January 18th
Middle School
000_MS Agenda 01182024.docxAgenda
Pre-Work:
In response to the request to experience an Amplify lesson that has been adapted to include student-centered routines, we'll be spending the first part of our meeting engaging in a lesson from Unit 6D, sub-unit 2. Your pre-work is an adapted version of the Solo activity from lesson 7 of sub-unit 1.
First, please read paragraphs 16-20 of “Book 9, The Cyclops.” As you read, please
highlight sentences that help you understand characters.
respond to the questions on your text.
When you've finished reading, please make some notes to yourself about
What moment in these paragraphs did you find interesting or made you stop and wonder, "What's going on?"
What questions about the story do you have?
Second, please review the Sub-unit 2 guide for lesson 1. The purpose of reviewing the guide is to situate the lesson for you, especially if you have not taught this unit previously.
Cyclops segmented.pdfSolo: The Cyclops
Please read paragraphs 16-20 of “Book 9, The Cyclops.” As you read, please
highlight sentences that help you understand characters.
respond to the questions on your text.
When you've finished reading, please make some notes to for yourself about
What moment in these paragraphs did you find interesting or made you stop and wonder, "What's going on?"
What questions about the story do you have?
Edited-The-Greeks--Teacher's-Guide.pdfUnit Context: 6D
Please review the Sub-unit 2 guide for lesson 1. The purpose of reviewing the guide is to situate the lesson for you, especially if you have not taught this unit previously. Please focus on PDF pages 19-36 (document pages 223-238).
The Cyclops_Subunit 2 Lesson1.pptxSlides for The Cyclops
Material for our work together in session from 6:00 - 8:00
Please work with your partner to complete the character chart.
Bridge to Practice
The purpose of this bridge to practice is for you to get a sense of the talk happening in the ELAR classrooms at your schools. To be successful with this bridge to practice, please do the following:
Visit one or two classrooms (or take some reflective notes about your own) to take stock of the talk happening when students engage in a whole group discussion. The below questions are meant to guide your notes, but you do not have to answer all questions:
What happened before the discussion? What were students asked to do to prepare?
How long do students have to discuss their ideas as a whole group?
What do you notice about the questions that students are asked to respond to? Do they require a one- or two-word response, or do they require elaboration?
What do you notice about who is doing the talking?
How many students respond during the discussion?
Who are the students speaking to – each other or to the teacher?
Who is doing the explaining or elaboration – are students elaborating on their ideas or is the teacher explaining for students
Once you’ve completed your visit and reviewed your notes, please respond to the following:
Who owns the learning that is happening in the classroom(s) that you visited – the teacher or the students? How do you know? Please use evidence from your notes to support your thinking.
Please let us know if you have any questions!
Sara, Glenn, & Tony