♪[theme music]
>>teacher: I am so happy that you all came to school
prepared to learn today and ready to exercise your knowledge.
You're going to do a carousel for me today. How many of you just absolutely
love doing carousels? I do too!
The standard that we were looking at today was one of the Common
Core State Standards Reading Information 6.76 being for sixth grade. And that
basically states that the kids need to look at information from different
sources or in different formats. Around the room, if you notice, I have framed in
blue paper...photographs.
These are actual primary sources from The Library of Congress. Actual photographs.
You're going to carousel through a series of photographs.
I have 18 of them. I don't have time for you to see all 18 today, but what I have
done, if you look at your desk, I have a post-it on your desk, I have picked three
of them for you to go and see. And there's just posters or signs or
sentences or quotes from stories that are posted around the room
and the kids go from one to another and have to answer a question about it or correct
what's up there. You're going to take with you, as you carousel, a graphic
organizer. And you will be filling in some information on your graphic
organizer. Okay? This is a silent carousel today.
This is going to be between you and your photographs. One of the nice things about
today's lesson being introductory, I had never tried to this introductory before
But I usually use it as a review. And I-I've learned that with 27 kids I have to have
at least 13 to 14 different carousel stations because it doesn't work when
you have five or six kids at this age level rotating through the different
stations together. So I've learned to pare it down so there's only two or
three. And sometimes and it really depends on the focus of your lesson is
to what's going to be at each carousel station
what you're going to have the kids do, and as well as how many do travel together.
Let's look at the second question here: What's happening? What's happening in all
of these images because now you not only shared yours but you got to hear from
everybody else what's happening in all of them? Andrea?
>>Andrea: Kids are working. >>teacher: Kids are working.
When do you think besides the nineteen eighties and World War Two, when do you
think these were made? >>student: 1800s
>>teacher: 1800s. See I'm getting a lot of different answers. Brian?
Ooh, when was-when was the great depression?
>>student: Like picture 16 it was a guy cutting meat. Um there was a knife,
um something, a lot of wood stuff around there, and a big machine.
>>teacher: Now...dig down
Why...are you looking at these photographs?
What do they all have in common? What's happening?
Why in the world am I showing you these photos? Dig a little deeper now.
>>student: So I think all these pictures are about-about kids that
weren't like rich. And they had to go get something.
>>student 2: They had to work to get some money.
>>student 1: Yeah, and had to work for some money for their parents.
>>student 2: Or for themselves.
>>student 1: Yeah, mostly for their parents.
>>teacher: I want you to do a quick right. Please remember a quick right is not a five
paragraph essay.
I want your quick right to be one paragraph. If you look at number four it
says using words and phrases from the group discussion, write one
paragraph about the topic.
Basically what I wanted today's lesson to be was a discovery on their part.
I didn't want to tell them what the topic was and I did not want to go into,
well let me show you a PowerPoint. Let's take some Cornell Notes.
I wanted it to be more of an exploratory lesson for them or a self-discovery
lesson for them. I wanted them to go from the photographs to class discussion to a
group discussion and finally to an individual writing assignment where they discovered
what the topic actually was without my saying, okay this is what we're going to
do today. I wanted them to find out what it was we were going to do.
♪[theme music]