Ms Hernandez Speer's Block 1 ELA Class 04.29.2020 Noon
Author: Ms. Hernandez-Speer
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2 Contract and Course Outline: ELL/ELA Cycle 4, 2019 -2020
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Teachers:
Jessica Hernandez-Speer jessica.hernandezspeer@urbanlearners.net
Paul Allison paul.allison@urbanlearners.net
4 If Beale Street Could Talk - Part 1 on NowComment
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Apr 30
Paul A
Paul A
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Angelina was ready to talk about the first part of James Baldwin's novel, "If Beale Street Could Talk." In the morning before this conversation, she had spent some time reading and annotating the text on NowCopmment.
It’s as if she had practiced what she was about to say now. And it it was both talk back to the book and having a dialogue with Idrissa, another student in our class who had also been annotating.
Apr 30
Paul A
Paul A
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I would love to ask Angelina to unpack this comment: "Everything that happen, like now and days, it's the same thing."
[Edited]
May 1
Angelina F
Angelina F
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what i meant in this part it's that back in the days everything is like now in days you know? like hanging out with your peoples, or people getting jealous for hanging out with certain people then they stop hanging out with you. just read you would see
Apr 30
Paul A
Paul A
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It's worth thinking about how teachers and student in these conversations can talk about texts as readers (and movie viewers). Yet I'm also interested to use these times aa a place for youth to reflect on their own reading and writing processes.
This becomes a form of formative self-assessment.
Apr 30
Paul A
Paul A
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I love Angelina's real list of when she stops to annotate. We need to show this to other students.
May 1
Angelina F
Angelina F
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yeah guys just annote anything that comes up in mind. so far as questions,concers,connection to you or real life just anything thzt comes up your head while you reading the story
Apr 30
Paul A
Paul A
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This is funny to see Angelina begin to recognize who the other reader is and that she knows him. It shows how important it is to have these conversations.
May 1
Apr 30
Paul A
Paul A
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Angelina is having a conversation with her teachers about the text, and she is looking for another conversation that she already wrote in the margins of the text, and she is taking time to find it so that she can expand on her thoughts.
May 1
Angelina F
Angelina F
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is always important to go back in a text or a comment that defined your answer
Apr 30
Paul A
Paul A
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I can't help but wonder how much Angelina is thinking about the current situation and the way some might blame the city for what is happening. Not sure she is making these connections, maybe it just me who is thinking this.
May 1
Angelina F
Angelina F
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not really making a connections well yeah kinda but sometimes you have to go deeper than what the auther is saying
Apr 30
Paul A
Paul A
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So often these sessions are about teachers showing student things. How valuable it is for students to be doing things BEFORE these sessions that they can share with their class.
And maybe not formal presentations, but real dialogue that start with something like, “Can I show you my screen so you can see what I mean?”
Apr 30
Paul A
Paul A
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How teachers become part of a conversation instead of asking questions and getting answers is worth thinking about. My suggestion is to allow students to annotate first -- with guidance for how to respond. But teachers have to find their own ways in.
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