The series features performances by established and up-and-coming spoken word poets.
We also had two principals in attendance I love having principals present for teacher professional development—they send a powerful message that the work being done matters.
I blogged about developing the workshop a few weeks ago, and now that the session is over, I have some analyses and reflections to share.
First and foremost, the group hung in there and worked hard studying the standards, reading the assigned tasks, working together in groups, and brainstorming strategies and sharing observations. We want to develop students as thinkers, confident thinkers, thinkers who have something important to say and who can back up their words with data, evidence, and conceptual understanding.
We want students who can tolerate frustration when wading through challenging text; who understand good writing requires graphical organization and iterations of drafts before reaching the beloved final draft; and who read and write for learning as well as pleasure.
Regardless of the discipline, students can and must use language to convey their thoughts, passions, ideas,….
After sharing the necessary essential questions, conducting a Know-Need to Know, and the obligatory directions to restrooms and exits, we reviewed the brief history of the standards and their structure. To help teachers understand what close reading looks and feels like, teachers were organized by content areas and then given passages to read.
Art and special ed teachers could choose from either passage. Teachers had to read the passage and circle words they were unfamiliar with, and jot in the margins things they thought were extremely interesting or important, and additional questions they had.
After a very quiet 25 minutes of intense reading, teachers identified the standards the readings aligned with and then shared the vocabulary and notes with the main group. We later used the same texts to explore writing options.
We discussed the increasing rigor from grade to grade a great structure for differentiationlearned how to access informational texts and associated Lexiles, looked at follow-up writing activities tied to the text passages, and brainstormed next steps.Oct 09, · I do enjoy reading and listening to poetry.
This Taylor Mali poem, Totally like whatever, you know?, is a nice one to begin with. In case you hadn’t noticed. Totally like whatever, you know? by Taylor Mali. In case you hadn’t realized it has somehow become uncool to sound like you know what you’re talking about? Apr 12, · Totally like whatever, you know?
By Taylor Mali In case you hadn't noticed, it has somehow become uncool to sound like you know what you're talking about? Totally like whatever, you know? By Taylor Mali In case you hadn't noticed, it has somehow become uncool to sound like you know what you're talking about?
Feb 23, · In your poem “totally like whatever, you know?” you address a trend among teenagers that i am % guilty of, ending every sentence with an upward inflection and generally lacking any sort of conviction in our speech. Jan 09, · Clip for Def Poetry Season 2 talking about the use of like and you know in today's society.