180 Days: Two Teachers and the Quest to Engage and Empower Adolescents

180 Days: Two Teachers and the Quest to Engage and Empower Adolescents

by Kelly Gallagher, Penny Kittle
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Pub. Date:
180 Days: Two Teachers and the Quest to Engage and Empower Adolescents

180 Days: Two Teachers and the Quest to Engage and Empower Adolescents

by Kelly Gallagher, Penny Kittle
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"Teaching is art-creation-and a curriculum map is only as good as the teacher who considers it, who questions it, and who revises it to meet the needs of each year's students." -Kelly Gallagher and Penny Kittle

Two teachers. Two classrooms.
One school year.

180 Days represents the collaboration of two master teachers-Kelly Gallagher and Penny Kittle-over an entire school year: planning, teaching, and reflecting within their own and each other's classrooms in California and New Hampshire. Inspired by a teacher's question, "How do you fit it all in?" they identified and prioritized the daily, essential, belief-based practices that are worth spending time on. They asked, "Who will these students be as readers and writers after a year under our care?"

Product Details

ISBN-13: 9780325081137
Publisher: Heinemann
Publication date: 03/22/2018
Edition description: New Edition
Pages: 256
Sales rank: 136,306
Product dimensions: 7.60(w) x 9.10(h) x 0.70(d)
Age Range: 11 - 17 Years

About the Author

Kelly Gallagher (@KellyGToGo) taught at Magnolia High School in Anaheim, California for 35 years. He is the coauthor, with Penny Kittle, of Four Essential Studies: Beliefs and Practices to Reclaim Student Agency, as well as the bestselling 180 Days. Kelly is also the author of several other books on adolescent literacy, most notably Readicide and Write Like This. He is the former co-director of the South Basin Writing Project at California State University, Long Beach and the former president of the Secondary Reading Group for the International Literacy Association.

Penny Kittle teaches freshman composition at Plymouth State University in New Hampshire. She was a teacher and literacy coach in public schools for 34 years, 21 of those spent at Kennett High School in North Conway. She is the co-author (with Kelly Gallagher) of Four Essential Studies: Beliefs and Practices to Reclaim Student Agency as well as the bestselling 180 Days. Penny is the author of Book Love and Write Beside Them, which won the NCTE James Britton award. She also co-authored two books with her mentor, Don Graves, and co-edited (with Tom Newkirk) a collection of Graves' work, Children Want to Write. She is the president of The Book Love Foundation and was given the Exemplary Leader Award from NCTE's Conference on English Leadership. In the summer Penny teaches graduate students at the University of New Hampshire Literacy Institutes. Throughout the year, she travels across the U.S. and Canada (and once in awhile quite a bit farther) speaking to teachers about empowering students through independence in literacy. She believes in curiosity, engagement, and deep thinking in schools for both students and their teachers. Penny stands on the shoulders of her mentors, the Dons (Murray & Graves), and the Toms (Newkirk & Romano), in her belief that intentional teaching in a reading and writing workshop brings the greatest student investment and learning in a classroom. Learn more about Penny Kittle on her websites, pennykittle.net and booklovefoundation.org, or follow her on Twitter. Penny's students make a statement about how student choice in reading has affected them.

Table of Contents

Introduction xv

A Year of Teaching Dangerously xvii

Our Two Schools xviii

How This Book Is Framed xx

Section I Planning Decisions 1

1 Start with Beliefs 3

The Demands of Time 6

What Are We Planning For? 7

What Do We Believe About Teaching and Learning? 9

We Believe Each Academic Year Is a Unique, Living Mosaic 9

We Believe There Is Beauty in Our Content 10

We Believe in the Power of Models 11

We Believe Choice Drives Engagement 12

We Believe Reading Identity Matters 13

We Believe Writing Identity Matters 14

We Believe in the Value of Talk 16

We Believe in the Practice of Approximation and Fearlessness 18

We Believe in Grading Less and Assessing More 19

We Believe Collaboration Is Essential for Professional Growth 21

Closing Thoughts: The Budget of Time Is Limited 22

2 Establish Daily Practices 24

Day One Sets the Tone 24

Practices Support Beliefs: The Template of One Day 26

Read: Book Talk 27

Read: Time to Read 29

Write: Daily Notebook Launch 35

Study: Text Study or Other Minilesson 40

Create: Time to Work on an Evolving Draft 41

Share: Debrief/Share Beautiful Words 43

Closing Thoughts: The Efficiency of Daily Practices 44

3 Map a Year of Reading 45

Indepdent Reading 48

Support for Independent Reading 49

Teaching "into" Independent Reading 51

Book Clubs 53

Select Titles 54

Group Students by Choice 56

Create a Reading and Meeting Schedule 56

Give Students Tools for Discussion 57

Core Texts 63

Select a Text 64

Pace the Reading 67

Pose Essential Questions 69

Decide Which Skills to Highlight 71

Craft on Assessment 73

Closing Thoughts: The Case for Engaged Readers 78

4 Map a Year of Writing 80

Finding a Balance Between Tasks, Assignments, and Freewriting 81

Teachers as Writers: Practicing What We Preach 81

Units of Study in Writing 83

Start with the Finish Line in Mind 85

Move Students from Victimhood to Agency 86

Plan the Teaching That Threads Through Every Unit 89

Plan to Change Your Plans 91

Plan to Reteach 92

Plan to Study Your Teaching 93

Hone the Skill of Conferring 94

Teach into What You See 97

Closing Thoughts: The Case for Engaged Writers 104

5 Balance Feedback and Evaluation 105

Grading Doesn't Teach 105

Guiding Principles for the Grading of Writing 107

Principle: Students Need a Volume of Ungraded Practice 107

Principle: Students Need Practice in Reading Like Writers 109

Principle: Students Need Feedback 110

Principle: Not All Work Is Weighted Equally 111

Principle: Grades Should Tell the Truth About Progress 112

Principle: Rubrics Are Problematic 113

Principle: Best Drafts Receive Limited Feedback 114

Assessing the Growth of a Reader 114

Independent Reading 115

Boak Clubs 116

Literary Analysis 118

Whole Class Reading (to Grade or Not to Grade) 120

Setting Up the Grade Book 123

Grading the Finish Line: The End-of-Year Portfolio Summative Assessment 123

Selection 124

Reflection 125

Closing Thoughts: The Heart of the Work 127

Section II Teaching Essential Discourses 129

Time 131

Expectation 131

Teaching 132

Essential Questions 132

The Rhythm of a Study 133

Launching a Unit 133

Heart of a Unit 133

End of a Unit 134

Reflecting on a Unit 134

6 Narrative 137

Planning a Study in Narrative 139

Time and Expectations 139

Lap 1 Swimming in Short Memoirs 142

Writing Connected to Place 142

Writing Connected to Objects 144

Writing Connected to Events 145

Writing to Introduce Ourselves 145

Assessment in Lap One 150

Lap 2 Crafting One Scene 152

Notebook Writing 153

Mentor Text Study 153

Passage Study 157

Modeling Process 158

Assessment in Lap Two 161

Lap 3 Crafting Several Scenes to Create a Story 163

Mentor Text Study 163

Modeling Process 164

Passage Study 165

Lap 4 Using Multiple Narrators to Craft a Story 166

Close Thoughts: A Foundation of Trust 169

7 Informational 170

Planning a Study in Informational Writing 171

Time and Expectations 172

Lap 1 Summarizing from Infographics 174

Lap 2 Writing a Review 177

Lap 3 Crafting a Digital Project 178

Using Texts as Mentors Across the Study 182

Sentence Study 183

Passage Study 184

Sentence Templates 185

Modeling the process of Crafting Informational Texts 187

Minilessons to Support Informational Writing 187

Closing Thoughts: Literacy in an Information-Rich World 188

8 Argument 189

Planning a Study in Argument 189

Time and Expectations 191

Lap 1 Reading and Writing Next to Infographics and Short Reviews 192

Lap 2 Reading and Writing Next to "The Ethicist" 195

Lap 3 Writing to Presidentical Candidates 198

Lap 4 Creating a Digital Public Service Announcement 201

Using Texts as Mentors Across the Study 202

Modeling the process of Crafting Argument 206

Invite Your Reader into Your Argument 207

Establish Your Credibility or "Ethos" as a Writer 207

Establish an Emotional Connection or "Pathos" with Your Reader 207

Establish the Logic or "Logos" of Your Argument 207

Include a Call for Action 208

Conclude with a "Hooking" Strategy 208

Closing Thoughts: Argument in a Changing World 208

9 Multigenre Research Projects 209

Planning a Study in Multigenre Writing 209

Time and Expectations 211

Part 1 A "Dear Reader" Letter 212

Part 2 Four (or More) Elements 212

Part 3 Works Cited and Endnotes 213

Modeling the Process of Planning Multigenre Projects 213

Notebook Work 214

Minilessons to Support Multigenre Projects 216

Using Text as Mentors Across the Study 217

Obituaries 217

Podcasts 219

Assessment of Multigenre Projects 220

Closing Thoughts: The Value of Multigenre Writing 221

Afterword 222

Acknowledgments 226

References 229

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