Learning Life’s Lessons through Literature ela high School Unit – Macomb isd unit 12 – Leadership Qualities – Appendix
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- “The two things that move a person out of poverty are education and relationships.”
- PERSONALITY
- CLOTHING
- EDUCATION
- DESTINY
- LANGUAGE
- WORLD VIEW
- DRIVING FORCE
Not ratable if: a) off topic b) illegible c) written in language other than English d) blank/refused to respond Appendix #1c Peer Editing Questions Is the central idea or point of the writing clear? Is the central idea or point supported by important and relevant details, examples, and/or anecdotes? Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and conclude with an ending that summarizes the point? Is the writing interesting with engaging words and different sentence lengths and types? What do I as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer? Appendix #1d School Map Directions: The following is a list of areas found in most high schools. Think about the places where different social groups from your school gather to “hang out” before and after school, at lunchtime or between classes. By each of the areas, list the group(s) that commonly gathers there. Gym _____________________________________________________________________________ Cafeteria __________________________________________________________________________ Band/Orchestra room ________________________________________________________________ Choir room ________________________________________________________________________ Commons _________________________________________________________________________ Media Center _______________________________________________________________________ Office area _________________________________________________________________________ ROTC room ________________________________________________________________________ Computer lab _______________________________________________________________________ Tech Ed area _______________________________________________________________________ School yard ________________________________________________________________________ Hallways (specific location) ___________________________________________________________ ___________________________________________________________ Appendix #2a Quick Write Directions
Quick Writes are most often used to develop fluency. In Quick Writes, students write rapidly and without stopping in response to literature and for other types of impromptu writing. Quick Writes, provide students with a means of quickly representing their thinking. Rather than being concerned with correct spelling, punctuation, and word usage, the student is more interested in simply responding to the prompt in a personal way. Students reflect on what they know about a topic, ramble on paper, generate words and ideas, and make connections among the ideas. Young children often do Quick Writes in which they draw pictures and add labels. Some students do a mixture of writing and drawing. Students do Quick Writes for a variety of purposes:
Learning logs: Immediately following a particular lesson, engaging activity, or discussion, pause and allow students to reflect in their learning logs or journals. Share responses. Constructed response to literature: --to activate prior knowledge --to reflect on a theme of a story and how it relates to them personally --to describe a favorite character Reflections on new learning: --students write an explanation of what something means --to define or explain a word on the word wall How to do a Quick Write 1. The teacher selects a purpose for the students. This prompt should be tied to a content area and elicit a personal response from the student. 2. After listening to the prompt, the student is instructed to write a response by jotting down whatever comes to mind. The time limit should be no longer than 5-10 minutes in length. When students are learning, I would start with 2 minutes of writing and increase the time gradually. Students write until instructed to stop. They are allowed to only finish their thoughts when “time” is called. 3. Quick Writes may be used several times in a day. They may provide a “nugget” for a more extended piece of writing. 4. When it is time to share, students read their writing to a small group of four or five students. Volunteers could also share with the whole group. Appendix #2b Think-Write-Pair-Share A Think-Pair-Share (TPS) is a quick 2-5 minute verbal interaction between two or three students that allows them to quickly process the academic language and content being learned. TPS is not just a background knowledge activity, so also keep it in mind for building other habits and for the during and post reading stages. TPS can be very effective during teacher presentations for creating “breaks” that push students to organize thoughts well enough to communicate them. TPS also allows a student to hear how another person is processing the learning, which further builds background knowledge. You can use TPS in many different areas of instruction, such as vocabulary, content concepts, opinions, compare-and-contrast activities, sharing parts of homework, summaries of text or visuals, connecting to background knowledge or other classes, making predictions or inferences, and solving problems. Procedure: Create a question or prompt that will encourage students to use their background knowledge and experience in answering it. Have students think in silence for 30-60 seconds to mentally prepare what they will say. Variation: They write notes and or an answer prior to turning to partners to share. This makes the procedure, Think-Write-Pair-Share. Put students into pairs. During the pair work, students should do the following: Face their partner, show interest, and listen actively. They can even take notes Stay on the topic. Remember what their partner says in order to share it with the class later. Give reasons for any opinions, such as evidence from the book, class discussions, or one’s own life. Use the vocabulary and academic language that you have modeled. Ask their partner questions that call for clarification and evidence. Do you mean that?…. Why do you think that?… Where does it say that?…(caution students to be respectful and polite in their questioning of one another.) 4. After pair time, ask students to share with the class what their partner said. This forces them to listen and also publicly validates what partners have said. Appendix #3a Ruby Payne Biographical Information “The two things that move a person out of poverty are education and relationships.”Ruby K. Payne, Ph.D. Dr. Ruby K. Payne has been involved with education since 1972 as a teacher, principal, consultant, and administrator. Her first book, A Framework for Understanding Poverty, is a powerful tool for educators to use when dealing with children from poverty. In her book, Ruby discusses the hidden rules that govern how each of us behaves in our social class. Those rules, because they are hidden and only known to those within the group, prove to be a major stumbling block for individuals trying to move to a new social class. Students from poverty often languish in classrooms run by members of middle class because those are the rules that govern. Where did she get her data? First of all, she has been married since 1973 to a man who grew up in poverty because his father died when he was 6. Though it was situational poverty, he lived for several years with those who were in generational poverty. Over the years, as she met his family and the many other players in the “neighborhood,” she came to realize there were major differences between generational poverty and middle class – and that the biggest differences were not about money. But what put the whole picture in bas-relief for her were the six years she and her family spent in Illinois among the wealthy. It was the addition of the third dimension, wealth, that clarified the differences between and among poverty, middle class, and wealth. As the principal of an affluent elementary school in Illinois, she began to rethink so much of what she had thought about poverty and wealth. The Illinois students had no more native intelligence than the poor students she had worked with earlier in her career. And she noticed that among affluent black, Hispanic, and Asian children, their achievement levels were no different from the white children who were affluent. She shared her information with her faculty members. One teacher told another, and soon she was doing several workshops in other districts. She now speaks to approximately 200 groups a year, spreading the word throughout North America that children of poverty need not suffer through an educational system oblivious to their needs. She presents her research and observations in such a way that many people experience “eye-opening learning,” enhancing their own abilities to help children of poverty succeed. Ruby received her B.A. from Goshen (IN) College. She earned a master’s degree from Western Michigan University and her doctorate from Loyola ()IL) University. Appendix #3b Could You Survive? TEST YOURSELF! How well would you survive in wealth, poverty or middle class? Circle the number of each item YOU know how to do. I know which rummage sales have “bag sales” and when. I know the best name brands in clothing. I have several favorite restaurants in different countries of the world. I know how to get a library card. I know where the free medical clinics are. I know how to use the different tools in my parents’ garage/basement. I have at least two residences that are staffed and maintained. I talk to my parents about going to college. I know how to live without electricity and a phone. I have at least two or three “screens” that keep people whom I do not wish to see, away from me. I know which grocery stores have food samples and when they’re available. I know how to get help with my homework when I need it. I have friends who attend private schools. I know how to use a knife as scissors. I understand the difference among the net, gross and FICA amounts on my paycheck. I can get by without a car. I have worked on at least two community service projects. I have been involved in at least one of these activities: Little League, piano lessons (or some other type of music/art lessons), soccer (or some other sport or dance instruction). I know how to order in a nice restaurant. 20. I know how to move in half a day. Key: 2, 4, 6, 8, 12, 15, 18, 19 = Middle Class 3, 7, 10, 13, 17 = Wealth 1, 5, 9, 11, 14, 16, 20 = Poverty Appendix #3c HIDDEN RULES AMONG CLASSES
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