Teaching Literacy Through Videos

Transcription

1 Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9, 2015 Teach the writer, then the writing, and then the technology. Overview of Session How can we use videos to support the three text types in the Common Core? Informational Writing o Note taking using organizational structure o Oral language with partners Quick writes Essays Narrative Writing o Dialogue o Elaboration o Writing Craft Opinion Writing o o Analyzing commercials Opinion oral language development with Pro/Con Next Steps for the Classroom 1

2 Times Have Changed Why Use Media in the Classroom? Digital literacy Students love it Common Core State Standards Kaiser Family Foundation Generation M 2 : Media in the Lives of 8-18 Year Olds (2010) CCSS 3 rd Grade Recall information from experiences or gather information from print and digital sources; take brief notes on sources; and sort evidence into provided categories. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 2

3 CCSS 4 th Grade Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Identify the reasons and evidence a speaker or media source provides to support particular points. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas. CCSS 5 th Grade Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work; and provide a list of sources. Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies. CCSS 6 th Grade Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 3

4 Best Practices: Teaching With Videos 5 minutes or less Play entire video Play again, pausing Videos to Support Informational Writing Students Learn: Note taking Organizational structures Academic content Informational Structures Graphic Organizers for Informational Videos Can Include Boxes and Bullets: Main Idea and Details Venn Diagram: Compare and Contrast Flow Chart: Cause and Effect 4

5 Flow Chart: Cause and Effect Cause Effect Earthquakes National Geographic What causes earthquakes? What are the effects of earthquakes? Flow Chart: Cause and Effect Cause Masses of rock suddenly shift below the Earth s surface Effect Plates grind against each other on fault lines Earthquakes When plates give way, energy is released in the form of seismic waves 5

6 Earthquakes National Geographic What causes earthquakes? What are the effects of earthquakes? Flow Chart: Cause and Effect Cause Masses of rock suddenly shift below the Earth s surface Effect 10,000 people die each year Plates grind against each other on fault lines Earthquakes Roads break and buildings collapse When plates give way, energy is released in the form of seismic waves Chasms (deep opening) can open on the sea floor Supporting Speaking Tools Graphic organizer Sentence frames Structures Turn and Talk Whole class conversation 6

7 Now You Try It! Turn to a partner: Use your graphic organizer and the sentence frames below to share what you learned about Earthquakes. Energy is released in seismic waves, so. effect Since energy is released in seismic waves,. effect because energy is released in seismic waves. effect Tools Graphic organizer Sentence frames Structures Quick write Essay Supporting Writing Now You Try It! In 2 minutes, write as much as you can about Earthquakes. Topic sentence: Earthquakes cause terrible damage. cause, so. effect Since, cause. effect cause because. effect 7

8 Media to Support Narrative Writing Students can learn: Dialogue Elaboration Writing craft: similes and metaphors, alliteration, repetition, etc. Dialogue Charlie Bit My Finger Watch and write what Harry and Charlie say. Charlie! That really hurt. Charlie bit me. How Can You Use This Video? Teach Dialogue Techniques Punctuation Charlie! That really hurt. Charlie bit me. Speaker tags Charlie! That really hurt. Charlie bit me, said Harry. Location of speaker tag Charlie! said Harry. That really hurt. Charlie bit me. Descriptive language Charlie! Harry yelled in a frustrated voice. That really hurt. Charlie bit me. 8

9 Song Let It Go Frozen Notice Word Choice: Vivid Verbs, Repetition, Imagery Teaching Writing Craft Noticing Vivid Verbs and Adding Them to Writing Swirling storm Let the storm rage on! My power flurries through the air into the ground My soul is spiraling in frozen fractals all around And one thought crystallizes like an icy blast Teaching Writing Craft Noticing Repeated Words & Thinking About Significance Let it go. Let it go Elsa has been holding her power in for so long, but now she is changing. She is going to be herself. The cold never bothered me anyway Others thought her powers were scary, but Elsa doesn t care what others think. 9

10 Teaching Writing Craft Noticing a Repeated Image/Object and Thinking About Significance Writer uses lots of storm and ice images, which makes me think she is powerful and strong, but also that she is feeling cold, removed, and resentful. Let It Go Notice Character Actions How Can You Use This Video? Noticing Actions That Reveal Character s Feelings 1. Ask: What actions do you notice? How does the character feel? Elsa looks down, hunched over, sadly walking through the snow Elsa lets go of her cape Elsa throws crown and her tightly wound hair comes undone Elsa walks out triumphantly 2. Students add actions or dialogue to their narrative to reveal feelings. What did the character do or say when she felt? Add similar actions or dialogue to writing 10

11 Media to Support Opinion Writing Questions students should ask when viewing media: 1. Who is doing the arguing? 2. Who is the audience? 3. What opinion do they have? Analyzing Advertisements: Milk Commercial What argument is this commercial making? Analyzing Advertisements: McDonalds Commercial What argument is this commercial making? 11

12 Analyzing Advertisements: Run Like a Girl (Always) What argument is this commercial making? Analyzing Advertisements: Sham-Wow What argument is this commercial making? What are the supporting reasons or evidence? Analyzing Advertisements: Consumer Reports Sham-Wow Review What counter-argument is this review making? 12

13 Let s Have a Debate! Building oral language around opinion For Sham-Wow Against Sham-Wow Fancy Debate Language Frames: I think because One reason is... Another reason is Also... Furthermore Transitions: However,... On the other hand, Even though,... Then again,... Next Steps for Your Classroom When should you use media? Kick-off a unit As a mentor text (anytime you are teaching a craft strategy or an idea) Performance assessment: See whether kids have mastered recognizing an opinion/argument, supporting reasons, taking notes, etc. 13

14 Best Practices: Teaching With Videos Finding Videos: Reliable sources 5 minutes or less Preview video Download it Plan pauses Using Videos: 1. Play entire video 2. Play again, pausing Next Steps for Your Classroom What other ways can we use media in the classroom? Questions? 14