Day 4

9:00 - 9:10

Welcome and Housekeeping

• Remember to update our names on Zoom to include pronouns.

• Continue to use the Parking Lot for questions, setting up Special Interest Groups (SIGs), and sharing resources.

9:10 - 9:20

Reviewing Yesterday's Reflections

• We will adapt the text rendering protocol to read and reflect on yesterday's reflections.

  • • Make your own copy of the document to annotate.

    • This time, identify either one sentence, one phrase, or one word.

    • Read what you identified aloud in today's virtual circle.

9:20 - 9:40

Writing Into the Day: "The Importance of the Act of Reading"

• "The Importance of the Act of Reading" by Freire (1983) has continued to be read in the PhilWP ISI. Why do you think it resonates so much over the years?

9:40 - 9:55

What is Literacy? Literacies? Racial Literacy?

• Group read of "Storytelling is Seeing is Believing" in Howard Stevenson's Promoting Racial Literacies in School (pp. 16-18).

9:55 - 10:20

Telling Our Stories: Writing "I Am" Poems

• During the ISI, teachers typically write “Where I’m From” poems. This poem, a model from George Lyon, can helps to highlight culture and identity in a figurative way using excessive descriptions of items, people, smells, adages, and places that represent where each of us is from.

  • • The "I Am From" Project (NWP, 2017)

    • Beyond "I Am" (NWP, 2004)

    • Christensen, L. (2001). Where I’m from: Inviting students’ lives into the classroom. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classrooms: Teaching for equity and justice, vol. 2 (pp. 6-10). Rethinking Schools.

• Think about how this poem might demonstrate your multiple literacies to your students in away that tells your story. Recall how Dr. Steven Thurston Oliver uses “teacher as text” as a way to make connections with his students. He shares his own story while he teaches and encourages other teachers to do the same in their classrooms with their students.

10:20 - 10:30

Break

10:30 - 10:50

Sharing Our "I Am" Poems

• In home groups, read your poems, line by line, in your triad with each person reading one line at a time.

  1. • How did that feel?

     • What did you discover?

• Emily Style (2014) wrote that using "selves and shelves" is a way to address “hot-button” issues (think: racial literacy). How does the “I Am” poem fit in with this?

• Take some time to read this blog: "Many ways to use 'I am' poems."

  • • On a practical level, how do you see the “I Am” poem working with your students as you come back to teach in September? Specifically, what digital technologies would help facilitate this a little more creatively, especially if part of our teaching will be done remotely?

• Record notes in a small group note catcher.

10:50- 11:45

Introduction to Jefferson's Weather Record and Considerations for Selecting Primary Sources

• In fish bowl configuration, facilitators discuss Image 1 of Volume 2: Weather Record, 1776-1818 [Jefferson]

• Introduce the Library of Congress's “Considerations for Selecting Primary Sources” to help you think about which primary sources you might use in your classroom, why (not), and how

  • • Which considerations stands out?

    • Is there something you would add to the list?

• You might also use some of these draft lenses from Barrett and the Stamped planning team to select and make sense of texts you use in class.

• In small groups, look back at the primary sources you identified on Day 2.

  • • Identify which considerations and questions your group discussed most and add to the small group note catcher. You might add additional considerations and questions.

11:45 - 11:50 + afternoon

Closing and Afternoon Activities

1. On a shared slide, add one word to describe how you are feeling during day 4.

2. Journal groups

3. Reaction Sheet

4. Asynchronous Activity: Check on and add to posts in the TPS Teachers Network

5. Reading to Prepare for Day 5:

• • • Baldwin, J. (1963). A talk to teachers. The Saturday Review, 39 (42-44,60).

    • Janks, H. (2010). Orientation to literacy. In Literacy and Power, (pp. 21-33). Routledge.

    • Ladson-Billings, G. (1995). But that's just good teaching! The case of culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.