The writing scaffolding in ERWC is often talk. "Get in a circle and talk about these ideas with your colleagues."

Oft-overlooked aspects of rhetoric are intrinsic or environmental factors such as where the argument appears, such as where a sign such as the 'please return shopping carts' sign is placed. Is it placed right above the place where they should be returned, and thus only actually be seeing by the people already returning their carts? Or is it placed on the cart itself, so that each shopper is constantly reminded during their whole shopping trip that they should return the cart?

Starting to teach rhetoric by analyzing signs (i.e. return your shopping cart) and PSA's, advertisements, etc. This is a great idea! I already do something similar with advertising. I focus more on metaphor, hyperbole, and other literary devices with ads, but we do also connect it to E,P,L.

Movie posters, magazine covers, propaganda posters, visual metaphors. 'DIY graphic organizers.'

Adapted from Sheridan Blau: 'Say, Mean, Matter, Do'

The first example is a series of three biographies from encyclopedias about Gertrude Bell, English archeologist and historian who played a role in the formation of the nation of Iraq. There is a series of questions to guide students to understanding how the sources differ in perspective, tone, etc., and the goal of the assignment is to learn how to synthesize information from multiple sources to learn about a specific topic.

The project continues for weeks and includes multiple activities, culminating in a book review of a biography of Bell.

I do not think that the subject matter of Gertrude Bell would be something interesting or beneficial for my students at SL, but teaching better research techniques, understanding different biases and perspectives of sources, synthesizing different sources of information, keeping reading logs, etc. etc., could definitely be valuable. Currently, I do not do much teaching of research techniques, and my focus is overwhelmingly on teaching fiction. In previous years I have taught research skills and research papers in conjunction with the Capstone project that seniors had to complete in OUSD at Skyline HS. It is worth considering and discussing if I should be doing this now, with sophomores. As a department, in what grades and how are we teaching these skills? As a school, are research skills being taught in other classes? History?

Jill Goodman - jgoodman@scu.edu

• Pose Wobble Flow: A Culturally Proactive Approach to Literacy Instruction

• Novice Teachers Embracing Wobble in Standardized Schools

• Identity and Agency in Cultural Worlds

• Critical Literacy and Urban Youth

What does 'critical' mean?

• Thinking deeply

• Critiquing

• Evaluating

• Looking through particular lenses

• "analysis of power"

• Can mean 'important'

• 'Criticality' = "the capacity to read, write, and think in ways of understanding power, privilege, social justice, and oppression" (Muhammad 20)

• Anything we are doing in classrooms to support students engaging in critical literacy ("strategies, dispositions, and habits of mind [used] to understand, question, challenge, and transform the status quo") is critical literacy pedagogy

Where/how can we support students in "challenging" modern society?

Someone shared an interesting idea w/r/t teaching students about "gaslighting" by actually gaslighting them through a vote about their opinions on something in Animal Farm. "Is it fair that the pigs got all the apples?" Next day telling them that the vote turned out a different way than it actually did in reality, or something along those lines.

Someone brought up using TZ episode "Monsters are Due on Maple Street" to teach "divide and conquer" politics. He also brought up the book 'Strangers in their own Land', sociology book about poor whites voting against their own interests.

ERWC. I should probably investigate more ERWC curriculum. I have looked at it and -- in a minimal way -- implemented some of it into my 12 Angry Men curriculum.

Social issues unit - Creating podcasts, interviewing experts, all around a specific social issue of students' choice.

Praxis - Freire.

YPAR

NCTE This Story Matters - book rationales for challenged books

'We Deserve Monuments' by Jas Hammonds

Peer review can be very effective in preventing AI usage. Presenter states that students do no

Chrome extensions:

• Brisk

• Revision History

• Origin

Telling them that doing all of their writing in the Google doc that I give them in the assignment is their best defense/best way of proving that they really wrote it (because of history, writing videos, etc.)

Talking about demonstrating to the students that GPT detectors work, which I have done with my classes.

Have students score work that was created by humans and by GPT, without telling them which was which (or even that any of it is). Then tell them the deal and see if they can identify which was Chat GPT.

Model responsible use:

• Ask GPT for an outline for an essay

• Ask for a time management plan

• Ask for steps in a project

• Ask for feedback

• Ask for research questions

"These things can be especially important and helpful for students with IEPs. Please teach them these skills before they graduate."

Activity: Show students an AI-generated image and ask them to point out what's wrong with it.

Also, use AI image generators (and possibly text too?) to illustrate examples of bias. Discuss.

Shows students example of Chat GPT failing and getting things wrong.

Tools:

• Sherpalabs.co

• Writable -- San Diego Unified is actually paying for this for all teachers. For giving AI feedback to students

• Claude.ai -- free with some limits

• ProKeys

• Brisk

• Adobe Animate from Audio

Use it to help create writing prompts, rubrics, etc.

Should teachers use AI for grading?

"This field exists for the purpose of change."

NOTE: I burned myself out on taking long notes, but this session was awesome! There are great materials included in the attached slides! I plan to work on implementing some of these lessons.

Horror writing unit. Scary sounds, scary images to get them started.

A list of books mentioned:

• A Gentleman in Moscow

• The Last Book in the Universe

• PTI

• Little Fires Everywhere

• We Were Liars

• 
  

Starting with food writing. Using Michelin Guide reviews as mentor model texts. Contrasting "good" and "bad" adjectives for food.

My own example: "The Hyatt Regency LAX Bar's famous grilled chicken ciabatta boasts the highest quality bird, seared to perfection. The garlic aioli is simply to die for, and be sure to add the fresh California avocado for only $2."

The swell of voices washing over her in the hallway -- the unnaturally loud laughter the curse words and insults absolutely hurled back and forth by friends, the exasperated, overdramatic groans expressing annoyance -- they all drowned Cassie on her first day her new school.

"Most adjectives and adverbs are unnecessary. Don't use unless they do necessary work. If the adjective or adverb is already inherent in the noun or verb, cut it out." Example, don't say 'blared loudly.' 'Blared' already means loud.

I just taught this on Thursday