week 2 ruth - 2014-15
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week 2 - writing 1TRANSCRIPT
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EDUC 8P20
Week 22014-15
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Professional Learning Conversations
15 minute discussion at tables
Follow-up question for class
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Going DeeperWhy this now for them?
In other words, why use Bitstrips and Storyline at this time for this group of students?
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Why this? Now? For them? Bitstrips is appropriate app for developing
persuasive argument
Common Core stresses argument – pressure from school district
Cartoon strip fit short time frame for project but still fit persuasive argument
Suitable for grade 5/6
Provided both engagement and support
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Scaffolding InstructionStudied persuasive strategies with students
Watched television commercials – connected to students’ lives
Brainstormed possible topics
Students worked collaboratively to gain background knowledge on issue
“Persuasion Map” graphic organizer
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Literacy
What does it mean to be literate in the 21st. Century?
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Malala Print text of Malala’s speech to the UN
YouTube clip of address to United Nations, July, 2013
Zen Pencil version of Malala’s story
Online petition
E-book: Every day is Malala Day
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Malala Yousafzai
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Global LiteracyThe student’s ability to connect people, places,
problems, and possibilities Investigate the worldRecognize perspectivesCommunicate ideasTake action
http://explore.tandfonline.com/page/ah/literacy-day
(wide selection of articles on Global Literacy available free until Oct. 10)
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https://www.youtube.com/watch?v=3rNhZu3ttIU
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Malala at UN: July, 2013https://www.youtube.com/watch?v=3rNhZu3ttIU
As you watch, fill in viewing sheet
Group adds to its definition of literacy
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In addition to reading & writing
Visual Literacy
Media Literacy
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Literacy is about more than reading and writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Literacy ... finds its place in our lives alongside other ways of communicating. Indeed, literacy itself takes many forms: on paper, on the computer screen, on TV, on posters and signs. Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of “literacy as freedom”.(UNESCO, Statement for the United Nations Literacy Decade, 2003–2012; italics added)
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Consider…
How might you feel about Malala’s UN address if you were a member of the Taliban or a government official in Pakistan?
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Critical Literacy All texts are constructions
All texts contain belief and value messages
Each person interprets messages differently
Texts serve different interests
Each medium develops its own “language” in order to position readers/viewers in certain ways
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Other representations…Social media – online petitions
Zen Pencils
E-books
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Aspects of LiteracyReading
Writing
Listening
Viewing
Representing
Thinking critically about ideas
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New LiteraciesDigital Literacy
Media Literacy
Global Literacy
Jacobs, H. (2014). Leading the New Literacies
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Digital LiteracyFinding resources via keyboarding, voice, and
touch technologies
Locating the appropriate application, tool, or website to match problem at hand
Tagging and organizing source material for efficient reference
Rendering new solutions as seen in an original app design or software platform
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Media LiteracyReceptive:
Critical analysis of information and storytelling media modalities
Generative:Use media to express informational and narrative
perspectives
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Modern LiteracyModern literacy is about the evolution from
traditional reading, writing, listening, and speaking to using multiple types of print and digital media, online communication, and collaborative structures to enable depth in learning and knowledge for the sake of sharing ideas and communicating in a global society. With modern literacy, students receive and express communication beyond the narrow use of traditional print.Tribuzzi & Fisher, 2014. Leading the New
Literacies, p. 25
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The Ontario Curriculum: Grades 1-8 - Language
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
Launched in 2006
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Ontario Curriculum – Language 1-8
Oral Communication
1.
2.
Media Studies
1.
2.
Reading
1.
2.
Writing
1.
2.
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Ontario Curriculum – Language 1-8
Oral Communication
1.
2.
Media Studies
1.
2.
Reading
1.
2.
Writing
1.
2.
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Curriculum expectations are mandatory.
Overall expectations
Describe in general terms the knowledge and skills students are expected to achieve by the end of each grade
Specific expectations
Describe the expected knowledge and skills in greater detail often with specific examples
25
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Writing1. Generate, gather,
and organize ideas and information to write for an intended purpose and audience
3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process
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Facebook 2004
YouTube2005
2010
Pinterest2011
iPads2010
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Infographic Information to be found in Sakai:
Syllabus FolderEvaluation Component of 8P20Assessment tool
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Infographic: Each teacher candidate will create an infographic that represents key messages related to either the Oral Language or Media Studies strand of the Language curriculum. Your infographic must be comprehensive and include pertinent references to ministry documents, how the strand fits into the literacy program, connections to assessment, instructional strategies, cross-curricular applications, differentiated instruction, etc. Marks for Infographic: 20%
Due: Nov. 11/12 See Appendix B for assessment tool