Module 3:
The Great Aha!
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Focus Areas: |
ELA
2003 Profundity
Scales (narrative and expository) Developing
Thematic Units Assessment
Rubrics, Narrative and Expository |
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Materials
needed: |
Materials
provide by the training site: ·
MLPP ·
Handouts developed by the ISD ·
Sign-in sheets and name tags ·
Evaluation forms ·
A-V equipment (overhead and VCR)-if you need anything
else, call ISD or hosting district to make arrangements |
Material
to be brought by the presenter: ·
Your prepared overheads ·
2 Picture Books thematically linked i.e. Uncle Jed’s
Barber Shop by Margaret King
Mitchell and Molly Bannaky by Alice
McGill ·
Chart paper (one sheet for each group of four) ·
Markers (for each group of four) ·
Post-its (ten per group of four) ·
Assortment of thematically linked texts ·
Informational article for Text Lifting ·
Post-its (three per participant) ·
Chart paper (one sheet) |
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Review of
Module 2: 10 minutes |
Review
the retelling assignment from Module 2. Discuss this with a partner. ·
Score with appropriate rubric ·
What can you learn about the child from this
retelling? Fill out case study
analysis sheet. ·
What are you going to do with the information you learned
about the child? ·
Discuss with partner the comprehension strategy you used
in your classroom. |
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ELA 2003 10 minutes |
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Introduction of the ELA (English Language Arts) Assessment
Plan for 2003 ·
Present the handout “Everything a Student Needs to Know
and Be Able to Do to Succeed on the ELA 2003” (How does profundity fit into each of these documents?) ·
Discuss how big ideas differ from topics. Go over big idea and theme sheets in
packet. ·
Theme is inferred.
Several people can read the same story and infer a different
theme. It is your justification of
the theme that matters. That is why
the question fourth grade students need to answer for part three of ELA 2003
is “Do you agree or disagree that the theme of these two stories is …?”, and
why fourth grade students are allowed to use their own understanding of the
theme in answering a scenario prompt. |
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Setting
Purpose for using Profundity 20 minutes |
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Do Letter to Author’activity
– What book changed your heart or mind?
Write a letter to the author to tell him/her about it. ·
Write independently, share in pairs, ask for 3-4
volunteers to share with group. ·
Complete the letters to author. What can teachers learn from this? Analyze the data and plan for appropriate instruction. ·
Our purpose for reading is that it transforms your life in
three ways. (Use transforming
handout.) Discuss the three ways. |
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Narrative
Profundity Activity 30 minutes |
Narrative
Profundity Activity: These
are the directions for using the Narrative Profundity Scale to get kids ready
for the ELA 2003 using the theme Determination
and the book Uncle Jed’s Barbershop. ·
Pass out paper, post-its, and markers. ·
Hang three sheets of chart paper in front of the
class. One sheet for listing actions,
one for doing bubbling activity, and on the top of the third sheet write the
suggested theme, Determination. ·
Demonstrate the “To” level with Uncle
Jed’s Barbershop (think aloud). ·
On a post it note participants are to put their name and a
response to the question “What does Determination
mean to you?” When done, place post it on the chart paper labeled with the
theme. Remind them to assure their
students that there is no right or wrong answer to this question. What we are trying to find out is the
student’s current understanding of the theme. We also provide the theme before completing the activity
because on the ELA 2003 they are told the theme prior to and throughout the assessment.
·
Tell the students to listen for the actions of Uncle
Jed. Actions are the things Uncle Jed
does. Profundity depends on following
the actions of one character throughout the story. ·
Read the story. ·
Build a list of actions on the first piece of chart
paper. Choose the three actions you
feel are the most important being sure that one of them is the turning point
of the story. ·
Then explain that they will be working in co-operative
groups, which means we will listen to each person talk and each person will
have an opportunity to talk. Everyone
counts the number of buttons on their person. The person with the most buttons needs to pick up the black
marker and draw this shape (a rectangle divided into three equal parts) in
the middle of their group chart paper.
Now write the three actions in the boxes. ·
Moving clock-wise around the group the next person needs a
red marker to draw a red bubble that connects to the first action box. What you are going to be thinking about is
“Why did Uncle Jed …?” (whatever is in the action box). The person with the red marker shares
his/her thoughts first. Passing the
marker clock-wise, everyone gets to share.
When everyone is done sharing, the group synthesizes the information
and writes the response in the red bubble.
·
The next person takes a blue marker and draws a blue
bubble that connects to the red bubble.
What you are going to be thinking this time is “Was it right or wrong
for Uncle Jed to…?” (whatever is in the action box). Repeat process of sharing and writing
shared response in the bubble. ·
The next person needs a green marker and draws a green
bubble that connects to the blue bubble.
What you are going to be thinking this time is “What did Uncle Jed get
for …?” (whatever is in the action box).
It is important to remember that Profundity begins with the action and
always goes back to the action. It is
also important to remember that for the third bubble you must stay specific
to the action, you can never go beyond the action. Repeat this process for the next two actions on their own as a
group. ·
After 5-8 minutes, stop the groups and ask “How does the
conversation you are having about Uncle Jed compare to the conversations your
students typically have in your classroom now?” Discuss in groups for a few minutes and then continue with
bubbling activity on their own. ·
You understand stories and theme
better when you identify with the characters of the story. So, turn over your large sheets of paper
and everybody needs to draw a chart like this (see attached). Label columns: Uncle Jed, Same, Your Name.
Then think about ways you are the same or different than Uncle Jed and
fill-in the appropriate column. This
typically starts out as listing physical characteristics. You can get students to think deeper by
posing situations from the story to consider while they are filling out the
chart. ·
Go back to the person with the most buttons. He or she needs to draw a large brown
bubble. What you are going to be
thinking about here is: “Do you agree or disagree that the theme of this
story is Determination?”, “Why do you agree or disagree?”, “What is one clear example from the story
that illustrates the theme?” ·
Everyone draws a square and responds to one of the number
2 or 3 prompts on the Transforming hand out.
To finish, everyone writes their name on a post it and responds to
this prompt, “Now that you have heard this story, what does Determination
mean to you?” ·
Introduce Narrative Profundity Scale pointing out where
each plane matches up on the bubbling activity. ·
Go over Profundity R Us, Bookmarks, and Posters Helpful
Tips: ·
Must be presented in the To, With, and By format. First model the process for the whole
class, then share the process with the whole class, then share the process
with small groups as illustrated above. ·
This process takes a few hours to do with the children so
think of creative ways to break it down and spread the instruction over
several days. ·
Since it is such a long process, be sure to select text
carefully. We recommend analyzing
text before you begin the activity. ·
The ultimate goal is to have kids either using the
Profundity Scale in small discussion groups or individually to understand
text at a deeper level. ·
Show participants Matrices and Profundity Scale Map and
how it can be used individually as an assessment in combination with
retelling. |
Narrative
Profundity Activity Continued
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Break 15 minutes |
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Expository
Profundity Activity 10 minutes |
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Assessment
Rubrics Narrative and Expository 40 minutes |
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Assignment 5 minutes |
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