1. Lead discussion on “Black Boy Fly” by Kendrick Lamar. Complete assigned activities (rhyming verse, graffiti) that go along with lyrics. Examine lyrics for poetic devices.
2. Collect handwritten poems of “Where I’m From” from 1st, 2nd, and 3rd blocks. Remind 1st and 3rd blocks of the late policy.
3. Explain “Song that defines me” project. Provide alternative assignment to those high-level and who have already done it. Provide time if available to get started.
4. Begin class with an ice-breaker. Hand out copies of names and photos for study. Quiz on Friday.
Thoughts: re-visit the idea of “they” in 1st block’s conversation on white privilege and power. Maybe we should read some Baldwin?
Pump up LTAB group after school and re-focus energies on preliminaries and our first field trip.
Remain stern and calm. Fast and relaxed. You are moving at a good rhythm. We can move quickly through the songs.
Stay focused on poetic devices. You were on this the first day, but you’ve lost track a little.
Fast and relaxed.
1/12/2014: 2nd week of classes
Poetic devices: Simile, metaphor, assonance, alliteration, imagery. QUIZ ON FRIDAY.
Names: Take photos of students, create study guides. QUIZ ON FRIDAY.
Explain late-work policy: 10% per day.
Finish “Somos Mas Americanos” and “Black Boy Fly,” move onto “Song that Reflects Who You Are” assignment by Thursday/Friday.
Begin drafting workbook for DIVERSITY guide.
I think my first week went well. Solid classes—largest one is 28 students, and that is my SPED class, so that will be a challenge.
Need to remain calm, fast and relaxed. Stay in the circle as long as possible. Begin each class with a name game activity…this will help prepare students for name quiz.
Eyes on the prize. Prize is the age-old task of preparing young people to be leaders, to be warriors, to be noble, to be rich in heart and soul.
There is a sense that Romney’s grandchild should be off-limits to mockery. That strikes me as fair. It also doesn’t strike me that mocking was what Harris-Perry was doing. The problem was making any kind of light of a fraught subject—a black child being reared by a family whose essential beliefs were directly shaped by white supremacy, whose patriarch sought to lead a movement which derives most its energy from white supremacy. That’s a weighty subtext. But there is no one more worthy, and more capable, of holding that conversation than America’s most foremost public intellectual—Melissa Harris-Perry.
El Regreso de Lencho:
In bed with a woman who’s making an anticapitalist dance, the hero of “The Return of Lencho” says, “I love how subtly you guys explore the theme of globalization in Guatemala.” As pillow talk that may make you giggle, but it’s meant to be serious and sexy. It also reflects the film’s ambition: to be a subtle exploration of contemporary problems in Guatemala. Not that there is anything subtle about this movie, written and directed by Mario Rosales, which loosely follows the adventures of Lencho (Mario Lanz) and his pals — D.J.’s, poets, rappers, graffiti artists. They fight the power in a corrupt, still-brutal state while preparing for a festival in an indigenous village and praising one another’s work. The police are the villains here, though the leering specimens offered up would be more at home on an opera stage than in a movie trying to expose social ills. — Rachel Saltz
critical pedagogy gives us the courage to say what we see