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Katherine Freeman Concept Unit Lesson Plan 6 Unit Working Title: Who Am I? Who Are We?

Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 2 of 4; Plan #6 of 12; [90 min.] Plan type: Full-Detail Content Requirement Satisfied: reading experience, mini inquiry, embedded technology Critical Learning Objectives SWBAT: Cognitive: 1. Students will understand that identity can be formed and discovered through reflection. b. Students will learn about themselves by reflecting on their interactions. 2. Students will know that a community is a network of trusting, caring individuals. c. Students will discuss how individuals from different cultures share a sense of community in a text. Affective: 5. Students will develop a class community in which they feel safe and respected. a. Students will act respectfully towards their peers during sharing activities and group work. d. Students will know their personal dispositions about working in a group. 6. Students will recognize and value differences in the class community. b. Students will develop a class social map to illustrate connections within the class community. Performance: 8. Students will engage in conversations to build their class community. b. Students will share about themselves to find connections with classmates.

SOLs: 11.2.a Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. 11.4c Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. CCSs: CCSS.ELA-LITERACY.11-12.1 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.

Katherine Freeman Procedures/Instructional Strategies Beginning Room Arrangement: The desks will be arranged two rows of four pairs each. The board will say, Welcome! Please sit anywhere you would like. As students are entering, Im So Lonesome I Could Cry by Hank Williams will be playing.

1. [5 min.] Opening to lesson: Good morning! Today were going to do a few more activities based on What You Pawn I Will Redeem. Im going to pass back your copies of the story, and while I do this, Id like everyone to turn to your partner and summarize what happened in the story. Once you do that, share your impression of the end of the story and any thoughts you may have come up with since last class. As students share, I will pass out their copies of the story. 2. [15 min.] Close Reading: Please turn to the 8:00am section of your story, which is on page 190. Were going to do a close reading of this passage, so I will read it aloud while you follow along on your copy. On the wharf, those three Aleut men still waited on the wooden bench. Have you seen your ship? I asked. Seen a lot of ships, the elder Aleut said. But not our ship. I sat on the bench with them. We sat in silence for a long time. I wondered whether we would fossilize if we sat there long enough. Does anyone know what fossilize means? I will take student responses. If no one knows, I will explain that it means to become a fossil, and if necessary, what a fossil is. I thought about my grandmother. Id never seen her dance in her regalia. More than anything, I wished Id seen her dance at a powwow. Jackson has been thinking about his grandmother a lot in this story. I think that in addition to his grandmother, hes thinking about his cultural heritage, and wishing that he could be more of a part of that. Do you guys know any songs? I asked the Aleuts. I know all of Hank Williams, the elder Aleut said. Do any of you remember the song that was playing when you came in? That was Hank Williams. Hes an American songwriter who died in 1953. How about Indian songs? Hank Williams is an Indian. How about sacred songs? Hank Williams is sacred. Im talking about ceremonial songs, you know, religious ones. The songs you sing back home when youre wishing and hoping. What are you wishing and hoping for? Im wishing my grandmother was still alive. Every song I know is about that. Well, sing me as many as you can. The Aleuts sang their strange and beautiful songs. I listened. They sang about my grandmother and their grandmothers. They were lonely for the cold and snow. I was lonely for everybody.

Katherine Freeman

So even though the songs the Aleuts sing are specific to their language and their culture, Jackson still feels they are singing about his grandmother. Cultural heritage has played a strong role in this story, but here we see characters of differently cultural heritage sharing a cultural experience. How does this work? How can community be shared by different cultures? Why does Jackson feel an affinity with these Aleuts? 3. [10 min.] Journal Writing: Id like you to open your journals again and spend about five minutes writing a response about this. How can individuals from different cultures connect and share a cultural experience? How can individuals from different cultures have an affinity for one another? I will write this on the board as I say it. Go ahead and start writing. I will walk around to provide support as students write. After about five minutes, I will say, Now Id like you to think about how these questions relate to our class. We have many cultures represented in here, which creates a rich sense of diversity. What do we all have in common? How can you relate with your classmates? Go ahead and take about five more minutes to write about this. I will continue to walk around as students are writing. 4. [30 min.] Partner Grid: Now were going to do an activity to think a little more specifically about how you can relate to your classmates. Im passing out a partner grid, so please take one and pass it back. I will hand copies of the partner grid to the students at the front of each row to pass back. Were going to do an activity similar to the one we did last week where you talk with a partner and then rotate around. This time, were going to focus on connections that you share. Youre going to have 5 minutes to talk with each partner. As youre talking, Id like you to find at least one thing you have in common, and I challenge you to be as specific as possible. For example, I learned from reading ____________s student interest survey that she is a vegetarian, and I am too. So I would write ___________ in the first square, and in the second Id write that we are both vegetarians. Next, Id like you to ask your partner a question about what you have in common. So I could ask ___________, What is your favorite vegetarian meal? Then I would write her response in the next box. Even after youve filled out these boxes, Id like you to continue talking and learning about one another. This is a great opportunity to get to know your classmates! Go ahead and get started.

Katherine Freeman I will walk around as students are discussing. If conversations are lagging, I may offer some suggestions of topics. After 5 minutes, I will say, The person sitting on the right side is partner A, and Id like every partner A to stand up and rotate clockwise. Then take 5 minutes to talk with your new partner. This process will repeat three more times, so students speak with five different people and fill out their grids. Good job. Now please return to your original desk.

5. [20 min] Community Mapping: Now were going to take all of this information and compile it together. Youll need your tablets for this, so please take them out and open to your Google drive. Ill demonstrate on the board as you do this. I will allow a moment for students to do this, and I will open my own Google drive. As I explain the following steps, I will demonstrate them as well. This is a good opportunity for us to practice using Google docs, because we will be using them a lot in our class this year. In your Google drive, youll see that the left-hand side of your Google drive, there is a button that says Shared with Me. Click on this. You should see a spreadsheet called Community Map Chart that I have shared with you. Go ahead and open that spreadsheet. Is there anyone who doesnt see this? If anyone raises their hand, I will go over and provide assistance. (See appendix for chart example.) Once its open. Click on file, and scroll down to Make a Copy. When the box pops up, title this [Your name] Community Map Chart. So for example, I am calling this Ms. Freeman Community Map Chart. Ill give everyone a moment to do this. Let me know if you have any problems. I will give students a moment to do this and provide any necessary help. Once your new chart has opened up, click share in the top right corner. Under where it says Invite People, type my email address, which is __________________. Then hit Done. Ill give everyone a moment to do this. I will provide help if anyone needs it. Now its time to edit these charts. Youre going to take the information from your partner grid and put it into here. Youll have one line for each partner. Were going to leave the first column as it is. In all the spaces where it says, [Your Initials], type in your initials. So I will type KF in each spot.

Katherine Freeman I will give students time to change this.

Now look at the far column. Here, you can replace [Partners Initials] with the initials of each of your partners. Just go down your list. I will give students a moment to do this. Is everyone up to speed? Is there anyone who needs help or more time? Ok, now you can add the connections. So type in the connection you have with that partner in just a few words. So for example, for my connections with _____________, I would type vegetarian. Go ahead and fill in all of your connections. I will give students time to work on these. Good job. Everyone should have completed your chart right now. Im just going to take a quick look to make sure everyone has shared his or her chart with me. It looks like everyone has! Before we move on, does anyone have any questions about Google docs or sharing? I will answer any questions that arise. 6. [5 min.] Journal Writing: Now Id like everyone to put away your tablets and open your journals. As you work on this next journal entry, Im going to compile all of our information into a visualization. Take the next few minutes to describe what you learned about yourself and your classmates by doing this activity. Let me know if you have any questions or need any help. As students work on this, I will compile all of the charts into one master chart, which will already have a node setup for each student. I will upload this data onto shiva.virginia.edu, which is a data visualization tool that feeds off of Google docs. This will generate a network chart. (Here is an example: https://shiva.virginia.edu/node/1641). As soon as this is completeafter about five minutesI will project this onto the board. Then I will say, Here is what our class network looks like. You see, we all have a lot of connections! This network visualization will be displayed during our gallery walk at the end of our unit. If we have time, we may be able to add in even more connections. 7. [5 min.] Closing: Good work today, everyone! Before we go, I want to tell you about your homework for next class. Its very simple. Id like everyone to bring in a photograph, either of yourself or your home country. If you dont have any pictures at home, you can find a picture on your tablet or your cell phone. Id like this picture to be of a memorable place, if possible. So if youre going to find a picture online, make sure it is of a place that is familiar to you. Are there any questions about that?

Katherine Freeman It looks like were just about out of time, so everyone please put your materials away. As you leave, be sure to put your journals in the bin and place your partner grids in a pile on the desk. Good work today, and Ill see you next week!

Methods of Assessment: Journal Entry #1 [2c] Partner Grid [5a, 8b] Community Map (Charts) [6b] Journal Entry #2 [1b, 5d] Differentiated Instruction to accommodate one or more of my profiled students: Tommy may try to blow off the partner grid activity, which may discourage other students he is working with. I will monitor him closely during this activity. I hope that in working with other students, he will feel the need to participate. If I notice he is not, or that his partner looks uncomfortable, I will go over and provide support and suggestions. Materials Needed: Student copies of What You Pawn I Will Redeem by Sherman Alexie Audio recording of Im So Lonesome I Could Cry by Hank Williams Partner grids for each student Tablets Journals Community map chart: https://docs.google.com/a/virginia.edu/spreadsheets/d/1veQqUX4ymGSv2a2J75FEhRW YZjYtsDtls9xfiwfxxAI/edit#gid=0 Materials Appendix: I. Partner Grid II. Community Map Chart

Katherine Freeman Appendix I: Partner Grid Name: __________________________________ Date: ____________________

Partner Grid: Community Map

Partner

Something in Common

Question

Response

1.

2.

3.

4.

5.

Katherine Freeman Appendix II: Community Map Chart

https://docs.google.com/a/virginia.edu/spreadsheets/d/1veQqUX4ymGSv2a2J75FEhRWYZjYts Dtls9xfiwfxxAI/edit#gid=0

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