Unique Week at Jahn: Year Two

Unique Week is five full days of celebrating every student in our school's community. Students, teachers, and families take time to discuss what makes us one of a kind! Ultimately, this brings us closer together! This year's Unique Week was even bigger, better, and smoother run than last year thanks to our committee that included a primary (Ivette), intermediate (Mahli), and middle school (Jenn) teacher.  If you want to check out what Unique Week looked like last year, click here and also click here!

 

Having a committee was incredible. The three teachers really ran the week and all of the major decisions and suggestions were from them. I just took (some of) the pictures. They did ALL of the heavy lifting and I couldn't have been happier or prouder!

Monday: We started Unique Week off with a book with a message connecting to celebrating uniqueness.

Primary teachers did a read aloud of David McKee's Elmer.

Intermediate students read Wendy Ewald's gorgeous book of photography and poetry called The Best Part of Me.

The middle schoolers read an excerpt from Jerry Spinelli's Stargirl. 

After the read aloud, each grade came up with their own definition of what UNIQUE means. Here are a few of my favorite anchor charts on the subject:
I like how this chart is differentiated. Some kindergarteners wrote a sentence that explained what it meant to be unique while others wrote one word or drew a picture. 
   

   

Tuesday and Wednesday: The committee wanted to place more of a focus on art integration this year and it turned out so well. Check out the amazing crafts, writing, and poetry that came from our students!
                
     

Thursday Morning: The committee suggested that we have parents help put up the bulletin boards and it was the best decision ever. I liked this because 1) I didn't have to put up the boards- HORRAY! and 2) This provided an opportunity for our community members to help promote Unique Week and support our classrooms. They did such an amazing job!

     
     

The finished bulletin boards:
         
         

Friday:  We had an amazing parent (he just happens to be a professional photographer- lucky us!) take an aerial picture from the third floor window. The Student Council Urban Initiatives wrote UNIQUE on the blacktop in chalk and helped the younger students find the right spot to stand.

 

Here are some great links if you want to start your own Unique Week:




Comments

Post a Comment

Popular posts from this blog

Accommodation and Modification Checklist

Image
Question:  As an Inclusion Facilitator, I am often asked about modifying and accommodating work to meet individual student needs. Whenever this happens, I immediately ask for samples of student work. Modifying and accommodating for students is so individualized in nature that the A/M section on the student's IEP isn't enough information to tell me what the student needs. The reality is that what works for one student in one class with one set of co-teachers (or one teacher) might not work for another student in the same grade in a different classroom. The IEP is the most individualized document in town and we need to remember the specific student every step of the way.  I look at the following: Student IEP goals Student IEP modifications and accommodations Student strengths General education teacher and learning specialist personalities and teaching style Lesson and unit plans Specific activities Student work Resource: Jenn Kurth's unit based approach to
Read more

Support #5: Modified Rubrics

Image
Happy Monday! Here in the Chicago Public Schools, we have ten days left with students. That means ten more supports that can be used in the inclusive classroom. Let's kick it! A great way to grade modified projects, presentations, essays, or any multiple step activity is to use a rubric. I am a big fan of the modified rubric. You are able to incorporate IEP goals (including Independent Functioning goals) into the classroom lesson and unit plans. The picture on the left is an unmodified rubric provided for a seventh grade essay. The one on the right is modified and incorporates modifications and goals that are in the student's IEP. I set up modified rubrics so that a 70% corresponds with the IEP goal or the student's individual unit objectives. If a student meets expectations, they will earn a C. Students that go above and beyond the expectation can earn a B or an A. Students who do not meet the expectations can earn a D or F. Here is an example of a stud
Read more

Co-Teaching Spotlight: Parallel Instruction

Image
I'm continuing with Julia's Rocking Co-Teaching Series . Click here to read more about team teaching. Okay, onto the next model! Model: Parallel Instruction Definition: "Teachers break the class into two heterogeneous groups and each instructs half of the class" ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski ). What does it look like? Groups facing away from one another and teachers facing one another to limit distractions and noise Two teachers teach the same content in the same way OR  Two teachers teach the same content in a different way ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski )  Notice how the two teachers are facing each other and the groups of students are facing away from one another. Both teachers are teaching the same content in the same way. Notice in this video the quick transition from full class to parallel instruction. The teachers are teaching the same content in a different
Read more