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I Have a Dream: Four Week Conceptual Unit on Coming of Age Literature and the Civil Rights MovementTable of ContentsI. Rationale………………………………………………………....6-7II. Materials…………………………………………………….......7-8III. Goals and Rubrics…………………………………………...8-19IV. Introductory Activity…………………………………………..20V. Daily Lessons and Activities……………………………....20-30VI. Inventory…………………………………………………….30-44I. RationaleHigh school students are constantly evolving in their maturity. From self-image to making choices, this age group is in a critical stage of development. Why not teach a novel that exemplifies these types of issues? It is beneficial for a student to study a point in history where today’s comfortable and blessed norms were not present. Studying the Civil Rights Movement allows the student to be vulnerable to his/her raw emotions and utilize them in critical thinking and response. Harper Lee’s To Kill A Mockingbird and Harriet Beecher Stowe’s Uncle Tom’s Cabin identify racism and its effect on society. Also, it invites a discovery of the definition of maturity and the coming of age. Although each novel is based on two different historical contexts, there are many lessons to be learned within them. Many of which are crucial to freshmen students, students who are in the beginning of a four-year journey; this journey will introduce them to issues such as racism, making choices, the coming of age, prejudice, and discrimination. Therefore, may the students learn more than a simple surface reading of these novels, but explore in-depth themes that have real life relevance. Not only are themes relevant, but also historical contexts are pertinent teaching tools when analyzing Lee’s To Kill A Mockingbird and Stowe’s Uncle Tom’s Cabin. A student’s understanding of historical events and societal norms surrounding a piece of literature is beneficial for the accurate comprehension and analysis of it. For example, Mockingbird was written before the peak of the Civil Rights Movement. There are many events in the story that exemplify the stages before the movement. Additionally, an understanding of Harper Lee’s biography plays a key role in the comprehension of Mockingbird. It reveals Lee’s motives for writing the novel and her experiences that influenced her writing. In Cabin, Stowe introduces the issue of the abolition of slavery. With this knowledge, students learn the norms of post Civil War and have a better understanding of the novel’s purpose and meaning. Therefore, when teaching Mockingbird and Cabin, it is essential to provide a brief history lesson. These controversial issues are not only historical, however, they are present. Every student should be up-to-date with current events, especially issues related to the piece of literature being taught. For example, it is a good idea to incorporate a comparison/contrast of current issues to past issues, relating the literature to the student. Ninth grade students are vulnerable to a plethora of emotions, all of which influencing their actions and decisions every day. Why not teach a piece of literature that exploits controversy and identifies humanity. Students will not have only read and understood a top one hundred choice novel, but will have been introduced to current events, a lesson in history, and a definition of true maturity. Therefore, Harper Lee’s To Kill A Mockingbird and Harriet Beecher Stowe’s Uncle Tom’s Cabin are significant novels for the ninth grade English classroom. Also, other writings such as Frederick Douglass’ Narrative of the Life of Frederick Douglass, An American Slave and Martin Luther King, Jr.’s “I Have a Dream” contribute to the unit teaching maturity, the coming of age, and racism. II. Materials1. Harper Lee’s To Kill A Mockingbird2. Harriet Beecher Stowe’s Uncle Tom’s Cabin3. YouTube video: “Martin Luther King, Jr., ‘I Have a Dream’ speech” . 2 Excerpts from Frederick Douglass’ Narrative of the Life of Frederick Douglass, An American Slave5. YouTube video: “Mockingbirds of the Civil Rights Movement” 6. YouTube video: “To Kill a Mockingbird Historical Context” . YouTube video: “Harriet Beecher Stowe” . YouTube video: “Frederick Douglass- Mini Bio” . 24 adhesive labels for Prejudice vs. Discrimination Activity: (Written on labels) violent, athletic, cute, overemotional, incompetent, good at math, lazy, untrustworthy, unclean, musical, materialistic, diseased, unintelligent, exotic, forgetful, frail, jock, book-worm, girly-girl, prima-donna, authentic, most-likely to succeed, tall basketball player, player. 10. 24 assignment sheets for each assignment/project11. 24 composition notebooks12. 24 small canvases13. 3 reservations for the art roomIII. Goals and Rubrics1. EOD Daily Journal Notebook5%2. DI Notebook5%3. SAT vocabulary quizzes10%4. Paideia Seminars10%5. Theme Painting 20%6. Comparison/Contrast Essay20%7. Unit Final Project30%End of Day (EOD) Daily JournalsThroughout the unit, we will be reading and exploring different pieces of literature. Almost every class, I will ask you to provide a response to the question on the white board. You will have 15 minutes to complete them. This will only be done during the first half of the unit. See Inventory. ?Your journal is intended to help you organize and discover your thoughts on what we do in class and the texts you read. ?You do not need to be concerned about perfect grammar or syntax when you write in your journal. Instead, I want you to concentrate on generating thoughtful responses and/or questions. ?You will use the journal to record personal responses to readings and first impressions to what we do in class. Remember, I am required to share any thoughts or suggestions of violence, suicide, substance abuse, family abuse, or other harmful behavior with the school counselors. (Such entries will not be counted for, or against, the journal grade laid out on the rubric, because I cannot grade it for the response itself.) ?I will take up your journals every Friday for a completion grade. Each journal entry needs to be about half a page. Journal Entry RubricCategory43210ResponseStudent responds thoughtfully, clearly, and with detail to prompts, questions, or other assigned responses. Student responds fairly thoughtful, clear, and with some detail to prompts, questions, or other assigned responses. Student responds with little thought, is not very clear, and gives little detail to prompts, questions, or other assigned responses. Student responds with little to no thought, is not clear, and gives no detail to prompts, questions, or other assigned responses. No Journal EntryLengthHalf or more of a page for a single response has been written.A little less than half of a page has been written.? of a page has been written.A few (1-2) sentences have been written.No Journal EntryScale: 8/8= 100%; 4/8= 50%Daily Icebreakers (DI) NotebookWhen students walk into class, they should immediately begin on working on the “DI.” The DI will be written on the board and will base on the literature being taught. After housekeeping, teacher and class will discuss the DI. The Daily Icebreaker notebook will be submitted at the end of each week for a participation grade. See Inventory. DI Notebook Rubric(2 points per DI, 10 assignments)1. 5/5 DI complete: 100%2. 4/5 DI complete: 80%3. 3/5 DI complete: 60%4. 2/5 DI complete: 40%5. 1/5 DI complete: 20%6. 0/5 DI complete: 0%SAT Vocabulary QuizzesSee Inventory.1. Teacher will ask students to get out a blank sheet of notebook paper. 2. Teacher will read aloud each word and the student will do the following:1. Definition of word 2. Word in a sentence Example: 1. 2. SAT Vocabulary Quiz Rubric(8 points per question; 10 questions)Correct definition of each word= 5 pointsCorrect example of each word= 3 points80/80= 100%; 40/80= 50%Paideia Seminar(SEMINAR PROCESS SCRIPT) I. Before SeminarA. Definition and PurposeA Paideia Seminar is a collaborative, intellectual dialogue about a text, facilitated with open-ended questions. The main purpose of seminar is to arrive at a fuller understanding of the ideas and values in [name of text], of ourselves, and of each other. B. Roles and ExpectationsAs the facilitator, I am primarily responsible for asking challenging, open-ended questions. ?I will take a variety of notes to keep up with the talk turns and flow of ideas. ?I will help move the discussion along in a productive direction by asking follow- up questions based on my notes. As participants, I am asking you to think, listen, and speak candidly about your thoughts, reactions, and ideas. ?You can help each other do this by using each other’s names. ?You do not need to raise your hands in order to speak; rather, the discussion is collaborative in that you try to stay focused on the main speaker and wait your turn to talk. ?You should try to both agree and disagree in a courteous, thoughtful manner. For example, you might say, “I disagree with Joanna because...” focusing on the ideas involved, not the individuals. C. Group Process GoalNow, let’s think about how we normally participate in a discussion as a group. What goal can we set for ourselves that will help the flow of the seminar? (Encourage student input. Discuss and reach consensus. Alternatively, suggest group goal. Display group goal.) A. Common Group Goals ?Focus on ideas and values embedded in text ?Keep an open mind ?Invite everyone to share his or her ideas ?Use others’ names ?Remember that one person speaks at a time B. Personal Participation GoalPlease consider the list of personal participation goals that I have listed on the board. (Display personal goals.) Is there one that is a particular challenge for you? Please choose one goal from the list and commit to achieving it during the discussion. Write your personal goal at the top of your [notebook paper, copy of the text, or checklist]. C. Self-Assessment1. Common Personal Goalsa. Novice ?Look at speaker ?Do not talk while speaker is addressing class ?Speak voluntarily at least twice ?Speak loudly enough that everyone can hear you ?Use others’ names ?Share talk time ?Make clear, accurate statements ?Refer to text ?Ask a question b. Advanced Speak using relevant vocabulary and standard grammar Refer to text and other relevant sources Take notes on discussion Comment on positive/negative implications of topic Test assumptions and explore inferences Consider multiple points of view Acknowledge personal bias Acknowledge changes in one’s own perspective Add global/holistic interpretation to previous statement II. After SeminarThank you for your focused and thoughtful participation in our seminar. As part of the post-seminar process, I would first like to ask you to take a few minutes to reflect on your relative success in meeting the participation goal you set for yourself prior to the discussion. Please review your goal and write to what extent you met it. In addition, note why you think you performed as you did. (Pause for reflection.) Would several volunteers please share your self-assessment and reflection? (Listen.) A. Group Assessment Now I would like us to talk together about how we did in relation to the group process goal we set for ourselves. On a scale of one to ten, ten being perfect, how would you say we did? Why? (Facilitate discussion.) B. Anticipation What goal should we work on next seminar? (Encourage student input. Discuss and reach consensus.) Let’s make a note of that. Thanks again for your participation. The National Paideia Center< for Paideia SeminarCategory321ParticipationStudent engaged in seminar with thorough adequacy.Student engaged in seminar, but briefly.Student did not engage in the seminar.Novice GoalsStudent met all of the novice goals.Student met some of the novice goals.Student met none of the novice goals.Advanced Goals *Student met all of the advanced goalsStudent met some of the advanced goalsStudent met none of the advanced goals.* = EXTRA CREDIT ONLY 9/6= 150%; 6/6= 100%; 3/6= 50% Theme PaintingPart I- Painting Lets get creative, students! Let everything you have watched, read, and learned thus far inspire you. Create a painting that expresses your emotions towards a specific theme relating to this unit. Examples are slavery, civil rights, racism, the coming of age, liberation, etc. We will be using the art room so that you may choose the paint of your choice: watercolor, oil, or acrylic. I will supply the canvases. You may create any genre of painting: landscape, portrait, abstract, etc. However, every student is responsible for clearing your theme with me before you begin painting. Part II- Essay Write a one page essay reflecting the significance of your painting. NO MORE/LESS THAN 1 PAGE WILL BE ACCEPTED. The essay must 1) state your theme, 2) explain how the painting reflects your emotions towards your theme, and 3) give support for why your theme is relevant to the unit as a whole. Use 12-point font and single space formatting. You may use the font style of your choice as this is meant to be creative; it must be readable, no cursive. The essay must be taped to the back of your paintings upon submission. Theme Painting RubricCategoryGrade A 100%Grade B 85%Grade C 75%Grade F 0%Painting1. Strongly reflects emotion towards theme2. Shows great effort1. Reflects emotion towards theme2. Shows some effort1. Reflects no emotion towards theme3. Shows little effortNot submittedEssay1. States theme2. Adequately explains how the painting reflects emotions towards theme3. Gives adequate support for theme’s relevance to whole unit4. Error-free1. States theme2. Sort of explains how the painting reflects emotions towards theme3. Gives some support for theme’s relevance to whole unit4. 1-2 errors1. States theme2. Barely explains how the painting reflects emotions towards theme3. Gives little support for theme’s relevance to whole unit5. 3+ errorsNot submittedSubmission1. On or before due date2. Essay taped on back of painting3. Exactly one page in length1. On or before due date2. Essay taped on back of painting3. Under or over one page in length1. On or before due date2. Essay not taped on back of painting3. Under or over one page in lengthNot submittedDivided as 3 separate grades, but combined for a cumulative grade. Comparison/Contrast Essay~ Compare OR contrast Harper Lee’s To Kill A Mockingbird and Harriet Beecher Stowe’s Uncle Tom’s Cabin. ~1. What are their titles? 2. What do they describe or depict? 3. What is their tone or mood? 4. What is their form? 5. Who created them? 6. When were they created? 7. Why do you think they were created as they were? 8. What themes do they address? 9. Do you think one is of higher quality or greater merit than the other—and if so, why? 10. For writing: what plot, characterization, setting, theme, tone, and type of narration are used?Format: 12 point fontTimes New Roman font1 inch marginsMLA format5-7 pages minimumdouble-spacedpoint-by-point or block-by-block structure (refer to handout I gave you) see InventoryComparison/Contrast Essay RubricCATEGORY Exceeds the Standard (A)Meets the Standard (B-C)Does Not Meet the Standard (D-F)Purpose & Supporting Details _____/40 pointsThe paper clearly compares and contrasts points that are sophisticated, offers specific examples to illustrate the comparison, and includes only the information relevant to the comparison/contrast. The paper compares and contrasts points clearly, but the supporting information is general, and/or the points are basic. The paper includes only the information relevant to the comparison/contrast. The paper mostly compares and contrasts points clearly, but the supporting information is incomplete or missing, and/or may include information that is not relevant to the comparison/contrast. Organization & Structure_____/30 points The paper breaks the information into point-by-point or block-by-block structure. It follows a consistent order when discussing the comparison/contrast. The paper breaks the information into point-by-point structure or block-by-block, but may not follow a consistent order when discussing the comparison/contrast. Organizational pattern not identifiable. Some details are not in a logical or expected order, and this distracts the reader. Transitions _____/10 pointsThe paper moves smoothly from one idea to the next and uses transition words and subtle transitions to show relationships between ideas.The paper moves from one idea to the next, but may lack or misuse transition words to show relationships between ideas. Transitions may be missing; connections between ideas are fuzzy or illogical. Grammar & Spelling (Conventions) _____/20 pointsWriter makes no errors in grammar or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes several errors in grammar or spelling that distract the reader from the content. < Final ProjectSelect from one of the following prompts to complete as your final project for the unit. You will work in groups of 2. Each prompt can be used only once, so sign up early- first come, first served. Have fun! (Based on a 24 pupil size)Prompts:2 Group Members:Make a Movie: About Harriet Beecher Stowe:____________________________________Make a Movie: About Frederick Douglass____________________________________Make a Movie: About Harper Lee____________________________________Make a Movie: About Martin Luther King, Jr.____________________________________Create a Collage: About Civil Rights Movement____________________________________Create a collage: About Women’s Rights Movement ___________________________________Create a collage: About The Great Depression____________________________________Create a collage: About the Causes of the Civil War ___________________________________Research a current event: relating to racism____________________________________Research a current event: relating to coming of age ____________________________________Research a current event: relating to maturity____________________________________Research a current event: relating to civil rights____________________________________Rubrics for Unit Final Projects*The following rubrics will be given to students upon assignment.Movie Rubric: Must be submitted on YouTube (see me for account help)Must be at only approx. 5 minutes in lengthMust include different settings and speakers showing adequate knowledge of topicMust be interesting and appealingUse any genre: comedy, documentary, interview, game show, etc. Be creative. Collage Rubric:Must be on a trifold boardMust be filled, no white space showing (hence a true collage) Must include pictures and text (quotes, facts, etc.) showing adequate knowledge of topicMust be interesting and appealingUse any medium: newspaper, magazine, drawings, etc. Be creative. Current Event Rubric:Must be in a PowerPointMust be at least 5 slidesMust include text and pictures showing adequate knowledge of topicMust be interesting and appealingUse any style: color, transition, font, etc. Be creative. How I will Grade: 5/5 adequacies = 100%; 3/5 adequacies = 60%; etc. IV. Introductory Activity*All lessons based on 90-minute class periodDay 1, Monday: Intro Activity3 minutes: Housekeeping10 minutes: DI Notebook see Inventory20 minutes: YouTube video: “To Kill a Mockingbird Historical Context” and discussion afterwards. 5 minutes: Distribute copies of TKAM. Provide expectations of the Unit.35 minutes: Begin reading TKAM in class Ch. 1-310 minutes: EOD Journal 1 see Inventory5 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading TKAM, Ch. 3-5 2. Define SAT words 1-10V. Daily Lessons and ActivitiesDay 2, Tuesday3 minutes: Housekeeping10 minutes: DI notebook10 minutes YouTube video: “Mockingbirds of the Civil Rights Movement” and whole-group discussion afterwards50 minutes: Prejudice vs. Discrimination activity see Inventory10 minutes: EOD journal 25 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading TKAM, Ch.6-8 2. Define SAT words 11-20Day 3, Wednesday3 minutes: Housekeeping10 minutes: DI notebook15 minutes: PowerPoint “Civil Rights Movement” Students should take notes during the prez10 minutes: Introduction to the Paideia Seminar handout & lecture35 minutes: Paideia Seminar 1: “The Civil Rights Movement”10 minutes: EOD journal 35 minutes: Assign/explain homework and closing statements2 minutes: pack-up *Homework: 1. Continue Reading TKAM Ch. 9-11Day 4, Thursday3 minutes: Housekeeping10 minutes: DI notebook15 minutes: PowerPoint “Women’s Rights Movement” Students should take notes during the prez10 minutes: Timed Writing- Discuss TKAM thus far in the context of the Women’s Rights Movement. 35 minutes: In-class reading TKAM, Ch. 12-1510 minutes: EOD journal 45 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading TKAM, Ch. 16-18 2. Define SAT words 21-30Day 5, Friday3 minutes: Housekeeping10 minutes: DI notebook15 minutes: PowerPoint “The Great Depression” Students should take notes during the prez10 minutes: Timed Writing- Discuss TKAM thus far in the context of The Great Depression.35 minutes: QAR-based whole-group discussion on TKAM in the context of The Great Depression, Women’s Rights Movement, and the Civil Rights Movement. 12 minutes: EOD Journal 5/ Submit DI notebook & EOD journals in red homework basket. Notebook check for SAT vocab definitions. (Quiz on Monday).3 minutes: Assign/explain homework and closing statements2 minutes: pack-up* Homework: 1. Continue reading TKAM, Ch. 19-242. Study for SAT vocab quiz 1, words 1-30Day 6, Monday5 minutes: Housekeeping/return graded DI notebooks and EOD journals10 minutes: DI notebook25 minutes: Character Activity on TKAM see Inventory30 minutes: SAT Vocab quiz 1, words 1-3010 minutes: EOD journal 65 minutes: Assign/explain homework and closing statements2 minutes: pack-up* Homework: 1. Continue reading TKAM, Ch. 25-272. Define SAT words 31-40Day 7, Tuesday3 minutes: Housekeeping10 minutes: DI notebook60 minutes: Paideia Seminar 2- “All material thus far” 10 minutes: EOD journal 75 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Finish reading TKAM, Ch. 28-31Day 8, Wednesday3 minutes: Housekeeping10 minutes: DI notebook15 minutes Assign Theme Painting (distribute rubric) Allow time for Q&A.30 minutes: Either: Finish TKAM if not yet finished (or) begin brainstorming/planning for painting30 minutes: Either begin brainstorming/planning for painting (or) begin painting in art room5 minutes: EOD journal 85 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Begin Part II essay on Theme Painting 2. Define SAT vocab words 41-50Day 9, Thursday3 minutes: Housekeeping10 minutes: DI notebook60 minutes: Painting day in art room10 minutes: EOD journal 95 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Edit/Finalize Part II on Theme Painting (due next class) 2. Define SAT vocab words 51-60Day 10, Friday3 minutes: Housekeeping10 minutes: DI notebook30 minutes: complete paintings in art room & tape essays on back35 minutes: Distribute/Assign Uncle Tom’s Cabin in-class reading, Ch. 1-310 minutes: EOD journal 10/ Submit DI and final submission of EOD journals. Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading UTC, Ch. 4-13 2. Study for SAT Vocab quiz 2, words 31-60Day 11, Monday3 minutes: Housekeeping10 minutes: pass back graded DI notebooks/DI notebook20 minutes: YouTube video: “Harriet Beecher Stowe” and whole-group discussion afterwards.15 minutes: PowerPoint on the Causes of the Civil War5 minutes: Timed Writing- What do you think Abraham Lincoln meant when he said to Harriet Beecher Stowe, "So you're the little woman who wrote the book that started this Great War”?30 minutes: SAT Vocab quiz 2, words 31-605 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading UTC, Ch. 14-18 2. Define SAT words 61-70Day 12, Tuesday3 minutes: Housekeeping10 minutes: DI notebook10 minutes: YouTube video: “Frederick Douglass- Mini Bio” and whole-group discussion afterwards. Distribute QAR handouts for NLFD activity45 minutes: Break into partners. Read and discuss Excerpt 1 (Ch. 1-3) of Narrative of the Life of Frederick Douglass, An American Slave. Together, using QAR, answer questions on handout based on the excerpt.15 minutes: Whole-group discussion based on QARs for NLFD5 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading UTC, Ch. 19-23Day 13, Wednesday3 minutes: Housekeeping10 minutes: DI notebook60 minutes: Paideia Seminar 3- “Uncle Tom’s Cabin, Ch. 1-23” 15 minutes: In-class reading UTC, Ch. 24-255 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading UTC, Ch. 25-29 2. Define SAT Vocab words 71-80Day 14, Thursday3 minutes: Housekeeping10 minutes: DI notebook45 minutes: Break into partners. Read and discuss Excerpt 2 (Ch. 15-17) of Narrative of the Life of Frederick Douglass, An American Slave. Together, using QAR, answer questions on handout based on the excerpt.15 minutes: Whole-group discussion based on QARs for NLFD15 minutes: In-class reading UTC, Ch. 30-315 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Continue reading UTC, Ch. 31-35 2. Define SAT Vocab Words 81-100Day 15, Friday3 minutes: Housekeeping10 minutes: DI notebook/afterwards, submit to red homework basket15 minutes: YouTube video: “Martin Luther King, Jr., ‘I Have a Dream’ speech” and discussion afterwards.10 minutes: Introduce Comparison/Contrast Essay/ Allow time for Q&AIndependent learning- timed writing comparing MLKJ’s speech to UTC.10 minutes: In-class reading UTC, Ch. 36-375 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Finish reading UTC, Ch. 37-45 2. Study for SAT Vocab quiz 3, words 61-100Day 16, Monday3 minutes: Housekeeping10 minutes: pass back graded DI notebooks/DI notebook10 minutes: Assign Final Unit Projects; Allow time for Q&A30 minutes: Divide into groups, assign topics, begin brainstorming/planning30 minutes: SAT Vocab quiz 3, words 61-1005 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Work on Unit Projects 2. Bring materials for in-class project workdayDay 17, Tuesday3 minutes: Housekeeping10 minutes: DI notebook70 minutes: In-class project workday5 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Work on Unit Projects 2. Bring materials for in-class project workdayDay 18, Wednesday3 minutes: Housekeeping10 minutes: DI notebook/final submission70 minutes: In-class project workday5 minutes: Assign/explain homework and closing statements2 minutes: pack-up*Homework: 1. Finish unit Projects, (Presentations on Thursday & Friday)Day 19, Thursday3 minutes: Housekeeping7 minutes: Movie Prez 1/transition7 minutes: Movie Prez 2/transition7 minutes: Movie Prez 3/transition7 minutes: Movie Prez 4/transition7 minutes: Collage Prez 1/transition7 minutes: Collage Prez 2/transition7 minutes: Collage Prez 3/transition7 minutes: Collage Prez 4/transition7 minutes: Current Event Prez 1/transition7 minutes: Current Event Prez 2/transition7 minutes: Current Event Prez 3/transition7 minutes: Current Event Prez 43 minutes: Assign Homework/Pack-up*Homework: 1. (Optional) Prepare a popular 1930s food or drink for the next class (must use sign-up sheet if participating) 2. (Extra Credit) Attend class dressed in 1930s attireDay 20, Friday3 minutes: Housekeeping80 minutes: Finish Prez’s if needed. End of Unit Theme Party with food and 1930s music. 5 minutes: Distribute unit grades2 minutes: pack-up* No Homework, enjoy your weekend! VI. InventoryThe following pages are worksheets, prompts, etc. as found in Materials 100 SAT Vocabulary Wordsabate: reduce or lessonabdicate: give up a positionaberration: something unusual, different from the norm?abhor: to really hate??abstain: to refrain from doing something??adversity: hardship, misfortune??aesthetic: pertaining to beauty??amicable: agreeable??anachronistic: out of the context of time, out of date?arid: very dry?asylum: sanctuary, place of safety?benevolent: friendly, helpful ?bias: a prejudice towards something or against something?boisterous: enthusiastic, loud?brazen: bold?brusque: short, rude?camaraderie: togetherness, trust, group dynamic of trust?canny: careful?capacious: very large, spacious?capitulate: surrender?clairvoyant: can predict the future?collaborate: work together?compassion: sympathy?compromise: meeting in the middle, settling differences?condescending: patronizing?conditional: contingent upon something else, contingent upon?conformist: someone who follows the majority?convergence: coming together?deleterious: harmful?demagogue: rabble-rousing leader?digression: straying from main point?diligent: hard-working, dedicated?discredit: dishonor someone, prove something untrue?disdain: to regard with scorn?divergent: moving apart, going in different directions?empathy: feeling someone else’s feeling?emulate: following someone else's example?enervating: tiring?ephemeral: fleeting, temporary?evanescent: not lasting long?exemplary: outstanding?extenuating: something that makes the situation not as bad?florid: ornate?forbearance: patience, restraint?fortitude: strength?fortuitous: lucky?foster: promote, aid?fraught: filled with?frugal: thrifty?hackneyed: clichéd?haughty: being arrogant, talking down to people?hedonist: person who acts in pursuit of pleasure?hypothesis: unproven theory, educated guess?impetuous: rash, impulsive?impute: to assign or attribute to someone?inconsequential: without consequence, trivial, doesn't matter?inevitable: unavoidable, definitely going to happen?intrepid: fearless?intuitive: knowing something by instinctjubilation: extreme happiness, joy?lobbyist: person who takes one side or the other, and persuades government officials?longevity: long (particularly long life)?mundane: boring, ordinary?nonchalant: casual, calm, at ease?opulent: wealthy?orator: speaker?ostentatious: flaunting wealth?parched: freed from water, dried up?perfidious: disloyal?pragmatic: practical?precocious: gifted/talented beyond one's years?pretentious: being self important, thinking you are better than others?procrastinate: to delay, often unnecessarily?prosaic: ordinary?prosperity: wealth?provocative: causes a fuss, inflammatory, likely to get people riled up?prudent: careful, wise?querulous: irritable, prone to argument?rancorous: hateful, unpleasant?reclusive: hermit, withdrawn?reconciliation: coming back together after a disagreement?renovation: being new, being redone?restrained: controlled, not free?reverence: deep respect?sagacity: wisdom?scrutinize: to look at carefully?spontaneous: being impulsive, acting without thinking?spurious: false, untrue?submissive: mild, meek?substantiate: to confirm, prove?subtle: shy, small, not showy?superficial: shallow?superfluous: unnecessary, too much?surreptitious: secret?tactful: polite?tenacious: persistent, stubborn?transient: temporary, impermanent?venerable: respectable because of its age?vindicate: to free from blame? 100. wary: careful, watchfulEnd of Day JournalsDay 1, TKAM (Refer to Ch. 1-3): In Chapter 1, the Radley house fascinates Scout, Jem, and Dill. When you were a child, was there a neighbor, family member, or place that scared you? Describe that person/place as you remember them and think about how your experience parallels the children in the novel. Day 2, TKAM (Refer to Ch. 4-6):In Chapter 5, Miss Maudie is described as "a reasonable creature." What makes her "reasonable"? How would you define a "reasonable creature" in your own life? Day 3, TKAM (Refer to Ch. 7-9):In Chapter 8, the Finch home is threatened by a fire, then Scout is protected by a blanket. Choose one of these items and explain what it symbolizes in the story. What else could it represent? Day 4, TKAM (Refer to Ch. 10-12):The children's view of Atticus changes from the beginning to the end of Chapter 10. Why does this happen? Think about your views of your own parents; has your perspective ever changed? Why? Day 5, TKAM (Refer to Ch. 13-15):In Chapter 15, what is "the mob" trying to do? Why are they trying to do it? How is it prevented?What does this tell us about life in the South? What does it tell us about life today?Day 6, TKAM (Refer to Ch. 16-18):What is meant by the term "poor white trash"? How do the Ewells exemplify this stereotype? Does this stereotype exist today? How has it changed? Day 7, TKAM (Refer to Ch. 19-21):In Chapter 21, we learn the verdict of the trial. What is the "truth" in the verdict? What is the justice in it? What does the verdict say about the people in the novel and society as a whole? Day 8, TKAM (Refer to Ch. 22-24):There are many ironies in Chapter 22. Atticus loses, but the African American community showers him with gifts. Bob Ewell wins the court decision, but vows to get Atticus if it takes the rest of his life. Dill wants to be a clown, but a clown that laughs at the crowd. Choose one and explain its significance. Day 9, TKAM (Refer to Ch. 25-27):At the end of Chapter 27, the children begin their "longest journey." ?What do you think this means? Day 10, TKAM (Refer to Ch. 28-31):What is a conclusion supposed to do? How do these last chapters "do" this? Daily Icebreakers NotebookDay 1: Before we begin reading To Kill A Mockingbird, explain what you think the mockingbird will symbolize? Do you think Harper Lee is referring to an actual mockingbird?Day 2: What is the difference between prejudice and discrimination? Day 3: Describe how the United States would be different without a Bill of Rights. Can you recall any of the articles from the Bill of Rights?Day 4: In your opinion, how have the roles of women changed in society since the Nineteen-thirties?Day 5: What do you recall about the Stock Market Crash of 1929? If you cannot recall, what do you think happened?Day 6: What is an antagonist? List two antagonists in TKAM. Why is he/she/it an antagonist? Day 7: Choose from the Civil Rights Movement, the Women’s Rights Movement, or the Great Depression. List 5 facts you have learned about it thus far. Day 8: What is a protagonist? List two protagonists in TKAM. Why is he/she/it a protagonist?Day 9: In your opinion, why is it important to read older literature, such as TKAM? Did you enjoy the novel? Why or why not?Day 10: Using at least 2 SAT vocabularies words you have learned, give a brief summary of what you have read thus far from UTC. Day 11: The last paragraph of UTC Ch. 2 reads: “A very humane jurist once said, The worst use you can put a man to is to hang him. No; there is another use that a man can be put to that is WORSE!” To what extent do you agree or disagree with the above statement? Write about something that, in your opinion, might be worse than death for you. Day 12: In modern times, an African-American who embraces the white world and rejects his or her African-American heritage is sometimes referred to as an Uncle Tom. After reading descriptions of Tom’s physical appearance and his character, do you think Uncle Tom in this story fits the profile of a modern “Uncle Tom”? Hint: refer to Ch. 4Day 13: According to yesterday’s excerpt from NLFD, what does Frederick Douglass mean when he says that “slaves are made”? (Hint: Refer to Ch. 1)Day 14: How do you feel about UTC thus far? What do you like/dislike about it?Day 15: According to yesterday’s excerpt from NLFD, how is Douglass a leader amongst the other slaves? What does he have that the others do not have? How is this dangerous for Douglass? (Hint: Refer to Ch. 17)Day 16: Reflect on what you remember hearing during MLKJ’s “I Have A Dream” speech on Friday. What is a dream of yours? Explain. Day 17: In your opinion, why is it important to read historically important literature, such as UTC? Did you enjoy the novel? Why or why not?Day 18: What has been the most rewarding and moving part of this entire unit? What have you learned from it? Prejudice vs. DiscriminationGoalTo demonstrate how stereotypes affect the self-perception and behavior of the person who is stereotyped.PreparationObtain the same number of adhesive labels (e.g., of the kind for file folders) as there are students in your class, and write a stereotypic attribute on each label. See Materials for Labels and stereotypes.ActivityAfter discussing research and theories on stereotyping, explain that you will conduct a labeling exercise to help students learn about how stereotypes work. Tell students that participation in this exercise is optional, and that anyone who prefers not to participate directly can simply play the role of an observer.Next, attach a label on each student's forehead (or back) so that the label is not visible to the wearer. Make clear that these labels are being assigned randomly and have nothing to do with students' actual attributes.Then ask students to spend 15 minutes talking with each other about "future goals" (another general topic can be chosen, but this one works well in eliciting responses to the labels). Tell students that they should circulate in order to talk with several different people, and that they should treat one another according to the other person's labeled attribute. For example, someone labeled "forgetful" might be repeatedly reminded of the instructions.After 15 minutes, reconvene the class and ask students to leave their labels on for a little while longer (if the class size and furniture allows, it's best to sit in a circle). Then ask students to share how they felt during the exercise, how he/she were treated by others, and how this treatment affected them. Students will often mention their discomfort not only with being stereotyped, but with treating others stereotypically.Finally, tell students that they can now remove their labels. Then discuss questions such as the following:Was the label what you guessed, or were you surprised by it?When people stereotyped you, were you able to disregard it?Did you try to disprove the stereotype? If so, did it work?How did you feel toward the person who was stereotyping you?If your attribute was positive (e.g., "good at math"), how did you feel?When stereotyping others, how easy was it to find confirming evidence?When stereotyping others, how did you react to disconfirming evidence?Comparison/Contrast Essay Format Example Format: Point-by-PointI.Introduction stating your purpose, which is to discuss the similarities/differences between two reading selections.II.First similarity/difference (ex. setting)A.? Reading Selection #1 + supportB.? Reading Selection #2 + supportIII.Second similarity/difference (ex. character traits)A.? Reading Selection #1 + supportB.? Reading Selection #2 + supportIV.Third similarity/difference (ex. author's craft/style)A.? Reading Selection #1 + support B.? Reading Selection #2 + supportV.Conclusion* Parts II-IV are examples… there will be 10 of these, 1 for each question *Example Format: Block-by-Block Arrangement I.Introduction stating your purpose, which is to discuss the similarities/differences between two reading selections.II.Reading Selection #1A.? Key aspect A (ex.: setting) + supportB.? Key aspect B?(ex.: character traits) + supportC.? Key aspect C?(ex.: author’s craft/style) + support III.Reading Selection #2A.? Key aspect A (ex.: setting) + supportB.? Key aspect B (ex.: character traits) + supportC.? Key aspect C (ex.: author’s craft/style) + supportIV.Conclusion * Key Aspects A-C are examples… there will be 10 of these, 1 for each question *< Activity for TKAM(Print from website) ................
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