Differentiated Response to Literature

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Differentiated Response to Literature

• Marcie Griffith
• mgriffith_at_ggusd.us

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Overview

• Rationale
• Thinking Tools
• Understanding Response to Literature
• Character Analysis
• Change over time
• Impetus/origin for change

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Rationale

• Increasing emphasis on high-stakes assessments
• Students need framework to develop higher-order
  thinking skills
• Thinking tools help students to analyze
  literature in greater depth

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Kaplans Layered Curriculum Approach
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Dimensions of Depth Complexity Dimensions of Depth Complexity
Language of the Discipline Indicates identification and usage of appropriate language relative to the discipline.
Details Indicates elaboration and description of an idea or event.
Patterns Indicates recurring elements or repeated factors of an idea or event, as well as the order of events. Identify predict.
Trends Indicates identification of changes throughout a period as well as the factors, influences forces. Note causality predict.
Unanswered Questions Indicates unclear ideas information as well as what is unknown, unexplored, unproved. Identify guess.
Rules Indicates organizational elements relevant to curriculum. Note order, determine relevance, organize, identify learnings.
Ethics Indicates possible rights wrongs of an event, idea, or issue. Reflection on bias, prejudice, discrimination. Draw conclusions, argue, and prove with evidence.
Big Idea Indicates a generalization, principle, or theory about the curriculum being studied. Identify theory, state principle.
Over Time Indicates a change over time where changes are identified and causality examined. Predict, order, sequence.
Points of View Indicates multiple perspectives. Examine ideas and events from different perspectives. Think like a . . .
Interdisciplinary Connections Indicates a connection between the curriculum under study and other. Associate, integrate, link.
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CONTENT IMPERATIVE ICON DEFINITION
ORIGIN The beginning, root, or source of an idea or event
CONTRIBUTION The significant part or result of an idea or event
CONVERGENCE The coming together or meeting point of events or ideas
PARALLEL Ideas or events that are similar and can be compared to one another
PARADOX The contradictory elements in an event or idea
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• An Effective Response to Literature
• Tells more than the story by explaining why the
  author wrote the passage
• Shows that the writer has thought about more than
  just the plot of the passage
• Gives details that support the writers
  interpretation of the passage
• Reports the details of the passage accurately and
  in a logical order

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Importance of Chunking Instruction
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Written Response to Literature Starts with
Understanding the Story

• Modeling throughout is essential!
• Students must be taught explicitly
• Decode prompt
• What is being asked?
• Discussion
• Ideas flow from discussing from open-ended
  questions
• Facilitates sophisticated thinking

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An Effective Prompt

• Open-ended
• Requires greater depth in thinking
• Helps student relate/make connections to text
• Can be supported with evidence from text
• Facilitates exploration and expression of
  alternative/multiple perspectives
• Generates interest and leads to further
  unanswered questions/discussion

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Prompts for Formal Testing

• Four distinct types
• Experiential
• Aesthetic
• Cognitive
• Interpretive

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Experiential Prompts

• Tap into prior knowledge/experience, text to life
  or text to text connections
• How does (character) remind you of someone you
  know?
• How does (character) remind you of some other
  character you have met in a book?
• Although this story takes place a long time ago,
  why does it still seem so real as we read it
  today?
• How can you relate this story to your own life?

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Aesthetic Prompts

• Promote emotional interactions with text
• How does this story make you feel?
• How would you feel if you were (character) in
  this situation?
• How did you feel about what was happening to
  (character)?
• What would you say to (character) to help ease
  his/her pain?
• How did you react to (characters) attempt
  to____?

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Cognitive Prompts

• Encourage problem solving, predictions, and
  making inferences about characters/plot
  development
• What do you think will happen to (character)?
• If you were (character) what would you do in this
  situation?
• What advice would you give (character) at this
  point in the story?
• Why do you think the author titled this story
  ___?
• What did you think about the characters plan to
  ____?

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Interpretive Prompts

• Big idea, message, moral/values, higher level
  reasoning
• What meaning/message does the story have for you?
• Why do you believe (character) did or did not
  make the right choice?
• What do you think the following words mean?
  (quote text)
• What kind of person do you think (character) is?
  How do you know?

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Backward Planning Template
Story Title/ Author
Type of Prompt
Response Prompt
Discussion Questions 1. 2. 3.
Cognitive Activities to Support Understanding Thinking Tools/Graphic Organizers/Thinking Maps
Scaffolds to Support Written Response Model writing, Essay structure, Sentence starters
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Backward Planning Template
Story Title/ Author Giving Tree
Type of Prompt Interpretive Prompt
Response Prompt In the Giving Tree, the Tree is very generous to the boy. Explain why you think The Tree did, or did not do the right thing?
Discussion Questions 1. Why do you think the Tree was so generous with the boy? 2. Is it always right to be overly generous? 3. What were the consequences of the Tree giving the boy everything he wanted?
Cognitive Activities to Support Understanding Thinking Tools- Thinking Maps- multi-flow map
Scaffolds to Support Written Response Model writing, Essay structure, Sentence starters
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Character Analysis Using Change Over Time
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Character Traits Personal Qualities That Help
Define a Character

• Determined
• 
  Greedy
• Perplexed
• 
  Timid

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Anyone could have done it.
Im no hero.
Character Trait Humble
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Anyone could have done it.
Im no hero.
Wouldnt take sole credit for the success of his
team.
Character Trait Humble
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Eyes to the ground
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Im afraid to meet new people.
Eyes to the ground
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Im afraid to meet new people.
Speaks softly to the teacher
Eyes to the ground
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Im afraid to meet new people.
Speaks softly to the teacher
Shy
Eyes to the ground
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2nd Grade
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2nd Grade
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Origin of the Change
Students to identify the impetus for the change
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An Angel for Solomon Singer
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The origin started when Solomon Singer saw the
sign of the cafe , because he always felt he was
moving west. The café was called, Westway Café.
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Both Sides of the Fence by Teresa Bateman

• (7th Grade State Writing Test Prompt in 2006)
• In Both Sides of the Fence, the character of
  Alberto changes dramatically. Use details from
  the narrative to explain what lesson Alberto
  learns and how he learns it.

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Reading Responses THINKING about what you
read   The purpose of responding to what you read
is to make connections with the text and yourself
(your thoughts, beliefs, experiences, etc.).
Build these sentence starters, or your own, into
paragraphs. Explain your thinking.     I
wonder (why) (how) I wonder what would
happen if What if I thought I wish I
felt Maybe I was reminded of If I had been I
cant believe I really like It bothered me
when I was surprised I know the feeling I was
confused when It was funny when It was scary
when I learned I love the way I like the
idea My favorite part The author I began to
think of I really cant understand I never
thought about I think the author I could
picture_________, because.
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The author is telling us Dont be greedy or
else towards the end of your life, youll resent
yourself.
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Understanding Theme Writing a Thesis Statement

• Theme
• Big Idea in the story
• Thesis Statement
• Summary of the argument/analysis that is to
  follow
• One to two sentences in length
• Organizes and develops argument

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Common Themes in Literature

• Courage/ Bravery
• Kindness
• Honor
• Perseverance
• Compassion
• Acceptance
• Hope
• Friendship
• Loyalty
• Good vs. Evil
• Belonging
•  

• Commitment
• Prejudice
• Betrayal
• Survival
• Jealousy
• Trust
• Leadership
• Values
• Honesty
• Challenges
• Peace

• Jealousy
• Trust
• Leadership
• Values
• Challenges
• Loneliness
• Diversity
• Sacrifice
• Forgiveness
• Grief/ Loss
• Love

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Sounder Themes

• Hope
• Growth/Change
• Courage
• Importance of family
• Loss

HOPE
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Key Words to Starting a Thesis

• Subordinating Conjunctions
• Through Although
• While Because
• After Once
• Though Since

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Student Thesis Statement Examples

• While Tanya was thinking negative thoughts, with
  time her hasty conclusions showed her that
  something that seems boring or upsetting, may be
  really cool if you look at it with a different
  perspective.
• Through Tanyas experience with the family
  reunion, the author shows how things arent
  always what they seem.
• Through Manuels embarrassment at the record
  getting stuck during the talent show, Gary Soto
  shows that you should not let distractions or
  disruptions keep you from reaching your goal.

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The Synthesis of Components Becomes the Response
to Literature