Wwocbpreentation 1
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Wwocbpreentation 1



This is my powerpoint presentation for the Wayne State Writing Project (2010)- Title of Presentation: "We Want Our City Back: Using Critical Lenses to Breathe New Life into Abandoned Spaces."

This is my powerpoint presentation for the Wayne State Writing Project (2010)- Title of Presentation: "We Want Our City Back: Using Critical Lenses to Breathe New Life into Abandoned Spaces."



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    Wwocbpreentation 1 Wwocbpreentation 1 Presentation Transcript

    • “ We Want Our City Back”-
      • Using Critical Lenses to Breathe New Life into Abandoned Spaces – D. Filipiak-WSU Writer’s Project
      • Video: Jeffrey’s Poem
      The Green Seed of Greed
    • A 14-Year Old With a Critical Mindset- How Did He Get There? 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.
      • 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 YOU 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 Poster Products for Purchase Pencil-10 cents Paper-10 cents Markers- 30 cents Boards- $3.00 Decorative 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?
      WRITE AND SHARE Haves Have Nots
    • What is Critical Pedagogy?
      • “ A critical pedagogy seeks to make visible how and why certain representations are constructed, to ask whose interests they serve, and to locate sites of resistance to disabling representations and oppressive cultural narratives”. - H. Giroux
      • According to Freire, we are “to develop a pedagogy designed not only to help students generate their own meanings, but also to help them reflect on the process of thinking itself.”
    • Put Your Lenzes on…
      • Marxist Criticism
      Feminist Criticism Challenges traditional and accepted male ideas about the nature of women and how women feel, act and think, or are SUPPOSED to feel act and think. It questions numerous prejudices and assumptions of women/looks at nature of gender inequality. SEE Power of One Social class to control the means of production Class Struggle Exploitation Buy this car, and you could have a shot at a beautiful woman like me!
    • 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?
    • 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?
    • Activity-What is a Hero/Shero?
      • Task- create a wanted ad poster for a hero/shero…through the eyes of:
      • A member of the bourgeoisie class
      • A member of the middle class
      • A member of the proletariat
      • Tell us your role (are you a politician, a rapper, a business owner, a homeless person?) and then present your poster, giving us a reason for the symbols and words that you include
    • 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
    • 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
    • How are women portrayed in Beowulf ?
      • Find three specific characters. List the chapter and line number for her description.
      • Who are they?
      • How is she described?
      • What is her role?
      • How is she compared or contrasted to the
      • men?
      • W. Holeman
    • Knowledge as Transformation
      • “ We Want Our City Back”
      • Students re-write their city’s story, equipped with a process to see their world through 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.”
    • Resources
      • 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.