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. 

• 2010 Minnesota Academic Standards – English Language Arts K-12Curriculum and Assessment Alignment Form  Grades 6-12 English Language Arts 
• Minnesota Academic Standards in English Language Arts

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 18: Last Day of Summer Session #1

Thank you so much for participating in the Summer 2017 English Class at Gordon Parks High School. Today is the day to turn in all papers, updated for a better grade (including papers 1 & 2) and all assignments. Make sure you posted a conversation to the discussion board for every question; this will only assist you in getting a better grade.

Thank you.

Mr. Allen, M.Ed.
Teacher - Gordon Parks High School
Summer 2017 - Session One

Day 17: English Class Academic Conversation Workshop - Let's talk Critical Lenses for reviewing Literature

What is a critical lens?

A critical lens essay is a type of analytical essay that focuses on a quotation from a piece of literature. The essay states whether the quotation is valid, and explains why using literary devices. It is an analysis of the quote and uses literary elements and techniques to do so.

Described below are nine common critical approaches to the literature. Quotations are from X.J. Kennedy and Dana Gioia’s Literature: An Introduction to Fiction, Poetry, and Drama, Sixth Edition (New York: HarperCollins, 1995), pages 1790-1818.

• Formalist Criticism: This approach regards literature as “a unique form of human knowledge that needs to be examined on its own terms.” All the elements necessary for understanding the work are contained within the work itself. Of particular interest to the formalist critic are the elements of form—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for formalist critics is to determine how such elements work together with the text’s content to shape its effects upon readers. 

• Biographical Criticism: This approach “begins with the simple but central insight that literature is written by actual people and that understanding an author’s life can help readers more thoroughly comprehend the work.” Hence, it often affords a practical method by which readers can better understand a text. However, a biographical critic must be careful not to take the biographical facts of a writer’s life too far in criticizing the works of that writer: the biographical critic “focuses on explicating the literary work by using the insight provided by knowledge of the author’s life.... Biographical data should amplify the meaning of the text, not drown it out with irrelevant material.” 

• Historical Criticism: This approach “seeks to understand a literary work by investigating the social, cultural, and intellectual context that produced it—a context that necessarily includes the artist’s biography and milieu.” A key goal for historical critics is to understand the effect of a literary work upon its original readers. 

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 15: Presenting Information...the approach

Discussion Question: How can I present information in an effective way?

Reading: 17 Killer Presentations Tips for Students Who Want to Stand out

                    9 Easy Ways To Create PowerPoint Slides That Suck Less

                                             Video: Top 10 Ways to Present Information 

Assignment: Pick a topic (any topic: person, place or thing) and make a 10-slide PowerPoint Presentation. Be prepared to present when called on Day 18.

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 13: Talking like a University Professor? Academic Speak

Having good conversations are a part of being a great leader. In short, be a leader!

Discussion Question: How do I start and sustain thoughtful conversation?

PowerPoint Presentation: Academic Conversations

8 Tips for Speaking and Listening

1 Model a Good Conversation. ...

2 Encourage Physical Cues. ...

3 Challenge Put-Downs or Hurtful Comments. ...

4 Ask Open-Ended Questions. ...

5 Put Thinking Ahead of Knowing. ...

6 Have Informal Chats. ...

7 Make Eye Contact. ...

8 Encourage Turn-Taking.

Tools
Conversation and Topic Question Map 
My Talk About Card

An example of having thoughtful conversations in two disciplines

LANGUAGE ARTS 

A: What do you think the author’s message is?

B: Well I don’t think it was fair that the principal changed the rules about the jacket, you    
      know, to pay for it. A: Me too, but what was the lesson from the story? B: Maybe it was to stand up for what is right. A: Can you elaborate on that? B: Well, she was sad at first and then talked to her grandpa who told her he could pay, but wouldn’t. Maybe this helped her see that it would be, like, wrong to just give in and pay. What do you think? A: Yes, I agree. I think Martha changed cuz maybe at first, if she had the money, she would’ve paid. But, however, her grandfather made her think and show the school people that they were wrong. B: So how can we apply this to our life? A: Maybe we can make sure bullies at school don’t get away with bullying. B: And maybe it has to do with racism, like we talked about in class, how people bully people based on their skin color, like we saw in history class. A: How do we stop racism, though? B: May be study really hard to be lawyers. A: OK, how can we sum this up? B: We can say that the author wanted to teach us to stick up for what is right, even when more powerful people change the rules; and we should study more. 

HISTORY 

A: Why did the author write this?
B: To tell us about the Boston Massacre. But what I don’t get was why it was called a massacre if only 7 people were killed. A: Can you elaborate?
B: Well, the people weren’t so famous, and a massacre usually means lots of people die.
A: Maybe the people reporting it wanted to make it sound really bad.
B: Maybe they wanted to get people all mad in order to rebel, like, to start the Revolution. At that time, not everyone wanted to rebel.
A: Oh like the teacher said, a lot of times the newspapers—I don’t think they had radio or T.V. back then—would make up stuff...
B: You mean exaggerate?
A: Yeah, they would exaggerate things or focus on things or not print things to influence people.
B: So calling it a massacre made the English look really evil? A: Maybe. How about today? How can we apply these ideas to today?
B: Like,in commercials they only talk about good parts.And reporting on the war in Iraq might be biased, depending on the source.
A: But why?
B: Maybe to influence voters to vote to get troops out.
A: So we need to remember that words can be biased?
B: Yeah, how history is reported can make a big difference. 

Housekeeping: Peer Review Draft of final paper due on Day 14; students will be working in small peer groups to read papers and give input. Teacher will supply the peer feedback forms.

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!

Day 9: Eight Critical Lenses through Which Readers Can View Texts

When you write a narrative, what lens do you use to make your missive interesting and informative? 

Pre-writing, Summative Assessment #2 on Narrative Writing - A pre-curser to your final paper

Students will continue working on paper #2 with a working outline or draft in-class on Day 10. All papers must be emailed by Monday at 11:59pm to the teacher. 

At least eight ways exist to read and interpret texts.  Below is a list of eight critical lenses with definitions, questions, and strategies used for each.  As you read, consider shifting your perspective
 or viewpoint, or the LENSES THROUGH WHICH YOU READ.  

Discussion Question: What lenses might offer you more insight into the text? Do you have one that you use, defined by you? It's okay - don't throw anything away! 

Reader Response Lens

Definition:  Reading a text for personal meaning

Questions and Strategies:

• In what ways is the text familiar to your life?  Think of events in the story, the types of characters, or the setting…  Can you relate to it on a personal level?
• In what ways is the text different than your life?
• How did the text affect you?
• How has the text increased your interest in the subject matter?
• How has the text changed your worldview?

Socio-Economic Lens

Definition:  Reading a text for its socio-economic issues

Questions and Strategies: 

• Explore the way different demographics are represented in texts.
• What world view does the text represent?
• What does the text say about class structures?
• Analyze the social effects of the text.

Historical Lens

Definition:  Reading a text for its contextual significance.  This would include information about the author, his or her historical moment, or the systems of meaning available at the time of writing.

Questions and Strategies:

• Research the author’s life and relate the information to the text.  Why did the author write it? 
• What is the author’s worldview?
• If the author is writing on a debatable issue does he or she give proper consideration to all sides of the debate?  Does he or she seem to have a bias?
• Research the author’s time (political history, intellectual history, economic history, etc.) and relate this information to the work.
• Upon reading the text, how has your view on the given historical event changed?

Gender Lens

Definition:  Reading a text for its gender related issues or attitudes towards gender.  The assumption here is that men and women are different:  they write differently, read differently, and write about their reading differently.  These differences should be valued.

Questions and Strategies:

• Consider the gender of the author and the characters:  what role does gender play in the text?
• Observe how gender stereotypes might be reinforced or undermined.  Try to see how the text reflects or distorts the place men or women have in society.
• Imagine reading the text from the point of view of someone from the opposite gender.

Race Lens

Definition:  Reading a text for it issues of race, heritage, and ethnicity.

Questions and Strategies:

• Analyze how the text discusses race, heritage, and ethnicity.  Or, consider what images of “others” are presented in the text.  How are these “others” portrayed?
• Are there any unfair stereotypes?  Are there any generalities that hold truth?
• Analyze the text for how it deals with cultural conflicts, particularly between majority and minority groups.

Psychological Lens

Definition:  Reading a text for patterns in human behavior.  While everyone’s formative history is different in particulars, there are basic recurrent patterns of development for most people.

Questions and Strategies:

• Is the way the characters act believable?
• Why do certain characters act the way they do?
• Think of what is a general viewpoint on life for children, youth, young adult, middle-aged,
• or elderly people.  Do the characters follow the patterns associated with these groups?
• Think of the range of human emotions.  How do they come to play in the text? (happiness, anger, depression, indifference, confusion, etc.)
• What did you think of any moral/ethical choices that the characters made? 
• What would you have done?
• Think about the broader social issues the text attempts to address.

New Criticism Lens

Definition:  Reading a text for the unity and complexity of its form.  The focus should be on the text itself.

Questions and Strategies:

• What types of symbolism are in the text?
• What themes recur throughout the text?
• Were the plot and subplots believable?
• Where could the story go from here?
• What did you think of the ending?
• What is the great strength -- or most noticeable weakness – of the text?
• Does the story fit an archetype?  (i.e. romance, tragedy, comedy, satire, irony). 
• How do those “types” manifest themselves?

Spiritual Lens

Definition:  Reading a text for its spiritual and faith related issues

Questions and Strategies:

• Analyze the text for its issues as they relate to one’s faith in a higher being.
• Compare aspects of the text as they relate to religious writings/scriptures.
• If one believes in a higher being or creator, how does that creator speak to the reader through the text?
• What does the text say about various world religions?
• What does the text say about faith?  Grace?  Love?  Forgiveness?  Hope?

On a separate piece of paper, answer the following questions and turn them in on Day 11. PLEASE...DO NOT WRITE YOUR NAME ON THE ANSWERS YOU TURN IN. Thanks!

Day 8: Academic Writing - The Banking Concept of Education (Freire)

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About the Author

Paulo Freire was born in 1921 in Recife, capital ofthe state of Pernambuco in Brazil. By 1941, the twenty-year-old Freire was a secondary schoolteacher of Portuguese and a university student at a law school. While teaching literacy among peasants in poverty-stricken northeast Brazil in the late 1950s, Freire sparked the first ideas for what later would become the crux of his best-selling Pedagogy of the Oppresse (1970),  from which the following essay is drawn. He aimed his work at diminishing so­cial injustice and oppression by recognizing that the classroom should be a place where teachers and students have equal power and equal dignity. This ideal has become a model for educators around the world, but the military coup in Brazil in 1964 led to sixteen years of exile for Freire, and his educational theories were banned there for decades. During his exile, he taught in Europe and the United States and worked for the Allende government in Chile. Freire later worked with UNESCO, the Chilean In­stitute of Agrarian Reform, and the World Council of Churches. Until his death in 1997, he was also professor of educational philosophy at the Catholic University ofSao Paulo. Freire wrote two dozen books, including Education for Critical Conscious­ness (1974), The Politics of Education (1985), and Learning to Question: A Ped­agogy of Liberation (1987). 

"In the banking concept of education, knowledge is a gift bestowed by those who consider theInselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher's existence-but, unlike the slave, they never discover that they educate the teacher" (Freire). 

Reading: The Banking Concept of Education (PDF)

Discussion Question: How does the use of parallelism and the variety of sentence structure in narrative writing create interest for the reader? 

PARALLELISM:

1. The state or condition of being parallel; agreement in direction, tendency, or character.
2. The state of being in agreement or similarity; resemblance, correspondence, analogy.  [quotations ▼]
3. A parallel position; the relation of parallels.