Day 2

9:30 - 10:00

Welcome and Reviewing Yesterday's Reflections

• Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

• Read and reflect on yesterday's reaction sheet responses using a text rendering protocol.

  • • Identify one sentence, one phrase, and one word.

    • Read a sentence aloud in a circle, followed by a phrase and then a word without comment.

• Reflect on the text rendering protocol experience: 

  • • What themes stood out to you?

    • What about the experience worked for you?

10:00 - 10:50

Using Writing + Primary Sources to Build an Inquiry Community

• Introduce today's focus question: What is inquiry? How do we use writing to build an inquiry community?

  • This question can help us think about...

1. inquiries we might pursue with students

2. inquiries into our teaching practice that we might pursue in community with other practitioners

• As whole group, analyze a primary source that might help us think about:

  • • What does it mean to be part of a community?

    • What do we like about our community? 

    • Is there something we might change?

    • What might it look like to try to make our community better?

• Facilitator models writing down what teachers see, think, and wonder about

  • • Thinking routines used:

      • Primary source analysis tool from the Library of Congress

      • "See, think, wonder" from Project Zero

      • "What makes you say that?" from Project Zero

    • Here's what a group of third graders and a group of sixth graders, who analyzed the same image saw, thought, and wondered

    • Write down questions (from the ones we already generated, that students generated, or that they haven't shared yet) that they think could drive further investigations

• Using JamBoard, analyze additional primary sources that could help us think about the first photo we analyzed

  • • Primary sources:

      • United farm worker musicians, 1969 

      • Boycott lettuce & grapes, 1978

      • United farm workers picket A&P, 1973

    • Here's what one third grader saw, thought, and wondered about the same images

• After analyzing sources, students might be interested in investigating their questions (and our unit focus questions) further with secondary sources

  • • Harvesting Hope: The Story of Caesar Chavez (2003)

    • Dolores Huerta: A Hero to Migrant Workers (2012)

    • Side by Side / Lado a Lado (2010)

    • Read Works: Cesar Chavez

    • Read Works: Dolores Huerta

10:50 - 11:30

Reading Groups

• Today's focus question: What is (practitioner) inquiry? How do we use writing to build an inquiry community?

• Since 1986, the Philadelphia Writing Project’s (PhilWP) Invitational Summer Institute (ISI) on Writing and Literacy has supported teachers in developing an inquiry stance on teaching practice. Dr. Susan Lytle co-founded PhilWP.

• Possible discussion questions:

  • • What did the authors mean by "inquiry as stance"?

    • What possibilities do you imagine for yourself, your classroom, your students, and your school if teachers were supported in developing inquiry stances?

    • In what ways have you worked "within, against, and beyond" the system?

11:30 - 12:15

Journal Groups

12:15 - 1:00

Lunch and Reading

1:00 - 1:45

Fanny Jackson Coppin Mural and Art in the Liberty Bell Pavilion

• What might it look like for your class or school to partner with Independence National Historical Service?

• Doc shared a story about the creation of a mural honoring her brother, Pulitzer prize- winning playwright Charles Fuller.

1:45 - 2:30

Cultivating Genius with Units on Monuments, Memorials, and Public Memory

• Explore teacher-created resources that bring together sources and strategies from the Library of Congress Teaching with Primary Sources (TPS) program; approaches and tools from the National Writing Project's College, Career, and Community Writers Program (C3WP); and Gholdy Muhammad's Culturally and Historically Responsive Literacy Framework.

  • • Monuments, Murals, and Public Memory

    • Core Project Resources

• We engaged in a "They Say / I Say" writing routine with a news story about a Columbus statue in Philadelphia. Then, we analyzed student writing from a similar lesson.

2:45 - 3:00

Closing and Afternoon Activities

1. Add a word to a shared slide to describe how you are feeling after day 2.

2. Reaction Sheet

3. Reading to Prepare for Day 3:

• Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 6]

• Baldwin, J. (1963). A talk to teachers. The Saturday Review, 39(42-44, 60). 

• Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp. 37-51). Routledge.

• Sealey-Ruiz, Y. (2021). Racial literacy: A policy research brief. James R. Squire Office, National Council of Teachers of English.