using an all-school read to create community and build socratic circle skills
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Using an All-School Read to Create Community and Build Socratic Circle Skills . The English Department Martin Luther King Jr. Magnet High School Nashville, Tennessee. Why an all-school summer read? Kevin Edwards, English II Honors, English IV Honors, and AP Literature. - PowerPoint PPT PresentationTRANSCRIPT
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Using an All-School Read to Create Community and Build Socratic Circle Skills The English Department Martin Luther King Jr. Magnet High School Nashville, Tennessee
----- Meeting Notes (9/27/13 10:28) -----STudent facultyEmpathyCross-CurricularPD Growth2Why an all-school summer read?Kevin Edwards, English II Honors, English IV Honors, and AP Literature
Assignment given in spring 2013:
Why We Cant Wait (All-High School Read)
The first few weeks of class will be devoted to the study of the summer reading selection.
Be an active reader :take notes (highlighting or underlining important parts, writing notes in the margins or on the front and end covers) on the books as you read to help you remember important parts.
Note how Dr. King uses rhetorical devices like imagery, allusion, tone, and diction to articulate the need to end segregation in Birmingham specifically and the South more broadly.
You are responsible for the reading and creating meaning from it.
Testing on the books will begin the second day of school.
www.mlkmagnet.mnps.org
Teacher PreparationRita Bullinger, English II and III Honors In-service Planning: Discussion Categories
Teachers Practiced the FishbowlHow did we prepare our students for the fishbowl discussion?Rita Bullinger, English II and III HonorsWhy We Cant Wait Questions
Questions should come from levels IV-VI of Blooms Taxonomy (applying, analyzing, and evaluating)
Text Analysis: structure, allusion, appeals, imagery, language/diction, symbolism, tone, style, authors purpose, point of view, etc.
History & Culture: Legacy of the South and Pearl HS, race, class, gender, sexual preference, etc.
Community & Justice: all peoples struggle, nonviolent direct action, powerless can fight now, facing down power, bending towards justice, MLKs beloved community, etc.
How did we handle the logistics?Damon Ray, English II Honors
How did we handle the logistics?Damon Ray, English II HonorsMaterials:Paper for notesYour copy of Why We Cant Wait with annotations Pencil or penHard surface to write on
In-Class: AssignmentsFirst, students were assigned their discussion group numbers (1-10), and a color (Red/White/Blue) for their inner-circle round. See numbered class below:510510510494949383838272727161616GroupNumbersColorsRegularity IssuesOf course, not every class has exactly 30 students.Want to mix it up? Switch up the directions of the coloring/numbering.Have the kids draw the color out of a hat! Or box!
Chances are, your own class wont be as regularly distributed as the sample chart.To the Gym!9-12 English ClassesGym FloorUpper Level12354691078Students jointheir number group, and sit in a circle:21048516544109718235109Discussion Dynamics:Enter the Circle11111111111111111Outer Circle:Provide questionsand take notesInner Circle:Discuss questions,Converse, listening and Responding. Red: 10 mins.Then switch
Then Blue10 mins
And ThenWhite, 10 minsInner CircleOuter CircleWhy a common written assessment?Jesse Tidyman, English I HonorsIn the long struggle for justice, freedom and human dignity of the Civil Rights Movement as seen close up in Birmingham, Alabama in 1963, Dr. King remarks that once on a summer day, a dream came true. The city of Birmingham discovered a conscience (King 132).Was there ever a time you discovered your conscience? For what or for whom (on whose behalf) did you realize you could no longer wait? What event, belief, or person did you know, in your heart and in your soul, you had to fight for?[This event did not have to have actually spurred you to act, but it has forced you now, looking back, to see that you could have or ought to have stood up and spoken out, or taken some sort of action.]Identify that situation and write a well-developed essay explaining what happened, why your conscience was pricked, and what you thought, said, or did (or wish you had done).You have 40 minutes. What is a Conscience?
Just like this, but with morals.How Can We Feel It?
Just cheat. No one will know!No! Its wrong! Dontundermineacademic rigor!Working With EssaysOur Department set aside time to score the essays together afterschool.
But with 140+ essays each, we needed a way to speed things up.
We needed a time-saving stamp:Stamp Streamline
Stamp Streamline
Boom.(Support/Elaboration)
The GrindBringing stacks of pre-stamped student essays, we met.
Rita, with help from Christi, established anchor papers for reference.
We sat and scored together!
Buthow do you put a 12 in the gradebook?
Common Grading Conversion Tennessee Writing Assessment Rubric
Essay Score Grade14-1610011-13928-10845-7 751-450
Wrap-Up: Common Written AssessmentPersonal Narrative Essay PromptSame prompt for 9-12Different ImplementationStudent AccountabilityWriting DiagnosticDepartmental Group Grading / Scoring CalibrationAligned with CC RubricSweet stamp!Contact UsKevin Edwards, [email protected] Bullinger, [email protected] Ray, [email protected] Tidyman, [email protected] Gilmore, [email protected]
Interested in a hard copy?See Rita!