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Meeting with long term MLL students. Doing practice tests and talking about the importance of passing the test before you enter into high school.

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Vocabulary work practicing listening, speaking, reading and writing words they are learning. Partner talk and reading. Labeling pictures then using those words to write mini stories. Practicing being prepared for class and other class norms.

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In case you were wondering...

We teach two separate classes about two different skills/subjects.

Often, we align the reading genres with the styles of writing genres but the skills we are teaching and work students are doing is separate!

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This is where we practice Readerly Life Cycle and routines in our classrooms. This is also when we do a lot of identity work both in our texts and as a community so we can learn a lot about each other! :-)

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This is where we have students critically think about characters, settings, and motifs coming up in their own, chosen fiction books. We also have them create their own character (in Writing) and then write their own 5 scene fiction story! They always come up with something super creative...

*Attached is one of the read alouds we typically use.

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During this unit, we have students choose from a pre-selected group of nonfiction books to deeply study and "long write" about. In our second bend (part of the unit), we have students study from a choice of article text sets, then, write an informational essay. This year, we had our students complete NF infographics too!

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Unit 3: Historical Fiction (Reading) and Literary Essay (Writing)

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Unit 3: Historical Fiction (Reading) and Literary Essay (Writing)

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Historical Fiction:

Students read historical fiction novels about children their age from all different parts of the world, living during or near the time of WWII. Students learn about historical context of the time period, character choices and changes and especially the way power and setting affect characters.

Literary Essay:

Students practice many rounds of writing around setting, power, problems, and other key ideas that impact a main character in their novels or short stories. They also practice the structure of writing with specific details and analysis.

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Opportunities to collaborate - Topic 2 (Proportional Reasoning), Topic 3 (Percent), Topic 8 (Solving Problems Involving Geometry), Topic 6 (Drawing inferences about population), Topic 7 (Probability)

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Math Empowerment - Humans Doing Mathematics

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Math Empowerment - Humans Doing Mathematics

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Lessons about mathematicians from different cultural backgrounds. These are sprinkled throughout the year and usually align with heritage months.

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Unit 0: Class Norms, Identity, Critical Approach

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Unit 0: Class Norms, Identity, Critical Approach

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We start the year by establishing classroom norms and routines. This includes building classroom culture through get-to-know-you activities, team building work, and reflection. Additionally, we introduced an Ethnic Studies approach to WA State History by teaching the terms identity, stereotype, "A Danger of a Single Story," and Aki Kurose Single Story.

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In my multi-grade class (6th - 8th, but mostly 7th), we have been reading a book as a group and working together to identify main ideas and use details to support our ideas. Students are reading the same text, at the same pace, and can help each other self-correct and decode more difficult language.

Most students in the classroom are between 4th and 6th grade reading level, so we are focusing on reading closely and using details from the text instead of fluency/reading speed. This is in line with the 7th grade team who is currently reading non-fiction books. Although general education students read in pairs or groups of 4, we adapted this by reading one book as a whole group and during book club time, we each read one paragraph at a time while students take individual notes in their notebooks (Chunk/Chew & Wows/Wonders).

-Maley

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Students discovered the ways the last Ice Age shaped the geography of Seattle specifically and Washington generally. Students considered how the environment they experience daily was shaped by geologic forces thousands of years old.

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We focus on supporting students in growing their confidence and reading, writing, and speaking skills, as well as developing their critical analysis. We engage with students and celebrate areas of strength, and work to develop areas of growth in different subjects.

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Students learned about the First Nations of contemporary Washington State, exploring concepts such as colonialism and sovereignty. We explored the differences between colonial-land values and land-based values. Students learned about indigenous relationships to land, food, and the environment and compared it to colonial and for-profit approaches. They completed personal reflections on what places are 'sacred' to them as well as food traditions that hold meaning to them, their family, and their community. Students ended the unit by researching and creating a project focused on one Native Nation in contemporary Washington.

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Career Exploration: For about 2 weeks in each quarter I show career exploration videos (2-3 minutes long) on various STEM careers. The videos display people of color in those fields.

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Hero Project/Unit.

Students choose a role model/hero of their choice. We spend several weeks recreating a photo as a drawing. Students write an artist statement about their hero, who they are, why they look up to them, and anything we should know about the person they choose. We all learn a lot about different heroes. It is a great way to get to know each other and learn about people from many different cultures. I would say I learn about 40 to 50 new people when we do this project. Some students choose a person they are learning about in another class. And over half my students choose a hero that I would say is culturally responsive to themselves. I love this project because of the student choice and the results it produces.

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Listening exercises: Throughout the year Play songs from around the world and history. Students listen and analyze individually then discuss.

Composition: working with their current skills, students create an original song/piece of music. All instruments acceptable including loops and samples. Allows for individual cultural influences.

Discussion of basic instruments: (wind, string, percussion, electronic) and how those techniques are used around the world.

Historic: purpose of music - entertainment, worship, expression, money making

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To add to my previous post, some skills that we use during the book club/historical fiction unit are:

Close reading (using chunk & chew, think-pair-share strategies)

Academic discourse (class discussions, pair work)

Decoding and reading comprehension repair (identifying unfamiliar words, making guesses from context)

Note taking (Wows & Wonders, lean notes)

Identifying main ideas

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Persuasive Writing and Researching Highly Debated Topics through Persuasive Articles

-students write their own persuasive writing

-students research topics and assess reliability, bias, and other persuasive elements in nonfiction reading.

-students debate their ideas in a formal debate style

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Each semester for a couple of years I have partnered with U of W Society of Women Engineers. Today three female engineering students from UW (ages 18-20) visited my room and shared their stories, shared what engineering is and then had an engineering project for students to participate in.

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Unit 3: Fur Trade in the Pacific Northwest

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Unit 3: Fur Trade in the Pacific Northwest

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Students learned about the fur trade in the Pacific Northwest through an analysis of political, social, and economic changes it brought about. Students learned these critical terms through personal and everyday examples. We explored the multicultural, multilinguistic, and multiethnic nature of fur forts at the time, highlighting the experiences of Native and Metis women, Indigenous Hawaiins, and workers across groups. Students created narrative comics telling a story from the perspective of one of these figures. Overall, students explored the impact of the fur trade in the colonization of Washington State.

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In my special ed reading classes, we've studied short fiction and non-fiction on a range of topics/subjects and by authors of different backgrounds and voices. A benefit of making sets of texts available to students that they can select is that you can make sure that there is always something that the students can see themselves in. Some of the reading study has been independent work, but we are working on developing the students' skills with peer-to-peer discussion and analysis in order to deepen that engagement of learning. It supports student learning engagement to be responsive to their interests and backgrounds.

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The launch to a math problem in unit 1 that involved finding how much fabric someone would need to sew a flag.

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Students learned about the process of the US settling land in the Pacific Northwest through land grants and treaties. This unit centered the experiences of Native people in the area as more and more settlers were encouraged to come. We watched a documentary and reflected on the importance of the Whitman Mission in Cayuse Territory and the eventual massacre of the Whitmans. Students considered how the Land Grant system caused poor white Americans to move to unceded native land.

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Pop art group project.

Students collaborate to make a large drawing of Aki Kurose. We study pop artists from around the world. I like showing students all the different artists work. Students then design patterns and colors to fill in our large drawing. We get so many different patterns and ideas. Then students vote on what they want to do as a group. We all work together to represent our school. Students also get to see their work up in the school and that makes an impact.

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Math EMP Unit 3 (Percent) - Budget Project

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Math EMP Unit 3 (Percent) - Budget Project

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Students are given a "life" and choose their housing, car, phone plan, etc. to fit their budget.

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Unit 5: Black Pioneers and the Creation of the Central District

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Unit 5: Black Pioneers and the Creation of the Central District

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In this unit, students learn about the first Black Americans to establish themselves in the Pacific Northwest. Students explored a wide array of Black historical figures who made their mark in early Washington State and Oregon history. We completed a mixer activity where students became experts on one Black Pioneer. Then, they circulated through the room, teaching others about their figure and learning about others. They discovered which figures started a business, fought against injustice, traveled the Oregon Trail, helped people in their community, etc. Next, students learned about Black Seattle and the history of the Central District. They created brochures focused on Black Seattle and the Central District.

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Unit 6: Chinese Immigration and Experience

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Unit 6: Chinese Immigration and Experience

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In this unit, students are learning about the contributions and experiences of Chinese Americans, with a focus on their important contributions to the transcontinental railroad and the exclusion and backlash afterwards. Students are also being introduced to ideas around labor and industrialization, building on their critical thinking skills and laying the groundwork for upcoming units on labor unions. Our big effort is going to be towards a DBQ assessment that asks students to look and interpret primary source documents (both image AND text) and using that for a Claim-Evidence-Analysis paragraph.

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Unit 6: Chinese Immigration and Experience

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Unit 6: Chinese Immigration and Experience

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During the Geology on Mars unit students get introduced to all the components of Amplify. They gather evidence, use the simulation, do a hands on activity, and complete a writing assignment. Students learn some basics about geology and how different landforms are created through specific events.

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Students learn that plates move convergently or divergently. (We do not go into transform boundaries or mantel currents). Students have to figure out how fossils in South America and southern Africa got so far apart even though the animals were not able to swim. They learn what landforms are the result of these plates movements. We end the unit with studying the boundary on the coast of Washington and the history of the large Tsunami pre-colonization.

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Unit 3: Plate Motion Engineering Internship

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Unit 3: Plate Motion Engineering Internship

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Unit 6: Phase Change Engineering Internship

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Unit 6: Phase Change Engineering Internship

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Fish-in Protests/Fish Wars

Fort Lawton Occupation

Bernie Whitebear and Billy Frank Jr.

The Gang of Four

Seattle Black Panther Party

El Centro De La Raza

Seattle Gay History

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East African Immigration to Seattle

Vietnamese Immigration to Seattle

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Seattle Music History

Seattle Sports and Activist/Politics

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Unit 10: Matter and Energy in Ecosystems

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Unit 10: Matter and Energy in Ecosystems

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Equations and Inequalities

Definition of inequality - what it means in math vs in the world

Persuasive essay? Takis > Hot Cheetos

Connections to history - looking at the geography & geometry of maps, inequality in space (redlining, indigenous land)

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creative process -

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Career Exploration - Identify strengths and how that matches with potential careers

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Naviance 1 - Career Keys - Career Exploration

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Naviance 1 - Career Keys - Career Exploration

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Identify strengths and how those might match with potential careers

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Naviance Lesson 2 - Financial Aid and Scholarships

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Naviance Lesson 2 - Financial Aid and Scholarships

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Students learn the vocabulary associated with financial aid and college scholarships.

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collaboration

analysis

create

career awareness

introspection/self-awareness

practice

express

time management

use of technology

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In ceramics we deal with a lot of science. From the first firing of the clay when all the moisture leaves and the clay vitrifies to the final glazes we are talking about science. The colors in the glaze all come from oxides and the firing process changes the chemical form into a glass coating bonded to the clay. I am trying to teach these concepts better in my next clay unit. I think the tie in to what 7th grade science explores could be a powerful learning tool. Most of my students call the glaze paint. Teaching more about the chemical change that takes place and then the hands on experience of watching it happen I think will be great for my students.

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Boundaries -- Possible Year Long 7th Grade Theme

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Boundaries -- Possible Year Long 7th Grade Theme

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Boundaries - How to set? How to self-advocate? Identify need and make a request. Thought process!

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In my classes, we start each day with a review of Aki Core 4, our Big 4 classroom expectations, and a Mood Meter check-in.

Currently, we are working through the "MindUp" curriculum on Mondays, Tuesdays, and Thursdays. The curriculum has 15 lessons that uses information about the brain to improve students' behavior and learning. Each lesson offers strategies for helping students focus their attention, improve their self-regulation skills, build resilience to stress, and develop a positive mindset in both school and life.

On Wednesdays, we use the "Be Internet Awesome" curriculum which provides students with the tools and education to confidently and safely explore, grow, and play online.

On Fridays we work on executive functioning and job skills using "Skills to Pay the Bills: Mastering Soft Skills for Workplace Success," a curriculum developed by ODEP focused on teaching "soft" or workforce readiness skills to youth, including youth with disabilities.

When we finish a lesson early, students spend time working on unfinished work from other classes. We also devote time to collaborative games and activities.

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discussing experience in expertise

showcase current learning process

group discussions

group projects

individual assistance