Danielle K. Yoka Mrs. Vandervelde

LLED 412 English CP 12

 

Revised Unit Plan: Multicultural Unit

 

Monday 3/30

 

Activities

Students will work with their literature circle groups

Students will discuss their novels using their completed roles, as the teachers circulate throughout the groups

Mrs. V. will distribute grades

 

Objectives

To gain a better understanding of the novel through the roles

To work with their peers: to teach and be taught

 

Materials

Teacher Student

Copies of novels Novels

My notes on my reading Completed roles

Grades (Mrs. V.)

 

Assessment

Were the students engaged in discussion?

Were students prepared?

Did the students spend most of their time on-task?

 

Tuesday 3/31

 

Activities

In-class read

 

Objectives

To keep up with their reading

 

Materials: Teacher Student

Novels

 

Assessment

Did students effectively use the time to read?

 

 

Wednesday 4/1

 

Activities

Students will work with their literature circle groups

Students will discuss their novels using their completed roles, as the teachers circulate throughout the groups

Mrs. V. will distribute grades

 

Objectives

To gain a better understanding of the novel through the roles

To work with their peers: to teach and be taught

 

Materials: Teacher Student

Copies of novels Novels

My notes on my reading Completed roles

Grades (Mrs. V.)

 

Assessment

Were the students engaged in discussion?

Were students prepared?

Did the students spend most of their time on-task?

 

Thursday 4/2

 

Activities

In-class read

 

Objectives

To keep up with their reading

 

Materials: Teacher Student

Novels

 

Assessment

Did students effectively use the time to read?

 

Friday 4/3

 

Activities

Students take quizzes and hand in Journal Entry #2

Teachers will explain poster contest with a model: purpose, requirements, etc.

Students will create posters in their group

Students and teachers vote on winning poster (winner receives 5 extra-credit quiz points)

Objectives

To create a visual representation of their novel

To make connections between images and themes in the novels

To share their novels, and the themes they address, with the rest of the class

To work together as a team and create a poster in a set amount of time

To have fun

 

Materials: Teacher Student

Poster board Novels

Markers

Scissors

Magazines

Glue

A model poster

Quizzes

 

Assessment

Did students work as a team?

Were they engaged in the activity?

Were they able to recreate their themes using images?

Did they seem to enjoy themselves?

 

Monday 4/6

 

Activities

Students will present posters to class

Everyone will vote for winning poster

Students will read quietly until period is over

 

Objectives

To share ideas and themes from the novel with the class

To articulate ideas through the explanation of the posters

To gain an interest or basic understanding of a theme/themes expressed in other novels

To keep up with their reading

 

Materials: Teacher Student

Posters

Novels

Assessment

Did students clearly explain posters?

Did students seem interested in classmates' presentations?

Did students vote based on quality, not who created the poster?

Did students utilize time to read?

Tuesday 4/7

 

Activities

Teacher will introduce Multicultural projects using hand-out and models

Students will discuss possible project ideas in their groups

 

Objectives

To understand what they must produce

To feel comfortable with the projects (through explanation, the hand-out, and models)

To gain ideas from our models and one another

To possibly decide on a project

 

Materials: Teacher Student

Hand-out Hand-out

Models of projects

 

Assessment

Did students seem interested in projects?

Did they understand what was expected?

Were the groups able to reach consensus on one project?

 

Wednesday 4/8

 

Activities

Students will receive self/peer evaluation sheets

Students will work in groups on Project Plan worksheets

 

Objectives

To understand that they each must contribute and show proof of their contribution

To solidify project ideas by expressing them in writing

To plan their agenda for the week

To show the teacher what they will be doing for their project

 

Materials: Teacher Student

Self/peer evaluation sheet Hand-out

Project Plan sheets Completed Project Plan (at end of class)

Novels

 

Assessment

Did students work together on the plans?

Did the plans demonstrate student understanding and their proposed actions?

 

 

Thursday 4/9

 

Activities

Students will take quizzes and hand in Journal Entry #3

Students will work in groups on the Mock-up, due at the end of the period

 

Objectives

To physically create a visual representation of project

To further solidify their ideas into a "whole"

 

Materials: Teacher Student

Models from Tuesday Project materials (dependant)

 

Assessment

Did students work as a group?

Did students complete a satisfactory mock-up?

 

Monday 4/13

 

Activities

The teacher will hand out Standards sheets for portfolios and project

Students will begin actual construction of project in groups

 

Objectives

To understand what is required in the project

To work as a team to create a written and visual representation of the theme/themes and cultures presented in the novel

 

Materials: Teacher Student

Portfolio Standards sheet Project Materials

Project Standards sheet Novels

Models

 

Assessment

Did students work together? Did all participate?

Did the students make progress in their work?

 

Tuesday 4/14

 

Activities

The students will continue to work on their projects in their groups

 

 

Objectives

To work as a team to create a written and visual representation of the theme/themes and cultures presented in the novel

 

Materials: Teacher Student

Models Project Materials

Novels

 

Assessment

Did students work together? Did all participate?

Did the students make progress in their work?

 

Wednesday 4/15 & Thursday 4/16

 

same as Tuesday 4/14

 

Friday 4/17

 

Same as Tues 4/14 + portfolios are due

 

Activity

The students completed A Teacher Evaluation of Ms. Yoka.

 

Objective

To give feedback and suggestions to the student teacher about her lessons and unit.

 

Materials: Teacher

Teacher evaluations

 

Monday 4/20

 

Activities

Students will informally present their projects to the class

Teachers and students ask questions and make comments.

The class will discuss the unit and book choices upon questions from the teachers.

 

Objectives

To share and showcase their projects to the rest of the class

To spark the interest of the class in other novels

To receive suggestions and compliments on their work

To give suggestions and feedback on the unit for future use

 

 

Materials: Teacher Student

Projects

 

Assessment

Did the students fulfill the requirements of the project?

Do the projects show teamwork and creativity?

Did the students enjoy the projects?

Did they find the unit worthwhile?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lessons in Hindsight

 

The first week of this plan was not mine, but the coordinating teacher's. The two days of literature circles were rather unsuccessful. Many of the students failed to complete their roles and were unprepared. The students who did complete the roles, simply presented them without any discussion. Most of the student talk was off-task. However when we circulated, the students had wonderful ideas and were willing to share.

So they understand the novels, why aren't they discussing? After some investigation, I discovered that the students had already done these roles several times in the past, and found them boring. Not to mention circulating through six to eight groups in forty-five minutes would be very difficult with only one teacher. We had three in the class and found adequate discussion time in each group to be limited. If I were doing this unit alone, I would limit the number of books to 3 or 4. Mrs. V. also allowed the groups to vary from one person to five, and one person is not a very good "circle." In other words, I would have kept group numbers between 2 and 4.

Unfortunately, this was part of our cooperating teacher's plan, and we were unable to change the routine at that time. The poster contest on Friday, however, was our idea and to our satisfaction, it went beautifully. The students were very involved and most of them participated. Since the bell rang before we could vote, we had to postpone judging until Monday. In short, students like contests and they like to draw: two things I will remember.

Monday, we had originally planned to introduce the projects but that was pushed to Tuesday. We had only planned for a brief explanation of the posters, but the students went into great detail. I was both impressed and pleased. Being skeptical of fairness in student voting, we had planned on weighting our votes to balance out the group size. Fortunately, we did not have to because the students voted based on the quality of the posters alone. One student did suggest that students should not be allowed to vote for their own poster. If they voted only for their classmates, the votes would be more fairly distributed. I thought that was a great idea, and I would enact that rule if I do this activity again. After this comment, I smiled "They really have a lot to teach me."

We introduced the projects on Tuesday, and the lesson went smoothly. Mrs. V. had suggested that we create models, and they seemed to really spark the interest of the students. Having something material to look at helped the students pick projects. Then on Wednesday, we handed out the Project Plans and the day seemed to go well. However at home, we realized that several of the groups did not complete the sheets to our satisfaction. Since they were worth ten points, we redistributed them to allow the students to improve their scores. This seemed to help them and us greatly, and in retrospect, I would have asked different questions or worded the existing ones more specifically.

The mock-ups completed on Thursday were very well-done and a good suggestion by Mrs. V. Creating a visualization of the final product really set the students in motion. After reading my evaluations, I found that two students did suggest that the plan and mock-up should not be graded. The students claim that they are to show intent and progress, they are not finished projects. I agree with this point and will consider the suggestion in the future.

Then Monday came, and the students complained about the amount of work. I mean really whined. The projects were due on Thursday and the portfolios were due on Friday. Then after circulating, we realized many of the groups were working hard and would need an extension on the project. Hence, the new due date was Monday. So, those group work days went very well. All but two of the groups in my class used every moment they had.

And although I did, I had no reason to fear that Mrs. V. would be away the rest of the week. The students worked just as hard, and I found myself more confident in the classroom. For those days, it was my classroom, and the substitutes just read in the corner.

As mentioned, the due date was pushed back to Monday and I came back another day. I am quickly learning that teaching is not a "convenient" profession. On the other hand, it can be rewarding. In the class before mine, the students were reluctant to present their projects and only one in each group spoke. In second period, the students jumped up and presented as a team. This enthusiasm had to do more with their personalities and the group dynamic than me, but I was happy. Furthermore, the projects were well explained and creatively constructed. The project went well. In fact, it all went pretty well.

 

 

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