Tearing Down the Walls. Presented by Josie Stratton June 25, 2011 . a. k. a. . Our Emily Strattonian Leader of the Stratt Pack The Lady in the Purple Suit JStratt. My Professional Life. 17 years teaching experience 12 years at Mayo High School for Math, Science and Technology
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June 25, 2011
Leader of the Stratt Pack
The Lady in the Purple Suit
This unit implements multi-cultural, interdisciplinary approaches between ELA and social studies that incorporate higher-order thinking skills, multiple intelligences, and strands from the South Carolina ELA Standards.
“Teachers need to go beyond encouraging responses from student readers and push them to understand exactly what the author has done with words and sentences, syntax, and diction that elicited such a response in them as readers.” (Carol Jago, With Rigor for ALL)
“What are you doing in here that makes a g*****n difference in my life?” (Eva in Freedom Writers)
I observed my students accept a gay student who had been an outcast, and I listened to another student explain that even though he didn’t think he was prejudice, he realized that anything he did that might incite someone else’s prejudices was wrong.
Use the Word Questioninggraphic organizer to brainstorm and examine the various aspects and perspectives of “barrier.” Students may begin by simply looking up the definition in the dictionary, but then they should move into examining all connotations and examples of the word through the prompts on the organizer.
Animals leave tracks in the snow after a storm. When we wake up in the morning after a snowfall, we can tell who has been there from the fresh tracks, even though the animal has long gone. We need to see kids’ thinking even if they are no longer reading. Readers need to leave tracks in the margins, just as animals do in the snow or on the beach.
Humankind erects and maintains real and symbolic barriers to protect and defend opposing stances, beliefs, and territories. The resulting lack of communication reinforces those barriers, often to detrimental effects. Writers, movie directors, and artists frequently explore this motif.
While annotating texts, students mark the pages of the book, passage, or poem as they read. Students note what they think is important, what they think a passage means, and what ideas and questions that passage raises.
Some readers mark up the text extensively, while others mark only the parts they consider most significant or problematic. The mere act of marking the page as they read makes it more likely that students will read closely and attentively.
When students read for meaning, their annotations should reflect their efforts to understand what they are reading, as well as their reactions to the text – including questions the reading raises, new ideas it suggests, and reactions students have to it.
What can you learn from the images?
Discussion of the elements of the song that contribute to its effect may include the following:
- tone of the music
-diction of the lyrics
V for Vendetta
What is significant about the blindfolds?
Journal: What is an issue, problem, concern that you have that is the result of barriers that were created or perhaps even created barriers?
Journal: What social, economic, emotional, or other symbolic barriers exist in your school or community? What are the effects of such barriers?
They don’t care how much you know until they know how much you care.