1 of 37

Day 3

Thursday, June 20, 2024

(Ben Franklin Museum)

2 of 37

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 37

Overview of the Day

9:30 - 10:00 Writing into the Day

10:00 - 11:30 Morning Session

11:30 - 12:15 Journal Groups

12:15 - 1:00 Lunch

1:00 - 1:45 Invisible Architects - Dr.Kelli Barnes

1:45 - 2:30 Exploring Primary Sources - Javaha Ross

2:30 - 3:00 Wrap Up/Reflection

4 of 37

What does it mean to teach in Philadelphia in these times?

Writing into the Day

Using today’s focus question as your inspiration, we will write a series of 6-word stories.

Round 1: 10 minutes to write 6-word stories

Round 2: 10 minutes to move around the room, sharing your 6-word stories with each other

Round 3: 10 minutes to share at least one 6-word story with the whole group.

5 of 37

What does it mean to teach in Philadelphia in these times?

Capturing our Collective 6-word Stories

Takis for breakfast, nothing for lunch
You going to the papi store?
Practice self care! Don’t call out!
Too many mandates, not enough time.
Trailblazer, breaking ground, busting up racism
Don’t wooder down the true knowledge
Relationship with students, surrounded by laughter
Counselor, friend, big sister, listening ear
Swimming through rubble hand in hand
This Philly jawn continues giving back
I am gifted for this work
Sometimes I weep for our youth

6 of 37

Morning Session 1 - 10:00 - 10:45

Cultivating Genius, ch. 5 (Toward the Pursuit of Intellect)
“Bridging” - drawing connections between children’s or young adult literature to one or more other works of literature or nonfiction (Brown & Stephens, 1995)

Examples: Bridge a children’s book to a novel to teach theme; bridge a poem to a newspaper article to illustrate the story behind the story

How might you use one of the picture books provided to ‘bridge’ to a book, term, concept, or idea in your own classroom? How might the use of picture books (at all grade levels) be used to support creating “a space for students to apply their learning in authentic ways connected to the world” (Muhammad, 2020, p. 104)
Discuss w/your reading groups

7 of 37

Morning Session 2 - 10:45 - 11:30

Pose, Wobble, Flow
Skim/re-read the excerpt from Pose, Wobble, Flow in your Bulk Pack.
Consider a teaching pose that’s important to you OR a pose that you’d like to try in the coming year; complete the worksheet provided.
Divide into groups by the gradeband you work with (K-5, 6-8, 9-12) and discuss the pose you wrote about.

8 of 37

Journal Groups

Don’t forget collective & individual portfolio product things :)

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

GROUP 2: Alaya, Alex, Amber, Julia

GROUP 3: Takiykah, Miriama, Willeena, Kevin

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

9 of 37

Lunch

Places to eat (in walking distance)

10 of 37

Afternoon Session: Dr. Kellie Barnes

11 of 37

Teaching & Exploring

with Primary Sources

12 of 37

Javaha Ross

K-8 School Librarian/Reading Specialist

IMC-Sadie Tanner Mossell Penn Alexander

Philadelphia Writing Project Teacher Consultant

Summer 2024 Teacher-Ranger-Teacher

13 of 37

Primary and Secondary Sources

Below is a definition for a primary source that appears on the Library of Congress website.

Primary sources are the raw materials of history — original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without first hand experience.

What is your reaction to this definition?

14 of 37

Library of Congress Primary Sources

LOC Teacher Page & Primary Source Sets

American Archive of Public Broadcasting

Congress.gov

Chronicling America: Historic Newspapers

TPS Teachers Network

15 of 37

Library of Congress Teacher Page and Primary Source Sets

16 of 37

Chronicling America: Historic Newspapers

17 of 37

TPS

Teachers Network

18 of 37

American Archive of Public Broadcasting

19 of 37

CONGRESS.GOV

20 of 37

Kid Citizen

21 of 37

Thank you

Teaching & Exploring Primary Sources

22 of 37

Wrap Up/Reflections

Reminders:

Tomorrow AND Monday we are REMOTE! Please log in by 9:00 a.m. each day. Zoom link HERE.
Reading Group 3 - you’re up tomorrow!

If you have slides you would like shared during your presentation, please email them to: brosser1@gmail.com or amanda.schear@gmail.com

Please read (as much as you can) of the Day 4 readings in your Bulk Pack.
We can hardly wait to see your contributions to our ISI PADLET.
Complete today’s Reaction Sheet HERE.
Don’t forget to design your T-SHIRT!

23 of 37

What’s in an ISI Portfolio?

At Least 10 Total:

Lesson ideas and/or narratives that draw upon sources from the Library of Congress (at least 3 primary sources)
Readings, podcasts, and/or videos
Notes, writings (e.g. vignettes, reflections), journal entries, and posts on TPS Teachers Network
Proposal to present at the Celebration of Writing and Literacy and/or presentation materials
Any other artifacts

+

2-3 sentences that explain why each artifact is important

6-8 Pages That Include:

Vignettes from experience in and out of classroom
Questions that you have about practice—and what sparked those questions
Shifts in practice you plan to make and/or have made
Connections to texts and ideas encountered during institute, including at least one Library of Congress primary source

Artifacts + Annotations

Reflective Essay

Collective Components PADLET: one page reaction, theory of teaching and learning, and respond to others

24 of 37

What Format Might I Use?

Option A

Text, photos, and screenshots in a single document (Word, PDF, or Google Doc)
2 separate documents (artifacts, essay)

Option B

Google Slideshow (or Nearpod, Prezi, etc.) with Annotated Artifacts
Reflective Essay in Word, PDF or Google Doc

Option C

Google Site (or Other Website Application) to Curate and Share Annotated Artifacts (text, audio, video) and Reflective Essay

25 of 37

What Format Might I Use?

Option A

Text, photos, and screenshots in a single document (Word, PDF, or Google Doc)
2 separate documents (artifacts, essay)

Annotated Artifacts and/or Annotated Table of Contents

Reflective

Essay

26 of 37

What Format Might I Use?

Option B

Google Slideshow (or Nearpod, Prezi, etc.) with Annotated Artifacts
Reflective Essay in Word, PDF or Google Doc

Reflective

Essay

Presentation with Audio, Videos, Photos, and Screenshots of Artifacts and Annotations (which can be audio and/or video as well)

27 of 37

What Format Might I Use?

Option C

Google Site (or Other Website Application) to Curate and Share Annotated Artifacts (text, audio, video) and Reflective Essay

Website could be public or shared with specific email addresses

Multiple pages

28 of 37

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

29 of 37

Looking Ahead

Friday:

We are ONLINE - please log in by 9:00 a.m.

Complete Day 4 readings

30 of 37

Where are we?

Week 1

Monday (6/17), Tuesday (6/18), Thursday (6/20): Benjamin Franklin House, Independence National Historical Park (INHP)
Friday (6/21): Remote

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

31 of 37

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

32 of 37

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.

33 of 37

Readings During ISI

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

34 of 37

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.

35 of 37

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

36 of 37

Reading Group Sign Up by June 17

WE LEAD

Inquiry Questions	Reading Group
Day 2,Tuesday, June 18th, INHP - Ben Franklin Museum: What is inquiry? How do we use writing to build an inquiry community
Day 4, Friday, June 21. Remote: What does a critical literacy classroom look like in the age of A.I.?
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

1 of 37

2 of 37

3 of 37

4 of 37

5 of 37

6 of 37

7 of 37

8 of 37

9 of 37

10 of 37

11 of 37

12 of 37

13 of 37

14 of 37

15 of 37

16 of 37

17 of 37

18 of 37

19 of 37

20 of 37

21 of 37

22 of 37

23 of 37

24 of 37

25 of 37

26 of 37

27 of 37

28 of 37

29 of 37

30 of 37

31 of 37

32 of 37

33 of 37

34 of 37

35 of 37

36 of 37

37 of 37