1. PML7
Implementing a Multiliteracies Pedagogy

2. Today’s Agenda
Skype with grade 10 students from CECI
Return to slam poetry. Perform, debrief
Discussion of Powers article with some reading
strategies for non-fiction
Debrief of key ideas in article as well as process

3. Welcome CECI Students!

4. 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)

5. 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?

6. 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

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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?

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