Review: How to write Field Notes & Flashcards

Entrance Procedure: Phones in the door. Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 24- due Mon)
• Vocabulary Flash Cards 11-29 (Vocab Quiz Mon)
• Observation #2 due Tues/Wed.
• Retake World or Europe on Mon/Tues, if needed.
• Asia Map Test 2/28-3/1

ELD Objective: Jedis will specifically name all subjects using defined nouns, use specific, varied, and college-ready emotional nouns, and write a descriptive cause and effect analysis that uses 4 or more subordinating conjunctions in their writing.

ELA Objective: Jedis will be able to observe gender socialization through gender behavior policing, reflect on how men and women are treated when they step out of assigned gender roles, and analyze why this occurs and how it maintains contemporary gender expectations using the ELD grammar expectations and our unit vocabulary.

1. Pass out Observation 1 and new copies of Emotional Nouns paper to students who have lost theirs.

2. Modeling | Class will self-grade Observation 1 using rubric.

• Jedis will highlight evidence that criteria has been met in Observation 1 and the corresponding checkbox on the rubric.
• Green: Defined Nouns (not pronouns)
• Blue: College- Ready Emotional Nouns
• Yellow: Subordinating Conjunctions
• Orange: Unit Vocabulary
• Pink: Evidence
• Pink Underline: Analysis

2. Scoring | Jedis will score "Tough Guise"(Text analysis and Written Response) and Field Notes 1 (Observations and Analytical Reflection.

• When finished they will share with their partner: 2 areas of the rubric where they did well, and 2 areas of the rubric they will focus on for Observation 2.

3. Observation 2 | GENDER POLICING/Gender Socialization

• Observation Focus: Observe people around you, including friends, family, teachers, or even yourself (if applicable). Observe the process of gender socialization and how men and women are treated when they step out of society’s boxes. Use emotional nouns as possible.
• Analytical Reflection: Assess what happened in your observation, analyze why this "policing" occurs and how it maintains contemporary gender expectations. Use emotional nouns and unit vocabulary, making connections beyond the immediate observed to society at large and the implications for the future.
• Coding: Code Field Notes for applicable vocabulary (only applicable if it was correctly used in the analysis).

Gender Socialization

Entrance Procedure: Phones in the door. Write down homework and update agenda with upcoming due dates. Prepare for Jedi Meditation. (3 min of class time)

Objective: Jedis will explore society's gender rules by understanding the terms "social construction," "gender", "socialization", "gender socialization", and "sex." Jedis will create flashcards for #1-11 of the Gender and R&J Vocabulary and then use these terms in their annotations of the article "Tough Guise."

Homework:

• Read 45 (Week 24 due Mon)
• Finish Classwork (due next class)
• Vocabulary Flash Cards 1-11 (due next class)
• Front: #, Word or Phrase, Image
• Back: Formal Definition; in your own words
• Tough Guise Article- Read. Annotate. Answer.
• Asia Map (Due 2/7-2/8; Test is 2/28-3/1)
• Map retakes today at 2:30

1. Explain | The goal of these lessons is to help us learn to have and identify healthier, more respectful relationships.

2. Review Vocab 1-11 |  Model and Discuss

• How to create Vocab flashcards
• Front: #, Word or Phrase, Image
• Back: Formal Definition; in your own words
• Vocab Discussion questions:
• What is the first thing that comes to your mind when you see the word gender?
• Is gender the same as biological sex?
• Are we predisposed to certain behavior, or are we taught this?
• If we are taught, from where, whom, or what?

3. How The World Works | Read the passage aloud. Underline gender-specific terms (men/women, boy/girl, male/female, him/her) .

4. Think-Pair-Share

• According to tis reading, which group is in control?
• How do you know? Cite evidence directly from the text.

• What would it be like to grow up in this world is you were male?
• What would it be like to grow up in this world is you were female?

• How are women restricted in this world? How are men?
• Would you rather be a male or female in this world?

• Does this world reflect our world? Why or why not?

5. Reread the passage, changing the underlined parts to the gender counterpart. Discuss the questions above with the changes made to the passage.

6. Society's Gender Rules | Describe society's gender rules about how boys/men and girls/women should act or behave.

7. Video | Gend-o-meter

8. Man Box Teachings | Fill in the chart by recording something that has happened tor that you have experienced that taught you about the man box, or the rules about what it means to be your gender according to society's gender rules.

The Mask You Live in (Part 2 cont) | We can Do Better, Healing/Sharing/Reconnecting

Entrance Procedure: Phones in the door. Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 24- due Mon)
• Journal #2 due Tues/Wed.
• Asia Map Due Thurs/Fri
• Retake World or Europe on Mon/Tues, if needed.

Objective: Jedis will be able to record examples and statistics regarding the experiences of boys and men. Jedis will be able to synthesize information in a written response using a skillful introductions, 2 pieces of evidence for each question, analysis (SMM) that provides strong support for claim and a concluding sentence, all free of 'SCUSE me errors.

1.  The Mask You Live In Part 1 and 2 Min 1-77 | Review of Key terms and concepts.

2. The Mask You Live In | Video Notes and discussion Part 2: Min 77-to end Your notes are broken up into topic and times. You will record examples and statistics regarding the experiences of boys and men in the relevant boxes. These examples and statistics will later be used as evidence to answer the following Journal #2 prompt.

3. Exit Slip | Journal #2 - Base your answers on the second half of the film (45 min to end of film).

• According to the film, what are some reasons (or causes) why guys put on “the mask?” What are some of the short and long-term personal effects of putting on the mask? As a result, what populations are at risk for abuse and why? What can be done to promote positive change? Use examples and statistics from the film as evidence to support your claims. Highlight evidence in your response.