Diapositiva 1

Rules of Engagement: Reading and Middle Gradersthe LDC WayLatoya Y. McCormick, M.A.Ed.8th grade ELA Pembroke Middle SchoolPembroke, NC

Agenda10:30am10:40am11:15am10:50pm11:00am11:15amWife, mother, 8th grade language arts teacher, book lover2nd year beginning, lateral entry teacherB.A. SociologyM.A.Ed. Adult Education and Training5 years experience in adolescent mental healthMarried since 20102 year old daughterBusy

Latoya Y. McCormickWho am I?

At least what I thought teachers didBeing a teacher

Teacher: magical beings that successfully taught all children, graded papers, wrote phenomenal lesson plans, while raising a family and looking fabulous all at the same time Basically a unicorn.

Life Before LDCLesson PlanningInformational TextGrading PapersLack of experienceBehavioral problemsEngaging the studentsInformational TextTime ManagementClear use and understanding of CCSSPacing and lesson planningDifficulties before LDCEngaging studentsData and scoresBehavioralProblemsLord of the Flies by William GoldingTeaching a Novelbefore LDC

Engagement: Power Point on Goldings backgroundBrief introduction to events in the world at the time

Group Work:Literacy Circles- students read in groups while taking Cornell notes- No clear direction. No clear transition. No organization. No time line. Common Core was not clearly identified or aligned to the activities/assignments. No final project.Students struggled with staying on task due to the classroom chaos

EffectivenessNONEStudents were bored. They struggled with concepts. They had no real direction and were not presented with opportunities to relate the novel to the real world.Summary video of the storyline-Information given to the students rather than students developing their own ideas or using textual evidence for proof.Film AdaptationFilm adaptations vary and are rarely true to the storyline as represented in the novel.Students were not asked to make note of the differences or similarities between the film and the textthis caused failure in students on summative assessments as they related all things true to the film rather than the text.Teaching a novel with video/visuals

And then came Literacy Design Collaborative

My interests at 13

20 years later

At 13, I was interested in a range of things from my favorite music, books, celebrities, television, etc. While at 33, I have a different level of interests based upon my current location of my path in life.10

Student Knowledge Prior to 2000Student Interests

Students have an entirely different level of interests than teachers. Students rarely tend to have the same degree of interests as teachers. Students have a higher interest in technology. It is very difficult to engage students when not incorporating any of their interests, but expecting them to like what the teacher likes.11How do you combine educational need and student interest?LDCLDC is a national community of educators providing a teacher-designed and research-proven framework, online tools, and resources for creating literacy-rich assignments and courses across content areas (SREB, 2014).What exactly is LDC?

Meet the students at their level.Determine student interest via survey:https://www.surveymonkey.com/s/5GRPXMVStudent conferences (EOG, Benchmark data, history, RTI)Outline expectations

Engaging Studentsthe LDC wayEngaging Studentsthe LDC wayRules for videos/visual aids

Always give students a point of focus.Students MUST know that there is a reason for which they are viewing the film/visual aid.Facilitate this by rotating the classroom.Allow students to use various exchange of information strategies, i.e. think-pair-share This allows students to collaborate.Initiate and facilitate classroom discussion. Essential Questions, Teaching Task, Critical Focus, etc.

THERE MUST BE AN ACTIVITY WITH ANY VIDEO/VISUALNovel Studythe LDC Way

The Hunger Games by Suzanne CollinsOrganization: Allows students, parents and teacher to have an overview of assignments, expectations, due dates, etc.

Teaching Taskthis gives students an understanding of the purpose for reading the text.Students are supplied with required resources in packets on day 1 of the study.Students keep track of their own study materials.Teaching Task: Is survival more important than basic human rights? After reading The Hunger Games, "Band in Fatal Hazing to Perform Again," "An End to War vs. The Animal Instinct to Survive," and excerpts from The Lottery, Night, Lord of the Flies, and The Diary of Anne Frank on survival, write a survival guide for a character from The Hunger Games or create a cookbook for survival from District 12 in which you define and explain the conflict between human rights and survival. Support your discussion with evidence from the texts.Impact/Effectiveness

This initial engagement activity admonished students of the expectations for this novel study. Students learn to take responsibility for their learning.Engagement:A short 10 minute video on the story of human rights providing students with information about human rights. Students write Cornell notes during the video. The class discusses the concept and completes a short quiz utilizing notes

video link: The Story of Human RightsEssential Question: What is a lottery and what are the similarities and differences between it and the reaping? How do you know?

Learning Target: I can identify the 30 human rights and prove whether or not the rights of the characters in the text are being protected.LT represents what the student will be able to do upon the end of the lessonEQ represents the level of thinking for student performance using textual evidence, process of elimination, etc. It provides students with a focus on what they should know upon the end of the lesson.Students work in groups of 4 (5 max)Each student has a role in the reading circle.

Dictionary DetectiveMaking ConnectionsIllustratorReader/Discussion DirectorStory Mapper

Literature/Reading Circles

Rubrics & Grading Eliminates inconsistencies in grading

Provides students with clear expectations

Provides a framework/guide for the assignment

NAME:________________________DATE:__________ PERIOD:_____SIFT Literary Analysis StrategyDirections: Use the table below to record examples of each of the poetic devices from the literary workTitle:________________________ Author:____________________SIFTAn annotation strategy

S ynonymsI mageryF igurative LanguageT one/Theme

Using The SIFT Method Analyze Literature Critically

SymbolsExamine the title and text for symbolismImagesIdentify images and sensory details (sight, sound, taste, odor, texture)Figurative LanguageIdentify and analyze non-standard use of language, including metaphor, simile, repetition, omission, unusual word order, slang, etc.Tone and Theme1) Discuss the tone taken by the author.2) Message or moral: Why did the author create this work?A summarizing strategy.Students write summaries of what they have read in no more, no less than 20 words. The Hunger GamesStudents created Twitter posts from the perspective of a character to another character in the text. The post must adhere to the rules of Twitter by only utilizing 140 charactersGist

Engagement through Formative and Summative AssessmentsAssessments

Engagement through Characterization

Students created paper Fakebook pages for assigned characters. Students could not use any visuals from the film. Information must show textual evidence.

Speed Dating

Using the Speed dating format, students exchanged profile pages for 2 minutes and wrote posts from the perspective of the character that they were assigned.

In order to do this, students must be knowledgeable about the characters in the text.This was used as a formative assessmentCreate a cookbook written specifically for survival when living in District 12.Final ProjectCreate a survival guide that would be used in the games. Could be written from the perspective of a participant in the games or a spectator.Survival GuideCookbook}Both projects must show textual evidence to support the claims being made.This project is used as a summative assessment.

Engaging Students using technologyOld SchoolStudents are uncertain about what to do.Usually a rephrasing of the authors original work.Rudimentary for 8th gradersbelow grade levelBoringDoes not adhere to CCSSDoes not allow students to make inferences and relate the text to the real worldBook TrailersUsing Animoto.com, Students create trailers for books they have read.Green- minimal paperFunEffectiveTechnology (Standards)Organization of plotAllows expression and creativityhttp://animoto.com/play/YzST1L0I70mUbdyL2W9Sfg

Book ReportsVSUsing QR codesStudents can do interactive gallery walksTeachers can conduct scavenger huntsStudents can scan codes for study guides, homework, etc.Facilitates curiosity and interest

Engaging Students using technology

My ExperiencesDiscussing LDC with teachers not involved offered difficulties.Students liked the organization of the lessons and the hands-on approach.I LOVED the organization of the lessons and pre-planning.Students became more responsible for their learning.Students were more engaged than non-LDC lessons.

Students become more invested in their education.Increase in test scoresThey understand the whys of learningIf WE as teachers are not successful, we are failing ourselves, students, and future generations.Why does any of this matter?

Without teachers, there would not be any other professions.

Our job is importantResourceswww.discoveryeducation.comwww.newsela.comwww.readwritethink.orgwww.ereadingworksheets.comwww.teenbiz3000.comAccelerated Readerwww.huffingtonpost.com/teen/ (Teen Huffington Post)Curriculum Coach handbookSREB LDC handbookThe teaching channelPinterest

http://www.qrstuff.com/ www.Animoto.com www.Youtube.com Common Core Standards (app) and flip chart Depth of Knowledge chartEmail: latoya.mccormick@robeson.k12.nc.us

School webpage: http://www.robeson.k12.nc.us/Domain/5158

Contact Information