Sixth graders officially got a taste of what their morning schedule will be with two-hour classes in reading/social studies and math/science.
During the literacy block students began class by taking 15 minutes to perform an independent and silent close look of the infamous "Dust Lady" photo (see below) from 9/11.
During the literacy block students began class by taking 15 minutes to perform an independent and silent close look of the infamous "Dust Lady" photo (see below) from 9/11.
Photo by Stan Honda/AFP
Sadly, the woman in this photo, Marcy Borders, died this past August 26th of stomach cancer. Borders was only 42 years old. She wondered if her exposure to airborne chemicals during the 9/11 attacks on the Twin Towers caused her cancer. She also lamented the "Dust Lady" label, which did not do justice the pain and difficulties that she experienced after 9/11, as my students came to learn later in class.
With a small copy of this photo in front of each of them, the students observed small details in each quadrant, interpreted and made inferences about the back story behind the image, and then reflected upon their immediate reactions to the photo. From there, students took about 5 minutes to break out in groups to share their most powerful observations, initial interpretations and personal reactions. We then pulled out into a whole-class discussion of the student's observations, interpretations and reactions, which I used to provide more context about the photo. For example, students wondered where this photo was taken. It was actually taken in the lobby of a nearby building moments after Borders escaped the South Tower, which would collapse only three minutes later!
After getting exposed to this photo, the students then performed a first close read of a powerful obituary on Borders' life.
With a small copy of this photo in front of each of them, the students observed small details in each quadrant, interpreted and made inferences about the back story behind the image, and then reflected upon their immediate reactions to the photo. From there, students took about 5 minutes to break out in groups to share their most powerful observations, initial interpretations and personal reactions. We then pulled out into a whole-class discussion of the student's observations, interpretations and reactions, which I used to provide more context about the photo. For example, students wondered where this photo was taken. It was actually taken in the lobby of a nearby building moments after Borders escaped the South Tower, which would collapse only three minutes later!
After getting exposed to this photo, the students then performed a first close read of a powerful obituary on Borders' life.
Students were given 20 minutes to read the text independently. While reading, students used a #2 pencil to annotate, or mark up, the text, circling any unfamiliar words, underlining major points or ideas in the article and writing margin notes that restated the author's main idea in each section. Our handy, new close reading annotation key was nearby for students to use as a guide.
With this first close read completed, the students will then move into a second close read tomorrow (September 11th), when I will read the text to them and we will explore the meaning of unknown vocabulary and the deeper meanings of the text.
After completing the first close read, students transitioned into social studies class, moving about the room and forming new groups of four in preparation of being our informational text, Cornerstones of Freedom: September 11, 2001.
After completing the first close read, students transitioned into social studies class, moving about the room and forming new groups of four in preparation of being our informational text, Cornerstones of Freedom: September 11, 2001.
Before reading this book, students were given K-W-L charts that I created based on their written responses from Wednesday about what they already knew (K) and what they want to know (W) about 9/11. In their groups, students highlighted 10 questions that the group was interested in answering while reading the text. Students then began reading the text, writing down any answers that they found to their questions, along with the page number, in the L section. Students did this for roughly 35 minutes and will continue the book on Friday.
As for writing class, Ms. Reodica and I gathered the sixth graders outside for the second straight day and revealed our shared classroom rules for the school year. After reading through student-created rules from Wednesday, one theme was apparent: respect.
With this in mind, Ms. Reodica and I created the following rules based on respect, which we went over and discussed with the students. Copies of these rules, along with consequences, will be provided to parents sometime next week.
Here are what the rules look like.
Responsibility – Recognize the power you hold with your education by coming prepared to learn, giving great effort, asking questions and completing assigned work on time
Empathy – Embrace the different feelings, thoughts and beliefs of your classmates by having an open ear that listens to many points of view (even when you may disagree with others)
Self-Discipline – Show that you are in control by honoring people’s space and property, speaking when it’s your turn, and moving throughout the classroom and school with other people’s safety in mind
Participate – Provide a spark to our daily learning by being willing to speak and contribute to the whole class and within groups
Enthusiasm – Engage and excite your classmates with a positive attitude that embraces challenges, learns from mistakes and keeps moving forward
Cooperation – Care for your classmates by coming together to work out differences in positive and productive ways
Trust – Take the time to believe in yourself, even when things may be difficult, and be amazed by what you achieve!
I can honestly say that Ms. Reodica and I are excited about partnering with our students to embrace and follow these rules on a daily basis at school.
Here are some photos of the students finding out what R-E-S-P-E-C-T means to me, make that, all of us. :-) Have a nice night.
With this in mind, Ms. Reodica and I created the following rules based on respect, which we went over and discussed with the students. Copies of these rules, along with consequences, will be provided to parents sometime next week.
Here are what the rules look like.
Responsibility – Recognize the power you hold with your education by coming prepared to learn, giving great effort, asking questions and completing assigned work on time
Empathy – Embrace the different feelings, thoughts and beliefs of your classmates by having an open ear that listens to many points of view (even when you may disagree with others)
Self-Discipline – Show that you are in control by honoring people’s space and property, speaking when it’s your turn, and moving throughout the classroom and school with other people’s safety in mind
Participate – Provide a spark to our daily learning by being willing to speak and contribute to the whole class and within groups
Enthusiasm – Engage and excite your classmates with a positive attitude that embraces challenges, learns from mistakes and keeps moving forward
Cooperation – Care for your classmates by coming together to work out differences in positive and productive ways
Trust – Take the time to believe in yourself, even when things may be difficult, and be amazed by what you achieve!
I can honestly say that Ms. Reodica and I are excited about partnering with our students to embrace and follow these rules on a daily basis at school.
Here are some photos of the students finding out what R-E-S-P-E-C-T means to me, make that, all of us. :-) Have a nice night.
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