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Bobbie Keenan November 22, 2009 Applications of Instructional Technology ITEC 8530 Kenneth Clark
Grade: 6
Understandings:
Students will understand Historical fact can provide the back- drop to a fictional story. Authors use literary techniques to set the tone and feel of a piece of literature. The setting, characterization, plot and resolution of story are elements of a novel. How to search the internet effectively Fictional characters can provide a real world historical perspective. How to do a character analysis How to create a Power Point presentation The cause and effects of the Great Depression How Jim Crow Laws had an affect on the African American population. Jazz Musics role in the Depression. How Hoovervilles came to be as a result of the Great Depression.
Essential Questions:
How can information on Internet enhance a reading experience? Does history have an impact on literature? How can the truth be told through fiction? Why is historical fiction important? How accurate are facts used in historical fiction? What are some of the techniques authors of historical fiction use to make reading their stories feel authentic to the time period? What are some of the historical references made in Bud, Not Buddy?
How to search the internet for relevant, factual, and historical information How to respond to literary material from a personal and creative point of view. How fictional characters deal with conflicts that relate to real-life situations. Relate fictional reading to information from another source.
development of theme, character, plot and setting contribute to the overall impact of a piece of literature. Access historical information from a variety of sources. Create a Power Point presentation.
Assessment Evidence
Example:
Bud, Not Buddy by Christopher Paul Curtis Chapter 1 September 1, 2009 Facts Reaction Use this side to write facts. You can include Here you can react to facts you wrote on important details and plot points. the other side. Discuss your opinions. Make connections to other readings, classes youve taken before, or things that have happened to you. Try to do more than judge the quality of the writing or the plausibility of the story. You can be critical but talk about why youre being critical. Select one or more quotes from the chapter and cite the page number in parenthesis at the end of the quote. Example: (page 2)
Write a sentence or two that connects the quote to the chapter. Why is the quote important? How do you connect to the quote? Why did you choose it? You can also use this side to list unfamiliar vocabulary you came across in the chapter. Find the definition of the words and write a sentence using each word.
Category Title
4 - Excellent Includes entire title with proper mechanics. Includes authors full name spelled correctly.
3 - Good Includes the entire title with errors in the mechanics. Includes the authors full name spelled incorrectly. Includes Chapter, but the incorrect number. Two facts are recorded along with a properly cited quote. Student is able to make connections to their life or other readings.
Author
Includes only Authors name the authors last not recorded name and/or spells it incorrectly. Includes Chapter or number, but not both. A fact is recorded and a properly cited quote is recorded. Student requires prompting to make connections to his life or other readings. No Chapter or number recorded. No facts or quotes are recorded. Student cannot make connections to his life or to other readings.
Chapter Number
Includes Chapter and the correct number. Two or more facts are recorded including properly cited quotes from the story. Student is able to react to the facts from the reading (including quotes and vocabulary) and make connections to their life and other readings.
Facts
Reactions
Each Double Journal Entry is worth a maximum of 20 points. There are 19 chapters in the book, Bud, Not Buddy. Grading Scale for Double Entry Journals: 380 360 = A 359 - 339 = B 338 - 318 = C 317 - 297 = D Below 297 = F
Graphics/Artwork do not relate to the topic OR borrowed graphics do not have a source citation.
Labels
Several items of importance are clearly labeled Work is sloppy and difficult to read. Student can accurately answer 75% of questions related to facts in the analysis and the process used to create it.
Neatness
The overall project is neat in appearance throughout. Knowledge Student can Gained accurately answer all questions related to facts in the character analysis and processes used to create it. Scoring 25 20 = A 19 14 = B 13 8 = C 75 =D Below 5 = F
Labels are too small to view OR no items of importance were labeled. Work is very sloppy and difficult to read. Student appears to have insufficient knowledge about the facts of the process used to create it.
Finding the Facts in Historical Fiction PowerPoint Presentation Rubric (Document #3)
Category Overall Content 4 Excellent All content throughout the presentation is accurate. There are no factual errors. 3 - Good Most of the content is accurate but there is one piece of information that might be inaccurate. Presentation Presentation shows shows some considerable originality originality and and inventiveness. inventiveness The content . The content and ideas are and ideas are presented in presented in a an interesting unique and way. interesting way. Information Most is organized information is in a clear, organized in a logical way. clear, logical It is easy to way. One anticipate the card or item type of of material that information might be on seems out of the next card. place. Font formats Font formats (color, bold, have been italic) have carefully been planned to carefully enhance planned to readability enhance readability and content. Sources of Most sources information of 2-Acceptable The content is generally accurate, but one piece of information clearly flawed or inaccurate. Presentation shows an attempt at originality and inventiveness on 1-2 cards. 1 - Poor Content is typically confusing or contains more than one factual error. Presentation is a rehash of other peoples ideas and/or graphics shows very little attempt at original thought. There is no clear plan for organization of information. Points
Originality/ Interpretation
Sequencing of Information
Citations
Some information is logically sequenced. An occasional card or item of information seems out of place. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Some sources of
One source of
Use of Graphics
are properly cited to determine credibility of the information presented. All graphics are attractive (size and colors) and support the theme/conten t of the presentation. Presentation has no misspellings or grammatical errors. Project includes all material needed to gain a comfortable understandin g of the topic.
information are cited to determine credibility of the information presented. A few graphics are not attractive but all support the theme/content of the presentation. Presentation has 1-2 misspellings but no grammatical errors. Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements.
information are cited to determine credibility of information presented. All graphics are attractive but few do not seem to support the theme/content of the presentation. Presentation has 1-2 grammatical errors but no misspellings. Project is missing more than two key elements.
information is cited to determine credibility of information presented. Several graphics are unattractive and detract from the content of the presentation. Presentation has more than grammatical and/or spelling errors. Project is lacking several elements and has inaccuracies.
Effectiveness
Performance Task 4 (Document #4) A test on general information from the novel, Bud, Not Buddy, as well questions covering the various literary devices used throughout the novel. [Facet 1, Facet 3] Other Evidence: Observation: The teacher will observe the daily activities like reading and class discussion to ensure each individual fully understands the task, and relevance of the task, given to them. There will be exercises related to the daily reading that will help reinforce their knowledge of various literary devices, help them build toward their final project in this unit, and ultimately grasp the big idea of finding the fact in historical fiction.
you opened them. (page 54) 7. Which of the following literary device is used in this passage? a. simile b. flashback c. imagery d. irony
c. lighthearted and touching d. sarcastic and stern 16. Which of the following would NOT be a theme for this novel? a. Bad things sometimes happen to good people. b. When one door closes, another one will always open. c. Everyone needs a place to belong. d. Beauty is in the eye of the beholder. 17. In the novel, the use of the first-person point of view allows the author to __________ a. share only Buds inner thoughts and feelings b. concentrate on creating unusual characters. c. share what many of the characters are thinking and feeling d. describe the storys setting in vivid details. 18. Throughout the novel, Buds dialect can best be described as __________________ a. formal b. foreign c. fancy d. informal 19. At the end of the novel, Bud makes the following discovery: a. Miss Thomas is his grandmother b. He has to return to flint c. Herman E. Calloway is his grandfather. d. Mr. Jimmy is his grandfather. 20. At the end of the novel, the reader can conclude that Bud will ___________________ a. move back to Flint b. try to get a job working at the Sweet Pea c. be happy being a part of the Dusky Devastators of the Depression d. continue to hate Herman E. Calloway
Goals: In addition to learning traditional literary skills, students will also independently work on finding fact in a historical fiction by utilizing various forms of resources including the internet and then compiling the information into a multimedia presentation. To understand essential questions in the unit: How can information on internet enhance a reading experience? Does history have an impact on literature? How can the truth be told through fiction? Why is historical fiction important? How accurate are facts used in historical fiction? What are some of the techniques authors of historical fiction use to make reading their stories feel authentic to the time period? What are some of the historical references made in, Bud, Not Buddy?
Read the historical fiction, Bud, Not Buddy. (Narrative Entry Point) Keep a double entry journal to reflect on ideas brought up in the readings. (Aesthetic Entry Point) Use a Venn Diagram to compare and contrast the historical settings in the novel and the students life. (Logical Entry Point) Create a Body Biography (character analysis) paired with an aspect of the Great Depression that is associated with the character in the novel. (Experiential Entry Point) Create a PowerPoint presentation connecting the historical fiction of Bud, Not Buddy to factual, historical information found on the internet. (Experiential Entry Point) Complete assignments that further illustrate how literary devices are used by an author to enhance a reading experience. (Foundational Entry Point) Accurately cite resources off the internet. (Logical Entry Point)
Relevance and Value: To appreciate literature and other creative expressions of information. Create products that capitalize on the various formats strengths. Demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Identifies and analyses sensory details and figurative language. Identifies the speaker and recognizes the differences between first and third narration. Relates a literary work to historical events of the period.
Prerequisite Skills: Students already do most of their daily work on personal lap tops and have adequate keyboarding skills, work with the program, Word, daily, and all have worked with PowerPoint in numerous other classes to present projects. Students have prior knowledge of literary devices (simile, metaphor, irony, imagery, etc.). The activities in this unit will be reinforcing that knowledge. Evaluate students knowledge of the Great Depression with a True or False questionnaire and KWL chart.
Hook & Hold As a result of the event of the Great Depression, over 250,000 children found themselves homeless. Many became nomads, traveling the highways and railways. While the character Bud, cant be labeled as a nomad, he is homeless early in the story and making his way across Michigan towards an uncertain future. Investigate the plight of children during the Great Depression and answer the following question in your journal. Do you think you could make it alone on your own? Why or why not? Include everything that you could carry that you would need to make it on your own.
Explore & Equip Provide the students with agendas (see calendar) that include the assignments they will be expected to complete by the end of the unit. List of websites that are relevant to the aspects of the Great Depression that are mentioned in Bud, Not
Buddy and even used as settings for investigation. Students are not limited to using only these websites for their assignments. Provide each student with a copy of Bud, Not Buddy Handout with MLA citation instructions for resources from the internet. Self-assessment rubrics for double journal entries and PowerPoint Presentation assignment. (see Stage 2) Have daily class discussions about readings. Have students do several homework assignments that focus on a particular aspect of the Great Depression mentioned in the story. Have students complete homework assignments and in class assignments that explain and clarify the use of various literary devices throughout the novel.
Rethinking, Reflections, & Revisions Students will write daily in their double entry journal. Specific topics or free writes in relation to the reading will be assigned. Students will be given a KWL chart two times during the unit to see what theyve learned as theyve progressed through the unit. Assignments, two quizzes and a final test will be given to monitor comprehension reading and grasp of various literary devices used in the novel. Continuous research will be conducted individually to enhance and build on the students knowledge of The Great Depression. Daily class discussion will be held to clarify any questions that might come up during the reading. Two final journal entries will be assigned asking the students to reflect on how reading Bud, Not Buddy helped them understand more about the impact of The Great Depression.
Encouraging Self-Evaluation Journal Entry Topics: Discuss your thoughts on the story Bud, Not Buddy. How did reading this book help you understand more about the Great Depression? Do you think that reading historical fiction can help you better understand historical events? Why or Why not? Double Journal Entry Rubric and PowerPoint Presentation Rubric will be provided to guide students and give them the ability check their progress as they go through their assignments.
Tailor to Students Needs Two different handouts with websites that will be used as part of their research for several projects in this
unit will be given to the students. One handout has websites with more in depth information. The second handout has websites, while the content is essentially the same as the more in depth websites the information is more pared down for the learners that arent as advanced and lower readers. Bud, Not Buddy will be read as a class, with the exception of three chapters that will be read as homework. I chose to do this not only to facilitate discussion, but as a way to engage the lower readers in class that have been known to become frustrated with reading novels this length. Ample classroom time has been set aside to complete the final PowerPoint presentation so the teacher can assist all students with any help they may need. Several homework assignments (Chapter 4 Worksheet and All That Jazz Activity) will be adjusted to accommodate advanced and lower learners.
Activity
Journal
Monday Entry: Do you think you could make it alone on your own? Why or Why not? Include everything that you could carry that you would need to make it alone.
Classroom Activity
Introduce the unit and give out student agendas. Have students fill out a KWL chart on the Great Depression. Ask students six questions pertaining to their knowledge of events of the Great Depression. Choose two of the six, question topics to
Tuesday Entry: Describe the character, Bud (appearance, age, personality) and the setting of the book. Include examples from the book and cite pages. Response: Also can you relate to the character, Bud? Why or why not? Introduce the novel, Bud, Not Buddy. Read Chapters 1 & 2 as a class. Discuss from whose point of view the story is told.
Wednesday Entry: Give an example of a flashback in this chapter and cite the page. Response: Describe one of your own memories. Be as detailed as possible.
Thursday Entry: After reading Chapter 5, describe what you think Buds mother was like. Explain why and use quotes from the book to support your thoughts.
Friday Entry: At this point in the story, which character do you relate to the most, and why?
Read Chapters 3 & 4 as a class. Discuss the use of the literary devices, flashbacks and imagery in this chapter.
Read Chapters 5 & 6 as a class. Discuss the use of irony. Irony exercise.
research. Review how to cite information from the internet. Research two chosen topics. Journal. In a Word Document, write five facts (can include pictures) about your two topics that either confirm or disprove your original True or False answer. Your findings must be properly cited.
Journal
Journal
Journal
Journal
In a Word Document, retell the events of Chapter 2 from Todds point of view or in third person.
Week Two Student Agenda Activity Journal Monday Entry: What do you think the rocks with numbers on them mean and why? Tuesday Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond. Wednesday Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond. Thursday Entry: Do you think riding the rails would have been a fun way to travel? Why or why not? Include quotes from the book to support your reasons. Read Chapters 13 & 14 as a class. Literary Device/Stor y Quiz Friday Entry: Free Journal. Write about events or character s that stood out to you in this chapter, and respond. Read Chapter 16 as a class. Discuss Internal and External Conflict in the story.
Have class fill out a second KWL chart. Read Chapter 8 as a class. Divide into groups of 2 (including the teacher) and use the Venn Diagram to compare and contrast Hoovervilles and their residents with your own family and neighborhood . Share your findings with the class. Computer The billboard Activity mentioned in Chapter 8 is in a famous photo from the Great Depression.
Classroo m Activity
Read Chapters 9 & 10 as a class. Discuss the use of extended metaphor (activity) and Onomatopoeia .
Read Chapters 11 & 12 as a class. Discuss the authors use of direct and indirect characterization .
Journal
Journal
Journal
Homework
Find the photo on the internet and insert it into a word document. Include the name of the photographer and the title of the photo. Cite your sources. Journal. Billboard activity.
being a Pullman Porter was a good job to have during the Depression. Include a picture and a job description. Cite sources. Study for Quiz.
Find 5 Pullman Porter examples of activity. onomatopoeia in Chapter 10. In a word document list the sentence each word appears in and underline the word. Cite the page the word is on, and tell how it is used in the story for effect.
Read Chapter 15
Read Chapter 17
Week 3 Student Agenda Activity Journal Monday Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond. Read Chapter 19 as a class. Discuss the use of extended metaphor on pages 200-202. Jazz Band activity. Tuesday Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond. Wednesday Entry: Discuss your thoughts on the story Bud, Not Buddy. How did reading this book help you understand more about the Great Depression? Finalize the character analysis and save to file. Thursday Entry: Do you think that reading historical fiction can help you understand historical events? Why or Why not? Friday
Classroom Activity
Final Literary Device/Story Test. Begin work on character analysis and PowerPoint presentation.
Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly.
Computer Activity
Journal. Explore the PBS.org Jazz website. Create your own band after exploring the PBS.org website.
Journal
Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly.
Have students fill out a final KWL chart. Five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly is due. Five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly is due.
Homework
Character Analysis Draw Character or find graphics that represent the chosen character. Make note of all your sources.
Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly.
Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly.
KWL Chart
1. In the 1930s, riding the rails was a fun and efficient way to travel. True or False _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____ 2. Hoovervilles were named in honor of President Herbert Hoover. True or False _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____ 3. Being a Pullman Porter was a good job to have in the Great Depression. True or False _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____ 4. Jazz musicians played country music in the 1930s. True or False _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____ 5. It was easy to find a job in the Great Depression. True or False _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____
(Advanced) *The word advanced wouldnt appear on the handout. Youre not limited to use just these websites for your assignments. America in the 1930s http://xroads.virginia.edu/~1930s/front.html Riding the Rails http://www.pbs.org/wgbh/amex/rails/index.html Herbert Hoovers Reaction to the Great Depression http://www.hoover.archives.gov/exhibits/Hooverstory/gallery06/gallery06.html The New Deal Network http://newdeal.feri.org/ The Great Depression and New Deal 1929-1940s http://iws.ccccd.edu/kwilkison/Online1302home/20th %20Century/DepressionNewDeal.html Digital History http://www.digitalhistory.uh.edu/learning_history/children_depression/human_meaning.c fm Photos of the Great Depression http://history1900s.about.com/library/photos/blyindexdepression.htm Photo Essay of the Great Depression http://www.english.illinois.edu/maps/depression/photoessay.htm African-Americans in the Great Depression http://mtungsten.freeservers.com/ Hoovervilles http://www.u-s-history.com/pages/h1642.html Hooverville photos http://newdeal.feri.org/ron/ab02info.htm City Life During the Great Depression http://middle.usm.k12.wi.us/faculty/taft/Unit7/citylife.htm Jazz http://www.pbs.org/jazz/time/time_depression.htm PBSkids.org Jazz http://pbskids.org/jazz/ The Great Depression http://library.thinkquest.org/03oct/01794/pictures_page.htm
Great Depression Websites Youre not limited to use just these websites for your assignments. The Depression News http://www.sos.state.mi.us/history/museum/explore/museums/hismus/190075/depressn/index.html
How the Depression Affected Children http://newdeal.feri.org/eleanor/er2a.htm America in the 1930s http://xroads.virginia.edu/~1930s/front.html Riding the Rails Easy http://www.erroluys.com/RidingtheRails.htm Riding the Rails Easy http://web.olivet.edu/gradusers/nhenric1/Riding.html Photos of the Great Depression http://history1900s.about.com/library/photos/blyindexdepression.htm Photo Essay of the Great Depression http://www.english.illinois.edu/maps/depression/photoessay.htm Hooverville photos http://newdeal.feri.org/ron/ab02info.htm PBSkids.org Jazz http://pbskids.org/jazz/ The Great Depression http://library.thinkquest.org/03oct/01794/pictures_page.htm
Bud, Not Buddy Chapter 4 Worksheet Use the following chart to analyze the figurative language in this chapter. In the box labeled My Own, write your own sentence using this type of figurative language. Passage Type of Figurative Language What is being compared or what does this mean? My own
then I was inside the Amos house crouched down like a cat burglar. (p. 31) My heart started jumping around in my stomach as soon as I reached out for the shotgun. (p. 32) Todds bed stayed as dry as the desert.
(p. 34)
If J. Edgar Hoover and the FBI saw me now Id be in some real serious hot water! (p. 35) Discussion: *The worksheet for the lower students would have the Discussion question omitted. Bud says that his favorite saying in the whole world is He who laughs last laughs the best. Do you agree with this saying? Explain what this statement means and do you agree or disagree with it. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____
After exploring the PBS.org website, Jazz, create your own band. Write a paper with a minimum of three paragraphs. Include the following in your paper: Create a name for your band. Identify the members and the instruments they play. Talk about your travels and what kind of jazz your band plays. Finally, create a poster for your band using a single PowerPoint slide.
All That Jazz Activity After exploring the PBS.org website, Jazz, create your own band. Write a brief summary of your band. Include the following in your summary: Your bands name. The names of the members and the instruments they play. Where are some of the places your would play. Finally, create a poster for your band using a single PowerPoint slide.
References: Capotosto, Lauren, Evan Howard and Jennifer Baribault, Bud, Not Buddy. http://faculty.salisbury.edu/~elbond/budnotbuddy2.html#Evaluation (July 12, 2009) Fox, Debbie, Families-Then And Now Venn Diagram. http://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPG (July 16, 2009) Hamilton, Joan and Cheryl Klausner, Making Adolescent Literature Matter eWorkshop. http://www.literacymatters.org/lessons/budnotbuddy.htm (July 5, 2009) Sutherland, Tammy D. and Shannon B. Temple, Teaching Unit: Bud, Not Buddy by Christopher Paul Curtis. United States: S&T Publications, 2008. Page 8. Sandtpublications.com. Web. July 11, 2009
Charlie Parker http://www.ebrookville.com/fchs/music/Jazz_Greats/bird.html Ella Fitzgerald http://thepopfix.com/2009/09/15/the-pop-fix-presents-top-100-singers-of-all-time/ Duke Ellington Poster http://friends.peoria.lib.il.us/community/howardcourtney/jazzposters.html Count Basie Poster http://theinvisibleagent.wordpress.com/2009/01/page/3/ Dizzy Gillespie Poster www.allposters.com/-sp/Dizzy-Gillespie-at-the-Royal-Roost-New-York-City-1948Posters_i388685_.htm Billie Holiday Poster http://www.vintageconcertposters.com/_main/Index.cfm? page=api/gallery/photo.cfm&id=279&gid=8