Tuesday, September 25

Starter:  4 CORNERS

• Women are naturally more nurturing and caring than men
• Men are not judged by their appearance as much as women are
• Women and men are only different because of what they are taught by society
• Men and women are treated equally in US society

Gender Norms and Stereotypes

The Good Wife’s Guide (1955) and The Insult that Made Mac a Man (1972)

• What are the messages about gender norms?
• Have things changed?
• What is still the same?

In groups:  Brainstorm gender norms and stereotypes for each gender.

“Act Like a Man”	“Be Ladylike”

Work Time:
Read/Annotate chapter from Queen Bees and Wannabes

Monday, September 24th

Starter: Dance Party

Discuss this T-shirt:


Is this a problem?
Are people too sensitive?



Masky Mondays!
Trimming, Sanding, and Plaster of Paris



Read and annotate: Gender specific article from Queen Bees and Wannabes
"Cliques and Popularity" (Girls)
"Boy World" (Boys)

TURN IN YOUR SEMINAR REFLECTION!!!!

Thursday, September 20

Verbal Starter: What is one connection you have made so far between the book and the class content?



Finish American Born Chinese


Seminar Prep Questions
Please answer thoroughly in writing for Thursday’s seminar.  Use EVIDENCE to support your answers.  

1.  What is the main message of this book?  Support your answer with examples from the text.

2.  How does the story connect to identity and socialization?  (Again, use evidence/examples from the text...)

3.  Even if you are not Chinese, how can you relate to this story?

Seminar Norms:
1. Dialogue, NOT debate
2. Be polite!  Don’t talk over each other.
3. Hard on content, soft on people
4. Clarify and question
5. Define your terms
6. Stay open minded, but don’t let your brain fall out
7. Don’t assume that the text has all the answers
8. Participate!

Conversation Movers
1. I respectfully disagree with the point that ____ made, because…
2. Hmmm, I’m confused about what _____ said…
3. I’d like to comment further on what _____ said…
4. I’d like to move on from this topic/discuss a new question…
5. I’d like to make a connection between…
6. Here on page ____ , we see…

Seminar Rubric and Self-Assessment

Friday, September 21

American Born Chinese Socratic Seminar

Seminar Prep Questions
Please answer thoroughly in writing for Thursday’s seminar.  Use EVIDENCE to support your answers.  

1.  What is the main message of this book?  Support your answer with examples from the text.

2.  How does the story connect to identity and socialization?  (Again, use evidence/examples from the text...)

3.  Even if you are not Chinese, how can you relate to this story?

Seminar Norms:
1. Dialogue, NOT debate
2. Be polite!  Don’t talk over each other.
3. Hard on content, soft on people
4. Clarify and question
5. Define your terms
6. Stay open minded, but don’t let your brain fall out
7. Don’t assume that the text has all the answers
8. Participate!

Conversation Movers
1. I respectfully disagree with the point that ____ made, because…
2. Hmmm, I’m confused about what _____ said…
3. I’d like to comment further on what _____ said…
4. I’d like to move on from this topic/discuss a new question…
5. I’d like to make a connection between…
6. Here on page ____ , we see…

Seminar Rubric and Self-Assessment/Reflection

Wednesday, September 19

Starter 9.19:  Interview with the director that made The Problem with Apu
Relate what you have heard here to something you read in "The Cycle of Socialization"

Reading time for American Born Chinese

Post-it notes annotations!  Woohoo!



Seminar Prep Questions
Please answer thoroughly in writing for Thursday’s seminar.  Use EVIDENCE to support your answers.  

1.  What is the main message of this book?  Support your answer with examples from the text.

2.  How does the story connect to identity and socialization?  (Again, use evidence/examples from the text...)

3.  Even if you are not Chinese, how can you relate to this story?

Tuesday, September 18

Starter 9.18:  Watch the following video and discuss the question below.  What does this have to do with what you read? Why should we study a theoretical framework for oppression?

Group reading of the Cycle

• Compile a vocabulary list!  
• Work through the reading, identifying main ideas and clarifying meaning.
• Do you need help finishing the reading guide?

If you are finished, you can preview the graphic novel American Born Chinese.  We will spend tomorrow reading it in class and preparing for a Socratic seminar on Thursday.

Monday, September 17

Hello, students!  I do hope you all have a wonderful Monday. I look forward to discussing the reading with you tomorrow. 

Please read the Cycle of Socialization (perhaps for the 2nd time?) and complete the reading guide.  If you finish early, feel free to preview the graphic novel by the door, American Born Chinese.

Friday, September 14

Starter 9.14: “If we just began to appreciate differences and treat each other with respect, then there would be no oppression.” Do you agree or disagree with this statement?  Why?

DEFINE: Oppression

The Atom Game: Let’s move:)

Questions:

• How much control do you have over your life?
• Do we live in a competitive society? If yes/no explain.
• How much influence does the media have on you?
• What messages have you received from schools about who you are?
• What ways do you feel like your parents?
• Have you ever seen someone being unkind and did nothing about it?

Important Vocab: oppression, pervasive, consciousness, assumptions, dehumanized, discomfort, discrimination, enforcements, disempowered, hierarchy

Why is it important to study oppression?

Read and annotate “The Cycle of Socialization” by Bobbie Harro

For each paragraph, mark 1-2 sentences that you feel capture the main idea of what the paragraph is trying to say.  As you work through the article, improve your vocabulary! Complete the vocabulary inference grid to keep track of new words.

Thursday, September 13

Starter 9.13: What do you consider to be the major influences on your own personal identity? How have these influences shaped you?

Sociology Lecture, cont’d

Agents of Socialization

Brainstorm: How are we socialized into positive and negative behaviors?

The Atom Game: Let's Move!

Tuesday, September 11

LET'S PLASTER SOME MASKS!!!!!!

Friday, September 7

To Roxy's to finish our Looking Glass Self Memes!

Roses and Thorns

Thursday, September 6

Starter 9.6: What is one thing that surprised, struck, or confused  you from the reading? PAIR SHARE

Socialization textbook reading

• Review main ideas
• Nature v. Nurture
• What are the implications for other members of society (besides these extreme cases)? What connections can we make between this information and other issues/ideas?

Sociology lecture, cont’d

The Looking Glass Self (p 75)

Looking Glass Self Meme Photoshop Challenge!

Design Your Meme!
Critique?

Freewrite 9.6:  How do you see the concept of the looking-glass self playing out in teenage life?  In your own identity?

Wednesday, September 5

FREEWRITE 9.5:  Describe the culture you grew up in.  What are some ways that your culture has impacted your identity. Include any discussion of how your subcultures (or counterculture) may have shaped you.


Sociology Part 2
What is Socialization?
Feral Children: The Case of Genie Wiley

Reading: Textbook Chapter Socialization 
Reading Guide (please complete reading guide as you work through the chapter)

Tuesday, September 4

Starter 9.4: What subcultures are you a part of?  Does your subculture ever run against the grain of the dominant mainstream culture? In what ways?


CULTURE work from Friday: Culture Collage, Culture Activities, Annotated textbook chapter on Culture
1. Culture Collage Gallery Walk
2. Share out examples of your culture activities. Leave yours out so I can check it.
3. Textbook chapter.  PAIR SHARE something you annotated when you read.
4. Group work on the Culture reading.


FREEWRITE 9.4:  Describe the culture you grew up in.  What are some ways that your culture has impacted your identity. 

Friday, August 31

Dear students: Thanks for being your sweet, awesome selves for Maxim today!  You should work to complete the TO-DO list below during your work time today.

TO-DO
1. Finish your culture collage.
2. Complete the handouts that Maxim gives you on the Sociology terms that we worked with yesterday.  If you need to review definitions, look at the chapter you read as well as the powerpoint slides on yesterday's DP post.  TURN THEM IN TO THE BOX!
3. Finish the reading if you have not done so already!

Thursday, August 30

Starter 8.30:  What is a person’s identity made of? Where does it come from? How is it formed?  

Sociology Lecture part 1

Culture Collage

Define “collage.” Some of you will use forms of collage on your masks.

Wednesday, August 29

Starter 8.29:  What is the message about self that you hope to portray with your project? How do your selfie portrait and your haiku work together to establish meaning? If you were going to post this selfie to social media, how might you #hashtag it?



Project Curation and Reflection Time

1. Mounting project on black construction paper: refined, beautiful, title and name
2. Exhibition in the hallway!
3. Reflection: First in comp books and then in circle
1. What do you like about the project you created?
2. What was difficult about it?
3. What would you change or refine?
4. How did having an audience for your work impact how you approached it?
5. What did you learn from this mini-project?  

PROJECT CYCLE COMPLETE! Are you ready for masks?

Mask Project Preview!!!
Mask Slideshow
Notetaking Guide
Sociology Video

Reading Time (if time): Sociology reading about Culture (due Friday)

Tuesday, August 28

Starter: Write the draft of your haiku on the mini-whiteboard. Place your selfie next to it.

Critique: Gallery Walk of selfies and haikus (Post-its)

1. Specific, helpful, and kind
2. Comments, Questions, Suggestions

Groups: Verbal Processing Session
Take turns talking about where you are in your project process.  Show your group your selfie and your poem.  Talk through the following:

1. What are you trying to portray with your project?
2. Of the questions on the back board, which do you believe most closely aligns with your project and why?
3. Did you get any feedback on the post-it notes that makes you want to make changes to your project?
4. What do you want to do to make this project an example of beautiful work? 

Groups then give verbal feedback on the project.

Refinement time: Beautiful Work

Tomorrow we will be curating our project for exhibition, so bring a final “draft.” 

HAIKU: Write it on an electronic document in a somewhat large font for exhibition.  Be intentional about your font!  (Color?)

There will be a chance to print in Roxy's class! If you need me to print your haiku or re-print your photo for you, send me your stuff by 8am!

Monday, August 27

COMP BOOKS!!!!

Starter 8.27:  
Reflect and free-write on the concept of the “selfie” in our society. What is the function of the selfie? How do people use the selfie? What might we learn about people from their selfies?

Discuss starter.

• Is the selfie an authentic expression of self?
• Who is the selfie for?  The subject? The audience?

MINI-PROJECT: Selfie Portraits

PRESENTATION

• What do self-portraits have in common with selfies?  What types of selfies might be considered self-portraits?
• What might we infer about a person from his or her selfie?  What might they be projecting about their identities?

PLAN your selfie!

1. What do you want to portray about self? Your identity?
2. How might you achieve the portrayal you want to project?
3. Think about setting, objects, connections.
4. Filters? Try different ones?
5. HOW CAN YOU THINK OUTSIDE THE BOX ON THIS ASSIGNMENT? You have freedom to play here.  Expand on the idea of the selfie portrait.
6. You can use selfies that are already on your phone if you find them to be authentic expressions of self.

Check out super cool project: http://selfiecity.net/

IF TIME: HAIKU mini-lesson: Words and Images working together

Tutorial for review!

TAKE the selfies!

• Take lots of pictures!  Play with different filters! Printing will happen in Roxy’s class this afternoon.

HOMEWORK: photography? haiku?

Friday, August 24

Seating Chart Challenge:

Line up in alphabetical order by the name you like to be called. Use last names and then middle names as tie-breakers. Then divide yourselves in half, each half sitting on opposite sides of the table arrangement (still in alphabetical order). When all are seated, the last student raises his or her hand and reports that the class is ready.

Get out your annotated reading and review some of the passages you annotated.

"The Function of Education":  Spirit Read

1.  Everyone participates at least once.  You can speak more than once.

2.  Read a word, phrase, or sentence.

3.  No commentary or opinions.

4.  When possible, try to connect with what was just read.

5.  Give all voices a chance.

6.  Pauses can be powerful.

7. Repeating words and phrases is fine.

What is Socratic Seminar?

Seminar Rubric

Seminar Norms and Conversation Movers

Seminar Questions from “The Function of Education” by Krishnamurti

1. What does Krishnamurti argue the function of education is? What is the THESIS of his essay?
2. What ideas/beliefs/values that seem core to our lives as Americans does he call into question or challenge? Why? 
3. Do you agree that these things should be questioned/challenged/changed? What alternatives does he propose? What alternatives do you propose?
4. What push backs/challenges do you have for the author? With which ideas do you disagree or find problematic?
5. What does it look like in a school environment where Krishnamurti’s ideas are possible? 
6. Is Krishnamurti’s vision of education even desirable? What should we be aspiring to in the #21C?What do YOU believe is the function of education?

Seminar Self-Assessment

On the rubric, circle the participation moves you believe you made.  What grade would you deserve for this seminar? Briefly explain why you would give yourself that grade. What do you want to improve on for next time? Write your name on the rubric and turn it in!

Seminar Reflection

Write 1-2 paragraphs synthesizing your own personal takeaways from our seminar. It may help you to answer one or more of the following questions:

• What did you learn from this seminar? What new ideas do you have now that you didn’t have before?
• What do you believe the function of education is?
• What do you want out of your own education?
• What do you want this year to be like for you and our class?

If time: Roses and Thorns from Week 1 of high school:)

Homework (by Monday):

• Get syllabus letter signed
• Get materials
• Tell me a little bit about yourself

Thursday, August 23

Welcome to 9th Grade Humanities!!!!

Seating Chart Challenge:

Sit in birthday order so that the person with the birthday closest to January 1 sits in Seat 1. The year you were born doesn't matter. Don't skip seats. When everyone is seated, the student in Seat 5 will raise his or her hand and report that the class is ready to begin.

Intros and Attendance

IN PAIRS: What are the Humanities?  

Pair share with table mate: 1) What do we mean by the term “Humanities”? 2) List as many disciplines as you can think of that fall under the blanket of Humanities.  Whole Group Share.

Syllabus

“The Function of Education” Reading and Socratic Seminar Prep

Freewrite on the Question: What is the function of education?

Read and annotate "The Function of Education" by Krishnamurti

• Read as much of the reading as you can. Mark quotes that stand out to you as thought-provoking, interesting, inspiring or with which you strongly disagree.
• Try to identify the author's thesis: What does Krishnamurti claim the purpose of education is?
• Be prepared to share your selections and make meaning together tomorrow in our first Socratic Seminar of the year!

Homework (by Monday):

• Get syllabus letter signed
• Get materials
• Tell me a little bit about yourself

Walt Says....

Have you reckon'd a thousand acres much? have you reckon'd the earth much?

Have you practis'd so long to learn to read?

Have you felt so proud to get at the meaning of poems?

Stop this day and night with me and you shall possess the origin of all poems,

You shall possess the good of the earth and sun, (there are millions of suns left,)

You shall no longer take things at second or third hand, nor look through the eyes of the dead, nor feed on the spectres in books,

You shall not look through my eyes either, nor take things from me,

You shall listen to all sides and filter them from your self. 

TPOL Critique and Refinement/Student Feedback Survey

Critique your group member's presentations using the criteria we have been practicing all week.
1.  Time each other!!!
2.  Look for elements of content (if things are missing, let the presenter know).

• hook/metaphor/theme
• answer to focusing question
• evidence

3.  Score presenter with rubric.  Note...

• Strengths:  What are they doing well?
• Refinements:  What should they do to improve?
• Why did you score him/her how you did?

Please take the time to fill out my Student Feedback Survey!!!  It is VERY important to me what you guys thought of my class this year, and your feedback helps to shape my teaching and curriculum.  Please and thank you!

Thanks for this magical year!  It has been my great pleasure to be your teacher this year.  Pura vida!

TPOL Model Critique

Look for the following content elements

1. hook/metaphor/theme

2. answer to focusing question

3. evidence and specific examples

Score with rubric

1.  Note strengths

2.  Note feedback for refinement

3.  Rationale:  Why did you score him/her the way that you did?

Presentation Prep

1.  Notecards

2.  Evidence Gathering

3.  Work Time                           

4.  Rehearse with Partner?

Come tomorrow ready to practice presentation and Q&A!!

TPOL Prep Day 2

Why extended metaphor?

Extended Metaphor Example:  Will Ferrell 

Pair share your presentation progress with your neighbor.

Freewrite:  What specific evidence can you use to support the claims of your brainstorm from yesterday?

Model TPOL’s:  John and Hanna

1.  What is his or her hook/theme/metaphor?

2.  How did presenter address focusing question?

3.  What evidence did presenter use?

Work Time:

1. Draft presentation

2. Evidence Gathering

3. Conference with me

TPOL Prep

Reminder:  Project Reflections and DP update are due today by the end of the day.  Please email reflections to Mike and Jessica by midnight!

Freewrite in Composition Book: Who have you become this year as a result of your experiences at AHS?

9th Grade TPOL 2013
9th Grade TPOL Rubric
TPOL Questions


Model TPOL's 
For each presenter, note the following

1.  What is his or her hook/theme/metaphor?

2.  How did presenter address focusing question?

3.  What evidence did presenter use?

Brainstorm (choose one:  list, cluster, outline, write, talk to a partner)

1.  Content of presentation

2.  Hook/theme/metaphor

3.  Evidence

WORK TIME:  Begin drafting your presentation!

You did it!! Exhale....

Reflection (to be used in your DP update)

This document should be structured like a 5-paragraph (TEA) essay and uploaded to your DP when you add the Food project to your Humanities page.  Give each paragraph a strong topic sentence.

Write an introductory paragraph that includes a brief description of the project.

¶ 2.  How did you connect to this project?  How has your thinking changed over the course of this project? Explain. What eating goals do you hope to pursue?

¶ 3.  How was this project difficult?  What was most challenging?  What aspects of research and writing were most challenging (think about starting with picking a topic and crafting a research question all the way to revising your drafts)?

¶ 4.  Looking back at your completion of this large and formal piece of writing, what did you learn about your personal writing process? What would you do differently? How would you approach this project, or any large writing assignment, differently in order to make your writing process easier and the final product better?

¶ 5. Now that you have finished your study of food, how would you answer this essential question:   How does one navigate their own personal omnivore’s dilemma in a world of abundant eating choices?

DP Update
1.  Image of project
2.  Essay
3.  Project Reflection

If you would like to look ahead to TPOL's....
TPOL PREVIEW

FINAL DRAFT DUE AT MIDNIGHT!

Papers are due at midnight by email to Mike and Jessica.  

Michael1.richardson@umontana.edu

jessicaahs9@gmail.com

Come to class tomorrow with a printed out version of your final draft:

Single-spaced

Title center-aligned

Name in right-hand corner

How does food reflect who we are?

Food #18: Think about the quote, "Tell me what you eat and I'll tell you who you are."  What do you think this quote means?  What does your food say about you?

Take a look at the What the World Eats photo set.

http://www.visualnews.com/2013/04/27/hungry-planet-what-the-world-eats-in-a-week/

Pick 3 photos to analyze, then record your response. 

With each picture you analyze, consider:

What stands out to you in the picture?

What assumptions can you make about the food culture of that country?

        -What is their relationship with food?

        -Where do they get their food from?

        -How healthy is their food?

        -What sort of choices do they have to make regarding their food?

        -What is their work life like?

        -What other assumptions can you make?

Write 3 food/eating goals you want to work on.

        -Eat more organic?

        -Eat locally?

        -Keep costs low?

        -Eat efficiently?

        -What else?

Draft #2 due at Midnight tonight!

AM class:  Send draft to jessicaahs9@gmail.com

PM class: Send draft to michael1.richardson@umontana.edu

In the body of the email, please answer the following questions:

1.  What are the strengths of your draft?

2.  What do you need to work on most to refine the draft?

3.  When I give you feedback, what would you like me to focus on?