This is the last advocacy and the last chance to catch PGTV!!

• Here is a link to the YouTube Video  https://youtu.be/OsTZSKe36l8

It’s unlisted, so it won’t be on the channel’s main page.  Teachers will need this link to view the ~17 minute show.

9-11th grade teachers put this link in the chat last week, and this week PGHS is asking you to review the Google Slides with your students.  The slides focus on Summer Learning opportunities.

Summer Learning

On Monday you will administering the SEL survey from the district.  Parents have already been notified about this and have been given the chance to opt-out.

As per the district:

To obtain a more complete picture of our students’ social emotional competencies throughout the school year and support students as they transition back to on-campus activities, the district will electronically administer the SEL portion of the SEL/CC survey for a final time this school year to all 3rd through 11th grade students. The survey does not include Culture/Climate items, and staff will not be asked to complete any surveys as part of this effort.

See attached for Spring survey materials and instructions, please review this so that you are aware how to administer the survey prior to the start of advocacy.

Dear teachers,

The district will administer the SEL survey one last time for the school year. See attached for the teacher memo from the district, which includes the directions for administration. Links to the surveys can be found in the directions or accessed below:

1. English: https://www.research.net/r/SEL2021

2. Hmong: https://www.research.net/r/SEL2021h

3. Spanish: https://www.research.net/r/SEL2021s

4. Vietnamese: https://www.research.net/r/SEL2021v

Copies of the instruments (.pdfs) are available for reference at http://www.egusd.net/students-families/survey/.

This is the last (lesson #4 of 4) of the district-required digital citizenship lessons.  This lesson focuses on a current event: A high school student who was disciplined for what she said over snapchat and is taking her case to the US Supreme Court.  There is a short video (about 5 minutes, PBS) and discussion questions.  Hopefully, the students find this engaging as it directly pertains to their freedom of speech.  Here is a link:

https://docs.google.com/presentation/d/1aB-Msa2QrHcp3EhQ9Eg0_WNa3vFbcf8CaUDcZkGWepA/edit#slide=id.gc0e6fd928e_0_3

PGHS is bringing back Spirit Days. 

College Wear Wednesdays

Flock Friday

This is the 3rd in a series of lessons developed based on Teaching Tolerance: Speak Up at School, How to Respond to Everyday Prejudice, Bias and Stereotypes.  This lesson is based on an interview that Link Crew Students conducted with Tracie Stafford on how to speak up against hate speech and be an upstander.

There is a Google Slides presentation with an 13 minute video and discussion questions in this link HERE.

This is the 2nd in a series of lessons developed based on Teaching Tolerance: Speak Up at School, How to Respond to Everyday Prejudice, Bias and Stereotypes.  This lesson is based on an interview that Link Crew Students conducted with Tracie Stafford on how to speak up against hate speech and be an upstander.

There is a Google Slides presentation with an 11 minute video and discussion questions in this link HERE

There is a PBIS-focused lesson on returning back to school.  This involves a video and a Kahoot!  Thank you, Tamika, for putting this together.

Here are the links:

1. Here is the video link for the P.B.I.S Kick-Off https://prezi.com/v/cvcapgvk3ykc/

2. Watch the Video first, then allow students to play the Kahoot. PBIS Kahoot Activity  

3. Share with the students the PDF of the PBIS behavior matrix (an attachment in this email and also a link HERE) 

This is a district lesson on the PSAT 

https://docs.google.com/presentation/d/13QGKBAZn97WANei1LHIOIv8Y6X4WpQbyctDUKgVT4qs/edit?usp=sharing

1. Review the Google Slides lesson

2. Share THIS FORM in the chat about the PSAT

Students have the whole time to work on their Reflection Window.  Please assist them with any questions.

You might want to put THIS LINK in the chat, it is the Google Form needed for students to submit their reflection window.

Here is the information from last semester on the High School Portfolio, if you/students want to review what is required: HERE. 

GOOD NEWS:  The reflection window due’s date has been postponed to February 26th.

In celebration of the Lunar New Year, Phillip Phi Hai Tran, a student in the PGHS Lion Dance Club has created an informative lesson on the holiday.  The Google Slides is found HERE. The PG Lion Dance Club would also like to welcome all PG students and families to watch the PG Lion Dance Club perform on February 12 at 2PM at Panda Express on Waterman Plaza.  The flyer associated with this event is attached to the email, feel free to share with your students.

For this advocacy I have created a goal setting and class information sheet for students.

Here is the link.  The link will have you make a copy for your own drive so that you can post it in your Google Classroom and click "make a copy for each student" when you assign it.

This activity is meant to help organize students, have them set some goals and record some tips that they might need for quarter #3.  In the last part I have written some tips that might be helpful for students. Either individually, or as a class, record additional tips that students might find helpful for this quarter. 

Here are the direct links to use for today, during advocacy. 

Review DL Behavior Expectations

Watch a brief video on PBIS/Behavior Expectations (this is STUDENT-created!)

Play THIS Kahoot 

You may want to quickly go over the textbook checkout schedule too! 3:00-6:00pm this week!

Date

Grade

Classes

Tues. Jan. 5

Seniors

Economics, American Gov't, Math, English 12 Novel

Wed. Jan. 6

Juniors

Math, English 11 Novel

Thurs. Jan. 7

Sophomores

Math, English 10 Novel

Fri. Jan. 8

Freshmen

Math, English 9 Novel, World Geography

PGTV

Write the Reflection Window

Please review these Google Slides HERE.  This will review the High School Portfolio.  I know that many 10th and 11th graders are familiar with the portfolio but reviewing this "user guide" with them might make everything easier for them and catch any students who slipped through the cracks and need help with reflection windows.  You might want to also show them the video on slide 6 which teaches them how to organize everything digitally.

The first reflection window is due December 18th.  If there is extra time in advocacy you can walk them through how to get started on that.

EGUSD Bullying Prevention video

https://drive.google.com/file/d/17ByUrilnB20ge7Gg9cXv_IWOMhQIkNhd/view?usp=sharing

Hey 9th, 10th and 12th grade teachers.  I read all of the responses to the advocacy survey.  Thank you so much for taking the time to fill that out, it really helps us develop lessons.  

Many teachers said they didn't have enough time to bond with their students.  This week you have a few choices in order to bond more with your class.

1. Play a teambuilding game of your choice found on the advocacy website HERE, or you can open the link to teambuilding activities HERE

2. Because progress reports are due, you might want to also create a Goals Worksheet with your students.  This is an advocacy lesson that was done last quarter.  You can find the goals worksheets HERE.  Teachers, if you do this you will need to add this as an assignment in Google Classroom and make a copy for every student.  If you don't know how to do this, please email me and I can help.

3.   Another idea to bond and build community with your advocacy class is to do a grade check and reflection.  If you want the students to fill out a form, click HERE .  

Learning targets

1. Students at PGHS will feel more connected to their advocacy class and teacher through a teambuilding game, goals or grade check

2. Students at PGH will have a support system with their advocacy teacher because there is a teacher who is checking in on their grades, goals or is interested in having a fun interaction with them and the class.

Lesson Topic: Teambuilding

This Monday is focused on teambuilding through a good ole fashioned game of Kahoot!  This game was created by Link Crew Leadership students and is 31 questions on a variety of topics. The goal is for advocacy teachers and students to have fun.

Instructions:

1.  Open this LINK and start your game.  Most students have played Kahoot! so this should be easy for them.  You can log in if you have an account or play as a guest.

2. Play "classic" mode and share your screen.  This allows the students to read the questions and they can answer on their phone, or in another browser tab.  The questions are timed at 10 seconds.

3.  Report your scores in THIS GOOGLE FORM to get a shoutout in the Advocacy Update

Learning targets

1. Advocacy students get a "brain break" during advocacy and get to connect with their advocacy teacher and fellow advocacy students

2. Students will feel included in advocacy due a variety of topics covered in the Kahoot! game

Lesson Topic: Academic Integrity

Learning targets

1. Students will be able to define the term: Academic Integrity

2. Students will learn about why there is pressure to cheat

3. Students will be able to list the negative effects of cheating

4. Students will be able to list the possible consequences of cheating

Happy Friday PGHS!

The lesson for Monday counts as a one of the four digital citizenship lessons that PG teachers are required to give.

Context:

This lesson was developed because of teachers contacting me and administration about the need to address academic integrity during distance learning as well as results from the survey that was sent to teachers two weeks ago.

Lauren Brooks and I had an in-depth conversation with Link Crew students about academic integrity.  Believe it or not, students are constantly thinking about academic integrity in their classes.  They feel like they need to cheat because of the enormous pressure they put on themselves, the ease of cheating during distance learning and the types of assessments they are given.  This is not acceptable. However, there was something insightful we learned.  Students weren't really concerned with "getting caught" especially since many shared that their parents "help" them and they feel like they can get away with it in the short term.  Yet, they were concerned about the stress, anxiety, and guilt of cheating, as well as the fear that they won't learn anything or keep up with classes when they return. 

This lesson was designed student up.  Meaning, the students created most of the videos, they are sharing their honest thoughts and addressing the topic of academic integrity in a way that they think will resonate most with other students.  In today's society students are seeing ethical lapses everywhere so it is easy for them to dismiss their own.  However, students shared that when the lesson was focused on learning and retaining knowledge they were less-likely to cheat.  The idea is that if we have an open conversation about cheating and student expectations there will be a decrease (hopefully) in cheating.

Here is a message from Taigan to share with students about what to do if a student is found in violation of the academic integrity policies:

We would first ask the student why he/she felt the need to cheat or plagiarize, remind them that they are receiving a 0 on the assignment, work with their teacher on an intervention depending on the number of times they have been referred for academic integrity (during distance learning could range from online detention, a restorative assignment and suspension- in most egregious cases), and notify their parents. We also spend time discussing long-term affects of cheating (not learning the material, real life consequences and what will happen in college if they are caught cheating).

On a side note, please fill out this district survey on Advocacy.  Your honest feedback is very valuable.

https://docs.google.com/forms/d/e/1FAIpQLSfrlzO2nTncwGpGyI7KF21jMTsIEaweuC7SBso32sKNjkMZ7A/viewform?usp=sf_link

Now for Monday's Advocacy Lesson:

HERE is the link. It is also posted under each section on the advocacy website HERE.

Monday's advocacy lesson will involve the whole class customizing a Google Classroom header.  The goal of this assignment is to get students to work as a team, increase social interaction, and help students feel like their advocacy Google Classroom is their space.  This is also an activity that you can do with all your classes to build community in your classroom.

This involves:

1. Advocacy teachers adding the Google Classroom Header Template to their Google Classroom as an assignment that every student can edit (instructions below if you don't know how to do this) .

2. Showing a 3 minute video to advocacy students at the start of class (they don't have to watch the last section on "teacher how-to")

3. Students working as a team to create a custom Google Classroom header

4. Advocacy teacher uploading the custom header to their Google Classroom (instructions at the end of the video)

Prep for advocacy on Monday (estimated prep time 1-5 minutes)

1. Open this Google Slides document template: 

   1. Link HERE

   2. It will force you to make a copy of the presentation.  Please make the copy, it will then be added to your drive.

2. Log into your Advocacy Google Classroom

3. Create a new assignment by clicking on "classwork" at the top, then "create," then "assignment." 

4. Title the assignment Google Classroom Header

5. Click the paperclip "Add"

6. Click "Google Drive"

7. Add your copy of the Google Classroom Header

8. Make sure that all students can edit the file 

Here is the advocacy lesson for Monday.  The lesson is focused on how students can use Zoom for social purposes.  The video (Link HERE) teaches students how to:

• Host a meeting (schedule, waiting rooms, breakout rooms)

• Have a Zoom lunch with friends

• Play charades via Zoom

• Play Pictionary via Zoom

• Watch a show via Zoom 

• Have a Zoom workout with friends

This idea was brainstormed by the PGHS Link Crew leadership students on ways for students to be social during social distancing.  

After you show this video you can play Pictionary with your students.  Remember to allow for multiple people to share their screen (a setting right next to the green screen share button).  You can use also do this activity in your academic classes by sending a private message to a student with a key or vocabulary term to draw and have the rest of the class guess the key term.  Great review after a lesson.

This 12 minute review basic zoom rules which include:

1. No Zoom Bombing

2. Be kind

3. Respond when the teacher calls on you

4. Be aware of your surroundings when your on Zoom