“Equality and Injustice”
Two and a Half Weeks
Unit Plan
Karen H. Saravia-Orellana
CEJ
Adolescent Literature
Dr. Dunn
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Cover |
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Table of Contents |
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Long-term and short-term Objectives |
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Objectives for this unit plan |
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Time Unit and Context |
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Lesson One |
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Lesson Two |
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Lesson Three |
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Lesson Four |
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Lesson Five |
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Lesson Six |
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Lesson Seven |
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Lesson Eight |
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Lesson Nine |
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Lesson Ten |
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Lesson Eleven |
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Lesson Twelve |
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Lesson Thirteen |
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Appendix |
24 |
Table of
Contents
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Reflection & Teacher Candidate Proficiencies 47 |
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References 48 |
Long-term
and Short-term Objectives:
Life is filled with unexpected surprises, some good but for the most part they are bad. At least that’s how an adolescent would see it. Adolescents are at an age of self discovery; an age where they begin to question everything they have ever known. Adolescents long for more control over their own lives, but their choices of what they consider “freedom” are limited due to the fact that they are inexperienced in solving life’s problems and making the right choices. Many adolescents feel that too many events are taking place around them that they cannot control. Many times they feel completely helpless and alone, because they think that they are the only ones who are going through this turmoil. However, history proves them wrong. Through history many people have fallen victims to horrible events that they had no way of avoiding. Some examples in history are slavery, wars, plagues, the Holocaust, the Great Depression, etc. Although I cannot solve all the problems of the world, I can educate my students so they can overcome their problems and hopefully find the wisdom and the experience to make the right choices.
By using texts that the students can relate to and understand, it will be easier to get my idea across them. My “Big Idea” for this unit is “Equality and Injustice”. I believe that if I can influence young people to treat others who are different with respect and equality, then the future of this world would be a better one. My long term objectives for ALL my unit plans and class activities are for my students to enjoy reading. By teaching students how to obtain new information through reading, I will be exposing their minds to new worlds, ideas, cultures and perspectives. Furthermore, it will improve their reading, writing and spelling skills as well as their vocabulary. By reading both text and non text, fiction and non fiction, from different genres and different time periods, students will be able to better understand the human and culturally diverse world we live in. This will also give them a better understanding of who they are and why we live in the world in which we are today.
For some time now our society has been in moral decline and the responsibility of teaching students respect and accountability has been transferred from the parents to the teachers in the school system. If I can teach others to appreciate differences instead of rejecting them by reading and writing, then I believe that I have made my part in educating young minds for a better future. The pleasure of reading is a great benefit and an advantage for most people, not just students. Many would argue that the most important part of a teacher’s job nowadays is to get their students to pass the standardized tests, I would have to disagree. Yes, it is important for students to get good grades in their tests, but teachers should not be concentrating on passing an exam only, but also on making a powerful impression on their minds that the information acquired can be put for the benefit of all. By reaching my long term goal, which is to have my students enjoy reading by the end of the school year, then I believe that I will continue to influence them to make the right choices, even if they are no longer in my class. Knowledge is power and one of the best ways I know for any one to acquire this authority and experience is through reading. If I want to make this country and the world a better place then the best way to start is by making my students knowledgeable, because an educated, well informed citizen is more able to make good right decisions and bring about positive changes even when they are unpleasant or unpopular.
Objectives
for this unit plan
There are a number of things that I would like my students to learn by the end of this unit plan. The first one is to come to the realization that there are many events in people’s lives, including adults that are out of their control. However, this should not be an excuse for people to commit unjust acts. Students will learn by studying historical texts (a novel, letter, photographs and a movie) that injustices do exist in society. Through proper education on this issue students will be able to analyze themselves, and hopefully they will be able to make good changes for themselves and for others who are less fortunate than they are.
By studying and
responding to photographs and letters written to Mrs. Roosevelt students will be
able to build an understanding of texts, themselves, and of the cultures of the
United States and the world; to acquire new information; to respond to the
needs and demands of society and the workplace; and for personal fulfillment
(NCTE standard 1). They will also able
to read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic)
of human experience (NCTE standard 2 & NYS standard 2). The students will have group discussions,
class discussions and fish bowl discussions on the photographs, letters, the
movie “The Grapes of Wrath” and the novel Esperanza Rising by Pam Muñoz
Ryan. By providing the students with
time to analyze and discuss these texts
the students are adjusting their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes (NCTE standard 4 & NYS
standard 3).
The students are
also assigned a research project that will result in an interview, a play or a
newspaper. This activity allows
students to conduct research on issues and interests by generating ideas and
questions, and by posing problems. They will gather, evaluate, and synthesize
data from a variety of sources (e.g., print and non-print texts, artifacts, people)
to communicate their discoveries in ways that suit their purpose and audience
(NCTE standard 7 & NYS standard 1).
In order to do this research the students will use a variety of
technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and
communicate knowledge (NCTE standard 8). By giving the students options on the
research projects I am allowing the students to use spoken, written, and visual
language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information) (NCTE standard 12). This is a great part of the motivation for
the students because they will be given more options to choose from. Another motivation is that these projects
are different from the typical written term paper type. This kind of variety will bring about some
enthusiasm and interest. When the
students hand in a typed up final project they will have applied the
knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts (NCTE standard 6).
Even though many of these texts and activities do fulfill a
number of NCTE standards and New York State standards my main goal is that the
variety in activities and the freedom of choice will lead my students to
further enjoy reading.
Time Unit
and Context
Time:
This unit will require two and a half weeks, which translates to thirteen class periods, each made up of 40 minutes.
Context:
This unit plan would be taught in a school in the suburbs, like Bay Shore Middle school with a middle class income, interracial, bilingual student body. This plan is meant to be taught to an 8th grade, inclusion, tracking classroom. Since the school is in a middle class area there will be enough sources for the students like a library and a computer room. The classroom will be set up in two rows of seats which will be set up against three walls of the class room. The entire classroom will be facing the center area and there will be enough space to move the desks around to have group activities. This small diagram shows how the desks will be set up, each dash represents a desk. The rectangle is the teachers’ desk. The class will be made up of 24 students and the environment will be very active because of their age level, but also safe and comfortable.
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LESSON 1:
Materials:
Six photographs of the great depression (Appendix A-F)
Blackboard and chalk
Objective:
Students will
· Read a visual text (a photograph in this case)
· Describe the visual text in writing as well as verbally
· Relate a visual text to their own experiences
Methods:
The first task will be to divide the students into six groups of four. Each group will receive a different photograph from Appendix A-F. Each student will look at the picture and then individually enter in their journal a response on the following (which will be written on the blackboard.) At this time the students will not be informed that the photographs are all from the Great Depression.
· Describe what you see in the photograph -- the forms, structures, and the arrangement of the various elements. Avoid personal feelings or interpretations. Your description should help someone who has not seen the image to visualize it.
Time: 5 Minutes
Then the students will be asked to write a response on the following.
· Describe your personal feelings, associations and judgments about the image. Always anchor your subjective response in something that is seen. For example: "I see . . . and it makes me think of . . . ."
Time: 5 Minutes
The second task will be for each group to discuss among themselves what they wrote in their journals.
Time: 5 Minutes
The third task will be for each group to show their picture to the class room and share their groups’ ideas with the rest of the classroom.
Time: 20 Minutes
The students will then be informed that all the pictures are interconnected because they are all from the period of the Great Depression that took place in the United States. Then a Journal entry would be assigned for homework.
Time: 5 Minutes
Motivation:
Students will be motivated to participate in this activity because it is a different kind of text. Photographs as well as films are many times viewed as unconventional, but living in a society filled with computers, Nintendo Games and movies it is necessary to capture the attention of students through visual aids. The fact that the text is a picture the students will feel more at ease to explore, analyze and describe it. There is not fear of hidden messages or double meanings like there are in many texts.
Homework:
Journal Entry: Based on what you know from the Great Depression and the photographs that you saw today write a letter to the president or his wife, (as if you were a young adult during the great depression) telling him or her about the hard times that you and your family are currently facing and asking for something.
LESSON 2:
Materials:
Four letters from Dear Mrs. Roosevelt (Appendix G-J)
Questions about the letter (Appendix K)
Interdisciplinary project (Appendix L)
Objective:
Students will
· Learn of society in a different time in U.S. history
· Use this travel through time to do some creative writing
· Respond to the needs and demands of society
· Respond to Injustice in society
Methods:
The first task will be for the students to divide into six groups of four, different ones than yesterday. Then each student will share their journal entry (letter) from the night before with their group.
Time: 5 Minutes
Each group will then make a list of what each member in their group asked for in their letters (example: clothes, shoes, food, a job, a house, money, etc.)
Time: 2 Minutes
Each group will then share their list with the rest of the class and we will make a tally on the blackboard of the things that people asked for.
Time: 3 Minutes
The second task will be to switch from six groups of four to four groups of six. Each group will then receive a different letter that was actually written to Mrs. Roosevelt. (Appendix G-J). Even though each group is composed of six members, there will be an initial paring up. Two people will share a copy of the letter and also the questions that will go along with the letter (Appendix K). The pairs will read the letter and answer the questions together.
Time: 7 Minutes
The third task will be for each pair to share their answers with their group of six.
Time: 5 Minutes
The fourth task will be for each group to share their answers with the rest of the class and there can be a discussion or debate.
Time: 10 Minutes
The fifth task will be to divide the class into six groups of four. I will be choosing the groups by mixing students that are strong academically with those who are strong in other areas. The purpose of these groups will be to work on an Interdisciplinary project. Appendix L will be handed out to the students. I will briefly discuss the projects options with them and assign them to read the handout (Appendix L) for homework. Two groups will have to do a play, two groups an interview and two groups a newspaper. They would have the night to think it over and discuss it the next day with their group. The options will be on a first come first serve basis, starting the next class. I will also inform the students that we will be meeting at the library tomorrow.
Time: 8 Minutes
Motivation:
The students will read texts written by young adults who have gone through some difficult times. The students as teenagers or soon to be teenagers are also going through difficult times in their lives, trying to find themselves and discover who they are as well as their gifts and desires for their future. By reading texts that have young adults close to their age level it will motivate the students to find out about other adolescents experiences in history and hopefully get them interested in reading more.
Homework:
Read the hand out for the Interdisciplinary projects. Choose which project you would like to do and write down some arguments that will convince your group to choose that project. Don’t forget that it’s first come first serve. The whole group must be in agreement in order to choose that project, but don’t take too long to decide because by then it might already be taken.
LESSON 3:
Materials:
List of Recommended Websites (Appendix M)
List of Recommended Books (Appendix N)
Objective:
Students will
· Learn how to search and gather information from the internet
· Learn how to search and gather information from the library (books)
· Work in groups and divide work fairly
Methods:
The first task will be for the students to divide into their groups. They will then decide which of the three projects they will work on. They will then inform me.
Time: 5 Minutes
The second task will be for the students to divide the work and research fairly among their members.
Time: 5 Minutes
The librarian will have a talk with them on the different kind of resources they can use and two sheets will be handed out with recommended websites and books (Appendix M and N). The students will also be informed that they are not restricted by this list. The purpose of the list is to guide them in their starting process, but they should feel free to use other websites and books that have to do with the Great Depression.
Time: 5 Minutes
The third task will be for students to spread out and begin their research.
Motivation:
Students get to work in groups and be more on their own to make their own decisions.
Homework:
Look for information and take notes that will help you on your project. Bring all your information to class tomorrow.
LESSON 4:
Materials:
Criteria for Grading the Great Depression Interdisciplinary Projects (Appendix O)
Objective:
Students will
· Learn to use their time wisely
· Take notes that will be useful
· Learn to work with a group
Methods:
The first task will be to hand out and go over the Criteria for Grading the Great Depression Interdisciplinary Projects (Appendix O) with the students and answer any of their questions.
Time: 20 Minutes
The second task will be for the students to get into their project groups and share with their group all the information they have found so far. They can give each other ideas and start to figure out how they will put their project together. I will go around from group to group to check on their progress.
Time: 20 Minutes
Motivation:
Students will have more say on their project and will feel a stronger sense of choice because they are being allowed to work more on their own.
Homework:
Continue working on your projects.
LESSON 5:
Materials:
Esperanza Rising by Pam Muñoz Ryan
Objective:
Students will
· Practice their listening skills
· Appreciate the joy of listening to a story
· Allow their minds to be immersed into an interesting story
Methods:
The first task will be to hand out the books to the students and discuss the different kind of traveling that took place during the great depression and why. The students will be the ones sharing what they have learned about his area through their research. I will then mention to them the great number of illegal immigrants who came to work in California (if it wasn’t brought up yet).
Time: 5 Minutes
The second task will be to have students listen as I begin to read the story to them. Students will be required to place their desks in a semicircle facing me and will listen. I will read from pages 1-22.
Time: 20 Minutes
The third task will be for students to get into groups of two (which will be the person sitting next to them) and make a small chart in their notebooks that shows how all the characters mentioned so far are connected.
Time: 5 Minutes
The third task will be to give the students their homework and give them the rest of the period to continue reading Esperanza Rising on their own.
Time: 5 Minutes
Motivation:
Some of the students may have had stories read to them as children and will be able to use this time to remember the joy of listening to a story. While other students who may never have had stories read to them will have a chance to have a new experience. Students are used to to using their listening skill because of the enormous amount of time that they spend listening to music and this is a way to have them enjoy literature by using a skill that they have already developed. Listening skills are very important not only because it is a requirement for both NCTE and NYS standards, but also because listening is a very important skill to have better communication and better understanding.
Homework:
Read Esperanza Rising up to p. 80.
Continue working on your projects.
LESSON 6:
Materials:
Esperanza Rising by Pam Muñoz Ryan
Questions for Esperanza Rising (Appendix P)
Questions for Esperanza Rising (Appendix Q)
Objective:
Students will
· Practice fish bowl group discussion
· Better understand what injustice is
· See the economic and racial inequalities
Methods:
The first task will be to divide the class into groups of four and have each group answer the questions for Esperanza Rising (Appendix P) that will be handed out to them.
Time: 15 Minutes
The second task will be to have a fish bowl discussion with the students answering their questions. The fish bowl discussion will be made up of five students who discuss for three minutes and then the discussion will be open to anyone else who wants to join the group.
Time: 20 Minutes
The third task will be to give students their homework and inform them that they will need to bring in all their research and everything they have done for their project so far.
Time: 5 Minutes
Motivation:
Group discussions are always great motivators because the smaller size of the groups allows students to speak more freely and express themselves without fear.
Homework:
Read Esperanza Rising up to p. 138.
Answer questions for Esperanza Rising (Appendix Q)
Bring all you have on your project to class tomorrow.
LESSON 7:
Materials:
Blackboard and chalk
Objective:
Students will
· Comprehend the purpose of an outline
· Know how to make an outline
· Make and outline for their project
(This will allow them to get organized and focused)
Methods:
The first task will be for me to discuss with the students what an outline is. I will let them choose a topic (clothes, TV, movies, music, etc. and then do a quick outline on the board on everything they know about that topic in an organized manner.
Time: 10 Minutes
The second task will be for the students to get into their project groups and make an outline of their project. Each person will be responsible to have an outline for their part of the project by the end of class.
Time: 30 Minutes
Motivation:
Students will have more class time to get their ideas together and help the members of their group. Social interaction is an important part for most adolescents.
Homework:
Read Esperanza Rising up to p. 198.
Questions for Esperanza Rising (Appendix R)
LESSON 8:
Materials:
Esperanza Rising by Pam Muñoz Ryan
Questions for Esperanza Rising (Appendix P)
Questions for Esperanza Rising (Appendix Q)
Objective:
Students will
· Practice group discussion
· Better understand what injustice is
· See the economic and racial inequalities
Methods:
The first task will be for students to get into groups of four and go over the answers for the questions on Esperanza Rising (Appendix Q & R) Groups one thru three will work on Appendix Q and groups four thru six will work on Appendix R.
Time: 10 Minutes
The second task will be for the groups to share their answers with the rest of the class.
Time: 20 Minutes
The third task will be for students to receive their outlines with my comments on the progress of their projects. The students will get into their project groups and discuss ways for improvement. Students will be informed that we will be having our next class in the computer lab, so they may begin to type up their projects and start to put them together.
Time: 10 Minutes
Motivation:
After having taken a day off from discussing the text in order to work on their projects, the students will be eager to discuss the things they found in their reading.
Homework:
Start writing out your part of the project by hand.
LESSON 9:
Materials:
Computer and printer (at the Computer Lab)
Objective:
· Students will
· Begin to see their project take form
· Appreciate all the work they have done
· Practice the different genres of creating
an interview, a play and a newspaper
using technology (computers)
Methods:
The only task for this class will be for students to get their project into the computer.
Time: 40 Minutes
Motivation:
Not every one has a computer at home and this activity allows students to not only become more familiar with this technology, but it also gives them the opportunity to get help from myself, the computer lab instructor and their peers.
Homework:
Finish reading Esperanza Rising.
Questions for Esperanza Rising (Appendix S)
LESSON 10:
Materials:
Computer and printer (at the Computer Lab)
Objective:
· Students will
· Begin to see their project take its form
· Appreciate all the work they have done
· Practice the different genres of creating an interview, a play and a newspaper using technology (computers)
· Students who are doing a play and interview will be able to take home a type copy home in order to memorize it during the weekend.
Methods:
The only task for this class will be for students to get their project into the computer.
Time: 40 Minutes
Motivation:
Not every one has a computer at home and this activity allows students to not only become more familiar with this technology, but it also gives them the opportunity to get help from myself, the computer lab instructor and their peers.
Homework:
Complete your project, due Tuesday.
LESSON 11:
Materials:
Questions on Esperanza Rising (Appendix S)
Computer and printer
Objective:
Students will
· More fully comprehend and appreciate the text
· Better understand what injustice is
· See the economic and racial inequalities
· Make sure to have complete their projects
Methods:
The first task will be for students to get into groups of four and go over the answers for the questions on Esperanza Rising (Appendix S)
Time: 5 Minutes
The second task will for each to share their answers with the rest of the class. And there will be a conclusion for Esperanza Rising.
Time: 15 Minutes
The third task will be for the students to complete and practice their projects which are due tomorrow. The two groups working on the newspaper will be allowed to go to the computer lab or use the classroom computer to finish up. The groups working on interviews and plays will use this time to practice their presentations.
Time: 20 Minutes
Motivation:
The students will have time to make any last changes to their projects after they have finished all discussion of the novel Esperanza Rising.
Homework:
Completed projects are due tomorrow.
LESSON 12:
Materials:
TV and VCR
Movie “The Grapes of Wrath.”
Objective:
Students will
· Acknowledge the difference between Hollywood’s version of the Great Depressions and the historical version.
Methods:
The first task will be for the students to hand in their projects. Then two groups present their interview in front of the class and the two groups will act out their play.
Time: 25 Minutes
The third task will be for students to watch the beginning of the movie “The Grapes of Wrath.”
Time: 15 Minutes
Motivation:
Students handing in their work after all their hard work are usually relieved and wish to “just get it over with”. Watching a movie is motivation enough for many students.
Homework:
None
LESSON 13:
Materials:
TV and VCR
Movie “The Grapes of Wrath.”
Popcorn and soda
Movie Review (Appendix T )
Objective:
Students will
· Acknowledge the difference between Hollywood’s version of the Great Depressions and the historical version.
Methods:
The first task is for students to get snacks and soda and then sit back into their usual seating arrangements.
Time: 5 Minutes
The second task will be to watch the finish watching “The Grapes of Wrath”
Time: 35 Minutes
Motivation:
Watching a movie is motivation enough for any student.
Homework:
Write a Movie Review (Appendix T ) by following the instructions on the handout. Due: tomorrow.
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Questions for “Dear Mrs. Roosevelt” Letters
1. What is the sex of the writer? Male or Female
2. What is the age of the writer?
3. What is the writer asking for?
4. Why would this writer address their problems to Mrs.
Roosevelt?
5. In http://www.eyewitnesstohistory.com/snprelief1.htm
we learn that “The Great Depression did not affect
everyone the same way. Many rich people felt no impact at all, and were
oblivious to the suffering of others. Up to forty percent of the country never
faced real hardship during those period.
But some were touched in some way.”
Based
on this quote do you think it’s fair for some people to have suffered of
starvation and poverty while others lived in wealth and luxury during the great
depression? Why or why not?
6. Do you think that in the U.S. today there are still people
dying in poverty? Why or why not?
7. Do you think it’s just for some people too have all
the money and other have none? Why or why not?
8. What is injustice and who decides?
Appendix L
Interdisciplinary Projects
The Great Depression Unit
Ms. Saravia-Orellana,
Directions: You must choose
ONE project group projects given below.
Written projects should be handed in to Mrs. Saravia-Orellana. Oral projects must include a written draft which
should be given to Ms. Capitela.
Grading criteria will be provided for all projects.
DUE DATE: Two weeks from today (Tuesday)
PROJECT #1 (GROUP of 4) – Write and produce an INTERVIEW
You are a host of a TV show and your guests are survivors
of the Great Depression. In your
interview you are to include information on the following:
1. Historical information on the various stages of the
Great Depression.
2. Examples of experiences endured at the beginning,
middle and end of the Great Depression.
3. The survivor’s hopes and concerns for the future
4. The lessons the Great Depression teaches us today,
including whether or not it can occur again.
PROJECT #2 (GROUP of 4) – Write and produce a PLAY
The major portion of your play should be set during the
Great Depressions (You may employ flashbacks, if you wish.) Through the use of characters and dialogue,
you should include the following:
1. Historical information on the various stages of the
Great Depression.
2. Examples of experiences endured at the beginning,
middle and end of the Great Depression.
3. Feelings and concerns of the characters as they endure
theses experiences.
4. Hopes/concerns for the future; lessons to be learned
(a theme)
PROJECT #3 (GROUP of 4) – Write and produce a NEWSPAPER
This newspaper should include articles spanning a period of
the Great Depression. It should address
the following:
1. Historical information on the various stages of the
Great Depression.
2. Experiences endured by both, people born and raised in
the U.S.A. and immigrants.
3. Feelings and concerns of people during this period
4. The question of whether the Great Depression could
happen again.
Your
newspaper must include a minimum requirement the following types of articles:
News
Stories
Feature
Stories
Editorials
Letter
to the Editor
Dear
Abby
Obituaries
Appendix M
Websites of the Great Depression
Market Crash
http://www.nytimes.com/learning/general/onthisday/991029onthisday_big.html
The Dust Bowl
http://memory.loc.gov/ammem/afctshtml/tshome.html
http://www.pbs.org/wgbh/amex/dustbowl/peopleevents/pandeAMEX05.html
http://lcweb2.loc.gov/ammem/ndlpedu/features/timeline/depwwii/dustbowl/dustbowl.html
http://www.ptsi.net/user/museum/dustbowl.html
The Great Depression
http://www.geocities.com/bettye_sutton/greatdepression.html
http://www.eyewitnesstohistory.com/snprelief1.htm
http://www.authentichistory.com/1930s.html
http://us.history.wisc.edu/hist102/lectures/lecture18.html
http://www.amatecon.com/greatdepression.html
http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/depressn/labnews2.html
http://www.ukans.edu/kansas/medieval/100/sections/30depres.html
The New Deal
http://us.history.wisc.edu/hist102/lectures/lecture19.html
http://www.orange.k12.oh.us/teachers/ohs/TJordan/Pages/depressionnewdeal.html
Photos
http://www.english.uiuc.edu/maps/depression/photoessay.htm
http://history1900s.about.com/library/photos/blyindexdepression.htm
Appendix N
Books about the Great Depression
· The Great Depression by Jacqueline Farrell.
·
Dear
Mrs. Roosevelt : letters from children of the Great Depression / edited by Robert Cohen.
· Hard Times; An Oral History Of The Great Depression Edited by Studs Terkel.
· Black Tuesday : The Stock Market Crash Of 1929 / by Barbara Silberdick Feinberg.
· The Dust Bowl And The Depression In American History / Debra McArthur.
· Dust To Eat : Drought And Depression In The 1930's / Michael L. Cooper.
· Going To School During The Great Depression / by Kerry A. Graves.
· Growing Up In The Great Depression / by Richard Wormser ; Illustrated With Photographs.
· Kids During The Great Depression / Lisa A. Wroble.
· The New Deal / Gail B. Stewart.
Appendix O
Criteria for Grading the Great
Depression
Interdisciplinary Projects
English – Ms. Saravia-Orellana
PROJECT #1 – INTERVIEW – Grade will be
based on:
1.
EYE CONTACT:
-
Questions and answers
generally memories
-
Refers to notes only for
key words
2.
VOLUME AND ARTICULATION:
-
Words consistently
pronounced clearly
-
Words can be heard
easily by audience in back
3.
FLUENCY:
-
Words are frequently
spoken at a rate slower than that of normal conversation
-
Smooth flow between
questions and answers
4.
COMPOSURE:
-
Speaker maintains poise
and self control
5.
LENGTH:
-
Approximately 6 minutes minimum
PROJECT #2 – PLAY – Grade will be based
on:
1.
CONTENT:
A. Plot:
1. Series of logically connected events
2.
Conflict
3.
Climax
4.
Resolution
B.
Characters:
1. At least one major personality trait for each main
character.
2.
Dialogue is appropriate to personality of character.
C. Theme: Play has identifiable purpose.
2.
DELIVERY:
A.
Memorization: Parts should be memorized. You may refer to the script when necessary for lead words
B. Volume
and Articulation:
1. Words consistently pronounced clearly
2. Words can be heard easily by
audience in back
C. Fluency: Words are frequently spoken at a rate slower than that
of normal conversation
D.
Composure: Speaker maintains poise
and self control
3.
STAGING: Presence
of props and music, if necessary for action
PROJECT #3 – NEWSPAPER – Grade will be
based on:
1.
FORMAT: Correct
format of individual pieces
2. ORGANIZATION:
Logical organization and development
of each piece
3.
GENERAL WRITING SKILLS INCLUDING:
-
spelling
-
punctuation
-
sentence structure
4.
ATTRACTIVE APPEARANCE:
Appendix P
Questions for Esperanza Rising (p.1-80)
1.
Who has the power in the
beginning of the story?
2.
What happens to
Esperanza’s family when her father dies?
3.
Why does Tio Luis want
to marry Ramona?
4.
What does the answer for
question three tell us about women and their place in society at that time in
history?
5.
Have women’s roles in
society changes much since then?
6.
What is Esperanza’s
opinion about Hortensia, Alfonso and Miguel? Why do you think she sees them
that way?
7.
What is Esperanza’s
opinion about the poor and peasant people that they meet on the train? What has
she not yet accepted about her own life?
8.
Miguel tells Esperanza
of a Mexican saying that goes like this “Full bellies and Spanish blood go hand
in hand.” What does this mean? Is Miguel right? Why or why not?
9.
If this saying was used
in the U.S. but it was changed to “Full bellies and European blood go hand in
hand” would it still work? Was this
true during the Great Depression? Is it
true today?
10.
Do you think it’s fair
for one class or one race to have all the money and power in a “civilized”
society?
11.
Is there equality in the
U.S. today? Think about jobs, money,
houses and power as you answer this question.
Appendix Q
Questions for Esperanza Rising (p.81-138)
1.
Why does Marta look down
to Esperanza?
2. Why does Isabel look up to Esperanza?
3. Esperanza is given a number of responsibilities when she arrives at camp with her mother. What are these responsibilities? What do they say about women’s place in this time or culture?
4. Does poverty change the role of women? Why or why not?
5. Why isn’t Miguel hired to fix engines?
6. Why is Marta on strike? What are her demands?
7. Do you think Marta has a right to make such demands? Why or why not?
Appendix R
Questions for Esperanza Rising (p.139-198)
1.
What happens to
Esperanza’s mother and why?
2.
What choice is Esperanza
forced to make? What does that choice
tell us about her acceptance into this new place in her life?
3.
In pa.180-182 Esperanza
thinks a lot about her hands. How are
they different? How have they changed?
What do Esperanza’s hands tell her about her new life?
4.
Esperanza tells that
Miguel that she wonders why people don’t think she’s educated when they look at
her (p.187). In your own words, what is Miguel’s response? Is Miguel’s comment
still true today?
Appendix S
Questions for Esperanza Rising (p.199-262)
1.
What happens to the people
in the camp who go on strike? Does it matter to immigration if their American
citizens? Were these people treated
justly? Why or why not?
2.
Why does Esperanza help
Marta?
3.
Why is Isabel not chosen
as the Queen of May? Did she deserve to
win? Was the teacher’s decision
just? Why or why not?
4.
Miguel’s job is taken
away from him and he is forced to dig ditches, when Caucasian men come from
Oklahoma to work there. What is
Esperanza’s response to this? Do you
think she is right? Why or why not?
5.
Is this novel
historically accurate?
6.
What does this novel say
about injustice and power?
Appendix T
Movie Review for “The Grapes of Wrath”
Make sure to write this review in complete sentences. Use
transitive words to join it all together in paragraph form.
1.
Which did you consider
to be the most interesting parts of the movie?
2.
Which did you consider
to be the most boring parts of the movie?
3.
Is this movie historically accurate? Why or why not? Give examples.
4.
Out of five stars (5
being the best) how would you rate this movie? And Why?
Unit
Evaluation
1. Journal entries and Questions: The students will write two journal entries which will allow them to do some creative writing. The students will also answer questions about the readings either individually or in a group setting. The journal entries as well as their own answers to the questions will be handed in at the end of each week and will be returned to them on Monday. The students are encouraged to write down all their answers, even if they are not in complete sentences. The purpose of this writing activity is to see that the students are doing their readings and grasping the ideas of the texts we are reading.
Worth: 25% of overall unit grade
2. Class Participation entries: This unit is made up of a great number of group activities. Sometimes the students are in groups of two, four or even six, but no matter what the number is, it is of utmost importance that every member in the group has their chance to speak. It is understood that there are students who have difficulty speaking to large groups and that is where the smaller groups serves it purpose. Class participation is a very important part of this class, it is also therefore important to be present.
Worth: 25% of overall unit grade
3. Outline: Creating an outline is an important part of the writing process. That is why students will be required to hand in an outline. The outline will help them get their ideas and facts organized and it will also allow me to see their progress.
Worth: 5% of overall unit grade
4. Interdisciplinary Project: The Interdisciplinary Project is a very important part of this unit. Everything read, written, researched, watched and discussed will ultimately have had some kind of effect on this final project. A great number of class periods are spent on this project that is why it is worth such a large part of the grade for this unit.
Worth: 40% of overall unit grade
5. Movie Review: The movie review is a fun activity that students will do that will help them think about what they have read, written, researched, watched and discussed before watching a movie on the great depression and how it affected their acceptance of the film.
Worth: 5% of overall unit grade
Reflection
and Teacher Candidate Proficiencies
I have not had the opportunity to teach yet, so I have not been able o try out this unit plan. I do think that it could have been extended to a 4 week unit plan in order to include more genres of literature or more study of each text.
The Teaching Candidate Proficiencies that this unit demonstrates are:
· Demonstrates the knowledge of subject area and pedagogy.
· An implement understanding of human development in designing diverse learning experiences as well as the appreciation of diversity since that is what is being taught.
· Different kind of texts and activities are used in order to fulfill the need of using multiple instructional strategies in order to promote student development.
· Implements cooperative learning experiences to promote student development.
· Implements technology into learning experiences.
·
Demonstrates awareness of various learning styles, cultural
differences, ability levels, and multiple intelligences within the classroom,
and adjusts instruction accordingly.
·
Plans educational experiences that are stimulating,
engaging, purposeful and safe.
· Considers life experience and current interests of learners.
·
Incorporates a variety of teaching strategies to meet
the needs of diverse learners
References
Cohen, Robert ed. Dear Mrs. Roosevelt Letter from Children of the Great Depression
Chapel Hill: University of North Carolina Press, 2002.
Ryan, Pam Muñoz. Esperanza Rising. New York: Scholastic Press, 2000.
The Grapes of Wrath. Dir. John Ford . Twentieth Century Fox, 1996.
The photographs came from
http://www.english.uiuc.edu/maps/depression/photoessay.htm
http://history1900s.about.com/library/photos/blyindexdepression.htm
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