8/5/2014 Discipline & Creativity

http://core4apollo.blogspot.com/ 1/5
Discipline & Creativity
Sunday, October 20, 2013
Big Idea: Are D&C Naturally Opposed?
Message from Mr. G and Dean D
Anticipatory Set: What's On Point? A Poetic Argument by Amor
Lilman, Brooklyn (Pull Ya Pants Up)
What's the Big Idea? What's your Takeaway?
One Underlying Big Idea: To ban or not ban sagging pants speaks to
today's conflict between following societal dress codes and rules (aka
discipline) versus using dress to "represent" your own style (aka
creativity).
Using D&C as a Big Idea to integrate through Algebra, Biology, Social
Studies as well as English Language Arts-- in ways that facilitate more
connected (and efficient) mastery by ELLs of academic ideas and content
area instruction. For ELAR, three texts are introduced, adapted,
compared and contrasted--as vehicles for developing the levels of
language with which Apollo ELLs can use both discipline and creativity to
meet personal and academic learning goals.
D&C for E-EOC (English Language Arts & Reading 1)
1. Anchor Editorial Text: Banning Sagging Pants as Discipline
versus Creativity: "Should sagging be banned?" Defender, October 10,
2013, p. 8, Volume 82 Number 50 (retrieved October 19, 2013).
2. Anchor Persuasive Writing Text: College Admission as
Discipline versus Creativity (College Admissions Essay in Comic
(Multimedia) Format) Z. Mulford (Harvard University): Are
Discipline and Creativity Necessarily Opposed?
3. Anchor Fictional Text (Satire-Irony): Socialization as
Discipline versus Creativity from NYEngage Common Core
Grade 9 (excerpt, St. Lucy's School for Girls Raised by Wolves)
4. Anchor Poetic Text: Los motivos del Lobo (Ruben Dario)
(recording).
A Toolchest with resources follows; Thinking Maps organize and provide
scaffolds for Classification, Comparison, Cause and Effect and Analyses:
Informational Texts
Solution to Saggy Pants (Get Erkeled!)
Persuasive Texts
Editorial Analysis (Saggy Pants: Can They be Banned?)
Editorial Texts (on Creativity versus Discipline)
Goins (Creativity versus Discipline as Art)
Media Presentations on Creativity and Discipline
2013 (7)
October (7)
Big Idea: Are D&C Naturally Opposed?
Integrated D & C
D & C You-niversity
D&C 4 Me
Faculty D & C
Discipline & Creativity - Integrating
Alignment, R...
1. Instruction focuses on providing ELLs
with...
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8/5/2014 Discipline & Creativity
http://core4apollo.blogspot.com/ 2/5
Multimedia/Poetic Texts
Amor Lilman: "Pull Ya Pants Up" (Brooklyn, NY) (Poll with Nearpod
Power Up Tools)
Youtube (General Larry Platt) "Pants on the Ground" (various versions)
Challenges for ESL Apollos: teachers may need to ADAPT each text
to make each even more accessible to Apollos still struggling with English
Language Arts Reading vocabulary & syntax.
Example for Comic essay: Use color to create mini-synopses of each page
as a 4 frame comic pop-up between the skinny (D) and the fat character
(C).
Have students role play as D&C - initially role playing as one character
and then integrating their dialogue on a mini-stage (rectangular box
stage with drawn Popsicle sticks, etc).
Secondary ESL would integrate SIOP & CALLA strategies to
develop and scaffold English throughout the lesson, along with
District Technology Best Practices (Power UP et al) to visualize
these in multimedia formats to:
1) Scaffold and break down strategies by ELPS domains and/or by WIDA
Levels: Listening, Speaking, Reading and Writing (Expressive and
Productive Language). WIDA Consortia groups would also encourage
developing differentiated LSRW ladders (see my E-Newcomers site for
models) to build student ELL proficiency as needed per ELPS domain.
2) Accurately identify four relevant strategies/activities that support
development of students' LSRW proficiency:
Sample Strategies:
A. Listening Strategies: Assign students a listening task throughout
the reading of the comic/passage. e.g. Tell them to high five (or another
gesture) each time they hear the word " ".
B. Speaking Strategies: Have students retell orally through role play--
acting out part of the passage interactively, adding dialogue with proper
conventions as pop up tools where needed.
C. Reading Strategies: Choral read the passage on the Smart board or
projector...using cell phones, JING or Near pod, so that they can record
their production in real time for immediate playback/feedback.
D. Writing (& Pre-writing) Strategies: have Apollos pre-write on
foldables key text attributes prior to first drafts: fiction characters, and
words and phrases, using thinking maps to scaffold their strategies etc.
Use IPAD apps and /or Teacher First Tech production tools used in
Common Core to facilitate the writing pre-draft process.
2. BUILDING PLC PRACTICES: LORD OF THE RINGS -
MAKING D&C ACCESSIBLE BY SCAFFOLDING THE
LINGUISTIC STRUCTURE OF ENGLISH as A GAME; Use EL
structure to locate areas for ELL improvement through error
analysis (like game moves). Use error analysis
1. In PLC with teachers: Present English as 3D language game levels-
-like rings in concentric orbit. Introduce academic vocabulary for each
text but break it down with drawings, color and multimedia to connect
and dissect Greek and Latin prefix, affixes and roots. E-rings start with:
1) P-Level (Phonology: affects LSR output--USE IMAGES of SOUND:
EAR, AMPLIFIER, MOUTH)
2) M-Level (Morphology: affects LSRW output--USE IMAGES OF
PARTS, WORD BEGINNING/END),
3) Sn-Level (Syntax: affects LSRW output - USE IMAGES OF
SENTENCE PARTS AS GRAPHIC),