December 14th High School
000_HS Agenda 12112023 .docxAgenda
Pre-Work
Using the linked google slides, please work as a school team to post a task sheet or segmented text you’ve used since our last meeting. Along with the artifact of your teaching, please include a reflection:
How did using the task sheet go for students?
What might you do differently next time?
To prepare for engaging in the task, please do the following:
Please compose a quick write in response to the following:
What does it mean to be censored?
What does it mean to be free?
How are censorship and freedom related?
Please post your quick writes to the linked jam board.
Please read, “The Censors” by Luisa Valenzuela and annotate the text using the questions embedded in the text document.
To prepare for planning a task, please do the following:
Please read and annotate, “The bass, the river, and Sheila Mant.” Please annotate the text for information important to understanding the characters and the big ideas.
Share your instruction
As a school team, post a task sheet or segmented text that you've used with students since our last meeting. In your post, be sure to include some reflection:
How did using the task sheet with students go?
What might you do differently next time?
Quick Write: Censorship & Freedom
Please compose a quick write in response to the following:
What does it mean to be censored?
What does it mean to be free?
How are censorship and freedom related?
Copy of Segmented Censors.pdfThe Censors
Please read "The Censors" and anotate the text using the questions embeded in the text.
The Bass, the River, and Sheila Mant PDF.pdfThe bass, the river, and Sheila Mant
Please read, "The bass, the river, and Sheila Mant." Please annotate your text for information important to understanding the texts characters and big ideas.
Materials for our work together from 6:00 to 8:00
2_The Censors Comprehension Task Sheet.docxTask Sheet: The Censors
Censor Slides.pdfSlides: The Censors
Gallery Walk: The Censors
Planning for Instruction: The bass, the river, and Sheila Mant
District Slides
Task Sheet Template
Comprehension Planning Task 12012023.pdfPlanning Guide
07_IFL-Student-Centered-Routines-updated chart.pdfStudent-Centered Routines
08_General_ELATaskAnalysisGuide_2020_0729_FM.pdfTask Analysis Guide
Bridge to Practice
The purpose of this bridge to practice is for you to work with your school team to finish and then implement that comprehension task sheet you worked on this evening (or another task sheet if you aren't planning to use "The bass, the river, and Sheila Mant"). To be successful with this bridge to practice, identify, read, and annotate the text you'd like your team to plan with. Then work as a team to:
Discuss the major understandings students should develop from the text and anticipate obstacles to comprehension.
Develop a comprehension question.
Develop a student-centered task sheet to help students engage with the text.
Finally, reflect on the process using the following questions:
What went well in using the comprehension lesson with students?
What do you want to change or try differently next time?
We'll discuss how it went during our meeting in January.
Please let us know if you have any questions!
Sara (smd94@pitt.edu), Glenn (gln4@pitt.edu), and Tony (tpetrosk@pitt.edu)