Artifact #16.2: PM Notes, Lesson #17
3/5/14 Notes - Senior English,1st period (my first time)* = my questions and comments
13 students, Mr. E working at his desk
Screen and verbal - unit 9 vocab practice quiz on Edmodo, Ms. K gives reminders about assignments that are due tomorrow
Sts. are asked to highlight words they don't know
Ms. K rotates, talks with male in front about gender (Feminism unit) and need to change system as opposed to making piecemeal advances
8:04 - 3 sts. dribble in late, others appear quiet and focused
Ms. K tells me they are responsible for 20 words tomorrow, have been working on them for 2 weeks
8:09 - 3 more sts. enter late
* What is policy for lateness?
* How does this lateness affect your teaching?
8:10- buzzer goes up
Ms. K instructs them to open up the summary assignment from yesterday, she finds paper copies, successes and errors, quote by Sanger, Ms. K reviews goals for the summaries, "What works in the sentence?", male responds, she pushes for other responses, says to look at their papers from yesterday, room turns quiet
* Great wait time.
She calls on Brianna, she stalls, Muhammad does also, Ms. K says she's concerned about plagiarism in his example despite the solid beginning
Ms. K summarizes Sanger quote, male offers another example, "You're still a little close to the original words", another male tries and is commended for his summary
8:18 - 20 sts.
She moves to patriarchy quote by bell hooks, makes point of using author's last name in academic work, they look for problems with summary, she asks them to put quote in own words, says they can chat with neighbor if they wish, 3 min.
Sts. hunker right down, she talks with some sts.
8:24 - buzzer
* You are wisely giving them time to think carefully about the language in these statements. Depth over breadth.
Sts. ask "Ms. Kates", they offer examples of the patriarchy has no gender, st. responds to a female student's interpretation, Ms. K offers her view, male in back asks meaning
She says they will continue to work on summaries with next reading, "Patriarchy" by bell hooks, they find it on Edmodo
8:30 - she introduces piece, image of hooks on screen, gives bio info, male says "she's black", Ms. K gives instruction to avoid their own opinion, use signal phrases, they are to identify main argument and supporting detail
* Have the students studied any African American literature in this class yet?
Ciani reads first paragraph out loud, mispronounces patriarchy, Ms. K asks if they can make claim about what hooks is saying about patriarchy
Male takes stab, Ms. K compliments him, they continue to look at paragraph, she projects sample summary
* Students are attentive, respectful, invested in subject and work. These kids seem lovely.
Male asks if they have to write this down, ms k says it's due on Friday
She says to begin working on second paragraph
8:40 - she checks in with individuals
* The focus on one essential writing skill through the complex lens of gender offers an opportunity for mature thinking and repeated practice.
8:44 - buzzer
* Is the timer a useful organizing force?
Mr. E. is a quiet, attentive presence.
Both teachers are now talking with individuals. Ms. K gathers attention, says she saw pieces of good summaries, mentions Muhammad's and that hooks suggests patriarchy is learned through social institutions
She previews tomorrow's quiz
8:50 - several sts. ask if she is free to work with them, she says yes
* With only a few weeks into teaching of this class, Ms. K is unquestionably at the helm, interacting thoughtfully and effectively with the students, and teaching material that is mature, engaging, and skills-based.
13 students, Mr. E working at his desk
Screen and verbal - unit 9 vocab practice quiz on Edmodo, Ms. K gives reminders about assignments that are due tomorrow
Sts. are asked to highlight words they don't know
Ms. K rotates, talks with male in front about gender (Feminism unit) and need to change system as opposed to making piecemeal advances
8:04 - 3 sts. dribble in late, others appear quiet and focused
Ms. K tells me they are responsible for 20 words tomorrow, have been working on them for 2 weeks
8:09 - 3 more sts. enter late
* What is policy for lateness?
* How does this lateness affect your teaching?
8:10- buzzer goes up
Ms. K instructs them to open up the summary assignment from yesterday, she finds paper copies, successes and errors, quote by Sanger, Ms. K reviews goals for the summaries, "What works in the sentence?", male responds, she pushes for other responses, says to look at their papers from yesterday, room turns quiet
* Great wait time.
She calls on Brianna, she stalls, Muhammad does also, Ms. K says she's concerned about plagiarism in his example despite the solid beginning
Ms. K summarizes Sanger quote, male offers another example, "You're still a little close to the original words", another male tries and is commended for his summary
8:18 - 20 sts.
She moves to patriarchy quote by bell hooks, makes point of using author's last name in academic work, they look for problems with summary, she asks them to put quote in own words, says they can chat with neighbor if they wish, 3 min.
Sts. hunker right down, she talks with some sts.
8:24 - buzzer
* You are wisely giving them time to think carefully about the language in these statements. Depth over breadth.
Sts. ask "Ms. Kates", they offer examples of the patriarchy has no gender, st. responds to a female student's interpretation, Ms. K offers her view, male in back asks meaning
She says they will continue to work on summaries with next reading, "Patriarchy" by bell hooks, they find it on Edmodo
8:30 - she introduces piece, image of hooks on screen, gives bio info, male says "she's black", Ms. K gives instruction to avoid their own opinion, use signal phrases, they are to identify main argument and supporting detail
* Have the students studied any African American literature in this class yet?
Ciani reads first paragraph out loud, mispronounces patriarchy, Ms. K asks if they can make claim about what hooks is saying about patriarchy
Male takes stab, Ms. K compliments him, they continue to look at paragraph, she projects sample summary
* Students are attentive, respectful, invested in subject and work. These kids seem lovely.
Male asks if they have to write this down, ms k says it's due on Friday
She says to begin working on second paragraph
8:40 - she checks in with individuals
* The focus on one essential writing skill through the complex lens of gender offers an opportunity for mature thinking and repeated practice.
8:44 - buzzer
* Is the timer a useful organizing force?
Mr. E. is a quiet, attentive presence.
Both teachers are now talking with individuals. Ms. K gathers attention, says she saw pieces of good summaries, mentions Muhammad's and that hooks suggests patriarchy is learned through social institutions
She previews tomorrow's quiz
8:50 - several sts. ask if she is free to work with them, she says yes
* With only a few weeks into teaching of this class, Ms. K is unquestionably at the helm, interacting thoughtfully and effectively with the students, and teaching material that is mature, engaging, and skills-based.