Katie+Bordner

the above is the word doc of what you will discover below

la clase de pícaros Katie Bordner 7/26/10

Para mi proyecto final del seminario del verano por NEH “Literary Pícaros and Pícaras and Their Travels in Early Modern Spain” he elegido algo un poco diferente. He hecho una clase de un semestre en total que se trata del pícaro durante el siglo de oro en España y también el pícaro de hoy en día en el mundo. Sería una clase, en inglés, por crédito como una clase electiva, o para un estudiante quien falló una clase de ciencias sociales o una clase de inglés. Tengo muchas razones para hacer la clase como así. La mas grande es que, en mi escuela, no tenemos clases de español mas avanzada que nivel dos, pero sí, tenemos muchas clases electivas de ciencias sociales e inglés. (Es más de una cuestión de los números de profesores que tenemos que pueden enseñar español y también muchos mas estudiantes fallan las clases de ingles y ciencias sociales que las clases de español.) Otra razón que prefiero enseñar una clase total del pícaro es que, para el tema del género de pícaro, los estudiantes tienen que entender la cultura, la sociedad, el contexto, la historia y la literatura. La realidad es que mis estudiantes vienen a nuestra escuela para su noveno año de la escuela con la habilidad leer como un estudiante del quinto año. Yo quiero enfocar mas en el entendimiento cultural, el pensamiento crítica, y los habilidades de estudios. Para mis estudiantes, que no viajan mucho, ni saben mas de otras culturas en Chicago ni otros barrios, es demasiado trabajo en ingles. Creo que el estudio de los pícaros serviría a mis estudiantes en muchas maneras. Ellos van a ver muchas conexiones de la vida de hoy y la vida durante el siglo de oro. Yo quiero mostrar a mis estudiantes cuanto el mundo ha cambiado, pero hay mucho que todavía queda el mismo después de 500 años. Yo quiero que ellos entiendan las oportunidades de educación y trabajo, pero tienen que elegir el camino de trabajo, y no es fácil. Voy a describir la clase en ingles, como la lectura fuera mi jefe o directora.

**El Pícaro** **a semester long class on the literary genre of the pícaro,** **it’s origins and evolution into today’s society**

What is a pícaro, and how has it evolved in today’s society?
 * __Driving question for the class__**

Spring semester – Juniors, Seniors or recommended sophomores who need an elective or recovery credit of English or Social Studies
 * __Time of year for the class – and who should take it__**

The driving question of the class will be broken down each week to quotes, ideas, or questions that will highlight the theme of that week. Students will read 3 short pícaro novels written during the Siglo de Oro in Spain and translated to English to understand the genre. Students will also read excerpts of primary and secondary sources of the era to understand to historical, cultural and religious context of the genre. Then students will make connections between the Siglo de Oro and modern day society. Hopefully, they will see what has and has not changed for the poor of society. My goal is that they will appreciate and take advantage of the one opportunity they have in front of them at this moment, a chance for a quality education and a college degree. Another key component of the class will be the self-assessed growth for each student, to be measured five times throughout the course of the semester. The goal of this process is that students will take ownership of their education and efforts in the class.
 * __Summary of class__**

Below is a schedule for each week. The theme for a unit is bolded. The idea, quote, or question is at the top in quotation marks and bullets below highlight topics to be developed during the week. Extra handouts (only a few are provided) will be marked by a reference to an appendix.
 * __Weekly Schedule__**

**i.** emphasis on big cities during the siglo de oro
 * History of Spain and the Siglo de Oro (Weeks 1-3)**
 * 1) **“Waves of immigration and conquering”**
 * intro to the history of Spain (Moors, Jews, Catholic Reign)
 * class system worksheet – //see appendix 1a//
 * visuals
 * 1) classes of society scale (along with appendix 1a)
 * 2) class makes a huge map to hang on wall for remainder of year,
 * connect back to immigration in US today


 * 1) **“What’s changed in 500 years?”**
 * Inquisition
 * religion – Catholicism
 * reign of kingdom
 * connect back to jihad/mission trips of today


 * 1) **“What is a pícaro and how does it fit into el siglo de oro?”**
 * finish up history of siglo de oro
 * 1) summative assessment
 * introduce the characteristics of a pícaro novel
 * first growth measurement – //see appendix 3a//


 * //Lazarilo de Tormes//** **(Weeks 4--6)**
 * 1) **“Why am I getting in trouble when everyone is doing it?”**
 * introduce author (anonymous, what does that mean?)
 * describe rhetoric
 * 1) practice activity where students use rhetoric to plead their case
 * 2) is rhetoric deception?
 * Who’s to blame – the world or the individual?


 * 1) **“Truly poor vs. lazy poor”**
 * analyze escudero
 * Lazarillo is a liar, he is telling the story from his perspective for pity
 * easy money vs. education
 * illustrate the idea that the big difference between siglo de oro and today is an opportunity for education
 * 1) refer back to classes of society scale hanging in class
 * 2) your education can change your class in society
 * 3) make a modern day classes of society scale


 * 1) **“//Lazarillo//** **project”**
 * finish //Lazarillo//
 * students make a comic strip of different episodes of the book
 * 1) //[|use this website to create comic strips]//
 * second growth measurement (using appendix 3a)


 * //Buscón//** **(Weeks 7-9)**
 * 1) **“Immerse yourself in the ‘other’ to deeper understand yourself”**
 * introduce author (Quevedo)
 * read book – use variety of reading strategies
 * 1) //[|use this website for variety of reading activities]//


 * 1) **“La germanía”**
 * continue to read //Buscón//
 * //PARA activity//
 * find “germania” vocabulary in book
 * 1) activity - make thesaurus of words


 * 1) **“Is it easier to be successful in the streets or in the classroom?”**
 * finish reading book
 * take position on the question and write paper
 * 1) define success
 * 2) give 3 examples
 * 3) ACT essay style


 * //Riconette y Cortadillo//** **(Weeks 10-11)**
 * 1) **“Violence and crime are symptoms, not the disease.”**
 * day about author (Cervantes)
 * day about Sevilla
 * start reading //Riconette y Cortadillo//
 * How is it different from a traditional pícaro novel?


 * 1) **“Simbiosis”**
 * define simbiosis
 * 1) community, commerce, and catholicisim
 * finish reading //Riconette y Cortadillo//
 * third growth measurement


 * Socratic seminar (Weeks 12)**
 * 1) **“History is fiction, the truth is in literature”**
 * discuss meaning of quote
 * 1) find examples in textbook vs. read novels
 * Socratic seminar


 * Pícaros through time (Weeks 13-17)**
 * 1) **“Public aid during siglo de oro”**
 * read Vives’ //On Assistance to the Poor//
 * 1) "No greater danger for sons of the poor exist than a cheap, inferior and demoralizing education" Juan Luis Vives (1526)
 * learn about arborist Cristobal de Herrera
 * 1) send poor children to study in the university


 * 1) **“What is the difference between pícaros then and now?”**
 * clips from //The Wire//
 * //[|playing chess]//
 * When Bubbles tells the cops how to act like an addict
 * venn diagram
 * 1) //see appendix 14a for worksheet//
 * Present about a book/movie/TV show/musical artist that highlights a pícaro
 * 1) how does it fit into the pícaro genre?
 * 2) how is it different?

there are 8 days of standardized testing during these 3 weeks **//i.//** pick something in the pícaro genre – does the creator present the story in a “this is how the world is” or “we must change the world”? Take a position and give 3 examples
 * 1) **16. & 17 “Pícaros in media”**
 * fourth growth measurement
 * view/discuss media that was presented in week 14
 * 1) ACT style essay

**18. “X-Ray of Pícaro”**
 * Final Project and Reflect**
 * pick a pícaro we have discussed in the class and create a life-size X-Ray of character
 * 1) //see appendix 18a for guidelines of X-Ray project//

**19.** **“Final Reflection and Growth Measurement”**
 * fifth and final growth measurement, with reflection essay
 * final one and one conversation with teacher about class

**APPENDIX 1A** ¿Cuánto vales? Quita todo de tu mochila y cuenta cuantos objetos tienes de este lista.

**# en su mochila matemáticas** el bolígrafo _ __por dos son__ el lapíz_ __por cinco son__ _ __ el cuaderno ___ por diez son __ el libro ___ por viente son la carpeta _ __por diez son__ un teléfono celular _ __menos cincuenta son__ __ un iPod/mp3 player ___ menos cuarenta son __ una calculadora ___ por cincuenta son __ una computadora ___ por cuar enta son __ un borador ___ por dos son __ una hoja de papel ___ por dos son

__ el total ___ __es tu valor, significa su estado en la sociedad__ __ ¿Qué eres? __

__ 401 o más - ¡REY! __

__ 351- 400 - el principe __

__ 301-350 - el enfante __

__ 251-300 - el duque __

__ 201- 250 - el corte __

__ 151-200 - el hidalgo __

__ 101-150 - el escudero __

__ 51-100 - el cura __

__ 25- 50 - el ciego __

__ 1-24 - el labrador __

__ 0 o menos - el pícaro __

__ ¿Cómo te sientes despúes de saber tu valor en la sociedad? ¿Cres que es justo? __

__**APPENDIX 3A**__ __August 2010__

__Dear Students and Parents/Guardians,__

__On the other side of this letter you will find the grading format that we will use in this course.__

__As the course progresses, the student will be achieving grades for many home and class exercises, such as writings, speeches, debates, quizzes, and/or exams within five of the six areas listed on the other side: the Critical Reading Journal, Essays, Practice ACT Exams, Reflections and Responses, and Vocabulary Development. Within these five areas, as well as within the sixth, Class Participation, the student will be learning what is expected for him/her to achieve at the different grading levels, such as__ A__,__ A__-,__ B__+, and so forth. The student will learn these expectations through various rubrics, class discussions and presentations, individual conversations, and perhaps most significantly, practice. [Please note: During the second trimester, a seventh area, the research paper, will be added; English Department policy dictates that a grade below a__ B __on the research paper, as the Writing Gateway, necessitates a failing grade for the course for that trimester.]__

__As a particular grading period draws to an end, the student will then complete the essential reflective component, a sample of which exists on the other side. By the time the student completes this form, he/she should possess much data, within each of the six areas, upon which to reflect. After the student completes the form, I will respond in writing, as if the student’s reflection were a proposal — which, indeed, it will be.__

__In choosing this evaluation approach, I choose to accentuate the student’s ownership and accountability toward his/her learning. In this model of evaluation, the student will possess significant power in the learning relationship — and lots more responsibility.__

__With this approach, assignment grades within each of the six areas will not be posted on PowerSchool. Students, as in any course, should maintain their returned work. I will maintain records of their graded work.__

__Finally, please know that I commit myself to frequent, intentional conversations with individual classes and students about how they are progressing. Moreover, I commit that any student who risks failure in this course — and his/her parent(s)/guardian(s) and counselor — and I will be in frequent, intentional conversations about how the student may improve.__

__Sincerely,__

__Katie Bordner__ __Teacher__ __kbordner@nlcphs.org__

__ North Lawndale College Prep HS __ __ **Self-Evaluation** __

__ || || **The Grading Period:** __ __ **Grade and Explanation** __

=Your Objectives= || __ || **The Critical Reading Journal** __ __ **(CRJ)** __
 * **The Next Grading Period:**

__ || **Class Participation** __

__ || **Essays** __ __ || || || __ __ || **Assessments/ Quizzes**  __

__ || **Reflections/Responses** __

__ || **Vocabulary** __

__ || **OVERALL GRADE** __



__ **APPENDIX 14A** __ __ ¿Qué es un pícaro y cómo son hoy? __ __ Leímos y hablemos de lo que es un “pícaro” durante el Siglo de Oro en España. Ahora, vamos a hablar de los pícaros en nuestra sociedad. __ __ Miran Uds. este video [] __ __ ¿Por qué mostré este video? __ ¿Los chicos son pícaros? Explica su repuesta. Escriben en el diagrama venn detalles

los pícaros del siglo de oro los pícaros de hoy



**APPRENDIX 18A** **X-Ray Personality Criteria Chart**

**Student Names:** __**Total Score:**__

**Team:** __

**//Requirements Checklist://**  //*Everything MUST be hand drawn//  //*FIVE body parts with at least a 5-7 sentence explanation//  //*Name of Character//  //*FIVE important events around character//  //*Profile X-Ray Picture//  //*No “White Space” on body of character//  //*Typed out information on separate sheet (body parts, important facts, and quote)//  //*Everything written in first person//  //*Quote//  //*Presentation//

<span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;">|| **The Character:** The character you created is lifelike in every respect and artistically well-created it is an excellent reproduction of the likeness of your character. <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> 1 2 3 4 5 6 7 <span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;"> **The Body Parts:** The body parts chosen by you and your team give deep insight and understanding into why your character made the choices they did and help us understand what they saw, what was in their heart, what they were thinking about, etc. The body parts provide understanding through symbols as well as written words. Each body part must be hand-drawn and contain at least a 5-7 sentence well-written, well thought out, explanation. (Separate sheet with typed out information ALSO required. Make sure everything is grammatically correct. No misspellings!) <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> 1 2 3 4 5 6 7 8 9 10 <span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;"> **The Most Important Facts:** The five most important facts that you and your team chose from the life of your character are accurate, compelling and are the best description and most significant ideas of your character in history. (Separate sheet with typed out information ALSO required. Make sure everything is grammatically correct. No misspellings!) <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> 1 2 3 4 5 6 7 <span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;"> **General Artistic Quality:** The hand drawn images and symbols combine to create a true piece of art, or at least an honest attempt. <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> 1 2 3 4 5 6 7 8 9 10 <span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;"> **Presentation:** Your team’s presentation is clear, concise and well prepared. Your team has explained why you have chosen each body part and each most significant fact. All team members are on the same track and have spoken equally during the presentation. <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> 1 2 3 4 5 6 7 <span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;"> **Quote:** Your team has chosen one quote from your character that embodies who they are as a person. <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> Yes No Kind of (2 pts.) <span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;"> **White Space:** Your team has covered the entire body of your character, so there is no visible “white space” left. <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> Yes No Kind of (2 pts.) <span style="border-collapse: collapse; border: medium none; height: 76pt; margin-left: -0.05in; width: 459pt;"> **Name of Character:** Your character name is on your project. <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> Yes No <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> **Follow Directions:** You followed directions and checked off everything on your checklist? <span style="border-collapse: collapse; border: medium none; font-family: Arial; font-size: 9pt; height: 76pt; margin-left: -0.05in; text-align: justify; width: 459pt;"> Yes No ||

**X-Ray Personality**

**Ideas…**

The X-Ray Personality is a full-sized artistic recreation of your character. It needs to be drawn or painted (chalk pastels, markers, paint, colors, fabric…etc.). Around the outside of your character you are to write in complete sentences the five most important things your character did in his life, good or bad. You are also to choose at least one significant direct quote from your character and place it on an “obvious” spot on your project. Then you are to choose at least 5 body parts that explain in at least 5-7 complete sentences the different reasons/thoughts why your character did what they did. The body parts are to give us an inside or X-Ray view of why your character made the choices they did. Possible body parts include the following: //the brain//, what was your character thinking about? What did he think he was doing when he did it?; //the heart,// what did your character care about? Was he big-hearted? Cold-hearted? Was his heart in the right place?; //the eyes//, what did your character see? Or how did he see a particular event or the revolution?; //the voice/mouth,// what did your character say?; //the ears//, what did your character hear? Or, what did he listen to?; //the guts//, how courageous was your character? Did he have a lot of guts? No guts? Some guts?; //the muscles,// was your character strong? Did he display physical strength?; //the spirit, soul, aura,// even after his death did his spirit live on, influencing others or cheering them on?

Please follow the criteria chart and make sure you include everything you need in order to get a good grade…

*Name of character *One direct quote from character *Everything must be done in first person *Everything must be in complete sentences *Everything must be hand drawn *You may type the words on your x-ray profile *You must have at least 5 body parts with at least a 5-7 sentence explanation *Five important events around character *Profile X-ray picture *No “white space” on body of character *Typed out information on separate sheet to be turned in the day of presentation (body parts, important facts and quote) *Everything must be grammatically correct. (No misspellings!) *Be prepared for your presentation