A. Mathography: Individual Journaling Time · teams many times in math class especially last year a...

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A. Mathography: Individual Journaling Time

Write a letter about yourself that will help me get to know you as an individual, addressing each of the general topics below (in bold). Choose a few of the suggested questions to get you started. About you: By what name do you like to be called? What are your interests, talents, and hobbies? What are you proud of? With whom do you live? What languages do you speak? When is your birthday? What are you like as a member of a team? In what ways are you excited about working in a team? In what ways are you nervous about it? You as a Math Student: Describe your memories as a math student from kindergarten until now. What experiences have you liked? Why? How do you feel about taking Algebra? Have you ever worked in a team in a math class before? What have you enjoyed about math class so far this year? What would you change?


Examples:


My name is __________. I love to dance and have been dancing since I was 2. I also enjoy playing lacrosse and field hockey and hanging out with my friends and family. I am proud of how far I have come as a dancer. Looking back on pictures and videos from even 2-3 years ago the change is drastic and also, the awards I have won for solos and other dances makes me very proud. Also, I am proud of whom I am able to dance with. At my studio we have older girls that dance and have a competition team they are known as the seniors. I have the opportunity to dance with them which is something that is not very easy to be able to do. Lastly, I am a captain for my competition team which is a very big role to have and I am really happy that this year and last year I can have that role. I live with just my mom and my brother (my dad does not live at home but my parents are not divorced, I am more than happy you explain if you would like). I speak English and Spanish and bits of Italian. My birthday is November 30, and I will be 14. As a math student I enjoy some parts of fractions and using the order of operation. I am actually somewhat excited about taking algebra. Growing up I never really liked math but the past 2-3 years I have begun to like it more. I have worked in teams many times in math class especially last year a lot of our stuff was team based. I enjoy most everything about math class this year. I am really happy that we are doing a lot of practice problems on everything we are learning and I like the way that we are not just being "lectured" the whole time. And of course I like you as a teacher you are really an amazing teacher.

Dear Mrs. Harrison, My name is__________, but can call me _______. I am thirteen years old, and my birthday is on June 30th. I live with my sister, Samantha who is in fourth grade at Hawken. I also live with my Dad, Mom, and dog, Andy. In my free time, I like to play basketball, softball, bake, and spend time with my friends and family. In the summer I attend a sleepaway camp called Fernwood Cove for a month in Harrison, ME. At camp I learned how to things like sailing, cooking, waterskiing/wakeboarding, tennis, etc. This past summer, was my third summer going back to camp. A proud moment that I have had was when I was waterskiing, and I was able to go out of the wake, and then back into it. After waterskiing every day this past summer trying to leave the wake, actually doing it made me feel really good. I am not a huge fan of working in teams, but I don’t entirely mind it when I have to. Personally I think I am a good team member because I bring positivity to any group. I am excited to be assigned math projects that we work in teams for because I like to work in teams when completing creative projects. I am actually not nervous to work in a team with anyone unparticular. To be honest, math hasn’t ever really been my favorite subject. I don’t remember doing much math in kindergarten, first, or second grade, but my math experience in third grade was not good. I remember struggling with the math concepts I learned. I felt as though my teachers did not want to help me, so I found different help from a tutor. I found working with a tutor really helped me strengthen my math skills and boost my confidence level. Every year after third grade leading up to seventh grade was good in math class. I remember sixth grade was a good year for me in math. I was understanding all of the concepts, and the math teacher was always there if I needed any help, but then in seventh grade it felt like third grade all over again. I was struggling with all of the concepts, and I wasn’t getting the help I needed from the teacher or the tutor. The whole year I struggled with tests and homework. Now in eight grade I can say for the first time, math is my


favorite subject. I believe we are working at a good pace, and so far I am understanding all of the concepts plus my tutor is helping me so much, and I finally feel confident in math. Last year in seventh grade most of the year we worked in groups. I found working in the groups was not that helpful. This year in math is so far really good, and I would not change anything. Thank you so much for listening. Sincerely, _______


B. Examples of Personal Narratives in Humanities (tweaked from Lucy Caulkins)

Cold

The wind whistles loudly, and its bellowing voice is accompanied by the soft song of the raindrops hitting the

roof. The cacophonous melody of the weather seems to be gaining strength with each gust of wind and strike of

lightning. I tremble under my covers, as the fierce winds beat against the old, rickety, wooden walls of the cabent*,

slapping the tarp-covered-windows with great force. The cold air seeps through the light walls, turning my fingers, which

are clutching the corners of my covers, to ice. I am awake, now I suppose. My eyes, which were once shut in a peaceful

slumber, are now wide open.

It's so cold, I think to myself, thinking enviously of the older campers, who enjoy heated cabins and thick walls,

instead of freezing cabents. They must be nice and warm, I think, my thoughts lined with anger. But I glad that I am

not one of those who chose to camp in tents tonight, and I am glad that I at least have a roof over my head.

The frigid temperature of the cold air that filters through the windows bites my nose with its strong jaws. It stings my

cheeks and makes my toes and fingers ache. The raindrops that invade the room trickle loudly onto the ground,

soaking the concrete floor. I attempt to burrow myself in my sleeping bag to escape the wicked cold weather. As I

cover myself in my scrawny blankets, a sharp feeling of fear strikes through my heart. After grasping the cold weather

that left me awe-stricken at first, I realize how dark the cabent is. I realize how the shadows that once lay still' on the

wall now are prancing across the walls, growing larger and shifting shape. I realize that I am alone. That I am the only

one up, the only one who is awake, shivering underneath their covers


When I was back at home, imagining the sleepless nights of sleep-away camp, I saw myself sweating profusely,

throwing off my light sheets in a heat-induced rage. I thought of hearing the complaints of myself and others, whining

about the humid heat that plagued us constantly. I did not imagine me lying awake in the middle of the night, the

terrible weather and storms keeping me from sleep. I remembered my counselor's words when she first greeted my

fellow and campers and me, "I hope you guys brought stuff," pausing mid-sentence, as if to heighten suspense, "the first

few weeks of camp are always so cold!" After she uttered the phrase, a small feeling of regret began to slowly grow at

the pit of my stomach; I had only brought a scratchy and itchy sheet, one that I did not particularly care for, and my

mother's old, worn, and weathered camping sleeping bag. Both of my covers were full of holes, the result of years of

neglect and use. When I saw some one's heavy load of furry and fuzzy blankets, I eyed their bunk enviously, annoyed at

myself.

The time, at least, what I believe to be the time, is midnight. The freezing minutes that pass feel like eons, and

each loud thunderclap makes me shiver more from fright than cold. With each gust of wind, it lifted the tarp, which covers

our windows, up and into the air, before ending, and letting the heavy sheet of plastic thunder down to its resting place. I

squeeze my eyes shut and shove my pillow over my head, trying to block the loud noise that the weather generated,

trying to fall asleep. My attempts, much to my disappointment, seemed to fail.

Although I felt tired, I also, oddly, felt too awake to fall asleep and lay still. The fear and the cold seemed to have made me

more awake and unable to fall asleep. I'm so tired, I think in my head, hoping to convince myself that I was exhausted, but

it inadvertently failed. "I'm so alone," Iwhisper, sighing in desperation. Right after I utter the words, a deafening thunderclap

shakes the sky above me, piercing my ears, and making me partially deaf for a second. In the entire rush of things, I let out

a small, yelp, which I thought would be admissible, since I believed that I was alone. "Huh?" a small voice perks up, and I

could hear the rustling of blankets as someone moved through their bunk. I lay completely flat, my eyes squinted shut, my

muscles tight as they could possibly be. I was now shuddering more from fear than the cold. Is she mad? I wonder in my


head, hoping that she wouldn't be annoyed that I awoke her. "Are you okay?" The voice asks, its tone now more concerned

than angered. "I'm fine," I mumble, sitting up cautiously, as not to hit my head on the low ceiling. She didn't respond, for a

minute. We sit in peace, and I was more focused on our conversation than the weather, and I tuned it out, so it felt as it was

almost completely silent. "Irene?" She asks, finally recognizing my voice. "Yes?" I respond. It won 't matter ifshe knows who

you are, she 's probablyfine with it anyway... I thought to myself. I feel relief and embarrassment at the same time, and the

two emotions seemed to detest each other. I feel relief, relief that I was not alone anymore, maybe that I wasn't alone, even

though I had thought that. That is the problem with sleepovers, not only with sleepovers, but you are too afraid to speak

up, to assert yourself, maybe too afraid that someone will be mad-and sometimes they are. "It's so cold," She responds,

after another (awkward) moment of silence. "Yeah, I wish I brought more blankets! I only have a sheet or two!" I complain.

She doesn't respond afterwards. I hear the crackling of the nylon fabric, and the swoosh of faux fur blankets. I hear her

footsteps, which are partially drained out by the storm, against the concrete floor. "Come down," she says. I fumble for my

flashlight, lost in my covers. I switch it on, and much to my surprise, stands Ella, a girl who I am only just acquainted with,

holding a bundle of blankets in her arms, cradled like a baby. She smiles, her grin beaming underneath the artificial glow of

my flashlight. "For you," she murmurs. She seems to chuckle at my surprised face. "Thank you so much!" I exclaim, my voice

full of gratitude and thankfulness. "Thank you, thank you," I say, murmuring the phrase repeatedly. "It's nothing," she says.

"I have loads anyway." She hurls the wad of blankets onto my bunk. "No need to thank me," she says. I switch my flashlight

off, cuddled underneath her blankets of kindness.

I hear Ella scuttle up the ladder, and the rustling of her sheets as she covers herself in blankets. At that moment, I realize

something. I realize that I wasn't fruly alone. That when I lay in my bunk, quivering, that I wasn't alone. That there are

other people who lay in bed, scared of the shadows that dance across their walls. Then I didn't feel so lonely anymore.


C. Example of All About Me Health project:




D. Art as Social Commentary 8th grade

In 8th grade, students are asked how they can make a difference in the global community.

In their Humanities classes students choose topics for their Chapel talks that they feel strongly

about and they study social injustice around the world. In Art 8th grade students began this unit

by viewing artwork that expresses some sort of opinion about culture/society, politics, social

injustice, etc. We discussed how the artists used imagery to express their opinion about an

event or series of events. The works depicted everything from the anti war sentiment of the

modern world, as well as the Dustbowl, Aids awareness, homelessness, police brutality, etc.

Students then had to choose an event/issue, present/past/or future, that they felt strongly

about and create a work of art that not only depicts the event in some way, but also portrays

their own opinion about that event. In conclusion, each student wrote up an artist’s statement

that describes their use of symbolism and their feelings on their chosen event/issue. In effect,

8th grade students are changing the world through their artwork.


E. 8th Grade: Culture of ME

It is important to take the time each year and reflect on who we are and who we are becoming. To begin

this project, the 8th grade students discussed what it means to belong to a culture and how people portrayed

certain aspects of culture and personality through visual imagery. In their Humanities class, they also talked

about the different areas that make up a culture. We then examined how artists have portrayed themselves

through found object sculpture. From here we wrote out a list of characteristics that expressed our own

“personal culture” as well as came up with a design for our sculpture, using manufactured/found objects,

creating texture through repetition, and expressing an internal conflict, visually representing the “Culture of

Me”. Each student created a written expression of self: prose, a poem, a song, etc., which some choose to

perform in front of an audience at Chapel.




F. Example of an emotion check-in journal.

We do this multiple times week in their advisory journal during advisory. The chart is from the RULER program through Yale University.

Plot where you are on the mood meter. What emotion did you choose? Easy going What caused you to feel this way? I am so tired I didn’t get enough sleep. Do you want to stay here or move? What strategies can you use if you want to move? I what to move to playful. I will keep my friend next to me to get me laughing.


G. Humanae Art project for MLK Day Celebration

Humanae Art Activity and Discussion

Humanae. Work in progress

“Humanae is a work in progress, who intends to deploy a chromatic range of the different human skin colors. Those who pose are volunteers who have known the project and decide to participate. There is no previous selection of participants and there are no classifications relating to nationality, gender, age, race, social class or religion. Nor is there an explicit intention to finish it on a specific date. It is open in all senses and it will include all those who want to be part of this colossal global mosaic. The only limit would be reached by completing all of the world’s population. This taxonomy adopts the format of the PANTONE® Guide, which gives the sample a degree of hierarchical horizontality that diluted the false preeminence of some races over others in terms of skin color. The presentation of the range of color shades induce the viewer to reflect on one of the dual meanings containing the word identity: that associated with equality. Humanae activates a semantic mechanism with an “innocent” displacement of the socio-political context of the racial problem in a safe environment, as is a color catalog in which the “primary” colors have exactly the same importance as “mixed”.” -Alejandro Castellote

https://www.angelicadass.com/humanae-project/

Steps:

1. Begin by watching the following 11 minute Ted Talk by Angelica Dass: https://www.ted.com/talks/angelica_dass_the_beauty_of_human_skin_in_every_color?language=en

2. Break into small groups and have each group discuss the answers to the following questions (20 minutes): Faculty-led

What adjectives does Angelica use to describe the skin color of her family members? How does this differ from the way the media describes skin color? Why do you think there is a difference?

https://www.angelicadass.com/humanae-project/

https://www.ted.com/talks/angelica_dass_the_beauty_of_human_skin_in_every_color?language=en


What words would you use to describe your own unique color?

Why is it important to have “mirrors” in society in order to reflect everyone's identity (seeing your own

self in the people around you in your community)? What does it feel like to not see oneself represented in your community, or in the greater society (Movies, magazines, TV shows, Religion, etc.)?

Can you point to past or present examples where people are treated differently because of the color of

their skin?

What does it mean to “not belong in some places"? Have you had an experience when you felt judged or shut out due to something outside of your control/ a stereotype?

What was the purpose of creating Humanae?

How do you see the Humanae project as both “fostering healthy debate” AND “creating a sense of community”? What were your initial reactions to the project?

“We still have to work hard to abolish discrimination that remains a common practice worldwide and that will not disappear by itself.”

○ What forms of discrimination do you see most widely? ○ What does the work of abolishing discrimination look like today?

3. Now watch this five minute talk about the art of Humanae and discuss the last two questions (5 minute video + 10 minute discussion):

https://www.humanae.org/campaign-1-mentor

When Angelica says, “Race is a social construct” what does she mean?

“Diversity is the most powerful resource of our species and it has to be celebrated.” “Let’s position diversity as a value in the education experience and as a source of wealth and learning about ourselves and about the other.”

What does the first sentence mean (Please put into your own words)?

What does this look like in our school?

https://www.humanae.org/campaign-1-mentor


4. Now we will create our own portrait (Example at bottom of page) (20 minutes).

5 .Reflection (3-4 minutes):

Once everyone is finished, ask the students to do the following:

-Please take a moment to write down any questions you might have or any thoughts that came to mind during this session on a notecard or piece of paper.

-Ask for any volunteers to share out their thoughts and questions.


A. Book Read: The Hate U Give

(Led by FA’s Director of Equity and Inclusion)


B. Designing a Visual Essay: A Collaborative Project dealing with “The Story of Slavery” (Designed by 8th grade Humanities Team)

Essential Question(s): How do we know the whole story? Why do people tell stories? Why are they so important to tell? How do people tell stories? What does it mean to be free? Are we truly free? What is the legacy of slavery in the United States? Around the World? What is the relationship between racism and slavery throughout history and in today’s society? Does history teach about enslaved persons wholistically? Whose perspective is being told and whose is left out and why?

Your Job: To plan, create, and present a visual essay about where you develop a thesis in response to the any of the Essential Questions dealing with the “Story of Slavery.” What is a Visual Essay: Actually, a visual essay shares many of the characteristics of a traditional “word” essay. For example, they are both organized around a thesis; they both have a recognizable structure (intro, body, conclusion); they both rely on supporting evidence; and finally, if they are skillfully rendered, they both have the emotional power to transform or persuade the reader/viewer. But unlike a traditional essay, a visual essay does not rely on words alone. Although a visual essay may use words or sounds (narration, poem, story, soundtrack, etc.), it primarily relies on visual images (photographs, drawings, animation, etc.) for its overall effect. Part 1: The Thesis: In one sentence, what do you think is the most compelling essential question and what is your answer? The answer to this question is the theme your group will be focusing on. Next, ask where is the evidence that this message exists in any of the texts we will be reading. How are you going to PROVE that this message is compelling?

Once you have established a working thesis, show it to one of us for approval, but DO NOT let non-group members know what it is! This is key to the presentation process!

Part 2: Designing the Essay: Your visual representation expresses your group’s thesis, and the final presentation should be no longer that 5-7 minutes. It should include:

Clear revolution around your thesis An intro (beginning) body (middle) conclusion (end) Clear evidence that proves your argument If skillfully done, the emotional impact to persuade and/or transform your viewer.


Part 3: The Artist’s Statement: The written analysis component of this essay will be your artist’s statement. You will be turning in ONE STATEMENT PER PERSON. The purpose of this statement is to articulate the process of your creation your group went through that lead to the final project: It will explain:

Why you chose your thesis and how it expresses your understanding of the unit Why you chose to present your thesis the way you did. The intention behind your essay What worked well Any questions or comments you still have about your creation

Part 4: Presentation: The most impactful aspect of this essay is the presentation/ feedback session. You will be presenting your creation for your teachers, classmates, and other adults in our community. We are making an event of this, so keep that in mind when creating your essays! During the presentation you will:

Show your essay to the audience, but remain a silent observer. You are not allowed to explain yourselves as a group.

The audience will dialogue: thoughts as to what your thesis was, why you put things in a specific order, why you used certain images, how well you supported your thesis, etc. The presenting group is not allowed to share during the initial dialogue.

After the initial dialogue, the presenting group will share their creative process and answer any lingering questions.


C. The Round Table Approach to Students in Grades 4-12

Round Table Meetings Overview Purpose of a Round Table: The primary purpose of a round table meeting is to offer support and help to the student in need, culminating in an action plan which includes a school, parental, and student component. Who is Present: Depending on the nature of the situation, various people can be included in a round table, including but not limited to, advisor, team teachers, school psychologist, administrators, parents, and almost always the student. Typical Flow of a Round Table:

1. Facilitator welcomes everyone, offers introductions, and shares purpose of the meeting: We are all here because we care so much about you (student). We want to talk a little bit about how things are going, both the celebratory moments and some areas that might benefit from some strategies and support.

2. Teachers each speak to the student offering the positive things that each sees, concerns each teacher has, and positive suggestions for improvement. ** Tonality is very important, as students can often feel overwhelmed by the number of important adults in the room

3. Student is asked by the facilitator to share some of the strengths and positive things that teachers shared. Then, facilitator asks students to share some of the growing edges or patterns that have emerged that may need a little support.

4. Teachers are often free to go at this point, so that a smaller group of people can then work out the details of an action plan for the student. Action plans include responsibilities of the student, the teachers, and the parents or guardians.

5. Facilitator asks parents to share how things are going at home, from their perspective, keeping in mind specific questions (where does the student complete homework, how does he or she study for tests, what supports does Mom/ Dad/ Guardian offer?)


6. Facilitator takes notes on a plan, clarifies if necessary, and then adjourns the meeting with draft strategies

in place.

6. Action plan is then finalized and shared with the team, the student, the family, and other relevant people. The agreement may be signed off on by involved parties.

7. Plan is revisited and followed up on at designated time intervals (usually 6 weeks). Roles: Facilitator/ Advisor: This person helps to guide the meeting, is usually close to the situation, and has a relationship with the student. Teachers: Teachers are present to offer support, care, and concerns to the student and his or her family. Administrator/ Dean of Students: Administrators are present to offer administrative perspective on issues related to behavioral, academic, or social expectations and consequences. School Psychologist/ Learning Specialist: Student support service members are often asked to join in a meeting where their input and expertise is invaluable to helping the student progress. Often, they observe, but sometimes offer their services where relevant. Parents: Parents are present to maintain and strengthen their partnership with the school in order to best support their child. Child: When a child is asked to be part of a round table, the purpose is to learn how much the adults in his or her life care about him or her and want to help. The goal for the child is for him or her to take responsibility for his or her actions, and to help create a plan to best support his or her learning.


Model Simple Action Plan Date of Meeting:

Student Responsibilities: Write homework in planner for each class and check planner each day. Communicate with parents about homework responsibilities. Give adequate time to produce thorough, quality work. Organize completed work in a manner that permits easy retrieval. Pack book bag at night and make sure all materials are included. Turn in completed assignments on time. Use study hall time to have scheduled weekly meetings with Math and English teachers.

Parent Responsibilities: Check planner each day to be aware of student’s assignments. Initiate communication with student’s teachers regarding concerns or information that

may help with academic progress through weekly email check in. Assist with organization and packing of book bag to ensure that no materials are left at

home.

Teacher Responsibilities: Monitor homework completion and voice concerns to student’s advisor. Communicate to parents any serious or consistent gaps in performance. Provide weekly updates to student’s advisor through email.


Follow-up meeting:

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A. Mathography: Individual Journaling Time · teams many times in math class especially last year a...

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