The Write Around Center

The Write Around Center

Purpose of Center Studying documents to capture observations, ideas and responses

DIRECTIONS:

Sign-in: Choose a marker and write your name in that color.
Observe by asking questions: Write about your observations. The jot prompts mayhelp.
Growideas by asking questions: Write about your ideas. The jot prompts may help.
Read and respond to others’ ideas.

Observations

Questions to Consider / Jot Prompts
What do you notice first? Why?
What else are you noticing? / I first noticed… because…
I also noticed… In addition, I noticed…
What can you learn from examining this? / I am learning that… I am also learning that…
This adds on to what I already know by showing me…
Who and what is this mostly about? / This is mostly about…
One caption that goes with this might be…

Ideas

Questions to Consider / Jot Prompts
Using what you’ve learned about this time period, why do you think this item was created? / I think…because I know…
For example…
What message is this item sending? / The message purpose seems to be…because…
Who was the intended audience for this item? / I think this was intended for…
I know this because…

Responses

Questions to Consider / Jot Prompts
What do I think about that? / This makes me think that…because…
What do I know about that? / One thing I learned is…
Another thing I learned is…
How do I feel about it? / In my opinion…
I believe…
I felt a strong reaction to…
I realized…

The Paired Texts Center

PurposeTo notice new and different things across texts

DIRECTIONS

With a partner, study two paired texts. Read one and talk/jot about noticings. Read the other and talk/jot about noticings.
Compare and contrast the information from both texts.
Use the prompts below to guide you in your thinking, talking and writing about the two texts.

Here are some ways to interact with this center:

Readers compare and contrast information across texts.

What are some major events of the time period we are studying in both texts? What does this teach you about the people, values and structures?
Think about the accomplishments and challenges faced by the people of the time period we are studying in both texts. What does this teach you about the time period?
What themes, messages or symbols do you notice? What does this teach you about this time period?

Prompts for Comparing:

_____ and _____ are alike because…
Both _____ and _____ experiences/problems are the same…
The events in _____ and _____’s life are similar because…
Both _____ and _____ accomplished, fought for, helped…

Prompts for Contrasting:

_____ and _____ are different because…
_____ and _____ are different because one…But the other…
What happened to _____ is… However, what happened to _____ is…
Unlike _____ who _____, ______was …

The Photograph Center

PurposeTo critically observe, interpret and question photographs from a specific time period.

DIRECTIONS:

As a group, analyze the photographs by asking questions.
Capture and grow your ideas by writing in your notebook and talking with others at your center.

*Readers analyze photographs by asking three main questions:

What was the photographer trying to capture?

What is going on in the picture?
What do you notice in the background? Foreground? (Use the construction paper squares to help ZOOM in on different sections of the photograph)
Why do you think the photograph was taken?
Who do you think was the audience for this image?

What does this show about the time period? Location? Culture?

If there are people, what are they wearing?
Describe the setting. Is it man-made? Is it natural?
Is this image like anything else you’ve seen or read about in history? What does it remind you of?
Is there anything in this scene you can compare to your own life?
Where you able to generate any new ideas about living in this time period from this photograph?

What are the most powerful and least powerful parts of this image, and what do they mean?

What did you notice first?
Notice how the people/objects are shown in the photograph. How are they arranged? Why do you think the photographer chose to arrange them in this way?
Is there something you would have added or deleted to this image if you were the photographer? Explain your reasoning.
What can you learn from examining this image? How does it connect to what you have already learned about this time period?

The Statistics Center:

PurposeUse the charts and graphs to help you deepen your ideas and gain a different perspective about this time period.

DIRECTIONS

With a partner, analyzethe data by asking questions.
Use the jot prompts to help guide your thinking and build new interpretations of this time period.
Write your responses in your notebook.

Questions:

What do I notice when I look across information from then and now?
Compare and contrast the statistics from then and now. What is different? What is the same?
Where has there been the most or least amount of change? Support your thinking with evidence.
What does this tell you about how _____ (daily life, values, family, etc.) has changed from then and now?

Prompts for observing:

I notice...this makes me think that…because…
This seems important because…
I also think…
I was surprised that…
I never knew…
I heard about this before…

Prompts for Comparing:

_____ and _____ are alike because…
Both _____ and _____ experiences/problems are the same…
The events in _____ and _____’s life are similar because…
Both _____ and _____ accomplished, fought for, helped…

Prompts for Contrasting:

_____ and _____ are different because…
_____ and _____ are different because one…But the other…
What happened to _____ is… However, what happened to _____ is…
Unlike _____ who _____, ______was …

The Listening Center:

PurposeListening to music from a specific time period can transport you to that time and place and give you the opportunity to step into the lives of those who lived then.

DIRECTIONS

As a group, listen to the music and read the lyrics.
Pause between songs to share your thinking with your group.
Then, capture your thoughts and ideas in your notebook.
Use the questions to help guide your thinking.

Questions:

Describe what you hear. What did you notice first?
Who was this song written for? What is its significance? Why was it written?
Whose point of view is this song written from? Why do you think this?
What audience is this song intended for? Why do you think this?
What is the feeling or mood the composer/singer is trying to convey? What makes you think that?
What parts made you have a strong reaction? Why?
What words or phrases are repeated in this song? What is the significance of the repetition?

Extend your thinking by choosing one of the following activities:

Draw a picture of what you’re envisioning as you listen to this song.
Connect this song to other songs you know. Write about similarities, differences and ideas.
Write how this song fits or does not fit with what you know about the time period.

The Film Center:

Purpose Films and plays provide a window in the social norms and culture of the time in which they were written, set, or performed.

DIRECTIONS:

Observe by asking questions: Write about your observations. The jot prompts may help.
Growideas by asking questions: Write about your ideas. The jot prompts may help.

Observations

Questions to Consider / Jot Prompts
What do you notice first? Why?
What else are you noticing? / I first noticed… because…
I also noticed… In addition, I noticed…
How would you describe the relationship between the characters? Use evidence from the film to support your thinking? / Their relationship is… I think this because in the film…
What do the characters struggle with? / _____ seems to be struggling with… I think this because in the film…
How does the setting affect the characters? / This setting for this scene is… I think the director choose this setting to show…
What can you learn from watching this? / I am learning that… I am also learning that…
This adds on to what I already know by showing me…

Ideas

Questions to Consider / Jot Prompts
What message is this film sending? / One message the film seems to be conveying is… My evidence is…
Who was the intended audience for this film? / I think this was intended for…
I think this because…
Using what you’ve learned about this time period, what points of view are being represented? How? / One point view being presented is… Another point of view is represented when…