- Video #1 – The Daring Lesson (duration 10:27) and Video #4 – Teaching It to Adults (duration 13:22) – Lesson #3 - Poem Quantitative – 1200 Lexile (11 – CCR Grade Band) Qualitative – Meaning (Very Complex), Text Structure (Very Complex), Language features (Moderately Complex), and Knowledge demands (Moderately Complex) Reader’s Task –Evaluation of author’s explanation Quantitative – 1220 Lexile (11 – CCR Grade Band) Qualitative – Meaning (Very Complex), Text Structure (Very Complex), Language features (Very Complex), and Knowledge demands (Very Complex) Reader’s Task –Summation Quantitative – 1470 Lexile (11 – CCR Grade Band) Qualitative – Meaning (Exceedingly Complex), Text Structure (Exceedingly Complex), Language features (Exceedingly Complex), and Knowledge demands (Exceedingly Complex) Reader’s Task - Quantitative – 1070 Lexile (9-10 Grade Band) Qualitative – Meaning (Exceedingly Complex), Text Structure (Exceedingly Complex), Language features (Very Complex), and Knowledge demands (Exceedingly Complex) Reader’s Task - Quantitative – 1050 Lexile (9-10 Band) Qualitative – Meaning (Very Complex), Text Structure (Very Complex), Language features (Very Complex), and Knowledge demands (Exceedingly Complex) Reader’s Task – Character Development Analysis LESSON 1 (1 to 2 class periods) Text(s) (duration 10:36) Handouts Social Construction: TDQs
Students will be introduced to Background on Ain’t I A Woman (Slide #3). Students will listen for unfamiliar vocabulary as teacher read Ain’t I A Woman aloud. When teacher finishes reading, students will go back and read the speech silently to determine if they can figure out the meaning of unfamiliar vocabulary based on context. Students will take Cornell Notes on types of claims. Students will re-read Ain’t I A Woman and determine which claim(s) are in this speech. They must provide evidence from their Cornell Notes to prove that is the correct claim. Students will craft one claim for each type of claim. Each claim must be based on the topic of inequality or social construction and each claim should be labeled with the type. Teacher will introduce or remind students of the Background of Ain’t I A Woman. Teacher will Read aloud, Talk aloud, and Think aloud referring back to the background of the speech. For ELL and struggling learners, the may be an additional scaffold for this step. There are not any words academic words that the average 11th grader would not know, however they made be dialectic unfamiliar with words such as “racket”, “kilter”, and “twist” that can be decipher from the context. Teacher will explicitly teach on types of claims (Aint’t I A Woman Powerpoint – Starting on Slide #5). This is an assessment to demonstrate if students are able to find key structures in a passage. Students will use #18 to assess their own work. This is an assessment to see if students are able to transfer new knowledge. This will be collected and graded by the teacher to inform instruction. LESSON 3 (2 to 4 class periods) Text(s) - Video #1 – The Daring Lesson (duration 10:27) and Video #4 – Teaching It to Adults (duration 13:22) Handouts Blue Eye, Brown Eye Experiment – Video #1 Blue Eye, Brown Eye Experiment – Video #4 PDF from Standard(s) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Produce clear and coherent writing in which the
and discuss vocabulary words and any additional unfamiliar vocabulary. Students will reread the article and complete a GIST Summary on each paragraph. Students will compare and contrast information obtained from the poem and the article using a graphic organizer of choice (Venn Diagram, etc.). A Synectic Comparison is a strategy for comparing content to an unrelated object. It allows students to consider vocabulary in creative ways (especially abstract words). It requires the comparison of two things that are usually not compared. The following are the steps. Steps: I. Identify vocabulary words or content terms. II. Provide students with two sets of One set with the vocabulary words and the other set with words not related to the content. Students will use these words to create their comparisons. For example, if the science content term is comet, you might provide students with the following options: Toaster, Speed boat, Ice cream cone, Stallion III. Create an example to model the synectic. A comet is like a _______________ because ___________. A comet is like a toaster because it burns very hot. IV. Share your example with a partner. Explain your logic or thinking for the comparison. V. Direct students to create a graphic illustration to accompany their synectics. ELL and struggling learners may need additional time and scaffolding such as additional teacher modeling to complete this activity. In addition, cards with the vocabulary words should also have a student-friendly definition. Read aloud Who is Black? One Nation’s Definition without stopping and without explanations. Students can work in supportive pairs to encounter vocabulary words in context. Being able to read complex text and summarize key points is essential to being able to utilize that information for the summative assessment. Both the poem and article are on the same topic so this gives student an opportunity to discover how poems and article differ in this presentation. LESSON 5 (2 to 4 class periods) Text(s) Handouts Standard(s) CCSS.ELA-LITERACY.Rl.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (Lesson #5)