402 - Grad at Grad SLU Presentation[1]Final - Clark

8/13/2019 402 - Grad at Grad SLU Presentation[1]Final - Clark

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2/13

Context

Jesuit Educators Academy

Portfolio Process

New Text Book- Mirrors and WindowsConnecting with Literature

Authors of Color

Female Authors


3/13

Creation of the Matrix

Backward Design

More overtly teach the Grad at Grad

Make it easier to incorporate the descriptorsin the daily classroom experience


4/13

The Matrix


5/13

Questions and Realizations

Even if students can rattle off the 5 key

elements of the grad at grad, do they really

understand them?

Am I really teaching the Grad at Grad or am I

just paying lip service to it? Am I leaving

too much to my colleagues in Theology?

Is the Grad at Grad woven into my curriculum

or is it just an add on or an after thought?


6/13

Practice Makes Permanent

Use the descriptors as every day tools toanalyze literature.

Using the descriptors on fictional characters

allows the students the practice andfamiliarity they need to be able to apply thedescriptors to themselves.

Over time, students will have an intrinsicknowledge of the descriptors and what we areall striving to be


7/13

Practice

All Quiet on the Western Front- Erich Remarque

Context- Paul, the young German soldier, must guard Russian prisoners.

A word of command has made these silent figures our enemies; a word of

command might transform them into our friends. At some table adocument is signed by some persons whom none of us knows, and thenfor years together that very crime on which formerly the worldscondemnation and severest penalty fall, becomes our highest aim. Butwho can draw such a distinction when he looks at these quiet men withtheir childlike faces and apostles beards. Any non-commissioned officer ismore of an enemy to a recruit, any schoolmaster to a pupil, than they areto us. And yet we would shoot at them again and they at us if they werefree. (Remarque 194)


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All Quiet on the Western Front-Cont

It is distressing to watch them take their

afternoon meal thus; one would like to crack

them over their thick pates. They rarely give

anything away. How little we understand one

another. (Remarque 192)

After reading these passages, what Grad at

Grad descriptors, describe Paul and why?


9/13

Romeo and Juliet-Shakespeare

(Act 5 lines 68-74 and 80-84)

Context- Romeo has just learned of Juliets death. Hehurries to buy the poison he will use to kill himself.

Art thou so bare and full of wretchedness,/And fearest todie?/Famine is in thy cheeks,/Need and oppression starveth inthy eyes,/Contempt and beggary hangs upon thy back;/Theworld is not thy friend, nor the worlds law,/The world affords

no law to make thee rich;/Then be not poor, but break it, andtake this.


10/13

Romeo and Juliet-Cont

There is thy gold, worse poison to menssouls,/Doing more murther in this loathsomeworld,/Than these poor compounds that thou

mayest not sell./I sell thee poison, thou hast soldme none./Farewell! Buy food, and get thyself inflesh.

After reading these passages, which Grad at Graddescriptors describe Romeo and why? Whichdescriptors are present and which are missing?


11/13

Thank You, Mam- Hughes

Context- A young boy named Roger attempts to steal Mrs. Jones purse.Instead of sending him to the police, she brings him home and cooks himdinner. She ultimately gives him the money to buy the blue suede shoesthat he wants.

The woman was sitting on the daybed. After a while she said, I wereyoung once and I wanted things I could not get. There was another longpause. The boys mouth opened. Then he frowned, not knowing hefrowned. The woman said, Um-hum! You thought I was going to say but,didnt you? You thought I was going to say, but I didnt snatch peoplespocketbooks. Well, I wasnt going to say that. Pause. Silence. I have done

things, too, which I would not tell you, son-neither tell God, if He didntalready know. Everybodys got something in common. (Hughes 8)

Which descriptors describe Mrs. Jones and why?


12/13

Context- Gradwitz and Znaeym are in a feud over a piece of forest

land. Neither man knows really why they hate one another, only

that their families have been locked in this bitter feud for years.

Each man is out to murder the other if they find them trespassing!

The two enemies stood glaring at one another for a long silent

moment. Each had a rifle in his hand, each had hate in his heart

and murder uppermost in his mind. The chance had come to give

full play to the passions of a lifetime. (Saki 17)

To avoid conflict, which elements of the Grad at Grad are most

needed?

The Interlopers-Saki


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From Fictional to Real

Move away from fictional to every day

conflicts which call us to be the type of person

the Grad at Grad describes

Use contemporary pieces.

Two suggestions:

This Is Not Who We Are by Naomi Nye

Saying Yes by Diana Chang

Documents

402 - Grad at Grad SLU Presentation[1]Final - Clark