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.

4.22.14

Objective:
I can brainstorm possible topics for the SHRRP, and begin researching.
I can identify my topic for my SHRRP.
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, review the vocabulary (below) for your quiz on Friday.
2.  Education as a Basic Human Right:  continuing the conversation
    2a.  An Urban Myth That Should Be True
    2b.  Response log
3.  Choosing your topic
    3a.  SHRRP Choice Board
    3b.  Dialectical Research Log
4.  Exit ticket -- Topic Submission form


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

Start studying 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.

4.21.14

Objective:
I can preview the SHRRP.
I can demonstrate understanding of expectations.
I can brainstorm possible topics, and begin researching.

Interested in these 6 word essays?  Enter your own at The Race Card Project

1.  Launch
    1a.  When you are finished, read the letter on your desk
2.  Intro to the SHRRP
    2a.  Letter from Ms. G
    2b.  Scavenger Hunt expectations
    2c.  Questions/concerns
3.  Intro to week's topic:  Education as a basic human right
    3a.  UNICEF
    3b.  NESRI
    3c.  Learning Outcomes Assessment
    3d.  HREA Study Guide
4.  Exit ticket
 

Homework:  Read Malala's speech about the right to education for all, and pick a quote that resonates with you.  Write a response to it, using the language of academic argument (defend/challenge/qualify).

Start studying your vocabulary; quiz on Friday!

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

4.17.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch
2.  Continue on The Arrival -- Group Essay!
     2a.  Self-differentiated work time
     2b.  Check-ins with Ms. G
3.  Sample thesis statement:
"By applying ____________, ______________, and ______________ criticisms to Shaun Tan's graphic novel The Arrival, we can better understand the theme of _____________ (theme).  _______________ criticism allows us to understand ___________ (1st sub claim), whereas __________________ criticism elucidates/shows ____________ (2nd sub claim).  Finally, __________________ criticism helps us uncover ________________ (3rd sub claim)." 
4.  Utilize this document template
5.  Exit ticket

Resource Bank:

• Remember to revise your claim statements
• Writing Standards
• Transition Words
• MLA Citations
• Language for Academic Argument
• Commentary Moves Overview

4.16.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch
2.  Continue on The Arrival -- Group Essay!
     2a.  Self-differentiated work time
     2b.  Check-ins with Ms. G
3.  Sample thesis statement:
"By applying ____________, ______________, and ______________ criticisms to Shaun Tan's graphic novel The Arrival, we can better understand the theme of _____________ (theme).  _______________ criticism allows us to understand ___________ (1st sub claim), whereas __________________ criticism elucidates/shows ____________ (2nd sub claim).  Finally, __________________ criticism helps us uncover ________________ (3rd sub claim)." 
3.  Exit ticket

Resource Bank:

• Remember to revise your claim statements
• Writing Standards
• Transition Words
• MLA Citations
• Language for Academic Argument
• Commentary Moves Overview

4.15.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch
     1a.  Consult with your group members if you need assistance
2.  Piggybacking on privilege:  "Imagine a world where..."
     2a.  Trigger warning
3.  Continue on The Arrival -- Group Essay!
     3a.  Self-differentiated work time
     3b.  Check-ins with Ms. G
4.  Exit ticket

4.14.14

Objectives:

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.

1.  Launch:  How Privileged Are You?
     1a.  Consider various kinds of identity markers
2.  The Arrival Video
    2a.  Brief pulse check
3.  Get started on The Arrival -- Group Essay!
     3a.  Compose thesis statement
     3b.  Anyone who has not yet finished, read Part V of The Arrival
4.  Exit ticket

4.11.14

Objectives:
I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.
I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1.  Launch:  Quickwrite
2.  Finish Applying Criticisms
3.  Finish reading The Arrival (Part IV and V)
     3a.  If you finish before the end of the period, you can get started on your homework
4.  Exit ticket -- Submission Form

4.10.14

Objectives:
I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.
I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1.  Launch
    1a.  Done early? Look at this cool thing!
2.  Marginalized Peoples:  Part III
3.  Applying Criticisms
    3a.  One person in each group should make a copy, then share it with others in group
    3b.  Each person is assigned a color -- ALL work that you contribute should be IN THAT COLOR; this keeps everyone accountable
4.  Exit ticket -- Quickwrite 

4.8.14

Objective:
I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

1.  Launch
2.  Finish working on Framing the Narrative
     2a.  Group work time
3.  Tracing the Narrative -- a critical perspective
    3a.  individual work time:  whatever you do not finish is HOMEWORK DUE THURSDAY
4.  Exit ticket

4.7.14

Objective:
I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

1.  Launch -- Student Voices Questionnaire
2.  How to read a graphic novel PPT
3.  Framing the Narrative
    3a.  Close Reading Notes
    3b.  Motif
    3c.  Protagonist
4.  Close Reading (Part 1 and 2)
    4a.  Group work time
5.  Exit Ticket