Sam+Howard

Using the template from Understanding by Design by Grant Wiggins and Jay McTighe
 * Understanding by Design** **page 1**
 * ||  || Unit Title: Promoting Religious Tolerance in the United States, 10th Grade
 * ||  || Unit Title: Promoting Religious Tolerance in the United States, 10th Grade

Subject/Topic Areas: Hinduism,India, Afganistan, Islam, critical thinking, social justice Key Words: Tolerance, Liberal, acceptance, comprehension, critical thinking, unbiased curriculum Designed by:__Sam Howard__ Time Frame: 5 weeks ||  ||

This Unit is on the education of other religions and the peace and war between them. The idea is that if students see others and their role in society, whether they believe the same things as others or not, they will be accepting and show them the compassion they deserve. Students will use readings and local conflicts to develop their own acceptance of others in society. Students will present their findings and share their own struggles and outreach to others. ||  ||
 * ||  || Brief Summary of Unit (including curricular context):
 * ||  || Brief Summary of Unit (including curricular context):

Stage One -
 * Goals, Understandings, and Key Knowledge **


 * Established Goals:**


 * RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.(4)
 * RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.(2,4)
 * RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.(4)
 * RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).(1,4)
 * RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.(4)
 * RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.(4)
 * RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).(4)
 * RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.(2)


 * W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.(6)
 * o Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
 * o Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 * o Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
 * o Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
 * o Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
 * W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)(3,5)
 * W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(5,6)
 * W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.(3)
 * W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (3-6)
 * W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.(3-5)
 * W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.(3,4)
 * What understandings are desired?**
 * || * Students will understand that our society is only one fraction of the world and that it is not our job to impose our beliefs on others as much as they should on us.
 * Students will understand the implications of tolerance and how they can use it in their daily lives.
 * Students will understand the use of research to better their own lives and prevent ignorance of other cultures.
 * Students will understand the use of personal narrative, as well as other genres of writing and art to be used in order to educate others on the beauty of the world’s different people. ||  ||


 * What essential questions will be considered?**
 * || * How can literature help us interpret the world?
 * How the ideas of tolerance and love can spread through writing and reading?
 * How can our readings teach us to be better people and more excepting?
 * Where can we publish our works so that everyone may see the momentous battles won over ignorance? ||  ||


 * What key knowledge and skills will students acquire as a result of this unit?**
 * ||  || Students will know…
 * How useful technology can be in publishing student works in various genres.(6)
 * How other societies have similarities and differences from our own society inAmerica.(4,5)
 * Family life and religious beliefs of others and the acceptance and identification. (5) || Students will be able to do…
 * Create a presentation in different forms of writing that displays their understanding of other cultures. (6)
 * Research of their own accord, judging sources and continuing to fight ignorance. (5)
 * Comprehend literary devices that teach others the main themes of the novels and readings and be able to compare them to today’s events. (5) ||



6-Page Template, Page 3 Stage 2 -
 * Determine Acceptable Evidence **


 * What evidence will show that students understand?**


 * || Students will be able to professionally show their research and justify their opinions through multiple genres of writing including journals, essays, I-Search paper, and a multigenre presentation. ||  ||


 * Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):**
 * || * Students will write in their journals daily on their gained knowledge and the analysis of current events that happen in their lives or in the news.
 * Students will be aware of their learning by keeping up with their writing and realization of the reading that is to be discussed in class by reflecting on their advancement in small increments on their blog as set up by the class.
 * Every Friday the students will have a one on one conference with me to see how they’re doing in the class and what they can still accomplish.
 * Students will develop thoughts and questions of which they will research and gather sources and evaluate those sources in order to eventually create an I-Search paper.
 * Students will complete a Multigenre presentation in which they will exhibit what they have learned about other cultures and how they should be treated—Well.
 * Student will write a reflection on their presentation of 200 words or more in order to let me know how confident they are in their learning. ||  ||


 * Student Self-Assessment and Reflection:**
 * || Students will be in constant reflection. They will write in their journals every class period and then they will create an I-Search paper that will fulfill the questions they have and present what they have learned to me, as the teacher. The will lastly create a multigenre presentation that reflects their feelings on the content and their attitudes towards other cultures and their differences, and then reflect upon how they did that in 200 words or more. ||  ||


 * Performance Task (supplement to stage 2)**


 * What understanding and goals will be assessed through this task?**
 * ||  || * Students will understand how to use technology to publish their writings and to fight the lust of ignorance. ||   ||   ||   || The students are to properly justify their opinions through multigenre writings. ||   ||
 * ||  || * Students will understand how to use technology to publish their writings and to fight the lust of ignorance. ||   ||   ||   || The students are to properly justify their opinions through multigenre writings. ||   ||


 * What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? **
 * ||  || Students will read the books and discern what the main points are and what they need to take away from every sections and then reflection upon it with research for and questions they have. ||   ||   ||   || Student must demonstrate the use of interpretation in order to develop their own opinions on the tolerance of other religions and races around the world and synthesize them in writings. ||   ||
 * ||  || Students will read the books and discern what the main points are and what they need to take away from every sections and then reflection upon it with research for and questions they have. ||   ||   ||   || Student must demonstrate the use of interpretation in order to develop their own opinions on the tolerance of other religions and races around the world and synthesize them in writings. ||   ||


 * Through what authentic performance task will students demonstrate understanding?**
 * || Students will draw upon the knowledge they gained from the readings and writings in the classroom and use their I-Search paper in order to create a theme of which they will do multiple writings in different genres that they choose. These may include any form of art. ||  ||


 * What student products and performances will provide evidence of desired understandings? **
 * ||  || The students will show signs of compassion and knowledge of major events and main ideas in the books that were discussed. ||   ||
 * ||^  ||   ||   || The students will improve on writing and justifications through the use of minilessons when needed and this will show in their journals, I-Search, and eventually in their Multigenre final project. ||   ||
 * ||^  ||   ||   || The students will improve on writing and justifications through the use of minilessons when needed and this will show in their journals, I-Search, and eventually in their Multigenre final project. ||   ||


 * By what criteria will student products and performances be evaluated?**
 * ||  || The students will first be evaluated on how they conducted their thoughts in their different forms of writing. ||   ||   ||   || They will then be evaluated both on the presentation of their findings and also on the accurate nature of their presentation of the data and their analysis of characters and situations they themselves have experienced. ||   ||
 * ||  || The students will first be evaluated on how they conducted their thoughts in their different forms of writing. ||   ||   ||   || They will then be evaluated both on the presentation of their findings and also on the accurate nature of their presentation of the data and their analysis of characters and situations they themselves have experienced. ||   ||

GRASPS: Goal: Your task is to pick a topic based on the readings and writings you have done in this unit thus far and compose multiple writings of which will be from different genres that you may choose which will reflect upon your own lives and the lives of the characters in the book encompassing major themes and promoting religious tolerance.

Role: You are a writer whether you feel like it or not and thus you WANT to publish your work wherever necessary so that others will see it and comment on their feelings and revelations that they have experienced while reading.

Audience: Your audience is your peers and anyone you feel you need to express your thoughts too. You have some leeway here, but it needs to be appropriately accomplished.

Situation: After reading different sections of people who are represented in a minor way in this country or area, you will have certain feelings about them in which you need to write about. While using your I-Search paper, you will develop and finalize your thoughts and write about them in different ways so that you will reach your peers and other readers in order to interact with them in the same way they interacted with you.

Standards and Criteria for Success: Your work will be judged by your peers, your teacher, and yourself. You will have a final conclusion to show what you think the quality of your work was and what grade you have earned.

Consider the WHERETO elements: W – Where are they going? Why are they learning this? What is required?

H – How will you Hook the students? (through inquiry, research, problem-solving, and experimentation) E – How will you provide opportunities will for student to Explore and Experience the Big Ideas and concept? How will you equip them for required performances?

R – Provide opportunities for student to Rethink, Rehearse, Revise and Refine their work based on feedback. E – How will students evaluate their work and set future goals? T – How is the lesson Tailored to address student interests and learning styles? O – How is it Organized to maximize engagement and effectiveness. W- Students are required to learn reading comprehension and expansion upon their current beliefs and adequately write about them in a manner that focuses on the public. They need to be able to research and build upon such research in an organized way that will inform their reader. They are learning this in order to help benefit society by their enrichment in education and educate others on the subject of religious tolerance and why it’s important.

H- The students will study many small readings in which are both informative and applicable to their lives and lives to come in the future. The students will watch parts of the movie Namesake in order to start off the unit and reel them into getting interested in other cultures and religions.

E- The students will be asked to write an I-search paper for their own understandings and questions they have and experience the freedom of looking into a subject or area in which they are most interested. This I-Search paper will allow the teacher to work one-on-one with them and further their writing without being critiqued for a grade, instead it will help them work on something that they can take pride in and further develop their writing and understanding skills.

R- The students will be asked to keep a Journal, in this journal they will be asked to jot down thoughts of either frustration or achievement in their learning. They will also have small conferences in which they will meet with the teacher and actively converse about their writing and how it can be further developed without any consequences.

E- Through student reflection, peer editing and discussion, and also with the scaffolding of the teacher where they will be able to freely discuss their work and make both editing corrections and understandings of the course and their objective, always keeping in mind their goal.

T- The lesson is tailored to the students through technology and their own learning styles where they will be freely able to cooperate with other students if they decide or do their own research in they way they feel most comfortable.

O- Everyday the students will be prompted with questions of both higher and lower learning initiatives, then they will engage in discussions of major themes of religious tolerance and personal gain in reducing ignorance.


 * Rubric for Performace Task ||  ||   ||   ||   ||
 * 300 word Reflection ||  ||   || 11-15pts, students provide clear understanding of tasks at hand with actual sincere reflection on their difficulties with the project and improvement over time. Grammar is appropriate and claims are justified. || 6-10pts Student does not provide clear understanding but reflection is sincere and showing effort. Some grammar problems are littered throughout the paper. || 0-5 pts Little effort or grammatical errors that are so abundant the paper is unreadable. ||
 * Presentation Work ||  ||   || 11-15pts students provide clear, organized work of their thoughts, published in many different forms, and their thoughts on major themes discussed in the course. || 6-10pts Student is missing writings from the necessary ten OR does not present the work in a justifying way i.e. writings without proper justification or cited research. || 0-5 pts Student shows no understanding in presentation and does not provide any proper citations. ||
 * Presentation ||  ||   || 11-15pts Students provide aesthetically pleasing visual representation that adequately shows their research and have made monumental improvements in their beliefs that show through each of the writings. || 6-10 Students visual aide is not aesthetically pleasing, or is not complete in order to give presentation i.e. Student missing work on webpage. || 0-5pts Student shows little effort or does not have any visual aide. ||
 * Conclusion ||  ||   || 11-15 pts Students show sincere reflection on their methods of research and abundance in their understanding why the class focused on religious tolerance. || 6-10 Grammatical errors get in way of understanding, students show some sincerity in voice, and missing a key aspect of reflection such as talking about the writings and research. || 0-5 Grammatical errors show little to no effort, or student is not sincere in reflection. ||
 * Conclusion ||  ||   || 11-15 pts Students show sincere reflection on their methods of research and abundance in their understanding why the class focused on religious tolerance. || 6-10 Grammatical errors get in way of understanding, students show some sincerity in voice, and missing a key aspect of reflection such as talking about the writings and research. || 0-5 Grammatical errors show little to no effort, or student is not sincere in reflection. ||

**6-Page Template, Page 6**
 * || **Stage 3 – Plan Learning Experiences and Instruction** ||  ||

Students will reflect further on the movie and yesterday’s discussion, then we will read a passage from Moving the Mountain by Imam Feisal Abdul Rauf and discussion of ideas to follow. || 5 Journal and short discussion, then students will start either the White Tiger by Aravind Adiga or The Black Album by Anif Kureishi for SSR || Students journal and after discussion current event article for students to do a free write upon after a read aloud by teacher. || 9 Journal, then discussion of the books and major themes in each. For the remainder of the hour, students will have due a topic in which they are thinking about researching and then create an interest topic web, if not finished, then its homework. || 10 Journals then small minilecture on character analysis from the books. Students will finish will SSR, either their own reading or from the books assigned. || Journals, then discussion of the books and how it pertains to their own lives. If any students have anecdotes from their lives that they’d like to share, they are welcome. Students create KWL chart for their research. || 13 Journals, then introduction to online publishing and letter writing with interactive lesson on making an autobiographical page. || 14 Journals, then creative inventory for presentations. Presentation introduction and learning to take information from sources and checking their credibility. || 15 Students should be done reading books assigned and give grouping to create a webpage or podcast on the major themes in an original way. || Journals, then students will begin researching their I-Search Papers after short minilesson on pulling in resources for reference. || 17 Journals, then research and writing. Individual conferences start. || 18 Journals, then research and continuation with conferences. || 19 Journals, then introduction to multigenre project and research with conferences if spare time. || 20 Journals and then SSR for the first half an hour, then students can have time to work on their presentation or research paper. || Journals, then minilesson if applicable. Then work on presentations and conferences and scaffolding. || 22 Students’ I-Search papers first drafts are due for peer edit. || 23 Student Field trip to local museum with sufficient religious paraphernalia. || 24 Students are encouraged to make final touches to their I-Search paper and have 5 pieces of writing for final project. || 25 Current events workshop with articles and small group presentations of 2 min each. || Students get online time to upload their writing and make finishing touches. || 27 Student conferences with teacher while working on reflection of the process. || 28 Reflections due. Presentations start || 29 Presentations || 30 Presentations and Pizza? ||
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 1 Introduction to unit, what we’re going to be studying, goals, and assignments and rubric for performance task. || 2 Students will write in their journals their goals they plan to attain and then a quick presentation on Hinduism and begin watching Namesake. || 3 Students will write in journals their feelings and findings from Namesake and prepare to discuss their findings and feelings. We will then watch more of the movie. || 4
 * 6 Journal on book, then short discussion of student findings. || 7 Journal on book and other thoughts in their own lives on subject. After, students will get into groups and create a popup essay that relates the book to their own lives. || 8
 * 11 Journals, then accordion exercise and introduction to research. || 12
 * 16
 * 21
 * 26

Sam Howard Lesson UBD Religious tolerance June 25th, 2012

CommonCoreStatestandards Objectives: Students will draw from online sources and learn efficient ways of gathering sources that are dependable.
 * W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.(3)
 * W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (3-6)
 * W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.(3-5)
 * W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.(3,4)

Materials Computers, Pens, Stacks of notecards, markers.

Anticipatory set: (15mins) Students will write a journal entry either about some reflections about the I-Search paper they’re having, or to the prompt “How do you feel you could get involved in promoting religious tolerance?”

Body: (40 mins) Students will be given ten note cards and when they find a source that is attached to a “.edu” or through a research engine that I have shown them, they are asked, “What are the authors trying to say?” or “How is the author proving their point? Are you convinced?” If the students feel it is a reputable source they will fill out the card with the proper MLA format and then name that card a letter of the alphabet. Then, for instance, when they pull information from that site, they will label the first card, “A1” for a source labeled “A.” In this way the students will be forced to keep their sources organized and never get the information confused.

Closure: The students will be read a passage that talks about the “1000 Lamp Mandala Ceremony” which was held in 1997 for the Dalai Lama of Tibet.

Sources: Smalldemons.com Religioustolerance.org Books: Peace be upon you by Zachary Karabell The Chequer board by Nevil Shute The white Tiger by Aravind Adiga Moving the Mountain by Imam Feisal Abdul Rauf The Black Album by Hanif Kureishi My War at Home by Masuda Sultan