Transcript Social Studies Powerpoint Session 3

MCLP Social Studies Content
Literacy Network Session 3
March 15, 2012
3:30-5:00
Session Goals
• Develop a common language around literacy demands of
social studies
• Build capacity in content literacy strategies specifically suited
for social studies
• Develop an understanding of the literacy strategy:
problematic situations
• Establish goals for experimentation with literacy strategy.
Webinar Norm Reminders
• Click the "hand" icon to raise your hand. Click it again to
lower your hand.
• Always identify yourself when you make a comment or ask
a question.
• Use names frequently.
• Feel free to ask a question at any time.
• Do make comments and participate in discussion prompts.
It engages you and others.
• Remember to mute your phone if it is necessary to speak
to someone else during the presentation.
Activity 1: Introductions
1. Julie Keblinsky Grade 9-12 RSU 24
2. Angela Lake Grade 5 Teacher Livermore Elementary School
3. Edith Berger Grade 6 Teacher Miller School, Waldoboro
What new understandings and/or reflections
do you have regarding the literacy demands of
Social Studies?
What do students need to:
1. read
2. write
3. think about
This session's strategy:
Discussion Web
Teacher Self Assessment Rubric
Frequency
1. I don't use this literacy strategy.
2. I occasionally use this literacy strategy.
3. I know this literacy strategy well, and use it
frequently.
Strategy 1
Discussion Web
What is it?
How does it work?
How can it be used?
Discussion Web
What is it?
Description
This strategy promotes critical thinking by encouraging
students to take a position for or against a particular
point of view and requires them to establish and
support evidence for their selected point of view
based on their reading of narrative or expository
texts. (Duthie 1986)
Discussion Web
What is it?
Purposes
• Provide a framework for analyzing an issue by citing evidence
for or against a point of view before coming to a personal
viewpoint
• Develop students' ability to draw conclusions based upon
evidence, not opinion
• Provide opportunities for active discussion and collaboration
• Help students organize ideas for writing and use evidence to
support their point of view
• Encourage the use of multiple resources to determine a
conclusion
• Develop appreciation for diversity and understanding that
there are two or more sides to every question
• Help students refine their thinking by listening to opposing
information or ideas
Discussion Web: How Does it Work?
• Choose, or have students choose, an issue with opposing
viewpoints
• Locate, or have students locate, a variety of resources that
describe the issue
• Provide, or have students create, a guiding question to
focus the discussion
• Have students work alone or in pairs to complete both sides
of the discussion web, note text title and page numbers
where they found the evidence, and form a tentative
conclusion
• Have two pairs work together to review their discussion
webs and add additional arguments. Have the four
students discuss all the evidence and come to consensus
about the strongest point of view, based on the evidence
Discussion Web: How Does it Work?
• Have students create a conclusion that summarizes the
group's thinking and write it at the bottom of the
web. Encourage them to avoid biased language.
• Have each small group report their conclusions to the whole
class. They should mention any dissenting viewpoints
within their group. Limit the report to three minutes so all
groups have time to present.
• Have each student review his/her own tentative conclusion
about the guiding question and then complete a one
paragraph quick write that states the conclusion, citing the
three to five key facts or reasons that support the
conclusion.
Elementary Level Viking Discussion Web
Elementary Student Sample
Elementary Level Iditarod Discussion Web
Elementary Student Sample
Middle Level Blank Sample
Middle Level Student Sample
Middle Level
Blank Sample
S1: I like this. It's really
interesting (pointing down at his
desk).
T: The topic or the strategy?
S1: Both. I think the Boston
Massacre is really interesting,
but the strategy makes it fun to
argue about.
S2: Once I had my evidence in
the boxes, I could see how it
added up against the statement
about Captain Preston.
S3: I had to choose which of my
highlighted quotes were the best
arguments for or arguments
against the statement.
Middle Level
Student Sample
We worked to distinguish between the weights of court
testimony and a work of art in
coming to a conclusion about
the statement.
Students are still learning how
to use one piece of evidence to
support or refute another piece
of evidence (see the purple
conclusion).
Although not the focus of the
task, the role of propaganda
came up as a motivation for
lying in court (on both sides)
and for Revere's gravure.
High School Blank Sample
High School Student Sample
High School Sample
High School Student Sample
Next Steps
How will we use these strategies?
In your classrooms
How often?
At least twice
When?
Documents will need to be uploaded onto edmodo by
Friday April 6, 2012
What will you need to submit for the next session?
1 lesson plan, 1 student sample
Before our next webinar you will be practicing using the
Discussion Web with your students.
Please plan on sharing your successes and challenges with us
at our next webinar session. To share your anticipation
guides please upload them to edmodo. For those of you that
still have not joined edmodo, you will need to create your own
edmodo account (www.edmodo.com) and join the MCLP
Social Studies Network. The code is: fgib1c.
Remember to upload the documents by Friday April 6, so we
can transfer them to the ppt for Thursday's Webinar.
Feel free to contact us with your questions.
Our next webinar will be held on April 12, 2012 at 3:30pm.
Thank you very much for your participation.
Here is our contact information:
1. Julie Keblinsky [email protected]
2. Angela Lake [email protected]
3. Edith Berger [email protected]