1. Engaging Students in Meaningful Work
Dr. Sylvia M. Spruill
Hillgrove High School
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2. Learning Targets
To learn strategies that engage students in reading and analyzing challenging texts.
To learn strategies to scaffold students’ critical thinking, reading, and writing skills
To learn ways to use a justice-oriented approach to give students a meaningful context in which to discover and use their voice

4. Opening: Partner Talk (Paired Verbal Fluency)
Q1: What does it mean to engage students in “meaningful work”?
Q2: How would you define a “justice-oriented” approach to teaching?
Individual writing time: Consider what you discussed and write 1-2 sentences explaining how the terms MEANINGFUL WORK and JUSTICE-ORIENTED approach might relate?
What do you think?
Why do you think that?
How do you know this?
Can you tell me more?
What questions do you have?

5. Why this approach? Voice – discover and use
Critical thinking – teach HOW to think not WHAT to think.
More to what students need to know and be able to do than what is in the Georgia Standards of Excellence.

7. Social Justice in the Classroom
“justice-oriented” teaching and academic rigor are not mutually exclusive
This practice can be “standards-conscious” but not “standards-driven”
Using a justice-oriented approach allows teachers to
“…teach in a way that reflects students’ personal and cultural identities…”;
“…create a supportive classroom climate that embraces multiple perspectives, emphasizes critical thinking and inquiry, and promotes students’ academic, civic, and personal growth.” (Dover)
Dover, Alison G. "Teaching for Social Justice and the Common Core." Journal of Adolescent & Adult Literacy J (2015): Print.

8. Strategies
Engage/Hook
Read & Respond
React/So What

9. Tips for Success Model. Model. Model.
Establish positive classroom environment.
Structure first. Then release.

10. Song Lyrics
As you listen and follow along to the song, “Change is Gonna Come” (Cooke), consider the following questions:
What does it say?
What is NOT said?
How is it said?
Teacher focus: Why?
As you read the article, use the guiding/focus questions to annotate. (Metacognitive Markers)
What’s next?
Other song options: Blowin in the Wind, 9 to 5, Fight the Power, One, What’s Going On, Get Up Stand Up, etc.
Broader audience: narrative writing response – publish writing
With the “Why” focus AND discussing their responses use the 5 simple questions:
What do you think?
Why do you think that?
How do you know this?
Can you tell me more?
What questions do you have?

11. Photography and Other Images
Groups of 3-4
Identify a recorder/reporter for your group.
Take turns saying something that you SEE in the photo. Don’t analyze it at this stage; just say what you see. Go around your group at least 3 times quickly as the recorder also writes down each student’s comments.
Now, consider: How does the photograph make you feel? Each student responds and also explains what evokes those feelings.
Now, what can you infer? For example, in what setting do you think the photograph was taken? Why do you think that? What, if anything, do you think the people have in common? Why do you think so? What do you think the photographer was trying to show? (perhaps imagine another shot that could have been taken and the possible different effect)
Read the caption. Does it change your thinking? Why or why not?
Not just recording reality, they are mediating it. You can use the paper picture frame if you have copies for group.
Roy R. Lippin, traumatic brain-injury victim and a member of the New Jersey Council on Traumatic Brain Injury, shouts in a bullhorn as a large group, many with disabilities, some in wheelchairs, gathers in front of the New Jersey Statehouse Thursday, May 14, 2009, in Trenton, N.J., to denounce budget cuts to five independent living centers. 

12. 5 Simple Questions What do you think? Why do you think that?
How do you know this?
Can you tell me more?
What questions do you have?

13. Human Condition Unit Engage/Hook: video montage/response/definition
Read & Respond:
UDHR articles activity
TED Talk: The danger of silence
React/So What: Human Rights Research Project

14. Intro Concept: Video montage: The Human Condition
As you watch the video, write down what you See/Hear/Feel/Believe. (paper in quadrants)
Discussion Partner(s):
From the brainstorming, discussion, and video clip, what have you learned about the human condition?
Define the human condition. (concisely and clearly)

15. United Nations’ Universal Declaration of Human Rights Sample Activity from Human Condition Unit
Find your ____ appointment buddy.
In the envelope, you will find 2-3 Articles of the Human Rights included in the Universal Declaration.
With your partner:
Read and determine what human right is being addressed.
For each Article, answer the following question: Why is it so central to the well-being of an individual and of a nation?
SUMMARIZER
Answer the following questions:
How does the Universal Declaration of Human Rights reflect the Human Condition?
What’s one question you have about today’s topic/discussion?

16. TED Talk Thursday: The danger of silence
As you watch today’s TED Talk, jot down words and phrases you hear that resonate with you (stick with you).
Text Rendering Strategy
Using an index card, write your most meaningful word/phrase
Find your clock buddy and discuss reasons why it was chosen
Join another pair and determine the best of all four.
Write the most meaningful word/phrase with an explanation on the chart paper
Gallery Walk w/ sticky note commentary

17. TED Talk Thursday: The danger of silence
After viewing and discussing, respond to the following questions:
What does it mean to have a voice?
How have you used your voice for good?
How have you allowed silence to quiet your voice?
The speaker, Clint Smith, speaks of 4 tenets he has his students agree to in his classroom: “read critically, write consciously, speak clearly, tell your truth” What is “your truth”? Begin to free write what that is.
TED Talk questions

18. Human Condition Unit Project
Part B: Research Project – Create a project in response that helps you make a difference somewhere as it relates to your topic. Your project should have meaning and have an impact beyond the classroom.

19. Music Performance @ Coffeehouse 4/13
Dramatic/
Music Coffeehouse 4/13
Morning Announce. & PSAs on HawkTalk
Twitter Chats
Art Piece
(Media Center)
KidTalk Contest Entry
“Teaching/Presenting” to other classes here or Lovinggood 6 8 4 12
Social Media Campaigns (w/specific goals and measures of effectiveness)
Misc. activity occurring off a school campus
Misc. activity occurring on Hillgrove Campus
Other
 Lesson Plan Creation 11 2
(lunchtime awareness)
(letter writing campaign)
(bracelets)
(gender equity - posted PSA video to major organization website)  7

20. Tweaks for Next Year Vertical alignment with 9th Honors teachers
What political and social/cultural structures contribute to _________________?
What are the systematic causes of _____________________?
Product difference – website with podcasts, NPR’s StoryCorps, Interviews, Writing Narratives
9th is more problem based; 10th more project-based; shifting from their project and what the problem is to answering the question:

21. Persona Poem (If time…)
Allows students to find their common humanity with people whose history and literature we study
Enter the persona poem through a literary character or historical figure; brainstorm key moments and turning points in that person’s life/journey
*from article titled, “Other People’s Lives: Persona poems teach insight and empathy” (Linda Christensen)

22. Closing – Image Representation
Select an image that best represents today’s session. Explain why/how it represents it.
Activity taken from NCTE Affiliate workshop
How can you use this in your classroom?

23. Resources Facing History (www.facinghistory.org )
Teaching Tolerance ( )

24. Dr. Sylvia M. Spruill Hillgrove High School Follow me on Twitter @spruillschool