Planning for Instruction

Hangátirat Automatikusan generált

• 00:01 - 00:03

  Hello everyone. My name is Emma Alcantara.

• 00:03 - 00:06

  I'm going to be talking about word choice and mood in american literature

• 00:06 - 00:08

  and discussing some instructional strategies that

• 00:08 - 00:10

  I've seen work in the classroom.

• 00:10 - 00:14

  So in my high school classroom I have seen two things that work really,

• 00:14 - 00:16

  really well with students, especially when we are

• 00:17 - 00:21

  tackling new materials new.

• 00:21 - 00:23

  Um anything that is brand new to students and

• 00:23 - 00:25

  they're kind of unsure of where to begin.

• 00:25 - 00:27

  Um so the first one is guided practice.

• 00:27 - 00:28

  I always like to do guided practice when

• 00:28 - 00:31

  we're doing something that we haven't done before

• 00:31 - 00:36

  because it gives them a little bit more confidence to do it in their small groups.

• 00:36 - 00:38

  So what we're doing first is

• 00:38 - 00:41

  I give them a short passage and we kind of do it

• 00:41 - 00:44

  together and I kind of model for students what I'm looking for.

• 00:44 - 00:48

  And again we discuss what I'm looking for in this case it is how word

• 00:48 - 00:52

  choice correlates to the mood of the overall passage or text that we're looking at.

• 00:52 - 00:57

  So this one is from Uncle Tom's cabin. And again, I'm doing it a little bit with them.

• 00:57 - 01:00

  I kind of call out to students like what else do you see

• 01:00 - 01:03

  that? Um, can correlate to move.

• 01:03 - 01:07

  So what first thing I see is homeless house, this creature's shameful, wicked,

• 01:07 - 01:09

  abominable law.

• 01:09 - 01:11

  And then if a woman can give a warm,

• 01:11 - 01:15

  separate and a bed to a poor starving creature just because they're slaves.

• 01:15 - 01:19

  Things like that that are very visceral and very pointed word choice.

• 01:19 - 01:23

  Um and again we discuss it as a large group and then I give them a little bit

• 01:23 - 01:28

  of time in their small groups and this is where I give them a larger piece of text.

• 01:28 - 01:30

  So in this case it's Chapter two of the Great Gatsby

• 01:30 - 01:35

  because it has to deal with um things like characterization,

• 01:35 - 01:38

  establishing setting, getting used to the lavishness of the 19 twenties.

• 01:38 - 01:40

  So they read the whole chapter together

• 01:40 - 01:43

  um and then they come up with a couple of examples of

• 01:43 - 01:48

  what they think correlates to establishing the mood of the overall chapter.

• 01:48 - 01:50

  And those are two things that I've seen work incredibly

• 01:50 - 01:53

  well in the classroom and I can see working very,

• 01:53 - 01:54

  very well at the higher education level.

• 01:54 - 01:55

  Thank