Wonder - How will prepare students to complete the final project?

Wonder - How can we also align language objectives with the humanities class to increase and support student discourse (such as using b/b/s)?

Wonders- Am I teaching the Year 1 or Year 2 curriculum? What tech do we have for students? Do they have tech from their school? Are high schools 1:1? Chromebook carts? iPads? Just curious.

Wonder - Do we have student work samples we can see?

Wonders - How can we prioritize the lessons because the are a lot of materials.

Wonder- Will each student have access to a computer for the desmos activities?

Wonder: I'm new to teaching math and using Desmos, so I'm staying curious about the use of technology.

Wow - There is an explicit common thread around housing and wages between the different content areas.

Wonder - How can we expand the language objectives to go beyond using content vocabulary and align with some of the sentence and paragraph writing being done in humanities?

Small wondering: I don't see a slide deck or lesson guide/agenda for the 1st two days of school- Week 1 Days 1-2. Are we planning that together with our teams at a later date or is that just not finished/linked yet but it's planned? Thanks!

Wonder: How long are the humanities classes? I heard they are double? How many minutes is each lesson? Also what materials will the students have/need? Do we make copies of the packet each week and will they have computers?

Wonder: Many of the language objectives are focused on the "who + do + more info" statement structure and I'm wondering how connected this concept is to the content that students will be consuming. I guess I'm wondering how our daily language tasks can challenge our 11th/12th graders to write more expansive sentences while simultaneously challenging them to analyze complex data/concepts.

Year 1 - I love how students learn about local history (Lau v. Nichols) and contribute their opinions to the dialogue about ELD vs. mainstream classrooms.

Year 2 - I love how there are Word Walls, vocabulary sorts, Kahoots, Community Circle prompts, etc. in addition to the student packets and slides.

Wonder - How can the Year 1 scope and sequence / lesson objectives incorporate and build towards the ELD goals from the rubric we examined last PD?

(e.g. Level 4 Exemplary "Students orally exchange ideas with a peer(s) by engaging in conversations that flow with moves such as elaboration, paraphrase, agree/build on, disagree, provide evidence and synthesize. Students may have rehearsed conversation and do not overly rely on scaffolds.")

Created a "How We SAILL" document with Tier 1 expectations.

Wonder:

Phone policy across SAILL and community safety in collaboration with Community Based Organizations to ensure a smooth SAILL program.

Wonderings

• Will the curriculum for Humanities A / Humanities B be divided by skill? (e.g. A is focused more on reading and writing and B is focused more on listening and speaking?) 

  • Pros of dividing by skill: A and B strands would share content, meaning they could share resources like vocabulary lists, Word Walls. 

• Or divided by content? (divide the court cases amongst the two classes? One more social studies, one more English?)

  • Pros of dividing by content: each teacher has more agency over the pace of the course and it would not hinder their partner teacher as much if the other fell behind, went ahead of schedule, etc. 

• How will the student experience compare?

  • How will student cohorts experience the curriculum if they have Humanities A in the morning and Humanities B in the afternoon?

  • For the reverse: B in the morning, A in the afternoon? 

• How will Humanities A and B (two separate classes) progress towards shared academic and structured talk goals in a cohesive way?

Wonder- It appears the humanities curriculum was written for two 55 minute block periods. I wonder how we will divide the lesson into humanities A and B? It doesn't look like we can split the current lesson into 2 because some cohorts see the A teachers in the mornings and others see them in the afternoons. Would it make more sense to focus on different skills (modes of communication) that are needed to create the final project? E.g. humanities A focuses on reading/writing/communicating (the 3 modes of communication: interpretive/interpersonal/presentational writing) and B focuses on listening/speaking/presenting, (3 modes: interpretive, interpersonal, presentational speaking) and all modes of communication culminate in the final project?