The Nelson Mandela School for Social Justice


Find the discussion posts and comments by our students by following the links on their profile pages.

Class of 2019

Teacher: Sade Elhawary

A

Ajna

Akeem

Akele

Akinyele

Alaja

Alejandro

Alex

Alonzo

Alyah

Andre

Angel

Anthony M

Anthony N

Anwar

Ashley

Avi

B

Bahkeem

Benny

Blessings

Brandon

Bria

Briana

Brianna

C

Chamar

Ciarra

D

Daunte

Dayvion

Deandre

Djhadyia

Dominique

E

Edwar

Elijah

Emanuel

G

Giovannaliz

I

Iyana

J

Jada

Jamal

Jareek

Jaylen

Jeanette

Jhon

Jonathan

Jordan G

Jordan W

Joshua

Justin H

Justin N

 

K

Kadeem

Kaylah

Kenvin

Keyara

Krystal

Kwesia

Kyle

L

Lachelle

Llloyd

Lorenza Ge

Lorenza Gi

Lovelle

M

Makaiya

Malaysha

Malcom

Malik

Marquis

Marquise

Maxwell

Michael

Mya

My'khiyah

N

Nia L

Nia W

Nyquan

O

Oresha

P

Pamela

Phillip

R

Rayquan

Remy

Rhaaja

S

Sadira

Sadiya

Shaday

Sha'diamond

Shakira

Sheniel

Sheryce

T

Tahj

Talynthia

Tariq

Tashaya

Tiana

Tiffani

Z

Zaire

Zarea

Zion

Teacher: Vadewatie Ramsuchit

A

Abd El Hameed
Adonis
Afeasa
Amber
Andrew
Angelise
Anthony
Aomi Castro
Asaun
Azekel

B

Brandon
Brianna G
Brianna S
Britney

C

Christopher
Cody
Cory

D

Damion
Danaya'e
Daniel
David F
David K
DemetriusK
Desseray
Destiny M
Destiny W
Devarius
Dominique

E

Eddie
Edelyne LaFontant
Edwin Rivera
Ellie Weiss
Elijah A
Elijah J
Elizabeth
Eric A
Eric M

F

Foday

G

German

H

Haban

I

Ijahlon
Isaiah A
Isaiah D
Isaiah K

J

Jada K
Jada S
Jahkaylah
Jahkym
Jaiden
Jaihrell
Ja'nell
Janera
Jasiel
Jasmine
Jason
Jelani
Jemarie
Jeremiah
Jorel
Jorell
Jorlyn
Joshua A
Joshua B
Justin B
Justin M

K

Kalif
Kania
Kaseem
Kayla
Keishon
Keith
Kendra
Keron
Kwaninqua

L

Lakeysha
Latavia
Lester Morris

M

Macintosh
Malachi
Marlon
Melissa Oliver
Michael D
Michael G
Modesty

N

Nashe
Nia
Nicole
Niesha
Nydia
Nyrearra
Nyree

O

P

Q

Quatasha

R

Rachelle Gaspard
Rahking Williams
Rakim
Rayshon
Richard
Rondell
Royel
Ryan
Ryian

 

S

Sade Elhawary
Samantha
Selena
Shaheed
Shamar
Shameeka
Shanice
Shawn
Silas
Skyy
Steven G
Steven W

T

Tabari Bomani
Taheim
Takayla
Takeema
Takirra
Tamara
Tamia
Tasheem
Tatiana
Tatyana
Tavia
Tiequan
Tommy
Tyrese
Tyquan

U

V

Vadewatie Ramsuchit

W

Wayne

X

Y

Yinka

Z

Zayquan

Saturday, April 25, 2015

Reading and Writing Across Content Areas (RAWACA)

Youth Voices Introduction - Conversation is Central - 60 minutes

10:00 - 10:15 One thing you did this week that makes you feel good about yourself as an educator.

10:15 - 10:20 Youth Voices is a platform designed by teachers for students and a community of teachers that grows out of National Writing Project and New York City Writing Project networks. It's an openly networked site for youth peer engagement, designed around online conversations the topics of interest to the youth involved. Young people start with their own questions and move through inquiry into academic research.

10:20 - 10:30 10 Self / 10 World Questions (Key Words) http://youthvoices.net/questions (show exmaples and video briefly)

10:30 - 10:45 Write comments using Guides - http://youthvoices.net/generalresponse | http://youthvoices.net/agreedisagree | http://youthvoices.net/node/36036 (Show this one to show how there might be progress, even/especially in commenting)

10:45 - 10:50 What was it like for you as a writer to use these Guides? (Theory and practice behind these guides: They Say/I Say: The Moves Behind Academic Writing, Gerald Graff and Carol Birkenstein)

10:50 - 11:00 What did you find? (Focused on the content of the posts that they commented on, with some reading.)

Social Reading and Annotating about Connected Learning/Asynchronous Learning - 60 minutes

11:00 - 11:15 Read and annotate "Connected Learning Principles" or "Affinity for Asynchronous Learning" See http://youthvoices.net/connectedlearning

11:15 - 11:20 What was this like for you as a reader? What’s similar and different from reading on paper?

11:20 - 11:30 Read and annotate the other piece of writing.

11:30 - 11:50 Write and post your thoughts on asynchronous, connected learning and Youth Voices. Begin to comment on each others posts.

11:50 - 11:55 Read one sentence.

11:55 - 12:00 Break

Introduction to Missions and Investigations with Black Lives Matter - 60 minutes

12:00 - 12:15 Step One: Go to Genius, (and after you join and log in) annotate these two poems with words, images, and video. Make notes on lines where the poets used facts, and where they used their imaginations. In your annotations, add information that you learn from reading the Wikipedia articles that linked at the bottom of each poem.

12:15 - 12:30 Step TwoRead and annotate a NowComment version of one of these stories. Use the links in the article to do further research into the person and the incident that you are studying.

12:30 - 12:45 Step ThreeWrite a poem to remember the person and the incident you have been researching. Use both your imagination and the facts. Use "Night, for Henry Dumas" and "41 Bullets Off-Broadway" as model texts. Post your poem as a discussion on Youth Voices, and comment on other students' "Black Lives Matter" poems.

12:45 - 12:55 Add to your post on Youth Voices asynchronous, connected learning and Youth Voices. Begin to comment on each others posts.

12:55 - 1:00 Read one sentence.