Students worked in small groups to design a poster about a chronic disease (e.g. a poster on Asthma above and a poster on Diabetes and Lung Cancer below).

Students gave oral presentations about the chronic disease they researched, its symptoms, causes, and steps for diagnosis, treatment, and prevention.

Each class session was made up of 5-7 interactive activities like our small group storytelling project below.

For this activity, students got into small groups, chose a photo, and wrote a story about the characters in the photo.

Students taped their story and photo to a piece of chart paper on the wall. Students then walked around the room and read each other's stories. Each group was tasked to assign a story title and write 1 question about another group's story. 

Story writers returned to their paper to read their story's new title and to answer the question their classmates left them.

Then we took time as a class to walk from paper to paper, allowing each group to present their story and to reflect on their classmates' feedback.

Food students prepared for our last day of class celebration.

I supported 826NYC staff in teaching creative writing workshops at the Brooklyn Superhero Supply Store for K-12 school groups. Workshop genres included Memoir, Script Writing, and Choose Your Own Adventure Stories.

Using 826NYC lesson plans, I taught 12 small group writing sessions at Bronx Leadership Academy II High School. Students each wrote and revised a short story published in "Bronx Mettle."

As a Teaching Assistant for 826NYC's weekly Journalism workshop at Bronx Leadership Academy II High School, I offered 1-on-1 coaching in research, interviewing, and article writing. Each student produced at least 1 article and, together, produced 2 editions of BLAII's paper.

For our field trip we visited The Huffington Post.

I oversaw the production, design, and copy writing for all EVC marketing materials, including the catalog above. I managed the mailing of 20,000 of these catalogs to K-12 schools and universities twice annually.

I managed the design of print mailers (left), and I redesigned and coded EVC's website catalog (right).

I oversaw the design and production of EVC's DVD titles. For the 2 films above, I formed partnerships with grassroots organizations to organize collaborative screenings and take action campaigns.

In the case of All That I Can Be, our partners included The War Resisters League, American Friends Service Committee, Iraq Veterans Against the War, and award-winning filmmakers. With their help, EVC students traveled to Philadelphia, Vermont, and Western Massachusetts to screen their work and participate in discussions about alternatives to the military.

I worked with students to edit shorter, classroom-friendly versions of their videos. I also created study guides in collaboration with EVC education staff.

I selected films from past festivals for high school audiences and contacted the director and distributor to secure screening rights. Once cleared, I wrote a synopsis and discussion questions for each film. (Above: Life in Debt, Dir. Stephanie Black)

I worked closely with teachers to plan out their screening goals, provide background materials, and invite guest speakers like Kathleen Cleaver and Cleo Silvers to speak on Jens Meurer's documentary Public Enemy, and Pamela Yates, Director of When the Mountains Tremble, the story of activist and Nobel Peace Prize winner Rigoberta Menchú.

I coached teens at the Museum on web coding basics: basic HTML tags, how to create, edit and save a web page, how to style text and links, and how to add images and links. (See the student's homepage below)

I also supported each student in creating a professional resume and bio and how to do online career research. Through games and team exercises, we practiced how to prepare for a job interview.