||The Watsons Go To Birmingham
||Vivian Barker: email@example.com
||English Language Arts
||Understanding, Tolerance, Prejudice, Diversity
|Content Standards and Objectives
||analyze the defining characteristics, build background knowledge and apply reading skills to understand a variety of literary passages and genres by West Virginia, national and international authors:
||determine and interpret the elements of literature to construct meaning and recognize author’s purpose and/or reader’s purpose:
- internal conflict
- rising and falling action
- point of view
||recognize connections among ideas in literary and informational text (e.g. text to self, text-to-text, text to world connection) and recognize that global awareness promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences.
||increase amount of independent reading and select appropriate graphic organizers (e.g., diagrams, flow charts, story maps, outlines, concept maps, tables, reading guides) to analyze relationships among more complex ideas generated while reading.
||use notes to create an outline for developing a written and/or oral presentation noting the inclusion of computer graphics.
||use pre-writing, editing and revision techniques (e.g., read, draft aloud, peer feedback or a provided rubric) to vary sentence length, change sentence order, eliminate organizational errors, and use vivid and concise words to create a personal style or voice while clarifying and enhancing the central idea.
||from a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid, precise words.
model effective oral communication skills (e.g., tone, volume, rate, audience, etiquette, standard English) through the presentation of
|21st Century Learning|
|Information and Communication Skills:
- 21C.O.5-8.1.LS1 - Student, when presented with a problem, identifies the information needed, uses text, people, online databases and search engines to filter relevant information efficiently, analyzes information for biases, synthesizes information gathered and creates an effective and efficient response to the problem.
- 21C.O.5-8.1.TT1 - Student connects peripheral devices (e.g., scanners, digital cameras, video projectors, USB drives, printers, media storage devices) to computers and uses them efficiently and effectively. Student accesses server and/or network resources (e.g., file folders/software programs, bookmarked sites).
|Thinking and Reasoning Skills:
- 21C.O.5-8.2.LS1 - Student engages in a critical thinking process that supports synthesis and conducts evaluations by applying comprehensive criteria.
- 21C.O.5-8.2.LS4 - Student creates thoughtful ideas and solutions and takes risks as he/she works toward goal despite mistakes. Student begins to consistently think of all the possibilities and diverges to become more expansive with his/her thoughts/ideas that lead to the creation of original products.
|Personal and Workplace Skills:
- 21C.O.5-8.3.LS1 - Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.
- 21C.O.5-8.3.LS4 - Student demonstrates ethical behavior and works responsibly and collaboratively with others, in academic and social contexts, to accomplish both individual and team goals related to improved academic, extracurricular and co-curricular performances.
- 21C.O.5-8.3.TT2 - Student conducts online research and evaluates the accuracy, relevance, and appropriateness of electronic information sources.
- 21C.O.5-8.3.TT4 - Student complies with county acceptable use policy. Student discusses legal and ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism) and predicts the possible effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on the individual and society, as well as identify methods for addressing these risks.
||1. What are examples of prejudice in early history?
2. What are the issues explored in The Watsons Go To Birmingham?
3. How has life changed today as opposed to the 1960’s, and how has it stayed the same?
4. What are the drawbacks of prejudice and the positive aspects of diversity?
|Student Will KNOW:
||The learners must be able to: know the geographic locations of the story, realize the events from the 60’s had an impact on today’s world, relate those events to today’s world, and be able to connect the past with the present dealing with social prejudices.
|Student Will UNDERSTAND:
||The learners must understand how to apply their knowledge of eliminating prejudice and embrace diversity in their school lives and adult lives.
|Student Will Be Able To DO (Skill):
||Conduct research, evaluate sources, and reference relevant information
Independent Reading, summarizing
Demonstrate understanding of tolerance and prejudice through presentation of choice – either research or project based on learned information
|Research-Based Instructional Strategies:
- Anticipation Guide
- K-W-L Charts
- Vocabulary development
- Frayer Model Outline
- Language Collection Sheets
- Paired Reading
- Venn Diagram
- Compare/Contrast Organizer
- Story Map – Literary Element, Character Map/Change
- Flow Chart
- Pair/Share for research and investigation
Double Entry Journal
||World Wide Web – students are to use search engines to locate websites
Video Clips – School or local library of the 1960’s
Price Lists of food, motels, gas, etc. from the 60’s and now - can get cards from Cracker Barrel, etc
Thumb Up or Down for Questioning
Yes/No or Red/Green Cards
Pair Share or Group Answer for Questioning
WV 6 Point Rubric for writing
Writing Buddies Rubric
Oral Presentation Rubric
Poster and Project
Oral Presentation Rubrics
||September 04, 2007
||December 17, 2007
|Unit Plan Outline
The Watsons Go To Birmingham: Lesson 1
The Watsons Go To Birmingham: Lesson 2
The Watsons Go To Birmingham: Lesson 3
The Watsons Go To Birmingham: Lesson 4
The Watsons Go To Birmingham: Lesson 5
The Watsons Go To Birmingham: Lesson 6
The Watsons Go To Birmingham: Lesson 7
The Watsons Go To Birmingham: Lesson 8
The Watsons Go To Birmingham: Lesson 9
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The Watsons Go To Birmingham: Lesson 11
The Watsons Go To Birmingham: Lesson 12
The Watsons Go To Birmingham: Lesson 13
The Watsons Go To Birmingham: Lesson 14