“We Want Our City Back”- Using Critical Lenses to Breathe New Life into Abandoned Spaces – D. Filipiak-WSU Writer’s Project

2Video: Jeffrey’s Poem

The Green Seed of Greed

A 14-Year Old With a Critical Mindset- How Did He Get There?

SEE- Students learn about critical lenses.DO- Students practice using lenses with activities related to text or self.ACT-Students apply those lenses to their communities, their world. See. Do. Act.

4

Write down words that come to mind as you watch this music video.

Watch Eminem’s “Beautiful”- contains a personal and collective message

What Are What Are

YOUYOU Thinking?Thinking?

Beauty is Complex 2 minutes:Pair up

with partner-create phrases that contain 2-4 words each

5 minutes: Develop a poem that ties to the concept of beauty---

to advertise your message of beauty:

Create Create PosterPosterProducts for

PurchasePencil-10 centsPaper-10 centsMarkers- 30 centsBoards- $3.00Decorative Items -$2.00/ea.

Question: How did you feel during this activity? Does anything in particular stand out? Jot down thoughts for a moment

Language of privilege/power-social, developmental, psychological, educational implications

Distribution of wealth- 90 percent of the wealth in 10 percent of the hands

Can we apply what we just learned from this activity to our classrooms?

Haves Have Nots

WRITE AND SHARE

What is Critical Pedagogy? ““A critical pedagogy seeks to make visible A critical pedagogy seeks to make visible

how and why certain representations are how and why certain representations are constructed, to ask whose interests they constructed, to ask whose interests they serve, and to locate sites of resistance to serve, and to locate sites of resistance to disabling representations and oppressive disabling representations and oppressive cultural narratives”. - H. Girouxcultural narratives”. - H. Giroux

According to Freire, we are “to develop a According to Freire, we are “to develop a pedagogy designed not only to help students pedagogy designed not only to help students generate their own meanings, but also to help generate their own meanings, but also to help them reflect on the process of thinking itself.” them reflect on the process of thinking itself.”

Put Your Lenzes on…Put Your Lenzes on…

Power of One

Social class to control

the means of productio

nClass Struggle

Exploitation

Marxist Criticism Feminist Criticism

Buy this car, and you could have a shot at

a beautiful woman like me!

Challenges traditional and accepted Challenges traditional and accepted male ideas about the nature of male ideas about the nature of women and how women feel, act women and how women feel, act and think, or are SUPPOSED to feel and think, or are SUPPOSED to feel act and think. It questions act and think. It questions numerous prejudices and numerous prejudices and assumptions of women/looks at assumptions of women/looks at nature of gender inequality. nature of gender inequality.

SEESEE

So we got the “Haves”, and the “Have Nots”

What class makes the shoe?

What class buys (as consumers) the shoe?

Who benefits from the sale of the shoe?

SEESEE

Beowulf

What class structures exist in Beowulf? Who belongs to the Bourg. Class? Middle?

Proletariat? Is there evidence of class struggle in this text? What is considered capital? What is of worth? Who is glorified? What is glorified?

DODO

Activity-What is a Hero/Shero?

Task- create a wanted ad poster for a Task- create a wanted ad poster for a hero/shero…through the eyes of:hero/shero…through the eyes of:

A member of the bourgeoisie classA member of the bourgeoisie class A member of the middle classA member of the middle class A member of the proletariat A member of the proletariat

Tell us your role (are you a politician, a Tell us your role (are you a politician, a rapper, a business owner, a homeless rapper, a business owner, a homeless person?) and then present your poster, person?) and then present your poster, giving us a reason for the symbols and words giving us a reason for the symbols and words that you includethat you include

DODO

Feminist Literary Criticism asks us to consider how the following elements

are gendered:

Language and symbols Author’s Voice Characterization Relationships between men and women Patterns of thought, behavior, values, and

power in relationships

SEESEE

What is being said here?(Holeman)

“Women are the Nigger of the World”Song written and performed by John Lennon

(1972) http://www.youtube.com/watch?v=6P91_H690z4

Good Year Commercial http://www.youtube.com/watch?v=td6m3OhO5zE

Coffee Commercial http://www.youtube.com/watch?v=wOlDXx4_0DE

SEESEE

How are women How are women portrayed in portrayed in BeowulfBeowulf??Find three specific characters. List the Find three specific characters. List the chapter and line number for her chapter and line number for her description.description.

Who are they?Who are they?How is she described?How is she described?What is her role?What is her role?How is she compared or contrasted to theHow is she compared or contrasted to the

men?men?

W. Holeman

DODO

Knowledge as Knowledge as TransformationTransformation

““We Want Our We Want Our City Back”City Back”

Students re-Students re-write their city’s write their city’s story, equipped story, equipped with a process with a process to see their to see their world through world through new eyes, new eyes,

Core Standards Link College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge (9-10) “Conduct short as well as more sustained research projects to answer a question (including a self-generated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.”

  College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration-(11-12) “Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a

hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.”

Presentation of Knowledge and Ideas (9-10) “Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings, reasoning, and evidence and to add interest.”   College and Career Readiness Anchor Standards for Language Knowledge of Language (9-10) “Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening.”

ResourcesResources Appleman, Deborah. Critical Encounters in High School English: Teaching Literary Theory to

Adolescents. Teachers College Press: New York, 2000.

Cope, B,. & Kalantzis, M. (2000). Designs for Social Futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and designs of social futures (pp. 203-234). London: Routledge.

Giroux, Henry A.  Ideology, Culture, and the Process of Schooling. Temple University Press: London, 1981.

Freire, Paulo. Pedagogy of the Oppressed. New rev. 20th-Anniversary ed. New York: Continuum, 1993.

Green, Keith and Jill Lebihan. Critical Theory and Practice: A Coursebook. Routledge: New York, 1999.

Morrell, Ernest.  Pedagogies of Access, Dissent and Liberation. Routledge: New York, 2008..

Wilhelm, Jeffrey D. You Gotta BE the Book: Teaching Engaged and Reflective Reading with Adolescents. Teachers College Press: New York, 1997.