The Graceful Heart
Laura Marie Thompson
Part One
I. INTRODUCTION
We will explore language and the relationship of art and social change.
What is our role in this crazy and beautiful world? What is conflict? How
does it affect our lives and the world? How do people deal with it in a
constructive, graceful and affirming way? What are the possibilities for
respect and a positive life? We will read and open our minds through Alice
Walker, Malcolm X, Asssata Shakur and other inspirational writers.
This is a course for those who want to be conflict resolution mediators.
This is also an English class for those who want to develop vocabulary and
writing skills. There will be some ELA preparation. “In the Graceful
Heart will be fun, a lot of work and an inspiring opportunity.
Expectations – a desire to experiment with the unknown, discipline,
positive active participation and laughter.
II. MAJOR TOPICS
Reading, writing and Conflict Resolution Training.
III. ESSENTIAL QUESTIONS
What is conflict?
What is our role in this crazy and beautiful world?
IV. GOALS and OBJECTIVES
• This includes establishing group expectations, understanding and
actively engaging in daily “Go - Arounds,” group work, use of
our computer labs, participating in respectful and enlightening discussion,
reflection upon how one learns
• To give the students the writing skills to express their knowledge
and insights. The students will practice the standard essay form and paragraphing.
• To explore, develop and use the skills needed for the English Language
Regents
I. Speech -answer multiple choice, write short essay
II. Chart/Graph -analyze and summarize
III. Read and develop a thesis about two given pieces of literature
IV. Using your own works of literature
V. MAJOR SKILLS FOCUS
Reading - through reading aloud from Malcolm X and selections from
“Message from the Earth by Alice Walker, and selections from Assata
Shakur the students will gain the skills and practice to understand what
is being read.
Writing - each student will take inventory of their grammar skills/needs
and acquire her/his own personal “grammar tips” that will enhance
their writing for the rest of their lives.
Vocabulary - Students will learn and work with a rich and varied
vocabulary drawn from the texts they read. These will be explored/ learned
through defining the words, drawing the words, theatre games, sentence
writing, weekly quizzes and two huge vocabulary tests. AT LEAST 75 NEW
WORDS
Creative Self Expression - Students will use drama, poetry and
the spoken word to express feelings, concerns, and ideas about self and
society.
VI. FORMS OF ASSESSMENT
Completion and presentation of a class Portfolio, creative journals, vocabulary
sentences,
quizzes and exams, participation, revision of work based on artistic support,
literary comparisons, a formal essay , group work, in class and public
presentations. Respectful and consistent participation in Media Literacy/Alternatives
to Violence and Conflict Resolution Mediator Training. Several demonstrations
of the skills learned.
ALIGNMENT TO STANDARDS
Learning Standards for English Language at the Three Levels: Standards
1, 2 and 4.
VIII. INSTRUCTIONAL STRATEGIES
Reading aloud in class, in the traditional “Go – Around”
Fashion.
Regular writing workshops using the ‘Riting” technique of Cuban
playwright Irene Fornes
Using the form /structure of the English Language Regents with the content
of the course,
Theatre games based in the work of Augusto Boal : Image theatre, Forum
theatre,
Wednesday Vocabulary quizzes based on words drawn specifically from the
texts we are using a variety of guest artists who will work individually
with students to inspire, develop and enhance their writing.Trips
RESOURCES and MATERIALS
Message from Earth by Alice Walker
The New Comprehensive English Examination Guide (2nd Edition)
Resolving Conflict Creatively A Draft Teaching Guide for Secondary
Schools
Alternatives to Violence curriculum in formation by EVC and the
Media Institute of Summer 2002.
Poetry for the People by June Jordan
Theatre of the Oppressed, Games for Actors and Non Actors By Augusto
Boal
Revolution by Sarah Jones
Assata by Assata Shakur
The Autobiography of Malcolm X as told to Alex Haley
The New York English Language Regents (Jan 2001 exam)
Selections of poetry by Sonia Sanchez, Tupac Shakur, Audre Lorde
PART TWO
Outline of the course
WEEK ONE –
Introduce myself/ Introduction Letters
Students will design what they expect and will give to have in a safe
and creative environment.
They are required to have a creative journal and a section in their notebook
for
brainstorms/ notes/ drafts of work, vocabulary and quizzes
Introduction of the warm up and games.
WEEK TWO -
Introduce Grammar Tips/ VOCAB WORDS #1
WEEK THREE -
First Vocabulary Quiz
New Words and Quizzes are a part of everydays agenda, and take up most
of the day each Wednesday.
Information Sheet – Who needs the ELA, who is concerned about their
grammar….who is the adult responsible in your life?
WEEK FOUR –
ELA
Take it/ Break it down – what is it?
Listen and take notes
Outline how the course will offer opportunity to build skills useful for
all four parts.
We will focus on basic essay structure
I. Speech -answer multiple choice, write short essay
II. Chart/Graph -analyze and summarize
III. Read and develop a thesis about two given pieces of literature
IV. Using your own works of literature
Let the students know that in this class we will develop a body of work
to refer to
WEEK FIVE - BEGIN Formal conflict reslolution training…
Using Carol Lieber book….1-5
WEEK SIX – Conflict Reslolution 6-10
WEEK SEVEN - Conflict Resolution 11-15
WEEK EIGHT - 16-20
WEEK NINE - ONE ON ONES
Mid Semester Vocabulary extravaganze…(50 words!)
MID SEMESTER: Portfolio Notebooks in order.
Students must have two scenes /performance pieces, their first play and
five poems to present.
As an artist/mediator what makes you feel supported...three things you
can do for yourself,
three things others can do for you. Three things you can do for other
artists.
The Idea of art - theatre/writing/performance/resolution - What is it,
what can it be? Examples of current art that reflects society - Can theatre
be a vision for social change?
WEEK TEN –21 -25
WEEK ELEVEN – 26-30
WEEK TWELVE – 31-36
WEEK THIRTEEN – Concentrate on the “Reading and Writing
for Literary Response”
WEEK FOURTEEN – Concentrate on the “Critical Lens”
Essay
WEEK FIFTEEN –
WEEK SIXTEEN -
Final preparation of Portfolio/presentations
WEEK SEVENTEEN -
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