Speaking and Listening in the Arts Close Reading in Musical Theatre Workshop Goals Understand the increased text complexity demands of the CCSS and the value of teaching students to read closely in ELA and the arts ID: 574025
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Slide1Slide2
Reading, Writing, Speaking and Listening in the Arts
Close Reading in
Musical TheatreSlide3
Workshop GoalsUnderstand the increased text complexity demands of the CCSS and the value of teaching students to read closely in ELA and the arts
Make connections between the CCSS, VAPA standards, and close reading
Experience a close read
Practice the steps for planning a close read
Today we will…Slide4
CCSESA Arts Initiative’s Vision“Visual and performing arts are an integral part of a comprehensive curriculum and essential for learning in the 21st century.
”
CCSESA (2014)
Integrating Arts Learning with the Common Core State StandardsSlide5
CCSESA Arts InitiativeEnriched and affirming learning environments
Empowering pedagogy
Challenging and relevant curriculum
High-quality instructional resourcesValid and comprehensive assessment (continues)
Eight PrinciplesSlide6
CCSESA Arts InitiativeHigh-quality professional preparation and support
Powerful family and community engagement
Advocacy-oriented administrative and leadership systems
CCSESA (2014)Integrating Arts Learning with the Common Core State Standards
Eight Principles
(continued)Slide7
CCSESA Arts Initiative Website
http://www.ccsesaarts.org/Slide8
Warm UpWhat do the following books have in common?
Oliver Twist
by C. Dickens
Little House on the Prairie
by L. Ingalls Wilder
The Adventures of Huckleberry Finn
by M. Twain
Record your thoughts and be prepared to share.Slide9
Surprise!
640 L
Lexile Measure
760 L
Lexile Measure
680 L
Lexile Measure
Retrieved from
http://www.lexile.com/analyzer/Slide10
College and Career ReadinessRead and comprehend complex literary and informational texts independently and proficiently.
CCR Reading
Anchor Standard 10 Slide11
Three-Part Model for Measuring Text Complexity
© Copyright 2010. National Governors Association Center for Best Practices
and Council of Chief State School Officers. All rights reserved.
Levels of meaning,
structure, language conventionality and clarity, and knowledge demands
Readability measures
and other scores
of text complexity
Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)Slide12
Upward Shift in Lexile Ranges
Fisher (2014)Slide13
What Makes Text Complex?Levels of Meaning or Purpose Structure
Language Conventionality and Clarity
Knowledge
Demands
Qualitative DimensionsSlide14
CCSS Appendix A: Text ComplexityBrowse the four qualitative factors of text complexity from Appendix A.
Consider the continuum of difficulty within each factor
.Slide15
Close, Attentive Reading“Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.
”
National Governors Association Center for Best Practices and Council of Chief State School Officers (2010)Common Core State Standards for ELA/LiteracySlide16
Study the CCSS for ELA/LiteracyStudy the CCSS for ELA/Literacy: Reading Standards for your grade level/span or content area.Highlight standards that require close reading of text and/or citing evidence from text.
Calculate the percentage of reading standards that require close reading of text.
Share your highlights with a partner and
“support your claim.”
Reading StandardsSlide17
Integrating the Arts“When the arts are integrated, learning is experienced in a variety of ways, allowing every student to be successful in various content areas.
”
Donovan & Pascale (2012)
Integrating the Arts Across Content AreasSlide18
Integrating the StandardsRead the VAPA Standards in the Component Strand 1.0 Artistic Perception—Theatre for your grade level/span.
Highlight the words and phrases that tell what students are expected to know and do for each standard.
VAPA and
CCSS Reading StrandSlide19
Quick and Easy Access to CA’s CCSS StandardsOn Your iPhone® or iPad®
Available on the App
Store
On Your Android™
Available on Google Play™
(Google
Play is a trademark of Google Inc.
)
At
Your Desktop
www.scoe.net/
estandards
On
Your Smartphone
www.scoe.net/estandardsmobile
ELA/Literacy, ELD, and MathSlide20
eStandards Keyword SearchSelect CCSS ELA & LiteracySelect Grade Level Standards
Select All Grades
Enter keyword, select All Strands
Keywords: vocabulary, plot, theme, pacing, mood, metaphor
Launch the eStandards appSlide21
What Does It Mean to Read Closely?“Close reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as key vocabulary and how its meaning is shaped by context; attention to form, tone, imagery and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times.
”
Brown & Kappes (2012)
A Primer on Close Reading of TextSlide22
Close Reading in Drama“One way to deeply study works of art in different disciplines is to examine multiple renditions of the same work. Perhaps the most obvious example is drama. Students can study closely a specific act or scene, and then observe how it has been played by different directors and actors. The Core Standards in Literacy require that students can compare the evidence they see in the script, and observe how different productions draw and interpret the script.
”
David Coleman (n.d.)
Guiding Principles for the Arts, Grades K–12Slide23
Features of Close ReadingShort, worthy passages
Students rereading
Limited frontloading
Text-dependent questionsRead and annotate
After-reading tasks
Fisher & Frey (2013)
Rigorous ReadingSlide24
Types of Text-Dependent Questions
Part
Sentence
Paragraph
Entire text
Across
texts
Word
Whole
Segments
Fisher & Frey (2013)Slide25
Types DefinedBrowse the “Text-Dependent Questions” document from the
Wisconsin Department of
Public
Instruction. Note the definition of each type of
text
-dependent question. Slide26
Instructor Model“We are going to continue
in our study
of
‘Transformation’
by
closely reading
lyrics
from the
musical
Wicked
.
”Slide27
Participate in a Close ReadRead the lyrics to “Defying Gravity
”
from the musical
Wicked. Annotate the text:Underline major points
Circle unclear words and phrases
In your own words, write notes in the margins restating the author
’
s
ideasSlide28
General UnderstandingWho is singing these lyrics?
Based on the first and third stanzas, what do you think has happened?
Without yet knowing who Glinda is, what
can you say about her character’s role in what has happened
?
With a partner,
discuss:Slide29
Key DetailsWhat concerns does Elphaba have about venturing out on her own? What details in the lyrics support your answer?
With a partner, discuss: Slide30
Reread: Deeper FocusEach person in the circle reads one stanza aloud. Add pauses, inflections, intonations, and emphasis (prosody) to the text.
How does this change your initial understandings of the lyrics?
Add to your annotations.
Circle up in groups of six.Slide31
VocabularyWhat does Elphaba mean when she states, “Some things I cannot change; But till I try I’
ll never know
”
?What is the tone of the lyrics? What words and phrases support your claim?Add to your annotations.
With your table group, discuss:Slide32
StructureRead the lyrics within the context of the script.
With your table group, discuss:
How does this change or strengthen your understanding
of what is happening to the
main character, Elphaba?
Add to your annotations.Slide33
StructureRead the stage directions within the script and consider Elphaba’
s point of view.
How do the stage directions help make the lyrics in the final stanza
so
memorable?Slide34
InferencesTo whom is Elphaba referring when she states, “
To those who
’
d ground me; Take a message back from me”?
What other parts of the lyrics or script support
your claim?
Add to your annotations
.
With your table group,
discuss:Slide35
OpinionChoose one line from the lyrics that best conveys what you know so far about Elphaba as a character and
her
transformation.
Be prepared to “
perform
”
that line
for your
group.Slide36
Diverse Text Typeshttps://www.youtube.com/watch?v=WnXAl1ntt_4
Video: The Wizard of Oz, 1939Slide37
Diverse Text TypeUsing your knowledge of the 1939 film The Wizard of Oz
, explain the juxtaposition between the film version of the Wicked Witch of the West and Elphaba from
Wicked
.Add to your annotations.Slide38
Intertextual Connectionshttps://www.youtube.com/watch?v=JqOqo50LSZ0
Video: Dr. Maya Angelou recites
“And I Still Rise”Slide39
Intertextual ConnectionsWhat comparisons can you make between the
poem, the lyrics, and Elphaba
’
s character?What contrasts can you make?Slide40
Culminating TasksAfter reading and discussing the lyrics to “Defying Gravity,
”
create a tableau, collage,
or monologue that defines the consequences, positive and negative, of Elphaba’s decision to transform herself.What is the role of choice
in transformation?Slide41
Reflect on the ModelConsider the following prompt:
What changed your idea of the lyrics over the course of the close reading model?
Be prepared to share.Slide42
Extension IdeasRead an accompanying excerpt from the book
Wicked
.
Listen to the song “Defying Gravity”Watch the Tony Awards performance of
“
Defying Gravity
”
on YouTube
Closely read other related text with same theme
Closely read other parts of the script that support theme and give deeper meaning
Compare/contrast a unit of study when transformation is not a choiceSlide43
Key ConsiderationsDifferent readings have different fociQuestions we ask the readers during the readings are a scaffold
Direct students to update annotations
Include collaborative conversation
Listen to students to figure out how and when to move on with lesson
End with a task aligned to the big idea of the text/unitSlide44
Creating a Close ReadingChoose a short, worthy passage
If there
’
s a staple, it’s too long!Plan for re-reading
Where
’
s the evidence?
Different foci for each read
Limit front-loading and preteaching vocabulary
Give students the chance to struggle a bit
Design text-dependent questions
Part to whole
Require students to
“
read with a pencil
”
Independently read and annotate
Incorporate after-reading tasksSlide45
Annotation: Some SuggestionsUnderline the major points. Circle words or phrases that are confusing or unknown to you.
Use a question mark
(?)
for questions that |you have during the reading. Be sure to write your question. Use an exclamation mark
(!)
for things that surprise you, and briefly note what it was that caught your attention.
(continues)Slide46
Annotation: Some Suggestions (continued)Draw an arrow
(↵)
when you make a connection to something
inside the text, or to an idea or experience outside the text. Briefly note your connections. Mark EX when the author provides an example.
Numerate
arguments, important ideas, or
key details
and write words or phrases that restate them.Slide47
Ideas for After-Reading TasksWrite a monologueCreate a piece of visual art
Represent the topic/subject through a tableau
Reenact a scene
Make a connection to another piece of music/play/movieWrite a song/poem
Connected to the ArtsSlide48
Support for During- and After-Reading TasksLiteracy Design
Collaborative—
Writing task templates
www.ldc.org/how-ldc-works/modules/what-task
Musial Theatre International
http://www.mtishows.com
CCSESA Arts Initiative Website
http://www.ccsesaarts.orgSlide49
Connect to the Classroom
Part
Sentence
Paragraph
Entire text
Across
texts
Word
Whole
Segments
Fisher & Frey (2013)Slide50
Planning for Your ClassroomReview the 5-day lesson Plan for Wicked.Slide51
Planning for Your ClassroomLocate the scripts for West Side Story
and
The
Little Mermaid.Choose one of these songs to plan a close read for your classroom:
West Side Story
,
“
Something
’
s Coming
”
The Little Mermaid
,
“
Part of Your World
”
Participate in a guided planning
process.Slide52
Common Core State Standards Initiativewww.corestandards.org
California
’
s Common Core State Standards www.cde.ca.gov/re/cc/Smarter Balanced Assessment Consortium
www.smarterbalanced.org
Achieve the Core
www.achievethecore.org
CCSS Resources