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Navigate—Integrate—Evaluate:How to Incorporate Writing into Your Content Area
Jamie D. ArneyFranklin-Simpson High School400 S. College StreetFranklin, KY 42134jamie.arney@simpson.kyschools.us 2014
Know the Climate and Culture of your Classroom!
Start with Rigor
…add some relevance!
How about Engagement?
What makes the best lesson for me?
—Desperation driven inspiration!—
J. D. Arney
In life you need either inspiration or desperation.Tony Robbins
People need motivation to do anything. I don't think human beings learn anything without desperation.Jim Carrey
Desperation is the raw material of drastic change. Only those who can leave behind everything they have ever believed in can hope to escape.William S. Burroughs
“That if desperate times call for desperate measures, then I'm free to act as desperately as I wish.” ― Suzanne Collins, Catching Fire
Step 1: Start with a Focused Learning Target—What is your end game?
Learning Target: Evaluate both visual and written satirical arguments in terms of their effectiveness in communicating societal issues.
Planning and Preparation
Planning and Preparation 2
Navigate—Part A
Navigate--To read text in several kinds of media one after the other with understanding about what they mean and how they connect. {Part A}
{Differentiation: Have sources written on board in correct order so that less focused students can record them before beginning}
Guiding question--How does society demonstrate its expectations for children in terms of gender?
Bell ringers— A Big Bang for Your Buck: A Chance to Re-Shape Learning Targets{Source 1}HOW DO THESE VISUAL TEXTS SUPPORT SATIRICAL CLAIMS ABOUT GENDER ROLES? REMEMBER TO DISCUSS SATIRICAL DEVICES USED TO HIGHLIGHT THE ABSTRACT ISSUE.
HOW HAVE SOCIETIES EXPECTATIONS FOR MEN AND WOMEN CHANGED IN THE LAST FEW DECADES? WHAT TYPE OF SATIRICAL HUMOR IS EVIDENT HERE?
Differentiation—Strategy 2—Same Song Second VerseTRACE THE LINK OF GENDER SPECIFIC FASHION TO THE ARTIST AND THE TIME PERIOD.
HINT: NURSERIES AND BABY SHOWERS WOULD NEVER BE THE SAME AFTERWARD!
Play It Again, Sam!
Contrast the claim of the two visual texts in reference to society’s expectations of boys and girls.
OR
An old nursery rhyme reads: Snips and snails and puppy dog tails--that’s what little boys are made of. Sugar and spice and everything nice--that’s what little girls are made of.
How does this rhyme compare with claim of the two visual texts in reference to society’s expectations of boys and girls? https://www.youtube.com/watch?v=Fr
ZQd2xlYzQ
Always Deconstruct The Bell Ringer
http://www.online-stopwatch.com/candle-timer/full-screen/
Google Timer is Your Friend! P.S. So is PickMe app!
Source 2
Today/Tonight “Gender Toys” Student focus should be on
personality develop for children as well as tips for parents.
Source 3
Tim Hawkins Boys Vs. Girls Student focus should be on
personality differences described between males and females.
Source 4
Tim Hawkins and friends on “Teenagers” Student focus should SHIFT to
similarities between sexes. What do they have in common?
Source 5—”Who Are Harder to Raise…Boys or Girls?” from Motherhood: The Second Oldest Profession—Erma Bombeck
DIFFERENTIATION STRATEGY
The order of the texts (For less attentive learners move the Bombeck essay to #3 slot and the rest move down. This keeps students’ focus on the main text with satirical comedy routines being sidelines.)
Chunking and guiding questions 1. What is the answer to the question Bombeck raises and why? 2. What new evidence does Bombeck give to support her thesis
or claim? 3. What are the conclusions Bombeck draws about girls?
Integrate—Part B
Integrate—To think about all of the various kinds of media in terms of a single idea. {Conclusion—thesis statement}
Evaluate—Prompt/Constructed Response
Evaluate—To form an idea about the value or worth of your conclusion, to refine it if you need to, and to write a constructed response citing evidence from your text.
Back to the Beginning (Learning Target: Evaluate both visual and written satirical arguments in terms of their effectiveness in communicating societal issues.)
And the answer is…
Guiding question--How does society demonstrate its expectations for children in terms of gender?
Prompt—How effective is the use of satire in examining the question of gender differences? {Differentiation—AP kids use 3 sources ; Bombeck must be one source. Require students to use proper MLA citation.}
Now It’s Your Turn—10 minute Tidy!
EDITORIAL
What is your anchor text?
Erma Bombeck
What visual texts and moving visual texts can you use to coincide with or contradict this text? Tim Hawkins, Dennis the Menace bell ringer
OP ED
What is your authentic text that doesn’t necessarily forward the argument of the editorial? Today/Tonight
Common Core/Quality Core Standards—What Exactly Did We Just Do?
Reading A2a—Apply strategies before, during, and after reading to increase
fluency and comprehension(e.g. adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing, using graphic organizers) with increasingly challenging texts. {visuals, clips, main text}
A3a—Identify analyze, and evaluate the defining characteristics of specific literary and nonliterary forms (e.g. satire, allegory, parody, editorial essay, memorandum) and describe how form affects meaning and function of the texts.
{Section A & B of organizer} A5g—Evaluate ways authors develop style to achieve specific rhetorical
and aesthetic purposes, noting the impact of diction and figurative language on tone, mood, theme; cite specific examples from increasingly challenging texts.
A5h—Identify the author’s stated or implied purpose increasingly challenging texts. {Section A & B of organizer
A6c—Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sources. {Constructed Response}
And we also…
Writing B1a—Use prewriting strategies(e.g. brainstorming, webbing, note
making, interviewing, background reading) to generate, focus, and organize ideas as well as gather information. {Graphic organizer}
Research Cc--Evaluate multiple sources of information for accuracy,
credibility, currency, relevance, reliability, and perspective. {visual and print texts}
Listening, Viewing, Speaking D1c—Analyze the effectiveness and validity of arguments(e.g.
causation, analogy, inductive and deductive reasoning, appeals to emotion or authority) in visual and oral texts.
Study Skills and Test Taking Ec—Use appropriate essay-test-taking and timed-writing
strategies that analyze the question(prompt) {Constructed Response/Google timer}
Oh yeah, you can use this for…
Synthesis questions, argument writing, letter writing.
Formal lab reports {either in the hard sciences or soft sciences—sources for background information to compare with raw data}
DBQ’s—Document Based Questions, proposals, and of course—On Demand Writing{but don’t call it that or the kids will automatically shut down!}
How Can I? Anecdotes Visual texts Embedded
vocabulary Bell ringers Moving visual
texts Music Test questions
Sources
Adkins-McEwan, Elaine K. and Burnette, Allyson J. 20 Literacy Strategies to Meet the Common Core: Increasing Rigor in Middle & High School Classroom. Bloomington, IN: Solution Tree,2013. 225-238.
Bombeck, Erma. “Who Are Harder to Raise…Boys or Girls?” Motherhood: The Second Oldest Profession . New York: Dell Publishing, 1983. 33-35.
Barry, Dave. “Lost in the Kitchen.” 50 Essays: A Portable Anthology. Ed. Samuel Cohen. Boston/New York: Bedford/St. Martin’s, 2004. 61-63.
Hawkins, Tim. “Boys vs. Girls” https://www.youtube.com/watch?v=xO-QXw4PJ6g
Hawkins, Tim and friends. “Teenagers” https://www.youtube.com/watch?v=SzAzsS_cfhA
“Gender Toys.” Today/Tonight. https://www.youtube.com/watch?v=4vU5GGtMhmo
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