1. PML7
Implementing a Multiliteracies Pedagogy

2. Today’s Agenda
Discussion of feedback and blogs
Return to slam poetry. Experiment, perform, debrief
Discussion of Powers article with some reading strategies for
non-fiction
Debrief of key ideas in article as well as process

3. Feedback
Please see announcements in Web CT for general feedback on
blogs
I have emailed individual feedback via web ct

4. Oral Communication
Oral communication is one of the four strands in the curriculum
but it is often not explicitly taught in the same way that the
reading and writing strands are taught.

5. Slam Poetry
Taylor Mali “Like You Know” http://www.youtube.com/
watch?v=SCNIBV87wV4

6. Althouse Poetry Slam
Althouse Poetry Slam
In small groups, compose an original poem for our Althouse
Poetry Slam following the guidelines in the video reading for
this week.
Audience: your peers
Purpose: to express your feelings, concerns, hopes, fears
about teaching (and to understand how you can apply this
to the classroom)

7. Debrief
How would you scaffold this activity to explicitly teach and model
the skills and strategies students need to be successful with this
activity?
What modifications could you make to this activity to support
different types of learners?

8. Gradual Release of
Responsibility
We watch a number of poetry slams and rank them
Develop a list of criteria for what makes an effective slam poem.
Post chart in classroom and refer to it as we analyze additional examples
Mini-lessons focused on criteria from anchor chart. Students practice in
small groups.
Group poetry slam----> Individual poetry slam
Students self-assess using collaboratively developed criteria

9. Discussion of Reading
For this week I asked you to read “Curriculum Theorizing for
Multiliteracies: A Rebel With a Cause”
At your tables, I’m going to have you divide up the article and
then we’re going to use some reading strategies for non-fiction
as a basis for our discussion.

10. Graphic Organizers
Graphic organizers can be used to scaffold the reading process,
giving students a focus and purpose for reading. You can also
decide how much information you include on the graphic
organizer.
Ideally students should learn to select and identify the graphic
organizer that works best for them based on the task.

11. Fishbone
Main idea is put at the head and
subtopics are put along the top
or side of the fishbone with
supporting details along the
radiating lines.
This can be used to understand
how one event may have several
causes. It can also be used to
organize an essay.

12. FQR
This graphic organizer can
be used to get students to
explicitly track their
personal connections to
the text as well as any
questions they might have
while reading. It’s a good
way to help them see how
they read for inferences.

13. PMI
PMI helps students evaluate a
text and form judgements, but it
also provides a place for them
to record questions they have
or observations that are neither
positive nor negative.

14. KWL
This can be a good graphic
organizer when students
are beginning research. It
helps set a purpose for
their reading but gets them
to make connections to
prior knowledge as well.

15. Choose one of the graphic
organizers
Break up your section of the article into manageable chunks.
Use your graphic organizer to record your ideas (Stop and add
something to the chart at the end of each chunk).
When everyone at your table is done share what you learned from
the article.
If you have time left, discuss the effectiveness of the graphic
organizers.

16. Debrief
What were the key ideas that came out of this article that you
discussed at your table?
Other applications for graphic organizers? Have you used others
that were effective?

17. For Next Week
Please read
Kajder, S. (2010). Situating the conversation: New literacies,
technology and learningin the English language arts
classroom. (Chapter One) in Adolescents and digital literacies:
Learning alongside our students. (will be uploaded to Web CT
by this weekend).