Day 1 Agenda:
- Lay out some principals that can guide us when designing curriculum
- Discuss methods we can draw upon when teaching in content areas
- We will experience a whole class rally cry for the unit
- We will experience a reading workshop in the content area
Purpose for this work: Extend kids' knowledge, and work for transference
Look at S.S. time through the lens of literacy. Does it match your beliefs from RW and WW, or is it antiquated?
Sometimes in SS we aren't being responsive to student need like we are during RW and WW. Sometimes the content coverage takes over good teaching.
Principals behind guiding the development of curriculum design
- Content goals that are reasonable
- Critique it: Out of all the goals, what goals will you be addressing.
- Look across units: Find goals that spiral through the year
- Ex: You don't have a map unit, you USE maps ALL year long
- Where is the overlap in all of these units?
- Look at CCSS
- How will you assess throughout the units in authentic ways?
- What is sticking? What's not?
- What is your timeframe for your unit?
- Is it realistic? (i.e. If you only teach 2x per week)
- Vocabulary development
- What academic words do you expect that kids will know and be able to use
- Teach the words that students will use over and over and over again
- Content Words (ex: Colonization)
- Fun Words (Not big concept words, but still cool.)
- See it, hear it, say it, use it
- What reading and writing skills will you target in this unit?
- Content area is a perfect time to introduce a concept that will be used later on in reading
- Shift paradigm: Instead of reading transferring to content, think about content as a place to pre-introduce reading skills.
YouTube: Liberty Kids
Resources:
Videos (short clips)
Primary Documents
Photographs
Statues
Quotes
Statistics
Documentaries (short clips)
Methods of Teaching: *Most work is around an artifact (word bank, map, photos, etc.)
- Workshop/Mini lesson
- Mini Lecture
- Read Aloud Work
- Shared Writing/Shared Reading
- Read Aloud and Note Taking
- Read Aloud: Create little text sets, read aloud to kids, then have them do some rereading
- Read Aloud with copies of key pages
- Read Aloud photo/map/text features on document camera
- Seminars (Invite an expert, parent, school staff member, people sharing an experience, child in class who has experience or has become on expert)- Has artifacts, and has discussion
- Have kids who are interested to lead seminars
- Storytelling
- Centers (ex: 3 of 8 weeks are centers, or 2x per week, etc)
- If there are 6 3rd grade teachers, there are 6 centers (each teacher makes a center)
- Ex: One teacher does the Map section for ALL of the units (so you become an expert at making the unit)
- 2-3 days for each center
- Get all of your centers going, they're going to be crappy at first, and then you'll work on them! (Don't take 8 weeks launching the centers)
- Use task cards to START kids, but once they get going, they start following their own interests! Invent ways for kids to access the curriculum into ways that is interesting to kids
Think about conversations. What would you be listening for at a content center?
- Prior knowledge/Content knowledge base
- Vocabulary and level of talk (using specific vocabulary)
- Talking to understand what they've learned (Just talk about the content)
- Does their talking match the learning (Ex: "Can you show me what you read that made you think that?)
- Create a timeline
Tip: To help kids truly understand time period, create a timeline with your class
- Idea: put types of cars on the timeline to help kids understand when it was
- Add books to your timeline
Social Studies Centers Video:
Centers Around the Room in which Students Continue the Compare and Contrast Work Begun in the Previous Video (3-5) from TC Reading and Writing Project on Vimeo.
[Video: Teacher was bringing "Point of View" from her informational reading unit into content area.]
Mini lesson happened right before this video: Looking at sources side-by-side.
-Are kids doing it because you asked them to do it, or are they drawing upon sources from around the room to drive their work?
Before you work, make a plan. Not just what you're going to talk about, but the tools that you have to use.
Seminars could be an opportunity for kids to teach what they've learned in their centers.
When you launch into a unit, what could be a drumroll that gets kids excited about getting into the work?
- Music from the time period? Dance from the time period?
- Super-important poem from the time period
- Two contrasting images from the time period (Extremely wealthy vs. poverty)
- Watch a short video clip through different angles/lenses
- Virtual tour of museums/landmarks that have a lot to do with the time period
- Snippet of a play set inside the time period
- Write around (a quote/photo) They silently write, then read others' writing, then add to it.
- (Know that they won't understand the relevance until later in the unit.)
Homework: Read and Posting for Main Ideas and Supports; Read Handout
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