1 of 65

Day 5

Monday, June 24, 2024

(Remote)

2 of 65

Welcome to the 2024 Invitational Summer Institute!

Co-Facilitators: Barrett Rosser, Jen Freed, and Amanda Schear

PhilWP Support Team: Rachel Jordan and Tatum Jenkins

PhilWP Administrative Assistant: Kemba Howard

PhilWP Co-Directors: Diane Waff, Amy Stornaiuolo, Jen McLaughlin Cahill

3 of 65

Overview of the Day

9:00 - 9:30 Writing into the Day

9:30 - 10:00 Morning Session 1: Reading breakouts

10:00 - 11:30 Morning Session 2: Trey & Javaha

11:30 - 12:15 Journal Groups

12:15 - 1:00 Lunch

1:00 - 2:30 Afternoon Session

2:30 - 3:00 Wrap Up/Reflection

4 of 65

How can multiple literacies be leveraged to give us a deeper, more nuanced understanding of histories?

Writing into the Day

Where do you see windows and mirrors in these images of June in Philadelphia in these times? Why does it matter? To whom? Why right now?

5 of 65

How can multiple literacies be leveraged to give us a deeper, more nuanced understanding of histories?

Writing into the Day

Where do you see windows and mirrors in these images of June in Philadelphia in these times? Why does it matter? To whom? Why right now?

6 of 65

How can multiple literacies be leveraged to give us a deeper, more nuanced understanding of histories?

Writing into the Day

Where do you see windows and mirrors in these images of June in Philadelphia in these times? Why does it matter? To whom? Why right now?

7 of 65

Generate Knowledge Together

In breakout groups, read, write, and discuss the following texts from the bulk pack. The goal is to collaboratively generate knowledge about the texts to share with the whole group. You will have ~20 minutes.

Group 1: Muhammad & Style
Group 2: Erdrich
Group 3: FHAO & Loewen

8 of 65

Javaha Ross, Grades K-8 Librarian, Penn Alexander School

Trey Smith, Grades K-8 Digital Literacy Teacher, Marian Anderson School

24 June 2024

Philadelphia Writing Project Invitational Summer Institute

to Support Civically Engaged

Creating a Literacy Curriculum

Argument Writing

9 of 65

Presenters

Philadelphia Writing Project Teacher Consultants (TCs) and Teachers in the School District of Philadelphia:

Javaha Ross (jross2@philasd.org), Grades K-8 Librarian, Penn Alexander School
Trey Smith (jfsmith@philasd.org), Grades K-8 Digital Literacy, Marian Anderson School

10 of 65

2021-24 Library of Congress Grant

Creating K-12 curriculum materials that support civically engaged argument writing with primary sources

11 of 65

2021-24 Library of Congress Grant

Creating K-12 curriculum materials that support civically engaged argument writing with primary sources

Culturally and Historically Responsive Literacy Framework

Gholdy Muhammad

Resources central to our planning

12 of 65

2021-24 Library of Congress Grant

Creating K-12 curriculum materials that support civically engaged argument writing with primary sources

Culturally and Historically Responsive Literacy Framework

Gholdy Muhammad

College, Career, and Community Writers Program (C3WP)

National Writing Project

Resources central to our planning

13 of 65

2021-24 Library of Congress Grant

Creating K-12 curriculum materials that support civically engaged argument writing with primary sources

Culturally and Historically Responsive Literacy Framework

Gholdy Muhammad

College, Career, and Community Writers Program (C3WP)

National Writing Project

Teaching with Primary Sources (TPS)

Library of Congress

Resources central to our planning

14 of 65

Argument Writing Stances

In our work, we embrace the following stances as we draw upon resources and approaches from the National Writing Project’s College, Career, and Community Writers Program (C3WP):

15 of 65

Argument Writing Stances

In our work, we embrace the following stances as we draw upon resources and approaches from the National Writing Project’s College, Career, and Community Writers Program (C3WP):

Arguments are all around us.

We can and should add to ongoing conversations, especially topics we care about.

16 of 65

Argument Writing Stances

In our work, we embrace the following stances as we draw upon resources and approaches from the National Writing Project’s College, Career, and Community Writers Program (C3WP):

Arguments are all around us.

We can and should add to ongoing conversations, especially topics we care about.

Arguments are not simply pro and con, for and against.

Often, there are multiple perspectives on a single topic.

17 of 65

Argument Writing Stances

In our work, we embrace the following stances as we draw upon resources and approaches from the National Writing Project’s College, Career, and Community Writers Program (C3WP):

Arguments are all around us.

We can and should add to ongoing conversations, especially topics we care about.

Arguments are not simply pro and con, for and against.

Often, there are multiple perspectives on a single topic.

Argument writing involves making moves with claims and evidence.

We should learn these moves to strengthen our own arguments.

18 of 65

19 of 65

ROAD RULES

How is this the same and/or different from our roads today?

What are your experiences with our streets?

20 of 65

ROAD RULES

How is this the same and/or different from our roads today?

What are your experiences with our streets?

How might we best share our roads in Philadelphia?

21 of 65

Let’s examine multiple perspectives on this issue.

Lots of people are talking. Who is at the table?

22 of 65

Create an Atwoodian Table^* to Organize the Multiple Perspectives

Draw a “table” on a sheet of paper.

* The Atwoodian Table is named for its creator, NWP teacher consultant Dr. Robin Atwood, and is inspired by the Burkean parlor metaphor.

23 of 65

Create an Atwoodian Table^* to Organize the Multiple Perspectives

Draw a “table” on a sheet of paper.

* The Atwoodian Table is named for its creator, NWP teacher consultant Dr. Robin Atwood, and is inspired by the Burkean parlor metaphor.

24 of 65

Create an Atwoodian Table^* to Organize the Multiple Perspectives

Draw a “table” on a sheet of paper.
On the table, write “ATVs and Dirt Bikes in Philadelphia”

ATVs and Dirt Bikes in Philadelphia

* The Atwoodian Table is named for its creator, NWP teacher consultant Dr. Robin Atwood, and is inspired by the Burkean parlor metaphor.

25 of 65

Create an Atwoodian Table^* to Organize the Multiple Perspectives

Draw a “table” on a sheet of paper.
On the table, write “ATVs and Dirt Bikes in Philadelphia”
Draw 6 chairs, one for each person at the table.

ATVs and Dirt Bikes in Philadelphia

* The Atwoodian Table is named for its creator, NWP teacher consultant Dr. Robin Atwood, and is inspired by the Burkean parlor metaphor.

26 of 65

Create an Atwoodian Table¹ to Organize the Multiple Perspectives

Draw a “table” on a sheet of paper.
On the table, write “ATVs and Dirt Bikes in Philadelphia”
Draw 6 chairs, one for each person at the table.
Beside each chair, draw a word balloon.

ATVs and Dirt Bikes in Philadelphia

1 The Atwoodian Table is named for its creator, NWP teacher consultant Dr. Robin Atwood, and is inspired by the Burkean parlor metaphor.

27 of 65

Who’s at the table?

What have they said?

Philly Councilman Isaiah Thomas

Pennsylvania State Representative Joanna McClinton

Meek Mill

Hold a brief discussion with students about the table image on the opening slide. Introduce argument as a conversation among people who may have differing perspectives but also have evidence and reasons for their perspectives. Explain that the table is round to indicate there’s no one at the “head” of the table, no one at the table is necessarily “right” or holds the final answer to a particular problem. Explain to students that they will be doing a lot of reading, writing, and talking about the topic over the next four days in order to learn what others are already saying about it.

Model the Atwoodian Table on a large chart clearly visible to students. Draw the “table” and add chairs and word balloons for each organization and person represented in the text set. As a full class, focus on just one person/source “at the table” to model the process of determining what the person is “saying” about the topic. Introduce the first authority in the sources and ask students to read the excerpt from the text in which the authority “speaks out” on the topic.

28 of 65

Add a perspective.

Summarize what they have said.

Philly Councilman Isaiah Thomas

Pennsylvania State Representative Joanna McClinton

Meek Mill

Hold a brief discussion with students about the table image on the opening slide. Introduce argument as a conversation among people who may have differing perspectives but also have evidence and reasons for their perspectives. Explain that the table is round to indicate there’s no one at the “head” of the table, no one at the table is necessarily “right” or holds the final answer to a particular problem. Explain to students that they will be doing a lot of reading, writing, and talking about the topic over the next four days in order to learn what others are already saying about it.

Model the Atwoodian Table on a large chart clearly visible to students. Draw the “table” and add chairs and word balloons for each organization and person represented in the text set. As a full class, focus on just one person/source “at the table” to model the process of determining what the person is “saying” about the topic. Introduce the first authority in the sources and ask students to read the excerpt from the text in which the authority “speaks out” on the topic.

29 of 65

Conversation Mingle

Walk around the room.
Share with at least two other groups.
Revise: Do you want to make any changes to your word balloons?

30 of 65

There are multiple perspectives on this issue.

Lots of people are talking. Who is at the table?

31 of 65

ROAD RULES

How might we best share our roads in Philadelphia?

Analyze images from the past (and present) with “See, Think, Wonder” routine.

32 of 65

ROAD RULES

How might we best share our roads in Philadelphia?

Analyze images from the past (and present) with “See, Think, Wonder” routine.
Explore the issue with text sets and routines like “they say” / “I say” and Atwoodian table.

33 of 65

ROAD RULES

How might we best share our roads in Philadelphia?

Analyze images from the past (and present) with “See, Think, Wonder” routine.
Explore the issue with text sets and routines like “they say” / “I say” and Atwoodian table.
Craft an argument writing piece to share with others.

34 of 65

Scaffolds for Argument Writing

From They Say, I Say: “The Template of Templates” (Graff & Birkenstein, 2021, pp.11-12)

35 of 65

Scaffolds for Argument Writing

Organizational patterns for student argument writing adapted from Gretchen Bernabai’s Kernel Essay

36 of 65

Argument Writing Stances

In our work, we embrace the following stances as we draw upon resources and approaches from the National Writing Project’s College, Career, and Community Writers Program (C3WP):

Arguments are all around us.

We can and should add to ongoing conversations, especially topics we care about.

Arguments are not simply pro and con, for and against.

Often, there are multiple perspectives on a single topic.

Argument writing involves making moves with claims and evidence.

We should learn these moves to strengthen our own arguments.

37 of 65

Let’s Reflect

Which of the five pursuits (Muhammad, 2020; 2021) do you think are connected to these texts and the reading / writing routine you just engaged with?
Where might a literacy curriculum that uses these texts go from here?

38 of 65

Planning with the 5 Pursuits (Muhammad, 2020; 2023)

Identities: Students learn about the cultures of ATV and dirt bike riders in various communities, both past and present.
Skills: Students analyze articles, images, and videos from different perspectives as they develop their own positions on who should be allowed to use public streets and how.
Intellectualism: Students learn about the histories of how our streets have been used and how laws have been and can be shaped to determine who can use public streets and how.
Criticality: Students examine and critique how and why governments prioritize some uses of public streets over others—and how that has changed over time.
Joy: Students explore how individuals and groups experience joy in relation to their uses of public streets.

39 of 65

Building a Text Set

Select topic and argument writing skills you want to address.
Develop and refine a set of keywords for searching for texts.
Curate texts in a range of formats with various viewpoints.

You’ll start with more than you might use!
You may choose to only use excerpts from some texts.
Consider which texts are best suited for classroom use.

Sequence texts to introduce, support, and deepen inquiry.

Adapted from National Writing Project 2021-22“Creating Text Sets” Course on Participate.com

40 of 65

Where Do We Go for Texts

Historical Primary Sources

Library of Congress (including Chronicling America, Congress.gov, American Archive of Public Broadcasting)
Digital Public Library of America
Smithsonian Learning Lab
PhillyHistory.org
Historical Black Newspapers via Free Library of Philadelphia

Current News Articles

Newsela
Scholastic.com
TIME for Kids
National Geographic Kids
…

41 of 65

C3WP Text Sets and Mini-Units

Teachers can draw upon mini-units to support the development of a culture of argument and skills used in routine argument writing.

42 of 65

philwp.org/sdp24

43 of 65

C3WP Using Sources Tool

Teachers can formatively assess student writing to determine where to go next.

44 of 65

Example from Fall 2021

Focus Question: Whose stories are told by our city’s memorials? Which stories would we add? Retell?

We analyzed an image showing a statue being torn down in 1776.

45 of 65

Student Work

Focus Question: Whose stories are told by our city’s memorials? Which stories would we add? Retell?

We reflected on why we might want monuments.

46 of 65

Example from Fall 2021

Focus Question: Whose stories are told by our city’s memorials? Which stories would we add? Retell?

We used Tinkercad and our 3D printer to create 3D models of monuments that represent us as individuals.

47 of 65

Example from Fall 2021

Focus Question: Whose stories are told by our city’s memorials? Which stories would we add? Retell?

We watched a news story about a Columbus statue in Philadelphia.
Students wrote something they heard (they say) and responded (I say).

48 of 65

Examples of Student Writing

49 of 65

Let’s Reflect

Which of the five pursuits (Muhammad, 2020; 2021) do you think are connected to these texts and the reading / writing routine you just engaged with?

Where might a literacy curriculum that uses these texts go from here?

50 of 65

More Monuments & Memorials Texts

51 of 65

tps.philwp.org

52 of 65

Journal Groups

GROUP 1: Chris, Emma, Adrienne B., Sally, Carly

GROUP 2: Alaya, Alex, Julia

GROUP 3: Takiykah, Miriama, Willeena, Kevin

GROUP 4: Adrienne S., Emily, Patricia, Grace

53 of 65

Lunch

Please log back on by 1:00.

Thank you!

54 of 65

Afternoon Session: Monuments, Markers & Murals as Text

Visit one (or more) of the following websites with images of monuments, markers, and murals.

Ask yourself: What story does this image tell? What story(ies) does it omit or occlude (if any)? What purpose is this image serving? What nuances of history are present or absent? What more would you like to know?

Prepare to share your image and findings with a small group in breakout rooms.

55 of 65

Afternoon Session: Monuments, Markers & Murals as Text

TPS Website Exploration

Spend some time exploring tps.philwp.org (Monuments & Memorials or another section).
Discuss with your colleagues how you might use this resource in your classroom. Which parts feel most useful/helpful?
Prepare to share an idea with the whole group during debrief.

1:45 - 2:00 - Explore the website

2:00 - 2:30 - Discussion in grade band groups

2:30 - 2:45 - Whole group debrief

56 of 65

Wrap Up/Reflections

Tomorrow we will meet at the Asian Arts Initiative.
There are abundant eating options in Chinatown - it might be a nice day to treat yourself to lunch out!
Complete Day 6 readings.
Complete today’s Reaction Sheet HERE.
Reading Group 4 will be presenting.
Please note: Part of tomorrow’s agenda includes a walking tour of Chinatown - please be mindful to prepare for your needs regarding apparel, footwear, and hydration.

57 of 65

Institute Schedule & Contact

Attend each day

Institute begins at 9:00 am, our session will start at 9:30 am.

In the event of an emergency, call:

PhilWP Office:
Barrett Rosser: 267-318-0456

brosser1@gmail.com

Jen Freed: 215-439-4304

jenfreed@gse.upenn.edu

Amanda Schear: 513-266-4850

58 of 65

Where are we?

Week 2

Monday (6/24): Remote
Tuesday (6.25): Asian Arts Initiative (AAI)
Wednesday (6.26): The Colored Girls Museum (TCGM)
Thursday (6.27): Weitzman National Museum of American Jewish History (Weitzman)
Friday (6.28): UPenn - Van Pelt Library

59 of 65

Digital Discourse with AI Research

Critical Literacy and AI

Affiliated with the National Writing Project and University of Pennsylvania studying Digital Discourse
Learn from you about how you have been thinking about AI and other digital tools and practices
Friday, June 21st, you will hear from teachers who have been participating in this project for 5 years about their experiences

we would like to record the session and learn how you are thinking about issues about digital discourse, including AI, through two short questionnaires (and potentially an interview later, if relevant - we will follow up to inquire after).
If you would be interested in participating, use the QR codes below to the consent form (Qualtrics emailed ahead) and the pre-questionnaire.
Happy to answer any questions you have!

Consent form

Pre-Questionnaire

60 of 65

Everything You Need in One Place

institute2024.philwp.org

Go to Daily Agendas > Orientation
Find today’s agenda and links to (1) focus questions, (2) readings, (2) shared documents, (3) resources.

61 of 65

Readings During ISI

Grouped with focus question
Primarily found in physical bulk pack
Also available digitally through our ISI site

62 of 65

Reading Groups

WE LEAD

Purpose:

Provide a space to discuss and explore the ideas in the articles we read at home, and
Create opportunities for institute participants to collaboratively facilitate discussions.

Structure: 45 mins

Schedule: three times during institute

Summer Institutes provide an important opportunity for teachers to develop leadership skills. Through study of research and the act of going public with one’s practice, teachers develop a confidence in their expertise which they then apply in various ways throughout the rest of their careers.

Being a National Writing Project teacher-consultant translates to leadership at the site, at schools, and in the community. It may involve planning and leading a partnership or a teacher workshop. It may mean participating in site development through formal leadership roles, participation in visioning retreats, and development of programs. It may involve advocacy for our students in schools, districts, and the community. The foundation of our leadership always rests on supporting teacher growth and promoting teacher expertise.

63 of 65

Reading Group Sign Up by June 17

WE LEAD

Inquiry Questions	Reading Group
Day 6, Tuesday, June 26, AAI: How do we use literacies to engage, interrogate, and appreciate multiple perspectives?
Day 8, Thursday, June 28, Weitzman: How do we embrace the rich and diverse language and discourse in Philadelphia and beyond? What has happened to language in Philadelphia over time?

Summer Institutes provide an important opportunity for teachers to develop leadership skills. Through study of research and the act of going public with one’s practice, teachers develop a confidence in their expertise which they then apply in various ways throughout the rest of their careers.

Being a National Writing Project teacher-consultant translates to leadership at the site, at schools, and in the community. It may involve planning and leading a partnership or a teacher workshop. It may mean participating in site development through formal leadership roles, participation in visioning retreats, and development of programs. It may involve advocacy for our students in schools, districts, and the community. The foundation of our leadership always rests on supporting teacher growth and promoting teacher expertise

64 of 65

65 of 65

Reading Groups

WE LEAD

GROUP 1: Carly, Patricia, Miriama, Julia

GROUP 2: Chris, Kevin, Amber, Adrienne S.

GROUP 3: Alex, Grace, Takiyah, Sally, Carly

GROUP 4: Alayah, Willeena, Adrienne B., Emily, Emma

Summer Institutes provide an important opportunity for teachers to develop leadership skills. Through study of research and the act of going public with one’s practice, teachers develop a confidence in their expertise which they then apply in various ways throughout the rest of their careers.

Being a National Writing Project teacher-consultant translates to leadership at the site, at schools, and in the community. It may involve planning and leading a partnership or a teacher workshop. It may mean participating in site development through formal leadership roles, participation in visioning retreats, and development of programs. It may involve advocacy for our students in schools, districts, and the community. The foundation of our leadership always rests on supporting teacher growth and promoting teacher expertise