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Google Docs for Great Stories Club WorkshopJune 24, 2016Reworking humanities questions (Buck)Short url: notes recorded Related activities/assignments (Buck)Short url: "Where I'm From" by George Ella Lion *Listen to Audio, has a poem template on her website under "educators" tab*Might be a good icebreaker- Sexual Assault and Prevention center come in, to discuss some of the issues surrounding "age of consent"—tie in current events, like Stanford- Create a playlist for people in certain social situations*Share playlists through social media/websites- Share a mix of all of the songs mentioned in the book*Lavette Fuller will be putting one on Spotify*M. K. Asante's album that accompanies the novel, on M. K. Asante's website- Share a clip of the audiobook/Offer the audiobook for anyone who may be struggling with the text- Creative Writing teacher from the high school delivering "Blank Page" assignment*Have them start with the word "Fuck" - Smashbooks*Glue whatever you want into a notebook (fortune cookie fortunes, song lyrics, magazine clippings, etc.) --> just as Malo uses outside pop culture references to explain/connect to his world*Doodles*Articulating feelings/identity in ways other than words- Put all creative outpour into a zine- Share video/audio of slam poets- Host a slam poetry readingAnticipating difficulties Short link: Anticipating and addressing difficulties (reading levels, interest, behavior challenges, institutional barriers) Don't think there will be institutional barriersThis year wasn't selected for SRG because of the word "masturbation" but her focus group is teen parents so not likely an issue for this group Reading levels : Cartoons/drawings help engageAudio available also...very helpful for lower level readersThey are not going to be strong readersNobody wants to read a book for a second grader at the age of 12! Then hope they get engaged enough that they'll enjoy reading other things visually.Order all the copies in state on ILL for audio...Buck only available for download in audio but this one is audio and CDPersepolis there's no audio but there is a movie...on MPLC licenseInstitutional barriers to audio...if not available in a format students can use. Interest: Will people show up?Will they discuss meaningfully?Play some of the audioOther activities to help keep engagedTopics of mental illness and alcoholism will resonateConcerns about triggers—how to deal with the things that come up?Have a teacher from the auxiliary school or a community provider come be part of it...available to participateIf you work with a group that has a support network—teen parents or youth with addiction issues...they already have counselors who can process some of that. I'd be interested to hear a Native American perspective. There are reservations near to/in lots of our communities. Alcoholism and depression are real issues. Fascinating to bring someone from the reservation to talk about these issues with the youth. Youth taking action on reservations to address some of these issues...know they are at-risk, want to break the cycle. Not one of the alternatives Junior poses but it's real in the world. Pair this book really well with Code Talker...family support to leave and join the militaryThe power of their language Gambling problem - relatable topic for some communities especially Reworking humanities questions (Absolutely True Diary) Short url: of group members: Kelsey, Megan, Kristy, Brian, Deb, LisaHow can we tie into other creative mediums of interest (beyond comics) with our participants? What is that interests our participants and how can we tap into it or encourage it if it hasn’t been already?Most of our participants are not Native Americans. Can similar themes, conflicts, and struggles be found for participants of other racial/ethnic backgrounds? The theme of assimilation is huge in Diary; what examples can we find in our own lives?How can we drum up that interest for this book where we haven’t seen it in our libraries in the past. Does the idea of white shame keep people from wanting to discuss and/or read material like this? Can we make connections to historical events or people specific to our regions (i.e., Andrew Jackson and the Trail of Tears in the South)?Much like Arnold, everyone has wanted to better themselves in some way. What examples can you see in the text of this, and in what ways have your participants experienced this.Related activities/assignments (Absolutely True Diary)Short url: students illustrate a scene of a dichotomous image of themselves (p. 57): how they see themselves vs. how society sees themComedy/tragedy exercise: write/illustrate a scene from your own life as a comedy and again as a tragedy (introduction to Shakespearean comedy/tragedy)Naming exercise: partner with another student and discuss your name—who gave it to you, how was it decided, do you go by a different name, was it given to you in honor of someone?Invite speaker(s) from a local tribe to speak about Native identityExplore concepts of tribal affiliations and identity (p. 217) and ask students to identify which groups (we would avoid using the word “tribes”) they belong toHave students research and identify local, high school, or professional sports teams who use Native names or mascots. Have any of these been part of a campaign to change the name? Who initiated the campaign? What was the response? What were the arguments for/against changing the name?Have students draw their own image based Pg. 57How you see yourself now vs. the futureHow do you see yourself--How do others see you?Where do images of Indians (pg. 56) in culture relate to the story being told and how do the images affect how he perceives himself?Why was the Washington Redskins problematic?Indian stereotypesFind other books in library collection that have Native American Indians stories that are contemporary. Look up the ALA list of recommended books. Discussion of how diverse each student is –how do various things define you and your life?What are different rules based on where you are – cultural differences –Reardon School VS Rez School. What are different expectations on behavior depending on where you are—School vs. Friends Code switching -- Talking different ways depending on your situation.Illustration (p. 182) example of code switchingCan you break your family expectations – follow your dreams –without losing your identity?What do you do to clarify misconceptions about your family, culture, and you as a person?Alcoholism DiscussionDad—smells like alcohol during regular interactions –He’s only an alcoholic when he is drunk.Death is an everyday thing (both in this book and Buck due to drugs/guns) due to Alcoholism (216)—hold on to good and sober memories. GrandmotherPg. 69Tolerance— source of Optimism , always positiveNA culture and fight culture – Fighting the Unwritten rule s of Fisticuff Fighting, list of the Rules Next school – fighting not part of reality Buck and Indian connection – Fighting culture—why? Defeated VS RageHave students create the “official and not official rules to survive the Streets/School/Treatment Center”Bio-PoemBring in Poet or Author or Illustrator and have a workshopCreate Media Responses – visual quote—in response to book Comic Artist –drawing to tell a storyDrawing exercisesArt Game:Every person at the table gets a piece of paper. The first person writes a caption (a word phrase, sentence) and then passes their paper to the right. The next person draws an illustration for the caption. Then, that person folds the top of the paper so that the caption cannot be seen, before passing the paper to the right again. The third person will then write a caption for the illustration drawn by the second person, before folding the paper so that the illustration cannot be seen, and so on, until the page is full. Then, everyone can read each sheet of paper as one work.Give out notebooks, highlighter, post-its to every participant“The War Within” activity. Have a piece of paper with a line drawn down the middle, and have participants do a self-portrait inspired by pg. 57 of the book“Vine Film Festival”—six second videos created by participants (Maybe of “trailers” for the book)Stop motion animations, to depict a scene from the book or one of his illustrationsFlip Books“Literary Scavenger Hunt” for the text, to get participants to revisit texts that they may have already readPhysical scavenger hunt using quotes to lead them to images hidden in the library, tucked between books of related topicsShare sections of the audiobook that correspond to illustrations in the book, without showing the illustrations to the participants, and then, have them create an illustration based on what they heard. Then, compare to the illustrations in the book.Meme generatorTed talk called “The Danger of a Single Story”Smoke Signals is a movie by Sherman AlexieBest practices for discussionShort link: of Destruction, Days of Revolt by Joe SaccoReading JournalsCan give them promptsT-chart –how you see society, how society sees youReworking humanities questions (Persepolis)Short url: a timeline of this period of history to contextualize it. Prepare it in advance so they have it as they are reading the book. Background on Iran (where it is) and the history.“Not Without My Daughter” is a movie that could familiarize presenters and participants with the culture of the time. Too much of a Western bias?Could show movie of Persepolis.Was a banned book, could talk about what why it was banned, have kids guess.Apprehensive about fielding questions about Muslim religion. -Maybe get in touch with university or mosque to come and speak?-Include FAQ with timeline ahead of timeNames of group members: Brian, Lauren, Spencer, Kelsey, MeganBased on how fashion is used –trying to tie it into Trayvon Martin and Black Lives Matter. How a black man wearing a hoodie could be dangerous. Some parents are keeping their sons from wearing certain clothes.“Lipstick Jihad”—book about a journalist who grew up in America before working as a journalist in Iran.Chimamanda Ngozi Adichie – “The Danger of a Single Story” Tedx Talk How much of this story are we getting since it’s only one part of the story. TedTalk about her and her roommate in college knowing only part of the story about the other. How much of the story has been changed by time? What do you remember from something important a long time ago? How reliable is the narrator? Does the level of detail in the book reflect the truth or a level of distance from the event?Start with feelings rather than one of the long questions. What did you think about it? What did you like/dislike and why? Related activities/assignments (Persepolis)Short link: TimelineMapsAppeal to Artists—small 4 panel comic of a period of time in student’s life that was an opportunity for growth and maturity Comic Template -- Where I come from – Origin story – drawing VS. online comic creators or AppsCounselor on hand for discussing having to leave home (ex. Louisiana) –moving from urban to rural What does it mean to have a religion as government? Kids living in restricted environment – Can they make a connection between themselves?Post-it notes instead of sharing – write on post it what feels similar to this story?Ideas for discussion around Fighting and Rebellion. Ask them “why” are there similarities and differences between what is happening in the book and their own life? Class and Gender – Talk about the veil Gender Roles – stands up in university – She stands up to authority --Do we believe this anecdote? Scott McCloud-Understanding ComicsPage 6—use image of Marji divided in half to invite students to discuss how they see themselves and how they think others see usDiscuss social class: What clues do we get to their classActivity in which different participants get invited to a banquet, but where they sit and what we get to eat is determined by whether they are a 1st world, 2nd world, 3rd world countryPeter Menzel—Material World book (1995)Create an art project (maybe a magazine collage?) about a culture that influences you (other than your own)Make a dual self-portrait similar to Marjane’s on pg. 6Take it a step further, and turn it into a Bio PoemJournaling about the idea of “home”:It could be a place, it could be a person, it could be a feeling, etc., as opposed to a roof or a “house”Brainstorm “What’s your ‘war’? What is something that you fight everyday?” Could be related to “the war within,” in Buck“What is your own ‘veil’?”Make a poster of an artist who influences you (like Kim Wilde or Iron Maiden, for Marjane)Or, simply talk about what would be the 2 artists that you would chooseEvaluation and follow-up with teensShort link: can we follow-up the program after all three books?Rate the bookWhat did you think about?Do you have any questions?Discussion…Then:How do you rate the book now after discussion?Were your questions answered?Did the discussion bring up more topics or questions?Would you recommend this book to others, and why?Pre and Post assessment:What do you know about Iran in general?After text, use this as a springboard for research on you own.Podcasts to share what they learned.Use a blog to develop the questions for discussion as the students are reading the book.Open, comfortable, and safe environment. How do you evaluate the outcome of student buy-in to the program and does it produce the hope and change that we would like to see from this program? Good reading practices that are developed by reading meaningful material. ................
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