6.6.14

Our family!

1.  Launch -- sign yearbooks :)
     1a.  Wait to get snacks until you're done with chromebooks
2.  End of Year Survey
3.  SHRRP Grades/Feedback
     3a.  Bookmarks from Ms. G's mom
4.  Sign Ms. G's yearbook
5.  Bedtime stories
6.  Exit ticket -- Toasts!

6.4.14

"You have to leave the city of your comfort and go into the wilderness of your intuition." -- Alan Alda

Objectives:

• Give feedback to Ms. G, to make her a better teacher
• To locate your inner authentic voice, and celebrate it
• To know that Ms. G loves you

1.  Launch -- Read Commencement speech by Toni Morrison (last three paragraphs, especially)
2.  Authentic Voice Quickwrite
3.  SHRRP Share-out
     3a.  Template with sentence frames
     3b.  Presentation Submission Form
4.  Oh, the places you'll go!
5.  Exit ticket -- End of Year Survey

5.30.14

You might be as sleepy as this little puppy...

but also as happy as this panda, to be done with your SHRRPs!

You probably feel as smug as this baby giraffe!

College writing? Pshh, ain't no thang, now!

I feel as proud of you as this mama cat!

1.  Launch
2.  SHRRP
     2a.  Review Rubric
     2b.  MLA Format Research Paper Checklist
     2c.  Peer editing!
3.  Exit ticket -- Submission Form


Resource Bank:

• Transitional words/phrases
• MLA Formatting and Style Guide
• Annotated Bibliography
• Annotated Bibliography exemplar (Ms. G's college paper)

Think you're finished? Revise for these following things!

• Sentence variety
• Active/passive voice
• Conciseness

5.29.14

1.  Launch
2.  SHRRP
     2a.  Review Rubric
     2b.  Work time
     2c.  Check-ins with Ms. G
3.  Exit ticket


Resource Bank:

• Transitional words/phrases
• MLA Formatting and Style Guide
• Annotated Bibliography
• Annotated Bibliography exemplar (Ms. G's college paper)
• MLA Format Research Paper Checklist

Think you're finished? Revise for these following things!

• Sentence variety
• Active/passive voice
• Conciseness

5.28.14

1.  Launch
2.  TEDtalk
     2a.  Transcript
     2b.  Response log
3.  SHRRPin' it up
    3a.  MLA Format Research Paper Checklist
    3b.  Work time
    3c.  Check ins with Ms. G
4.  Annotated Bibliography exemplar (Ms. G's college paper)

Resource Bank:

• Transitional words/phrases
• MLA Formatting and Style Guide
• Annotated Bibliography

Think you're finished? Revise for these following things!

• Sentence variety
• Active/passive voice
• Conciseness

5.27.14

#YesAllWomen because ‘I have a boyfriend’ is more effective than ‘I’m not interested’—men respect other men more than my right to say no

Because I’ve already rehearsed “Take whatever you want, just don’t hurt me.” #YesAllWomen

#YesAllWomen because every time I try to say that I want gender equality I have to explain that I don’t hate men.

Men’s greatest fear is that women will laugh at them, while women’s greatest fear is that men will kill them. -Margaret Atwood #YesAllWomen

Because in about 30 states, rapists whose victims choose to keep the baby can get parental rights, like weekend visitation. WTF #YesAllWomen

#yesallwomen because apparently the clothes I wear is a more valid form of consent than the words I say

I repeat: the fact that there are male victims isn’t proof it’s not misogyny. It’s evidence that misogyny hurts men too. #YesAllWomen

Because if I know I will be out til after dark, I start planning my route home hours, even days, beforehand #yesallwomen

1.  Launch --Communicate your needs!
2.  The New Yorker -- #yesallwomen and gender-based violence
     2a.  Response log
3.  SHRRPin' it up
    3a.  MLA Format Research Paper Checklist
    3b.  Work time
    3c.  Check ins with Ms. G
4.  Annotated Bibliography exemplar (Ms. G's college paper)

Resource Bank:

• Transitional words/phrases
• MLA Formatting and Style Guide
• Annotated Bibliography

Think you're finished? Revise for these following things!

• Sentence variety
• Active/passive voice
• Conciseness

American Teenager Project Day 1

1.  Launch -- Check out Humans of New York
     1a.  Interview of Brandon Stanton
2.  Burning Man photo-narrative
     2a.  The power of captions
3.  Chalk Talk -- Silently agree/disagree with the following statements, on the butcher paper around the room

• Failing is a student's fault. 
• I feel seen, and heard.
• LGBTQ people should be allowed to get married.
• People of color are treated unfairly by the justice system.
• Immigrants make our community stronger.
• I feel disempowered, because...
• Most people think I am __________, but really, I am ___________.
• Zip code and skin color determine whether you go to college, or prison.
• My gender/race/body type stop me from pursuing all the things I want to do. 

4.  In My Neighborhood -- A Collaborative Poem
5.  What's the story here?
6.  Ethnography Practice
7.  Documentary Photography Lesson

5.16.14

Happy Prom!!!
Be SAFE!

1.  Launch -- study your vocab!
2.  Quiz
3.  Work time on the SHRRP!
     3a.  Extra credit opportunity: The New Jim Crow
     3b.  Check-ins with Ms. G
     3c.  Expectations for during WWW
4.  Exit ticket -- Submission Form

5.15.14

You are all as self-directed as this little kitten!

1.  Launch
2.  Reading The New Jim Crow by Michelle Alexander
     2a.  Response Log
     2b.  Revisiting Chunks 1 and 2, summarizing our points
3.  Work Time!!!!
     3a.  Expectations for WWW
4.  Exit ticket

Your Vocab quiz is TOMORROW!!!!!

5.14.14

1.  Launch
     1a.  Black Harvard Students Share Their Experiences Through Powerful Photo Project
2.  What was "Jim Crow"?
3.  Reading The New Jim Crow by Michelle Alexander
     3a.  Response Log
4.  Exit ticket

5.13.14

1.  Launch
2.  Masked Racism: Reflections on the Prison Industrial Complex by Angela Davis
     2a.  Review from yesterday
     2b.  Response Log
3.  Work time for the SHRRP!
    3a.  Updates on deadlines, etc
4.  Exit ticket

Articles for the week:
   a.  Education, Institutional Racism, and "My Brother's Keeper"
   b.  California's Continuing Prison Crisis
   c.  De-criminalizing mental illness
   d.  Beyond Scared Straight: Experts Alarmed by New Show and Impact on Kids

Make sure you are studying your Vocabulary for the week!

5.12.14

1.  Launch
2.  Vocabulary for the week
3.  Criminalization: Introduction
     3a.  Mass incarceration video
4.  Masked Racism: Reflections on the Prison Industrial Complex by Angela Davis
     4a.  Angela Davis' biography
         -Who is she?
         -What has she accomplished in her life?
         -What does she believe in, and what social justice issues is she passionate about?
     4b.  Response Log
5.  Exit ticket

Articles for the week:
   a.  Education, Institutional Racism, and "My Brother's Keeper"
   b.  California's Continuing Prison Crisis
   c.  De-criminalizing mental illness
   d.  Beyond Scared Straight: Experts Alarmed by New Show and Impact on Kids

5.9.14

Objectives:
I can continue to work on my SHRRP, self-differentiating and self-regulating for my own learning outcomes.
I will be able to communicate my needs, and identify areas of growth; I can either locate resources on my own, or ask for assistance, thereby taking ownership of my educational trajectory.

1.  Launch -- cram for your quiz
2.  Quiz
3.  Self-differentiated work time
    3a.  Check-ins with Ms. G
    3b.  SHRRP scaffold
4.  Exit ticket -- Submission Form

5.8.14

Objectives:
I can continue to work on my SHRRP, self-differentiating and self-regulating for my own learning outcomes.
I will be able to communicate my needs, and identify areas of growth; I can either locate resources on my own, or ask for assistance, thereby taking ownership of my educational trajectory.

Ms. Barrett's puppy, Lola!!!

1.  Launch
2.  Conversations with Ms. Barrett!
    2a.  Questionnaire
3.  Self-differentiated work time
    3a.  Check-ins with Ms. G
    3b.  SHRRP scaffold
4.  Exit ticket

5.7.14

Objectives:
I can continue to work on my SHRRP, self-differentiating and self-regulating for my own learning outcomes.
I will be able to communicate my needs, and identify areas of growth; I can either locate resources on my own, or ask for assistance, thereby taking ownership of my educational trajectory.

1. Launch:
    1a.  Read this TIME article
    1b.  Respond here
2.  Presenting the SHRRP scaffold
    2a.  Clear timeline for completion
3.  Self-differentiated work time
    3a.  Check-ins with Ms. G
4.  Exit ticket

5.6.14

Objectives:

I can demonstrate understanding of the parameters for the SHRRP outline, and track my research in my dialectical research log.  I can collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of gender-based violence, by perusing and responding to terminology and literary accounts.  I can support my assertions with textual evidence.

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships around a theme of injustice.

The SHRRP might make you feel like this...

or even, like this...

But Ms. G has your back!

1.  Launch:  Communicate your needs!
    1a.  When you are finished, check out The Male Privilege Checklist
2.  Framing for the day:
     2a.  Norms
     2b.  Agenda
     2c.  Keeping our finger on the pulse: gender-based violence
     2d.  Response Log
3.  Video of Sierra Leone
4.  Read intro of "Half the Sky"
5.  Groups:
     5a.  Group 1:  APES students will review lesson from yesterday
     5b.  Group 2:  Everyone else will try to finish their SHRRP research
6.  Stations!
     6a.  During our stations, Ms. G will hold conferences
7.  Break -- take care of personal needs, so that we can all be productive
     7a.  Meditation
8.  clip from "Girl Rising"
     8a.  Discussion
9.  Wide-Angle Presentation:  "Contestant No. 2"
     9a.  Discussion
     9b.  Response Log
10.  Exit ticket:  Process Check

For mini-lessons on evaluating the credibility of a source, using easybib.com, and designing search terms, navigate to this powerpoint.

5.5.14

Objective:
I can demonstrate understanding of the parameters for the SHRRP outline, and track my research in my dialectical research log.  I can collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of gender-based violence, by perusing and responding to terminology and literary accounts.  I can support my assertions with textual evidence.

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships around a theme of injustice.

1.  Launch:  Start reading through your vocabulary
2.  Review SHRRP Vocab Week 3
3.  'Bring Back Our Girls' by Nicholas Kristof
     3a.  Response log
4.  Ananya Roy Response Log Submission Form
     4a.  TED Talk by Ananya Roy
     4b.  Response Log
5.  Self-differentiated work time
     5a.  Collating research (should be finishing up 6 sources by this time)
     5b.  Refresher on how to use easybib.com
     5c.  Prepare for tomorrow's quickwrite, by reading homework
     5d.  'Pull up a chair' if you're struggling!
6.  Exit ticket

Check out Ms. G's college essay

Homework:  Read and annotate Solidarity Not Charity: Racism in Katrina Relief Work (be prepared for a quickwrite about it TOMORROW)

5.2.14

Objective:
I can demonstrate understanding of the parameters for the SHRRP outline, and track my research in my dialectical research log.  I can collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of global poverty, by perusing and responding to terminology and literary accounts.  I can support my assertions with textual evidence.

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships around a theme of injustice.

1.  Launch -- review for your vocab quiz
    1a.  Review Millennium Development Goals
2.  Quiz!
     2a.  When you are finished, start your weekend HW
3.  TED Talk by Ananya Roy
     3a.  Response Log
4.  Exit ticket -- submit Response Log

Need a break?  Check out this video of an adorable kitten falling asleep, standing up!

Check out Ms. G's college essay

Homework:  Read and annotate Solidarity Not Charity: Racism in Katrina Relief Work (be prepared for a quickwrite about it on Monday)

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide
    e.  NPR: on bias amongst professors (audio)
    f.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    g.  The Opportunity Gap (NYTimes article)
    h.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    i.  Minorities and whites follow unequal paths to college  (Washington Post)

ii.  Week 2:
     a.  The Eyes of the Poor by Charles Baudelaire
     b.  The Nobodies by Eduardo Galeano
     c.  What is Poverty?  by Jo Goodwin Parker

     d.  Ms. G's photos

5.1.14

Objective:
I can demonstrate understanding of the parameters for the SHRRP outline, and track my research in my dialectical research log.  I can collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of global poverty, by perusing and responding to terminology and literary accounts.  I can support my assertions with textual evidence.

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships around a theme of injustice.

1.  Launch
    1a.  Done early?  Check out Ms. G's college essay
2.  Pull Up a Chair: Workshops with Ms. G!
     2a.  Easybib.com
     2b. Evaluating credibility of a source (tone, author, bias)
     2c.  Research Powerpoint
3.  Individuated Work Time
     3a.  SHRRP Outline and Source List
     3b.  Dialectical Research Log
4.  Exit ticket

Need a break?  Check out this video of an adorable kitten falling asleep, standing up!

HOMEWORK:  Remember to study your SHRRP Vocab Week 2, there is a quiz TOMORROW!

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide
    e.  NPR: on bias amongst professors (audio)
    f.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    g.  The Opportunity Gap (NYTimes article)
    h.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    i.  Minorities and whites follow unequal paths to college  (Washington Post)

ii.  Week 2:
     a.  The Eyes of the Poor by Charles Baudelaire
     b.  The Nobodies by Eduardo Galeano
     c.  What is Poverty?  by Jo Goodwin Parker

     d.  Ms. G's photos

4.30.14

Objective:
I can demonstrate understanding of the parameters for the SHRRP outline, and track my research in my dialectical research log.  I can collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of global poverty, by perusing and responding to terminology and literary accounts.  I can support my assertions with textual evidence.

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships around a theme of injustice.

1.  Launch
2.  Activate Prior Knowledge
    2a.  Be prepared to share out from your launch
    2b.  Language for Academic Argument
3.  What is Poverty?  by Jo Goodwin Parker
     3a.  Read aloud as a class
     3b.  Response log
     3c.  Share out
4.  Individuated Work Time
     4a.  SHRRP Outline and Source List
     4b.  Dialectical Research Log
5.  Exit ticket

"How long will it take for someone to take a stand?"
Masada, Israel
Photo credit:  S. Gzesh

HOMEWORK:  Remember to study your SHRRP Vocab Week 2, and work on your Sources at home!

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide
    e.  NPR: on bias amongst professors (audio)
    f.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    g.  The Opportunity Gap (NYTimes article)
    h.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    i.  Minorities and whites follow unequal paths to college  (Washington Post)

ii.  Week 2:
     a.  The Eyes of the Poor by Charles Baudelaire
     b.  The Nobodies by Eduardo Galeano
     c.  What is Poverty?  by Jo Goodwin Parker
     d.  Ms. G's photos

4.29.14

Objective:
I can understand the parameters for the SHRRP outline, and track my research in my dialectical research log.  I can collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of global poverty, by perusing and responding to terminology and literary accounts.  I can support my assertions with textual evidence.

Interested in finding out more?
Check out http://www.un.org/millenniumgoals/

1.  Launch:  Millenium Development Goals
    1a.  How do these goals dovetail with your SHRRP?  Be prepared to share out
2.  The Eyes of the Poor by Charles Baudelaire
    2a.  Ms. G's photos
    2b.  Response Log
3.  Previewing the text for tomorrow:
     3a.  What is Poverty?  by Jo Goodwin Parker
     3b.  Expectations -- Applying critical lenses, support assertions with evidence
4.  Individuated Work Time
     4a.  SHRRP Outline and Source List
     4b.  Dialectical Research Log
5.  Exit ticket

HOMEWORK:  Remember to study your SHRRP Vocab Week 2, and work on your Sources at home!

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide
    e.  NPR: on bias amongst professors (audio)
    f.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    g.  The Opportunity Gap (NYTimes article)
    h.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    i.  Minorities and whites follow unequal paths to college  (Washington Post)

ii.  Week 2:
     a.  The Eyes of the Poor by Charles Baudelaire
     b.  The Nobodies by Eduardo Galeano
     c.  What is Poverty?  by Jo Goodwin Parker

4.28.14

Objective:
I can understand the parameters for the SHRRP outline, and track my research in my dialectical research log.  I can collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of global poverty, by perusing and responding to terminology and literary accounts.  I can support my assertions with textual evidence.

1.  Launch:  Check out this website
2.  Vocabulary:  SHRRP Week 2
    2a.  Test on Friday
3.  Week 2:  Research Sources and Creating an Outline
     3a.  SHRRP Outline and Source List
     3b.  Dialectical Research Log
4.  Individuated work time
     4a.  Problem Statements (if necessary)
     4b.  Problem Statement Submission Form
     4c.  Start research
5.  Exit ticket

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide
    e.  NPR: on bias amongst professors (audio)
    f.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    g.  The Opportunity Gap (NYTimes article)
    h.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    i.  Minorities and whites follow unequal paths to college  (Washington Post)

ii.  Week 2:
     a.  The Eyes of the Poor by Charles Baudelaire
     b.  The Nobodies by Eduardo Galeano
     c.  What is Poverty?  by Jo Goodwin Parker

4.25.14

Objective:
I can identify my topic for my SHRRP.

I can begin to collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of education as a basic human right, by perusing and responding to an expository article.  I can support my assertions with textual evidence.

1.  Launch
2.  Quiz
3.  Problem Statements
    3a.  Powerpoint
    3b.  Craft your own!
4.  Continuing to research your topic
    4a.  SHRRP Choice Board
    4b.  Dialectical Research Log
5.  Exit ticket

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide
    e.  NPR: on bias amongst professors (audio)
    f.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    g.  The Opportunity Gap (NYTimes article)
    h.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    i.  Minorities and whites follow unequal paths to college  (Washington Post)

Extra Credit:  Read Malala's speech to the United Nations, and write an additional response.

4.24.14

Objective:
I can identify my topic for my SHRRP.

I can begin to collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of education as a basic human right, by perusing and responding to an expository article.  I can support my assertions with textual evidence.

1.  Launch:  Read the U.N. Declaration of Human Rights.  Choose one article that you feel is infringed upon by your research topic, and explain why.
    1a.  Reminders about homework and vocab quiz tomorrow
2.  The Making of a Girl
    2a.  Want to learn more?  Go to the GEMS website
3.  Problem Statements
    3a.  Powerpoint
    3b.  Craft your own!
4.  Continuing to research your topic
    4a.  SHRRP Choice Board
    4b.  Dialectical Research Log
5.  Exit ticket

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide
    e.  NPR: on bias amongst professors (audio)
    f.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    g.  The Opportunity Gap (NYTimes article)
    h.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    i.  Minorities and whites follow unequal paths to college  (Washington Post)

Study your vocabulary; quiz TOMORROW

Extra Credit:  Read Malala's speech to the United Nations, and write an additional response.

4.23.14

Objective:
I can identify my topic for my SHRRP.

I can begin to collate evidence, evaluating it for credibility and usefulness.

I can deepen my understanding of education as a basic human right, by perusing and responding to an expository article.  I can support my assertions with textual evidence.

1.  Launch
    1a.  When you are finished, click on any of the articles listed below (in section 2).
2.  Higher education as a hierarchy; is college a caste system?
    2a.  NPR: on bias amongst professors (audio)
    2b.  Access of Ethnic Minorities to Higher Education (article published by Berkeley Center for Higher Education)
    2c.  The Opportunity Gap (NYTimes article)
    2d.  Michigan's Ban on Affirmative Action Upheld by Supreme Court (CNN)
    2e.  Minorities and whites follow unequal paths to college  (Washington Post)
3.  Beginning to research your topic
    3a.  SHRRP Choice Board
    3b.  Dialectical Research Log
4.  Exit ticket -- Submit Response Log

SHRRP Research Compendium
i.  Week 1:
    a.  UNICEF
    b.  NESRI
    c.  Learning Outcomes Assessment
    d.  HREA Study Guide

Study your vocabulary; quiz on Friday!

Homework:  Read the U.N. Declaration of Human Rights.  Choose one article that you feel is infringed upon by your research topic, and explain why.

Extra Credit:  Read Malala's speech to the United Nations, and write an additional response.