Language as Power Inspiring Student Agency through Great

Join the conversation! #NCTE 17 @Wit. Wisdom. ELA Language as Power Copyright © 2017

The Power of the Humanities “Some argue that reading and writing about literature does

A False Dichotomy? Preparing students to “make a life” through the study of important

Essential Question How might studying the power of language prepare students for • rich

Session Goal Develop instructional approaches to • expand students’ knowledge of the many ways

Transferable Teaching Tools Language as Power Copyright © 2017

Language and Power Text Set Novel • Animal Farm, George Orwell Historical Account •

Language and Power Text Set Speeches and Videos • “I Have a Dream, ”

Focusing Question How do those seeking power or influence use language as a tool?

Instructional Approach Students are powerful when they • study literature, informational text, and craft

Examine the Novel’s Content Read Passage 1. Annotate details and jot a response to

Examine the Author’s Craft Consider the genre of a formal speech. How do those

Examine the Text of a Speech Read Passage 2. Annotate and jot responses to

Examine the Performance of a Speech http: //witeng. link/0290 Language as Power Copyright ©

Experiment with Fluency • Consider which techniques might enhance Squealer’s goal in a delivery

Connect Craft and Content • How does Squealer use language to achieve his goal?

Execute a Fluent Reading After practicing several times with one or more partners, students

The Power of Fluency • Supports students’ ability to access, understand, and analyze complex

Knowledge-Based Argument Writing Task: Write an argument essay about whether language is more powerful

Standards-Aligned Argument Writing W. 6. 1, 7. 1, 8. 1: Write arguments to support

Examine an Argument • Are Squealer’s reasons sound? Do they support his claim? •

A Process for Learning Craft “What happens in the classroom before argument writing is

The Power of an Evidence-Based Argument Why should students begin sound argument writing by

Integrated Learning Reading, writing, speaking, and listening are interrelated aspects of the same act:

The Power of the Humanities, Revisited “Some argue that reading and writing about literature

Preparing Empowered Students are powerful when they • study literature, informational text, and craft

Call to Action How will you empower all students as speakers and writers in

Let’s talk more! Visit us in the NCTE Exhibitor Hall at booth 304! Attend

Join Our Community Stay up to date on all things Wit & Wisdom: Follow

Credits Great Minds® has made every effort to obtain permission for the reprinting of

This presentation may not be altered in any way. It may be shared for

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Language as Power Inspiring Student Agency through Great Literature Ann Brigham GREAT MINDS Amy Holbrook MAD RIVER LOCAL SCHOOLS Ashley Wittmer MAD RIVER LOCAL SCHOOLS NCTE 2017 ANNUAL CONVENTION

The Power of the Humanities “Some argue that reading and writing about literature does little to prepare students for the real world. They see the study of Harper Lee’s To Kill a Mockingbird, for example, as superfluous to helping students make a living. But making a living isn’t enough. The young people entrusted to our care need to know how to make a life. ” — Carol Jago, professor, author, and former NCTE President Language as Power Copyright © 2017

Session Goal Develop instructional approaches to • expand students’ knowledge of the many ways language can be used, and • empower students to critically analyze and use language. Language as Power Copyright © 2017

Language and Power Text Set Novel • Animal Farm, George Orwell Historical Account • Excerpts from “Friedrich Engels, Revolutionary, Activist, Unionist, and Social Instigator, ” Cricket Media Posters • Images of pro-Stalin propaganda Language as Power Copyright © 2017

Language and Power Text Set Speeches and Videos • “I Have a Dream, ” Martin Luther King, Jr. • Inaugural Address, John F. Kennedy • Address to the United Nations Youth Assembly, Malala Yousafzai Advertisements • “Serena Williams—Rise, ” Andre Stringer • Soda ads Article • “How Advertising Targets Our Children, ” Perri Klass Architecture • The Temple at Abu Simbel Language as Power Copyright © 2017

Instructional Approach Students are powerful when they • study literature, informational text, and craft deeply; • speak fluently to communicate ideas to an audience; • can identify claims that lack evidence; • use evidence to make a claim; and • understand that knowledge of craft is key to using their own agency as speakers and writers. Language as Power Copyright © 2017

Examine the Text of a Speech Read Passage 2. Annotate and jot responses to the following questions: • What is President Kennedy’s goal in this excerpt from his speech? • How does President Kennedy use language to reach his goal? Language as Power Copyright © 2017

Experiment with Fluency • Consider which techniques might enhance Squealer’s goal in a delivery of the speech. • Annotate the passage from Animal Farm with the specific techniques you have chosen. Language as Power Copyright © 2017

Connect Craft and Content • How does Squealer use language to achieve his goal? • How does your delivery of the speech build your understanding of the content of the speech? Of Squealer’s goal, and his use of language? Language as Power Copyright © 2017

Knowledge-Based Argument Writing Task: Write an argument essay about whether language is more powerful when it is used to uplift or when it is used to control. Develop your argument with evidence from Animal Farm and at least one other text. Language as Power Copyright © 2017

The Power of an Evidence-Based Argument Why should students begin sound argument writing by gathering evidence? • To think deeply about substantive knowledge • To recognize and appreciate the complexity of perspectives and evidence • To recognize and appreciate the possibility of an error in their thinking • To arrive at a good decision — Joey Hawkins, Vermont Writing Collaborative Language as Power Copyright © 2017

Integrated Learning Reading, writing, speaking, and listening are interrelated aspects of the same act: communicating ideas through language. When studied together, these strands reinforce one another. (Graham and Perin 20– 21; Hawkins et al. 14) Language as Power Copyright © 2017

The Power of the Humanities, Revisited “Some argue that reading and writing about literature does little to prepare students for the real world. They see the study of Harper Lee’s To Kill a Mockingbird, for example, as superfluous to helping students make a living. But making a living isn’t enough. The young people entrusted to our care need to know how to make a life. … Students need to be prepared to make a living, to make a life, and—even in defeat like Atticus Finch—to make a difference. ” — Carol Jago, professor, author, and former NCTE president Language as Power Copyright © 2017

Preparing Empowered Students are powerful when they • study literature, informational text, and craft deeply; • speak fluently to communicate ideas to an audience; • can identify claims that lack evidence; • use evidence to make a claim; and • understand that knowledge of craft is key to using their own agency as speakers and writers. Language as Power Copyright © 2017

Call to Action How will you empower all students as speakers and writers in your classroom? • Jot down one goal for empowering all students as speakers and writers in your classroom. • Jot down one strategy you will use to reach that goal. Language as Power Copyright © 2017

Let’s talk more! Visit us in the NCTE Exhibitor Hall at booth 304! Attend our other session—Storytelling across Cultures (Session 3487352) • Sunday, November 19 • 2: 15– 3: 30 p. m. • ACCC 121 Language as Power Copyright © 2017

Join Our Community Stay up to date on all things Wit & Wisdom: Follow us on Twitter: @Wit. Wisdom. ELA Like us on Facebook: Wit & Wisdom English Subscribe to our blog: greatminds. org/english Follow us on Pinterest: Wit & Wisdom English Language as Power Copyright © 2017

Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this presentation. • Slides 3, 26: Jago, Carol. “Crash! The Currency Crisis in American Culture. ” NCTE, 2009, http: //www. ncte. org/library/NCTEFiles/Press/Jago_final. pdf. Accessed 1 Nov. 2017. • Slide 14: Kennedy, John F. “Inaugural Address. ” 20 Jan. 1961. You. Tube, https: //www. youtube. com/watch? v=JLd. A 1 ikko. Ec. Accessed 1 Nov. 2017. • Slide 14: Photo courtesy of the John F. Kennedy Presidential Library and Museum. • Slide 25: Graham, Steve, and Dolores Perin. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools—A Report to Carnegie Corporation of New York. Alliance for Excellent Education, 2007, https: //www. carnegie. org/media/filer_public/3 c/f 5/3 cf 58727 -34 f 4 -4140 a 014 -723 a 00 ac 56 f 7/ccny_report_2007_writing. pdf. Accessed 1 Nov. 2017. • Slide 24: Hawkins, Joey, et al. Writing for Understanding: Using Backward Design to Help All Students Write Effectively. Authentic Education, 2008. • Slides 23, 24: Hawkins, Joey. “Introduction to Argument Writing. ” 14 Oct. 2016. Achieve the Core, https: //achievethecore. org/aligned/planning-for-argument-writing/. Accessed 1 Nov. 2017. Language as Power Copyright © 2017

This presentation may not be altered in any way. It may be shared for noncommercial purposes only. Any commercial use of this presentation is illegal and violates the copyrights of Great Minds®. Language as Power Copyright © 2017