Earlier
in the year, I highlighted the work going on by students in our 7th grade ELA
course in regards to social justice projects. This project has been all-encompassing and Ms. Fry has pushed her
students not only through academically rigorous expectations
but also has taken students outside of the comfort zone to think more deeply
about the world around them. We first worked together to develop ways to use data to differentiate social justice books based on student reading
level; moreover, we allowed them to track their own data to drive their own
ambition to be better and more reflective readers.
Throughout
these book studies, students began to think more critically about social
justice issues ranging from racism, to how we treat our population of people
who are disabled, to women’s rights. These book studies went through two cycles
and are detailed more comprehensively in my original post on social justice. At this project’s conception, we originally had determined to do a
single round of social justice reading centers; however, the student engagement
in the activity was really none like I had ever seen before. To this group of
7th graders, I could see their thirst for knowledge about both historical kinds of literature as well as historical
fiction unquenched. Ms. Fry instinctively determined that the student investment
in this project was worth further exploration.
At the end of each book study, students were
able to watch a movie that similarly depicted what they had read as a group.
Each video parallelled the books they had read
and ignited further reflection and discussion. But, where does this project go
next? It's time to put the ownership of Social Justice in the hands of the
students. What can our students do now to unveil injustices in their own world,
and how can they relate what they have read to their own personal lives?
Public Service Announcement or Address
To begin this part of the project, we ask
students the following questions?
- What hit you in the gut the
hardest while reading your books?
- Can you relate it to your own
life?
- Did it make you reflect on your
own actions?
- What do you want to learn more
about?
Using the above
questions, students responded by
answering what they were thinking on sticky notes and posting them in the front
of the classroom. Students were allowed
to think and discuss these topics and relate others’ comments to their own
thoughts and developing personal principles. This comment board was a catalyst
to some really insightful discussion.
Private KidBlog Shared
Between the Student, the Teacher, and the Instructional Coach
After we finished the
whole class discussions on their book studies, we wanted to get some cognizance
of how they really felt on a personal level, and what type of thoughts or
emotions the first part of this unit had arisen,
but perhaps they were too apprehensive to
share in the full class discussion. Students were asked to respond to the
following prompt:
After reflecting on your books, what bothers you about the
world you live in today? What is happening in your community, your school, your
hometown, your state, your country, your world, or your family that is tough to
handle? How does this relate to what you have read? When you look around you,
is there someone who needs a helping hand? What is a big problem in our society
that we need to solve? Not only what it is that breaks your heart in this
world; but also, what could be done to fix this problem? These are the
questions you will address while creating an awareness video or public address
for this class. This is your social justice passion project. This
assignment should drive you to do the best that you can for your cause.
The purpose of this type of project in English Language Arts
is to connect your learning to the world around you. Therefore, this
assignment will allow you to create multimedia to express yourself through your
social justice passion project. For this project, it is up to you to decide
what you would like to do. These passion project activities allow you to
identify an issue that concerns you, then provide the means to pursue avenues
in which to make people aware. By giving you this choice, it allows you to work
on content while doing something that is meaningful to you and that will make a
difference in the lives of people around you. Hopefully,
you will create something to encourage people to #BeUnited.
The Rollout of the
Passion Project
The purpose of this
reflective journal was to provide students an opportunity to express what is
important to them in their own world. The journals were read and responded to
by the instructional coach as well as the teacher, providing a way to narrow
down, or just perhaps providing a label, as to what the students seemed to be
passionate about. Also, this process was essential in encouraging students to
fight for what they are passionate about; however, to ensure them that their
own personal story didn’t necessarily have to be told to the masses. Instead,
they could use this passion project as a platform to create more meaningful
change.
Understanding
Storyboarding
It was important to us
that students understood not only the purpose of a quality public service address but also for them to see the impact
that a well-crafted video would have on
its audience. We watched the below video clips in class so they would have an
understanding of what a quality PSA would look like.
- https://www.youtube.com/watch?time_continue=4&v=lQ6WdCUttjE
- https://youtu.be/A-luJWp2_SI
- https://youtu.be/rClJW9gnchc
- https://www.youtube.com/watch?v=3bdm4NBYxII
After watching these
clips, students were able to identify the components of a good PSA, as well as
how the style of the video can have an emotional impact on those who are
watching. This was the basis for how the students developed their own rubric.
Using a rubric that I, the instructional coach had already created for a once
similar project, we turned it over to our students to see if those components
were easily understood by 7th graders and applicable to their upcoming
projects. Students tore apart the old rubric and replaced it with one that used
kid-friendly language and created high
expectations for themselves and their classmates. In truth, they had developed
their own understanding of what their quality assessment should look like.
Storyboarding
Last week, students
spent time in our media center watching sample PSA’s and developing storyboards
for the videos as they watched them. Students paid close attention to dialog,
camera angle, music, mood, and many other components that they witnessed. This
activity was designed to prepare students for the development of their own
storyboards that will directly reflect the topic they are passionate about and
on which they have chosen to do a PSA. This portion of the project will begin
next week following IAR testing.
Modeling
Not only have we
discussed these passion projects with our students, but Ms. Fry has also identified her own passion project that she
would like to develop. Along with her students, she plans to develop her own
video to reach a goal she has for the United School District. I won’t discuss
that further, but will let her do so as she is ready.
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