Well, I definitely felt more tired at the end of day two than day one, though for good reasons as our sixth-graders were exploring some interesting concepts related to close reading and close looking.
In a combined reading/social studies class today, we shared what we thought close reading was and then clarified our understanding in more detail.
In a combined reading/social studies class today, we shared what we thought close reading was and then clarified our understanding in more detail.
We then extended close reading into close looking by observing some iconic photos from 9/11, which happened nearly 14 years ago (prior to any of my students being born)! More specifically, students worked in groups, folding images like the following into quadrants.
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Students spent about 1 minute observing each quadrant and then listed what they saw. The closer they looked, the more small details they began to notice, like the falling debris from the towers inside the massive clouds of smoke.
Students then moved on from their observations to deeper questions, beginning with their interpretations of the photos. For examples, students provided their reactions to the following question, What do you make of the image?, and then made inferences/drew conclusions based on the following question, What do you think is going on here in the image?
Taking our close looking and thinking to yet another level, students probed deeper questions such as What does the photographer want you to see?; Why do you think the photographer took this photo? and What is the story beyond the image?
Last but not least, students reflected upon the images, providing responses to the following questions What does the image inspire me to do or feel? and "How does the image cause me to do or feel this?
As one student wrote, this close looking activity "...caused me to look at photos deeper", which is a great step as we continue to do close reading throughout the year.
Students then moved on from their observations to deeper questions, beginning with their interpretations of the photos. For examples, students provided their reactions to the following question, What do you make of the image?, and then made inferences/drew conclusions based on the following question, What do you think is going on here in the image?
Taking our close looking and thinking to yet another level, students probed deeper questions such as What does the photographer want you to see?; Why do you think the photographer took this photo? and What is the story beyond the image?
Last but not least, students reflected upon the images, providing responses to the following questions What does the image inspire me to do or feel? and "How does the image cause me to do or feel this?
As one student wrote, this close looking activity "...caused me to look at photos deeper", which is a great step as we continue to do close reading throughout the year.
As for writing class, we gathered the two sixth-grade classrooms outside as one community. Working independently and then in groups, students developed some rules (with consequences) that they think would be appropriate for the school year.
After reading through the rules, one theme became quite apparent: RESPECT.
Tomorrow we will roll out this theme in a creative way to the students.
In the meantime, here are some pictures of the activity.
After reading through the rules, one theme became quite apparent: RESPECT.
Tomorrow we will roll out this theme in a creative way to the students.
In the meantime, here are some pictures of the activity.
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