PracticalClassroomConnections:Depth&Complexity

EmilyBiggersAugust4,2016

AGENDA

•ReviewElementsofD&C– KAHOOT!•WaystointegrateDepth&Complexityinto:• Discussions• Questioning• Games• Activities

Let’sReviewtheElementsofDepth&Complexity...usingKahoot!https://play.kahoot.it/#/k/4bd43a16-63eb-4a38-9a65-eba0f459249e

Kahoot• Useforquizzes,surveys,anddiscussions!• Setupafreeaccountathttps://getkahoot.com/.

LargeDepth&ComplexityIconCards

• Usefulforteachingtheelementsandicons

• Usefulforstudentstorefertoasworking

• Usefulfordiscussions

MagneticDepth&ComplexityIconCards• Studentsmanipulateduringdiscussions

• Usefulforstudentstorefertoasworking

• Usefulifassigningtabletalkorworkfromalimitednumberoftheelements

Let’stryit!

Chooseatopicorbookthatwillbetaughtinclassroomsonyourcampusduringtheupcomingschoolyear.

Individualsmovethemagneticiconsfromonesideoftheboardtotheotherasanapplicationismadebetweenthepromptandthecontent.

Depth&ComplexityIconPosterswithQuestions

• GuidingQuestions

• Usefulforstudentstorefertoasworking

• Usefulforteacherreferenceduringdiscussions

ReadingLogs/Questioning

ReadingLog– AmongtheHidden………..Choose3questions toanswer.Showhighlevel,deepthinking.Usecompletesentencesandquotesfromthebookinquotationmarkswithpagenumbertobackupyouranswer.Example:Bobreferredtohisbedroomasa“prisonofsorts”(p.54).Icanrelatetothisfeelingbecause…

1. Lukesaysheistoooldtobe“tuckedintobed.”Whatissomethingthatyoufeelyouaretoooldfornowbutthatyouenjoyedwhenyouwereyounger?

2. ChooseanyelementofdepthandcomplexitythatyoucanconnecttothereadingofAmongtheHiddenthusfar.Drawtheiconandthenwriteatleastthreesentencesapplyingtheelementtoyourreading.

3. ETHICS:Lukeisdisobeyinghisparents’ordersto“stayhidden”whenhegoesoutthebackdoorofhishome.Inyouropinion,shouldhehavedonethis?Whyorwhynot?

4. Hetookadeepbreath,lookingforwardtowardtheSportsFamily’shouse,thenbackagaintowardhisown.(p.55).WhatdoyouthinkLukeisfeelingandcontemplatinghere?Haveyoueverfelttornbetweentwochoices–oneperhapssaferthantheother?Describethesituation.

5. CompareandcontrastLuketoJenusingaVenndiagramORadoublebubblemap.Besuretoincludeatleastsevenitemspersection.Youmayusebulletpoints.Trytomakeyourcompare/contrast“balanced.”Whatisononesideshouldmatchupwithwhatisontheother.

6. UNANSWEREDQUESTIONS:Whatareyouwonderingatthispointinyourreading?Whatunansweredquestionsdoyoustillhave?

Questioning/Discussions

• POSTTHEICONSinprominentspots.Thisshowsstudentsyouvaluethemasintellectualtoolsintheclassroom!

• Usethisstatementregularly:“LOOKfor(appropriateelement)inourlessontodayon(content).”

Examples:Ø “LOOKfordifferentperspectivestodayinourreadinglessonfrom

Charlotte’sWeb.”Ø “LOOKforethicalissuesinourstudyoftheCivilWar.”Ø “LOOKfor____________in___________today.”

IconGame(Spinner)• Insmallgroups,selectanovelorpicturebookwithwhichyouareallfamiliar.• Grabaspinnericongame.• Sortthecardsintostacksbytheiricons.• Theshortestpersongoesfirst.J• Spin&selectacardwiththaticononit.• “Thinktime”isamust!• Eachplayerwillanswerhis/herquestionandcallonanothergroupmembertoanswerthesamequestion.• Playcontinues,movinginacircletothefirstplayer’sright.

OtherUsesfortheSpinners

• Exittickets• Writingprompts• Usewithteacher-developedquestionsforbiographies,dramas,poems,informationaltext,etc.• UsewithSSorSciencediscussions(presidential elections,weather,etc.)• Otherideas?

CreateyourownQuestions!BiographyStudy-- SpinnerGame

DETAILSNameadetailthatsurprisedyouasyoubeganreadingaboutthisperson.Thisshouldnotbeafactthatyouknewpriortoreadingthebook.

Describetheindividual’sphysicalappearancebasedondetailsfromyourreading.

LANGUAGEOFTHEDISCIPLINE

Ifamonumentwereerectedinhonorofthisindividual,whatquotewouldyousuggestfortheinscription?Why?

Whataresomeexamplesoflanguagefromthisindividual’sfieldthatyourememberfromyourreading?

LanguagetoLiteracyCharts/Foldables

• Usewithanytext(i.e.picturebook,passagefromaSSorSciencetextbooks,chapterfromanovel,entirenovel).• Useinvariousformats• Largebutcherpaperdividedintosectionsfortheelements• Largeconstructionpaper,laminatedbypage,foldtoresemblea“bigbook”• ElectronicformatssuchasSmartBoardnotebookfile

Titleof Book&Author

Language INoticed… IWondered…

ConnectionstoLiterature/Life

Teacher orstudent(s)drawordesignacoverillustrationforthebookhere!

Teacherpre-selectsnewvocabulary&studentspredictwordmeanings.

Studentsgiveexamplesofdetailstheynoticed.

Studentsasktheirunansweredquestionsregarding text.

Studentsmakeconnections toothertexts/movies/&theirownlifeexperiences.

1.shrieking- screaming(Adalae);yelling(Sarai);toshowyouarescared(Foster);highpitchedscreaming(Brody)

2.whizzed- wentpastfast(Laney);bolted(Kai);flewthroughit(Connor);smart(Tyler)

3.admire- whenyoutellsomebodysomethingthatisreallynice- likeacompliment(Austin);tolike(Jackson);togiveattention(Adalae)

4.flapping- birdsusingtheirwings(Gael);movingwingsupanddown(Laney)

5.glamorous- gorgeous(Connor);pretty(Austin);beautiful(Brody);fabulous(Sarai);sparkly(Adalae)

6.cramped- somethingthathurtsbecauseitpoppedandyoucan'tmove(Kai);inatightspace- like"Thepeoplewerecrampedwhentheyhid."(Bella)

1st grade– THREEHENS&APEACOCK(languagetoliteracychart)

Let’splay“TakeaStand!”

Directionsforthisgameareonthehand-out.

ExampleStatementsfor“TakeaStand”

• ExamplefromSocialStudies:Lawsshouldalwaysbefollowed.

• ExamplefromMath:Geometryisimportantindailylife.

• ExamplefromLiterature:TUCKEVERLASTING– MaeTuckmadetherightchoicetohitthemanintheyellowsuitovertheheadwiththeshotgun.

TableTalk:Whatcouldyouuse“TakeaStand”withinyourclassroom?WhatelementsofDepth&Complexitystandouttoyoufromthisgame?

PointofViewMap(PerspectiveMap)• Usetoexaminemultipleperspectivesonatopic,issue,object,idea,ofcharactersinabook,etc.

• Helpsstudentsconsidermultipleperspectivesinamore“concrete”waythroughspeech/thoughtbursts.

• Useinanycontentarea.

Tryit!• Findthepointofviewmapinyourhandout.• WriteordrawinthecentertorepresenttheAlamo,theMayflower,oranimportantsettingorobjectfromanovelyouteach.• Labelyourspeechburstswithfourdifferentindividualsorgroupsthatwouldhavesomethingtosayaboutthistopic.• Writefromtheperspectiveofeach.Remembertousefirstpersonpointofview(Iorwe)foreach.• Challenge(GreatforyourGTstudents!)– Trywritingfromtheperspectiveofaninanimateobject!Whatwouldthewebsayaboutthebarn?WhatwouldthestormsayabouttheTitanic?• Shareoutsomeexamples!

Students write from the perspective of a character, inventor, or famous leader…

Which elements of depth & complexity are addressed in this assignment that you may already use?

AlternateAssignment–Writeasa______(expertinfield– i.e.musician,palaentologist)FuturecareerLanguageofthedisciplineDetails

One Pager (D&C Style)Totally True Adventures:

Climbing Everest

You will create a poster on 11 X 14 paper that demonstrates your understanding of the book. Each of the following categories must be included. Other than the first and last, you may arrange these categories in any order.

• Title and author at top-center of the poster. • 2 pictures of characters from your book. Each picture must be labeled with the

character’s name. • 1 quality, detailed picture of the setting, labeled. • 3 new words & their meanings – language of the discipline • 1 unanswered question you still have after reading the book• 2 rules (stated or unstated) about climbing Mt. Everest • A main idea statement about the book (big idea)• 2 interesting details from the book • 2 quotes from the book that you think are powerful – Be sure to write the quotes in

quotation marks (“xxx”) and put a dash ( - ) and the person’s name after each quote.• Your name and grade level in the bottom right corner of your poster.

IdeaforDisplayingStudentWork–

Circletheelementsaddressed intheassignment.

Allowstudentstohelpyoudecide!

Fa

FamousLeaders“IAm”PoemsBy4th gradePEAKStudents

addressingthese

elementsof

ParentNewslettersPEAK(4th &5th grade)WerecentlyenjoyedprojectpresentationsonTuckEverlasting (4th)andIslandoftheBlueDolphins (5th).Currently,wearereadingandstudyingTheCay in4th gradeandCityofEmberin5th grade.TheCay issetduringWorldWarIIandisthetaleofayoungboyandanislandmanwhowinduptogetheraftertheirshipistorpedoedandtheyarelostatseaonaraft.CityofEmber isaDystopiannovelfullofintrigue.Witheachofournovelstudies,thestudentsapplyhighlevelsofthinkingthroughtheuseofourDepth&Complexityelements.Eachelementhasaniconthatservesasamemorytrigger.Seehowmanyoftheseyourchildcantellyouabout!

Inconclusion…

• IhopeyouhaveyourbestschoolyearyetandthatyoufindgreatwaystoincorporateDepth&Complexity!

• Thankyouforbeinghereandforallyoudoforstudentseveryday!