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Subject: Sixth Grade Language Arts – Segregation and Roll of Thunder, Hear My Cry Time allotted: 90 minutes Organization: big group Objective: Students will demonstrate the understanding of the constituents in a narrative by using pictures in regards to segregation to write the narrative. Student worksheet available at http://www.trinaallen.com/rollofthunderstudent.html Teaching Mode: Direct Provision for Individual Differences: Students are heterogeneously mixed. The combining of modeling by the teacher and students will help to meet the needs of the varying abilities in the classroom. This assignment is open-ended sufficient for all students to find success “where they are” (Gardner, 2004). Teaching Strategies: Some lecture, dialogue, modeling, discussion, group critique, planning. Teaching Behavior focus: Focus will be as facilitator. Students will direct the lesson by creating the model employed to demonstrate narrative writing. Materials necessitated for this lesson: oOne copy of a picture depicting segregation for each student– ideally with larger copies available for fine details. oPaper- pencil ooverhead, board and markers, or chalk oGeneral classroom supplies Lesson Activities: Step 1. Anticipatory Set: (Motivation) oAs review, ask students to write a definition of segregation. Volunteers will state their definitions. Write the definition on the board for students to refer to as they write their narratives. (Students will have to have read and discussed segregation and Roll of Thunder, Hear My Cry prior to this lesson). oDistribute pictures depicting segregation- one to each student. Or ask students to fetch pictures from magazines that demonstrate segregation or reverse segregation. Hang assorted more prominent pictures on the wall so students may use them for more outstanding detail. oStudents will closely question or examine their picture on an individual basis for five minutes, writing details on the worksheet. Note: Newspapers and magazines are good origins of pictures for this lesson as well as the following online museum Web sites. Jim Crow Museum of Racist Memorabilia at Ferris State http://www.ferris.edu/htmls/news/jimcrow/index.htm Norman Rockwell Museum http://www.nrm.org/ Online Tours of the National Gallery of Art http://www.nga.gov/onlinetours/index.shtm Web Museum, Paris http://www.ibiblio.org/wm/paint/auth/ Step 2. Objective (Overview of learning outcomes to pupils): Students will use pictures regarding segregation affiliated to their unit of study for Roll of Thunder, Hear My Cry to: odemonstrate noesis of the characteristics of narrative writing by writing a narrative. odemonstrate connections among images and words by using narrative writing to build understanding of content. ouse elaborate vocabulary in writing their text. Step 3. Presentation (Input) of information: Students will review the following characteristics of narrative writing as a whole class: devising plot, reputation and setting using specific detail and ordering events without doubt or question using chronological order. Characters Setting Situation Feelings Vocabulary Step 4. Modeling/Examples: Use one reputation from the class table. Model writing a narrative on the board from the character’s point of view by calling on students to give the details. Encourage students to describe the picture and to develop an primary story related to the segregation illustrated in the picture. Decide as a class whether to tell the story that leads up to the picture, or to narrate the events that follow the picture. Write events in chronological order on the board as well as including the character’s sensations and thoughts. Step 5. Checking for Understanding: Have students valuate the story written on the board that they developed by checking the blank before each element of narrative writing that they find in the class story when it comes to segregation. 1. _____ One character’s point of view. 2. _____ Details when it comes to the reputation . 3. _____ Details when it comes to the setting. 4. _____ Details regarding the situation. 5. _____ The story was in the rectify chronological order. 6. _____ The narrative contained sensations and thoughts. Circulate as students work to check for understanding. Call on students to percentage their evaluation to be sure all students comprehend the content. Step 6. Guided Practice: Using the picture that they were assigned (or the one they brought from home) students will brainstorm possible events and characters by filling their ideas in the same table used in step 3: Characters Setting Situation Feelings Vocabulary Circulate to check for understanding. Step 7. Independent Practice: Have students choose one reputation from the table and write a narrative similar to the one modeled for them in step 4 from that character’s point of view. Students will fabricate an basi story affiliated to the segregation illustrated in the picture. They will determine whether to tell the story that leads up to the picture, or to narrate the events that follow the picture. They will write events in chronological order and write in regards to the character’s sensations and thoughts. Step 8. Closure: Students will be evaluated using the same rubric used in step five, Checking for Understanding. Refer students to that evaluation rubric and ask students to give the example from the story antecedently written on the board to illustrate each area from the rubric. The stories may be assigned as homework or finished as class work as per the preference of the teacher. Note: This lesson is modified from Gardner, T. (2004). A Picture’s Worth a Thousand Words: From Image to Detailed Narrative, from http://www.readwritethink.org/lessons/lesson_view.asp?id=116.
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