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Disciplinary literacy, deep conversations about hard topics
The document discusses the concept of disciplinary literacy, emphasizing the importance of understanding primary and secondary sources in academic conversations across various subjects. It provides strategies for reading, analyzing, and evaluating texts, as well as promoting critical thinking and inquiry-based discussions among students. Additionally, it addresses historical topics such as slavery and human trafficking, encouraging advocacy and project-based learning to raise awareness.
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Disciplinary literacy, deep conversations about hard topics
- 1. Disciplinary Literacy, Deep Conversations aboutHard Topics, and Lessons Learned Kim Moore Consultant
- 2. • Content Literacyor Disciplinary Literacy • Importance of Primary and Secondary Sources • Inquiry to Create Authentic Academic Conversations • Lessons Learned and Generalizable Strategies Topics for Discussion literaturehistorymath
- 3. Content Area LiteracyDisciplinary Literacy study skills that can be used to help students learn from subject matter specific texts emphasis on the knowledge and abilities possessed by those who create, communicate, and use knowledge within the disciplines emphasizes techniques that a novice might use to make sense of a disciplinary text emphasizes the unique tools that the experts in a discipline use to engage in the work of that discipline prescribes study techniques and reading approaches that can help someone to comprehend or to remember text better (with little regard to type of text) emphasizes the description of unique uses and implications of literacy use within the various disciplines “What is Disciplinary Literacy and Why Does It Matter?” By Cynthia and Timothy Shanahan
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- 5. Reading and Writingto Text using Primary and Secondary Sources Annotating a Source 1. Read any introductory materials that accompany the source. 2. Summarize and identify any unknown words or phrases. 3. Ask questions. Are there things that leave you wondering about this source? 4. Make connections. How does this source fit into what you already know? 5. Make inferences. “Read between the lines” 6. Write down anything else you thought of while reading this document.
- 6. Assessing the Reliabilityof a Source 1. Write down any apparent biases that you see. 2. Compare the primary sources to the secondary sources. 3. Think about the authors. Are there factors that would cause them to believe one way over the other? 4. Consider the author’s purpose and intent for writing. 5. Consider when the source was written. Reading and Writing to Text using Primary and Secondary Sources
- 7. Reading and Writingto Text using Primary and Secondary Sources Determining the Usefulness of a Source 1. Evaluate the overall reliability of the source. 2. Think about how a scholar might use this source. 3. Write or speak about the source.
- 8. Reading and Writingto Text using Primary and Secondary Sources Literature and Thought
- 9. Using Inquiry toCreate Authentic Academic Conversations
- 10. Using Inquiry toCreate Authentic Academic Conversations Sharing and listening while collaborating in regards to something that is meaningful to your students will result in great conversations and discussions. Teach students to be critical thinkers through a unique questioning strategy supporting close reading of complex texts. informational text close reading strategies writing to sources critical thinking appropriate text complexity text dependent questions and tasks
- 11. Building Background Who isAshley Bryan? What influenced his art, poetry, storytelling, puppetry, and life? Why is his message important? Analyze: Why is freedom and the issue of slavery important to Ashley Bryan? (History, Research, Writing, Reading)
- 12. Building Background Compare/ Contrast:What has changed or remained the same during Ashley Bryan’s lifetime for African- Americans?
- 13. Using Inquiry toCreate Authentic Academic Conversations What is evidence found today that African-Americans have retained some customs and traditions from their native lands? Explain.
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- 17. Students will listento tribal music, which was influential for A. Bryan’s life, and create a work of art based on what they are visualizing. Discuss visualization and how writers and artists are inspired and use visualization. • Build a puppet using recyclable items. The puppet must have at least 2 moving parts. (STEAM) • Write and perform a play using the puppets that you and your classmates created. (Writing, ELA, Drama, Speaking and Listening) • Write a poem in iambic pentameter and illustrate it. (Writing, ELA, Poetry) • Create your own book online to share with your classmates. Make sure that there is a “moral to the story” or “a lesson to be learned”. (Technology, ELA, Writing) • Choreograph a dance that reflects the feelings that listening to this music provides. Be able to explain what each set of movements reflect based on your movements and the music. (Performing Arts, Dance, Drama, Speaking and Listening)
- 27. Lessons Learned andGeneralizable Strategies Generalize: How does slavery impact the lives of people who are slaves? How was the monetary value of a slave determined? Are people in the world still subjected to slavery? What is the cost to our society of slavery? Slaves lives impacted? Cost of slavery?Slavery today? Money for slaves?
- 28. Lessons Learned andGeneralizable Strategies Synthesize: Have we learned from our past? Why or Why not? Are people in the world still subjected to slavery?
- 29. Lessons Learned andGeneralizable Strategies
- 30. Lessons Learned andGeneralizable Strategies
- 31. Lessons Learned andGeneralizable Strategies
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- 33. Lessons Learned andGeneralizable Strategies
- 35. Think On YourOwn Advocacy: Is there a class project that you can create to bring attention to the problem of slavery today? How can you implement this project in your community? Free Project Management Tools 5 Free Project Management Software Tools to Consider • Wrike. • Smartsheet.. ... • Basecamp. ... • Asana. ... • Trello.
- 36. Lessons Learned andGeneralizable StrategiesStudent-run organizations at the University of Georgia, Georgia Tech and Georgia State University are raising awareness about human trafficking and working with local organizations to combat it. Human trafficking involves illegally trading people for exploitation or commercial gain. Traffickers use force, fraud or coercion to lure their victims and force them into labor or commercial sexual exploitation (sex trafficking).
- 38. “I've walked along trail, a long trail of years flushed with tears. Tears of remembrance. Years of driven labor have not driven the ancestral thoughts out of me. My memory of teaching— surrounded by children, singing songs of our people, the stories of our history— lives always with me... Song shields our hearts from abuse, draws us together, strengthens our lives.” ― Ashley Bryan, Freedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life by Ashley Bryan Painted by Ashley Bryan, Age 12
- 39. For additional information,please contact: Kim Moore 678-323-5500 [email protected]