• What trends and technology are shaping the future of work?
• How might the future of work impact the decisions we make today?
Writer’s Notebook #3
Standards for Learning/AKS:
Reading Informational Text
LA12.B.19: read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 12 (I)
- LA12.C.28 draw evidence from literary or informational texts to support analysis, reflection, and research (I)
- LA12.C.29: write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences (I)
Speaking and Listening
LA12.D.30: initiate and participate effectively in a range of collaborative discussions (e.g., one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively (I)
• After composing in our writer’s notebook on a chart/list-based prompt about the qualities employers desired in 2015 and in the future 2020 for work, we did a lightning round share out; anyone who volunteered to read something from his/her entry today will receive bonus points on the daily work assignment for today (our reading frenzy graphic organizer).
• Each table group received a folder of articles related to the future work; each table group also had access to the Google Drive folder of all articles via a QR code. Students received a graphic organizer and were asked to try and read four articles; as students read, they recorded publication info, important ideas, reactions, significant facts, unfamiliar terms, and questions. Most students were able to complete 2-3 articles.
• We then moved into “speed dating” interview in the hallways. We divided into two groups face to face and students shared 3 ideas/pieces of information from their favorite article with a partner. We rotated through 3 partners with 2 minute segments for sharing.
• We returned to the room and brainstormed a list of important topics/themes/concepts we got from the articles; this article is housed in our shared Google Drive folder with the articles from today.
• We did a preliminary four corners activity to get an idea of areas of interest for further inquiry and research. Students will continue browsing and reading the articles online through our shared Google folder between now and the beginning of class. We’ll take a second pass at forming birds of feather groups Friday morning.
• Observation of student work throughout the entire class period.
• Students will turn in their reading notes graphic organizers on Friday; they took them home in case they wanted to review them or add anything to them before class Friday.