Conducting the Cape Fear ELA CCSS Conference

Report
Cape Fear English Language Arts
CCSS Conference
Victor Malo-Juvera, Ed.D.
UNCW
Michelle Manning, M.A., M.A.T.
UNCW
Local Education
Authority Partners
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Bladen County Schools
Brunswick County Schools
Columbus County Schools
Duplin County Schools
New Hanover County Schools
Pender County Schools
Sampson County Schools
Institute of Higher Education Partners
• University of North Carolina Wilmington,
Department of English and Watson College of
Education
• Cape Fear Community College, Department of
English
• Coastal Carolina Community College,
Department of English
Set Up
• Finding a date that would:
– Fit schedules of school districts
– Have space available at UNCW
• Classroom Space
• Opening Session Space
• Dining Space
– Fit schedules of IHE faculty
– February 1, 2014
Getting Books
• Bookstore Discounts
• Publisher Discounts
Student Volunteers
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Scheduling
Putting Gift Bags Together
Assisting Instructors
Registration
Data Analysis
Schedule
• Attendees were assigned to three
instructional sessions and a breakout session
• Schedules were made to maximize diverse
representations in each session from LEAs
Problems
Funding for PD
• Only Sampson County paid its teachers for
attending the session
• Attendees were given 6 hours of Professional
Development Credit
Sessions
Don Bushman, Ph.D.
University of North Carolina Wilmington
Department of English
ARGUMENTATIVE WRITING:
REFUTATION/REBUTTAL
• This session will cover
the primary reasons
why refutation or
rebuttal is needed, as
well as strategies for
how and where to
include refutations in
written arguments.
• CCSS addressed: CCRA
W1; W8.1 a-e; W9-10ae; & W11-12.1 a-e
Meghan Sweeney, Ph.D.
University of North Carolina Wilmington
Department of English
CRITICAL THINKING AND ANALYSIS
WITH FAIRY TALES
• This session will move
beyond Disney's happily
everafters and ask:
• What do fairy tales have
to offer the older reader?
• How might we compare
and contrast a variety of
classic tales with newer
adaptations in order to
engage readers and
interrogate notions of
power, gender roles, and
the place of storytelling in
everyday life?
• CCSS addressed: CCRA.
R.1-3;,7, 9; SL.2
Colleen Reilly, Ph.D.
University of North Carolina Wilmington
Department of English
DIGITAL WRITING: STRATEGIES FOR
ENCOURAGING PRODUCTION
• This session will provide practical and fun
strategies and project examples involving
students in producing content for digital
publication and distribution.
• We will examine the ways that readily available
software and opensource multimedia
applications can be harnessed to teach students
successful approaches to digital writing.
• Teachers can draw on their expertise in
printbased writing and cultivate students’ ability
to learn new digital technologies to
collaboratively develop successful digital
compositions.
• CCSS addressed: CCRA.W.6; W 7.6; W 8.6; W 910.6; W11 W 12.6
Lewis Walker, Ph.D.
University of North Carolina Wilmington
Department of English
HAMLET AND MACBETH: COGENT
CLASSROOM CONCEPTS
• We will begin by exploring the definition of tragedy as it is
realized in Hamlet and Macbeth and examining how the
theme and the development of the protagonist in each play
influences what kind of tragedy it is.
• Then we will do a close reading of a short passage from
each play to see how the language works to convey
meaning and reinforce theme.
• Sonnet 73 will be considered so that we can see how
Shakespeare may have drawn on and modified language
and themes from his earlier work (Sonnets) in his later
work (tragic plays).
• Classical Greek and Roman source material in each play will
be examined as well as monarchy to try to arrive at some
strategies for instilling a “feel” for this idea in 21st-century
• American students. CCSS addressed: CCRA.L.5; CCRA.1-6
&10: grades 9-12
Michelle Britt, M.A.
University of North Carolina Wilmington
Department of English
INFUSING NONFICTION: THE
MOTORCYCLE DIARIES
• How does one effectively tie Shakespeare and
The Canterbury Tales to nonfiction?
• This hour –long session will explore ways to
engage 10th graders in a variety of World
Literature genres. Using The Motorcycle
Diaries, by Ernesto “Che” Guevara,
participants will glean ideas, projects,
assignments, and group activities to
incorporate non-fiction with a variety of World
Literature genres, authors, and works.
• CSS addressed: CCRA.R.9; R-L 9-10.6, 7 & 10
Ashley Ess, M.A.
Coastal Carolina Community College
Department of English
INTEGRATING SOURCE MATERIAL IN
ACADEMIC WRITING
• Once students have located and evaluated
their sources, they often struggle with two
particular areas: 1) integrating source material
into their own writing (i.e., using signal
phrases and citing appropriately) and 2)
explaining the relevance of quoted or
paraphrased material with their own insightful
analysis. This workshop will present activities
designed to help students understand these
basic modes of research writing.
• CCSS addressed: CCRA W. 7, 8 & 9
Cheryl Saba, M.A., & Kevin Knight, M.A.,
Cape Fear Community College
Department of English
RESEARCH WRITING: PLAGIARISM
PREVENTION
• This session will begin with a brief video, covering
the different types of plagiarism, produced by
CFCC English instructors and students, followed
by an examination of the plagiarism policies of
both CFCC and UNCW.
• Next, attendees will participate in a hands-on
activity evaluating scenarios dealing with ethics
and plagiarism. Likewise, the audience will be
introduced to a comprehensive, professional
website that includes plagiarism tutorials,
activities, and certification tests (primarily for
students).
• CCSS addressed: CCRA W. 8
Sarah Hallenbeck, Ph.D.
University of North Carolina Wilmington
Department of English
TEACHING GRAMMAR IN CONTEXT
• This session will consider some vexing questions
surrounding the issue of how best to teach grammar to
middle and high school students, asking: what skills and
concepts ought we prioritize, and how ought we measure
"success"?
• What role should teaching grammar play in teaching
writing?
• How can we help students to master standard language
conventions without devaluing their own language
practices?
• And how can we reconcile our sense of "best practices"
with the ever-present demands of standardized testing?
• In this session, we'll explore these and other questions and
I will share practical, research-based strategies and
resources for teaching grammar.
• CCSS addressed: CCRA L.1, L.2, & L.3
Breakout Sessions
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James M. DeVita, Ph.D., UNCW
Robbie Futch, M.A., Duplin County Schools
Michael Mills, Ed.D., UNCW
Denise Ousley-Exum, Ph.D., UNCW
Andrew J. Ryder, Ph.D., UNCW
FEEDBACK
Top Ranked Sessions
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Infusing Nonfiction
Teaching Grammar in Context
Digital Writing*
Argumentative Writing*
– * = Tied
COMMENTS
What sessions/topics would you like to
see offered in a future workshop?
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Writing workshop strategies
Rubric writing
Flipping the classroom
Cross-curricular instruction.
Writing across the curriculum.
Close reading
Best Part of Conference
• All of the sessions were thoroughly enjoyable
free books!
• Being treated and spoken to like a professional
• Collaboration across counties.
• Meeting other teachers and sharing ideas
• Knowing what college professors expect so we
can prepare them.
• Personable professors; open to great discussion
General Comments
• I enjoyed all of it. It was one of the best PDs I've
had in years.
• Short-jam packed PD that was purposefully
designed with the public ed. teacher of today in
mind!
• I would have cut the lunch time. There were so
many great workshops and I would want another
slot for that.
• It was an incredible experience. I received the
opportunity to work with some awesome people

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