1.

ELT Annie Lerew, Nathan Dilworth, 9th Grade Mathematics

Carly Reiter, Nic Vitale, 9th Grade Science
Bronx River Lab ESSENTIAL QUESTION: “Is the Bronx River healthy and how do we know?”

Various Sites on The Bronx River
OBJECTIVES: The students will know and be able to:
•Bring math and science learning into the real world
•Explore math and science, as well as their community, in the real-life setting
•Develop awareness of the Bronx River Ecosystem
•Expand leadership skills Increase confidence in both themselves and their community
•Become familiar with our local environment, ecosystem, community, and how they affect each
other
•Use different forms of evidence (observations, water testing data, and bio-indicator data) to make
inferences about the health of the Bronx River ecosystem.
•Develop science process skills
•Keep a science notebook to develop skills in communication, organization, and reflection.

SUMMARY: The ninth grade Math/science class is conducting an ongoing analysis of the Bronx
River. Through weekly visits to various river sites students are able to take samples, classify living
and non-living matter, and also carry out various field studies of the river’s properties. Through
these visits, students are able to strengthen their skills in the areas of scientific investigation and
inquiry, while concepts taught in the classroom are reinforced.

Weekly 2007-2008 A TEACHER/STUDENT REACTION:

"Going to the river makes me feel like a detective." - Taj Dyer, 9th Grade

"I love learning science outside. Before this year, I thought I hated science. Now I love it!" -
Rebecca Vargas, 9th Grade

"Every time we go to the river I'm amazed. We even found an eel that swam all the way to the
Bronx from Bermuda!" - Michelle Hidalgo, 9th Grade

2
ELT Annie Lerew, Nathan Dilworth, 9th Grade Mathematics
Carly Reiter, Nic Vitale, 9th Grade Science
Rocking the Boat ESSENTIAL QUESTIONS:
• How is the Estuary portion of the Bronx River different than the freshwater areas?
• How do you coordinate a group of people to navigate a small rowboat safely?

OBJECTIVES: The students will know and be able to:

• Follow directions and work as a team to navigate a small rowboat
• Access the estuary portion of the Bronx River
• Make observations and inferences comparing the Estuary section of the Bronx River to freshwater
portions.

SUMMARY: Classes went down to the Jose "Serrano Riverside Campus for Arts and Environment" for
a program with Rocking the Boat that included accessing the estuary portion of the Bronx River, and
doing some comparison with the other sections. They also learned some Bronx River history and
learned the basics of safety, rowing, and navigating a small rowboat. In the second session students did
some biotic sampling to compare organisms. In the third session students assisted Rocking The Boat
with some research projects they are doing including salinity levels and nitrate levels on the river.

October 16, 18, 22, 24 A TEACHER/STUDENT REACTION:

"The most interesting thing that I learned was that the Bronx was named after a man named Jonas

May 12, 14,15, 20, 28, 29
June 2,3 2007/2008
Bronck. Bronx is much easier to spell than Bronck's, and that's why we now live in the Bronx, not the
Bronck's," Angely Paulino, 9th grader.
"I felt very scared because there were big barges on the river and I felt like they were going to run us
over. They were taking trash and recycling to and from the warehouses along the river. But once I
started rowing I forgot about dying and everything became fun!" Jonathan Rosa, 9th grader.
"Rowing the boat as a group pushes the students to new levels of teamwork and cooperation." Nicola
Vitale, 9th grade Math and Science teacher

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
3.
Algiers Brown, 9th Grade Global
Connector Nate Dilworth, 9th Grade Math
History of Math ESSENTIAL QUESTIONS:
• Where did our numbers come from?
• What were some of the other major numerical systems prior to our current Indian (Arabic) number
system?
• How did the Egyptians deal with place value?
• Could I do math with someone in China?

OBJECTIVES: The students will know and be able to:

• Place on the world map some of the other major numerical systems from around the world.
• Explain how our number system migrated from Indian
• Identify some of the major characteristics that make our modern day numbering system easier to use
than previous numbering systems.

SUMMARY: As a part of Global History students studied all of the major cultures that contributed to
the migration of the number system. Our current numbering system originated in India, which is
contrary to the popular belief that they came from an Arabic country. In addition to dispelling this myth
we examined the Egyptians numerical system. The students also discussed how the trade routes from
India to Egypt and trade were the main catalyst for the spread of the Indian numeral system. Test

A TEACHER/STUDENT REACTION:
September 28, 2007 “India is over there” – 9th Grade Student pointing at some country in the northern hemisphere Text
“Could you do math with a Chinese person?" –Nathan Dilworth, Teacher test

4.
ELT Amelia Frank, Community Outreach Director
ESSENTIAL QUESTIONS:
Motion Picture • How can a high school student peruse a film career in New York City?
• How many different kinds of cuts/edits go into making a film?
• What do I have to do if this is a career path I am interested in taking?
Editors Guild East OBJECTIVES: The students will know and be able to:
• Understand the steps that need to be taken in order to pursue a career as a professional
film editor
• Communicate with professional film editors about their path into the entertainment
industry.
• Have an understanding of what an editor’s role is in the process of making a film.

SUMMARY: Amelia Frank took students to a seminar hosted by the MPEG to speak to film
students and young people about the relationship between all of the different types of editing
and how people in the film industry need to work together. They also addressed and
covered all of the responsibilities of different types of film editors in order to help the
audience understand and the editing process.

ASSESSMENTS: Hands-on editing workshops with professional editors and student

September 29, 2006
discussions with editors.
A TEACHER/STUDENT REACTION:
“I expected all people that work in the movies to be glamorous and holly-wood ish. They
looked like regular people. I could do that" - Richard Torres
“I see now why it takes 11 months to make a 2 hour movie" - Shantale Higgins

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
5.
VCP René Bosolet, Jr., 11th Grade Special Education
Amelia Frank, Community Outreach Director
SPI VISITING Jennifer Gowers, 11th Grade English
Angel Mercado, BKHS Technology Coordinator
Lance Ozier, NAfET Coach
PHOTOGRAPHER
ESSENTIAL QUESTION:
How do we represent ourselves?

OBJECTIVES: The students will know and be able to:

• Internalize the experience of representation
• Use photography to visually represent themselves
• Develop a visual plan for how they will be photographed
• Adjust their portrait in Photoshop to create the visual representation they desire.

SUMMARY:
11th graders engaged in a full-year curriculum-based publication project focused on profiling
their classmates. One of the generic elements of this work included an investigation of what
it means to represent each other.

Jim Fenner and Chris Fazio kicked off the 11th grade Student Press Initiative unit on
October 17&18, 2007 representation by taking portraits to visually represent students. Once students were
responsible for representing themselves visually, they gained a keener understanding of what
it means to represent each other in writing.

The portraits were featured on the SPI advertising for the school and also in the final
published book.

6.
Happening Linda Mishkin, 12th Grade English
ESSENTIAL QUESTIONS:
The Wax Museum • How do we create meaningful performance experiences for adolescent audiences?
• What are essential facts worth communicating about someone’s life?
@BK • How do we create a non-threatening performance modality for non-performers?

OBJECTIVES: The students will know and be able to:

• The student will research and memorize at least five interesting facts about a self-chosen or appointed
famous character (historical or contemporary).
• The students will be able to repeatedly recite basic facts that s/he has researched and memorized
about the character that s/he is portraying as a wax figure in a wax museum.

SUMMARY: The first unit of the Creative Communication Elective defined communication and the
various art genres that are used to share ideas. This unit focused on body awareness. Because the class
has so many stage-frightened students, we decided to make a Wax Museum, which would allow the
students to have the focus of audience attention and yet merely have to recite information as if s/he
were a machine/dummy in a Wax Museum. As space is an issue at BK, we decided to use the hallway
and separate each student from the next just far enough that people could walk through the hall, snap
their fingers and listen to the student recite their facts. We performed for Jen Gowers' 11th grade class
as well as many members of the faculty and administration.

ASSESSMENT: Individual and group participation; self-reflection.

A TEACHER/STUDENT REACTION: “I thought I wouldn't ever get it right; I kept forgetting

parts in rehearsal, but I got it all right during the performance. It was good." –Eaziel Berkley
October 17&18, 2007 "I enjoyed it. I haven't performed since my last school" - Shanique (9th grader)
"They were amazing, they moved me to tears." - Celena
"They were very good." - Rose Jeffrey

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
7.
Connector Arantxa Burgos-Domenech, 11th Grade Chemistry
Sara Toguchi, 11th Grade Math
Cross Multiply With Love
ESSENTIAL QUESTIONS:
Using Proportions for Chemistry • How can we solve chemical equations using cross multiplication?
Conversions • How can we apply cross multiplication to solve gases laws?

OBJECTIVES: The students will know and be able to:

• Understand how useful is math operations to solve any equation
• Solve Gases laws problems

SUMMARY: The students had learned how to use the combined gas law and they did
some exercises in Chemistry class. Sara Toguchi explained to them how to use the math
friends to resolve chemistry problems and the students did some exercises using both
explanations.
October 19, 2007 ASSESSMENTS: Hands-on

A TEACHER/STUDENT REACTION:
“I got it now. This is really easy” - Jesssica Lucas.
“I understand Boyle's law now. - Kiara Gutierrez

8.
Annie Lerew, 9th Grade TMS Mathematics
Happening Nick Vitale, 9th Grade TMS Science
Mathematical ESSENTIAL QUESTIONS:
• What are effective ways to organize data?
Investigations • What is meaningful feedback and how does one convey it?

Gallery Walk OBJECTIVES: The students will know and be able to:
• Respond to the exhibits of classmates in meaningful ways.
• Answer questions concerning their exhibit.

SUMMARY: Students participated in a gallery walk in which all the exhibits on display
were related to mathematical investigations the students worked on at the end of the first
marking period.

ASSESSMENTS: During the gallery walk students were evaluated on the quality/quantity
of feedback they gave to groups, comments that were given to their own group and the
content/appearance of their exhibit.

TEACHER/STUDENT REACTION: “I prefer this type of assessment because when I

October 19, 2007 study for a test the information leaves my head, but this stuff stuck!” Kassandra Olivo,
9th grader.
“I liked seeing what the other groups had been working on. It was fun to compare my own
exhibit to the exhibits of kids in my class Vickram Anjiloi, 9th grader

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
9.
VCP Linda Mishkin, 12th Grade English
ESSENTIAL QUESTIONS:
The Mayhem Poets • What is the connection between movement, sounds, words, poetry and successful
communication?
@BK • How can we make poetry enticing for adolescents?

OBJECTIVES: The students will know and be able to:

• Students will review body-movement exercises they have done all marking period in culminating
activities.
• Students will practice adding gestures to sounds to emphasize successful communication and
drama.
• Students will get a sense of the challenge required to do performance poetry well.

SUMMARY: In order to better prepare students for the Hip-Hop Poetry Slam Performance
"The Spoken Word" on October 25th, the New Victory Theater sent two teaching artists to have
kids experiment with rhythm, sound, movement, words and performance. The artists worked
with our kids for 45 minutes; kids worked as an entire class and in small groups. In the end, our
students performed and so did the artists.

A TEACHER/STUDENT REACTION:
October 24-30, 2007 “It was good, and I'm not even in this class” -Justice Ramos
"They were good." - Rosa Lorenzo
"I really enjoyed the workshop. It was nice. The kids got into it." – Amelia Frank

10.
René Bosolet, Jr., 11th Grade Special Education
Happening Gail Brown, 9th Grade Special Education

The IEP Gloria Diaz, Social Worker

Manal Grant, 9th/11th Grade ESL
Jasmine Harper, 10th/12th Grade ESL
& You Emily Miller, 12th Grade Special Education
Celena Orgel, Social Worker
Karen Petrocelli, School Psychologist
Stephanie Young, Assistant Principal

ESSENTIAL QUESTION:
• How do we help our IEP students become self-advocates?

OBJECTIVES:
• The students will know the staff that works for them and what each staff member does
• The students will understand their rights as students with IEPs
• The students will be introduced to the language of special education
• The students will realize that they're not alone and have a supportive staff and student environment
which they can turn to in times of need

SUMMARY: After school, the Department of Special Education at Banana Kelly held an informal
session for students during which we discussed the intricacies of being a student with an IEP.
October 24, 2007 Specifically, we addressed the staff members that are there to help them, general information about
IEPs, accommodations /modifications and their rights as students with IEPs.

ASSESSMENTS: Included staff reflections about ways the presentation could be improved for the
future.

TEACHER REACTION: “This was a very effective way of letting the students know which
members of the staff are there specifically for them - those teachers that the students can turn to in
times of need or whenever is necessary." - Emily Miller

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
11.
Linda Mishkin, 12th Grade English
ELT
ESSENTIAL QUESTIONS:
The Mayhem Poets • What makes a good performance?
• What makes for good communication?
Performance @ The New Victory Theatre • What is the connection between sounds, words, rhythm and movement?
• How can we help to create a critical thinking audience out of our students?

OBJECTIVES: The students will know and be able to:

• Students will watch, listen and assess the Mayhem Poets and their performance according
to the criteria discussed in class.

SUMMARY: We went to the New Victory Theater and watched one hour of creative,
dynamic, inspired and inspiring original poetry by three young brilliantly talented young
poets. There was a fifteen-minute Question & Answer session after the performance.

A TEACHER/STUDENT REACTION:
“It was mad good” – Andres Carmona (12th Grade)
"It was aw'ight. No, I'm just kidding. It was great" – Westhsyl Torres (9th Grade)
"I just loved it. They were great. When I see poetry recited like that, filled with similes and
October 25, 2007 metaphors and word pictures, I get goose-bumps, I just love it." – Je'tiya Royster (12th
Grade)

12.
Chidoze Alozie, 9th Grade English
Connector Algiers Brown, 9th Grade Global History 1
Mythstory ESSENTIAL QUESTION: Can we find truth in myth? Does myth relate to history?

OBJECTIVES: The students will know and be able to:

• Understand what the epics of Homer teach us about Greek civilization and culture.
• Students display what they know and have learned through differentiated group
assignments
• How did the "myth" of the 300 create the legend of the Spartan Soldier?

SUMMARY: After reading the ancient Greek poetry of Homer with Chido in English and
studying the Trojan war in the Global Studies Class with Algiers, students were asked to
create a fictitious character and produce an eyewitness account of the events that occurred
on the battlefields of Troy. Students compared these accounts with the popular Film and
graphic novel 300.

ASSESSMENTS: Character maps, Sparta/Athens comparison charts and Trojan war

October 29, 2007 narrative.

TEACHER/STUDENT REACTION: It was a good way to remember what took place

in the book. – Abdul Ibrahim, 9th Grade.

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
13.
Nate Dilworth, 9th Grade TMS Math
Happening
Annie Lerew, 9th Grade TMS Math
Mathematical Nic Vitale, 9th Grade TMS Science

Investigations ESSENTIAL QUESTIONS:

• What is sublimation?

Gallery Walk II • What are the states of matter?

• What causes lightning?
• What is dry ice?
• Can we pass electricity through our bodies?
• Do I have a better chance of winning the lottery or getting struck by lightning?

OBJECTIVES: The students will know and be able to:

• Explain what molecules are doing at each of the three states of matter
• Explain what sublimation is
• Explain electrical current flow

SUMMARY: Students participated in a gallery walk in which all the exhibits on display
October 19, 2007 were related to mathematical investigations the students worked on at the end of the first
marking period.

TEACHER/STUDENT REACTION: “I pre

14.
Nate Dilworth, 9th Grade TMS Math
Happening
Annie Lerew, 9th Grade TMS Math
Halloween Nic Vitale, 9th Grade TMS Science

Wonder ESSENTIAL QUESTIONS:

• What is sublimation?
• What are the states of matter?
• What causes lightning?
• What is dry ice?
• Can we pass electricity through our bodies?
• Do I have a better chance of winning the lottery or getting struck by lightning?

OBJECTIVES: The students will know and be able to:

• Explain what molecules are doing at each of the three states of matter
• Explain what sublimation is
• Explain electrical current flow

SUMMARY: Lightning and fog are among the most common elements to any good Halloween
October 31, 2007 experience. Students investigated the sublimating property of dry ice. Using it to fill balloons,
carbonate, apple juice, and measure the change in mass over time. Students also interacted with a
Van de Graff generator and observed its affects on the human body, foil balls, and L.E.D. bike light.

TEACHER/STUDENT REACTION:
“Wow, you must have a lot of lead in your blood." – Nathan Dilworth, Teacher
“AHH!” – 9th grade student being shocked by the Van de Graaf Generator

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
15.
VCP Amelia Frank, Community Outreach Coordinator
Cassandra Ayala, MIC - Health Advocate
BANANA KELLY
ESSENTIAL QUESTIONS:
HEALTH FAIR • What are the major health risk factors affecting our young people today?
• How do we prevent HIV and STDs?

OBJECTIVES: The students will know and be able to:

• Understand major health risk factors in order to prevent disease.
• Connect Students to resources offering services in the Bronx.

SUMMARY: Amelia Frank (BKHS and UP) in collaboration with Cassandra Ayala(MIC)
hosted a health awareness day for the whole school which included workshops on HIV
awareness, nutrition, stress reduction, sexual orientation, domestic violence, environmental
justice, asthma, body image and healthy choices. Confidential HIV screening was also
available.

November 2, 2007 A TEACHER/STUDENT REACTION:

“I never knew that there were so many different diseases. Makes you think before anything."
- Justice Ramos (12th Grade)
“It was great. In my workshop even the kids that never pay attention in class were
interested. I cant wait until next year." - Rafeal Reyes (11th Grade)

16.
Happening René Bosolet, Jr., 11th Grade Special Education
Gail Brown, 9th Grade Special Education
The IEP & Emily Miller, 12th Grade Special Education

Your Students ESSENTIAL QUESTIONS:

• What is an Individualized Education Program (IEP)?
• How can we best support our students with IEPs?

OBJECTIVES:
• The general education teachers will understand the roles and responsibilities of the special
education teachers
• The teachers will learn about the importance of an IEP, what it stands for and why it is used
• The teachers will be introduced to a variety of differentiation methods to utilize in their
classrooms
• The teachers will understand that they are allowed and encouraged to read the IEPs so that
their lessons can better address the needs of their students with IEPs

SUMMARY: During lunch, the Department of Special Education at Banana Kelly held an
informational session for general education teachers during which we discussed the intricacies of
special education, IEPs and differentiation. Specifically we addressed the legality of an IEP, the
importance of accommodations /modifications, why students have annual goals and ways that

November 8-9, 2007 teachers can help students to meet them.

TEACHER REACTION: “I learned a lot and I'm in your Leadership Group... it was really
thorough, professional and extremely pertinent. Thank you." - Manal Grant, 10th/11th ESL

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
17.
Connector Nate Dilworth, 9th Grade TMS Math
Carly Reiter, 9th Grade TMS Science
A Heck of a Lot of H20
ESSENTIAL QUESTIONS:
• How does the water get into the Bronx River?
• What is the Bronx River watershed?
• How do we estimate area?
• How do we determine the volume of water fall?

OBJECTIVES: The students will know and be able to:

• Students will continue to explore the relationship between watersheds and the water cycle
• Students will be able to estimate the area of the Bronx River Watershed using a 1 square = 1
square mile grid (56 miles2)
• Students will be able to thoroughly describe how they approximated the area of the watershed
• Students will be able to calculate the approximate volume of water that falls onto the Bronx
River watershed when it rains an inch.

SUMMARY: The goal of this assignment is for students to calculate the area of the Bronx River
watershed using a scaled grid. They then were asked to calculate the volume of water that falls in
that area when it rains an inch. This assignment is an assessment of students' knowledge of
watersheds and the water cycle while using the skills and knowledge of area and basic operations
that they've been studying in Math class. Additionally, the assignment will help students become
aware of the enormous amount of water that pours into the Bronx River when it rains.

November 11-15, 2007 TEACHER/STUDENT REACTION: "It was nice to see the sparks of recognition in the
students' faces when I introduced the project. The students seemed to enjoy using a math skill
they already understood to solve a problem in science class." – Carly Reiter, 9th Science
Teacher

18.
Jen Gowers. 11th Grade English
ELT J Kyle VanNort, 11th Grade English
Ellis ESSENTIAL QUESTIONS:
• Why do people migrate?
Island • How does geography influence the movement of people?
• How does culture influence the movement of people?

OBJECTIVES: The students will know and be able to:

• Understand the problems and challenges of immigrating to a new country.
• Understand the effect of the New York Harbor on immigration.
• Empathize with the people who immigrated through Ellis Island.

SUMMARY: The Junior class took a trip to Ellis Island and the Statue of Liberty. They traveled
by ferry across New York harbor, which they had studied during the geography unit in U.S.
History. They also explored the meaning of the poem at the base of the Statue of Liberty and its
relationship to immigrants and the immigrant experience. The trip was a summation and reflection
of the combined unit on immigration that reflected both the historic and literary voices of
immigration.

ASSESSMENT: Students wrote essays on the immigrant experience and the reasons why
November 14, 2007 people migrate. They explored visual and written products to explain their position on the
immigrant experience and the United States’ attitude toward immigration and immigrants.

A TEACHER/STUDENT REACTION: “This place is amazing.” –Ruthy Lopez, 11th

Grade

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
19.
ELT Linda Mishkin, 12th Grade English
TAPEIRE – DRIVEN BY ESSENTIAL QUESTIONS:
• How and what can we communicate through rhythm (tap) and dance?

RHYTHM • Is communication potentially as, or more effective without words?

OBJECTIVES: The students will know and be able to:

• See the connection between tap, dance, rhythm and communication
• Consider how the use of words would add or take away from the communication of
dance/tap
• Develop criteria for what makes a good performance and how the criteria for a poetry
performance is different and similar to the criteria for this performance.
• Practice skills in communication, assessment, critical thinking and reflection

SUMMARY: The Creative Communication class is exploring every genre that people use
to get our ideas and feelings across to others. This performance is a fusion of old Irish
dancing, tap and punk rock in order to say something new.

A TEACHER/STUDENT REACTION: “I loved it because I used to take tap classes.”

– Cristina Vega
"The guy was mad talented, and so were the musicians, and the drummer, but the show was
too repetitive. That was wack." – Johanna

November 14, 2007 "I thought it was great" – Shanique Jacobs

20.
ELT Amelia Frank, Community Outreach Coordinator, United
Playaz Co-Director
United Playaz STRONG René Bosolet Jr., Life Specialist, United Playaz Co-Director
Peace Rally ESSENTIAL QUESTIONS:
Who does Violence affect and why?
How do we as a community come together to stop the violence?

OBJECTIVES: The students will know and be able to:

• Understand that violence affects everyone and that the decisions that they make could
affect them for the rest of their lives.
• Provide students the opportunity to know how to organize similar events in the future

November 17, 2007
SUMMARY: Amelia Frank and Rene Bosolet Jr. worked with the young people of United
Playaz to attend a Peace Rally that one of our community Partners STRONG was hosting in
Long Island. While there United Playaz listened to stories of families affected by violence and
communities torn by gangs. Youth also were given the opportunity to address the crowd of
over 1000 people to share their stories and stand in solidarity with all of the other
organizations and families.

A TEACHER/STUDENT REACTION:
“We gotta change so our communities can change. I don’t want to wear my brothers face on
a shirt or tattoo my cuzins name on my arm with RIP next to it" - Charles Hudgins

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
21.
Nate Dilworth, 9th Grade Science
Connector Carly Reiter 9th Grade Math
3D ESSENTIAL QUESTIONS:
• What is a dimension?
World • What is volume?
• How do we measure multiple dimensions?
• Calculated Volume vs. Measured Volume

OBJECTIVES: The students will know and be able to:

• Students will understand the meaning of dimension and how it pertains to measure.
• Students will be able to construct solids of given volume using cubic centimeter blocks.
• Students will understand the connection between volumetric change and the volume of the object in
question
• Students will be able to compare the differences between volumetric measure, linear measure, and
area.

November 26, 2007 –
SUMMARY: The goal of this assignment is for students to become familiar the volumetric measure of
objects and simple solids. In math class students have investigated the meaning of dimension and how it
relates to the world that we live in. Students specifically discussed the calculation of simple solids as well
as the necessity of the measures of each dimension. Concurrently in science students were discovering
how to use the volumetric change in water to determine the volume of objects. Students also
discovered the equality of 1 cubic centimeter and 1 milliliter.

A TEACHER/STUDENT REACTION:
December 12, 2007 “I learned we live in 3D but see in 2D" – 9th Grade Student.

22.
Connector Danielle Jean-Guillaume Sittol, 12th Grade Science
Emily Miller, 12th Grade Science and Art
World ESSENTIAL QUESTIONS:
• How do we honor those who have been affected by HIV/AIDS?
AIDS Day • How can artwork be used as social commentary?

OBJECTIVES: The students will know and be able to:

• Understand the impact of HIV/AIDS in South Africa
• Study South African quilt making and needlework and how it has been used to convey messages
around HIV/AIDS awareness
• Be introduced to various traditional African art forms and how they have been appropriated into
different cultural contexts
• Create a square shaped piece of art commemorating HIV/AIDS

SUMMARY: For World AIDS Day 2007, the 12th grade Human Anatomy and Physiology classes
made a quilt in support of HIV/AIDS awareness and those who have been affected by the disease. Prior
to starting the project, the students learned about traditional African art forms, focusing primarily on
quilt making and needlepoint in South Africa. After seeing how art can be used to educate others about
social issues, the students were encouraged to create their own work of socially conscious art that
addressed HIV/AIDS. After each student created a six-by-six inch panel, all of the parts were pieced
together to create a senior class quilt in honor of World AIDS Day.

A TEACHER/STUDENT REACTION:
“I feel that we have more knowledge about how many people HIV/AIDS has affected. I think it was a
good experience because it gave everybody a chance to use their creative sides and express our
November 26-30 2007 understandings in different ways." - Je'Tiya Royster
“It was fun because we spoke about things we don't usually address - especially the art - and then we
got a chance to make art like theirs." - Justice Ramos

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
23.
Nate Dilworth, 9th Grade Science
CON Carly Reiter 9th Grade Math
Histogramorama ESSENTIAL QUESTION:
• How do I use histograms to draw meaningful conclusion?
• How do I construct a histogram?

OBJECTIVES: The students will know and be able to:

• Students will be able to create a histogram of a set of data they collected.
• Students will be able to calculate the mean, median, and mode of a set of data they collected.
• Students will be able to collect their own heart rate data before and after exercise and organize the
entire class's data into a data set.

SUMMARY: The students studied the data analysis techniques of histograms, mean, median, and
mode in math class. In science, the students then made histograms of the class's heart rates before and
after running up and down a flight of stairs, in addition to calculating the mean, median, and mode of
each data set. The study of human heart rates was part of an ongoing project detailing the effects of
temperature on the metabolism of humans, goldfish, and yeast cultures.

A TEACHER/STUDENT REACTION: "Hey wait. I already know how to do this!" – 9th grade
student as she eagerly begins to make a histogram of the class's resting heart rate
"It was really nice to see the students confident and prepared to analyze their own data. They even
opened up their math notebooks during science class to help them remember the details of calculating
the mean, median, and mode."
–Carly Reiter, 9th grade science

Dec ’07- Jan ‘08

24.
VCP René Bosolet, Jr., 11th Grade Special Education
Amelia Frank, Community Outreach Director
SPI Visiting Audio Jennifer Gowers, 11th Grade English
Angel Mercado, BKHS Technology Coordinator
Producer Lance Ozier, NAfET Coach

ESSENTIAL QUESTION:
How do we represent each other?

OBJECTIVES: The students will know and be able to:

• Apply the experience of representing themselves to representing another person
• Work with digital audio equipment to record and edit written interviews about their
partner's life and American experience.

SUMMARY:
11th graders engaged in a full-year curriculum-based publication project focused on profiling
their classmates. One of the generic elements of this work included an investigation of what
it means to represent each other.

Laura Starcheski helped students record and piece together their written interviews of their
student writing partners. The interviews were then used to compile the profiles published in
December 7-14, 2007 their SPI book.

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
25.
Nate Dilworth with the entire 9th Grade Team
Happening
ESSENTIAL QUESTIONS:
Freshman Townhall • What is Town Hall meeting?
• How do I conduct myself properly at a Town hall meeting?

OBJECTIVES:
• Share advisory names, banners, and cheers
• Present awards to students who have made noticeable improvements or accomplishments
in 1st semester
• Begin to develop a 9th grade identity by meeting together

SUMMARY: Students were welcomed to their first Banana Kelly Town Hall meeting.
Advisories shared their names, banners, and cheers. The teachers then presented awards to
students who made noticeable academic improvement or had made noticeable
improvements.

TEACHER REACTIONS: "...the kids were really moved and they really "got it"! I see
great things for future 9th grade classes as Town hall meetings become implemented into
May 5, 2007 our school culture." -Jasmine. 9th Grade Teacher

26.
CON Emily Miller, Danielle Jean-Guillaume Sittol,
12th Grade Human Anatomy & Physiology Teachers
Muscular System & Celena Orgel Social Worker & Yoga Instructor
Yoga ESSENTIAL QUESTIONS:
• Why is the muscular system so important?
• How can we feel our muscles working?

OBJECTIVES: The students will know and be able to:

• Be introduced to the technical names of their muscles.
• Focus on certain muscles by doing specific movements in yoga.
• Engage in a bodily-kinesthetic activity that helps build muscle memory.

SUMMARY: As an introduction to the Muscular System, students participated in an

elementary level yoga class. In addition to a challenging workout, students learned the
names of some muscle groups and focused on why muscles are necessary for movement.

A TEACHER/STUDENT REACTION:
December 14, 2007 “It was a rejuvenating experience and it helped me become more aware of my muscles."
- Kevin Dominicci
“It was wonderful to have all the students engaged in an activity that was meaningful to
them. Celena did a great job! - Dani Sittol

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
27.
VCP Linda Mishkin, 12th Grade English
ESSENTIAL QUESTIONS:
Cheynne Ross • What is spoken word?
• How is spoken word a mode of creative expression?

OBJECTIVES: The students will know and be able to:

• Understand the art of spoken word.
• See how spoken word and poetry are related.

SUMMARY: Cheyenne, a member of our staff, came to class in order to perform

her work and share her thoughts, inspiration and motivations for her writing.

A TEACHER/STUDENT REACTION:
“She is awesome. I know her stuff. She let me read her book.” – Jeffrey Rivera
“That was amazing. She is excellent" – Rosa Lorenzo
"She is absolutely outstanding. I was so moved by her talent, I cried" - Linda
December 18, 2007 Mishkin

28.
VCP Linda Mishkin, 12th Grade English
Andolyn Brown, Media Studies
Andi Brown ESSENTIAL QUESTIONS:
• What are the elements of effective communications?

OBJECTIVES: The students will know and be able to:

• Analyze, assess and respond to student created news editorials

SUMMARY: After studying the elements of news editorials Andolyn Brown's

media studies class created Banana Kelly newsletters. Andolyn Brown then gave a
mini-lesson to Linda Mishkin's creative communications class on the elements of
newsletters. After this, the creative communications class read and assessed the
newsletters written by Andolyn's class and wrote short letters to the authors of
each editorial outlining what they thought about the article, including things
that they liked and didn't like about them.

A TEACHER/STUDENT REACTION:
“I really like the packets. They had good pictures and quotes ” – Lionellys
December 19, 2007 Rivera.
“It was easy to read and understand what the authors were talking about and it was
actually interesting to read!. –Westhly Torres

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
29.
Happening Annie Lerew, Nathan Dilworth, 9th Grade Mathematics
Carly Reiter, Nic Vitale, 9th Grade Science
River Rewind
ESSENTIAL QUESTIONS:
Open House • Why do BKHS 9th graders go to the Bronx River each week?
• Why can't we drink Bronx River water?

OBJECTIVES: The students will know and be able to:

• Demonstrate a thorough understanding of their chosen "river specialty" - temperature, turbidity,
salinity, pH, nitrates, river life, or observations/inferences - by explaining the proper measurement of
and meaning behind their specialty to a visiting staff member, student, or teacher
• Work with their group to design an informative poster
• Work with their group to coordinates a presentation detailing the important information about their
specialty
• Verbally explain their specialty and answer any questions individually

SUMMARY: This was a mid-year assessment of the students' knowledge about the science skills and
concepts they had learned while studying experientially at the Bronx River. Each student chose one of
the seven "river specialties" and then worked as a group to design an informative poster and
presentation. During the Open House (which ran like a science fair), each group taught visiting
December 20, 2007 teachers, students, and staff about their respective specialties.

A TEACHER/STUDENT REACTION:
“The Open House gave me the chance to prove myself and show everyone that I know what I'm
doing. ” – Soelee Pena, 9th grader.
“I had the chance to learn about things I didn't understand. It was nice that the other students were
able to explain things to me." –Mariana Acosta, 9th grader
“I thought the project was a good review for us and way better than taking a test." –Reyna
Valesquez, 9th grader

30.
ELT Emily Miller, Art
Jr. Class @ the Met with 11th Grade Team
ESSENTIAL QUESTION:
• What is art?

OBJECTIVES: The students will know and be able to:

• Experience a top-rated museum
• Heighten their awareness of art
• Explore and reflect upon the different time periods and cultures in which art is created

SUMMARY: After sectioning the junior class into small groups with one-to-two Banana Kelly "guides,"
the students were able to tour the Metropolitan Museum of Art in an intimate way based on their
interests. The students acquainted themselves with art throughout history and across cultures.

A TEACHER/STUDENT REACTION: “We should go to museums more often because we can

December 20, 2007 learn about both culture and history throughout time." - William Villar
“For me, the museum provided a new way to learn about art and my favorite area was the Costume
Institute." - Chris-Ann Walters
"I've been there three times alone and this time with the students was exciting, seeing their reactions
made the trip worth it" - Arantxa Burgos Domenech

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
31.
Connector Kyle VanNort, 11th Grade History
Jen Gowers, 11th Grade English
Civil Rights ESSENTIAL QUESTION:

& •What are Civil Rights? Are people really equal?

OBJECTIVES: The students will know and be able to:

Activism •Read and Understand The Autobiography of Malcolm X
•Interpret and Portray a Civil Rights Activist
•Close Read Songs of the 1960s and connect them to anthems of today
•Watch and analyze footage of the Civil Rights Movement, including the Vietnam war
•Find, engage with and memorize speeches given by their particular persons; memorize a chunk of their
choosing from “I Have a Dream”
•Debate and Discuss relevant themes and issues of then and now
•Create a Civil Rights Quilt
•Prepare for and practice the Non-Fiction Regents Essay task via primary documents from Assata Shakur
and other accounts
•Profile their leaders/Profile each other for their SPI publication
•Connect with the character portrayal projects (via speech, resume, debate, profile and participation in
the “Mocktail Party”

SUMMARY: Jen and Kyle, in unison with Crystal, Jon and Fatema (the Bard and Teachers College
Student Teachers) executed a Humanities-focused unit around Civil Rights and Activism.
Jan-March 2008 Through Mocktail Party Participation, Various Activists' Speech Memorization, Reflective Essay on
Malcolm X, Group Projects on a Civil Rights Essay, The Justice Project (creative), SPI Work, a Practice
Non-Fiction Regents Essay, a Civil Rights-focused DYO on Assata Shakur and through reflections on the
Civil Rights Movement (video, audio and written accounts); the students thoroughly engaged in an
English/History inquiry of "What are Civil Rights? Are people really equal?"

A TEACHER/STUDENT REACTION:
“It was incredible to work with each other and see real collaboration between and among teachers." -
Crystal Curcio-Bonner
“Malcolm X was the best book we read all year." -Charles Hudgins

32.
Connector Amanda Hunter, 10th Grade ELA
Amanda Baylor, 10th Grade Global Studies
Russian Revolution &
ESSENTIAL QUESTION:
Animal Farm • Is a utopian society possible?
• How was the Russian Revolution a turning point in history?

OBJECTIVES: The students will know and be able to:

• Identify the Russian Revolution and explain how it was a turning point in history.
• Students will explore why utopian societies don't exist
• Compare and contrast events in Animal Farm with communist Russia/Soviet Union.

SUMMARY: Students studied the Russian Revolution and the communist Soviet Union
under Lenin and Trotsky as well as Stalin. Students read Animal Farm in English class.
Students examined propaganda as it relates to totalitarian regimes. In English students
created their own versions of utopia and discuss why a utopia cannot exist. Classes related

Jan-March 2008 the failure of communism in the Soviet Union to the corruption and problems that plagued
the animals in Animal Farm.

A TEACHER/STUDENT REACTION:
"Animals can talk?!" ~Everyone
"Why did they do Boxer dirty like that?" ~Kwasean Greene
Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
33.
Connector Amanda Hunter, 10th Grade ELA
Amanda Baylor, 10th Grade Global Studies
Propaganda for the
ESSENTIAL QUESTION:
People? • How is propaganda used to shape public opinion?

OBJECTIVES: The students will know and be able to:

• Define propaganda.
• Identify examples of propaganda in their everyday lives
• Identify instances in history where leaders and governments have used propaganda.

SUMMARY: In English class students discussed different types of propaganda, looking at

advertising as well as propaganda posters from World War II. Students used the knowledge
gained to create their own advertisement. In Global Studies students looked at how
propaganda was used in both World Wars, as well as by totalitarian regimes between the
wars.

A TEACHER/STUDENT REACTION:
When asked how the US and USSR helped spread their ideas during the Cold War one
January 2-8, 2008 student responded, “Propaganda, Hunter really made sure we knew that one.” – Antonio
Blandin

34.
Connector Amanda Baylor, 10th Grade Global Studies
Carlos Gil, 10th Grade Living Environment
Hemophilia
ESSENTIAL QUESTION:
& The Czar • How did a genetic disease shape popular perception of the Russian family?

OBJECTIVES: The students will know and be able to:

• Explain that Hemophilia is a disorder that affects the blood's ability to clot
• Identify potential health complications caused by Hemophilia
• Identify Rasputin and his involvement with the Russian royal family
• Explain how Rasputin's involvement with the royal family shaped popular opinion of the
Czar and his family among the Russian people. (Eventually the poor opinion of the royal
family was one of the causes of the Russian Revolution)

SUMMARY: In Living Environment students studied genetic diseases such as hemophilia.

January 9-11, 2008
Students learned how Hemophilia affects the body and health implications of the disease.
Students also learned differences between diseases that are genetic and those that are not.
In Global Studies students read about the Romanov family and how Rasputin gained favor
with the royal family by apparently curing the royal son of hemophilia. They looked at how
Rasputin contributed to the poor image of the royal family in Russia prior to the Russian
Revolution of 1917.
A TEACHER/STUDENT REACTION:
“That guy looks crazy!” – Matthew Colon

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
35.
ELT Emily Miller, Architecture & Design
The Cathedral of St. ESSENTIAL QUESTIONS:
• What does Medieval/Gothic architecture look like?

John the Divine • How has engineering and construction changed and stayed the same throughout time?

OBJECTIVES: The students will know and be able to:

• Understand architectural design during the Medieval/Gothic period
• Explore the Cathedral and its artworks
• Engage with building Cathedral models of their own designs

SUMMARY: The Architecture & Design class took a trip to The Cathedral of St. John the
Divine to study a relatively modern building designed and constructed in the same way as a
Medieval/Gothic cathedral. After walking throughout the building, within the walls, over the flying
buttresses and onto the roof, the students were able to create architectural models using selected
materials.

February 13, 2008
STUDENT REACTIONS: “The most fascinating thing about the trip was being able to go all
the way to the roof. As we were climbing up, I liked seeing the [stained glass] windows,
particularly as they depicted the experience of going towards heaven. When we reached the
highest point inside the Cathedral, the windows had a picture of god and it was like we were in
heaven. ” - Peter Torres
“I really liked learning about the method of construction. It will take 100 years to finish it, so I
might not be alive to see it finished. It's impressive to see the massive size of this building - the
blocks and masonry, but at the same time, the stairs and corridors - it's amazing." - Jose
Pinales

36.
ELT Amelia Frank, Community Outreach Coordinator,
United Playaz Co-Director
United Playaz @
Cheyenne Ross, I-Team Member
Momma’s Hip-Hop ESSENTIAL QUESTION:
Kitchen • Who are the major women in history that have contributed to Hip-Hop culture today and
in history?
• How can we reverse the negative stereotypes of women in the hip hop culture?

OBJECTIVES: The students will know and be able to:

• Understand the significance women in the hip hop culture?
• Support women as sisters, mothers, and leaders in our community.

February 15, 2008
SUMMARY: Amelia Frank took 10 students to Momma's Soup Kitchen for the Hip Hop
Soul. The event consisted of female musical performers, female poets, female radio
personalities, and female DJs. All of the performers, including United Playaz step team
"United Steppaz" represented the positive contributions women have made to Hip Hop in a
positive environment. The youth were uplifted and exposed to women's history through a
media that they could relate to.
A TEACHER/STUDENT REACTION:
"I loved it. I am so proud of all of my sisters" - Falisha Sanchez
“I am glad I came. Even though I am not a girl I think that they have done a lot for hip hop
that doesn’t get noticed." - Chris Pond

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
37.
VCP Linda Mishkin, 12th Grade English

Phyllis Rose Dance ESSENTIAL QUESTIONS:

• Does watching folkloric dances from different parts of the world help to create awareness
and foster global-minded citizens?

Company OBJECTIVES: The students will know and be able to:

• Practice skills in communication, assessment, critical thinking and reflection

SUMMARY: The Phyllis Rose Dance Company came to perform for our entire school.
They put on two shows for one hour each. The dancers used minimalist costumes and
moves from different parts of Latin America and Africa. The students watched
enthusiastically and were invited to participate at different moments.

A TEACHER/STUDENT REACTION:
"The dancers were well-meaning but talentless; I was very disappointed and
embarrassed, but I was pleased that the kids had a good time." – Linda Mishkin
"At least it was something different. The ninth and tenth graders seemed to enjoy
themselves." – Amanda Hunter
February 29, 2008
38.
VCP Linda Mishkin, 12th Grade English
ESSENTIAL QUESTIONS:
Jack Delman Visit • How do diction, body language, speed and emotion combine for a believable and
effective performance of a monologue?

OBJECTIVES: The students will know and be able to:

• Show their understanding of the skills required for a good monologue
performance.

SUMMARY:
Jack Delman, an old colleague, now a Superintendent from the Lincoln School in
the Dominican Republic, stopped by my drama elective in order to give my
students coaching tips on monologue recitations. He sat with individual students
and had them perform their monologues, stopping them periodically to make
suggestions.

A TEACHER/STUDENT REACTION: "I get it now. He helped me to slow

March 19, 2008 down more." – Triana.
“It was cool. He taught me about 'dramatic license" - Karisma
"It was a job to watch the students work proudly and receptively with him" –
Linda Mishkin

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
39.
ELT Manal Grant, Art 2
Drawings from the ESSENTIAL QUESTION:
• Why are these artists considered masters?
Uffizi • How do artists draw and what materials do they use?

OBJECTIVES: The students will know and be able to:

• look closely at master drawings, discuss the materials, art elements
and techniques (line quality, negative space, etc), as well as the cultural
context of the work.

SUMMARY: Students viewed the master drawings with a museum

educator. They also participated in a drawing workshop experimenting
with chalk, pencil, and a variety of paper types and marking styles such as
cross-hatching, smudging, etc.

A TEACHER/STUDENT REACTION:
“That lady (in the drawing) looks weird. ” – Cynthia Firpo
March 19, 2008 “Are they real?" –Shamecca Williams

40.
Connector Annie Lerew, 9th Grade TMS Mathematics
Linda Mishkin, 12th Grade English
A Crown, A Bath, An Nicola Vitale, 9th Grade TMS Science

Idea! ESSENTIAL QUESTIONS:

• Drama: In what ways can a performer engage an audience in a learning experience?
• TMS: In what ways can the study of density be applied to problem solving?

OBJECTIVES: The students will know and be able to:

• Drama: Use the vehicle of a play to present and receive
• TMS: Understand who Archimedes was and the importance of his realization that a body immersed
in a liquid displaces an amount of liquid equal to the object's volume.

SUMMARY: Nic and Annie had been working with students to understand the concept of density
through looking at the ratio of an objects mass and volume. Linda had been working with students on
monologues and was able to use the Archimedes skit as a way to incorporate more examples of stage
presence in the six student actors. The final play was presented in Nic and Annie's class where students
discussed how Archimedes solved the problem of finding the authenticity off the King's crown.
March 26, 2008 A TEACHER/STUDENT REACTION:
“It was thrilling to have a chance to express myself as an actor in Science class.”
– Shanique Jacobs, 9th Grade.
“The inclusion of acting made the difficult concept of density more accessible to students." –Annie
Lerew, 9th Grade Teacher

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
41.
Gail Brown, 9th Grade English
VCP
ESSENTIAL QUESTIONS:
Leadership Institute •What is drama?
•How can I effectively communicate my ideas?
•How do others communicate their emotions, experiences, and ideas?
Does Drama •How can one effectively communicate without the use of words?
• What are my values?

OBJECTIVES: The students will know and be able to:

• Respond imaginatively and expressively to imaginary and scripted circumstances in improvisations,
scene work and performances as demonstrated by their performance in class.
• Articulate the cultural, historical and social context of their original work and a clear statement of
purpose and theme as evidenced in class discussion and written reflections.
• Use voice and body expressively in improvisations, scene work and performances as demonstrated by
their performance.
• Play dramatic objectives truthfully as demonstrated by their performance.
• Demonstrate the maturity, patience, and discipline needed to lead peers through a rehearsal and
performance process as evidenced by the cooperation of group members and the performance.

SUMMARY:
Drama as part of the English curriculum flowed naturally into the classroom as the format was
interwoven with previously read novels and student writing. The script was created through a collage of
student memoirs and excerpts from The House on Mango Street. Through the activities, students not only

April-June, 2008
learned skills related to drama, but life skills. They became close friends encouraging each other, taking
responsibility, displaying leadership, and showing empathy for each other. Many students broke through
their shyness and inhibitions. Through the writing, students were able to get in touch with their inner
selves and developed pride and self-esteem. The culminating activity will be the performance. The first at
Banana Kelly and then we’re taking it on the road!

A TEACHER/STUDENT REACTION:
It was fun and exciting! I love this class – 9th Grade Student Overheard

42.
HAP/ELT Kyle VanNort, 11th Grade History

EPIIC ESSENTIAL QUESTIONS:

How does the United Nations impact global issues like poverty?
Why does the world still have poverty?
@ Tufts University How can we be certain that poverty is preventable?

OBJECTIVES: The students will know and be able to:

• Understand the problems and challenges associated with global poverty.
• Develop strategies to represent a Latin American country in a United Nations simulation.
• Negotiate with other countries and global entities to bring aid and development to representative’s
country.

SUMMARY: From April 3rd to the 6th, the EPIIC class made its annual trip to Boston, MA to
participate in the Tufts University simulation on world issues. The topic for this year was “Global
Poverty” and the students represented the country of Costa Rica. Acting as the delegation from their
country, the students debated, negotiated, and interacted with students. From schools around the
country. This was the culmination of their studies of global problems and the countries of Latin America.
During the trip, they also visited the National African American Museum located in Boston. This offered
them exposure to the history of African Americans in the city of Boston.
April 3-6, 2008 ASSESSMENT: Individual and group participation; self-reflection.

A TEACHER/STUDENT REACTION:
“I had no idea that school desegregation involved the bussing problems that were shown at the
museum” “We can perform with the students from other schools and hold our own” “We want to
start preparing for next year. I want to participate more next year.” –Overheard by Kyle
VanNort, 11th Grade U.S. History, EPIIC Teacher

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
43.
ELT Linda Mishkin, 12th Grade ELA
“In The Heights” OBJECTIVES: The students will know and be able to:
• To offer an unexpected reward to a few senior students who have
consistently been to school on time, done very good work, have kept a
positive attitude and been obviously committed to excellence.

SUMMARY: Students who had exemplary class participation throughout

the semester were taken out the see the Tony Award Winning play “In the
Heights” and dinner with Ms. Mishkin.

A TEACHER/STUDENT REACTION:
“It was the best show I have ever seen.” – Cynthia Firpo
"It was amazing. I loved it." – Lilian Almanzar
"The best show I have seen. Every space on the stage was perfectly
April 17, 2008 choreographed." – Jose Pinales.
“I loved it! Oh my God. It was great!" –Maria Molina

44.
ELT Amelia Frank, Community Outreach Coordinator
with the 11th Grade Team
Junior ESSENTIAL QUESTION: What?
Unity Day • How can we collectively come together to solve problems and achieve our goals?

OBJECTIVES: The students will know and be able to:

• Work together through challenges in order to achieve a set goal.
• Reflect on the importance of a supportive community.

SUMMARY: The whole 11th Grade team took the Junior Class up to Ramapo for
Children to participate in multiple team building activities. While there students played
group games, encouraged others on high level ropes courses, motivated themselves to solve
problems and come together as a school community. It was a full day adventure that
traditional the Junior class participates in order to prepare them for senior year and to be
the leaders in the school when they are seniors.

A TEACHER/STUDENT REACTION:
April 15, 2008 “I was surprised that I have gone to school with these people for three years and really
never knew them. I am glad we took this trip." -Tiffany Perez
“I thought I was gonna fall and then I looked over and saw JV and I knew he wouldn’t let me
fall." - Dalma DelaCruz

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
45.
Happening Carly Reiter, 9th Grade Science
Nic Vitale, 9th Grade Science
9th Grade ESSENTIAL QUESTION:
• Is the Bronx River more polluted than other rivers in NYC? (Or is it "secretively" quite clean?)

Science Fair OBJECTIVES: The students will know and be able to:
• Demonstrate a thorough understanding of each of the seven abiotic measurements, as demonstrated
by the comparison and analysis of different data sets that they had collected from three different aquatic
ecosystems
• Work individually or as a pair to design an informative poster detailing their project's methods,
analysis, and their conclusions
• Work individually or as a pair to verbally explain all of the details of project's methods, analysis, and
their conclusions -- both in a summative manner during their presentations, as well as upon questioning
by the science fair visitors

SUMMARY: This was an end-of-the-year assessment of the students' knowledge of the abiotic
measurements that they learned to perform at the river, in addition to the factors that contribute to the
health of aquatic ecosystems. Students worked individually or in pairs to compare three different sets of
abiotic measurements - from the Bronx River, Hudson River, and Brooklyn's Newton Creek. They then
analyzed their data to determine which of the ecosystems was the healthiest, and which was the most
polluted. The students then presented their findings at the 9th Grade Science Fair. The fair was
attended by their fellow students, BKHS teachers and staff, as well as visitors from local environmental
non-profit groups.
April 18, 2008 A TEACHER/STUDENT REACTION:
“We all thought that the Bronx River was polluted - until we went to those other rivers. Actually, the
Bronx River turned out to be the cleanest of them all!” – Joshua Gantier, 9th grader.
“I didn't think I could make sense of all of those numbers, but I did. I'm very proud of myself.” –
Westhly Torres, 9th grader.
“The students showed such ownership and enthusiasm for their work that it was infectious." –Damian
Griffith, Education Director of the Bronx River Alliance

46.
VCP Amelia Frank, Community Outreach Coordinator, United
Playaz Co-Director
National Youth ESSENTIAL QUESTIONS:
Service Day • How can youth contribute on Youth Service Day?
• How can youth work together with community partners and members of the community to do
something positive for their school?

OBJECTIVES: The students will know and be able to:

• Allow students the opportunity to do something positive for their school.
• Provide a safe space for community members and our students to come together to participate
in service learning.

SUMMARY: On National Youth Service Day, organizations, community groups, and schools all
participated in service project all around the country. City year in collaboration with United
Playaz designed and painted murals to help beautify the school and encourage school spirit
amongst our school community. They created 3 murals that were they hung through out the
school.

April 19, 2008 A TEACHER/STUDENT REACTION:

“I just felt that if people were willing to come into our school and help us, we should be here to
help ourselves too." -Tiffany Bates
“I really enjoy painting and it was nice to be able to paint something for my school and my
program." -Shamecca Williams

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
47.
VCP Amelia Frank, Community Outreach Coordinator, United Playaz Co-
Director
United Playaz René Bosolet Jr., Life Specialist, United Playaz Co-Director

trip to ESSENTIAL QUESTION:

• Why is United Playaz an essential part of change all over the country?
Northern California • What are the common risk factors of communities that are plagued with violence?
• How do we as an organization and family prevents violence?

OBJECTIVES: The students will know and be able to:

• Understand universal risk factors in violent communities.
• Share and build with youth in California in order to support each other.

SUMMARY: Amelia Frank and René Bosolet both co-direct the Bronx chapter of United
Playaz took 20 young people to San Francisco to visit the founding chapter. While there we
visited local high schools, toured communities that are plagued with violence, outreached on
two major radio stations, held community building activities at community centers, visited
San Quentin state Penn and San Francisco Juvenile Hall. Students worked together to look at
why violence exists in certain neighborhoods and not others and how to demand equal
support and opportunities for all communities.
April 19, 2008 A TEACHER/STUDENT REACTION:
“Life is real crazy out here in Cali. But I know if they came to the Bronx they would say the
same thing." - Justice Ramos
“This shirt saved my life." - Isaiah Walker

48.
Happening Carly Reiter, 9th Grade Science
Nic Vitale, 9th Grade Science
Croton Watershed ESSENTIAL QUESTION:
• How does the research that our 9th grade students regularly perform on the Bronx River compare to
Student Conference the work students from Westchester County are doing on their local rivers?

OBJECTIVES: The students will know and be able to:

• Demonstrate their knowledge of watersheds and aquatic ecosystems by presenting their findings in
front of their suburban peers.
• Believe that they did a great job at the BKHS science fair by being rewarded with a trip to the
conference.

SUMMARY: Nic and Carly brought 20 9th grade students to the annual Croton Watershed Student
Conference at Teatown Lake Reservation in Ossning, NY. The conference brings environmental science
students from around the area together to talk about their experiences studying aquatic ecosystems.
This year, BKHS students were the only NYC students to attend the conference, with all other
conference attendees coming from Westchester County. The conference was a chance to reward the
20 top performers at the BKHS science fair. In addition, some of them were chosen to present their
projects to all of the conference participants. Afterwards, all the students and teachers went for a hike

May 5, 2008 in the "wilds" of the reservation.

A TEACHER/STUDENT REACTION:
“I have never been so nervous in my life... but we did it!” – Ilianexis (Lily) Moret
“Even though those kids were from rich, white schools, I think we know more about the river than they
do." –Angely Paulino

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
49.
ELT Gloria Diaz, Social Worker
Malinda Diaz-Proeve, Guidance
Senior Overnight Aaron Ford, I-Team Member
Emily Miller, 11/12 Special Ed
to Ramapo Linda Mishkin, 12th Grade ELA
ESSENTIAL QUESTION:
• Can spending two days in group problem solving and taking calculated risks together in a
non-school setting enhance self-esteem, and help build community?

OBJECTIVES: The students will know and be able to:

• Relate to each other and problem solve in a non-school setting.

SUMMARY: Students were broken into small groups and spent the first afternoon
problem solving together. At night some more games were played for bonding and fun. The
following day, "risk with choice", high ropes exercises continued the bonding.
May 5, 2008
A TEACHER/STUDENT REACTION:
“This was awesome" – Tania Palacios
"This was no petty, Mo." – Justice Ramos
"It was great, but the food was terrible. I was hungry." – Jose Pinales.

50.
ELT Nathan Dilworth, 9th Grade Mathematics
Annie Lerew, 9th Grade Mathematics
Spring Math Nic Vitale, 9th Grade Science
Gallery Walk ESSENTIAL QUESTION:
• Where are ratios and proportions our everyday lives?
• How do biologists use ratios & proportions to estimate fish populations?
• How are ratios and proportions incorporated in to maps?
• What happens when ratios are applied to 3-D shapes?

OBJECTIVES: The students will know and be able to:

• Design a poster that aides their presentation
• Respond to the exhibits of classmates in meaningful ways
• Articulate with relative clarity what their project was about and what they did mathematically to
visitors to the exhibit

SUMMARY: Students presented to many of the adults in the building. There was a noticeable
May 5 & 12, 2008 improvement compared to the last time a gallery walk was conducted. The students enjoyed the
opportunity to discuss their work and would have liked if their peers were able to attend.

A TEACHER/STUDENT REACTION:
“When applying ratios to shapes it must be done in each dimension” –9th Grade Student
"Great job pulling this together ladies" –Nathan Dilworth, Teacher

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
51.
ELT Linda Mishkin, 12th Grade ELA and Drama Elective
“A Past Half ESSENTIAL QUESTIONS:
• Does drama imitate life or does life imitate drama?
• What is the role of improvisation in good theater and in life?
Remembered”
OBJECTIVES: The students will know and be able to:
• Recognize what is scripted and what is improvised.
• The role of facial movement, body language and tone of voice for effective drama.

SUMMARY: We went to the Duke Theater for the 4:30 performance. The play was a
very clever, half scripted and half improvised drama of an old Russian lady looking back over
her life, having survived WWI and WWII with the love of her life.

A TEACHER/STUDENT REACTION:
“It was alright. I liked the guy who played the soldier.” -Triana
"It was good" -Keonna and Dantea
May 16, 2008 "It was extremely well done; an excellent balance of serious and silly, wonderful
improvisation along with scripted performance. The students enjoyed it" - Linda

52.
ELT Manal Grant, Art 2
Drawing A Poem ESSENTIAL QUESTION:
Is there a connection between visual art and language?

OBJECTIVES: The students will know and be able to:

• Engage in conversation and reflection about a maverick artist and master
draughtsman, Philip Guston, upon viewing dozens of his works on paper, both
abstract and figurative.

SUMMARY: With the museum educators, students practiced combining language

skills and visual art appreciation to explore nontraditional forms of creative writing
and conventional art critique. Inspired by one of Guston's works, students
composed a poem together and then drew a picture inspired by that poem.
May 28, 2008
A TEACHER/STUDENT REACTION:
"Wow, I didn't see it that way. Wow." Museum educator’s response to
Yessica Diaz's penetrating analysis of Guston's work

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
53.
ELT Linda Mishkin, 12th Grade ELA and Drama Elective
“Viva Las Americas” ESSENTIAL QUESTION:
• What other venues do we use to tell stories?
• How do we tell stories through dance?

OBJECTIVES: The students will know and be able to:

• Have students, now studying the ‘short story’ genre, consider the other art forms, in this
case dance, that also tell stories.
• Expose students to the wonderful culture of NYC.

SUMMARY:
A narrator introduces the notion that dance is a universal language and that through it, we
inherit stories from customs and folklore of times gone by. Before each number, he explains
the myth or tale that is going to be danced. He includes numbers from Jamaica, Brazil,
May 28, 2008 Mexico, Puerto Rico, Cuba and DR. The costumes were simple but colorful and each dance
told a story from a town in Central or South America and some islands.

A TEACHER/STUDENT REACTION:
“I liked the Puerto Rican number, how the women moved their skirts.” -Cristina Vega
“The women danced better than the men.” -Maria Molina
“I liked some parts.” -Maritzah Pellot
“ I was disappointed in their unimaginative use of space and in the dancing in general.” -
Linda Mishkin

54.
ELT Linda Mishkin, 12th Grade ELA and Drama Elective
Jewish Heritage ESSENTIAL QUESTION:
• Why the holocaust?
• Why the deafening silence around the world? Why was nothing done?
Museum OBJECTIVES: The students will know and be able to:
• Offer additional background information about Judaism and Judaic culture as well as the
holocaust to students who have recently read Eli Wiesel’s, Night.
• Take advantage of NYC’s cultural offerings.

SUMMARY:
We took about an hour to get to Battery place and the students were divided into four
small groups. Each group had a guided 90-minute tour through pre-WWII Jewish life and
practices, and WWII and the Holocaust. The tour guides were survivors or children of
survivors of the Holocaust.

A TEACHER/STUDENT REACTION:
June 2, 2008 “ It was wonderful. I had the goose-bumps the whole time.” -Angela Ramos
“ The tour guide was very passionate and well informed. But she talked too much.” -Lilian
“Oh, my God! It was amazing. I want to come with my husband.” -Dani

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
55.
Happening Jason Loeb- PE/Heath Teacher Athletic Director
Amanda Hunter- 10th Grade English Teacher
Field Day
ESSENTIAL QUESTIONS:
-How can we successfully bring our entire school/ community together?
-What are some ways we can instill sportsmanship into the activities to ensure a positive
atmosphere?

OBJECTIVES: The students will know and be able to:

• Understand the importance of working together as a cohesive unit when participating in
certain activities
• Respect each other and equipment at all times

SUMMARY: This is our 4th annual Banana Kelly High School field day. Students get to
compete in a variety of games and challenges. Including water balloon toss, home run derby,
kickball, volleyball, relay races, tug-a-war, and basketball. This is a time where students can
go out with their classmates and enjoy a day of fun competitions in a positive environment.
June 11, 2008 TEACHER/STUDENT REACTION: "I have been looking forward to field day since
last year" - Steven Moore
" Most fun I have all year" - Andres Carmona

56.
Gail Brown, 9th Grade English
VCP
ESSENTIAL QUESTIONS:
Leadership Institute •What is drama?
•How can I effectively communicate my ideas?
•How do others communicate their emotions, experiences, and ideas?
Does Drama •How can one effectively communicate without the use of words?
• What are my values?

OBJECTIVES: The students will know and be able to:

• Respond imaginatively and expressively to imaginary and scripted circumstances in improvisations,
scene work and performances as demonstrated by their performance in class.
• Articulate the cultural, historical and social context of their original work and a clear statement of
purpose and theme as evidenced in class discussion and written reflections.
• Use voice and body expressively in improvisations, scene work and performances as demonstrated by
their performance.
• Play dramatic objectives truthfully as demonstrated by their performance.
• Demonstrate the maturity, patience, and discipline needed to lead peers through a rehearsal and
performance process as evidenced by the cooperation of group members and the performance.

SUMMARY:
Drama as part of the English curriculum flowed naturally into the classroom as the format was
June, 2008 interwoven with previously read novels and student writing. The script was created through a collage of
student memoirs and excerpts from The House on Mango Street. Through the activities, students not only
learned skills related to drama, but life skills. They became close friends encouraging each other, taking
responsibility, displaying leadership, and showing empathy for each other. Many students broke through
their shyness and inhibitions. Through the writing, students were able to get in touch with their inner
selves and developed pride and self-esteem. The culminating activity will be the performance. The first at
Banana Kelly and then we’re taking it on the road!

A TEACHER/STUDENT REACTION:
It was fun and exciting! I love this class – 9th Grade Student Overheard

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble
57.
VCP René Bosolet, Jr., 11th Grade Special Education
Amelia Frank, Community Outreach Director
SPI Publication Jennifer Gowers, 11th Grade English
Angel Mercado, BKHS Technology Coordinator
Release Party Lance Ozier, NAfET Coach

ESSENTIAL QUESTION:
How do we represent each other in writing and images?

OBJECTIVES: The students will know and be able to:

• Apply the experience of representing themselves to representing another person
• Work with digital technologies to write, record and edit representations of themselves and
peers using the profile genre.
• Share written work in a public forum.

SUMMARY:
11th graders engaged in a full-year curriculum-based publication project focused on profiling
their classmates. At this publication celebration students read the profiles published in the
June 13, 2008 SPI book.

Banana Kelly Learning Events – Building Global Literacy One Event at a Time ©2006 Ryan R. Goble