Embedded Files
Meaningful Work
Meaningful Work
PDSA 1
PDSA 1
The change idea: Reading rebellious read-alouds to help students see their own lives reflected in stories."Books are sometimes windows, offering views of worlds that may be real of imagined, familiar or strange" (Bishop 1990).
Implementation:
Outcome:
PDSA 2
PDSA 2
The change idea: All About Me Bag
Implementation:
Data:
PDSA 3
PDSA 3
The change idea: A primary elementary version of an "I am Poem"
Implementation: After learning about the original I am Poem by ____ Students will complete a primary elementary version of the poem by filling out sentence frames to guide the creation of the poem.
Outcome:
PDSA 4
PDSA 4
The change idea: Making an identity mask with drawings to represent different aspects of self.
Implementation: Masks w/ sentence frames to guide creation of masks (think of empathy interview questions) after independent time
Reflection questions:
What are your top 3 identity markers? Why are they important to you?
Gallery walk with reflection:
What were some things you noticed about your classmates’ masks?
Outcome:
Lesson Study
Lesson Study
Lesson Goal: Students will engage in content-specific (activism) language development, define activists and identify strong leaders in their communities and discuss why they are activists, discuss and list a variety of characteristics and actions that make someone a leader, and describe a leader in their community.
Lesson Standards:
Learning for Justice Standards:
Identity, Diversity, Justice, Action
ELA Standards:
Students will ask and answer questions about key details in a text.
Students will acknowledge the points of view of characters.
Students will describe how characters respond to major events and challenges.
Launch:
5 minutes- “good morning” greeting to help learn names
3 minutes- Project and discuss
I will project 6 pictures of diverse and important women role models/activists and ask them to think about who they might be and to share any specific noticings about them. Anticipatory: Women, mostly of color, making a change/ big impact.
3 minutes- sort
Ss will do a short sorting/mix and match activity with the pictures of the women and their bios to get into groups of 4 and one group of 6 (extra Malala).
3 minutes- discussion in groups about sort
Students will discuss some adjectives or describing words to describe the women. Students will use their bios as a resource. What trait(s) they are exemplifying?
2 minutes- share out and scribe
(16min)
Explore:
During the explore section, I will do an interactive read-aloud of Malala’s Magic Pencil.
What would you do if you had a magic pencil?
What do you notice about this page? What do you think Malala is thinking? What do you think the children are thinking?
Why is it important for Malala to speak up?
Can you think of other examples of people using their voice to make a change?
What are the different ways we can use our voices?
When have people in history used their voice to help me? (suffragettes, civil rights movement, etc.?
(15 min)
Drop your anchor:
“Who will you be?” activity. Students will internalize what they’ve learned about making a change. We will have discussed how these women made a huge impact, who else do they know who has made an impact?
Cardstock to decorate with their chosen trait and space for them to write about who they will be, what kind of impact they want to make.
Challenge: Give me a specific example you feel very passionate about. What will you do?
Data Collection: During the lesson we used note catchers to make observations of 3 specific focus students. Each visiting teacher will focus on one student. The note catcher will focus on 5 specific student actions I - Idea, C - connection, Q - question
Materials
Materials
Focal Student 1:
Focal Student 1:
Assets:
Describes themself as disciplined and smart.
Applying concepts from class to real life.
Tries to find the fun in classroom activities.
Needs:
Time to draft ideas.
Focus when doing classroom assignments.
Focal Student 2:
Focal Student 2:
Assets:
Describes themself as calm, quiet, and cooperative.
Engagement with practical tasks.
Applying learning to real world skills
Needs:
English language supports.
Structure for how to accomplish tasks.
Focal Student 3:
Focal Student 3:
Assets:
Describes themself as hard working, calm, and smart.
Working as a team player.
Able to step out of their comfort zone and try new things.
Needs:
Balance of collaborative and independent work time.
Multiple modalities of engagement.
Teacher Observations of Focal Students:
Teacher Observations of Focal Students:
FS1:
FS1:
Generally really engaged, but at times distracted with classmates outside of their table group.
They were excited to see if they were right for the intro activity.
They annotated a lot when reading the article as a class.
They were social but not distracted during the chalk talk, was excited to engage with their classmates.
Asked a lot of questions. Some to clarify instructions, some to push the thinking of their tablemates.
FS2:
FS2:
Seemed very quiet and reserved, but ready to work during the warm-up and chalk talk.
They started to do the group work without knowing exactly what their role was, but asked for clarification as the activity started.
Even though their role was the facilitator, they played more of a background role because their two tablemates dominated the discussion.
FS3:
FS3:
Very engaged, right from the bat started writing and looking at the screen to follow directions.
Seemed to take the lead in group settings.
They only talked with one of their tablemates for most of the lesson.
They annotated their article a lot when reading as a group.
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