Transcript The Bundle of Sticks - ESL

Scaffolding Note-taking
The summarization strategy
was taken from a workshop
on Excellence in Writing.
Note that their materials
include religious passages
and are often used in homeschooling.
The strategies; however, are
very effective for teaching
writing to students who need
additional scaffolding.
The slides provide an
example of the directions.
The headings suggest ways
to move from whole-class to
individual accountability.
Directions
Read each sentence. Select the three most
important words in each sentence.
Numbers and symbols don’t count as a word. So
you can write any number you want. You can
also draw a symbol for a word if desired.
Initials don’t count as a word.
Repetitions aren’t counted, so you can write the
same word for a different sentence and not
count it.
When done, write a summary using your notes of
the selected words, numbers and symbols.
Model the process with the whole group.
See all slides. Students can write on
transparencies to compare ideas.
The United States Constitution divides power into
three branches, the executive branch, the
legislative branch and the judicial branch.
The next time, you could use
Team-jigsaw to have each team
model a different sentence.
To help avoid abuse of power, each branch
was given separate but equal powers.
Later students work with partner.
Some powers for each branch, the expressed
powers, are directly written in the Constitution.
Partners can share with teammates
and discuss.
Implied powers are not written in the
Constitution, but to exercise the expressed
powers, others would be necessary or implied.
When ready, students take their
own notes.
The “Elastic Clause” is an expressed power that
states Congress can write laws that define what
implied powers are necessary and proper to
carry out the expressed powers.
Partners practice orally
summarizing before they write.
In government, when one branch of government
tries to stretch the elastic clause too far, there is
often controversy.
Write a summary from all the notes.
Despite the struggle to balance power among
the three branches, division of power is
perceived in democracies as better than having
governmental power in one place.
Kate Kinsella’s
resources support
vocabulary using
gradual release of
responsibility.
• Videos
• Vocabulary
organizers
• Sentence and
paragraph frames.
http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellaindex.aspx
INDIVIDUAL ASSESSMENT
CONTENT & LANGUAGE
OBJECTIVES:
Given a related picture:
• Use a word bank to complete
a cloze paragraph.
CHALLENGES:
• Complete the cloze without a
word bank.
• Use ONLY the word bank to
write an explanation of the
process
The reading strategy QAR provides meaningful test
prep, including skills for Extended Response Answers
http://www.justreadnow.com/strategies/qar.htm
SUPPORT AND
GUIDANDE FOR
WRITING ON
HIGH-STAKES
TESTS
Developed in collaboration with Gina Morgan
Oral Preparation for Extended Response
• Use numbered-heads-together to ask
questions with multipart answers.
– How do you decide when to use mental math,
paper and pencil, or a calculator to solve a
math problem?
– How do the features and behaviors of sharks
help them meet their needs?
– What are the four kinds of questions in the
Question Answer Relationships reading
strategy? Challenge: Explain each type.
Prompt Words
Visible in the Pictures
Your Own Ideas
Visible in the Pictures
Your Own Ideas
Visible in the Pictures
Your Own Ideas
Prompt Words
Model Extended Response process with pictures.
Source: Writing through pictures, J.B. Heaton, pp. 60-61
What does the artist want the viewer to learn
from Simone’s actions in the picture story?
• Use information from the pictures and your own
observations and conclusions to support your
answer.
• Underline the 3 most important words in the
question.
• Write a sentence that includes those 3 words in
the answer.
• Example: The artist wants the viewer to learn to
stay calm and think in emergencies.
Responding to Picture
Key Ideas from Images
Inferences You Draw
1.
1.
2.
2.
3.
3.
Responding to Pictures
Key Ideas from Pictures
1. The artist shows us that
Simone remains calm when
robbers invade their home.
2. The character writes a
note when the robbers
aren’t looking.
Inferences You Draw
1. I believe she is brave
3.An important detail is that
she drops the note from the
window when people are
walking by.
3. It is my opinion that she
because most kids would panic
and go to their parents.
2. This demonstrates her
intelligence. One can infer that
she realizes the robbers are
watching her parents and don’t
expect her to do anything.
dropped the note then because
she knew that would be the best
chance for a rescue. She was
right. They called the police.
• Restate the answer to the question, “What
does the artist want the viewer to learn from Simone’s actions
in the picture story? In
a different way.
For example,
From this story I learned, if we don’t panic,
we may be able to make a difference
during life’s greatest challenges.
What are s’mores and how do you make them?
Girls making s’mores
How to Make
S’Mores
Science example
What are the procedures for calculating the
mass of objects using a triple-beam balance?
Prompt Words
Words from Story
Your Own Ideas
Words from Story
Your Own Ideas
Words from Story
Your Own Ideas
Prompt Words
SAMPLE SENTENCE PROMPTS
Text
The author says…
Your Ideas
I believe that…
According to the
story…
I agree / disagree…
The author feels…
In my opinion …
This demonstrates
A detail from the text that …
is…
__ is an example of...
In the story…
I read that…
The character says…
Because___ one can
infer that ….
Personal Connections
From my experience…
My feelings are…
When I did this…
It’s like when…
This character reminds me of…
I have seen evidence of ….in my own life.
I can identify with ….because …
A similar ….happened to me when …
Unlike ... I ….
…is meaningful to me because….
Responding to Literature
Key Ideas from Text
Inferences You Draw
1.
1.
2.
2.
3.
3.
Responding to Literature: Part II
Personal Connections
Note: it takes more skill to
artfully make a personal
connection and return to
the focus .
Deviations from the main
point may be very
appropriate in some
cultures, so there may be
cultural variables that
make this even more
difficult to teach.
Written Response
Prompt Words
Words from Story
Your Own Ideas
Words from Story
Your Own Ideas
Words from Story
Your Own Ideas
Prompt Words
Prompt Words:
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1. Words from Story:
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1. Your own ideas: Inferences You Draw and/or Personal Connection.
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2. Words from Story:
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2.Your own ideas: Inferences You Draw and/or Personal Connection.
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3. Words from Story:
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3. Your own ideas: Inferences You Draw and/or Personal Connection.
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Prompt Words:
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The Bundle of Sticks
The Bundle of Sticks
An old man called his sons together. He
handed a bundle of sticks to his oldest son and
said, “Break it, please.” The son strained and
strained, but with all his efforts was unable to
break the bundle of sticks.
The second son grabbed the bundle from his
brother, shoved him aside and said, “Watch
me.” However, he could not break the bundle
either.
The youngest son laughed loudly at his
brothers and said, “Give the bundle to me, you
weaklings.” He also tried with all his strength,
but he could not break the bundle either.
The father said quietly, “Untie the bundle and
each of you take a stick.” When they had done
so, the father said, “Now, break the sticks.”
Each stick was easily broken. “I hope you have
learned,” said their father, “unity gives strength.”
Prompt Question
Why did the father feel the need to teach
the lesson about unity to his sons? Use
information from the text and what you
know to support your answer.
Students’ activity:
Read and underline the 3 most important
words. Think-pair-share your answers.
Prompt Words:
The father knew that he needed to teach his
sons unity for them to be strong.
Now you need to identify 3 important ideas to
support your first sentence.
Draw your own inferences for each idea.
Responding to Literature
Key Ideas from Text
Inferences You Draw
1.
1.
2.
2.
3.
3.
Responding to Literature
Key Ideas from Text
1. . Grabbed, shoved,
(Class could generate an example)
Inferences You Draw
1.
Shows
competition
2.
Name calling –
lack of respect
laughed loudly
2.
3.
Weakling
Father was an old
man.
3. He would not be
around to help them
and protect them
forever.
Responding to Literature: Part II
Personal Connections
Examine the following
extended response
example. It does
not contain personal
connections.
The second example
has a personal
connection,
“This reminds me of my
brothers – we always try to
outdo each other.”
Written Response
Prompt Words
Words from Story
Your Own Ideas
Words from Story
Your Own Ideas
Words from Story
Your Own Ideas
Prompt Words
Prompt Words:
The father knew that he needed to teach his
sons unity for them to be strong.
1.
Words from Story:
The author of the story uses words like
grabbed, shoved, laughed loudly to show that
these sons were in competition.
1.
Your own ideas: Inferences You Draw and/or Personal Connection.
They did not think of helping one another;
they only thought about out-doing each
other.
2. Words from Story:
One of the sons even calls his brothers
weaklings.
2.Your own ideas: Inferences You Draw and/or Personal Connection.
I think this shows that he does not respect his
brothers. Without respect they will never work
together.
3. Words from Story:
The story refers to the father as an old man.
3. Your own ideas: Inferences You Draw and/or Personal Connection.
I think that means that he knows he will not be
around much longer to protect his sons. If they
are going to succeed, they are going to need
each other and need to help each other.
Prompt Words:
The father used the sticks to teach them the
power of unity.
Copy the parts of Example 2 in the correct spaces.
This story shows an old man trying to teach his sons
how to work in unity. Because the man is old he knows
that he needs to teach this to his sons before he dies.
He knows that his sons don’t get along. The story
shows them doing things like grabbing, shoving, and
laughing loudly at each other. They even call each
other names like weakling. When the father sees this
he knows his sons don’t get along but he wants them to.
This reminds me of me and my brother. If he scores
10 points in a game, I try really hard to score more
than him. Sometimes that means that we don’t play as a
team. We have lost games because my brother and I
don’t get along so good. The father knows unity is a big
thing.
CHALLENGE: If time, correct the errors.
Prompt Words:
_______________________________________________
_______________________________________________
1.
Words from Story
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_______________________________________________
______________________________________________
1.
Your own ideas: Inferences You Draw and/or Personal Connection.
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2. Words from Story
_______________________________________________
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2. Your own ideas: Inferences You Draw and/or Personal Connection.
_______________________________________________
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______________________________________________
3. Words from Story
_______________________________________________
_______________________________________________
______________________________________________
3. Your own ideas: Inferences You Draw and/or Personal Connection.
_______________________________________________
_______________________________________________
______________________________________________
Prompt Words:
_______________________________________________
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http://www.makingmathematicians.com/ConstResponse.html
www.wida.us
Select Download library for PDF files: See Can Do Descriptors
http://metacat2.com/iltestlinks.html
SHARE ONE, GET ONE
1. Fold paper into 9
squares.
2. Write three things you
learned in separate
squares, more on the
back if time.
3. Roam the room to get
ideas from others.
Record only one idea
from each person.
4. Try to complete at least
6 of the squares.
Challenge: Complete 9.
Source: Summarization in
Any Subject: 50
Techniques to Improve
Student Learning, Rick
Wormeli.)