Dyad 60

WHO WE ARE:

I am Danielle Williams, and I have been a teacher for 14 years. I started my teaching career at an alternative school on the Westside of Chicago. I transitioned to a high school within CPS on Southside where I have been working for the past 9 years. I received my National Board Certification in 2010, as well as, a MA in Teaching and Learning and MA in Educational Leadership. I am currently the English Department Chair and teach 12th grade Honors and APLiterature. I am passionate about teaching and my students.

I am Felicia Ulwelling, and I am thrilled to say that I have been teaching high school English for over a decade. I was born and raised in Chicago, and I am a proud alum of Chicago Public Schools. I earned my BA (Bachelor of Arts) in Business at Concordia University of Wisconsin with a minor in communication. After working in Corporate America, I decided to go back to school and become a teacher. I earned a MAT ( Master of Arts in Teaching) at National Louis University in Illinois. I began my teaching career as a substitute teacher before accepting a position at Williams Prep.

OUR PARTNERSHIP: Our partnership is a beautiful blend of educational forces. As we teach at different schools, our students are the same. We plan on using many of the same lessons with integration of our own materials. As a team, we will use a joint google site to upload material created by our students.

All dyad partners check in regularly with each other during the week to offer collaborative feedback and support on your design studio project. However, you have choices in the goal of your collaborative work. How will you collaborate with your dyad partner this week? Choose one and delete the rest... Will you....

• Option 1: Collaboratively brainstorm ideas to create and publish the same remote lesson

• Option 2: Jointly follow a similar lesson format but use different content from own work context

• Option 3: Develop separate lessons and be critical friends and thought partners

Provide a brief description of the context in which you work and your learners to help readers better understand the unique work that evolves from your collaboration.

THE PURPOSE OF OUR INQUIRY: How can students use digital media to empower their community and become change agents of systemic racism?

LESSON SUMMARY: A student created digital media response (PSA, Short film, photography diary) focusing on social justice that can be circulated on social media platforms, have the potential to be widely shared, and engage effectively in the use of digital tools.

TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work? -

1. Critical thinking skills

2. website evaluation / fake news

3. critical analysis of texts, images and digital media

LEARNING OUTCOMES: Students will understand their civic responsibility and social justice, how to read the world around them through the use of personal inquiry. Students will also be exposed to rhetorical devices and evaluating their audience .

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Google sites, Adobe Sparks

Social Justice in Schools Additional Resources

This Inquiry Plan Template documents our planning and learning this week.

[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]

INSPIRE : Brainstorm/Survey

What social justice issues feel relevant to you in your day-to-day? (climate/environment, BLM, LGBTQ issues, women’s rights, gun control, indigenous rights, free speech, immigration, mass incarceration etc.)Think about subjects and situations happening that are connected to you and your community. Brainstorm how you feel, are you directly effected, etc.

Discussion outlets: padlet, jambord, ect.

ENGAGE: Watch multiple videos and demonstrations on the resource page. Think about who’s point of view are we seeing? Who has power? What’s being valued? What are the underlying beliefs? What kind of roles in society do people have? Are we seeing the whole picture? What are your initial thoughts?

CONNECT : Break-out rooms based on medium / topic of choice - Discussion about use of digital media and social issue.

CREATE: Students detail their rhetorical awareness before beginning to compose. Students will discuss their intentions and purpose for the project.

Questions to consider...

1. Who is your audience and how will you engage them?

2. How will you meet the expectations of a PSA?

3. What is your angle (what is your individual position [who are you]) and what is your purpose in this PSA?

Digital Product 2: Google Site

In 1-2 sentences, describe the sample LEARNING artifact(s) that you created this week and explain how it will be used in the lesson/project...

Students will create a PSA on their social issue of choice using rhetorical skills and evaluated information.

Learning Artifact: Shared Website