Hard at Work

Hard at Work
Children at the Border

Wednesday, November 26, 2014

Week of December 1, our grades

Hi everyone,

Today we will look at our grades for this marking period. 

  • Please go to the Engrade website to see your grades. You need your access code to do this. See me if you have any questions or see any discrepancies.
  • Then please answer the questions on the grade evaluation form

Sunday, October 26, 2014

Week of November 13, Using the Blog


Hi everyone,

Today we are going to practice using our blog, posting comments, and responding to comments.

Please answer the questions below as a comment to the blog.


  1. What is the value of using technology as part of class?
  2. What experience do you have using blogs?
  3. Do you know how to type?
  4. Do you have a computer with internet access at home?


Then read the comments of another classmate and respond to his or her comments by answering:


  1. What do you have in common with the answers of this classmate?
  2. What question do you have?

Thursday, September 11, 2014

Week of September 24, Welcome to Our Class Blog

Hi everyone,

This week we are going to become familiar with using a class blog.

Each week we will be using our blog to share our ideas about the literature we read and the themes we discuss in class.

Requirements:
  • Headphones
  • Gmail account (click here to get a gmail account) (make sure you choose a user name and password that you will remember because you will have to sign in often)
  • Google docs account (comes with gmail and is free)
  • Internet at home
I will expect you to finish the assignments on this blog each week. If you do not, you will have to finish them for homework.
This week, please use google docs to answer the questions below:
  1. How do you feel about using technology (computers, internet, smart boards, etc.) in the classroom and why?
  2. What experience do you have using blogs as part of your classes?
  3. Why is it important to learn to use a blog for our class?
  4. How will using this blog help you in the future as a college student and when you are a professional adult?
Once you have answered the questions below, please paste your answer into a comment to our blog. Be sure to put your first and last name on your post so we know who you are. Please do not use a nickname because this can be confusing.
Then, read two classmate's comments and write a comment to them answering the questions below:
  1. What do you like about their blog post and why?

  2. What did you find interesting and why?

Friday, May 17, 2013

Week of May 21 and beyond, Our Human Rights Final


EES22QHR Final Exam Spring 2013

  • For your final exam for EDU, you will work in teams to create an advertising campaign, promoting human rights.
  • This is a chance for you to be creative and let your inner-activist shine!
  • Please read the options below, or create your own idea and talk about it with me.
  • You will be graded using the rubric below.

Options:

  • Artwork (painting, sculpture, drawing, etc.) with a typed explanation of the art and how it is promoting human rights
  • Subway poster for human rights, using text, images, quotes, drawings, symbols, etc.
  • A song, that you perform for the class, with a typed lyric sheet (I will copy it for everyone)
  • A poem that you read to the class, with a typed sheet (I will copy it for everyone)
  • A graphic story (cartoon) promoting human rights
  • A slide show or short film promoting human rights
  • A skit about human rights with a typed script

Guidelines:
  • Follow the conventions of standard written English.  In other words, watch your grammar, spelling, punctuation, and proofread!
  • Make sure your work clearly promotes human rights
  • Make sure your refer to the UDHR.
  • You must pick an aspect of human rights you care about.
  • You must include facts/statistics about this human right.

Human Rights Project Final Rubric

Group Members’ Names: __________________________  Topic_________________________________
Type of Project: _______________________________

Category
Possible Points
Your score
Content:
  • Do you promote human rights?
  • Is your presentation persuasive and convincing?
  • Do you include facts/statistics about human rights?
  • Do you refer to the UDHR?
40
·      10
·      10
·      10
·      10

Creativity
  • Is your presentation dynamic and informative and interesting?
  • Is it presented in a creative way?
20
·      10
·      10

Effort: 
  • Did you all do your best?
  • Did all members of the group work equally?
20
·      10
·      10

Presentation:
  • Is your work proofread
  • Is it neat and visually pleasing?
20
·      10
·      10

Total score
100


Tuesday, May 14, 2013

Week of May 14, More on the Central Park Five


Hi everyone,


This week we are going to continue learning about the Central Park Five.

I. Read these pieces written after the Central Park Five were put in jail.

Now answer these questions in your Google Drive:

  1. What was this teen writer able to do that many journalists were not able to do? 
  2. Why do you think that this teenager was able to identify key points or inconsistencies about the case that most of the city seemed to miss? 
  3. Do you believe this author was biased? In what way? 
II. Please visit the websites below:

The Innocence Project

The Innocence Project (www.innocenceproject.org/fix/) is a national litigation and public policy organization dedicated to exonerating wrongfully convicted individuals through DNA testing and reforming the criminal justice system to prevent future injustice.

The Center on Wrongful Convictions of Youth

The CWCY (www.cwcy.org) is a joint project of the Center of Wrongful Convictions and Children and Family Justice Center at Northwestern University School of Law's Bluhm Legal Clinic. It is the only innocence project in the country that focuses exclusively on individuals who were convicted or accused of crimes when they were adolescents or younger.

The Innocence Network

The Innocence Network (www.innocencenetwork.org/) is an affiliation of organizations dedicated to providing pro bono legal and investigative services to individuals seeking to prove innocence of crimes for which they have been convicted and working to redress the causes of wrongful convictions.

Know Your Rights

This publication of the American Civil Liberties Union (www.aclu.org/files/kyr/kyr_english.pdf) addresses what rights you have when you are stopped, questioned, arrested, or searched by law enforcement officers.

Now in your Google Drive, answer the questions below:

  1. What did you learn at these websites?
  2. How are they useful?

III. Post your answers to our blog as a comment. Then respond to 2-3 other students' posts.

Wednesday, May 1, 2013

Week of May 7, The Central Park Five

Hi everyone,


Today we are going to learn about the Central Park Five in preparation to watch the film next week.


In your Google Drive, answer:

  1. What new information did you get from this discussion?
  2. What questions do you have?
  3. If you were a member of the audience, please talk about your experience!!


Now answer these questions in your Google Drive:

  1. What did the media miss? 
  2. Are the media to blame for what happened to these boys? Why or why not? Who else is to blame? 
  3. Do you believe the city’s racial tensions played a part in the wrongful convictions? How? 
  4. Both Jovon Ferguson’s story and the Yusef Salaam video describe the dehumanizing metaphoric language (“wolf pack,” “wild animals,” etc.) used by the press in reference to the Central Park Five teens. How can language help shape public opinion?
  5. Can you think of any other cases where the media escalated a problem by sensationalizing a story without doing a thorough investigation of the facts?

III. Post your answers to our blog as a comment. Then respond to 2-3 other students' posts.

Tuesday, April 30, 2013

Week of April 30, Creating Workshop for Teachers about Bullying

Hi everyone,

Our principal, Orlando Sarmiento, would like our class to create a workshop for teachers about Bullying, which will include a screening of the film Bully.

Today I would like you to work with two other students (on one computer) and help plan for the workshop.

You and your team should do the following (written in your google drive):

  1. Create an icebreaker to use with the teachers. An icebreaker is like a game, that will help participants relax and feel welcome. The icebreaker should be about bullying in schools. It should involve movement and discussion questions. Perhaps you can include statistics/information about bullying in this section.
  2. Create 3 questions to ask teachers before showing the film (pre-screening questions).
  3. Create 3 questions teachers should answer while watching the film.
  4. Create 3 questions teachers should answer after watching the film (post-screening).
  5. List any other ideas you have to make this a successful workshop.
When you have completed this, please post your ideas to our blog. Then read the ideas of other teams and give constructive feedback (what you think is useful about their ideas, any suggestions you have (respectful suggestions).

Thanks!!

Ms Mann