Mask Essay Critique

On the top of your draft, write a question that you want your critiquer to focus on as they read your essay.  (Something you are struggling with or wondering about your essay...)

FEEL FREE TO COMMENT ON ADDITIONAL OBSERVATIONS BEYOND WHAT IS INDICATED BELOW!!! COMMENT ON THE DRAFT ITSELF OR A SEPARATE SHEET.

Round 1
1.  Comment on the intro.  Does it hook the reader's attention with a personal anecdote or commentary on the sociology content?  Does it articulate the essay's perspective?  What could the reader do to improve it?
2.  For each body paragraph, underline the topic sentence.  Then, check to see that everything in that paragraph relates to the topic sentence.  Let the writer know if a detail doesn't belong by indicating so on the draft.
3.  For each body paragraph, comment on the use of evidence and personal examples.  Mark places in the essay that could use more evidence/examples.  Is the writer showing or merely telling?  Give them feedback about where they need to "show" their points more.
4.  On the bottom or back of the draft (or on a separate sheet of paper), answer the following...

• What do you like about the draft?
• What could the writer do to improve the draft?
• Answer the writer's question.

Round 2
1.  As you read the essay, feel free to comment on some of the same elements from Round 1.
2.  For each body paragraph, comment on the essay's development.  Mark places on the draft that are underdeveloped (need more evidence and/or analysis) or could benefit from more personal narrative/anecdote.
3.  Evaluate the use of sociology content.  Mark places on the draft that could use more sociology content.  Indicate places where the writer might benefit from including a quote from one of the readings.  Indicate places that the sociology content could be beefed up.
4.  On the bottom or back of the draft (or on a separate sheet of paper), answer the following...

• What do you like about the draft?
• What could the writer do to improve the draft?
• Answer the writer's question.

Rounds 3&4

Proofread for surface errors!!!!!

PROJECT WORK TIME

1.  Mask Work

2.  Essay Revision

3.  Additional Critique??

PROJECT WORK

Project Model Robin's essay and mask

Essay Drafting
1.  TEA Paragraphs?
2.  Could you use any quotes from any of the readings?
3.  Are you showing or just merely telling?


Due Monday:  Draft of essay due for critique!!  Please come to class with your essay printed out!  There are now two printer kiosks set up for student use.  You only need your flash drive to use them.  If you arrive to class still needing to print, your draft will be considered late, and you will lose the points.


Mask Refinement/Painting

PROJECT WORK

Showing vs. Telling


Project Model:  Riley's mask and essay

Mask Refinement
1.  Sanding
2.  Mod Podge


Essay Drafting:  Make sure you are showing, not just telling. Use examples and anecdotes to make your essay come to life.

Project Work

Project Model:  Zoe's Mask and Essay

Mask Refinement:
1.  Reinforcement with additional plaster
2.  Adding texture:  Should it feel rough or smooth?
3.  Trimming and cutting
4.  Plaster of Paris

Essay Drafting

Essay Drafting

Starter #12:  WRITE ME A NOTE!  How are things going for you in my class right now?  What are you excited about?  What are you struggling with?

Review Essay Rubric

Project Model:  Martina's Mask and Essay

Essay Prewriting

Project Work

Project Rubric


Mask Sketch Critique


Mask critique directions:
1. Each person in the group explains their mask and answers any questions.
2. Critiquers critique silently, in writing
3. Give oral feedback
4. Rotate until your whole group has gotten a critique
5. Turn in for a grade – Graded on specificity of suggestions and engagement with the activity



TEA paragraphs


Write one TEA paragraph that could appear in your essay.
(Graphic Organizer for TEA paragraphs)

Weekend Homework: Design your mask!!!

Low-stakes seminar:  Does education create class mobility or reproduce social inequality?

Weekend Homework:  Come Monday with an annotated sketch of your mask.

PLASTER!

Mask-making:  Part 1


Freewrite #6:  What's on your mask?   Brainstorm your mask design.
How will you represent your identity/socialization?
What symbols will you use?
How will you integrate the mask's elements so that it works as one cohesive piece of art?
How will you innnovate?  What's original, interesting, unique about your mask?
Do you need any outside materials?

Social Class and The Outsiders

Starter #11:  What does it mean to be an outsider?

IN GROUPS-
1. Put on your sociology lens to analyze the story.  Let's get intellectually critical.
2. Discuss your answers to the film questions.
3. Write down 7-10 connections you made between The Outsiders and sociology.  These should be interesting, striking connections, not just:  "Ponyboy lives in society."
4. Write your best five on the back board.

Social Class Norms and Stereotypes Grid

Homework:  Read and annotate the assigned excerpts from "Savage Inequalities."  Complete the Reverse Outline.  Due Thursday.

Come tomorrow ready to plaster!!!

The Outsiders

Starter #10:  How has your social class played a role in determining  your identity?  How would your life be different if you belonged to another social class?

Film Questions:  due tomorrow!

1. Discuss the conflict between the Greasers and the Socs and relate it to social class identity.  What influence do class differences have on the young people in the story? 

2. Can you relate The Outsiders to the groups/cliques you have experienced or observed?

3.  How are the characters in the story socialized into their identities?  Choose

4.  What is the message of The Outsiders?  Use evidence from the film to back up your perspective!  What can we learn from the experiences of Ponyboy and the others?

Starter #9:  What does tolerance mean to you?  Why is it important for society?

Extreme Intolerance:  The Westboro Baptist Church
How do we see the cycle of socialization in the Westboro Baptist Church?

Freewrite #5:  How has your thinking about identity changed or expanded this week in our discussion of gender?  What are your takeaways?


Intro to Social Class Identity

Social Class Identity Survey

Group Brainstorms:  Social Class Norms and Stereotypes

The Gender Identity Spectrum

Low-stakes Seminar:  Gender Identity and Ma Vie en Rose

Mini-lesson:  Sex, Gender, and Sexuality

Two Spirits

Homework:  Read article on Fred Martinez

Ma Vie en Rose

Starter #8:  Do you have any part of your identity that you are in conflict with?   Why is it a conflict for you?  If you do not have a conflict, reflect about why you think identity conflicts occur.  Consider the sociological concepts we have discussed thus far.  

Film Screening:  Ma Vie en Rose

Complete Film Questions:
1.  When does Ludovic's identity come into conflict for him?
2.   How does Ludovic’s conception of his identity change as he comes into contact with his “looking glass self”?
3.  What are some of the social repercussions of Ludo’s identity crisis?
4.  Discuss how Ma Vie en Rose relates to socialization.  (Give evidence for your perspective!)

Gender continued

Starter #7:  To what degree do you agree with the article you read last night?  Are the claims the author made about the teenage social groups of your gender true in your experience?

Discuss the article with members of your own sex.  Do the claims that the article make ring true?

FOUR CORNERS

Gender Norms and Stereotypes

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

1.      What are the messages about gender norms?

2.      Have things changed?

3.      What is still the same?

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

“Act Like a Man”	“Be Ladylike”

Dove Real Beauty



HOMEWORK:  Freewrite #4:  How have you been socialized into the norms of your gender?  What are some of the influences that have “taught” you how to be your gender, both explicitly and implicitly?  What are some examples in your daily life of how you conform to these roles or break away from them?

TAKE THE CONVERSATION TO EDMODO!!

Gender Identity

Mini-lesson:  Extended Metaphors

"Slip of the Tongue" by Adriel Luis

SOLO: Read and Annotate.  Talk to the text.  Ask it questions.  Comments.  Make personal connections.  Underline or circle confusing things.  Underline or highlight memorable and important things.  Annotate for the following elements:

·      1. What did you find striking or beautiful?

·      2. Confusing?

·      3. Metaphors?

·      4. What is the extended metaphor in the girl’s response?  Identify subsidiaries of this metaphor.

IN GROUPS:  One person should scribe your group's answers.

·      1. Does the poem take a perspective on race?  Explain.

·      2. What can we infer about the male in the poem?

·      3. What can we infer about the female in the poem?

·      4. What is the message about identity?

Four corners:  Gender

Homework:  Read and annotate the assigned article for your gender.  Girls read "Cliques and Popularity." Boys read "Boy World."

Precious Knowledge

Starter #6:  “If we just begin to appreciate differences, and treat each other with respect, then everything will be alright, and there will be no oppression.”  Respond to this statement.  Do you agree or disagree? Why or why not?

 

Freewrite #3:  React to the film.  Give your perspective on the ethnic studies program.  Can you relate this film to the concepts we have been discussing in class (identity, culture, the cycle of socialization)?

Optional Weekend Homework: Take your reactions to Edmodo and drop some intellectual dialogue.

Seminar: American Born Chinese

Turn in your seminar prep to my inbox!

Homework:
Seminar Reflection!!!  Don't forget to give yourself a grade!

NWEA's

Seminar Tomorrow!

Please come to class tomorrow ready to seminar on American Born Chinese.  You are responsible for answering the prep questions in writing before the seminar (scroll down to find them!).  If you are having trouble with the plot, please come to a plot coaching session @ lunch or during my office hours 315-5 TODAY!

Starter #5:  A Girl Like Me
How does the video relate to the concept of the looking-glass self?

Discuss:  "The Complexity of Identity" and "The Cycle of Socialization"

What are the daily effects of white privilege?

Unpacking "The Invisible Knapsack"

American Born Chinese:  
Seminar Thursday!


Please come to seminar prepared, having read American Born Chinese.  Answer the following questions in writing.



Seminar Prep Questions (due Thursday at the beginning of seminar)

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/or socialization.  (Again, examples from the text...)

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

The Cycle of Socialization

Starter #4:  Complete this sentence in as many ways as you can think of:  "I am ______________." Make a list in your comp book.

"The Cycle of Socialization":  Application Activity

Homework:  "The Complexity of Identity."

Reading:

• Read the text.
• Annotate!!  Underline or highlight main ideas.  Mark lines that stand out to you.  In the margins, agree or disagree with the text.  If you’re not sure what the author is trying to say, mark it with a “?”.
• Write at least two questions at the end of the reading (NOT questions about what words mean!)

Questions:

1.      Does your “I am” exercise match the conclusions reached by Tatum in her article?  Describe how it does or does not, and give an explanation for why.  (hint: look at pages 20 and 21)

2.      In what ways are you dominant?  In what ways are you subordinate?  (hint: look at page 22, first paragraph) 

1. Example: I am dominant because I am white and heterosexual, but I am subordinate because I am a woman.

3.      How have you experienced your dominance in your life?  Your subordinance?

1. Example:  I have experienced my dominance because as a white person, I am never followed in stores or pulled over because of my race.  I generally feel like I “fit in” when I go places.
2. Example:  I have experienced subordinance because as a woman I am sometimes afraid to walk alone at night, and I fear male violence.  Also, people expect me to be skinny.