Honors ENG II Unit 1 - PowerPoint Presentation

Honors ENG II Unit 1 Ashley Lamb-Sinclair

August 17, 2016 WELCOME! I am so glad you’re here! You’ll notice some materials on your desk. Please wait for instructions before touching anything.  Teacher/student introductions Explain materials Use devices to search for information about the history and uses of the material Discuss how the material and information supports our work this school year Create perspective art that illustrates your own multiple layers Remind students of summer reading assignment and due date

Guiding questions for quick research… What can you find about the history of sand? Where does it come from? What is interesting about its story over time? What can you find about the uses of sand? How have people used this material over time? How do we use it now? What are the future issues connected to sand? How might it be used in the future? What are the pros and cons of its current and future uses? Any other interesting facts that would bring a new perspective to the material!

My Background 5th year teaching at North 11 years teaching experience BA in English from the University of Kentucky Spent junior year studying at California State M.Ed. in Secondary English Education from the University of Kentucky

What I do other than this…

Sand Art Assignment You have learned that sand is a seemingly simple material that has a history, a future, and multiple layers of use and purpose. So do people. Our school year will be focused on growing and becoming new thinkers and creators. Before we begin that work, it is important for you to think about your own perspective as a person. Create a piece of art using the materials on your desk that illustrates who you are, and the many layers and perspectives you have. Feel free to create something symbolic or abstract! Just be prepared to explain it! We will share these with the class tomorrow. You have the rest of the period and time at home if necessary to finish.

Sand Art Guiding Questions What is interesting about your history? What symbol or abstract idea represents who you are beneath the surface or your story up until now? What are the many parts and/or perspectives to who you are? What might people be surprised to know that you can do or are capable of? How do you surprise yourself? What symbols or images represent these ideas? What represents your future? Who do you see yourself as in 5, 10, 20 years? What might surprise people to know that you aspire or are capable of becoming? What symbols or images could represent these ideals?

August 18, 2016 Present sand art WARM UP: How have your past experiences with school influenced how you feel starting school again now? Explain. Discuss warm up—partner one or two word phrase description activity and sharing—class list What problems do these words and phrases illustrate? View RS Animate about educational paradigms and discuss connection to list Discuss with a partner and share personal experiences when something in the video was true for each of you View data slide with recent research on education for students Turn the class list of words and phrases into complete sentences that address bigger problems in education Create a storyboard that illustrates a common story of a negative educational experience related to one of the problems on the list from the video and data Share and discuss Remind students of summer reading assignment and due date

Recent Data on Education 99% of teachers believe they show respect for students, but only 58% of students feel respected by teachers. In a recent Yale survey of 22000 high school students, 75% said they felt negatively about school, with the majority stating boredom and stress as the top negative emotions. According to Gallup, 79% of elementary aged children feel engaged in school, while only 43% of high school students do. Also according to Gallup, the number one indicator of college success is a sense of hope for the future.

August 19, 2016 WARM UP: Finish storyboards Think about the people involved in education, particularly the example you drew, as stakeholders or users Create a web of each user’s wants, needs, fears, and secrets—class example Yesterday, we talked about problems with the institution of education. In a group of 3-4, share your storyboards and webs, then discuss which story/web rings most true for the individuals in the group Discuss this question: If there were a web platform, app, or a technological solution to one of these problems, what might it look like? What would it do? How would it help the users solve the problem?—Teacher example Prototype assignment Remind students of teacher absence on Monday Quick pitch explanation SEATING CHARTS, FB GROUP, AND SURVEY

Prototyping Consider your user—teachers, students, parents, etc. What do they need in order to solve the problem? How can your solution deliver on those needs? Use white paper, post-its, markers, colored pencils, construction paper—whatever you need to design your prototype Your prototype must do the following: Provide a solution to a specific educational problem in a technological platform Integrate EVERY group member’s ideas and effort

August 22, 2016 You will have 40 minutes to build your prototype and begin planning for your pitch The last 20 minutes of class will be dedicated to completing a pitch template that will help you develop your pitch and present your prototype

August 23, 2016 Analyze teacher pitch Discuss Students plan and practice their own pitches

August 24, 2016 Pitch day—film each one Reflection View films/analyze using the guide provided yesterday Discuss

August 26, 2016 As you enter, please turn in the syllabus forms and your summer reading into the drawer with the appropriate period number. Finish presentations Reflect as a class and individually Individual reflection: The next step in design thinking is “iteration,” meaning to redo after receiving feedback. If you were to do another iteration of your solution and prototype, how would you modify it based on your feedback? Discuss Transition: How can we apply the concepts of design thinking and problem solving to a literary text and the real issues the text may convey?

August 29, 2016 Warm up: Take out your theme statement worksheet from Friday and put a star beside the theme that you believe you have the most ideas and responses to. With a partner, use your device to conduct some quick research on one of the theme statements. What evidence can you find to support or refute your own initial claims or those of your classmates during the discussion? Find 3 sources and 3 pieces of data, evidence, or research to support or refute the theme statement Use a white sheet of paper to make a claim, support it with the evidence you found, and come to some conclusion together (if, then, so) View this video and determine how you would create a similar data visualization using the research you found and the conclusion you drew (skip over colored dating maps…inappropriate! ) ESSENTIALLY… How can we illuminate the humanity in these claims and in our evidence? Share and discuss

August 30, 2016 Warm up: How could you take one piece of evidence from your research yesterday and create an image or a sensory experience that would illustrate the humanity beneath the numbers? Be creative! Share After yesterday’s activity, create a list of discussion questions (beginning with how or why ) from the claims, support, conclusions, and visualizations you and your classmates created. For example, “Why do you think people tend to be products of their environments?” The questions should be multi-dimensional and promote discussion, even disagreement. Create a class list of questions…we will use these tomorrow!

August 30, 2016 Share and discuss Empathy RSA — While viewing the video, consider the purpose of empathizing in order to solve problems and to argue claims. Respond to this idea in your notebook while viewing Mothers’ perspective video — While viewing the video, complete the mind mapping worksheet to visualize the thoughts/feelings of each mother What did we learn about these problems by empathizing first?

August 31, 2016 View the TED talk by Malcolm London and read his poem while listening. We will listen to this poem twice. During the first reading, underline parts of the poem that illustrate the speaker’s perspective. During the second reading, put a star beside parts of the poem that illustrate an invisible perspective that may not be obvious at first. After both readings, look at the visible and invisible perspectives and make notes in the margins about what issues are at play in this speaker’s experience. Discussion (no weird stares, please! ) Comparative analysis of Baltimore and Louisville with an understanding of invisible influences at play Share and discussion

September 1, 2016 Comparative analysis between Baltimore and Louisville before ideation Jigsaw with research/articles? Ideation brainstorming

September 2, 2016 Pinwheel discussion directions: First you will get into a group with your classmates who have the same role and discuss the wants, fears, and needs of your perspective. Write these ideas on the role sheet. Then we will organize ourselves into a “pinwheel,” with each role group belonging to one section of the wheel I, the provocateur , will propose some questions for discussion. Whichever group member is at the front of the wheel will respond to the questions from the perspective of the role you are playing . The discussion will continue openly, while the provocateur continues asking questions and members of the group discuss the concepts openly. Members will switch from the “hot seat,” but the discussion will continue from the place we left off, with new members contributing to the discussion.

Pinwheel scenarios The student is from a single parent home and the parent has recently lost his or her job. Now the family has to move to a new neighborhood with a higher crime rate and new school with a higher dropout rate. The student gets a new group of friends who have been in trouble in the past both with school and law enforcement. The student has been caught recently skipping school. A young student is caught out walking on the street on a school night at 2:30am. He or she has never been in any major trouble up to this point. The parent and educator have recently noticed the student has nicer clothes, accessories, and other possessions. Law enforcement has indicated there has been a recent string of thefts in the neighborhood. The student has been caught at the scene of a crime with illegal items in his or her possession. The consequences of this action have yet to be determined.

September 6, 2016 Warm up: Thinking about all of our activities last week, especially the pinwheel discussion, when do you think bias, assumptions, and stereotypes might have come up in our discussions of these issues? How can we be cautious of these things as we move forward? Explain. Share and discuss Complete handout to consider multiple perspectives, important issues, and to define a problem. In groups of 4-5, brainstorm processes or products that could be created to solve the problem

September 7, 2016 Warm up: Create problem statement for the problem we will address together Form groups to develop solutions to the problem In groups, use the handout to create subheadings for researching the problem Then individually use devices to find as much information as possible to illustrate or learn about the problem Come back together to share what you learned, recording information in your handout for each category What else do you need to know? What questions could you ask stakeholders? Come up with a couple of questions for stakeholders and determine a person each of you will talk to before class tomorrow to get some ideas related to the problem you’re addressing

September 8, 2016 Warm up: Get with your group and share what you learned from asking questions of stakeholders Share and discuss as a class Ideate! Come up with solutions derived from your analysis of the problem Prototype!

Prototyping for processes Did you know DropBox’s first prototype was a video? Or a storyboard can be a great way to illustrate the problem and a solution too. Or you could try a really interesting infographic as well! Here are some great ones to get you thinking… http://visual.ly/10-ways-fall-asleep-plane http://visual.ly/can-we-end-our-fossil-fuel-addiction-2050 http://wbsa.co.uk/the-ultimate-guide-to-note-taking-in-class-infographic/ These types of prototypes are your options for this second round of prototyping. Here are some ways to create them…

storyboard

Prototyping for processes Animoto is a great app for making videos Easel.ly is a great app for making infographics Storyboardthat.com is a great app for making storyboards Consider your solution and how you can best illustrate the process, then choose a format for sharing your ideas Your pitch this time will have to stand on its own. However, we are using the feedback from last time to evaluate these pitches.

Feedback for round 2 We determined that… a strong hook, a detailed explanation of the problem, inclusion of multiple perspectives, AND a focus on effective feedback from each other were important considerations going forward. These are the categories we’ll use to evaluate this round of pitches.

September 9, 2016 Warm up: Elevator pitches! Present and share with class feedback—speed pitch! Work in groups to create prototypes

Elevator Pitch with a business canvas Use your post its to answer each response on the image below. You will place these on the canvas as you pitch. Then you will receive feedback from your peers after your speed pitch.

September 12-13, 2016 Finish prototypes

September 14, 2016 Feedback instructions Group innovation lab activity Reflection discussion Begin No Red Ink diagnostic

September 15, 2016 Summer reading feedback work Finish No Red Ink diagnostic

September 16, 2016 Introduce transfer task Brainstorm a list of current issues about which you are passionate Share and create class list Choose 3 and make a claim about each (teacher example for guidance) Four corners Write brief narratives to illustrate your claim Conver -Stations

Transfer task Write an essay that makes a claim (defines, shows cause or effect, proposes a solution) about an important value or belief that shapes your identity. As you explain your own identity through particular narratives that illustrate your beliefs , compare and/or contrast your perspective on the current issue with that of a public figure using evidence from at least three different sources or texts you have read, viewed, or listened to in this unit as well as with personal experience and insights, And include your ideas for solutions to the issues you are addressing.

Four Corners The teacher will call out a claim/topic based on our class list You will go to the place in the room that denotes the following— Kind of agree, Kind of disagree, Strongly agree, Strongly disagree Within each corner group, you will discuss why you feel the way that you do about the topic Then you will choose a representative who will come to the center and speak on your behalf Repeat with a new topic!

It is more important to question authority than to be patriotic.

Defending our country is more important than accepting all people who want to live here.

It is more important to protect the economy than to protect the environment.

Individual rights are more important than the common good.

It is more important to embrace technology than to fight it.

It is more important to personalize learning than to standardize it.

Forgiveness is more important than justice.

Tradition is more important than progress.

The powerful are responsible for supporting the weak.

Belonging to a group makes a person responsible for individual members.

People given special privilege should be held to a higher standard.

People given aide should be held responsible for improving their own lives.

Freedom is more important than life.

Conver -stations Write your most interesting topic on a strip of paper You will be placed in a group of 4-5 people. Each person will place one of your strips into the cup. You will pull one strip from the cup at a time, and use it to guide a discussion. The person who submitted it will start the discussion by sharing his/her claim. Use the discussion starters for ideas on how to respond to each other After sufficient time has passed, the teacher will tell you to rotate One or two of the group members will rotate, while the others stay where they are Discussion topics will be drawn and the process will begin again, except this time, different group members will move, while new ones stay

Discussion Starters I agree because… I disagree because… For example, there is something in the news I heard… In my own experience… One time… If I were writing about this topic, I would… You might want to consider… That makes me think about…

September 21, 2016 Develop new claims after yesterday’s discussions Analyze model texts with a partner—teacher example Share Choose another model text to read independently tomorrow

September 26, 2016 3 presentations Class list of writing thievery Read additional model while color coding for claims and evidence Class outline model—organize claims and evidence Begin outlining our own essays

September 27, 2016 Finish outlining Draft introductions Peer review

September 28, 2016 Finish peer review Continue drafting

September 29-30, 2016 Drafting rough drafts/writing groups/peer review