Arche program gsu

GGC Course Schedule. Georgia Tech Course Schedule. Georgia State Course Schedule. Kennesaw State Course Schedule. Mercer Course Schedule. Morehouse Course Schedule. MSM Course Schedule. Oglethorpe Course Schedule. Spelman Course Schedule. UGA Course Schedule. UWG Course Schedule. It shares the vast resources of ARCHE member specialties by offering students access to courses not offered at their home institution, and allows them a chance to experience a different campus environment.

Cross-Registration Coordinators. Yona now huddled in the corner of her bed screamed. She pointed in the direction to her room. Victoria tagged along and pushed Yona to the side. After an estimated five minutes Yona decided to meet her dad in her room.

When she got to her room, she saw her stepmother and her dad talking. A week passed by since Yona fought with her parents and other than the strange presence she normally felt everything was normal.

Yona started to doubt what she saw, but the presence that followed kept her sure of the incident. She began to distance herself from her parents in response to the fight. It was one week before spring break and Yona followed her new routine of coming home, doing homework, eating with her parents in silence then returning to her room.

But for some reason this night felt different. Yona was anxious, just like the day she was walking home, so as a precaution she decided to light a candle and turn on the radio. Yona woke up at midnight to the sound of static in a now pitch-black room. Suddenly, her entire body jolted, and she could barely breathe. Slowly she made out a man sitting on top of her bed with a cold stare, smirking while looking down at her as she slowly lost consciousness. Yona woke up the next morning gasping for air.

She was trembling as she searched for any sign of a breach to her room. She rushed to get ready for school still slightly shaking and began plotting what she was going to do.

Throughout the remaining days left until break Yona collected supplies she thought would help her prove her innocence. She collected fully charged cameras, a bat, portable phone chargers, and just in case she made a playlist to relax her nerves. On her way to her room on Friday night she could over hear her dad and Victoria getting into an argument over her sudden complete absence.

Yona continued upstairs, she was slightly annoyed by the fact that her dad would always switch up whenever Victoria would cry in argument but was used to it. She began to set up her cameras, her music and placed her bat in the arms reach of her pillow. She sat and ate snacks till nightfall and when night finally came Yona sat on her bed waiting for her stalker to come. Yona jolted out of her sleepiness when her soft songs suddenly turned to static. Yona was surprised, especially since she was no longer using her radio, she was using her phone instead since she thought it would be better in her situation.

She turned to reach for her phone but stopped abruptly as she felt the presence of another person in her room.

Glancing over her shoulder, she could see the now familiar silhouette of the strange man that kept appearing in her room. She grabbed the bat beside her pillow and began swinging it towards the stranger, not caring what else it was hitting.

He laughed at her attempts to hit him, especially since none of them landed. Boldly the man began to slowly walk towards Yona, and with every step she would take one backwards.

The man began to take off his hood which revealed what she once thought was a cold blank stare, an empty face with nothing but holes for eyes and a slit for a mouth. Its mouth began to widen, revealing his devilishly creepy grin that he would always flash at Yona from the corner of her room.

Yona began to hear loud screams and laughs echoing through her head, when suddenly, the man also began to ooze a strange liquid. Yona grabbed the bat and began swinging again, the liquid began to burn and as she was not able to breathe Yona was struggling. When her dad came into the room, he was shocked at the sight of his daughter crouched in her room with battered and deformed feet, a bloody bat, surrounded by a small pool of her own blood.

The room was soon flooded with men in large white uniforms and restraints. The men in white uniforms threw Yona in the back of an excessively large truck. It was dim and padded inside, which did nothing to calm Yona. The strange creature crawled inside the truck and sat across from her. In the spur of the moment Yona ripped her jacket and walked out the truck, which was now moving, the rusted locks flying onto the car behind them.

Yona tumbled onto the side of the road and looked out onto the water. She turned to see her dad running towards her in tears. Yona allowed herself to fall back. Every Morning I wake up late. I started washing my face and then I heard my phone ringing. Pink always compliments my dark-skin tone so I always wear it.

I made sure my braids were in a low ponytail before I hurried out of the house. I got in the car with my two best friends Mahina and Starr. She has her license; she just would rather be driven around. Mahina began driving. I looked down at my phone to see four new messages. All of them were people asking me for work. Every single person would rather ask you for help then do it for themselves and sadly I always send them my work.

We live in Mount Carmel, Tennessee so nothing really happens here. Starr is always complaining about everything. Mahina and I are so used to it, we barely say anything we just let her talk. Today is Friday and on Fridays the school is always packed. We walked into our first period class and I am met by my crush King. He was wearing black retro Jordans, a black shirt, and khaki pants. He smiled at me and I smiled back. Flores expressed. I got up and walked out of the door.

The door was bigger than any of the doors in this school. I walked towards the scary black door and opened it. There were stairs so I decided to go down them. Each step made a sound as I walked down. There was a really bright light that shinned bright like the sun. The light was coming from a wall and there was something in it moving. I ran back up the stairs to see Mahina and Starr. King and his teammate Caleb were both in the hallway.

They began walking over to us. Caleb and King began walking down the stairs and we followed. We all saw the light and something moving. We walked closer to check while Starr stayed back. It was a creature. I walked close to it, feeling very confident.

Once we got to the hideout not even three minutes later, we heard a loud roar outside. We all began running. For some reason while we were running, I thought about what Ms. Flores said when she was reading the quote. I stopped running and turned around. Surprisingly, it grabbed the baby out of the cardboard box and headed back to the school.

We all let out a long breath. Summer gets up at for school. She puts on the first thing she can find and goes to check in the mirror to see if she looks just as bad as any other day. She leaves the house and starts walking to her bus stop. She just looks out the window wondering when she will be back in her bed where no one can see.

She gets off the bus and heads into the school. Summer grabs the stack of papers and walks to the first desk. People started entering. So Mrs. Sement went to the door to greet everyone. Then Winter Lowington and her group of friends walk in.

Everyone laughs because they want to be popular. Summer just turns her head and continues to pass out papers. After about twenty minutes, she asks to be excused. Summer goes to her favorite spot just past the corner. They tapped her on the shoulder. Summer jumped and took her headphones off. This guy was standing in front of her. He had on a skirt and sleeveless tee with a loose tie and a leather jacket with boots.

His hair was slicked back with black eyeliner on his green eyes. Look I am not gonna sit here and lie to you. I was bullied but you already know that. Summer gives Carrington a hug. It was so unexpected, but he hugged her back. They got up off the ground and started walking back to their classes.

Midway they turned and waved. For this 9 th grade level English course, we have decided to focus on identity as the main goal for the unit. A person has more than one identity. Who does she come from? How does her parents or her guardians shape them? How does her culture shape her? How does her race, gender, economic background shape her?

How does her environment and where she grew up shape her? How does her experiences shape her? When we say identity, we also are talking about who she is: what does she love? What is she passionate about? What are her hobbies? What is she good at? What does she want out of life? What does she want to do with their life? What are her hopes and dreams? What is her perception of her family?

Her race? Her gender? Her culture? Other races, genders, and cultures? How do other people see her? How would she like to be seen? Would she change something about herself if she could? Who does she want to be vs. Muhammad, We believe that encouraging students to embrace and discover their identity through literature will not only improve their performance in the classroom, but also mold how they perform in their everyday lives.

As teachers, we hope to mold how students perform in their lives by helping them form and discover their identity through analyzing texts that discuss tough subject matter that is relevant today, such as identity, depression, social anxiety, coming of age, relationships, bullying, loneliness, isolation, suicide, sexism, rape, and racism. Without engagement, students will not be interested in even reading the texts, much less learning, identifying, and relating to the texts, which is necessary for the texts to increase growth and understanding.

The texts we have chosen for this unit are The Crossover and Speak. There are also themes of relationships and growth that will encourage students to think about how they are molded by the people in their lives versus who they actually want to be. The students in the classroom are at an age where they are beginning to question who they are as a person and how they would like this to be represented.

They are also beginning to explore relationships outside of familial ties, which can make this process even more confusing. The Crossover represents these struggles and allows the students to see their lives represented through literature.

Because The Crossover follows the lives of two young and black teenage boys that have a passion for basketball, there may be a question of what relevance this story holds in the classroom. The majority of our students are not black and probably are not interested in sports; however, the goal of this unit is to introduce our students to lifestyles outside of their own. When you only provide stories that are familiar in the classroom, you ultimately disregard the diversity that exists outside of the personal worlds that we live in.

The goal of this unit is to not only encourage our students to connect with their own identities, but to also recognize and respect the identities that surround them today and possibly in the near future.

Speak, written by Laurie Halse Anderson , is about a young high school freshman Melinda Sordino, who called the police at a party, ostracizing herself from her peers, after she was raped. After not being able to talk about what happened she stops speaking all together but expresses herself instead through art in her art class which helps her to face what happened and recreate her identity.

One rebuttal for teaching the book Speak would be that the book is about a girl who got raped. I would argue that there is only three pages that talk explicitly about the rape and there are no sexual terms in it.

I would also argue that since one in five women are raped that it is a very important topic to discuss. I would also argue that the book does not only deal with rape but with bullying, depression, isolation, peer pressure, peer rejection, identity, and how art can help with identity.

Each topic given will be situations from the reading that they will be expected to relate to their own lives and share with one another during small group discussion: i. In what ways do you attempt to differentiate yourself from others? Is Josh dramatic for making this change? Why or why not? When our students discuss their journal entry with each other, they will be expanding their views on characters based on the opinion of their peers and take them into consideration to think about the text more critically.

Muhammad, G. Cultivating genius: An equity framework for. One goal of this conceptual unit is to explore the topic of identity and for students to use the texts we cover as well as their favorite texts to explore, build, and even change their identity. A body biography is a visual and written portrait where students will draw a full body portrait of themselves and then draw visual symbols along the body.

For the heart students will think about important relationships in their lives and will write what those relationships are near the heart. They can use symbols along the spine to portray these goals and motivations.

How can you help viewers of your body biography visualize them? They can also use symbols to associate with themselves and their essence and decide where to put those. Students are also to consider how they appear to others on the surface and who they really are on the inside. Students are also to think about how they have changed throughout the conceptual unit and how their ideas of identity have changed.

This presentation can be in the form of a visual presentation such as a powerpoint, it can be a creative presentation such as spoken word poetry, rapping, or singing. The presentation must be 5 minutes long. Along with the presentation students must include a page extended definition of identity.

Visual Design: Student fully completed their body portrait: including symbols for the heart, spine, their virtues and vices, as well as symbols that portray their essence. Visual Effort: Student used maximum effort to create their body portrait: their portrait looks like them and their symbols emulates them. Oral Presentation: Student keeps eye contact with audience as much as possible, speaks clearly, not too quickly or too slowly, speaks loudly enough for everyone to hear, does not use filler words, is not monotone.

Extended Definition of Identity: Student answered all the questions asked for identity well and concisely. Spelling, Grammar, and Punctuation: The project has excellent spelling, grammar, and punctuation. Visual Design: Students mostly completed their body portrait: including symbols for the heart, spine, their virtues and vices, as well as symbols that portray their essence.

Visual Effort: Student used good effort to create their body portrait: their portrait mostly looks like them and their symbols mostly emulates them. Extended Definition of Identity: Student answered most of the questions asked for identity mostly well and concisely. Spelling, Grammar, and Punctuation: The project has spelling, grammar, or punctuation errors. Visual Design: Students left things out of their body portrait: including symbols of the heart, spine, their virtues and vices, as well as symbols that portrays their essence.

Visual Effort: Student used adequate effort to create their body portrait, however there are inconsistencies in how their body portraits look like them. Oral Presentation: Student keeps eye contact with audience some of the time, mumbles or speaks too quickly, slowly or softly some of the time, uses filler words sometimes, is sometimes monotone. Extended Definition of Identity: Student did not answer questions asked for identity. There were areas of confusion. Visual Design: Students left 4 or more things out of their body portrait: including symbols of the heart, spine, their virtues and vices, as well as symbols that portray their essence.

Oral Presentation: Student rarely keeps eye contact with audience, mumbles, or speaks too quickly, slowly, or softly most of the time, uses filler words often, is monotone often. Spelling, Grammar, and Punctuation: The project has more than 4 spelling, grammar, or punctuation errors. Smagorinsky, P. Teaching English by design: How to create.

What are your favorite movies? What are your favorite T. What are your favorite books? What are you favorite animals? What are your favorite sports?

What are your hobbies? What do you love to do, what are you passionate about? What is your favorite subject in school? What are your favorite video games if you play video games? Where do you want to be in 10 years? What do you want to be doing? Who do you want to be? What does identity mean to you?

How do you see yourself? What is one of your biggest goals for this year? After filling out the form, we will have students switch their forms with their classmates until they find someone who has the same answers. This will help form the classroom to a place where students can be open and honest and make friends and not be shy or afraid to look stupid. Then I will talk about identity, self-esteem, self-deception, student agency, and how peer pressure affects high school students.

The first introductory assignment for The Crossover will be used to help students think about their identity and what that may mean to the world around them. This will also allow the students to get to know their peers and what they are willing to share about themselves.

After they are done filling out the prompt, the students will be put into groups of 3 or 4 depending on class size and they will share their answers with each other. When we say interesting, we mean anything that may have been unexpected, shocking, or new information. ELAGSERL1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSERL4 : Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. Knowledge Constructor : Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others. We will first go through our introductory activities.

After filling out the form, I will have students switch their forms with their classmates until they find someone who has the same answers. We will give them a sheet of what the summative assessment will be so they can start thinking about them right away. We will start teaching on the book Speak.

Next, we will take some time to briefly discuss the students answers on the anticipation guide Beers, This will take about 20 minutes. Students who are depressed are simply afraid to deal with their real or perceived problems.

Then, we will have students complete a multiple-choice pre-reading survey where students are given scenarios from Speak and have to choose how they respond to the scenario by choosing from the multiple-choice answers.

This will take about 10 minutes. Pre-Reading Survey: I got this pre-reading survey from the website: www. Your teacher is really disrespectful and makes a rude comment to you that was not meant to be funny. This comment causes your classmates to laugh at you in a derogatory manner.

Choose to be disrespectful to the teacher and accept the consequences of getting in trouble. You get up and storm out of the room and go straight to a counselor or administrator. You choose to stay quiet and become withdrawn in the classroom for the rest of the school year.

Sometimes, you even feel like your teacher agrees with the students and may sometimes be the instigator. Choose not to speak up because you are afraid you might physically hurt or further embarrassed. You know someone who has been sexually assaulted either in a family situation or in a date-rape situation or other, you.

Choose to keep quiet because it is none of your business and your friend needs to handle it. Choose to talk to a parent or other adult you feel comfortable with and have them take care of the situation. Shut down and choose to stay quiet because people might not believe you, it might make everything worse, etc. Stay quiet and decide that it was your fault because you might have given the wrong signals. Choose to speak up no matter what others think of you or if the situation does not turn out in your favor.

If you were tied to railroad tracks and the train was ready to cut a path across your middle, would you. Then, we will briefly discuss the students answers on the pre-reading survey. When the students walk into class, we will have a quote on the board that we think embodies the First Marking Period in Speak. When the students get settled in their seats, we will read the quote to the students and ask the students to keep this quote in mind while we go over the First Marking Period in the book.

Shut your trap, button your lips, can it. All that crap you hear on TV about communication and expressing feelings is a lie. Next, we will teach some figurative language, specifically similes and metaphors.

Then, we will open the class for class discussion on questions we have gathered from the First Marking Period in the book. The rubric for class discussion will be attached to this lesson plan. This will take about 40 minutes.

Read the last paragraph of page 7. Do you find this to be true? Who decides what the acceptable fashion will be? Do you follow the acceptable fashion or do you have your own style? How does she communicate with her parents? What does that say about their relationship? Page Read the last paragraph on page 15 that ends on page Has this ever happened before to you?

Has someone you cared about ditched you or was angry with you about something without talking to you about it? How did it make you feel? Why would someone do that? Rubric for Class Discussion: This rubric was gotten from the Smagorinsky text pages Smagorinsky, For the last 5 minutes of class, we will hand out the homework assignment, which will be to answer more study questions.

Shut your trap, button your lip, can it. Nobody really wants to hear what you have to say. What does say about her identity? How do you communicate with your parents or guardians? Do you avoid them, or do you tell them everything? Somewhere in the middle? What are 3 of your favorite similes from The First Marking Period? Write them down. What are 3 of your favorite metaphors from The First Marking Period? Like day three, for day four when students walk into class, we will have another quote on the board that embodies the First Marking Period in Speak.

When the students get settled in their seats, we will read the quote to the students and ask the students to keep this quote in mind while we go over the rest of the First Marking Period in the book. I need a friend, period. Not a true friend, nothing close or share clothes or sleepover giggle giggle yak yak.

Just a pseudo-friend, disposable friend. Friend as accessory. Next, we will teach some figurative language, specifically symbolism and symbols. This will take about 5 minutes. Then we will open up class discussion, starting with discussing how the closet symbolizes Melinda. You can optionally install xsel if you want automatic URL clipboard pasting after the utility finishes an upload. Run the utility at least once, i. Here are some frequent problems users may face and their respective solutions.

If you have more solutions, feel free to send in an issue or pull request. Wayland is untested. To check, run the following command. If you are running X11 and the problem persists, try disabling OpenGL hardware-based acceleration by adding --no-opengl to your gsu command. This is a problem with older versions of maim. Upgrade maim to 5. Versions of FFmpeg prior to 4. Upgrade FFmpeg to 4. PulseAudio is the default audio capture device. If you do not use PulseAudio, adjust your audio capture device in the configuration file.

If you do use PulseAudio, use a program like pavucontrol to change the input device to a monitor of your audio output device. If you use PAVUcontrol, the resulting setup should look similar to below. Skip to content.