1. EXPLAINING MS. G’S SUCCESS

2. BAGGAGE -(FRESHMAN YEAR) OUT OF SCHOOL& IN-SCHOOL Outside of school Baggage Difficulty getting to and from school-gang culture, where violence is the norm. Insecure family circumstances-Because of family issues there is an inability to trust-Substance abuse issues-No sense of future-No role models for success in education Inside the school Gang culture permeates-The curriculum has no relation to their lives. Teachers are adults who have no belief in them. Teachers judge kids based on background. Negative labeling-peer pressure against School work.-

3. NECESSITIES 4 CHANGE- Necessities 4 Change: Teacher would have to gain students’-Exposure to the benefits of education-Foster positive relations among-Learn about and emphasize students strengths. Make material relevant-Form an enduring

4. WHAT DID MS. G DO THAT PRODUCED POSITIVE CHANGE? Alternative Perception which saw the students as capable of success. Continued to ask questions until the desirable response Durango Street-students could relate to the book- Character turns his life around-

5. INSTRUCTIONAL ADVANTAGES FROM THE MOVIE Helps build trust because a movie involves expensive equipment-Movie has prestige Forces them to work together-Learned about one another-breaking down the labels-Not judging a book by its cover. Movie is a shareable document-Honors students wanted to get to their class. “Success is possible.” Movie fosters creativity-Fosters trust-Self expression through the characters. Movie requires different roles- and different strengths.

6. MULTIPLE INTELLIGENCES 1. Verbal/Linguistic 2.Mathematical/Logical 3. Musical 4.Visual 5. Kinesthetic 6. Interpersonal 7. Intrapersonal

7. ENGAGEMENT THEORY 3 Levels of Student Engagement Topical Context/Interest Engagement Full Participation The movie actually provides a visual aid.

8. INTO-THROUGH & BEYOND 1. Getting into the students’ backpacks 2-Teaching through what is in the backpacks. (Tupac) “The Rose that Grew from Concrete Shakespeare-” A rose by any other name.” Symbolic language- Beyond the backpack-standardized tests.

9. ROMEO & JULIET? How did Ms. G use R&J to help the students to question their violent lifestyle?

10. ROMEO & JULIET What did Ms. G do to connect the material to the students’ lives? Made the play into a gang. Named the gangs -How did she use R&J to help them question their violent lifestyle? Comparing the young people dying in R& J to their gang participation.

11. WHAT DID THEY LEARN FROM THE MARRIOT AND THE PANEL?

12. WHAT DID THEY LEARN FROM THE MARRIOT/PANEL?