal Post it to the Google Doc

Last Tab (To-Do Final)

Preview Day 5 & Homework

Homework Implement integrated lessons

Video & Reflect Peer-networking

Invite an Administrator

15 minutes

Practice – Sharing – Celebrations – Barrier Bashing

Literacy in the Arts

Welcome – Day 5•Please sign in•Introduce your guest as we mingle for refreshments

Program Overview forLiteracy Integration in the Arts

Trailer

ObjectivesIncrease understanding of literacy (vocabulary & strategies)

Discover natural links between the Arts & Common Core State Standards

Review/revise lesson plans to ramp up literacy integration

Create collaborative network of support 5 minutes

Standard I: Teachers demonstrate leadershipA. Teachers lead in their classrooms B. Teachers demonstrate leadership in the schoolC. Teachers lead the teaching profession

Standard II: Teachers establish a respectful environment for a diverse population of studentsC. Teachers treat students as individuals

Standard III: Teachers know the content they teachA. Teachers align their instruction with the Standard Course of StudyB. Teachers know the content appropriate to their teaching specialtyC. Teachers recognize the interconnectedness of content areas/disciplinesD. Teachers make instruction relevant to students

Standard IV: Teachers facilitate learning for their studentsB. Teachers plan instruction appropriate for their studentsC. Teachers use a variety of instructional methodsE. Teachers help students develop critical-thinking and problem-solving skills

Standard V: Teachers reflect on their practiceA. Teachers analyze student learningB. Teacher link professional growth to their professional goals

Alignment – Teacher Evaluation Instrument

2 minutes

Instruction Clarity

Motivation Expectations / Class Climate / Relationships

Curriculum Design Learning Experiences Assessment Overarching Objectives

Alignment – Effective Teaching Framework

2 minutesSaphier, J., Haley-Speca, M.A. , & Gower, R., (2008). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA.

Gallery Walk

Serve as Docent for your guest

Review the highlights of each day

Provide examples from your classroom

15 minutes

Teacher Talk

Share your insights/concerns about your literacy integration journey so far – lessons tried – lessons learned - getting feedback – challenges – successes

15 minutes

Literacy Integration – Celebrations!

Table Group Discussion (facilitated by content leader)

Specific examples of Success

Evidence – Explain Why

As a group – select a highlight to share with the larger group - Create a graphic representation on chart paper and post for gallery walk

Networking Break – 20 minutes

20 minutes

Gap Analysis

At table groups (facilitated by content leader)

Review the Common Core Literacy Standards and the Essential Standards for the Arts

Create a master document that indexes the resources you have developed

Identify the gaps – strategize solutions

Create one lesson each to contribute to the wiki

90 minutes

Networking / Snack Break – 30 minutes

20 minutes

Resource Sharing

Full Group DiscussionWebsite sharing

30 minutes

Revise Gap Analysis

At table groups (facilitated by content leader)

Share the lessons you just created

Provide feedback

Revise the gap analysis

Create a strategy to share with other arts teachers in the district

30 minutes

Literacy Integration - Barriers

Local Research shows:Lack of planning timeNew initiativesRevised arts curriculum Feeling of isolation…

Solutions Chamber - Share your strategies

30 minutes

Addressing the challenges of Adolescent Literacy

Table Groups

I can help with … It’s not my job …

30 minutes

Next Steps

30 minutes

Celebration & Exit Ticket

+ What worked well∆ What needs an upgrade? What questions remain… Additional comments

15 minutes

Think of a single word or short phrase that reflects something you learned during this training

The previous presentation used copyright protected materials used under the multi-media

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Further use is prohibited.