There is no curricular lesson today. Instead, we will spend the 40 minute period uploading students' Grad. Portfolio literary analysis essays and reflections, which they submitted before winter break, to the digital archive.
Students need to make sure they have access to their essay and reflection when they come to class on Wednesday and should make sure they have read up to page 51 in Kindred before class on Thursday or Friday.
Tuesday, January 12, 2010
Lesson 39: January 11/12
Today's objectives:
By the end of today's lesson, students will familiarize themselves with the literary discussion circle roles and expectations, orally analyze p.1-45 of Kindred, and use apposition to combine simple sentences.
Agenda:
Do Now: SSR in Kindred [30 min.]
1) Introduce literary discussion circles & roles
2) Apposition and higher-level punctuation --> practice sheet
HW:
• Make sure you will have access to your ESGP Lit. Analysis essay and your reflection during class this Wednesday (we will be uploading to the digital archive)
• Read from River 3 (33)- end of River (51) by Thursday/Friday
By the end of today's lesson, students will familiarize themselves with the literary discussion circle roles and expectations, orally analyze p.1-45 of Kindred, and use apposition to combine simple sentences.
Agenda:
Do Now: SSR in Kindred [30 min.]
1) Introduce literary discussion circles & roles
2) Apposition and higher-level punctuation --> practice sheet
HW:
• Make sure you will have access to your ESGP Lit. Analysis essay and your reflection during class this Wednesday (we will be uploading to the digital archive)
• Read from River 3 (33)- end of River (51) by Thursday/Friday
Lesson 38: January 7/8
Today's objectives:
By the end of today's lesson, students will have interacted with the new essential questions and be able to explain mental slavery. They will also make connections between (internalized) racism with mental slavery, understand that racial epithets have a complex history in America and exhibit sensitivity in decisions they make about reading the word aloud, and begin reading Kindred.
Agenda:
1) What does “mental slavery” mean?
• Students look at multiple texts on mental slavery (two short writings excerpted from the internet, two songs/lyrics, a brief section of a text on mental slavery, and a sticker slogan) and work in groups to come up with a definition of mental slavery. [15 min]
• Groups share out their definitions and we work towards a class definition of mental slavery [10 min]
• How does mental slavery relate to racism (interpersonal, institutional, and internalized)? [10 min]
2) The n-word and the power of language [10 min]
3) Begin reading Kindred
HW: Read through the middle of page 33.
By the end of today's lesson, students will have interacted with the new essential questions and be able to explain mental slavery. They will also make connections between (internalized) racism with mental slavery, understand that racial epithets have a complex history in America and exhibit sensitivity in decisions they make about reading the word aloud, and begin reading Kindred.
Agenda:
1) What does “mental slavery” mean?
• Students look at multiple texts on mental slavery (two short writings excerpted from the internet, two songs/lyrics, a brief section of a text on mental slavery, and a sticker slogan) and work in groups to come up with a definition of mental slavery. [15 min]
• Groups share out their definitions and we work towards a class definition of mental slavery [10 min]
• How does mental slavery relate to racism (interpersonal, institutional, and internalized)? [10 min]
2) The n-word and the power of language [10 min]
3) Begin reading Kindred
HW: Read through the middle of page 33.
Monday, January 4, 2010
Lessons 37: January 4/5
Today's objectives:
By the end of today's class, students will get over the myth of “colorblindness," think about their previous experiences talking/learning about racism in school as well as their own current understanding of racism; differentiate between interpersonal and structural/institutional racism; and, get more comfortable talking about race and racism in a heterogeneous environment.
Agenda:
1) Students read an abridged version of “See Baby Discriminate” individually and discuss in small groups → each group shares out one thing they discussed about the article.
2) Students fill out Kindred anticipation guide
3) The class works together to generate a definition for racism.
4) What’s the difference between interpersonal and institutional/structural racism? (and some examples of institutional/structural racism)
5) Introduce homework assignment
HW: Positionality Journal Response (should be ~2 pages handwritten) -- due Thursday/Friday. This will count for the first Leadership Skills assignment of the 2nd semester.
By the end of today's class, students will get over the myth of “colorblindness," think about their previous experiences talking/learning about racism in school as well as their own current understanding of racism; differentiate between interpersonal and structural/institutional racism; and, get more comfortable talking about race and racism in a heterogeneous environment.
Agenda:
1) Students read an abridged version of “See Baby Discriminate” individually and discuss in small groups → each group shares out one thing they discussed about the article.
2) Students fill out Kindred anticipation guide
3) The class works together to generate a definition for racism.
4) What’s the difference between interpersonal and institutional/structural racism? (and some examples of institutional/structural racism)
5) Introduce homework assignment
HW: Positionality Journal Response (should be ~2 pages handwritten) -- due Thursday/Friday. This will count for the first Leadership Skills assignment of the 2nd semester.
Sunday, January 3, 2010
Want some extra credit?
I rarely offer up extra credit, but I can't resist this one. While trying to come up with a good, engaging way to start a class conversation about racism, I came across the following blog entry. Here's the assignment, should you choose to accept it:
1) Read the blog entry and the lesson plan that follows it.
2) Think about the situation the teacher is responding to, her objective for her "Emergency Culture Lessonplan," and the procedure. How well does this teacher seem to understand race and racism? Do you think this is an effective lessonplan about race/racism? What do you think the students will learn from this lesson? Will they meet the stated objectives? If you were the teacher, what might you do differently?
3) Respond to the blog entry in one of two ways: by writing up a paragraph for me, or, if you feel like you can respond with thoughtfulness and maturity, you may leave a comment on the blog entry itself.
Yeah, That'll Teach You A Lesson: My Emergency Racism Lesson Plan
-Micah
1) Read the blog entry and the lesson plan that follows it.
2) Think about the situation the teacher is responding to, her objective for her "Emergency Culture Lessonplan," and the procedure. How well does this teacher seem to understand race and racism? Do you think this is an effective lessonplan about race/racism? What do you think the students will learn from this lesson? Will they meet the stated objectives? If you were the teacher, what might you do differently?
3) Respond to the blog entry in one of two ways: by writing up a paragraph for me, or, if you feel like you can respond with thoughtfulness and maturity, you may leave a comment on the blog entry itself.
Yeah, That'll Teach You A Lesson: My Emergency Racism Lesson Plan
-Micah
Thursday, December 10, 2009
Lessons 34-36: December 7-11
This week, students are working on finishing their final essay revisions, writing their reflections, and revising their bibliographies. Final essays are due by 3:30pm on Friday and should include all of the following parts:
1) final essay (w/ updated cover page and revised bibliography)
2) all previous drafts and rubrics -- organized from newest to oldest
3) reflection
When we return to our normal schedule in the new year, we will be starting a new unit and a new semester.
1) final essay (w/ updated cover page and revised bibliography)
2) all previous drafts and rubrics -- organized from newest to oldest
3) reflection
When we return to our normal schedule in the new year, we will be starting a new unit and a new semester.
Thursday, December 3, 2009
Lesson 33/34: December 2-4
Wednesday, Thursday, and Friday this week, students will have work time. During this time, they are expected to work on the following tasks:
1) getting caught up (to 2nd draft status) if they did not turn a 2nd draft in before Thanksgiving
2) making revision to draft #2
3) updating all citations
4) creating a cover page
5) creating a bibliography
HW:
By 3:30 pm on Friday, Dec. 5th, students need to submit their 3rd draft. This draft should be revised from the 2nd draft feedback they received and contain updated citations, a cover page, and a bibliography. I will not be marking up these drafts, but I will read them over the weekend and score them using the Graduation Portfolio Rubric. Students will have an opportunity to make final revisions to their paper next week before the final paper deadline (Friday, Dec. 11th). Any student who does not turn in a complete final paper (including supporting materials) on Friday, Dec. 11th will receive an NC in American Literature for the semester.
1) getting caught up (to 2nd draft status) if they did not turn a 2nd draft in before Thanksgiving
2) making revision to draft #2
3) updating all citations
4) creating a cover page
5) creating a bibliography
HW:
By 3:30 pm on Friday, Dec. 5th, students need to submit their 3rd draft. This draft should be revised from the 2nd draft feedback they received and contain updated citations, a cover page, and a bibliography. I will not be marking up these drafts, but I will read them over the weekend and score them using the Graduation Portfolio Rubric. Students will have an opportunity to make final revisions to their paper next week before the final paper deadline (Friday, Dec. 11th). Any student who does not turn in a complete final paper (including supporting materials) on Friday, Dec. 11th will receive an NC in American Literature for the semester.
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