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I really enjoyed this week's topic. It is because I could think of so many different ways to create interesting topic/lesson for classes that I'm currently teaching. If I have an opportunity, one of the first thing that I would teach is "perspectives(point-of-view)". I believe that people are struggling understanding other's point of view if they don't have any types of interaction, such as indirect and direct. I think it is one of the reason for causes of discrimination. I often make judgement based on group of people negatively or positively without any knowledge of it, just because they are different and I had no experience. As I face the importance of equality and aware of my actions, I'm more cautious about my judgements and my actions in the society. I would like to provide an opportunity for my students to be aware of their action towards other people before their thoughts become solid without any knowledge. I believe that not many people have interaction with people with disabilities. People often act wrongly. For example, people are offering help others with disabilities or excuse people with disabilities with activities. Their actions are based on their good intention, but does not mean that it is a right thing to do. As a sister of deaf, I've experience this so many times. People often under estimate my brother's abilities and expect others to do everything for him. Not only it affects my brother's confident level and social abilities, it affects people around him who cares. I believe this book would help students to understand that everyone is capable of doing things they desire, but some may need help or assistance. However, those needs are identified themselves, not by any other people, because they know their abilities the best. This book would be a great text to be used to teach point of views for characters and different perspectives on same issue.

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The 4 C's.
Connections:  What connections do you draw between the text and your own life or your other learning?
Challenge:  What ideas, positions, or assumptions do you what to challenge or argue with in the text?
Concepts:  What key concepts or ideas do you think are importnat and worth holding on to form the text?
Changes: What changes in attitudes, thinking or action are suggested by the text, either for you or others?

This technique helps students with a structure for a text-based discussion built around making connections, asking questions, identifying key ideas, and considering applications It helps students to stay focus and revisit the text. The key is DISCUSSION.

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CSI: Color, Symbol, Image

This technique helps us to think of the big ideas and important themes in what we have just read, seen, or heard.
Color: Choose the color that you think best represents the essence of that idea.
Symbol:  Create a symbol that you think best represents the essence of that idea.
Image:  Sketch an image that you think best captures the essence of that idea.

It helps students to identify the ideas from their reading, viewing, or listening in nonverbal ways by using a color, symbol, and images to represent. It would be good for a personal essay a chapter from a piece of literature, a poem, or short film.

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Santiago, E. (1993). When I was Puerto Rican. Reading, Mass. :Addison-Wesley,Discuss how you would use this text in your own classroom. I would do Feminism unit for my English as a New Language, ENL, classes. 1. Definition; Students will learn the definition of feminism. In order to check their understanding, key events from U.S. history and world history will be used. It would be a great way to align the lessons with social studies, which can help students to be prepared for classes and Regents. 2. Nonfiction; Students will use various news article to analyze feminism in the text. It will help students to practice to see how does female reinforce resist certain social attitude. All students would be able to express inequality in gender, including trans and genderqueer. Current events that does require minimal background knowledge, including Donald Trump.       a. NewsELA     b. Scholastic News3. Fiction: When I was Puerto Rican  by E. Santiago will be used as a class example. Currently, all students in ENL classes are Hispanic and would be able to connect with the character since they can visualize the character’s background and experience before and after coming to Brooklyn, New York. It would be a great way to analyze the text feminism by identifying central idea. It would be evaluated through group discussion and essay writing. While students are demonstrating their understanding and knowledge of the text and feminism, guided questions would be provided as follows; How does the fictional portrayal of female characters reflect the reality of women’s lives?How does the creation of female characters reinforce resist certain social attitude?Compare and contrast between the main character and yourself. 4. A Unit Project: As a unit project, students can pick their choice of texts, either fiction or nonfiction to evaluate feminism. (Hidden Figures, The Help, etc)

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Santiago, E. (1993). When I was Puerto Rican. Reading, Mass. :Addison-Wesley,Discuss how you would use this text in your own classroom. I would do Feminism unit for my English as a New Language, ENL, classes. 1. Definition; Students will learn the definition of feminism. In order to check their understanding, key events from U.S. history and world history will be used. It would be a great way to align the lessons with social studies, which can help students to be prepared for classes and Regents. 2. Nonfiction; Students will use various news article to analyze feminism in the text. It will help students to practice to see how does female reinforce resist certain social attitude. All students would be able to express inequality in gender, including trans and genderqueer. Current events that does require minimal background knowledge, including Donald Trump.       a. NewsELA     b. Scholastic News3. Fiction: When I was Puerto Rican  by E. Santiago will be used as a class example. Currently, all students in ENL classes are Hispanic and would be able to connect with the character since they can visualize the character’s background and experience before and after coming to Brooklyn, New York. It would be a great way to analyze the text feminism by identifying central idea. It would be evaluated through group discussion and essay writing. While students are demonstrating their understanding and knowledge of the text and feminism, guided questions would be provided as follows; How does the fictional portrayal of female characters reflect the reality of women’s lives?How does the creation of female characters reinforce resist certain social attitude?Compare and contrast between the main character and yourself. 4. A Unit Project: As a unit project, students can pick their choice of texts, either fiction or nonfiction to evaluate feminism. (Hidden Figures, The Help, etc)

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Letter from Parvana to Ali
Ellis, D. (2000). The breadwinner. Toronto: Douglas & McIntyre.
Ali,

I hope you are safe with Mom, Noori and  Maryam.
I want to you to know and remember the struggles that our family has gone through past 20 years. I want you to remember the reason that our family stayed together. It's to protect each other. WE had a nice house, where we had separate bedrooms and restrooms until Taliban decided to take control of Afghanistan instead of protect it from Soviet Union. WE had to move numerous time to stay safe from bombing. Your sisters and mom had to indoors more than a year by Taliban. When we had an opportunity to leave the house with your father, we had to cover ourselves. It wasn't our choice. We weren't free without men of the household, our father. Our parents always told/taught us the important of education for all of us. We are equally important. Even though we were banned to speak up for the nights and our believes. Our parents didn't stop. Our father told us history of Afghanistan every night to remind us to love our country. Our mom didn't stop writing the truth of war by creating magazines with stories of sacrifices and struggles of innocent people. We are taught to be smart to protest and develop our country to be better and take ownership, unlike Taliban who tries to take the power. I believe it is important to do your best at your position. It is important for us to step up for our generation and the next. As a man, Ali, think about what you could do and should do to express your learning from our family. Do not forget to respect and love your family and others. Remember what you represent on the street.
I cannot wait to hear your voice.

Love,

Your sister, Parvana

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Melinda's Diary
Anderson L. H. (1999). Speak New York. The Penguin Group.

Dear Diary,

I did it. I finally did it. It took me one year to let the truth out to speak up my feelings to others.
I didn't believe in what Oprah said about 'rape.' I still don't. It still feels like I'm one of the reason that it happened. But, I speak up. People know about it whether they believe it or not. Rachael believes it, Mr. Freeman believes it.
Now I think of it, I got lucky this year. Tree assignment by Mr. Freeman was the best thing that could happened to me during my freshman year. Yes, I hated in the beginning and didn't know what to do. But it was a way for me to talk to my Dad again. He liked my gardening. We went to hardware store, bought seeds and talked about tress. I still remember when he talked about man chopping down the tree.
"He's not chopping it down. He's saving it. Those branches were long dead from disease. All plants are like that . By cutting off the damage, you make it possible for the tree to grow again. You watch- by the end of summer, this tree will be the strongest on the block." (187, Anderson)
I have to speak up my damage (not disease) in order for me to grow again. Mr. Freeman given me advice to chop-off the damage to make myself stronger. It is still in process, but I was able to express my emotion outside of my body in front of someone else.
Rachel doesn't talk to me yet. But I can wait. I'm good at waiting and I understand the time it needs to except the truth. I mean I'm still excepting the truth with IT.
Yes, I'm still gardening and taking Mr. Freeman's class. Probably as long as I can.