Holler+If+You+Hear+Me+-+Tasks

(Due 9/4/12)
 * //1. Chapter 1// **
 * **Instructional Strategy**- Anticipation Guide
 * __Before you read__, answer the following questions using your best judgment. (There isn't necessarily a "right" answer. Just think about it.)
 * 1) True/False - Truly committed, hard-working teachers who work in tough, urban schools are heroes.
 * 2) True/False - "Tough love" displayed as high standards for behavior and strict enforcement of rules is the best approach towards classroom management, especially in a difficult urban setting.
 * 3) True/False - Street-smart kids will only respect a teacher who is also street-smart.
 * 4) True/False - It's difficult for kids to care about school is they are struggling for survival at home and in their neighborhoods.
 * 5) True/False - Kids who don't grow up in a rich educational environment are less likely to have the cognitive and linguistic tools to comprehend and apply complex concepts.
 * **Reading assignment** - Read the introductions xxi-xxix and chapter 1. As you read, look for insights and connections to the five statements in the anticipation guide. Also, put a sticky note next to passages that strike you as particularly important, interesting, or perplexing.
 * **Discussion** - Post to the discussion board above sharing insights you had in relation to the anticipation guide and/or personal responses to the chapter.

=Chapter 2= Due 9/13
 * Instructional Strategy** - Questioning the Author
 * **Before you read:** Think about these two questions: a) When is it o.k. for a teacher to act in a way that goes against school policy? b) Who's responsible for how a child "turns out"?
 * **Reading assignment** - 21-42 - As you read, pay attention to aspects of the story that relate to these two questions. Also, put a sticky note next to passages that strike you as particularly important, interesting, or perplexing. Think about questions you would ask Greg Michie, the author, about these chapters.
 * **Discussion** - Post your thoughts to the discussion board above.

=Chapter 3= Due 9/20
 * Pre-reading - Think about the labels that were applied to kids in the middle/high school you attended. Did you have a label? If so, how did it affect you?
 * During reading - Read Mitchie, p. 43-59 - As you're reading, pay attention to the names, labels, and identities that come up in the stories. How does what we are called or what we call ourselves influence us?
 * After reading - Using the reading as examples, discuss the power of labels in a school context. (Note: the labels may originate at school or come with us from outside of school.)

=Chapter 4= Due 9/27
 * **Before you read:** This passage from //Holler// is a story about the power of a story. It shows how a book can touch students' lives and act as a transformative mirror of their own experiences, reminding them that they aren't alone in the world. As you read, consider the power of reading/writing particularly as it relates to students' cultures, lives, and heritage.
 * **Reading assignment** - 60-77 - As you read, pay attention to aspects of the story that relates to literacy. You will need to select a quote from the text to share with your discussion group.
 * **Discussion** - Post to the discussion board above. "What impressed you most about the experience Mitchie and the girls had with "The House on Mango Street"? Please share a brief quote from the text and explain what it means to you." As far as possible, please treat this discussion as a discussion -- so, feel free to respond to and build off other posts.