Creating this lesson was indeed enjoyable. As an educator, I’ve found that many of my students are not familiar with their past and the struggles that their ancestors endured in order to achieve many of the rights and or privileges that we now have. Because of this, I viewed this lesson very personal. Initially I looked at this design as a unit plan which is usually what I do when planning a lesson, especially if it is centered around a novel. The difficult part of this lesson was composing the overarching and topical questions. I’m not sure if I composed the questions correctly but based on the readings of the text I tried my very best.
The format was useful in terms of organizing my thoughts and reflecting on the lesson. The questions in Part 3-The Learning Plan, helped me remember elements that I wanted to incorporate into the lesson.I’m planning on starting this lesson upon return from the Teacher’s Convention next week. I believe that all subject matters correlate with one another especially English and History. With this, students will always remember and associate the readings of Toni Morrison’s novel, Song of Solomon, with researching their family history.
Sunday, October 26, 2008
UBD Lesson Plan
Understanding By Design Lesson Template
Title of Lesson
The Effect of the Past on the Present
Grade Level
12th grade
Curriculum Area
English Literature
Time Frame
10-15 classes (80 minute blocks)
Developed By
Regina Covington
Identify Desired Results (Stage 1)
Content Standards
· 3.1.12.G.3 Compare and evaluate the relationship between past literary traditions and contemporary writing.
· 3.1.12.G.4 Analyze how works of a given period reflect historical and social events and conditions.
· 3.1.12.G.6 Interpret how literary devices affect reading emotions and understanding.
· 3.1.12.G.7 Analyze and evaluate figurative language within a text (e.g. irony, paradox, metaphor, simile, personification)
· 3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received.
· 3.2.12.A.1 Engage in the full writing process by writing daily and for sustained amounts of time.
· 3.2.12.A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
· 3.2.12.D.2 Write a variety of essays that supports judgments with relevant and substantial evidence and well-chosen details.
· 3.2.12.D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
· 3.3.12.A.2 Support, modify, or refute a position in small or large group discussions.
· 3.3.12.D.3 Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.
· 3.3.12.D.6 Use a rubric to self-assess and improve oral presentations.
· 3.4.12.A.3 Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
· 3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral communication.
· 3.5.12.A.1 Understand the messages that are representations of social reality and vary by historic time periods and parts of the world.
Understandings
Overarching Understanding
How literary elements contribute to analyzing literature.
Importance of individuals knowing their past.
The role of a genealogist.
Title of Lesson
The Effect of the Past on the Present
Grade Level
12th grade
Curriculum Area
English Literature
Time Frame
10-15 classes (80 minute blocks)
Developed By
Regina Covington
Identify Desired Results (Stage 1)
Content Standards
· 3.1.12.G.3 Compare and evaluate the relationship between past literary traditions and contemporary writing.
· 3.1.12.G.4 Analyze how works of a given period reflect historical and social events and conditions.
· 3.1.12.G.6 Interpret how literary devices affect reading emotions and understanding.
· 3.1.12.G.7 Analyze and evaluate figurative language within a text (e.g. irony, paradox, metaphor, simile, personification)
· 3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received.
· 3.2.12.A.1 Engage in the full writing process by writing daily and for sustained amounts of time.
· 3.2.12.A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
· 3.2.12.D.2 Write a variety of essays that supports judgments with relevant and substantial evidence and well-chosen details.
· 3.2.12.D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
· 3.3.12.A.2 Support, modify, or refute a position in small or large group discussions.
· 3.3.12.D.3 Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.
· 3.3.12.D.6 Use a rubric to self-assess and improve oral presentations.
· 3.4.12.A.3 Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
· 3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral communication.
· 3.5.12.A.1 Understand the messages that are representations of social reality and vary by historic time periods and parts of the world.
Understandings
Overarching Understanding
How literary elements contribute to analyzing literature.
Importance of individuals knowing their past.
The role of a genealogist.
Related Misconceptions
What one does not know won’t hurt them.
Essential Question(s)
Overarching
How do authors use literary elements to establish underlying themes/messages ?
Does analyzing and reading have the same meaning ?
What is a genealogist ?
Topical
How does Toni Morrison use literary elements such as (symbols, magical realism, allusion, motif, simile, metaphor, flashback, themes and myths) to convey a message ?
How does one’s past effect the future ?
What is the importance of knowing your past ?
Knowledge
Students will know…
The difference between reading and analyzing.
How oral traditions reflect the knowledge of an individual’s past.
How identify and interpret various literary and analytical elements, as well as, their significance to the overall theme of the novel.
Skills
Students will be able to…
Modify, refute or discuss a topic.
Read, analyze and critique fiction.
Plan, organize and write and well-organized essay.
Substantiate within discussions and writing based on a fiction.
Identify and interpret literary elements.
Research and record their family history.
Prepare and present a Power Point presentation based on the political allusions found within a fiction.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Interpret literature and understand the importance of knowing the past through research.
Role
Genealogist or historian.
Audience
Other genealogists/historians.
Situation
You are the newly appointed genealogist who has been hired by a family to use your expertise to research their family history.
Product/Performance
Genealogist will conduct research through oral traditions, narratives, etc… The final product will be the completion of a family tree in addition to a TIMELINE ( start out as far back as a family’s roots can be traced and then plot a time line based on each major event); GEOGRAPHY ( map their ancestors’ travels that brought them to America); PHYSICAL FEATURES (photos); JOURNALISM ( video tape interviews with a grandparent or great-grandparent).
Standards
Same as above.
Other Evidence
Daily journal (written and oral) responses based on assigned readings and literary analysis during which students provide substantiation from text to support their answers.
Timed writings.
Formal essay assignments: Due at conclusion of novel.
Power Point presentation: Based on a documented historical event or the historical impact of a real person alluded to in the novel. In addition, discuss the value of the historical text beneath the fictional text of the novel.
Novel test : Based on the overall comprehension and literary analysis of text which includes a writing prompt.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going ?
Successfully analyzing a significant piece of literature while inquiring about the history of their families.
Successfully analyzing a significant piece of literature while researching American history and its’ relevance to the work of fiction.
How will you hook students at the beginning of the unit?
Students will respond in journal to question: “How can you see the future when you’re living in the past ?” Can the ignorance of your past effects your future ?” Students will view segments from Henry Louis Gates, Jr., African American Lives, a documentary based on the research of family history through the use of DNA and Genealogy to give insight into the past. Gates studies families from notables such as Oprah Winfrey, Whoopi Goldberg, Chris Rock and Morgan Freeman to name a few.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
A Genealogist from the New Jersey Historic Society will visit the class to discuss and explore the importance of knowing their past, as well as, various ways to obtain this information such as oral traditions, historical records, genetic analysis and narratives.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work ?
Question and Answer (Q & A) Session, daily journals, timed writings and discussions will assists in guiding and refining their works.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Students will exhibit and self-evaluate their growing skills, knowledge and understanding throughout the unit through rubrics, daily journals and discussions, integration of technology, visit from the New Jersey Historic Society and historical research.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit ?
Share my family history through photos (slides) and heirlooms, as well as, participate in the Family Research Project.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students ?
Hook students with journal question and segment from video.
Introduce novel, Song of Solomon, with background information on Toni Morrison, as well as, time period novel takes place.
Independent reading of The Willie Lynch Letter.
Reading Schedule (Unit Packet w/ due dates and various assignments)
Myth of Icarus and Flying Africans Folktales
Daily journal (written/oral) response
Daily Thematic and Analytical focus.
Color Symbolism
Importance of names.
Poem: “A Bronzeville Mother Loiters in Mississippi. Meanwhile a Mississippi Mother Burns Bacon” by Gwendolyn Brooks
Research historical event.
New Jersey Historic Society Genealogist visit.
Review rubric on oral presentations.
Family tree/Genealogist assignment presentations.
Research historical event.
Power Point Presentation on historical event.
Novel Test
Formal Essays
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Wednesday, October 15, 2008
Saturday, October 11, 2008
"Did You Know" Harsh Reality
In reference to the “Did you know” video, I had several concerns. However, I believe the most disturbing was the facts presented, concerning the future of America’s children. As a parent I wonder whether or not my children are receiving or will receive the proper education to prepare them for the expectations that society may have prepared for them. The reality that “10 jobs will be in demand in the year 2010 that does not exist yet,” left me with a worrisome feeling.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
"Did You Know" Harsh Reality
In reference to the “Did you know” video, I had several concerns. However, I believe the most disturbing was the facts presented, concerning the future of America’s children. As a parent I wonder whether or not my children are receiving or will receive the proper education to prepare them for the expectations that society may have prepared for them. The reality that “10 jobs will be in demand in the year 2010 that does not exist yet,” left me with a worrisome feeling.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
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