Transcript M&W_OverviewPresentationEditorial

presents
Connecting with Literature
“The whole purpose of
education is to turn
mirrors into windows.”
Sydney J. Harris
Engage
Motivate
Challenge
Rising to the Challenge:
Are High School Graduates Prepared for College and Work?
A Study of Recent High School Graduates, College Instructors, and Employers.*
1.
High school graduates, college instructors, and
employers agree that students are significantly
underprepared in writing and math.
2.
Areas in which there are gaps include graduates’
abilities to read and understand complicated
material, think analytically, apply what they
learn to real-world problems, and communicate
orally.
3.
A low percentage of graduates surveyed said they
were challenged in high school. A large majority
of graduates said they would have worked harder
in high school if more challenging courses had
been offered.
*Peter D. Hart Research Associates/Public Opinion Strategies prepared for Achieve, Inc., Feb. 2005.
Closing the Gap Between High School
Graduation and College Readiness
Preparing Students for College and Work
“…a strong positive relationship exists between the amount
and kind of high school coursework students take and their
readiness for college. The more courses students take and
the more challenging those courses, the more likely these
students will be college ready and will persist to a college
degree.”
(Crisis at the Core; Preparing All Students for College.)
J. David Armstrong, Jr., Chancellor Division of Community Colleges and Workforce
Education; Cheri Pierson Yecke, Ph.D, Chancellor, K-12 April 18, 2006, Florida
Department of Education
Great
Selections
in Literature
• Relevant
• High-Interest
• Classic
• “The
Contemporary
whole purpose of
education is to turn
mirrors into windows.”
Sydney J. Harris
from The Kite Runner
by Khaled Hosseini
“Getting It Right at Ground Zero”
by Rudolph Giuliani / “Land of the Living”
by Lucy Kaplansky / “On This Day in 2001”
by Garrison Keillor
Connecting
with
Literature
“The Rising of the Moon” by Lady
Augusta Gregory
“Catch the Moon” by Judith Ortiz Cofer
“A Rose for Emily” by William Faulkner
“Learning to Love America”
by Shirley Geok-Lin Lim
“The Ravine” by Graham Salisbury
Grades 6-10 Key Features
•
•
•
•
Engaging and motivating readers with
three types of connections to the text
Three levels of reading support:
guided, directed, independent
Gradual release of responsibility
leads students to become independent
learners
Assessment practice after selections
(gr. 9-12) and at end of unit (all grades)
Connecting with Literature
Three types of connections:
1.
Text-to-Self Connections
Reader’s Context questions before reading
Mirrors & Windows questions after reading
2.
Text-to-Text Connections (three types)
Informational Text Connection
Primary Source Connections
Literature Connections
3.
Text-to-World Connections (cross–curricular)
Science
Culture
History
World History
Literary
Humanities
Social Studies
Grades 6, 7, 8:
Contents
in Brief
• Eight units
• Emphasis on theme (“Meeting the Unexpected,”
“Facing Challenges,” etc.)
• Highlighting genre within each theme
– Two units on fiction
– Two units on nonfiction (literary and informational)
– Two units on poetry
– One unit on drama
– One unit on the oral tradition
• Introducing independent reading at the end of
each unit
Grades 9-10:
Contents in Brief
• Six units
• Emphasis on genre
– Unit 1: Fiction
– Unit 2: Nonfiction
– Unit 3: Poetry
– Unit 4: Drama
– Unit 5: Folk Literature
• Emphasis on independent reading
– Unit 6: Independent Reading (Strategies and Skills)
– Units 1-5 end with a collection of independent
readings organized by theme
Gradual Release in
Grade 10, Unit 1: Fiction
A.
B.
C.
Guided Reading (ATE Red background)
1. Model–“The Open Window”
2. Understanding the Plot–3 selections
Directed Reading (ATE Blue background)
1. Understanding Point of View—2 selections
2. Understanding Character—2 selections
3. Understanding Setting—3 selections
4. Understanding Theme—3 selections
Independent Reading (ATE Green background)
1. Theme: Choices
2. Twelve selections
Develop Critical Thinking
Revised Bloom’s
Taxonomy
Mirrors & Windows
Middle School Program
Mirrors & Windows High
School Program
Remembering
Find Meaning:
(Remember)
Refer to Text:
(Remember)
Understanding
(Understand)
Reason with Text: Understand
Applying
Make Judgments:
(Apply)
Apply
Analyzing
(Analyze)
Analyze
Evaluating
(Evaluate)
Evaluate
Creating
(Create)
Create
Critical Thinking Skills
Expert Writing Models
End-of-Unit:
For Your
Reading List
*EMC Access Editions
featured at appropriate
grade levels
Access Edition Lexile Reading
Levels Available
EMC Titles
Lexile Level *
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
990L
950L
830L
900L
1120L
1160L
1170L
760L
1200L
NP*
1020L
820L
890L
800L
NP*
1010L
900L
590L
1370L
The Adventures of Huckleberry Finn by Mark Twain
The Adventures of Tom Sawyer by Mark Twain
All Quiet on the Western Front by Erich Remarque
The Bean Trees by Barbara Kingsolver
The Call of the Wild by Jack London
Ethan Frome by Edith Wharton
Frankenstein by Mary Shelley
The Giver by Lois Lowry
Great Expectations by Charles Dickens
Hamlet by Shakespeare
Hatchet by Gary Paulsen
High Elk’s Treasure by Virginia Driving Sneve
Jane Eyre by Charlotte Brontë
Johnny Tremain by Esther Forbes
A Midsummer Night’s Dream by William Shakespeare
My Ántonia by Willa Cather
Nectar in a Sieve by Kamala Markandaya
Night by Elie Wiesel
Othello by William Shakespeare
Grades 11-12:
Contents in Brief
• Emphasis on chronology & literary analysis
• Nine units divided into parts based on theme or
literary movements
• Highlights
–
–
–
–
–
Understanding Literary Forms
Author Focus
Comparing Literature
Understanding Literary Criticism
Literature of the Americas (Grade 11) and Literature of the
World (Grade 12)
– Development of the English Language (Grade 12)
• Independent readings at the end of each part
Grades 11-12 Key Features
• Chronological organization: Time
periods divided into parts based on
themes and literary movements
• In-depth literature study: Author
Focus & Understanding Literary
Forms
• Emphasis on literary analysis:
Comparing Literature and
Understanding Literary Criticism
Assessment practice after selections
and at end of unit
Unit Opener
Grade 11, The Modern Era (Unit 5)
Time Lines cover Literature, American, and World History
Grade 11, The Modern Era (Unit 5)
Author Focus
Grade 11, The Modern Era (Unit 5)
Understanding Literary Forms
Grade 11, The Modern Era (Unit 5)
Focus on the Novel
Grade 11, The Modern Era (Unit 5)
Understanding Literary Criticism
Understanding Literary Criticism workshops
focus on six major theories of criticism.
1. Reader-response criticism
2. Biographical-historical criticism
3. Psychological criticism
4. Political criticism
5. Sociological criticism
6. Feminist-Gender criticism
Understanding Literary Criticism
Grade 11, Expanding Frontiers (Unit 4)
Comparing Literature
Grade 11, The Modern Era (Unit 5)
Multiple Selections by Authors
Rigorous Literary Topics
Other Features within the Unit
•
•
•
•
•
Grammar and Style
Vocabulary and Spelling
Comparing Literature
Connections
End-of-Unit materials
–
–
–
–
For Your Reading List
Speaking and Listening Workshop
Writing Workshop
Test-Taking Workshop
Meeting the Standards
Make it happen.
“The whole purpose of
education is to turn
mirrors into windows.”
Sydney J. Harris
Connecting with Literature