Artifact #16.3: PM Notes, Lesson #23
English 4, 1st period
* = my questions and commentsMales asks Ms. K, "Can I get water real quick?", "Very quickly," she says
7:58 - she says to close computers were going to do a vocabulary review
Fill in blanks with words on screen (furtive, ephemeral, etc.)
Ms. K says, "Angelae (sp), this is to test yourself to see what you need to study"
Mr. E calls Angelae out into hall and talks with her
Ms. K gives instructions, " Do not cheat off of yourself"
8:01 - 18 sts.
Students work quietly with pencils and paper, male says he's confused about what he's doing
Ms. K tells Muhammad what to do
* How can this activity be confusing?
8:05 - she projects next 5 sentences and repeats instructions, she adjusts numbers of sentences on screen, "forgo" appears on both sets of sentences
* Students are extremely focused on completing the exercise.
* Excellent pre-assessment opportunity for students.
8:09 - Ms. K projects final set of sentences
Mr. E keeps calling office because kids are in the hall without a teacher in the room where their class is
Ms. K tells female near me these words they have had
* Students are very respectful with Ms. K.
8:12 - gathers attention, proceeds to go over sentences, tells sts. to close computers, writes correct words in blanks
She asks female to answer 2, then "Who can help her out?"
They continue, she underlines context clues as she goes, male in back thinks exacerbate sounds like masterbate
8:17 - "I know it's interesting out there (hall), but we need to focus right here", she says to write words down so they know what to study tonight
Some st. in the class is able to do every sentence, exercise go smoothly
Last sentence, "I want everyone to say this", they say luminous
"Who feels totally ready for quiz? Make sure to do some studying tonight."
Ms. K says she's going to go over a few things before working on essays
Proceeds to say some of their reflections indicated they are not comfortable introducing quotes, info also on screen, she goes over how to introduce a quote with a sentence starter, what is shows, etc.
Ms. K writes on screen to illustrate how to cushion textual examples, talks it through with them about the meaning of this quote, she offers different approaches, how to use part of quote after giving context of story and connecting is back to the topic sentence
* Should they be writing this down?
"When I give this box in the template, you need to include all this information", then mentions the box for the warrant
* Would it be helpful to flash the actual template box on screen?
8:26 - she sums up this mini-lesson clearly, sts very attentive, "Remember this is part of your warrant sentence", tells male he might want to take a picture for himself of this examples
She gives one more model, "She wept and her second husband beat her", followed by quote in context on screen
"I'm arguing that misogyny is an issue for women", says Ms. K
"This transitions us into the warrant...I've got to explain why it's true", she continues
* Ms. K gives time and space for students to absorb this information, write it down, and ask questions. Such breathing space is respectful and practical.
She explains today is the day to look at body paragraphs, previews rest of week, reminds them essays are dueMonday
8:34 - students chat quietly among themselves, many have computers open, Ms. K kneels in front and talks with female st, then she moves around room
Mr. E, "Kareem"
Ms. K turns white twinkle lights and two lamps, Kareem likes little lights, Mr. E says they are 10 bucks at IKEA
She continues to check in with individuals, looks at their work, offers suggestions and answers questions
* Tone in room seems to reflect seriousness of purpose, clarity of expectations, commitment to this particular piece of writing, and confidence that they can be successful.
* Ms. K leans in to students in an effort to engage with them in one-on-one conversations. Her questions and suggestions are prescriptive and seem designed to help to advance their writing.
8:44 - sts. continue to work productively
* How has the writing template helped to support their thinking and writing? How does this structured approach help to support students with diverse learning styles, including advanced critical thinkers and writers?
Two female sts. near me work together, read each other's work so far and talk thoughtfully together
Other examples of natural collaboration are evident, however subtle
8:52 - Ms. K asks whether anyone has a writing reflection to give her
She encourages female closest to me to think about the wolf and how character responds, tells female next to this st to "imagine being in a fearful situation" and getting rid of fear
8:55 - bell
Ms. K says to see her if you need help
* = my questions and commentsMales asks Ms. K, "Can I get water real quick?", "Very quickly," she says
7:58 - she says to close computers were going to do a vocabulary review
Fill in blanks with words on screen (furtive, ephemeral, etc.)
Ms. K says, "Angelae (sp), this is to test yourself to see what you need to study"
Mr. E calls Angelae out into hall and talks with her
Ms. K gives instructions, " Do not cheat off of yourself"
8:01 - 18 sts.
Students work quietly with pencils and paper, male says he's confused about what he's doing
Ms. K tells Muhammad what to do
* How can this activity be confusing?
8:05 - she projects next 5 sentences and repeats instructions, she adjusts numbers of sentences on screen, "forgo" appears on both sets of sentences
* Students are extremely focused on completing the exercise.
* Excellent pre-assessment opportunity for students.
8:09 - Ms. K projects final set of sentences
Mr. E keeps calling office because kids are in the hall without a teacher in the room where their class is
Ms. K tells female near me these words they have had
* Students are very respectful with Ms. K.
8:12 - gathers attention, proceeds to go over sentences, tells sts. to close computers, writes correct words in blanks
She asks female to answer 2, then "Who can help her out?"
They continue, she underlines context clues as she goes, male in back thinks exacerbate sounds like masterbate
8:17 - "I know it's interesting out there (hall), but we need to focus right here", she says to write words down so they know what to study tonight
Some st. in the class is able to do every sentence, exercise go smoothly
Last sentence, "I want everyone to say this", they say luminous
"Who feels totally ready for quiz? Make sure to do some studying tonight."
Ms. K says she's going to go over a few things before working on essays
Proceeds to say some of their reflections indicated they are not comfortable introducing quotes, info also on screen, she goes over how to introduce a quote with a sentence starter, what is shows, etc.
Ms. K writes on screen to illustrate how to cushion textual examples, talks it through with them about the meaning of this quote, she offers different approaches, how to use part of quote after giving context of story and connecting is back to the topic sentence
* Should they be writing this down?
"When I give this box in the template, you need to include all this information", then mentions the box for the warrant
* Would it be helpful to flash the actual template box on screen?
8:26 - she sums up this mini-lesson clearly, sts very attentive, "Remember this is part of your warrant sentence", tells male he might want to take a picture for himself of this examples
She gives one more model, "She wept and her second husband beat her", followed by quote in context on screen
"I'm arguing that misogyny is an issue for women", says Ms. K
"This transitions us into the warrant...I've got to explain why it's true", she continues
* Ms. K gives time and space for students to absorb this information, write it down, and ask questions. Such breathing space is respectful and practical.
She explains today is the day to look at body paragraphs, previews rest of week, reminds them essays are dueMonday
8:34 - students chat quietly among themselves, many have computers open, Ms. K kneels in front and talks with female st, then she moves around room
Mr. E, "Kareem"
Ms. K turns white twinkle lights and two lamps, Kareem likes little lights, Mr. E says they are 10 bucks at IKEA
She continues to check in with individuals, looks at their work, offers suggestions and answers questions
* Tone in room seems to reflect seriousness of purpose, clarity of expectations, commitment to this particular piece of writing, and confidence that they can be successful.
* Ms. K leans in to students in an effort to engage with them in one-on-one conversations. Her questions and suggestions are prescriptive and seem designed to help to advance their writing.
8:44 - sts. continue to work productively
* How has the writing template helped to support their thinking and writing? How does this structured approach help to support students with diverse learning styles, including advanced critical thinkers and writers?
Two female sts. near me work together, read each other's work so far and talk thoughtfully together
Other examples of natural collaboration are evident, however subtle
8:52 - Ms. K asks whether anyone has a writing reflection to give her
She encourages female closest to me to think about the wolf and how character responds, tells female next to this st to "imagine being in a fearful situation" and getting rid of fear
8:55 - bell
Ms. K says to see her if you need help