Your Name: Allison Emmitt
Grade Level/Course: 12th grade/ English
Unit Title: Intolerance: Equality in the End
Unit Texts (print and non-print):
· Book(s): (ALL EXCERPTS)
o All-American Boys- Jason Reynolds/ Brendan Kiely (week 2)
o Ordinary Magic- Maclom Bosse (week 3)
o Hunger Games-Suzanne Collins (week 4)
o Jumpstart the World- Catherine Ryan Hyde (week 5)
o Parrotfish- Ellen Wittlinger (week 5)
o Eleanor & Park- Rainbow Rowell (week 6)
o Out of My Mind- Sharon M. Draper (week 7)
o Wonder- R. J. Palacio (week 7)
o George- Alex Gino (week 5)
o Gracefully Grayson- Amy Polonsky (week 5)
· Short Story/Vignette/Play:
o Night- Elie Wiesel (week 2)
o Bluest Eye- Toni Morrison (week 2)
o A Doll’s House- Henrik Ibsen (week 4)
· Songs:
o Born This Way- Lady Gaga (week 5)
o Firework- Katy Perry (week 7)
· Videos/Film:
o YouTube video: Elie Wiesel interviewed by Oprah Winfrey (week 2)
o YouTube video: #LikeAGirl- week 4 (gender roles)
o Video clips of how Television shows socio-eco status- week 6 (socio-eco status)
· Essays/Informational Texts:
o News articles- week 3 (religion)
o News articles- week 5 (sexual identity)
· Artwork/Images:
o Cartoons- week 1
o Images/Art about social class- week 6
Stage 1 – Desired ResultsEstablished Goals (National/Professional Standards – NCTE/IRA):
- Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.
- Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.
- Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
- Students use spoken, written, and visual language to accomplish their own purposes.
Established Goals (State Standards – Kansas College and Career Ready Standards):
- Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text. (R)
- Encounter a diverse range of engaging and culturally sensitive text and media that
motivate the desire to be literate. (R)
- Read—both independently and collaboratively—print, non-print, and multi-modal works
proficiently and critically to be media literate. (R)
- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. (W)
- Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. (W)
- Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (W)
- Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to
the audience’s knowledge of the topic. (W)
- Make strategic use of digital media and visual displays of data to express information
and enhance understanding of presentations. (SL)
- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (SL)
- Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively (SL)
Understandings
Students will understand that …
- There are many types of intolerance seen in the world.
- The types of intolerances were created based on similar traits.
- Actions have been taken to try and minimize these intolerances to promote equality.
- Some types of intolerances have revolutionized over time. / Essential Questions
- How are intolerances seen in the world?
- Can “bullying” and “intolerance” be synonymous terms? Why?
- How have the types of intolerances grown or simmered down throughout time?
- How are intolerances created? Why? On what basis?
- What actions have been done to minimize intolerances? Can more actions be done?
Knowledge
Students will know. . .
- The effects of intolerance on society and the world
- About the different types of intolerances
- How intolerances are created
- How intolerances are expressed in print and non-print texts
- What actions have been done to start the equality process / Skills
Students will be able to . . .
- Define the word “intolerance” with a clear, concise definition
- List all the types of intolerances
- Identify the actions done to start the spread of equality
Stage 2 – Assessment Evidence
Performance Tasks
- Research Presentation over specific intolerance concepts with a Gallery Walk observed by other classmates and peers from history classes.
- must be readable and organized / Other Evidence
- Higher- level thinking questions with Book Talks
- Exit ticker- response papers
- Guided worksheets with activities
- Small group/class discussions
- Blackout poetry with song lyrics activities
Stage 3—Learning Plan
Learning Activities
- Newspaper articles show the students real-world experiences of the specific intolerance- adds more impact and reality
- Book talks over diverse books opens doors for the students and allows the opportunity for expansion in their personal library
- Videos are a way to use technology in a different and beneficial way for the students to learn about a concept. It gives them visuals which can create more of a true representation.
- Imaginary scenario and role playing- includes the students in the actual intolerance which helps them develop a deeper understanding of the effects of the intolerance and the emotions that come with it.
3
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).