We will start class with ten minutes of reading time. I will read with students during this time.
Today is the first of our three part final assessment. For the past week, students have been preparing an informational text that pulls together research on various regions of the modern world. Rather than having them write a paper, my teaching partner and I had them create these informational texts visually. The W.9-10.2 strand of standards lend themselves so nicely to various ways we can present information, we felt like visualizations of our students' synthesized research would be better suited to the collaborative nature of this project, both in the preparations and in the presentations.
These posters, Power-points, packets of information will be the basis for a class seminar tomorrow, so today, I will have students post their work in a gallery style set up in the classroom for their peers to gather information from.
Whenever I do a gallery walk/jigsaw style information share, I make sure that students create their projects in such a way that other students can interact with them independently. I will tell the students that our classroom is meant to be a museum of information and will provide them with a note-taking sheet to guide their process. This sheet will also serve as their seminar planner for tomorrow's discussion, so I will ask them to pay special attention to the level of detail and accuracy of information they write down, encouraging them to gather strong and thorough evidence from the texts so they can use it in tomorrow's discussion (RI.9-10.1 and SL.9-10.1a).
I'm particularly excited about this part of the final because it will not only assess students on their ability to present information (W.9-10.2), but will also require students to demonstrate their ability to interact with informational text (RI.9-10.10). I will remind them to use the same level of discernment they might use when reading any informational text and encourage them to take note of fallacious reasoning and/or weak/limited information (RI.9-10.8)
After the students have had enough time to visit each of the displays, I will ask them to bring their posters, research notes and works cited pages up to the front of the room then have them get the room back to its normal state of being.
After we have cleaned up a bit, I will let students work with their research groups to compare notes and add to their seminar prep sheets. To set this time up, I will ask students to do a brief whole group discussion about other sources of information that they should use in tomorrow's seminar.
As the seminar prep sheet indicates, they will need to bring in information from regions we studied as a class, both in this final unit and in all of the other units this year. To be successful in our seminar, students will have to have a general knowledge of each of the regions under study and be able to speak to the causes, effects and potential solutions for conflicts in our modern world.
To assist them in this process, I will walk them through a brainstorm of all the texts and historical time periods we interacted with this year. I will write down a list so that they can use it once they get into small groups to work.
The last chunk of class will be devoted to work time. I will allow students to move into their research groups and ask them to use the information from our brainstorm to review their textbooks and graded classwork to gather additional evidence, notes and ideas for tomorrow's seminar in their seminar prep sheets (RI.9-10.1).
We will use the last five minutes of class to clean the room up (again!) and to check in student progress. I will also remind them that their seminar prep sheet needs to be completely filled out by tomorrow so that they are ready to discuss all that we have been learning these past few weeks.