Agenda
Reflections
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Today, students shared their name pieces, and then we analyzed maps displaying various social and economic issues. In the agenda below, I will write how I taught the class. Suggestions for change can be found under "Reflections." Agenda:
o Most/least loved o Gay rights around the world o Economic inequality
Reflections:
WELCOMING TO FOREIGNERS
GAY MARRIAGE
MOST/LEAST LOVED
EMOTIONAL
ECONOMIC INEQUALITY
GENERAL COMMENTS/QUESTIONS
Agenda:
o "If I had been called Sabrina or Ann, she said" - Marge Piercy o "Mary" - student poem o "Sekou" - student o "Sam" - student o "I am a Shadow" - student
Reflections:
In my first lesson of the course, I wanted to address some of the topics we will be discussing during the year. I wanted to gauge students' beliefs on "controversial" issues, and determine some norms for discussion (e.g. Beliefs that make other people feel inferior because of who they are, are not okay here.) Agenda: *Note: class periods in my school are 65 mins.
Reflections:
Since the units' original postings, I have found/been directed towards some great additional resources. Below are some additional resources for the identity unit. I will integrate these resources into the evolving Identity unit on the Curriculum page. Hook (Day 1):
Gender (Days 6 & 7): Race & Ethnicity (Days 8 & 9):
Nationality & Immigration Status (Days 10 & 11):
Class (Days 13 & 14):
Sexuality (Days 15 & 16):
Considering this class often requires artistic expression, I have a bunch of art supplies ready for my class. However, they also need to practice writing, so I need to provide materials for them to write on/with as well. Also important to note - I do not have a classroom in the traditional sense. I am in a number of rooms throughout the day, but my students still need the supplies. So, I travel with a cart. Below is a list of materials present on my cart (or materials that will be on the cart for certain lessons - not all are shown in the picture). Materials: (many purchased in Target's dollar spot section)
I love using short videos to facilitate discussion. I believe they are an integral part of learning and helpful for English Language Learners, as they act as visual aids. However, at my school (as well as many other schools), YouTube is blocked. I was downloading all the videos, but my computer was quickly running out of space, as some of them are quite large. Recently, a colleague suggested saving them to Google Drive, which I think, is a great suggestion. So, if anyone else needs a fix for school YouTube restrictions, the steps I use are listed below. 1. Download ClipGrab (link here)
2. Go to the YouTube video you want to use 3. Highlight the URL & copy it (youtube.com/watch...) 4. Open ClipGrab program (for Macs, it's on the Launchpad - Windows might be in "Programs"?) 5. The link you just copied will usually show up in ClipGrab, but if not, paste the URL in the box & press "Grab this Clip". You'll have to save it somewhere on your hard drive at first. 6. Open Google Drive (if you're always logged into your Gmail account, just google "Google Drive" and yours will open automatically). 7. Click "New" (the red rectangle on the left hand side of the screen), then "File Upload". Go to wherever you saved the clip, click on it, then click "Open". 8. It takes a few minutes for the clip to upload and "process" to make it viewable online, but once you see an image of the video (and not a red & white scene slate). Once it's playable, delete the file from your hard drive. 9. Access your Google Drive (and all your video clips) in the classroom or anywhere else YouTube is blocked! This post features a handout my students will receive tomorrow, on their first day of school that outlines (some of) the topics we will cover throughout the year. With students and parents that are English Language Learners, visuals are helpful, so I've tried to include many here. I'm going to introduce the class, have students look at the topics & highlight topics they are interested in. I also will give the students post-its to write any questions, concerns, or suggestions about the class.
This last unit will require students to use everything they've learned in the course to complete a final project with the goal of changing one or more gendered issues in their communities. In addition to creating the final project, students must also implement the activist strategy. (For example, if they write a socially conscious children's book, they must then read it to a group of children.) Students must be able to explain why they chose a particular gendered issue by citing research conducted in the community as well as general data and statistics on the topic. They must also speak to their chosen activist strategy by citing examples of its success (or its limited/incorrect use) in the past. One of the major texts I draw on for this unit is Revolutionizing Education by Julio Cammarota and Michelle Fine. Estimated Time of Unit: 5 weeks EQ: What is the best way to create social change? Project: Participatory Action Research (PAR) project DAY 1: Hook Lesson
DAY 2: Review of what students already know
DAY 3: Overview of content in unit
DAY 4: Text - excerpts from from Revolutionizing Education
DAY 5: Discussion - in project groups (group work should continue)
DAY 6: Activist Strategy - Music Videos
DAY 7: Activist Strategy - Public Service Announcements (PSAs)
DAY 8: Activist Strategy - Social Media
DAY 9: Activist Strategy - Civil Disobedience
DAY 10: Activist Strategy - Legislation
DAY 11: Activist Strategy - Arts
DAY 12: Educate
DAY 13: Create a product
DAY 14: Discussion - in project groups (group work should continue)
DAY 15: Introduce Project Expectations
DAYS 16-22: Students work on projects in groups
DAY 23: Implement project DAY 24: Discussion - Whole Class
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June 2018
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