Kenan Fellows Program Fellowship Project Plan

Kenan Fellows Program Fellowship Project Plan

Part I: Background Information

Kenan Fellow / Kimberly Perry Sanderlin
Mentor / Anna Frost (DPI)
Fellowship Title / Common Core ELA Lessons and Reflective Videos

Part II: Project Basics

Project Title / Poetic JUSTICE?!?
Argumentative Reading and Writing Across Time & Cultures
Objectives
What do you hope to achieve? / By the end of this unit, learners should be able to walk away with:
- an objective, universal definition of the social construct of JUSTICE,as gleaned from the deep analysis of the UNIVERSAL DECLARATION OF HUMAN RIGHTS
- the ability to apply the universal definition of JUSTICE when analyzing other author’s/artist’s perspectives as it relates to the construct
- the ability to form an objective-based argument that either parallels or refutes that of the presented author or artist, as it relates to the concept of JUSTICE
Measurements
How will you determine that you achieved the objectives? / - Learners ability to define JUSTICE/INJUSTICE as a result of the explicit and implicit analysis of the Declaration of Human Rights (anchor text)
- Learners ability to accurately identify elements of JUSTICE/INJUSTICE in each presented text AND to support that identification with details from texts; this will be measured through daily additions to JUSTICE/INJUSTICE LOG
- Learners ability to accurately compare & contrast various texts with common theme (JUSTICE); this will be done through (1) partner/small group assessment and progress monitored through observation of Comparison graphic organizer
- Learners ability to extend JUSTICE/INJUSTICE theme to modern day issues; measured through (1) paraphrasing of DECLARATION OF HUMAN RIGHTS to appeal to younger audience, (2) extension to Tupac’s Lady Liberty Needs Glasses, and (3) report or blog on current societal issue as it relates to JUSTICE/INJUSTICE (culminating authentic assessment)
Form of Project
Check one / ( X ) Curriculum ( )Web Module ( )Multimedia Project ( )Other (Explain)
Curriculum Alignment
What Common Core Standards does it address? / Power Standard(s):
Literature & Informational Standard(s):
- RL/RI8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
- RL/RI8.2:Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
- RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges or responds to conflicting evidence or viewpoints
Writing Standard(s):
- W8.1: Write arguments to support claims with clear reasons and relevant evidence
Supporting Standard(s):
- SL8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly
Presentation Standard(s):
- SL8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- SL8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest
College & Career Readiness Standard(s):
- R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- R.CCR.9:Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Project DescriptionDescribe the project in detail / The unit was motivated during the 2012-13 school year by noted weaknesses across years of teaching middle school learners: the ability to proficiently dissect and critically analyze poetry AND accurately identify themes across literary works. Teachers will notice a close analysis of included poems and emphasis on identify the theme of JUSTICE throughout.
Classroom Time:
- This unit is designed as a 5-week initiative (25 classroom days); 65 to 70 minutes per class period.
I. Week #1: Whatis JUSTICE?
- Introduction: Learners will analyze the image of Lady Justice for symbolism
- Learners will fully analyze the anchor text- Declaration of Human Rights:

Foci:
1) How is justice defined by:
- One’s self (personal analysis; pre-assessment)?
- Dictionary (Merriam-Webster)?
- Westernized culture?* (May be best suited for advanced learners)
2) What is justice in the context of human rights?
3) Why was there a need for a universal declaration of human rights? (Context of the times; history associated with Declaration of Human Rights)
4) How does the ambiguous interpretation of justice, as outlined throughout the Declaration of Human Rights, effect its interpretation from system-to-system (i.e. various governments, cultures, etc)?
5) In what context was the Declaration created (history)?

6) Which founding document had the most influence on the developmental perspective of the Declaration of Human Rights?
*Advanced core ARGUMENTATIVE response
 Possible responses: US Constitution, Declaration of Independence, etc.
 Extension: Identify a founding document for a country other than the US
- Learners will work together (small groups) to create a paraphrased version of the Declaration that would be more suitable for an audience of middle-schoolers or younger (Task #1)
- Learners will work together- with teacher’s scaffolding and by applying contextual clues- to define Tier II terms located in the Declaration
- Learners will identify an article that relates to construct of JUSTICE and give evidence to support their claim (Task #2- Argumentative writing)
- Extension: Learners will identify ambiguity within the Declaration that leaves room for interpretation and formulate an argument as to when that ambiguity may work FOR and AGAINST citizens protected by the Declaration of Human Rights. (Optional Task- Pre-assessment of background knowledge)
II. Week #2: Justice for Child Laborers & Trafficking
- Learners will explore both linguistic and nonlinguistic text on Child Laborers and Trafficking. As learners analyze these texts, they will add them to their JUSTICE/INJUSTICE charts; making sure to
(1) Identify just or unjust elements of each (example: “According to Article ___ of the UDHR, it is unjust to hold someone captive.”)
AND
(2) Suggest possible steps towards justice for those affected (example: “Acceptable justice for child laborers would be to return all children under 16 to schools & to prosecute those that were trafficking the children.” (Task #3-Argumentative response; on-going throughout the unit)
- Argumentative writing Task: Identify which articles of the Universal Declaration of Human Rights are being violated by acts of child labor and trafficking (Possible responses: Articles 1, 3, 4, 5, 23) (Task #4- Argumentative analysis) Can be added to an ARTICLE ANALYSIS graphic organizer to track learning
- Learners will conduct independent research on SWEATSHOPS and identify both a primary and secondary source for their chosen topic. These sources will be used as the learner’s supporting evidence as she/he:
 Writes a letter to a fictional sweatshop owner explaining how their practices are a violation of the Universal Declaration of Human Rights (Task #5- Argumentative writing)
III. Week #3: Political Persecution
- Learners will compare a DEMOCRATIC society to a DICTATORIAL society (T-chart graphic organizer)  class discussion; review of Social Studies content
- Next, learners will read The Composition. As they read, they will focus their analysis on identifying whether Pedro leaves in a DEMOCRATIC or DICTATORIAL society using evidence provided in the text (Task #6- Argumentative analysis)
- How is a dictatorship a violation of the Universal Declaration of Human Rights?
*Text and related articles will be added to the ARTICLE ANALYSIS graphic organizer
- Learners will then conduct research to identify a present-day dictatorship AND present-day democratic society (other than the United States). Once a dictatorship is identified, learners will:
Compare the two political systems, making sure to point out how each either upholds (democratic) or violates (dictator) the Universal Declaration of Human Rights. (Task #7- Argumentative analysis)
Week #4: Injustice in America- Poetic Perspective
- Learners will first explore the AMERICAN DREAM through the use of a Frayer model:
1) What does it mean?
2) How is it perceived by Americans?
3) How is it perceived by non-Americans?
4) How does it relate to JUSTICE?
 Class discussion
- Learners will then listen to AND read Tupac’s Lady Liberty Needs Glasses
- Learners will participate in a small-group carousel activity to get a deeper understanding of the included allusions as they relate to Tupac’s interpretation of JUSTICE in America
- Learners will write a poetic analysis, in which they:
1) Take on the role of the poet and address Congress (speech)
- What would Tupac say to Congress about JUSTICE in America?
- What would be issues that he brought up in his poem AND current issues that he would address, as it relates to JUSTICE in America?
- What would be his suggestions for Congress? (Task #7: Argumentative speech)
*Possible Extension task: Learners can extend Tupac’s poem so that alludes to present-day injustices
Week #5: I-Research on Justice/Injustice (National or International)
- Learners will use the final week to complete an I-Research project on Justice/Injustice
- Learner’s tasks:
1) Identify (2) current-day issue that deal with the theme of JUSTICE
- Describe the issues
- Explain how both relate to JUSTICE/INJUSTICE
- Explain how both either UPHOLD or VIOLATE the Universal Declaration of Human Rights
2) Learners will then complete (2) tasks:
(1) write a 2-page essay in which they:
- Describe each issue with both primary and secondary sources
- Identify how each either UPHOLDS or VIOLATES the Universal Declaration of Human Rights
- Compare and contrast the two issues
(2) Create a visual (display board, PowerPoint/Prezzi, video, etc.) to share research with peers and teacher
Community Engagement
Describe ways to engage key stakeholders from the community / - Students should be encouraged to share their classwork with parents/family members each night; particularly their analysis of text
- “Bling” system can be used to help learners retain unfamiliar vocabulary.
1. Each class/core is given a new term to study at the beginning of the week
2. On the class’ designated “Bling” day, learners earn a BLING CARD by: (1) giving the term, (2) defining the term, and (3) giving a text-to-world example or application beyond current class use
3. Learners display the term during the day; works best if cards are hold-punched and displayed on a string. (From which the term “Bling” comes.) Alert staff about the Bling term so that, when they see a learner displaying Bling, they can assist with the process. Any staff, family member, or community leader (over 16 or 18 keeps learners from getting fellow classmates to participate) can sign the card IF learners accurately give the definition of the term AND proper application/usage
4. Learner with most signature by next classroom day receives class prize!
- Create a JUSTICE showcase where learners share their presentations

Suggestion PRIOR to starting the unit: It is suggested that each learner create UNIT LEARNING FOLDERS. Suggested to include 6 “pockets;” 3 of which include:

- Justice

- Injustice

- Generalizations

 Students (or teacher) can choose what to title their remaining pockets. Some other suggestions include:

- Aha (things learned)

- Inferences

- Textual connections

Objective: Learners have one place to include ALL notes throughout the unit. This folder can be used for open-book/open-note assessments OR for studying

Lesson #1: What is JUSTICE?!?

Suggested Time: 1-2 days

Objectives for the lesson:

- Unit Overview for learners

- Define JUSTICE

- Explore examples of JUSTICE/INJUSTICE

Lesson #1: JUSTICE Defined

The concept of JUSTICE is a very sophisticated concept… even for the most well-versed scholars. To charge adolescents to deeply explore the concept of justice- a concept that layers of ambiguity depending upon which lens is used for viewing- can be a tall task. With this in mind, it is important to make sure that every learner has a basic understanding of justice prior to exploring the anchor text (Universal Declaration of Human Rights).

Materials Needed:

- Journal prompt (see below)

- Index cards (enough for each learner)

- Art supplies (colored pencils, markers, crayons, etc)

- Tape & display space within the classroom

- Dictionaries OR copies of Merriam-Webster definitions for JUSTICE and EQUITY

Instructional Sequence:

1) Activity #1: Quick Write Response

Prompt:

- How would you define JUSTICE?

- Describe an experience that would be considered an instance of JUSTICE?

- Describe an experience that would be considered an instance of INJUSTICE?

- What is a symbol for JUSTICE?

- After learners complete the Quick Write (suggested time: 5 minutes), they can share their responses to the quick write within a small-group setting. If ALL points are NOT shared, make sure that learners focus on (1) personal definition and (2) symbol. Sharing can then be done in whole-group discussion, with volunteers sharing their own definition of the terms. Teacher will focus on emphasizing key terms that may arise (FAIRNESS, EQUALITY, LAW). Write these terms on the board as they arise.

2) Activity #2: Symbol of Justice

Learners will then identify their own symbol of Justice. Each learner will be given an index card. Learner will be instructed to:

1. PRINT their first and last name in the lower, right-hand corner of their card (for display purposes)

2. Draw a symbol of JUSTICE. Encourage learners to make their symbol as “aesthetically pleasing” as possible by using the art supplies (colored pencils, crayons and/or markers) provided. (Suggested Time: 5-10 minutes)

3. Learners will then share their index cards.

Suggested Sharing Technique: Group Moving Carousel

- Room will be divided into (2) groups: 1st group will be presenters (remain seated) and 2nd group will serve as circulating audience

- Audience members will take a notebook with them for notes purposes.

- When instructed, the audience group members will (1) get up and (2) identify a presenter by standing to the RIGHT (or whatever is convenient for your class) of that individual.

- Give learners a time limit and presentation goal (Suggestion: 3-5 minutes to attend 5 presentations)

- After group #1 shares, have 2nd group return to their seats and serve as presenters (i.e. switch roles)

*Goal of activity: To allow learners to gauge similarities and differences amongst everyone’s perception of justice

4. After all learners share their symbols, have them tape them up within the class. This will serve as a great pre-assessment for both teacher and student. Students will can refer back to it throughout the unit.

3) Activity #3: Identifying a CLASS Definition of JUSTICE

- Once all index cards are displayed, the teacher should draw learners’ attention to the display and ask: Collectively, what does our WALL OF JUSTICE tell us about everyone’s interpretation of JUSTICE?

GENERALIZATION: Everyone defines JUSTICE differently

Additional Probes:

- Why might everyone define JUSTICE differently?

- What are noted commonalities amongst symbols? (Many deal with law)

- The teacher will explain that this diversity in defining JUSTICE is why it is important to pinpoint a CLASS definition for the concept.

- Learners will be provided access to the definitions of JUSTICE and instructed to “identify the most universal definition possible; eliminating any that focus on law (as many of the students symbols may). Make sure to emphasize the fact that JUSTICE exists beyond the judicial system and within everyday life. As such, the focus should be on identifying a “universal” definition

*See the teacher guide notes on DEFINITION ANALYSIS

Merriam-Webster definition

2A: Quality of fairness and equity

*Teacher may need to give an example of EQUITY prior to student analysis of the concept

Example: For Halloween, my 8 year old niece had a much larger pile of candy than my 16 month old son.

Why? He is younger and doesn’t need as much candy as his older cousin (EQUITY)

*This will be important as learners begin to explore various JUSTICE/INJUSTICE examples throughout the unit

- Once learners have written the CLASS definition down in their UNIT NOTES, extend the understanding by having them think about the flip-side of justice: INJUSTICE. Learners could explore the antonymic concept in several ways (exit ticket, homework, etc.) Suggestions:

1. Write your own definition for INJUSTICE (low)

2. Describe an instance when you experienced an INJUSTICE. Explain why you feel strongly that this was an INJUSTICE.

Lesson #2: Justice OR Injustice?

Suggested Time: 1 day (3)

Objectives for the lesson:

- Unit Overview for learners

- Define JUSTICE

- Explore examples of JUSTICE/INJUSTICE

Lesson #2: Justice OR Injustice?

To better understand the subtle nuances that separate JUSTICE from INJUSTICE, learners will explore the concepts through the viewing of a series of movie excerpts. As they watch each excerpt, they will argue whether or not each clip exemplifies JUSTICE or INJUSTICE.

Materials Needed:

- Justice vs Injustice chart (see Week 2 attachments)

- Access to each video (bookmark from TEXT SET or provided chart)

Instructional Sequence:

1) Activity #1: Teacher-led Review

- What is JUSTICE? INJUSTICE?

2) Activity #2: Excerpt viewings

- Teacher will explain to learners that they will deepen their understanding of the differences between JUSTICE and INJUSTICE through the analysis of nonlinguistic texts (i.e. videos)

- Teacher will make sure each learners gets a copy of the chart and review each column

- As learners complete the viewing of each excerpt, they will be given time to complete each related row; either individually or within small groups

 Teachers will share their responses whole-group for clarity

3) Activity #3: Exit Slip

- What generalization can be made about JUSTICE?

*Students can write this as an exit slip on an index card. This can be collected by the teacher to check OR added to the student’s LEARNING FOLDER

Lesson #3: What is the Universal Declaration of Human Rights?

Suggested Time: 2 day (5)

Objectives for the lesson:

- Analysis of the Universal Declaration of Human Rights and its historical context