Ida Cortez Language Arts …is Word Art What kind of portrait can you create with words? Ida Cortez Listen to Ida’s story 1. THINK: First Impressions! List three adjectives to describe Ida. 1. Prep -- Have link & audio ready. (Do not project the NPR web page with Ida’s photo.) http://www.npr.org/templates/story/story.php?storyId=100296324 [2 min 43 sec] -- Distribute only scrap paper and markers. No handouts of the reading or clusters at first. Just listen to the story. 2. After listening, use scrap paper to write three adjectives in large letters with a marker. Show example to the class of large, clear writing. Allow a maximum of one minute, then students hold up their sheets of paper and look around at each other’s adjectives. Which adjectives are most popular? Which are fairly unique or completely unique? Is there a wide variety? 3. Distribute the virtue clusters  Click to next slide of clusters

3 adjectives to describe Ida? Virtue Clusters Of your three adjectives, circle ones that are here or add new ones next to a trait you feel is related in some way. my choices I added 3 adjectives to describe Ida? thoughtful wise reasonable generous kind insightful mature forgiving discrete nurturing patient self-disciplined tolerant gracious cautious noble dignified honest sincere Distribute the virtue clusters: Of the three adjectives you listed, circle ones that are already in the clusters. If not there, list your adjective next to one that you feel is related in some way. First, do a guided practice using an example that has at least one already listed and one to add. Distribute the reading  Click to next slide for reading instructions and then do a guided practice with Ida’s first quote. creative cool clever productive loyal resourceful capable resilient alert responsible diligent happy motivated reliable

Ida Cortez Language Arts …is Word Art What kind of portrait can you create with words? Ida Cortez Listen to Ida’s story 1. THINK: First Impressions! List three adjectives to describe Ida. 2. PAIR: For each time she speaks, write at least one adjective in the margin that describes her in that instance. Distribute the reading  See instructions on this slide  Click to next slide to do a guided practice with Ida’s first quote.

precise, insightful, wise For each time Ida speaks, write at least one adjective in the margin that describes her in that instance. 1 precise, insightful, wise 2 candid, honest, positive 3 passionate (about reading, learning) Do a guided practice with Ida’s first quote… Have pairs think together and then ask for responses when most pairs are ready. On the board, record responses for #1 as an example, then let the pairs finish the other 4 quotes together. As pairs report responses for #2 to #5, list responses across the board for each so that the board is filled with adjectives that describe Ida. 4 compassionate 5 diligent, motivated, determined

Ida Cortez Language Arts …is Word Art What kind of portrait can you create with words? Ida Cortez Listen to Ida’s story 1. THINK: First Impressions! List three adjectives to describe Ida. 2. PAIR: For each time she speaks, write at least one adjective in the margin that describes her in that instance. 3. SHARE: Create a class list of adjectives to the front board. 4. PAIR: From the class list, select five adjectives that best describe Ida. List them in order of which you think are most important to capture her personality. As stated on the previous slide, you have used the board to list shared responses = step 3 is done on the board Now students record the additional adjectives from the class list to the margin of their reading handout – and do step 4 After 2 minutes, do step 5 When done sharing, give one minute for step 6 5. SHARE: Portrait Gallery: Compare lists of the best 5 adjectives. As pairs explain selection & order, other pairs comment on differences in reasoning or evidence. 6. THINK: Do you want to change your list or keep it just the way it is? Why or why not?

Virtue Clusters Ida added thoughtful wise reasonable generous kind sensitive insightful compassionate mature forgiving discrete nurturing patient self-disciplined tolerant stoic gracious cautious noble dignified honest sincere candid creative cool clever productive loyal resourceful capable resilient alert responsible determined passionate diligent happy positive motivated reliable hard-working

Step 1 First Impressions Sample 1

Step 1 First Impressions Sample 2

Step 3 Portrait Gallery Battle of the Best 5 Sample 1

Step 3 Portrait Gallery Battle of the Best 5 Sample 2

Record to board when students hold up “first 3 adjectives” Step 1 Step 2 First Impressions In this Instance Record to board when students hold up “first 3 adjectives” List number of quote next to adjectives that are already there; add new ones Teachers @ PD

Independent Critical Thinking Input Output listening speaking reading writing active speaking articulate INPUT active reading & active listening Show what you know! = be able to infer & relate concepts/ideas (factors, virtues, etc.) = be able to think critically about information/ideas Main idea – students achieve greater skills as a result of greater understanding Teach ideas and the skills improve as their grasp of ideas improves Ideas are the focus using tools that support understanding/skills Understanding=skills OUTPUT clear, cohesive speaking & writing speaking = be able to further synthesize, evaluate information/ideas = be able to express critical thinking

Pass the mic Describe Ida. Who is she? What kind of person is she? Inspired by 90 seconds to prepare in pairs, then… Pass the mic Describe Ida. Who is she? What kind of person is she? In this context, it’s not intended to be a polished fast pitch, but a short, clear and fairly smooth delivery in an informal setting. In the spirit of JayWalking, this is street talk – simple and straightforward, as well as articulate and insightful. A person who is not part of the “prep pair” holds the mic and asks the question. As the mic is passed, students elaborate on each other’s descriptions with additional reasons for why they agree with a trait or add how they also saw a different trait. Now, in writing: Create a formal portrait of Ida in one richly descriptive paragraph.

Virtue Clusters What kind of portrait can you create with words?  Support students with a conceptual frame to manage a wide scope of traits and the means to distinguish nuance.  Engage students in open-ended exercises to infer and apply traits.  After practice exercises, reinforce learning and solidify skills with occasions to first verbalize and then write. structure + flexibility = analytical tool

critical thinking question Ida – link to 4W text-based question critical thinking question Political World Economic World Social World Cultural World Why was Ida able to get the assistance Why would Ida have a good chance at a she needed? successful career? rights laws means to prosper determination resilience redistribution diligence passion public services Virtues are factors! values beliefs meaning Main idea: Virtues are factors! 4W context of Ida’s story: It Takes A Village American society: “means to prosper” is not simply economic with having means of production (materials, credit, etc). The other 3 worlds supported Ida (each functioning acc. to values) – AND she still must be virtuous (responsible, positive, diligent, etc) to overcome obstacle (a learning disability) using the support society provided. How did Ida get the help she needed? What does Ida’s mom hope to pass along hope to Ida? education tradition advocates teachers the love of reading daily life access practices equity hobby 4W factors

Who is it, that does all of these things? And finally this question, the mystery of who's story it will be. Of who draws the curtain. Who is it that chooses our steps in the dance? Who drives us mad? Lashes us with whips and crowns us with victory when we survive the impossible? Who is it, that does all of these things? Who honors those we love for the very life we live? Who sends monsters to kill us, and at the same time sings that we will never die? Who teaches us what's real and how to laugh at lies? Who decides why we live and what we'll die to defend? Who chains us? And who holds the key that can set us free... It's You. You have all the weapons you need. Now Fight! This passage is all about agency and connects to Ida  Google: What does it mean for a person to have agency? “In social science, agency is the capacity of individuals to act independently and to make their own free choices. By contrast, structure is those factors of influence (such as social class, religion, gender, ethnicity, ability, customs, etc.) that determine or limit an agent and his or her decisions.” Please consider Orations – one of the most empowering single exercises a student can do! Oration: speak the power of words -- http://usc-calis.net/db/search.php?search=power+of+words&Submit=Search Source: Sweat Pea’s closing lines from the 2011 film Sucker Punch

Character Analysis using Virtue Clusters – these single page stories are an excellent contrast to Ida. Douglas and Doris are positive characters, but different traits are emphasized.

Center for Active Learning in International Studies Analytical Tools for Critical Thinking a project of the Center for Active Learning in International Studies School of International Relations UNIVERSITY OF SOUTHERN CALIFORNIA Four Worlds of Social Science Factors Teresa Hudock, Director, USC CALIS is based on the Four Worlds of International Relations Steven Lamy, Professor, School of IR Classroom materials are available free online at dornsife.usc.edu/calis For more information, contact: Teresa Hudock calis@usc.edu 213-740-7794

Hawthorne School District Analytical Tools for Critical Thinking Attention all recipients of this file: First, thank you for opening this powerpoint and considering using it!  Whether the file was sent to you directly from Teresa or relayed by a colleague, CALIS and USC rely on your professionalism for proper credits and sourcing: Materials developed by or through CALIS are made available online via a database and website that serve as a digital file cabinet of teaching resources. Materials are free in support of teachers and students, and to promote curriculum reform. When teachers or other CALIS partners write, adapt, or collaborate on materials —they are cited. The source information includes their affiliated schools or organizations. As others download and further adapt these materials—all credit and source lines, for teachers as well of for USC CALIS, should remain in tact as the original source. This ppt was created as part of a partnership with Hawthorne School District, Year 2: 2017-2018. Hawthorne School District Instructional Leadership Team for Integrating History-Social Science and English Language Arts Teresa Hudock, Director, USC CALIS 213-740-7794 or calis@usc.edu dornsife.usc.edu/calis Initial Launch: Jan 31, 2018 Edition 2: Feb 27, 2018 University of Southern California