Declarations of Independence
u Table
of Contents
Unit
Overview
u
Teacher’s
Guides & Handouts
In
The Time of the Butterflies
u
Technology
Integrated Activities
In
The Time of the Butterflies
A Character’s Campaign Project
Additional
Resources
Literature
Selections
Film
& Web Resources
Other
Lesson Plans
“Declarations
of Independence”
Sub-themes:
self-realization, individuals & society, growing up, parents/children,
freedom
Disciplines: American Literature
Composition
Art
United States History
Technology
Music
Grade
Level:
Eleventh grade
Ability Level: Medium - High
English
Standards: (from IRA/NCTE)
1. Students read a wide range of print and nonprint texts to build an understanding of texts, themselves, and of the cultures of the United States and the world.
2. Students read a wide range of literature from many periods and many genres.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
4. Students adjust their use of spoken, written, and visual language to communicate with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write.
6. Students apply knowledge of language structure, conventions, media techniques, figurative language and genre to create, critique and discuss texts.
7. Students conduct research on issues and interests.
8. Students use a variety of technological and informational resources.
9. Students develop an understanding of and respect for diversity.
11. Students participate in a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes.
English
III Competencies (from
NCSCOS)
1: Demonstrate increasing insight and reflection to print and nonprint text through personal expression.
2: Inform an audience by using a variety of media to research and explain insights into language and culture.
3: Demonstrate increasing sophistication in defining issues and using argument effectively.
4: Critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
5: Interpret and evaluate representative texts to deepen understanding of literature of the United States.
6: Apply conventions of grammar and language usage.
Technology
Competencies:
(from NCDPI/ English 9-12)
3.1 Use word processing and/or desktop publishing for a variety of writing assignments/projects.
3.2 Use electronic resources for research
3.3 Select and use technological tools for class assignments, projects, and presentations.
3.4 Adhere to Fair Use and Multimedia Copyright Guidelines, citing sources of copyrighted materials in papers, projects, and presentations.
Music Competencies: (from NCDPI/ 9-12)
6: Listen to, analyze, and describe music.
7: Evaluate music and musical performances.
8: Understand relationships between music, other arts, and disciplines outside the arts.
9: Understand music in relation to history and culture.
Visual Arts Competencies: (from NCDPI/ 9-12)
1: Develop critical and creative thinking skills and perceptual awareness necessary for understanding and
producing art.
3: Organize the components of a work into a cohesive whole through knowledge or organizational principles of design and art elements.
5: Understand the visual arts in relation to history and cultures.
7: Perceive visual connections between visual arts and other disciplines.
Unit Goals:
1. Identify persuasive techniques, analyze their effectiveness, and apply to students’ own work.
2. Recognize cause/effect relationship of independence.
3. Utilize technology to research and prepare presentations.
4. Cooperate with others to create a group project, and to enhance an individual project.
5. Analyze cause/effect of artwork and music.
6. Relate studies in psychology to a piece of literature.
Poetry
America - Claude McKay
Bell’s for John Whiteside’s Daughter - John Crowe Ransom
Each and All - Ralph Waldo Emerson
Home Burial - Robert Frost
Identity - Julio Noboa Polanco
I, Too - Langston Hughes
Miniver Cheevy - E.A. Robinson
Song of Myself - Walt Whitman
Stanzas on Freedom - Russell Lowell
Those Winter Sundays - Robert Hayden
To a Daughter Leaving Home - Linda Pastan
Unknown Citizen, The - W.H. Auden
Valdeen Deforest - Mel Glenn
We Wear the Mask - Paul Laurence Dunbar
Short
Stories
Borders - Thomas King
Mystery of Heroism, A - Stephen Crane
Ordinary Woman, An - Bette Greene
Revolt of Mother, The - Mary E. Wilkins Freeman
Rockpile, The - James Baldwin
Story of an Hour, The - Kate Chopin
Novels
& Plays
Catcher in the
Rye -
J.D. Salinger
Glass Menagerie, The -
Tennessee Williams
In The Time of the Butterflies
- Julia Alvarez
Raisin in the Sun, A -
Lorraine Hansberry
Nonfiction
American Declaration of
Independence - Thomas Jefferson
Iroquois Constitution, The
- anonymous
Leaving Home: Understanding the
Transition to Adulthood - Graber & Dubas
Self-Reliance - Ralph Waldo
Emerson
Speech in the Virginia Convention - Patrick Henry
Why We Do What We Do -
Edward Deci
Students write their own credo, or statement of belief, expressing
their most strongly held opinions and values.
Students form groups and draft petitions to redress something at the
school. They present
their petition to the student council and/or get it published in the
school newspaper.
Students write a letter to their parents trying to persuade them to
do or not do something. Parents respond to students in a letter of
their own.
Students choose a modern day song that speaks of revolution,
something that needs to be changed or addressed. They write an essay explaining the
song and it’s significance.
Students examine several paintings of revolutionary moments. They
compare and
contrast the paintings, and relate one to a scene from a play we are
reading.
Colonial & Revolutionary Philadelphia - www.ushistory.org
Scottish independence - www.freescotland.com
Service dogs for the mobility impaired - www.independencedogs.org
Quebec independence - www.nonline.com/procon/html/proQuebec.htm
Library of Congress - lcweb.loc.gov/exhibits/
Young Adults with learning disabilities - www.independencecenter.com
Puerto Rican independence - www.englishfirst.org/puerto.htm
Alaskan independence - www.akip.org/
The Revolutionary War - www.revwar.com
Colonial & Revolutionary America - www.earlyamerica.com
United States History - www.historyplace.com
The Declaration of Independence of the 13 Colonies - www.worldquest.com/law/declare.htm
The History Channel - Declaration of Independence - www.historychannel.com/exhibits/index.html
Hypertext version of Declaration - www.duke.edu/eng169s2/group1/lex3/firstpge.htm
B.2 PRO Documentation
following the Completion of Your Project
Catcher
in the Rye
WebQuest Results
As
a full-time graduate student, I do not have regular contact with a group of
students. I was hesitant at first to impose on teens I knew personally, or
to “pop-in” a strange class for a day. Finally, I enlisted the help of
relatives, friends, and a former student to fulfill this requirement of the
project. Without realizing it, I collected a group of students all in
honors English classes. After
initially contacting my “students”, I sent each a letter explaining what
I needed them to do and a rubric for evaluating the Web Quest (see
attached). I allowed them approximately three weeks to complete the
activity, but had to remind them of my deadline. Eventually, they all
responded.
Two
of my participants informed me that they had not yet read Catcher in the Rye, but went ahead with the Quest. Their responses
to the forum, therefore, were quite short and generic. They were also my
youngest participants - in ninth & tenth grade.
The
other three participants had read the novel, and their responses were
lengthier and more personal. The former student expressed great enthusiasm
over the links, and remarked that he wished I had developed this while he
was in my class. He and the two older girls told me they had spent a lot of
time exploring the Catcher links
just because these sites were interesting.
Overall,
I was pleased with how this assignment turned out. It was exciting to see
students responding on the web forum, and I can see how that part of the
project has great possibilities. Several participants forgot to print out
their comment, though, and I had to go back and do that. The results from
the rubrics were basically what I expected. High marks on content, and low
marks on aesthetics and evaluation. I would like to learn more about
designing web pages, so I can add graphics and “pizzazz” to this Web
Quest. Attaching an evaluation rubric for students to download would also
improve it. The rubric was a quick and easy way for my participants to
evaluate the Web Quest, but I now wish I had asked open-ended questions, or
for general comments, to get a better sense of what exactly they liked and
disliked. Although it is unlikely they would have read Catcher
in the Rye, it would also have been helpful to get feedback from an
average or lower-level student.
I
am very glad that I was introduced to Web Quests. They are a high-interest,
high- motivation educational tool. I plan to develop more in the future.
Hello and thank-you for
participating in my project!
I have created a WebQuest concerning
censorship of The Catcher in the Rye and need some feedback in order
to make improvements. That is where you come in!
Here is how you can help me:
1. Go to http://www.kn.pacbell.com/wired/fil/pages/webcatcheral.html
2. Read through the WebQuest,
following any instructions.
3. After following the links, post a
response to one of the on-line forums.
***Please print out your response for me!***
4. You will not be participating in
the mock school board meeting, so don’t worry
about that part of the Quest.
5. Please complete the attached
evaluation rubric about the WebQuest.
Title of WebQuest: “What’s All The Fuss About?” Author of WebQuest: Alyssa Fountain
Evaluator
Information:
Name : _________________________________________________ Date of Evaluation: ___________________
School: __________________________________________________ Grade Level: ________________________
Current English Course:___________________________________ Current English Grade: ______________
Directions: Score the WebQuest in each of the categories. Add up the
individual scores to get the total. If it seems to fall between the points,
feel free to score it with in-between points.
|
CATEGORY |
0
- 1 point |
2
- 3 points |
4
- 5 points |
SCORE |
|
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources.) |
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|
Overall Visual Appeal |
Background is gray. There are few or no graphic elements. No variation in layout or typography. |
There are a few graphic elements. There is some variation in type, size, color, and layout. |
Appealing graphic elements are included appropriately. Differences are used well. |
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Introduction |
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Motivational Effectiveness |
Introduction is purely factual, with no appeal to relevance or social importance. |
Introduction relates somewhat to the learner’s interests and/or describes a compelling question or problem. |
Introduction draws the reader into the lesson by relating to his interests and/or engaging description. |
|
|
Cognitive Effectiveness |
Introduction doesn’t prepare the reader for what is to come. |
Introduction makes references to learner’s prior knowledge and previews to some extent what the lesson is about. |
Introduction builds on the learner’s prior knowledge by mentioning concepts or principles, and prepares the learner by foreshadowing new ones |
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Task (The
task is the end result of student efforts, not the steps.) |
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Cognitive Level |
Task requires simply comprehending web pages and answering questions. |
Task requires analysis of information and/or putting together information from several sources. |
Task requires synthesis of multiple sources of information, taking a position, or going beyond the data given. |
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Technical Sophistication |
Task requires simple verbal or written response. |
Task requires use of word processing or presentation software. |
Task requires use of multimedia software, video, or conferencing. |
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Process
(The process is the step-by-step description of how
students accomplish the task.) |
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Clarity |
Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. |
Some directions are given, but there is missing information. Students might get confused. |
Every step is clearly stated. Most students would know exactly where they were in the process and what to do next. |
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|
CATEGORY |
0
- 1 point |
2
- 3 points |
4
- 5 points |
SCORE |
|
Process con’t. |
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Richness |
Few steps and no separate roles assigned. |
Some separate roles or tasks assigned. More complex activities required. |
Lots of variety in the activities performed. Different roles and perspectives are taken. |
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Resources (You
should evaluate all resources linked to the page, and any off-line
resources.) |
|
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Quantity |
Few on-line resources used. |
Moderate number of resources used. |
Many resources provided, including off-line resources. |
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Quality |
Links are boring. They lead to information that could be found in a classroom encyclopedia. |
Some links carry information not ordinarily found in a classroom. |
Links make excellent use of the Web’s timeliness and colorfulness. |
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Evaluation |
|
|
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|
Clarity of Criteria |
Students have no idea on how they’ll be judged. |
Criteria for success are at least partially described. |
Criteria for success are clearly stated, and perhaps in the form of a rubric. |
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TOTAL
SCORE |
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based
on a draft for evaluating WebQuests found at:
http://edweb.sdu.edu/webquest/webquestrubric.html
v Catcher in the
Rye WebQuest v
After
students have finished reading the novel, they will explore its past and
present censorship. They will synthesize what they learn in a mock school
board meeting.
English III - “The
learner will”:
1.
Demonstrate
increasing insight & reflection to print texts through personal
expression.
1.2. Reflect & respond so that the audience will discover
multiple perspectives, investigate connections between life &
literature, explore how student’s life experiences influence his
or
her response to the selection, recognize how the responses of others may be
different, and
consider cultural or historical significance.
2.
Use a variety of media to research and explain insights into language &
culture to an audience.
2.1. Locate facts and details for purposeful elaboration, organize
information to create a
structure for purpose,
audience, and context, exclude extraneous information, provide
accurate
documentation.
2.2. Demonstrate proficiency in accessing and sending information
electronically, using conventions
appropriate to the audience.
2.3. Respond to informational texts by paraphrasing main ideas and
supporting details, and explaining
significant connections among the speaker’s purpose, tone, biases, and the
message for the intended
audience.
3.
Demonstrate increasing sophistication in defining issues and using argument
effectively.
3.1. Establish and defend a point of view, and respond respectfully
to viewpoints and biases.
3.2. Take a stance on an issue by reflecting viewpoints of Americans
of different times & places, showing sympathy
for the culture represented, supporting the argument with
specific
reasons.
3.3. Use argumentation for interpreting researched information
effectively, addressing concerns
of the opposition, using
logical strategies, developing a sense of completion.
4.
Critically analyze text to gain meaning, develop thematic connections, and
synthesize ideas.
4.3. Articulate a personal response to the message of the author and
evaluate the historical
significance of the work.
Technology - “The
learner will”:
1.
Understand the important issues of a technology-based society and will
exhibit ethical behavior.
1.1. Exhibit ethical behavior in using computer-based technology for
class assignments.
2.
Demonstrate knowledge & skills in the use of the computer and other
technologies.
2.1. Practice & refine knowledge and skills in keyboarding/word
processing/telecommunications
in preparing classroom
assignments.
2.2. Select and use appropriate technology tools to efficiently
collect, analyze, and display data.
3.
Use a variety of technologies to access, analyze, interpret, synthesize,
apply, and communicate information.
3.2. Use electronic resources for research.
3.3. Use technological tools for class assignments.
3.4. Adhere to Fair Use and Multimedia Copyright Guidelines.
60
- 90 minutes for research
45
minutes for role playing
Computer
access for students.
Students
should be familiar with argumentation and propaganda. They should have a
working understanding of Catcher in the Rye. Students should know the
components of a WebQuest, and how to maneuver between web sites while
participating in one.
1.
Review the purpose and parts of a WebQuest.
2.
Take students to the WebQuest site at the following URL:
http://www.kn.pacbell.com/wired/fil/pages/webcatcheral.html
3.
Students complete the WebQuest task.
4.
Assign students different roles for the mock school board meeting.
5.
Conduct a mock school board meeting while students role play.
6.
Have students reflect on the experience in their journals.
1.
Have students print out their response on censorship. Grade this based on
the accuracy and strength of their supporting reasons.
2.
Assign a participation grade for the role playing.
If
there is not sufficient time to complete this entire WebQuest, students can
complete a shorter task located at the following URL:
http://scrtec.org/wizard/HTML/2392.html
In The Time of the Butterflies
Many
students have not heard of the Dominican Republic, and this activity is a
way to introduce them to the country and the events of the novel.
NC DPI Goals & Objectives
English III - “The
learner will”:
1.
Demonstrate
increasing insight & reflection to print texts through personal
expression.
1.2. Reflect & respond so that the audience will discover
multiple perspectives, investigate
connections between life & literature, explore how student’s
life experiences influence
his or her response to the selection, recognize how the responses of
others may be
different, and consider cultural or historical significance.
2.
Use a variety of media to research and explain insights into language &
culture to an audience.
2.1. Locate facts and details for purposeful elaboration, organize
information to create a
structure for purpose, audience, and context, exclude extraneous
information, provide
accurate documentation.
2.2. Demonstrate proficiency in accessing and sending information
electronically, using
conventions appropriate to the audience.
2.3. Respond to informational texts by paraphrasing main ideas and
supporting details, and
explaining significant connections among the speaker’s purpose,
tone, biases, and the
message for the intended audience.
Technology - “The
learner will”:
1.
Understand the important issues of a technology-based society and will
exhibit ethical behavior.
1.1. Exhibit ethical behavior in using computer-based technology for
class assignments.
2.
Demonstrate knowledge & skills in the use of the computer and other
technologies.
2.1. Practice & refine knowledge and skills in keyboarding/word
processing/telecommunications
in preparing classroom assignments.
2.2. Select and use appropriate technology tools to efficiently
collect, analyze, and display
data.
3.
Use a variety of technologies to access, analyze, interpret, synthesize,
apply, and communicate information.
3.2. Use electronic resources for research.
3.3. Use technological tools for class assignments.
3.4. Adhere to Fair Use and Multimedia Copyright Guidelines.
Time Needed
30
- 45 minutes for research
45
minutes for presentations
Materials Needed
Computer
access for students.
Prerequisite Skills
This
is an anticipation guide, so students do not need any prerequisite skills
pertaining to the novel. Students will be working together in groups, so
they need basic cooperation skills. Additionally, they need to be
comfortable with accessing links from a web page.
Procedure
1.
Students complete the pre-reading worksheet and discuss responses.
2.
Students choose one or two partners to “Find Out More!”
3.
Take students to the web worksheet at the following URL:
http://scrtec.org/wizard/HTML/2554.html
4.
Students work in groups to research their particular topic using the links
provided.
5.
Students prepare a presentation to introduce their topic to the rest of the
class.
6.
Conduct a presentation day - each group will have 5-8 minutes to present.
Evaluation
Grade
the group presentations following a standard presentation rubric. Look for
accuracy and depth of information.
: Teleresearch
Project: Independence
:
Working with a partner,
students will use Internet resources to discover more about a recent or
current independence movement. They will analyze the factors involved in the
movement, and make either a prediction about the movement’s success, or a
judgment about the movement’s validity. Students will present their
findings.
NC DPI Goals & Objectives
English III - “The
learner will”:
1.
Demonstrate
increasing insight & reflection to print texts through personal
expression.
1.2. Reflect & respond so that the audience will discover
multiple perspectives, investigate connections between life &
literature, explore how student’s life experiences influence his
or
her response to the selection, recognize how the responses of others may be
different, and
consider cultural or historical significance.
2.
Use a variety of media to research and explain insights into language &
culture to an audience.
2.1. Locate facts and details for purposeful elaboration, organize
information to create a
structure for purpose,
audience, and context, exclude extraneous information, provide
accurate
documentation.
2.2. Demonstrate proficiency in accessing and sending information
electronically, using conventions
appropriate to the audience.
2.3. Respond to informational texts by paraphrasing main ideas and
supporting details, and explaining
significant connections among the speaker’s purpose, tone, biases, and the
message for the intended
audience.
3.
Demonstrate increasing sophistication in defining issues and using argument
effectively.
3.1. Establish and defend a point of view, and respond respectfully
to viewpoints and biases.
3.2. Take a stance on an issue by reflecting viewpoints of Americans
of different times & places, showing sympathy
for the culture represented, supporting the argument with
specific
reasons.
3.3. Use argumentation for interpreting researched information
effectively, addressing concerns
of the opposition, using
logical strategies, developing a sense of completion.
4.
Critically analyze text to gain meaning, develop thematic connections, and
synthesize ideas.
4.3. Articulate a personal response to the message of the author and
evaluate the historical
significance of the work.
Technology - “The
learner will”:
1.
Understand the important issues of a technology-based society and will
exhibit ethical behavior.
1.1. Exhibit ethical behavior in using computer-based technology for
class assignments.
2.
Demonstrate knowledge & skills in the use of the computer and other
technologies.
2.1. Practice & refine knowledge and skills in keyboarding/word
processing/telecommunications
in preparing classroom
assignments.
2.2. Select and use appropriate technology tools to efficiently
collect, analyze, and display data.
3.
Use a variety of technologies to access, analyze, interpret, synthesize,
apply, and communicate information.
3.2. Use electronic resources for research.
3.3. Use technological tools for class assignments.
3.4. Adhere to Fair Use and Multimedia Copyright Guidelines.
Time Needed
1
- 2 class periods for research
1
class period for presentations
Materials Needed
Computer
access for students.
Prerequisite Skills
Students
should be familiar with argumentation and propaganda, and the cause &
effect relationship of independence movements. Technologically, students
should know how to conduct Internet searches, and determine credible web
sites.
Procedure
1.
Review the cause & effect relationship of the American Independence
movement, and others previously studied.
2.
Students choose project partners.
3.
Distribute project guideline sheets to each group.
4.
Students conduct their teleresearch.
5.
Using criteria established during the introductory lesson to the American
Revolution, students will evaluate a recent or current independence
movement.
6.
Students will present their prediction/judgment to the rest of the class,
and include supporting reasons.
Evaluation
Students
will be graded using a rubric, which concentrates on accuracy and strength
of argument.
Extensions
1.
Students can prepare Powerpoint presentations.
2.
Students can compile a database of these independence movements.
Independence
esearch Date:_______________
Presentation:
Overview
Working with
a partner, you will use Internet resources to discover more about a recent
or current independence movement. You will analyze the factors involved in
the movement, and make either a prediction about the movement’s success,
or a judgment about the movement’s validity. You and your partner will
present their findings.
Guidelines
1. The
independence movement:
a. can be local, national, or international.
b. can involve a country, state, organization, or special population.
c. must be currently happening, or have been resolved in the past 5
years.
d. must be sufficiently large or well-known enough to easily
research.
2. Your
research:
a. can be continued at home.
b. must be conducted using Internet sources.
c. must include a minimum of 4 web sites.
d. must be well documented.
3. You have
two analysis options:
a. You can make a prediction
addressing these concerns:
1) Will this movement be successful or not?
2) What factors will influence their success/failure?
3) How does this compare to other successful movements?
b. You can make a judgment
addressing these concerns:
1) Should this group be granted independence?
2) What will happen if they are given independence?
3) How does this compare to other movements?
4. In order
to make a sound analysis, you need to:
a. determine the cause/effect relationship.
b. identify the pros & cons.
c. distinguish facts from propaganda.
5. Your
presentation should:
a. introduce the movement & groups involved.
b. explain the cause/effect relationship & pros/cons.
c. make your prediction w/support or judgment w/support.
d. reveal the resources for your information.
e. last 5 - 8 minutes.
Possible Search Terms
To Get
Started:
For Our Specific Topic:
1.
“freedom movement”
1.________________________________
2.
“independence”
2. ________________________________
3.
“revolution”
3. ________________________________
Possible Sites
To Get
Started:
For Our Specific Topic:
1. cnn.com
1. __________________________________
2.
abcnews.com
2. __________________________________
3. msnbc.com/news
3. __________________________________
4.
cbsnews.cbs.com/
4. __________________________________
Basic Information to Look For
1. Name of
movement: __________________________________________________
2. Group
behind the movement:___________________________________________
3. Group
opposing the movement:_________________________________________
4. Date it
started:_____________________ Date it was resolved:________________
5. Group
leader(s):_____________________________________________________
|
Causes |
Effects |
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Pros |
Cons |
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Multimedia
Presentation Project
This the culminating activity
for the Declarations of Independence Unit. Students will select a character
from the novels, short stories, or plays they have read, synthesize what
they have been studying about independence movements, and
“create-a-movement” for the character. The students will incorporate
multimedia technology to present this movement to the class.
NC DPI Goals & Objectives
English III - “The
learner will”:
1.
Demonstrate
increasing insight & reflection to print texts through personal
expression.
1.2. Reflect & respond so that the audience will discover
multiple perspectives, investigate connections between life &
literature, explore how student’s life experiences influence his
or
her response to the selection, recognize how the responses of others may be
different, and
consider cultural or historical significance.
2.
Use a variety of media to research and explain insights into language &
culture to an audience.
2.1. Locate facts and details for purposeful elaboration, organize
information to create a
structure for purpose,
audience, and context, exclude extraneous information, provide
accurate
documentation.
2.2. Demonstrate proficiency in accessing and sending information
electronically, using conventions
appropriate to the audience.
2.3. Respond to informational texts by paraphrasing main ideas and
supporting details, and explaining
significant connections among the speaker’s purpose, tone, biases, and the
message for the intended
audience.
3.
Demonstrate increasing sophistication in defining issues and using argument
effectively.
3.1. Establish and defend a point of view, and respond respectfully
to viewpoints and biases.
3.2. Take a stance on an issue by reflecting viewpoints of Americans
of different times & places, showing sympathy
for the culture represented, supporting the argument with
specific
reasons.
3.3. Use argumentation for interpreting researched information
effectively, addressing concerns
of the opposition, using
logical strategies, developing a sense of completion.
4.
Critically analyze text to gain meaning, develop thematic connections, and
synthesize ideas.
4.1. Interpret meaning for an audience by demonstrating how literary
works reflect the culture
that shaped them.
4.2. Develop thematic connections among literary works.
4.3. Articulate a personal response to the message of the author and
evaluate the historical
significance of the work.
Technology - “The
learner will”:
1.
Understand the important issues of a technology-based society and will
exhibit ethical behavior.
1.1. Exhibit ethical behavior in using computer-based technology for
class assignments.
2.
Demonstrate knowledge & skills in the use of the computer and other
technologies.
2.1. Practice & refine knowledge and skills in keyboarding/word
processing/telecommunications
in preparing classroom
assignments.
2.2. Select and use appropriate technology tools to efficiently
collect, analyze, and display data.
3.
Use a variety of technologies to access, analyze, interpret, synthesize,
apply, and communicate information.
3.2. Use electronic resources for research.
3.3. Use technological tools for class assignments.
3.4. Adhere to Fair Use and Multimedia Copyright Guidelines.
Time Needed
1
- 2 weeks for preparation
1
- 2 class period for presentations
Materials Needed
Computer
access with multimedia software for students.
Prerequisite Skills
Students
should have gained all of the prerequisite skills through participation in
the unit. Technologically, however, they need to be able to create a
multimedia presentation using Powerpoint or other similar software.
Procedure
1.
Pass out the project guidelines 1 - 2 weeks before the due date.
2.
Arrange for class time in the computer lab.
3.
Conference with students to make sure they are on the right track and have
chosen
a suitable character.
4.
On the due date, students will run their presentations for the class.
Evaluation
Students
will be graded by peers and teacher using a multimedia presentation rubric.
Extensions
1.
Invite parents and faculty to view the presentations.
2.
Use the presentations to introduce the works during the next semester.
Overview
This
the culminating activity for the Declarations of Independence Unit. You will
select a character from the novels, short stories, or plays we have read,
synthesize what we have been studying about independence movements, and
“create-a-movement” for the character. You will incorporate multimedia
technology to present this movement to the class.
Components
1.
An introduction:
a. give a brief summary of the novel, short story, or play.
b. describe the character you have chosen, and why you like him/her.
2.
A declaration of independence:
a. list the grievances the character has.
b. list what has been tried to resolve the problem.
3.
A flag which is symbolic of the
character’s struggle & declaration.
4.
A song that:
a. can have original music, or be a familiar tune.
b. must have original lyrics specific to your character & piece
of literature.
5.
A piece of representative artwork
that:
a. can be original or “borrowed”.
b. can be a painting, sculpture, or photograph.
c. must include a caption explaining its significance.
6.
An advertisement or poster
rallying support for the movement.
7.
A newspaper article about the
movement.
8.
A list of resources used to
create this presentation.
Other
important information
w The components of your presentation must occur in
the order listed above.
w Your peers & I will assign you a grade based
on the attached rubric - please note
that items out of order will earn no more than a 3 on the
rubric.
w Late presentations will be not be accepted.
Class-time
work dates:________________________________
final due date:_______________________
Multimedia
Project Rubric
Title
of Presentation:
____________________________________________________________
Content Requirements
Introduction
1 2
3
4
5
x2 = ________
The
introduction gives a brief summary of the novel, short story or play. The
title
and
author of the work are mentioned. The description of the character is
complete
and
interesting. The student explains why he/she chose this character.
Declaration
1 2
3
4
5
x2 = ________
The
declaration lists the character’s grievances and what has been tried to
resolve
the problem. It is well-organized and persuasive, and is well-edited.
Flag
1
2
3
4
5
x2 = ________
The
flag is symbolic of the character’s struggle and declaration. It is
thought
provoking,
creative, and original.
Song
1
2
3
4
5
x2 = ________
The
song is set to original music or a familiar tune. The lyrics are original
and
clearly
related to the character and his/her story. The song is inspiring or moving.
Artwork
1
2
3
4
5
x2 = ________
The
artwork’s significance to the character’s independence movement is
evident,
and clearly explained in a caption.
Advertisement
1
2
3
4
5
x2 = ________
The
advertisement is symbolic of the character’s struggle and declaration. It
is
thought
provoking, creative, and original.
News
Article
1 2
3
4
5
x2 = ________
The
article follows the 5-W conventions of newspaper writing. It is objective
and
unbiased, yet interesting.
Resources
1 2
3
4
5
x2 = ________
All
resources used to create the presentation are correctly cited.
Presentation
Graphics
1 2
3
4
5
x1 = ________
Graphics
are used to enhance the text and presentation, and are not overused
or
distracting.
Color
1
2
3
4
5
x1 = ________
Colors
used are pleasing to the eye, and not distracting.
Font
1
2
3
4
5
x1 = ________
Fonts
are used consistently, and enhance the text and presentation. Font size
is
easy to read - not too big or too small.
Sound
1
2
3
4
5
x1 = ________
Music
and sound effects used add to the text and presentation, and are not
distracting
or unrelated.
Wow!
1
2
3
-
-
x1 = ________
This
presentation has done something so creative or original that it made
you say WOW! These points are
reserved for truly outstanding work.
Teacher’s
Guide
In The Time of the Butterflies by Julia Alvarez
Pre-Reading
Activity One - Assessing
Prior Knowledge
Many
students have not heard of the Dominican Republic and this activity is a way
to introduce them to the country and the events of the novel. The worksheet
can be made into a transparency for whole class participation.
Activity Two - Let’s
Find Out More!
This
activity is very flexible. The students can go to the library to research,
or use on-line sources. A WebWorksheet located at http://www.scrtec.org/wizard/HTML/2554.html was created to complement this activity.
Activity Three - Spanish
Vocabulary
This is
intended as a handout, but could be altered. Students could look up the
meanings of the words on their own, or make predictions based on context
clues then compare their guesses to the actual meanings.
Reading
Activity Four - Reading
Log
This is a
good way to check student’s understanding of the novel, and to find out
what questions they might have. The first letter should be started in class
when the assignment is made. Periodic checks help insure that students are
writing with the novel, and not all at the end.
Enrichment
Activity Five -
Celebration Day
This is an
excellent wrap-up to the study of the novel. Students should be given some
class-time to prepare and meet as groups. An official name for the
celebration should be discussed and voted on. On the celebration day, invite
parents and administrators to visit.
u
Teacher’s
Guide
To a Daughter Leaving Home by
Linda Pastan
w
Activity
One - Laying a Foundation
Pass out
copies of “Examining Word Choice” and have the students complete the
first portion only. Do not reveal anything about the poem yet. We will
return to this worksheet later.
w
Activity
Two - Building a Bridge
Ask students
to remember when they first learned to ride a bike. Were they scared,
excited, or maybe both? Did they feel a sense of independence with this
accomplishment? How do they think their parents felt?
w
Activity
Three - Making Meaning
Distribute
copies of the poem. Ask students to pretend the poem is a letter and write a
letter in response to the speaker. Ask for several volunteers to read their
response letters. Discuss what the students see in the poem’s meaning.
The
“Discussion Questions” sheet can be incorporated into the Activity Two
discussion, or completed by
students individually or in small groups, or assigned as homework.
w
Activity
Four - Examining Word Choice
Return to
the “Examining Word Choice” sheet. Students now complete the bottom
questions. Have them share their responses with a partner, and then as a
class. Discuss the imagery of the poem. Is this a happy or sad image? Is the
speaker proud of the daughter? How do the words and images create the tone?
w
Activity
Five - Examining Line Structure
The poem has
been restructured here, but beforehand you might ask students how they would
restructure the poem to have only 8 lines. It is important that they read
both versions of the poem aloud to get the full effect.
w
Activity
Six - Examining Grammatical Structure
You may need
to review the grammatical terms used in this worksheet; it is intended to
complement a grammar lesson. Students may be more successful if they
complete this activity in pairs or small groups. The grammatical structure
may also be more evident from the 8-line arrangement of the previous
activity.
w
Activity
Seven - Closing the Circle
Return to the student’s initial response letters and the beginning discussion. Do they see something new in the poem now? Is anything clearer? Can they describe the daughter and the speaker? Have students write a poem that imitates Pastan’s, but from the point of view of the daughter. “Publish” these on the class bulletin board.
v
Teacher’s
Guide
An Ordinary Woman by
Bette Greene
w
Activity One - Agree/Disagree
Discuss
student responses. 2
w
Activity Two - Reading for Meaning
The Reading
and Post-Reading questions should be answered individually by students, shared
with a small group or partners, and then discussed as a class.
w
Activity Three - Symbols
There are
several possible symbols in this story. Assign students to four groups, giving
each group one symbol: fire, keys, coffee mug, sunglasses. Their first task is
to list all of the general meanings this symbol could have. The second task is
to determine the specific meaning of this symbol as it relates to the story.
Students should cite textual evidence. Have the groups choose a spokesperson
to share with the whole class.
w
Activity Four - Daughters & Independence
Using a
graphic organizer of their choice, students compare this story to the poem by
Linda Pastan, “To A Daughter Leaving Home.” Comparisons should go beyond
meaning to include word choice, structure, and tone. Students can contribute
ideas to a giant class graphic organizer on art paper.
w
Activity Five - Creative Conversations
Have
students choose partners. Assign an equal number of pairs to be daughters or
mothers. Students are to write a brief conversation between either the two
daughters or the two mothers. Have volunteers act out their conversations in
front of the class. Variations could include having students write their own
mothers, or themselves into the conversation.
Reflections
on the Development of This Unit
My purpose was to take a theme that already exists in the high school
English curriculum and create a multidisciplinary unit around it. For most
school districts, American literature and American history are taught in the
eleventh grade. This was my target audience. There are many pieces of
literature required to be taught during this course, but I wanted to
incorporate young adult literature as well. All of the pieces I have planned
lessons for, with the exception of Catcher in the Rye, have female
protagonists. To add some balance, I would like to add more poetry and short
stories with male protagonists. I would also like to develop more activities
that require the students to make connections between the pieces. Originally,
I intended to include lessons involving art and music. This proved too big a
task for the time I had. I would still like to add one or two of these
lessons, so I kept the art and music objectives in the overview.
I got the most enjoyment from developing the teacher’s guides and
handouts. I spent a great deal of thought and time trying to create meaningful
tasks, and I think I succeeded. Another element of this unit that I really
enjoyed was the technology integrated activities. The teacher-ready pages of
BigChalk, 4Teachers, and Filamentality are excellent tools, and I would like
to use them in more of the unit’s lessons. I had also intended to create a
Padeia seminar using one the selections. Due to time constraints, I could not
create activities for all of the young adult literature I collected. I added
copies of these pieces in the last section of this notebook for future use.
There were great activities in the ERIC database, which I also added, and I
found some helpful websites.
Over the summer break I plan to work on finishing this unit. It is
something that I believe can be easily integrated into the existing eleventh
grade curriculum. The infusion of technology integrated activities speaks to
future educational requirements, while adding interest and motivation. I have
also been working on how to create successful classroom groups, and plan to
add some of those activities to this unit. Another component that I feel is
necessary is a rationale - one for studying through themes, one for
integrating technology, one for integrating YA literature with the
“classics”, and one for group activities. I have created a daunting task
for myself, yet this is what I came to graduate school to do: to develop
theoretically sound, and highly interesting lessons for high school students.
B.3 PRO Documentation
I tried to stay within my allotted presentation time, but I had so much to share with the class that I’m afraid I ran over a little bit. My links worked (something I was worried about) and I was able to show the class the webquest and web worksheet I created. According to peer comments, I spoke confidently, used the discourse of the topic, presented ideas clearly, reflected enthusiasm, and enhanced the presentation with visuals. Everyone was very positive, complimenting me on my creativity and hard work. They also all agreed that I gave a complete description of my project and what I learned from the experience. I felt good about my presentation, but would have liked more time to show the worksheets and activities I had prepared.
C.
Research Project on Teaching Literature for Young Adults
Groups in the
Classroom
This project began as research into literature, reading circles, and book clubs for high school students. Along the way, I realized that for these to be successful classroom practices there needed to be a foundation of collaborative skills. I have tried groups in my classroom with varying degrees of success. It was always my belief that the personality of the teacher was the real key, but I wanted to be sure. So what began as a look into the theories and practices of reading groups, turned into the theories and practices of classroom groups in general.
The term “group” can mean many things. I approached this project looking at groups in two ways. First, the entire class of students is a group. Second, dividing the class up creates groups. The principles of group development apply to both. These five principles or “stages” originated in the business arena, but can be carried over to education: forming, storming, norming, performing, and transforming.
In the first stage of “forming”, students are unsure of what is expected and where they fit in to the group. As they begin to test the rules, students move into the “storming” stage. The dominant issues in this stage concern power and authority. Once some of these conflicts have been resolved, students begin to truly communicate with each other. This is called “norming.” When students are comfortable with the group and their role, they have a high level of production, or “performing.” All groups must come to an end, so the last stage of “transforming” concerns the students’ feelings about the group experience.
Becoming aware of these steps to group development can enable teachers to create more effective groups in their classrooms. I already knew that just throwing students together wouldn’t work; successful group activities required planning. Learning about these stages though, revealed that it requires a lot more planning than I had expected. This led to another question, “Is it worth it?” The current cognitive research says, “Yes!”
Research into group work, or peer learning, makes references to the theories of
Piaget and Vygotsky. Examining Piaget’s work, De Lisi and Golbeck found that “peer interactions have the potential to foster intellectual growth in ways not easily replicated by children working alone” (36). Similar to this, Vygotsky believed that “children’s growth can be fostered both by adults and by more competent peers” (Hogan & Tudge, 62). Both theorists warned that poorly constructed peer activities can have a negative impact on individual learning. This provides further incentive for thorough planning.
There continues to be some controversy over how we learn. Some favor the individual as constructor of knowledge, while others favor the community as constructor.
Despite this vast difference, peer groups can have a place in both of these approaches.
I have much more to investigate and learn about groups in the classroom. Through what I have read so far it is clear that peer groups can provide cognitive benefits. This teaching method, however, is not appropriate for all students and all content areas. If peer learning is implemented without thought, it could have a negative impact. That alone tells me that my research is not complete. I need to know when peer learning is the most effective, and which students will benefit the most. These factors will affect my use of literature circles, reading groups, and book clubs in the classroom.
Peer comments
were positive. A few remarked that they would like a copy of the activities I
collected. One or two were just as surprised as I was that collaborative work
can cause students to learn less than individual work, if not used
appropriately. My position was clearly stated, I gave a brief summary of what
I learned from the research, and how it will influence my practice.
De Lisi, , Richard, and Golbeck, Susan. (1999). Implications of
Piagetian Theory for Peer Learning. In Angela O’Donnell and Alison King
(Eds.), Cognitive Perspectives on Peer Learning (pp.3-37).
Mahwah, New Jersey: Lawrence Erlbaum.
Hadfield, Jill. (1992). Classroom Dynamics. New York: Oxford UP.
Hogan, Diane, and Tudge, Jonathan. (1999) Implications of Vygotsky’s
Theory for Peer Learning. In Angela O’Donnell and Alison King (Eds.), Cognitive
Perspectives on Peer Learning (pp.39-65). Mahwah, New Jersey:
Lawrence Erlbaum.
Kutrick, Peter, and Rogers, Colin. (Eds.) (1994). Groups in Schools.
London: Cassell.
O’Donnell, Angela, and King, Alison. (Eds.) (1999). Cognitive
Perspectives on Peer Learning. Mahwah, New Jersey: Lawrence Erlbaum.
Shulman, Judith, Lotan, Rachel, and Whitcomb, Jennifer. (Eds.) (1998). Groupwork
in Diverse Classrooms. New York: Teachers College Press.
Stanford, Gene. (1977). Developing Effective Classroom Groups: A
Practical Guide for Teachers.
New York: Hart.
Stewart, Greg, Manz, Charles, and Sims, Henry. (1999). Teamwork and
Group Dynamics. New York: John Wiley & Sons.
D.1 Midterm Summary
I feel that I am working toward meeting my personal and the class goals. I have read a variety of YA literature with primarily minorities as protagonists. In the next half I plan to read poetry and nonfiction. When I started the course, I had no idea there were so many ways to find good YA literature - websites, journals, infotech, etc. I have collected so many resources, not only for YA literature, but for ways in which to engage students. I am particularly fascinated by the WebQuests, and class Web pages. These are two areas I would like to explore further. Through the course texts and class discussions, I feel that my teaching literature philosophy is developing more fully. It is reassuring that many of my ideas have a strong theoretical and research base. I continue to be exposed to new theories, such as direct instruction, which I plan to learn more about. At this point I feel that I have so much great information about teaching YA literature, and not enough time to put that information to use. Every time I sit down to work on my Unit project, I think of more ideas and literature to include. Now I really need to focus and create specific lessons incorporating all that I have learned.
D.2 Final Summary