Dyad 46

Dottie Hall and Virginia Cohrs

Dottie and Virginia are asking kids to critically view and repsond to various images, some from the NYT and others are in the public domain. As Critical Friends and Thought Partners, we have discussed/shared the ways in which we can use powerful imagery to elicit ideas about literature our kids are reading or as a way to move into various expository writing exercises. Virginia Cohrs will use the What's Going on in This Graph and Dottie will use her Adobe Sparks slide show in her sophomore English class as a to move kids in a documentary. Dottie will be using stock photos and personal photos to entice kids to think about theme, symbolism, setting, characters, and motifs in the LORD of the FLIES.

Dottie and Virginia share a love of high school students and are excited to use some of the programs and websites they learned about this week in their projects which are going to be used as soon as school starts this year!

THE PURPOSE OF OUR INQUIRY:

The graph activities are intended to set a purpose for reading. Both picture and graph activities aim to build prior knowledge, drive motivation, and foster rich discussion. (Virginia)

The images are intended to prompt discussion about characters, symbols, plot and setting. (Dottie)

LESSON SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience, including both anytime and real-time elements.

The intention for What's Going on in This Graph is to be used in real time. Students will look at the graph and answer the 3 questions on Monday. The article to accompany the graphic will follow later on in the week. This activity can, however, be implemented as an anytime activity especially in light of Remote Learning in response to Covid 19. A similar timetable would work, but would not be a strict. (Virginia)

The intent of this lesson is three-fold: 1.) analyze various literary elements in LORD OF THE FLIES 2.) identify the elements in the documentary genre 3.) rewrite the fictional novel, LORD OF THE FLIES, as a documentary with the "Snowfall" piece as the model. (Dottie)

TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?

For graphs, charts, and maps the teaching practices will include building schema, preparing for and participating in small group and classroom discussion, and evaluating and analyzing information, and communications with students across the globe. To compare and contrast graphs and maps and be able to determine correlation and causation. (Virginia)

I hope to get kids to re-tell a fictional story( LORD OF THE FLIES) as a documentary using the "Snowfall..." story as a model. The students will be encouraged to use Story Map or Time Line, prefereably Story Map. (Dottie)

LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project/work?

Students will be able to interpret graphic information at a higher level than previously. As time and skills progress, students will learn the difference between correlation and causation. To facilitate said differences students will be comparing and contrasting similar graphs and maps. (Virginia)

Students will be able to identify the characteristics of fiction and non-fiction and produce a piece of writing which combines journalistic elements, scientific elements, and narrative elements interspersed. (Dottie)

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this lesson.

The digital materials used will include the New York Times What's Going on in This Graph? This is a tool used by teachers across the country as well as other countries.(Virginia)

Adobe Sparks (this is my first time using this program) and Story Map (Dottie)

This Inquiry Plan Template documents our planning and learning this week.

[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]

Digital Product 2:

In 1-2 sentences, describe the sample LEARNING artifact(s) that you created this week and explain how it will be used in the lesson/project...

Learning Artifact: INSERT/EMBED/LINK HERE

This artifact included in the link below is an example of a graph from The NY Times. This graph is an example of a simplier more basic graph, but perhaps a good place to start.

https://www.nytimes.com/2020/03/19/learning/whats-going-on-in-this-graph-flatten-the-curve.html

Student Artifacts:

David

Hawaii

April 30

I notice that this graph has our healthcare systems capacity just above the top of "Protective measures" as if they know 100% the true capacity of the system, it seems to me as if the Healthcare system is already overwhelmed without the virus. I wonder if the graph has any real info in it. The graph states that even with protective measures, the healthcare system can barely cope with it.

Caleigh

New York

April 29

According to this graph, I notice that the Healthcare system is only able to manage controlling cases with protective measures rather than those without. I wonder what will happen if cases without protective measures continues to grow at a fast rate.

My headline - The Problem With Healthcare Systems.

Offer Feedback to this Dyad Here

Toward the end of the week, you'll insert a video here that introduces your work (and your compelling inquiry question) to others and summarizes your collaborative reflection of your learning this week. On Friday, you can move this section toward the beginning of your dyad page.