Monday, July 22 [Day 6]

What does a critical literacy classroom look like?


9:00 - 9:10

Reaction sheets from day 5


9:10 - 9:25

Morning Reading: "A Talk to Teachers" (Baldwin, pp. 286-293 in Teaching for Black Lives)


9:25 - 11:00

Shirley Brown, Michael Mannix, & Beth Patten: College, Career, and Community Writers Program (C3WP)


Judy Buchanan: Kid Writing


11:00 - 12:00

Journal Groups


12:00 - 1:00

Lunch

  • SIG: Need in Deed


1:00 - 2:15

Beth Patten: Gaming, Primary Sources, and Inquiry


2:15 - 3:00

Reading Response Groups


3:00 - 3:30

Reflections and Wrap-up

  1. Complete reaction sheet
  2. Consider posting reflections to TPS Teachers Network
  3. Teaching autobiography and cover design due on Monday at 4pm to philadelphiawp@gmail.com
  4. Peruse Fun Food Friday options here
  5. Readings for Day 7


Goals

  • Introduce teachers to the NWP Using Sources Tool to assess growth in how well students are using evidence found in primary sources to support arguments and construct knowledge
  • Analyze a primary source using Library of Congress tools
  • Access teaching tools and primary sources from loc.gov/teachers

Readings

  • Barton, K. C., & Levstik, L. S. (2004). Why don’t more history teachers engage students in interpretation? Social Education, 67(6): 358–361.
  • Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 313-318.
  • Watson, D., Hagopian, J., & Au, W. (Eds.) (2018). Teaching for Black Lives. Milwaukee, WI: Rethinking Schools. [Selections]
    • "A Talk to Teachers" (pp. 286-293, J. Baldwin)
    • "Racial Justice is Not a Choice" (pp. 243-250, W. Au)
  • Wineburg, S., & Martin, D. (2004). Reading and rewriting history. Educational Leadership, 62(1), 42-45.