Subject: Composition
Grade: 11 QCC(s): 39, 46, 61
General Objective:
Students
will:
·
Read
a wide range of print and non-print texts, of themselves, and of the cultures
of the United States and of the world.
·
Read
a wide range of literature from many periods in many genres to build an
understanding of the many dimensions of human experience.
Introduction: Today we will begin a new unit, which explores the results of
cultures being exposed to other cultures that are different from their
own. The theme of this unit is
convergence of cultures. We will
explore the outcome of different cultures being exposed to one another.
Specific Objective: Students will:
·
Make
comparisons, predictions, and draw conclusions.
·
Engage
in discussion as speaker and listener, critically and constructively
interpreting, analyzing, and summarizing ideas.
·
Organizes,
selects, and relates ideas and develops them into coherent, multi-paragraph
compositions.
Procedures: The teacher will:
1.
Introduce
the Convergence of Cultures unit plan telling them the stories that will be
used for the unit. To Kill a
Mockingbird, “Everything That Rises Must Converge,” “Advancing Luna and Ida
B. Wells,” “The Sky Is Gray,” and poetry.
2.
Lead
discussions on convergence of cultures and what happens when cultures converge
upon one another.
3.
Pass
out the syllabus for the unit and read it with the class asking questions to
ensure that students understand.
4.
Present
30-minute video of Eyes on the Prize.
5.
Allow
students to journal for the last 15 minutes of class.
Closing: Today we have discussed what the class will be working on for the
next three weeks. The name of the unit
plan is convergence of cultures. This
unit ties in with a major writing assignment that will be due the following
week after the tree week unit. Everyone
needs to begin reading To Kill a Mockingbird the first third of the book
needs to be complete before class Friday.
Tomorrow we will read “Advancing Luna and Ida B. Wells” by Alice Walker.
Evaluation: The teacher will observe the students participation through
discussion on the mentioned unit and the questions presented by the students.
Materials: Syllabus, To Kill a Mockingbird, “Advancing Luna and Ida
B. Wells,” “The Sky Is Gray,” “Everything that Rises Must Converge,” Poems,
Assignments: Read To Kill A Mockingbird.
Back-up activity: Start on one of the assigned poems if there is time
left in the class.
Teacher Notes:
I
will start by asking each of the students what the think convergence of
cultures mean. Once that is established
we will discuss some of the things that may result from two cultures
converging. I will ask the students if
they can give any examples of cultures converging. I can use the example of the first settlers and how they
interacted with the natives. We could
look at the results of the settlers converging with the Native Americans. I will specifically look at the word culture
and ask anyone in the class if they could define the word culture. I will give the students a general
definition of the word culture. I will
pass out the syllabus and ask a volunteer to read the syllabus. I will continue to ask if anyone has any
questions throughout the lesson. I will
ask the students to have in mind how the theme of the unit relates to the
segment of Eyes on the Prize they have just viewed. I will let the students know they can utilize writing in journals
to reflect on the readings of this class as well as other classes or other
things that are going on. When you are
reading To Kill a Mockingbird you want to look for examples of different
cultures converging and the effect it has on all around.
Supplementary Materials: Copy of the syllabus
Day: # 2
Teacher: Mr. Ealy
Subject:
Composition Grade: 11
QCC(s) 27, 31, 33, 38, 42, 46
General Objective: Students will:
·
Read
a wide range of print and non-print texts to build an understanding of texts,
themselves, and of the cultures of the United States and the world.
·
Apply
a wide range of strategies to comprehend interpret, evaluate, and appreciate
texts drawing on prior experience, interactions with other readers and writers,
their knowledge of word meaning and of other texts, word identification
strategies, and their understanding of textual features.
Introduction: Yesterday we talked about
the focus of our unit in your journals you could write about how the readings
of To Kill a Mockingbird or the Eyes on the Prize video relates
to this unit. Today we will view the
film and read the short story “The Sky Is Gray” by Ernest Gaines. We will then break into small groups and
have each group compose a paragraph of how they think the story relates to the
theme of the unit and present it to the class.
Specific Objectives: Students will
·
Read,
discuss, and analyze world literature representing diversity.
·
Be
familiarized with structural elements of literature.
·
Experience
a variety of non-print sources as a part of the study of literature.
·
Analyze
explicit and implicit main ideas, details, sequence of events, and cause and
effect relationships.
·
Improve
ability to use standard American English in prepared presentations.
·
Engage
in discussion as speaker and listener, critically and constructively interpreting,
analyzing, and summarizing ideas.
Procedures: The teacher will
1.
Connect
previous lesson to today’s lesson.
2.
Present
the video The Sky Is Gray
3.
Facilitate
students in breaking into groups and pass out directions, review directions and
cover the grading.
4.
Monitor
groups to ensure satisfactory progress and help when needed.
5.
Monitor
and facilitate with the class presentations.
Closing: Today we looked at the convergence of cultures in the short story
and film The Sky Is Gray and related it to the convergence of
cultures. Tomorrow we will begin to
explore things that happen in To Kill a Mockingbird because of cultures
converging. Are the results positive or
negative?
Evaluation: Students will be evaluated on their presentation and written
paragraph that each group turns in with their name on it and if they are able
to relate it to the theme of convergence of cultures.
Materials: Video of The Sky Is Gray, copy of the short story “The Sky
Is Gray” and a VCR.
Assignments: Continue reading To Kill a Mockingbird and remember that
you will be writing a two to four page paper using To Kill a Mockingbird
and choosing one other work to discuss aspects of the two cultures
converging. If you have any questions
regarding the assignment have them ready for the next class or see later about
them.
Extenders/Back-up Activities: Can start discussing how the previous works viewed and read
relate to To Kill a Mockingbird.
Provisions For Individual
Differences: Students who have trouble seeing or hearing
will be aloud to sit closer during the viewing of the video.
Teacher Notes: I will discuss with each group what the thought was the most
significant scene in the short story and see what they thought of the scene in
the dentist’s office. I will give the
students help before they break into groups by saying was the ending a good one
or a bad one. What different cultures
are represented in the dentist’s office?
Although all the people in the dentist’s office being seen are black is
there a clash of different cultures going on and if so then what results from
this clash. I will encourage students
to work with different group member than they usually do. I will also encourage groups to discuss
different aspects of the story and not just let one group member write everything
down.
Supplementary Materials: Handout with directions for the group assignment.
Day: 3 Teacher: Mr. Ealy
Subject: Composition Grade: 11 QCC(s) 28, 31, 45
General Objective: Students will:
·
Utilize
a variety of technological and informational resources to gather and synthesize
information and to create and communicate knowledge.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy.
·
Apply
a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts drawing on prior experience,
interactions with other readers and writers, knowledge of word meaning and
understanding of textual features.
Introduction: We have been reading To Kill a Mockingbird and we have
read the sky is gray. It is important
to be able to look at the different characters to see how the character’s
traits and relationships with other characters can relate to theme. Today we will look at some of the main
characters in the stories that we have read by drawing a semantic map as a
group of both stories. Then each of you
will pick a character and complete a bio poem on the character you have chosen
and present it to the class. We will
omit the character’s name and read the other traits in the biopoem to see if
the class can guess whom the character is.
You will also be given class time to catch up on reading or to read
ahead of the class.
Specific Objectives: Students will
·
Analyze
literature according to characterization.
·
Be
familiarized with structural elements of literature.
·
Adapt
words and strategies to various situations and audiences.
Procedures: The teacher will:
1.
Connect
previous lesson to the current lesson.
2.
Lead
the class in writing the biomap for both stories.
3.
Distribute
instructions to class and read the instructions as well as go over the grading
policy.
4.
Assist
individuals with their assignment as needed.
5.
Allow
students time in class to read To Kill a Mockingbird if they are able to
complete their assignment.
Closing: Today we looked at some ways to look at characterization and this
could be used to relate a certain theme.
You can use this assignment with anything that you read to see the
different relationships the characters have with one another. Tomorrow we will focus on how different
scenes or chapters can affect theme.
Evaluation: See handout
Materials: Dry erase board, markers, paperbacks (To Kill A Mockingbird).
Assignments: Continue reading To Kill a Mockingbird and response
journals are due on Monday. Bring a
magazine to cut things out of tomorrow for class.
Extenders/Back-up Activities: See above
Provisions For Individual
Differences:
Teacher Notes: I will be sure to remind the students that the biomaps can be
used with any of their readings and to focus on characterization as well as the
relationships between different characters.
Main characters as well as minor characters can be used to express a
certain idea or theme. You may want to
look at some of the minor characters to see how they affect the theme of
convergence of cultures. You may want
to look at other things such as the tree in to kill a mockingbird or the dog to
see how they are described in the story.
I will remind the students that they will have a written examination at
the end so they need all the practice.
I will walk through the class and assist the students that are having
trouble completing the assignment. I
will end every directive with does anyone have any questions or need me to explain
further.
Supplementary Materials: Handout with detailed instructions.
Day: 4 Teacher: Mr. Ealy
Subject: Composition Grade: 11 QCC(s) 31, 38, 39, 45
General Objective: Students will:
·
Adjust
their use of spoken, written, and visual language to communicate effectively
with a variety of audiences for a variety of purposes.
·
Use
spoken, written, and visual language to accomplish their own purposes.
·
Apply
a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts.
Introduction: Yesterday we focused on how each character can help to illustrate
a theme today we will focus on different events or within a work to see how
they may enhance the theme in one way or another. We will be making collages to illustrate different events that
have occurred in the two works we have read or are reading. You will show the collage to the class and
talk about why the scene is important as it relates to the theme convergence of
cultures. We will also review for the
writing assessment that will be given on Friday.
Specific Objectives: Students will:
·
Be
familiarized with structural elements of literature.
·
Analyze
explicit and implicit main ideas, details, sequence of events, and cause and
effect relationships.
·
Make
comparisons, predictions, generalizations, and draws conclusions.
·
Adapt
words and strategies to various situations and audiences.
Procedures: Teacher will:
1.
Connect
previous lesson with current lesson.
2.
Hand
out instructions for assignment and review it with the class.
3.
Give
each student glue scissors poster board and provide magazines for the people
that forgot them.
4.
Assist
students in connecting the assignment with the theme by walking around
assisting those that need it.
5.
Review
with students for the writing assessment and answering questions.
Closing: We have discussed and illustrated how a specific event or chapter
in a story can relate theme and reviewed everything that was covered this
week. The assessment will cover what we
have worked on as it relates to the theme of convergence of cultures. You will be expected to discuss how
characterization and events relate to the theme.
Evaluation: See handout.
Materials: Magazines, glue, scissors, and poster board.
Assignments: Study for the test complete readings for the test and review the
short story.
Extenders/Back-up Activities: Offer more time for review.
Give sample question for the test.
Provisions For Individual
Differences:
Teacher Notes: The assignment will be graded by completing it and how effective
you are in relating it to the theme. Talk about some of the different events
that reinforce theme within the stories.
Use the example of the dentist office gathering in “The Sky is Gray” and
discuss some of the implications that has.
Talk about how the qualities of Atticus or Calpurnia reinforce the theme
and what happens as a result. Let the
students know there will be no trick questions on the test and all the
questions will be short answer or essay.
You will be graded on how effectively to answer the questions and tie
the answers in with the two works.
Review the different changes that take place when cultures
converge. Discuss the ending of “The
Sky is Gray” and ask the students if the ending leads to a better world for the
cultures present in the story. Remind
the student that the titles can be related to the themes.
Supplementary Materials: Handout with directions for in class assignment.
Day: 5 Teacher: Mr. Ealy
Subject: Composition Grade: 11 QCC(s)
General Objective: Students will:
·
Apply
a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts.
Introduction: Allow students time to look at the stories and consult them
during the draft they are writing. Read
through the tests with the students and ask if there are any questions.
Specific Objectives: Students will:
·
Invent
solutions to problems using metaphors, analogies, brainstorming, models, and
role-playing.
·
Analyzes
literature according to characterization, mood, tone plot, and point of view.
·
Analyzes
explicit and implicit main ideas, details, sequence of events, and cause and
effect relationships.
Procedures: Teacher will:
1.
Allow
students time to review notes for assessment.
2.
Issue
students the essay and read through the instructions as well as each questions.
3.
Monitor
the students while they are writing.
4.
Take
up rough drafts.
Closing: Discuss the works that will be discussed the following week
Advancing Luna and Ida B. Wells poetry and eyes on the prize segment.
Evaluation: Rough Draft
Materials: Extra books for children
to use when taking the examination
Assignments: Continue reading chapters for To Kill A Mockingbird.
Extenders/Back-up Activities: Allow students to read from their books if they complete the
essay early.
Provisions For Individual
Differences:
Teacher Notes: Reiterate that the assignment is a rough draft. Remember to read through the question and
ask everyone do they have a legible copy and if they understand the questions.
Supplementary Materials:
Subject: Composition Grade: 11
QCC(s) 32, 41, 42
·
Adjust
their use of spoken, written, and visual language to communicate with a variety
of audiences and for a variety of purposes.
·
Apply
knowledge of language structure, language conventions, media techniques, figurative
language, and genre to create, analyze, and discuss print and nonprint texts.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Introduction: As we discussed on Friday everyone who turned in the writing
assignment on that was assigned over the weekend will get an opportunity to get
feedback from three people. I have
already given you my comments on the piece of writing and two of your peers
will get an opportunity to comment on the work as well. Remember give specific and detailed
feedback.
Specific
Objective: Students will:
·
Judge
literature critically based on personal response, technical clarity, or literal
clarity.
·
Recognize
different contextual structures and adapts vocabulary and comprehension
strategies appropriately.
·
Improve
ability to use standard American English in prepared presentations.
Procedures: The teacher will:
1.
Connect
assignment to previous assignment.
2.
Briefly
review the guidelines to peer editing.
3.
Distribute
the papers to the students.
4.
Monitor
the editing process and assess each editor’s work.
5.
Assist
any students that need help or feedback.
6.
Discuss
tomorrow’s lesson.
Closing: I hope this assignment has helped with the process of completing
your paper, which is due on Friday the final day of the grading period. Tomorrow we will be looking at “Advancing
Luna and Ida B. Wells” By Alice Walker.
We will be looking at the obvious similarities the story has with To
Kill a Mockingbird.
Evaluation: See Handout
Materials: Pens,
Assignments:
Extenders/Back-Up
Activities: Read To Kill a Mockingbird
Provisions
For Individual Differences:
Teacher
Notes: I will remind the students of giving
positive as well as negative feedback.
Remember you want the person to be able to improve the paper in some way
and your feedback will be graded and you be asked to defend why you made the
statements that you made so be thoughtful when doing the editing. The better the feedback the better that
person’s next draft will be. If your
feedback is thorough, the person’s next draft to the paper will probably be
more thorough. Try to stay away from
differences in style such as diction.
In some situations there can be more than one effective way to state
something. Keep this in mind. Make sure that every editor has a copy of
the editing checklist and they understand each of the items on the list. Consider class dynamics when passing out the
papers if students have had problems with each other in the past you may want
to give them someone else’s paper. Read
through the checklist with the class.
Day: 7 Teacher: Mr.
Ealy
Subject: Composition
Grade: 11 QCC(s) 26, 27, 31, 39, 45, 46
General
Objective: Students will:
·
Read
a wide range of literature from many periods in many genres to build an
understanding of the many dimensions of human experience.
·
Employ
a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of
purposes.
·
Develop
an understanding of and respect fro diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Introduction: Today we will look at how “Advancing Luna and Ida B. Wells” ties
in with the theme of convergence of cultures.
We will look at the situation that occurs in the story and work as group
to talk about some things you would do the resolve the dilemma the narrator of
this story is faced with. We will also
look at some of the similarities this story has with To Kill a Mockingbird.
Specific
Objectives: Students will:
·
Invent
solutions to problems using metaphors, analogies, brainstorming, models, and
role-playing.
·
Read,
discuss and analyze world literature representing diversity.
·
Be
familiarized with the structural elements of literature.
·
Make
comparisons, predictions, generalizations, and draw conclusions.
·
Adapt
words and strategies to various situations and audiences.
·
Engage
in discussion as speaker and listener, critically and constructively
interpreting, analyzing, and summarizing ideas.
Procedures: Teacher will:
1.
Introduce
the short story Advancing Luna and Ida B. Wells by Alice Walker.
2.
Allow
students to read the story in class.
3.
Lead
discussion in how the story ties in with the theme of convergence of cultures.
4.
Assign
groups to discuss and compose what they would do if they were the narrator of
the story to resolve the dilemma faced.
5.
Lead
a class discussion about the similarities between this story and To Kill A
Mockingbird.
Closing: As you can see there are many similarities between this story and
To Kill a Mockingbird. They
illustrate what happens when different cultures are exposed to one
another. Tomorrow we will look at
poetry that illustrates this cultural convergence we have discussed they past
few days.
Materials: Copies of “Advancing Luna and Ida B. Wells”, paper, pens
Assignments: Continue reading To Kill a Mockingbird writing assessment
due the last day of the grading period
Extender/Back-Up
Activities: Have class read To Kill a Mockingbird
Provisions
For Individual Differences:
Teacher
Notes: I will let the class know the importance of
looking at the title of a story for clues or explanations that the author may
be trying to give the reader. I will
ask if anyone wants to go to the computer to look up Ida B. Wells. If no one volunteers I will explain to the
class that she was a Lawyer who defended black males who were falsely accused
of raping white women. We can discuss
the time period that Ida B. Wells lived in compared to the time of the short
story. We can discuss why the main
character has a dilemma is it because she is a black civil rights activist and
the man her white friend is raped by is a black civil rights worker. Ask the
question is there anyway the attitudes displayed in a story like To Kill a
Mockingbird can be responsible for the attitudes of the narrator in
“Advancing Luna.” Discuss with the
class what relationships were like between blacks and whites during these
times.
Supplementary
Materials:
Day: 8 Teacher: Mr. Ealy
Subject: Composition
Grade: 11 QCC(s) 27, 28, 36, 46, 57
General
Objective: Students will:
·
Read
a wide range of literature from many periods in many genres to build an
understanding of texts, of 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.
·
Develop
an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
Introduction: We have looked at short stories and we have been reading To
Kill a Mockingbird. Today we will
look at some Native American poetry and explore the effects converging cultures
had on these poems. We will look at
works by Ted Wilburn and T.W. Martindale.
Specific
Objectives: Students will:
·
Read,
discuss, and analyze world literature representing diversity.
·
Analyze
literature according to characterization, mood, tone, plot, and point of view.
·
Interprets
literal and nonliteral meanings of words and phrases.
·
Engages
in discussion as speaker and listener, critically and constructively
interpreting, analyzing, and summarizing ideas.
·
Understand
that English usage is shaped by social, cultural, and geographic differences.
Procedures: Teacher will:
1.
Introduce
lesson to students and allow the students to read the poems.
2.
Encourage
students to respond to the poems they have just read.
3.
Lead
discussion in the Trail of Tears and how this affected the Cherokee Indians.
4.
Ask
students to write how the discussion changes their response to the poems if
they did at all.
5.
Ask
students to add a final stanza to either of the poems just discussed.
Closing: Today we read poetry that deals with the effects the settlers of
the new world had on the natives that were already there. The convergence of cultures once again
creates many changes for both cultures.
Materials: Copy of poems, paper, extra pens
Assignments: finish reading to kill a mockingbird by next Monday. Writing assignment due on the fifteenth day.
Extender/Back-Up
Activities: Students will be allowed to read To Kill
a Mockingbird.
Provisions
For Individual Differences:
Teacher
Notes: The fact that the settlers of the new world
were embarking on an inhabited world will be stressed. The different stereotypical views of Native
Americans during this time will be discussed.
Supplementary
Materials:
Day: 9 Teacher: Mr.
Ealy
Subject: Composition
Grade: 11 QCC(s) 33, 56, 61
General
Objective: Students will:
·
Adjust
their use of spoken, written, and visual language to communicate effectively
with a variety of audiences for a variety of purposes.
·
Apply
knowledge of language structure, language conventions, media techniques, figurative
language, and genre to create, analyze, and discuss print and nonprint texts.
·
Use
spoken, written, and visual language to accomplish their own purposes.
Introduction: I went over the peer
editing assignment, decided that we needed to cover a few comma rules and once
we are done, we will watch our second thirty-minute session of Eyes on the
Prize, and discuss the effects converging cultures cause in this piece and
the implications it could have on the society as a whole.
Specific
Objectives: Students will:
·
Experience
a variety of nonprint resources as a part of the study of literature and
vocational/technical writing.
·
Use
a variety on sentence patterns that emphasize subordination and coordination.
·
Organize,
select, relate ideas and develops them into coherent, multi paragraph
compositions.
Procedures: Teacher will:
1.
Administer
lesson on coordinating conjunctions as it relates to commas and introductory
adverbial phrases as it relates to the comma.
2.
Allow
students to practice the skill that the lesson is teaching.
3.
Present
video to students.
Closing: Please try to remember the comma rules these mistakes were
prevalent in the peer-editing piece of writing. Tomorrow we will cover MLA format which your papers should follow
this format.
Materials: Transparency, markers VCR, video.
Assignments: Should be finishing up To Kill a Mockingbird also you
should begin drafting convergence of cultures paper.
Extender/Back-Up
Activities: Read To Kill a Mockingbird or show
more of the Eyes on the Prize video.
Provisions
For Individual Differences: Allow students with poor
vision to sit towards the front of the classroom.
Teacher
Notes: I will start the lesson off by asking does
anyone know what the coordinating conjunctions are and if no one can name them
I will list them on the board. Once
they are listed on the board, I will ask if anyone knows what coordinating
conjunctions do within the sentence or how they function. I will write a sentence on the board and I
will allow the students to practice this technique with a sentence-combining
handout. An easy way to remember
coordinating conjunctions is fanboys.
Which stands for: for, and, nor, but, or, yet, and so. When there are two independent clauses,
which are two sentences that can stand on their own and is separated by one of
these conjunctions, a comma is placed before the conjunction.
Supplementary
Materials: Handout containing sentence exercise.
Day: 10 Teacher:
Mr. Ealy
Subject: Composition
Grade: 11 QCC(s) 59, 60
General
Objective: Students will:
·
Employ
a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of
purposes.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Introduction: Yesterday we looked at a video that may provide you with
additional points of view to add to your convergence of cultures paper. Today we will begin to look at MLA format,
which is the format that the paper needs to be in. We will also compare elements of the different works we have
explored to elements of To Kill a Mockingbird.
Specific
Objectives: Students will:
·
Gather
information from print and nonprint sources; writes orders, descriptions and
reports using research; quotes, paraphrases and summarizes accurately; and
cites sources properly.
·
Use
the tools and resources of writers.
Procedures: Teacher will:
1.
Present
proper MLA format to students utilizing the board as well as transparencies.
2.
Allow
students to practice MLA format and answer any questions they have regarding
the proper format.
3.
Lead
discussion of works looked at to date and compare to To Kill a Mockingbird as
it relates to the theme of convergence of cultures.
4.
Provide
students with MLA resource to refer to when writing their paper.
Closing: This lesson should allow you to continue working on your second
draft of your writing assignment on convergence of cultures, which is due on
Monday. We will once again utilize peer
editing on these assignments.
Materials: MLA Handbook, Transparency, overhead projector, markers.
Assignments: Have second rough draft on Monday and continue To Kill a
Mockingbird.
Extender/Back-Up
Activities: Allow in class reading of To Kill a
Mockingbird.
Provisions
For Individual Differences: Allow student with poor
vision to adjust seating arrangement.
Teacher
Notes: It is important when using MLA format to
realize it is something you have to constantly refer to a handbook with. It is constantly changing so everyone will
refer to the source I have provided for you in class. It stands for modern language association. It makes it easier when one reads different
papers to have one standard way to do papers.
Does anyone know why it is important to cite were you found information
from or what work you have taken something from? Relate this topic to ownership and stealing. Be sure to allow the students an opportunity
to practice writing the format in class so they will have some practice before
they have to do it on their own. Remind
the students of the theme of convergence of cultures and ask them what the term
means. I will ask the class to give me
examples of some works we have read and how the work deals with converging
cultures. Ask the students how do the
cultures converge in a given work.
Encourage the students to explore what happens because of the cultures
converging. Is this result good or
bad? There are many aspects of cultures
converging because culture is a very complex word.
Supplementary
Materials: Transparencies with example papers.
Day: 11 Teacher:
Mr. Ealy
Subject: Composition
Grade: 11 QCC(s) 38, 42, 50, 51
General
Objective: Students will:
·
Adjust
their use of spoken, written, and visual language to communicate effectively with
a variety of audiences and for different purposes.
·
Apply
knowledge of language structure, language conventions, media techniques,
figurative language, and genre to create, analyze, and discuss print and
nonprint texts.
·
Participate
as knowledgeable, reflective, creative and critical members of a variety of
literacy communities.
·
Use
spoken, written, and visual language to accomplish their own purposes.
Introduction: We discussed on Friday the different ways material we have viewed
or read in class relates to To Kill a Mockingbird. Could you please hand in your second draft
of the writing assignment so we can begin peer editing. Remember we are looking at grammar as well
as how it relates to the theme convergence of cultures.
Specific
Objectives: Students will:
·
Analyze
explicit and implicit main ideas, details, sequence of events, and cause/effect
relationships.
·
Improve
ability to use standard American English in prepared presentations.
·
Show
progress in mastering grammatical systems and patterns of usage.
·
Participate
in a writing process that includes prewriting, drafting, revising, editing,
proofreading, and publishing with emphasis on revision.
Procedures: Teacher will:
Provide
students with the peer editing guidelines.
Distribute
papers to students for editing.
Monitor
progress of editing by circulating the room and answering questions.
Closing:
Materials: Pens
Assignments:
Extender/Back-Up
Activities: In class reading of To Kill a Mockingbird
Provisions
For Individual Differences:
Teacher
Notes: Remember to be specific in comments that you
put on a peers paper. You will be
graded based on if you can effectively edit a peer’s paper. It is always helping to reread sections that
you find problematic. Remember that you
are helping the person if you point a problem area out not if you ignore a
problem area. It cannot be improved if
you simply skip over it because they are your friends.
Supplementary
Materials: Editing directions and guidelines.
Day: 12 Teacher: Mr. Ealy
Subject: Composition
Grade: 11 QCC(s) 26, 27, 31, 36, 47
General
Objective: Students will:
·
Read
a wide range of print and nonprint tests to build an understanding of texts, of
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.
·
Read
a wide range of literature from many periods in many genres to build an
understanding of the many dimensions of human experience.
·
Adjust
their use of spoken, written, and visual language to communicate effectively
with a variety of audiences and for different purpose.
·
Use
spoken, written, and visual language to accomplish their own purposes.
Introduction: As you know we
have looked at many works revolving around the theme of converging
cultures. Today we will look at
Flannery O’Connor’s “Everything That Rises Must Converge.” We will then write what we think will happen
next to continue the story.
Specific
Objectives: Students will:
·
Invent
solutions to problems using metaphors, analogies, brainstorming, models, and
role-playing.
·
Read,
discuss and analyze world literature representing diversity.
·
Be
familiar with the structural elements of literature.
·
Interpret
literal and nonliteral meanings of words and phrases.
·
Conceive
and develop ideas about a topic for the purpose of speaking to a group; chooses
and organizes related ideas; present them clearly in standard American English;
and evaluate similar presentations by others.
Procedures: Teacher will:
Allow
students time to read the “Everything That Rises Much Converge.”
Lead
discussion of story relating it to the theme of convergence of cultures.
Divide
students into groups to discuss what would happen if they added another
paragraph to end the story.
Monitor
and assist groups in composing this paragraph.
Closing: This assignment allowed you the reader to look beyond the story
to envision what effect it may or may not have and to respond to or add to what
was previously written. We will get
the opportunity tomorrow to look at poetry as a response to previously
published poetry.
Materials: Paper
Assignments: Final draft of the two page convergence of cultures paper.
Extender/Back-Up
Activities:
Provisions
For Individual Differences:
Teacher
Notes: Look at the title of the story for clues or
hints of theme. Does O’Connor use the
word converge in the same way we are using converge. What cultures are converging in the story? What characters do you like or can identify
with in this story. What are some
symbols of convergence in this story?
Could it be the women in the story are both wearing the same hat? They are both sitting on the same bus. What view does each of the characters have
of the others culture. Can the old
women cope with these cultures converging?
Can the black women cope with these cultures converging? Can the old woman’s son cope with the
cultures converging? How do you feel
when the old woman has the heart attack?
What character doe you feel the most sympathy for in this story. How do you think the story should end? What happens to these characters after this
scenario? Remember this is your ending
to the story there are no right or wrong endings.
Supplementary
Materials:
Day: 13 Teacher: Mr. Ealy
General
Objective: Students will:
·
Read
a wide range of print and nonprint texts to build an understanding of texts, of
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.
·
Read
a wide range of literature from many periods in many genres to build an
understanding of the many dimensions of human experience.
·
Develop
an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic group, geographic regions, and social roles.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Introduction: Yesterday we looked at a short story and responded to it and
today we will look at Langston Hughes’ poem “I too sing America” which is a
response to Walt Whitman’s “I Hear America Singing.”
Specific
Objectives: Students will:
·
Read,
discuss and analyze world literature representing diversity.
·
Interpret
literal and nonliteral meanings of words and phrases.
·
Make
comparisons, predictions, generalizations, and draw conclusions.
·
Attribute
information and quotations to their sources.
Procedures: The teacher will:
1.
Allow
Students to read the poetry and respond to the poetry.
2.
Lead
discussion on if the poems are relevant to our convergence of cultures unit.
3.
Present
MLA lesson on citing works within the body of the paper.
Closing: We will continue tomorrow with an overall last look at the MLA
format and I will answer any questions that you have. You will also be given time to work on your papers which will be
due in two days.
Materials: Transparency, overhead projector, poetry handouts, MLA handbooks.
Assignments: Paper is due Friday as well as the oral presentation which will
be your in class grade for that same day.
Extender/Back-Up
Activities: In class time to work on papers, answer MLA
questions and questions on papers.
Provisions
For Individual Differences: Allow students who have
problems seeing the board to adjust seating.
Teacher
Notes: Remind the students of the differences
between blacks and whites at the time Walt Whitman wrote his poem and the time
in which Langston Hughes wrote his poem.
Ask if things were better or worse for blacks during this time. Discuss the many books and plays that
Langston Hughes published. Why does
Hughes even respond to the Whitman poem?
What comes to mind when you think of singing in the Hughes poem? Possibly Negro spirituals. Do these same images come to mind when you
think of Whitman’s poem? Is it ordinary
for a black man to be reading Whitman in 1925?
What was the education rate for blacks during this time? Do the poems illustrate a convergence of
cultures? Could Hughes be stating that
blacks are a part of the American culture and in the future, they will be more
of a part? Does this poem speak to the
treatment of other minorities in the present?
Remind theme that I do not want theme to use outside sources other than
the works. I want them to cite the
works as they quote from them. Be sure
I leave the examples of the cited sources up long enough so students can copy
the examples. Be sure to follow up the
examples given by showing them in the handbook were similar examples can be
found.
Supplementary
Materials: Hand out with poetry.
Day: 14 Teacher:
Mr. Ealy
General
Objective: Students will:
·
Read
a wide range of print and nonprint text to build an understanding of texts, of
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.
·
Read
a wide range of literature from many periods in many genres to build an
understanding of the many dimensions of human experience.
·
Use
a variety of technological and information resources to gather and synthesize
information and to create and communicate knowledge.
Introduction: We have completed all of the in class readings that will be done
during this unit. Today we will review
the MLA format for a paper and we will review each of the works we have covered
relating theme to the theme of convergence of cultures. There will be a question and answer session
regarding the papers and presentations that are due tomorrow.
Specific
Objectives: Students will:
·
Read,
discuss and analyze world literature representing diversity.
·
Engage
in discussion as speaker and listener, critically and constructively
interpreting, analyzing, and summarizing ideas.
·
Participate
in a writing process that includes prewriting, drafting, revising, editing,
proofreading, and publishing with emphasis on revision.
·
Attribute
information and quotations to their sources.
Procedures: Teacher will:
1.
Present
MLA overview to class.
2.
Review
the different stories that have been viewed or read during the three weeks.
3.
Answer
questions that anyone has regarding papers.
4.
Give
directions for the in class presentations and answer questions about
presentations.
Closing: I hope everyone’s questions have been answered regarding MLA
format as well as the assignments that are due tomorrow.
Materials: Transparency, overhead projector, MLA handbook.
Assignments: Paper and presentation due tomorrow.
Extender/Back-Up
Activities: Look at student’s papers that are struggling
Provisions
For Individual Differences: Allow students with poor
vision to adjust seating.
Teacher
Notes: Remind students to have a copy of the MLA
handbook so they can look through as they are composing the final draft of the
paper. This unit was to look at how
cultures respond to differences and what happens because of the new things
being introduced to a given culture. Do
cultures change the same way that language changes. What are some positive and negative aspects of one culture being
exposed to another? Are these
discussions relevant to what we experience today. What was your favorite work that we looked at? What was your least favorite? Your presentations are only to be two
minutes you can either read them or perform them to the class. Remember they should be in second
person. You will be addressing the
character. Choose a character that you
have much to comment about and do not be afraid to have fun with the
assignment.
Supplementary
Materials: Handout with directions for presentation.
Day: 15
Teacher: Mr. Ealy
Subject: Composition
Grade: 11 QCC(s) 26, 27, 31, 42, 46
General
Objective: Students will:
·
Read
a wide range of print and nonprint texts to build an understanding of texts, of
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.
·
Apply
a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts drawing on their prior experience, their interactions with other readers
and writes, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Introduction: We have reached the culmination of our convergence of cultures
unit. We have looked at many different
works in many different ways. If
everyone could please pass in their papers as I come around, we can start on
the presentations.
Specific
Objectives: Students will:
·
Invent
solutions to problems using metaphors, analogies, brainstorming, models, and
role-playing.
·
Read,
discuss and analyze world literature representing diversity.
·
Be
familiar with the structural elements of literature.
·
Improve
ability to use standard American English in prepared presentations.
·
Engage
in discussion as speaker and listener, critically and constructively
interpreting, analyzing, and summarizing ideas.
Procedures: Teacher Will:
1.
Collect
papers to be graded.
2.
Assess
each student’s presentation providing him or her with instant feedback as to
what his or her grade is.
3.
Monitor
class while student’s present assignments.
4.
Lead
discussion on final thoughts of the unit.
Closing: I hope that each student has learned something through the works
presented about the different results caused by converging cultures. There could have been many different works
chosen for these units. I hope that
these were effective in promoting the theme of convergence of cultures.
Materials: None
Assignments: None
Extender/Back-Up
Activities: Class discussion, suggestions for future
units.
Provisions
For Individual Differences:
Teacher
Notes: Ensure the students that they have a solid
grasp of the information based on the in class assignments that they have
completed. Ask for feedback regarding
works that they felt should or should not have been included in the unit. Do not take up much time talking in the
beginning just in case presentations run long.
Monitor noise level while students are presenting.
Supplementary
Materials: None