young adult literature code name: verity espionage, courage and friendship wrapped in history mary...

Young Adult Literature

Mary Massie, Ph.D., Senior Literacy Specialist, CTC@NEIUSharon Hartrich, Educational Consultant

CTC@NEIU’sYoung Adult Literature ConferenceOctober 25 and 26, 2013

Session Objectives✍ Frontloading Code Name: Verity – Use Floor storming

to access prior knowledge, to visualize, to develop inferences, and to share thinking

✍ Inquiry: Use fiction as a Springboard to Inquiry, History and Primary Source documents.

✍ Drama: Increase students’ ability to visualize from text and to make connections with characters and events

✍ Writing and Speaking: Use Save the Last Word to practice close reading, cite textual evidence, and use academic language

✍ Assessments: Use features of Performance Tasks to assess student learning

Just a bit of information . . .

There’s one object per group of desks

Examine it collaboratively and decide how it could be a link to Code: Name Verity

Be ready to share your conclusion with everyone.

Do you have sufficient information to prepare you for reading?

Sharon Hartrich

This should only be a teaser to convery that just a little information is not enough frontloadin

Dual Coding Theory

Sadoski & Paivio (2001) provided convincing evidence that comprehension requires creating sensory images along with verbal concepts.

Visualizing is the primary sensory system we recognize as essential to comprehending text, but cognitive scientists consider imagery as pertaining to all the senses. A given text might cause us to imagine feeling chilly as we picture an icy mountain.

Imaging is Vital to Comprehension

Highly engaged, successful readers picture details of texts in their minds.

Creating erroneous images can lead readers astray, and they need to check that their images match the text, to the greatest extent possible.

As a text delivers more details, readers need to adjust their images to match the new information

Floorstorming

An engaging frontloading activity – a variation of Brainstorming – BUT. . .

Images are the basis for reasoning

Materials: Pictures that relate to the text , enough space for comfort, and a means for gathering responses

ProcedureRemove the colored chart from the left side of your folder. Each table has the same picture

With a pen in your hand, look carefully at each of the four pictures, make notes as you go

Begin a conversation with your tablemates: Notice commonalities or links between objects

Continue your discourse and share your observations

Choose a spokesperson to report your findings.

Let’s collect your observations

History Timeline

✍ will get augmented or filled in by the students

✍ helps keep facts and time straight

✍ Is a tool for differentiated instruction

✍ increases awareness of this story’s place In history

✍ prompts thinking and seeing a bigger picture.

Revolving Role-Playing

Drama can help students feel and understand unfamiliar experiences and characters better.

Save The Last Word. . .

provides a cooperative group format to develop readers who are thinkers

Performance and Understanding

How do you assess how students are understanding the content? What opportunities do students have to demonstrate understanding?

Use these sentence stems to write a “Note to Self”:

Students in _(your course)__demonstrate

knowledge of the of the content by ___________. I can

assess their understanding of the material by

____________and by paying attention

to_____________________.

Features of Performance Tasks• Measure something important

• Require higher-order thinking

• Are clear and unambiguous

• Address CCSS Standards

• May be answered in more than one way

• Require construction of a response rather than selecting answers from given options

• But . . . not all tasks are performance tasks. Why not?

A Task – is this a performance task?

Reading Standards for Literature ( Key Ideas and Details) Grades 9-10

Standard:3. Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop a theme.

Task: Is Maddie or Julie the most complex character in Code Name: Verity? Be sure to explain giving textual references.

What is wrong?

The question does not deal with the standard:✈ It asks the writer’s opinion✈ It doesn’t ask about a character’s

development✈ It doesn’t ask how the chosen character interacts with other characters to advance the plot.

Now is it a performance task?

Analyze how Julie’s character is developed over the

course of the text. Consider her ongoing relationship

with Maddie, even when separated, and how Julie’s

actions advance the plot and develop the themes of

friendship, courage, and women’s strength.

RL 9-10.3

Performance Task

Students analyze in detail the theme of

friendship between Maddie and Julie and how

that develops over the course of the text,

including how it emerges and is shaped by

specific details.

RL Grades 9-10. 2

Anchor Standard and Competency

RL 9-10.2 Key Ideas and Details

Determine a theme or central idea of a text, and

analyze in detail its development over the

course of the text, including how it emerges and

is shaped and refined by specific details.

Provide an objective summary of the text.

Anchor Standard and Competency

Craft and Structure RL 9-10.5

Analyze how an author’s choices concerning

how to structure text, order events within

it( e.g. parallel plots), and manipulate them

(e.g. pacing, flashbacks) create such effects

as mystery, tension, or surprise.

Performance Task Analyze how Elizabeth Wein’s choices

concerning the structure of Code Name

Verity create the effects of mystery, tension, or

surprise through flashbacks, pacing and parallel

plots. Discuss the effect of the separate accounts

by Julie and Maddie in contributing to these

qualities. RL 9-10.5

Close Reading Tip # 1 Key Verbs

You must look closely at all the Key Verbs in the document and decide the meaning for instruction and assessments.

What do the verbs mean?

Verbs in a Performance Task RL 9-10.3Analyze how Elizabeth Wein’s choices




plots. Discuss the effect of the separate

accounts by Julie and Maddie in contributing to

these qualities.

Close ReadingTip # 2 Noun Phrases

Look closely at Noun Phrases.

They are the big ideas of the

content. Students have to

notice them well.

Nouns in a Performance TaskAnalyze how Elizabeth Wein’s choices






qualities.

Close Reading Tip # 3 Key Qualifiers

The qualifiers, adjectives and adverbs in the noun phrases will be the key criteria and we will turn them into rubrics

Performance Task RL 9-10.5

Analyze how Elizabeth Wein’s choices






qualities.

Introducing your students to Performance

Tasks Choose one Standard and practice it for a week or two Use it in your oral language in class, in class work and homework assignments. Demonstrate the color coding, or importance of verbs, nouns, adjectives so that kids understand the expectations. Reflect on the impact your planning has on the students. Backward Mapping: Create a Performance Task for your next assessment and bring it to meeting to share. Note Standard and Grade Level.

Session Review

We frontloaded the novel with Floorstorming We developed research topics through pictures, quotations, conversation and timelines We used timelines to indicate historical content and allow for personal and global connections We clarified and deepened understanding of characters and experiences with drama We practiced close reading and collaboration with Save the Last Word We explored the expression of CCSS inPerformance Tasks

Contact Information:

Mary Massie, Ph.D. [email protected]

312-563-7138

Sharon Hartrich [email protected]

312-550-0903

PARCC: www.parcconline.org

CCSS: www.corestandards.org/ELA-Literacy

mailto:[email protected]

mailto:[email protected]

http://www.parcconline.org/

young adult literature code name: verity espionage, courage and friendship wrapped in history mary...

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