Monday,+June+18


 * Monday **

**// “Who dares to teach must never cease to learn.” //** -Joseph Joubertv


 * Opening Moment **
 * Daily schedule, routine and workshop
 * Snacks
 * Question times – note-cards, sticky notes
 * Guiding you through the week’s service learning and inquiry units- it’s a promise!
 * Wiki information
 * Groupings, names, wind chimes ….


 * Getting to know you Chart **


 * Community Activity- Y chart – Small groups- find your color coded group **
 * Share your idea and then introduce your group members by sharing one cell of your Getting to know you Table.
 * [[file:y chart.doc]]

Service Learning is about awareness of our community, inside of our classrooms, schools, family, community and globe.
 * Service Learning Recap from Saturday: **

//Each second is a new and unique moment of the universe, a moment that// //was never before and will never be again. And what do we teach our// //children in school? We teach them that two and two makes four, and that// //Paris is the capitol of France.//

//When will we also teach them what they are? We should say to each of// //them: Do you know what you are? You are a marvel. You are unique...// //And when you grow up can you then harm another who is, like you, a// //marvel? You must cherish one another. You must work--we all must// //work--to make this world worthy of its children.//

--Pablo Casals, Joys and Sorrows media type="youtube" key="HM8-F54gKrA" height="315" width="420"


 * Recap-Teaching Models, CCSS and Goals for Institute from Saturday: **
 * Sociocultural learning: How and why
 * Reframing your units: how to see teaching and planning in an inquiry way.
 * GOALS -Setting up classroom procedures and routines into an inquiry classroom.
 * CCSS

Part I: Essential questions, the backbone of our units. Modeling, powerpoint, gradual release of responsibility media type="custom" key="19347330" (See Inquiring Minds, pages 44-47 also consult Engaging Readers and use handouts to assist) Think about flaws to watch out for: e.g. Is it too leading? Too generic? Too narrow in focus? Which is the essential question? Which is the subquestion?
 * Introduction to the Inquiry Unit **
 * ** Activity: ** Separate the questions into, “fits criteria”, “needs work”, “don’t know what to do with this.”
 * ** Activity: ** now reframe the questions from the “needs work” question pile so that they better fit the criteria.
 * ** Activity: ** How could service learning be adapted to these questions- see page 25 Service Learning Book.
 * Select 3 questions and brainstorm how this question might lead to service learning awareness- service learning is not an end product but incorporated in everything
 * [[file:Service learning Ideas –points of entries – essential questions.doc]]


 * Workshop: Write 3 questions for the unit you are reframing - turn and think (think, pair, share) **
 * FA: ** Participants to place one essential question on a sticky note display on wall – please sign your name, grade level and content area.


 * Morning Tea **

as well as possible service learning ideas to already placed essential questions.
 * Gallery Walk: ** On sticky notes with your own signature…reflect on essential questions

Select one essential question for your unit.
 * Workshop: **
 * Review criteria for essential questions
 * Revise with another teacher from a different content area
 * Revise with Angela, Nancy, Samatha, or Peggy Jo
 * This is the backbone of your unit – so narrowing down is important but it can also be tweaked throughout the week.


 * Wiki demo – ** Essential questions and units from last year

being and thinking. media type="youtube" key="vET9cvlGJQw" height="315" width="420"
 * Video- This is Water, David Foster Wallace; Service Learning ** is a mindful way of

media type="youtube" key="uSAzbSQqals" height="315" width="420"

wide-awake and conscious in the ways Wallace suggests?
 * Written Reflection: ** How can teaching and service learning help us to become more


 * Formative Assessment ** : Place-mark your essential question, with your name, content area and grade level (please use unit template).


 * Lunch **

media type="custom" key="19348334"
 * Service Learning **
 * Definition: here is our updated Frayer Model
 * media type="custom" key="19348980"
 * Purpose and intent
 * Embedding service learning into your teaching (and inquiry unit)
 * Circle chart of service learning relationships


 * Brainstorming **
 * How does service learning fit into your essential question and ideas for your unit?
 * What are ways you already are doing that can be considered service learning?
 * How do you set your classroom already to have the mindset of service?
 * What are other rituals you would like to include?


 * Journal Write: **
 * How do you build community within your own classroom?
 * How do we and might we create community awareness and responsibility?
 * Rituals and “processes” that we can include that give a foundation of community awareness and service learning?


 * Think, Pair, Share **


 * Culminate ideas of building community in small groups, then as a classroom anchor **
 * chart, wiki **


 * Community Builders: **


 * Ways you build community
 * Why community is important? How to engage?
 * Intentional community – a foundation for our classrooms
 * Biopoems
 * personal inventory on page 51 (Service Learning and Cd Rom, Inquiring Minds on pp. 28-34)
 * Think tac toe
 * Lens Activity
 * Teaching in small groups
 * What makes an engaged learning community? (p. 34 Inquiring Minds)
 * media type="custom" key="19348618"




 * Concentric Circle: guided thinking, formative assessment **


 * Computer Lab- wiki demonstration, find ccss anchor charts **


 * Week Expectations **
 * Handout: Inquiry Unit Guidelines
 * FLIP books
 * Wiki review and additional information


 * Homework: **
 * Establish essential question and service learning project ideas – refine as needed.
 * Read first four pages of service learning article “Service Learning Practice: Developing a Theoretical Framework”
 * Complete a 3-2-1 as an entrance ticket into class for a discussion tomorrow.
 * Print out CCSS that are pertinent to your own teaching and bring to class every day: []