November 11th
1_Agenda_Gates_11112021.pdfAgenda
Pre-Work
Please complete the pre-work prior to our meeting on November 11th.
Please change your name on Zoom to include your school (ex. ZWH - Crystal Newman)
Please work with the team at your school to create a slide that shares some of the NSI work you've done since our last meeting. You'll be sharing your work with another school when we come together at 6:00.
Revisiting "Lolo's No Choke"
In preparation for our work on the analysis task for "Lolo's No Choke" please take some time to re-read/revisit the text and to revisit your thinking about the comprehension task. The work you did during that comprehension task provides the foundation for our work looking at how Gregory uses research and narrative to develop the ideas in the text.
1_E_LolosNoChoke.pdf"Lolo's No Choke"
Materials for Our Work Together
Analysis: Story and Research
Step 1: Individual Work
Individually skim the article and your summary of the sections to identify the places where Gregory is using narrative. Mark those places with an N.
Skim the article again, this time looking for places where Gregory is using research. Mark those places with an R.
Be prepared to share why you marked places in the text as either narrative or research.
Step 2: Pair Work
Share your markings with a partner. As you share, work to come to an agreement about where Gregory is using narrative and where he is using research.
Then, compose a quick write in response to the following questions:
How does narrative function in this text?
How does research function in this text?
When you think about how narrative and research function in this text, ask yourself “What is Gregory doing with the narrative or the research?” Anchor your explanations in specific moments in the text.
Be prepared to share your ideas in an upcoming whole group discussion.
Reflection
Please take a few minutes to review the description of Analysis tasks and the lower-level/higher-level examples of Analysis tasks
Analysis of Craft Questions
Open-ended questions and tasks that take readers deeply into discussions of and writings about an author’s methods or craft in and across texts. These questions often (but not always) can sustain multiple, varied responses using textual evidence.
After answering analytic questions, students are often asked to write like the author—to imitate the author’s style, sentences, grammatical structures, etc.
After you've reviewed the descriptions of Analysis tasks, please take a few minutes to compose a quick write in response to the following:
How did the analysis you completed reflect a higher-level demand question?
How did the comprehension work support you to be successful with this task?
Bridge to Practice
The purpose of this bridge to practice is for you to continue to use a high-level comprehension task, a quick write to essay task, or an analysis task as a Test of Change.
To complete this bridge to practice, do the following:
Continue to work with your improvement team to draft a high-level task in response to the next text that you'll be working with in the curriculum. If you need support working as a team to plan the task, this document might serve as a useful resource. Remember, even if you are planning for an analysis task, you should still begin with comprehension.
Then, work with your school improvement team to decide how you’ll study the enactment of the task (will you look at student work? Will you use exit slips?).
Use your task with students and collect a sample of student work.
Finally, come back together with your improvement team to study the student work and decide next steps (Adapt, Adopt, Abandon!).
Please be prepared to share how this work went when we meet together in January.