making connections: engaging students in language, literacy, and global issues

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Copyright © 2010, Facing the Future

Welcome!Making Connections: Engaging Students in

Language, Literacy and Global Issues

Dave Wilton

• Assistant Outreach Director

• Conference Moderator

• [email protected]

• 206-264-1503


mailto:[email protected]

Sheeba Jacob

• Assistant Program Director

• Co-author of Making Connections

• Middle school language arts

teacher in Brooklyn, New York


• 206-264-1503



David White Espin

• Teacher at Secondary Bilingual

Orientation Center, Seattle, WA

• Co-author of chapter in TESOL

Classroom Practice Series,

Authenticity in the Language

Classroom and Beyond

• Pilot-tester and contributor to

Making Connections


Alicia Keefe

• Technical Outreach Coordinator

• Chat Moderator


• 206-264-1503



Agenda

About Facing the Future

Introduction of Making Connections

Research Basis and Development Process

Chapter Review

Questions


About Facing the Future

Seattle-based 501(c)3 founded in 1995

Interdisciplinary global issues and sustainability curriculum for K-12

Over 1 million students reached annually

All U.S. 50 states and over 100 countries

Curriculum resources

Professional development and consulting www.facingthefuture.org


http://www.facingthefuture.org/

Development Rationale

25% of students in

grades 4-12 read

below grade level

21st century literacy

demands

Student engagement


“The emphasis on different types of thinking strategies,

reading strategies, and vocabulary was excellent for

[my students].”~ Jill Berge, High School Literacy Teacher

Teacher’s Guide &

Student Textbook


Inside the Teacher’s Guide


Student Textbook


Why Use This Book?

Make language learning

purposeful

Motivate students with content-

based learning

Gain skills and knowledge

needed to excel academically

Apply skills to current, relevant,

and interconnected topics

Learn about important issues

and ways students can

contribute to their communities


Ways to Use This Book

Language acquisition for

intermediate English language

learners and striving readers

Reading comprehension of

nonfiction materials in English

language arts classes

Increasing knowledge of global

issues in science and social

studies classes

Student engagement in the

classroom around current, relevant

issues


Best Practices

Engaging language and

literacy activities

Explicit reading

comprehension instruction

Explicit vocabulary instruction

Differentiated instruction

Real-world content and

themes

Multiple reading, writing,

speaking, and listening

opportunities


Chapter Components

Activating Knowledge

Vocabulary Development

Dialogue

Reading

Writing

Culminating Activity

Assessments (formative &

summative)

Content-Based Themes


Chapter OverviewsReading Skills & Writing Genres

1.Envisioning our Future

o Reading Skill: Main Idea

o Writing Genre: Poetry

2.The Natural World

o Reading Skill: Textual Details

o Writing Skill: 5-Sentence Paragraph

3.Environmental Issues & Solutions

o Reading Skill: Cause & Effect

o Writing Genre: Persuasive Essay

4.Thinking about Consumption

o Reading Skill: Sequencing

o Writing Genre: How-To Guide

5.Population Around the World

o Reading Skill: Making Predictions

o Writing Genre: Community Plan


6.Improving Quality of Life

o Reading Skill: Drawing Conclusions

o Writing Genre: Realistic Fiction

7.Peace & Conflict

o Reading Skill: Theme

o Writing Genre: Advice Column

8.Community Development

o Reading Skill: Context Clues

o Writing Genre: Speech

9.Creating Our Future

o Reading Skill: Character Traits

o Writing Genre: Letter

Ch. 1: Envisioning Our Future

Components, Timeline, Standards



Ch. 1: Envisioning Our FutureFinding Main Ideas & Writing Poetry

Content and language

objectives based on the

lesson topic

Each chapter structured

around essential

questions

Language development

through mastery of content

Ch. 1: Envisioning Our FutureActivating Knowledge

o “In this photo,

I see...”

o “The problem

might be…”

o “I wonder

why…”


Ch. 1: Envisioning Our FutureWriting Warm-up

Respond to the following

questions. Write continuously and

include every idea you can think

of. Be ready to share with your

partner.

o What is the biggest problem in the

world today?

o Why does this problem exist?

o What do you think is a solution to

this problem?


Ch. 1: Envisioning Our FutureExpanding Vocabulary


Guess what each word

means based on the

picture

Ch. 1: Envisioning Our FutureUsing Words in Context

Fill in the blanks using

the words below:

o Society

o Environment

o Economy

o Sustainability


society

environment

economy

Ch. 1: Envisioning Our FutureUsing Words in Context



Ch. 3: Environmental IssuesDialogue


A: What does this graph show?

B: The graph shows the amount of water /

raindrops per person in the world.

A: It looks like the amount of water per

person has increased / decreased over time.

B: How do you know?


A: Well, in 1900 there were more than 20,000 /

25,000 cubic meters of water available per

person.

B: Yes, and by 2000 only about 5,000 / 10,000

cubic meters of water were available per person.


A: Do you think the total amount of water in

the world is less now than in 1900?

B: No, the total type / amount of water in the

world is always the same.


A: So why do you think the amount per

people / person had decreased?

B: The amount per person may have

decreased because the number of people

has increased.


A: Oh, I see. If more people / person are

using the same amount of water, there will

be less water for each person.

B: That’s right. It is like when you and three

friends plan to share a pizza. If another

pizza / friend joins you, you will have to

divide the pizza among more people. Now

you have five people who want to eat the

pizza.


A: I see what you mean. If

there were fewer / more

people in the world, more

water would be available to

each person.

B: That’s true, but there

would also be more water

available for other people if

each person uses less /

more water.


Ch. 1: Envisioning Our FutureReading Skill Focus: Main Idea


Ch. 1: Envisioning Our FuturePre-Reading: Anticipation Guide


Ch. 1: Envisioning Our FutureChapter Reading: Been Around the World


Ch. 1: Envisioning Our FutureReading Skill Follow-Up: Main Idea


Ch. 1: Envisioning Our FutureComprehension Questions


Ch. 1: Envisioning Our FutureWriting about Sustainability: Poetry



Ch. 1: Envisioning Our FutureCulminating Activity: Making Global Connections

Ch. 1: Envisioning Our FutureExtension & Action Project

Art Extension: Students

create their own Global

Issues Mobile using

photos & drawings

Action Project: Students

select a global issue they

are most concerned

about, brainstorm

sustainable solutions,

and take part in Global

Youth Service Day


Ch. 1: Envisioning Our FutureAssessment

End of chapter review

of:

Vocabulary

Content

Comprehension

Outlook & Beliefs


THANK YOU!

Staying Connected

Visit www.facingthefuture.org

Sign up for FTF e-newsletter

Contact FTF:

[email protected]





Curriculum Resources

Student Textbooks

Written for grades 6-12. Preview

chapters available online

Teacher’s Guides

Over 30 free lessons available

at www.facingthefuture.org

Curriculum Units

1-2 weeks in length. Most free to download online


“We must teach our students that

they can be architects of the future,

rather than its victims.”

~ Buckminster Fuller

making connections: engaging students in language, literacy, and global issues

Education

future components

future activating knowledge

connections copyright

sequencingo reading

worldo reading skill

futureo reading skill

themeo writing skill

relevantissues copyright