1. Text as Muse Based on a Presentation by Dr. Julie Joslin Section Lead ELA 9-12 NCDPI

2. Text as Muse Think of texts that caused you to Act Reflect Travel Write

3. Why this text? Choose texts that support standard. Quality vs. Quantity (Not a mile wide and an inch deep.) Have the end result in mind (e.g. graduation paper.) You have to love it – a text that’s worth rereading.

4. Big Questions Why am I asking students to read this text? What big idea do I want my students to take away? e.g. Why I teach the Epic of Gilgamesh.

5. The Shift Read like a _______________ and write like an ________________.

6. Read like a detective and write like an investigative reporter. “This is the year of evidence.” “Teachers must prepare text-based tasks.” !!!!!Emphasize questions that force students back to the text!!!!!!!

7. Reading to Write in the Classroom What does it say? (Summary.) What does it mean? (Infer and Get the Big Idea.) Why does it matter? (Reflect.)

8. “I Am Giving You This Poem” As muse As evidence Sample Performance Tasks Create a performance Tasks

9. Some issues Argumentative vs. Persuasive (reasoning vs. emotional.) The emphasis is argumentative. Shakespeare – Do we have to teach the whole text? (No.) Be creative. Graduation Project – Build your course around it.

10. No. 6 Teacher Evaluation Instrument – Student Growth. 80% EOC or MSL 20% ACT

11. How Much Informational Reading? Focus on the student!!!!

12. Why collaborate? Why PLC’s Collaboration makes a teacher’s life easier and it has the potential to improve student growth – a host of ideas and approaches. Improves teacher and student accountability. PLC’s provide support, information, and they generate new ideas. After all, who has all the answers?

13. Sample Pacing Guides