Holyoke High School Advisory Guidebook · 10/12/2016 · Main Activity #1: Hispanic Heritage Month...
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Holyoke High School Advisory Guidebook Building Connected, Caring Communities of Learners October 2016
Transcript of Holyoke High School Advisory Guidebook · 10/12/2016 · Main Activity #1: Hispanic Heritage Month...
Holyoke High School
Advisory Guidebook Building Connected, Caring Communities of Learners
October 2016
Advisory Updates
Dear Advisors,
I hope the first month of advisory went great. The advisory working group (AWG) would love your feedback, constructive criticism, and suggestions so please fill out the following survey at your earliest convenience.
https://goo.gl/forms/e6aVdaMd8sxu582m2
As you will see below, October is the start of Academic Advisory, which will alternate with the more traditional community advisory. We have developed a curriculum for Academic Advisory to help ensure that students have the opportunity to reflect on their progress and learn the skills necessary for academic growth. Many of you were already doing this kind of work in your “structured study hall” last year and may choose not to use the curriculum. However, there are some great resources and I highly recommend you look through it and use whatever you think your advisees might benefit from.
The 10/5 and 10/12 lesson plans include video clips. If you do not have a way to show videos in your advisory I suggest you pair with an advisor who does for the clip portion of the activity. If this is not possible, please reach out and I can try to coordinate a viewing in the auditorium.
Also, if you haven’t already, please send me the list of topics your advisory was interested in discussing so I can incorporate them into future advisories.
In Solidarity, Dani O’Brien Advisory Coordinator [email protected]
Date Advisory Focus
10/5/16 Advisory Celebration Celebrating and community building
10/12/16 Community Advisory Latin@ Heritage Month
10/19/16 Academic Advisory Intro to academic advisory and midterm grade reflection
10/26/16 Community Advisory 2016 Election
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Advisory Meeting: October 5, 2016 Advisory Celebration
Set Up/Materials needed: talking piece, food, music, markers, video, questions posted around the room for carousel activity (if you need butcher paper for the questions you can get it from the mail room on 10/4)
Arrange your chairs Have students move chairs into a circle as best fits your particular meeting space. “The shape of the circle is important. Even if we cannot sit in a perfectly round arrangement, we need to be able to all see each other’s faces without leaning forward.”
Introduction (1 min): Give students an overview of advisory agenda. -Today we will be celebrating the work you have all done so far this year and thinking aboutwhat we want this space to look like moving forward
Opening (1 min): Start by having students get food. Read the following quote, use one of your own, or have a student share a quote they found last week. After you/they read the quote explain how it connects to advisory and the hope that each advisory can be a group where people challenge, inspire and support each other.
“Find a group of people who challenge and inspire you, spend a lot of time with them, and it will change your life.” Amy Poehler
Round (5 minutes): Pass the talking piece (you go first to model the sharing you want to see) and ask students “what is a food or a recipe that represents or makes you think of family?”
Activity #1: Icebreaker/movement (5 minutes) This is a quick activity to get students moving and working together. If the first part takes more than a few minutes consider skipping the second part and moving on to activity 2.
1. Have students line up alphabetically by first name and time them- let them know the goal is tosee how fast they can do it. After they are done have them each say their name so they cansee whether or not they did it.
2. Next have them line up alphabetically by last name WITHOUT TALKING and time them- afterthe are done have them each say their last name so they can see whether or not they did it.
Activity #2: What do we want this space to be? (30 minutes)
Explain: In your own words, explain that “for the last several weeks, in addition to community building we have spent a lot of time going over required material that everyone in the school needs to know. However, for the rest of the year advisory can be whatever we decide to make it. There are a few main goals of advisory which include building relationships with each other, reflecting on your grades, and learning skills that will make high school easier- these goals are pretty broad and there is a lot of room for us to think about what we want to do, discuss, and learn. Last week you all shared some topic ideas and today we are going to do some more thinking about what this space should be like. Before we do that we should discuss how it has been so far.”
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Round #1: Pass the talking piece (you go first to model the kind of sharing you hope to see) and ask “now that we are a little more than a month into the school year, what do you think about advisory?”
Watch: Explain to students that “schools all over the country have advisory and in many schools advisory is something that students and teachers lead together. We are going to watch a video of an advisory program in Oakland that students really enjoy and see if there are any ideas we want to take from it. After we are watching it, we will break into groups and answer some questions.” Show students the posted questions that will be used in the carousel activity:
1. What do you think about the advisory program shown in the video?2. How did the students in the video feel about advisory? Why do you think they felt this way?3. Why do you think having a space where students and teachers can connect and talk about
their lives is important?4. What do you think would make our advisory a better space for you?
https://www.youtube.com/watch?v=6aT8I8OYdPE&feature=youtu.be
Carousel: (15 minutes) After the video, break students up into four groups. Assign each group to one of the posted questions and let them know that after 3 minutes they will rotate to the next question. While they are answering questions play music (perhaps have a student pick some school appropriate music - your discretion). After three minutes stop the music and have them rotate. Do this until each group has answered all four questions. After each group has answered all four question ask one person at each group to share out the different things that were written so everyone has an idea of what was said. After everyone has shared students can return to their seats.
Check out (5 min): Pass the talking piece (you go first to model the sharing you want to see) and ask students what is one hope you have for this years advisory?
Closing:(1 min) Share the quote below (or choose one of your own) and connect it to the conversation you just had with students.
“Don’t assume, ask. Be kind. Tell the truth. Don’t say anything you can’t stand behind fully. Have integrity. Tell people how you feel”
Warsan Shire
(Shire is a Somali poet from London- her poetry is featured in Beyonce’s Lemonade- students might enjoy that fact)
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Advisory Meeting: October 12, 2016 Community advisory: Latin@ Heritage Month
Set Up/Materials needed: talking piece, paper plates or papers, markers
Arrange your chairs Have students move chairs into a circle as best fits your particular meeting space. “The shape of the circle is important. Even if we cannot sit in a perfectly round arrangement, we need to be able to all see each other’s faces without leaning forward.”
Introduction (1 minute): Welcome students and explain an overview of advisory agenda. -We will be checking in with each other- We will be learning about and discussing hispanic heritage month and the assembly we wentto last Friday
Opening: (3 minutes) Show the following video. After you watch it explain how it ties to today’s advisory and the importance of celebrating each other’s cultures and honoring who and where we come from.
https://www.youtube.com/watch?time_continue=34&v=qtOXiNx4jgQ
Check-in Round (5 minutes): Pass the talking piece (you go first to model the sharing you want to see) and ask students “what is a trait that was passed down to you from your family that you are proud of or grateful for?” (examples could be having your mother’s strength or grandfather’s eyes)
Main Activity #1: Hispanic Heritage Month (12 minutes) Explain in your own words that “ Hispanic Heritage Month is the period from September 15 to October 15 in the United States, when we celebrate Latin@ culture and the gifts and contributions that Latin@s have made in the world. Last Friday there was an assembly celebrating Hispanic Heritage month that students, teachers, and community members participated in. Today we are going to talk about what we learned and why it is important that we learn about, celebrate, and respect the various cultures that are a part of our school.”
Think/Pair/Share- Ask students to take two minutes to write down something they learned, enjoyed, or that stood out to them at the assembly. Next have each student share and discuss with the person next to them for a few minutes. Finally do a round (you go first to model the sharing you want to see) where each person shares with the whole class.
Activity # 2: Respecting different cultures (15 minutes) A few advisors have mentioned that students wanted to discuss the remarks made by Amherst students during the soccer game. I think this section of the lesson could be a great place to discuss this if students wanted to.
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Open discussion: Ask students what they think of when they hear the word culture? - you or a student should write down what is shared on a big piece of paper or on the board. This can be done as an open discussion.
After everyone has shared, validate the various things students have said and explain in your own words that “Culture consists of all the different things that identify you and where you come from. These include race, ethnicity, religion, country or city, languages, age, sexual orientation and financial status. Culture means all these things -- all the ways people live together and define themselves. We each participate in family, community, economic, linguistic and religious cultures based on who we are and the people with whom we associate. Culture is learned and transmitted from one generation to another. Children learn their culture from their families and their various communities. We all have multiple cultural groups that we are a part of- (explain the different cultures you are a part of- holyoke high, religion, race, heritage etc.)
Draw/writing (5 minutes): Pass out a paper plate or a piece of paper and instruct students to draw or write about a time they felt an aspect of their or someone else's culture was disrespected at school and how it felt on one side of the paper/plate, and to draw or write about a time they felt an aspect of their or someone else’s culture was respected at school and how it felt on the other side. (share some examples from your own life if you think students might need it- “as a student I felt that teachers disrespected my generation when they would make comments about the music I listened to” and/or “when I was in school we had the major holidays of my religion off so I felt respected but my best friend was Jewish and she didn’t get her major holidays off so she didn’t feel respected”
Give students 5-7 minutes to work on this. Perhaps play music while they work.
Share (5 minutes): After they are done have students pair up with a different person then the person they worked with earlier and share what they drew/wrote on both sides of their plate
Round: (5 minutes): Pass the talking piece (you go first to model the sharing you want to see) and have each person share one side of their plate (their choice) with the class. After students are done reflect back the things that made them feel respected and the things that made them feel disrespected.
Open discussion: After reflecting back what was shared, ask students what they think is needed to make the school a place where peoples cultures feel respected all of the time?
Closing (2 min): Read the following quote and tie it into today’s advisory. If students don’t know, explain that Sonia Sotomayor is the first Latin@ to serve on the Supreme Court and that she is Puerto Rican.
“It is important for all of us to appreciate where we come and how that history has really shaped us in ways that we might not understand”
Sonia Sotomayor
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Advisory Meeting: October 19, 2016 Academic Advisory: Grade Reflection
Set Up/Materials needed:, talking piece, grade reflection worksheet
Arrange your chairs Have students move chairs into a circle as best fits your particular meeting space. “The shape of the circle is important. Even if we cannot sit in a perfectly round arrangement, we need to be able to all see each other’s faces without leaning forward.”
Introduction: Give students an overview of advisory agenda. -We will be having our first academic advisory and learning about the expectations andpurpose-We will be reflecting on our progress report grades and making a plan to address any issueswe might be having
Read the following quote or use one of your own. After you read the quote explain how it connects to academic advisory and the importance of setting goals
“Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success.”
Pablo Picasso
Round (5 minutes): Pass the talking piece (you go first to model the sharing you want to see) and ask students to share one thing that is going well for them at school this year.
Activity #1: Academic Advisory Overview (10 minutes)
Explain: In your own words explain that “for the rest of the school year we will be alternating between academic advisory and community advisory. Community advisory is what we have been doing and the goal of that is for us to get to know each other and discuss and learn about things going on in our lives. Academic advisory is to give students a space where they can learn the things they need in order to make it through high school and on to college and/or work that often aren’t taught in a content class. We will be learning about the college application process, having one-on-one conferences about your grades, setting goals, learning organization and study skills and other things that will hopefully help make high school easier and students more successful. To be clear, academic advisory is not a study hall, so you should not come with the expectation that you can get your homework done or sleep or anything like that.”
Round 1: Pass the talking piece (you go first to model the sharing you want to see) and ask “Why do you think it is important that students have a space to learn about things like college applications, study skills, organization etc.?”
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Open discussion: Ask students if “there is anything particular you would like us to discuss or learn about that would be helpful to you”- some examples could be 1. how to set reminders in my phone for homework or 2. When to sign up for the SATS. If you have some seniors in your room you might ask them about skills or things they wish they had learned in earlier in high school- take notes on what students say and consider incorporating these into future academic advisories. Activity # 2: Reflecting on Progress Reports (15 minutes) In your own words, explain to students that “one of the goals of academic advisory is to reflect on your learning and grades and address any problem spots so that students can be successful. It is normal to struggle and we all have moments where we aren’t doing as well as we are capable of. If we can address these issues early on it can make a big difference.” You could ask if anyone has ever had to play catch up after falling way behind and what that was like and what they would do differently if they could do it again. Pass out the grade reflection sheet and walk students through an example of what they might put. Give students 12 minutes to fill it out and as they do go around and help students think about what strategies they might use to address the issues they are having and to give them props for the things that are going well. Collect the sheets or, if students keep advisory folders in your classroom, have them put the grade reflection sheets in their folder. Check-out:(5 minutes)
● Pass the talking piece (you go first to model the sharing you want to see) and ask students to share one thing they are going to do before the next advisory to help reach the goal they created.
Closing Quote:(1 minute) Share this quote, choose one of your own, or use one a student selected and connect it to the conversation you just had with students.
“Don’t just talk about it, be about it”
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Advisory Meeting: October 26, 2016
Community Advisory : Strength
Set Up/Materials needed: talking piece Arrange your chairs Have students move chairs into a circle as best fits your particular meeting space. “The shape of the circle is important. Even if we cannot sit in a perfectly round arrangement, we need to be able to all see each other’s faces without leaning forward.” Introduction: Give students an overview of advisory agenda.
-We will be doing an activity to get to know each other better - We are going to be talking about our upcoming election- Remind students that as we talk about the election disagreeing is fine, but respect is mandatory.
Opening Quote: Share this quote, choose one of your own, or use one a student selected. After reading the quote explain that today we are going to be discussing the upcoming election and what it means to be a leader.
“If your actions inspire others to dream more, learn more, do more, and become more, you are a
leader.” John Quincy Adams (this quote was selected by a student in Ms. Mew’s advisory)
Check-in (5 minutes): Start off with a community building activity. You can plan your own or use this one. Where I Stand: In the front of the room create an an imaginary line. All the way on the left is one extreme, and all the way on the right side is the other extreme. Make sure there is enough space for people to stand anywhere along this imaginary line. To play this game, you will the class several questions. Everyone will then respond by standing somewhere along the imaginary line according to how strong of an opinion they have on that item. For example if you ask people “coffee? Or tea?” people who strongly prefer coffee will stand on the far left hand side and people who strongly prefer tea will stand on the far right hand side, and people who are neutral will stand in the middle. You can ask the questions below or make up your own (after a couple of rounds you can ask if students have suggestions)
● Winter or summer? ● Sweet or salty? ● Hawaii or New York City? ● Chocolate or vanilla?
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● Morning person or night owl? ● Coffee or tea? ● Hip-hop or rock? ● Facebook or twitter? ● Hillary or Trump?
Main Activity #1: Discussing the election (10 minutes): In your own words explain that “next Tuesday the country will be voting for a new president. Today we are going to discuss our views on the candidates and think about how the election impacts our lives. Presidential campaigns and elections can be really emotional because people are talking about issues that impact our lives and the person who is elected has the potential to make change that can either make our lives better or worse. The candidates are talking about issues like the environment, college tuition, immigration, employment, racism, women’s rights and many other things that touch our lives in important and different ways.” Round #1: Pass the talking piece (you go first to model the kind of sharing you hope to see) and ask “what do you think of the presidential election and how has it felt to watch it play out over the last several months?” (this could be an open discussion, just make sure all students have the opportunity to share) Round # 2: Pass the talking piece (you go first to model the kind of sharing you hope to see) and ask students “who do you think will win the election, and how does that make you feel?” (this could be an open discussion, just make sure all students have the opportunity to share) Activity #2: Turn and Talk (10 minutes) For these two questions have students turn to a partner and discuss before sharing out to the group as a team. Question 1: “What do you think the voting age should be and why?” Question 2: “What changes do you hope the next president makes?” Check out (5 min):
1. Pass the talking piece (you go first to model the sharing you want to see) and ask students for to share one trait that they think is important in a leader.
Closing (4 min): Share the quote below and connect it to the conversation you just had with students about the presidential election.
“Politics is too serious a matter to be left to the politicians” -Charles de Gaulle
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