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