Mr. Allen's H-Boldt: Assessments

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Philosophy through Literature - Good Stuff!

Please start to read this journal article, Philosophy through Literature – by Jukka Mikkonen in preparation for Tuesday's work time.

http://tampub.uta.fi/bitstream/handle/10024/66808/978-951-44-8587-9.pdf

Syllabus is here.

Day #1: Introduction to course: Masculinity, Equity, Diversity and Social Justice outside the box

Day 1 - June 19, 2017

Introduction to course, teacher and each other & how to use website.

1. What's the Problem with Black Masculinities?
Link: https://drive.google.com/file/d/0B5DixllWE18eYlBaNlNpaG1xUjA/view?usp=sharing

2. Understanding Patriarchy (bell hooks)
http://imaginenoborders.org/pdf/zines/UnderstandingPatriarchy.pdf

Question: How does a theme develop over a course of a text?

Part II

Activity: What is Fake News?

PowerPoint & Lecture (PP)

Can you identify a reliable source?
What makes a reliable news source?
Thinking of your culture, background and history, can you find a story in today's newspaper that represents you?
What is bias?
What kinds of websites would we expect to be biased?
What kinds of websites would we expect to be unbiased?
How do we decide who won the election
Who won the 2016 US presidential election?
What is the difference between the popular vote and the electoral college?

Option: Read this article (http://www.cnn.com/2016/12/07/politics/trump-picks-scott-pruitt-to-head-epa/index.html) and rewrite it as fake news

Imagine you wanted to persuade / move / influence people on this issue

What psychological theories and practices would you use? Would you appeal to fear? Perhaps propose a secret conspiracy?

Write a new headline and a new article

Bonus: Create a chart or graphic to support your new article

Benchmarks, Standards and Assessments for Summer Session 1 2017 (Teacher Notes)

SWBAT...

The following information is aligned with the teaching of ELA.

Grade 9-10 Standards (ELA)

9.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9.7.8.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

9.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

9.12.1.1 Cite specific textual visual or physical evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

9.12.2.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

9.12.3.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Day 16: Group Reading Workshop - BloodChild (Butler)

Reading: Octavia Butler's Bloodchild (PDF) - reading aloud in class.

Class Discussion (Small group and Full Class)

Assessment: Exit Slip

Day 14: How do you sound? The Gift of Speech, Language and Sound (Assessment/Survey Day)

Discussion Question: How should talk be evaluated?

The first half of class we will discuss this article. The second half of class, you will have time to work on your final paper and fill out a class survey and exit sheet.

Thank you very much, it was a pleasure to have you in my class this summer!

Talk with thunder, write like lightening!

Class Reading (Article): The Power of Talk: Who Gets Heard and Why - by Deborah Tennen FROM THE SEPTEMBER–OCTOBER 1995 ISSUE of The Harvard Review

Day 12: Social Justice: Do Black Lives Matter...or do All Lives Matter?

Maybe the answer is easy; maybe not?

Discussion Question: What does an author's language and point of view tell us about their attitude and purpose?

Social Justice?

If a white police officer, or white person kills a Black man or woman, freeways are blocked, police stations are protested and every fee-based poverty pimp is looking for a reporter or camera to get in front of. But when our Black youth, filled with hate, stupidity, fear and lies of the Rap game gun down other Black boys, babies, girls, moms, dads and grandparents and those who are trying to do better, people in Black Lives Matter clearly show us they do not.

Q: What does an English class or lesson have to do with Social Justice?

A: At some point and time, some of you may become activists concerned about the outcomes of people who have been wronged by society. This requires a sharp wit as well as a knowledgeable keyboard with a person who can successful express themselves with words, facts and research. This lesson is built off the discussion question in regards to the author's language and point of view; not everyone will see the world as you do and it's important to make your point.

PowerPoint Presentation - What is Social Justice and who is given Justice?

Readings:

1. Transformation of Self: What happens to Social Justice and Equity in Education after the Course? by Don Allen, M.A. Ed.

2. Black Ink II: The Year of the Black Male by Don Allen, M.A. Ed.

3. Why Black America gets Bad News Coverage by Don Allen, M.A. Ed

Homework Note: Please response in your journals after reading each article. (30 Point Bonus at the end of the session.)

Day 10: What have we learned in the last 10-days - A Summative Assessment and prelude to the Final Paper of the session

To be academically proficient, each student must reflect on the knowledge they gain from the lessons taught by a teacher, friend, life or an experience. Today's class will feature a roundtable discussion for the first hour and the second hour will be used for you to complete your final papers for submission.

Teacher Note Space: As a class, we will also discuss your final paper; the topic and how to get started. Each topic must be approved by the teacher. Please see me before the end of class with your ideas.

Thank you!