Holly+Bruning

[|Diversity article]

Unit Plan: Teaching to change inequalities in schools and society into equality. The unit objective is to produce a digital story or two newspaper articles that encompass the constant inequalities that inner city students face and how to change the worlds perspective and make equality. The end assignment is to produce a full newspaper on the social injustice that adolescents are forced to take charge of in their day to day lives. This newspaper will be passed out to the entire school. Those who are creating a digital story will have to present their storyboards and full stories to all the senior English students.

Type in the content of your page here.Advanced Placement English Composition 12 Duke Ellington School of the Arts Grades 9-12

Lesson Plan: Equality

Objective: To make a change in racial equality in our community through writing and creative outlet. This next four weeks we will be focusing on racial inequality in our schools, community and country. Our goal is to make a change and help turn racial inequality into racial equality amongst our peers and neighbors. Students will use these following skills.

STANDARD 1.1 Understand and practice writing as a recursive process.

CE 1.1.1 Demonstrate ﬂexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.

CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).

CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.

CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reﬂection, and reading one’s own work with the eye of a reader; then reﬁne the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions.

CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, ﬂuency, and ﬂow.

CE 1.1.7 Edit for style, tone, and word choice (speciﬁcity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.

CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.

Materials: Computers with powerpoint/keynote Poster boards Construction paper Scissors Newspapers

Overall: During the next four weeks we will be searching for articles in our community that incorporate racial inequality. You will be responsible for finding eight articles that pertain to racial/age/gender/etc inequality in order to help publish your articles for then newspaper. We will be reading the “Twilight” saga and “Boy meets Boy” in order to redefine inequality amongst different “stereotypes”.

“Twilight” will require students to find common injustices and mistreating between all characters and from town to town.

“Boy meets Boy” will require you to find the meaning of a “utopia” and the qualities of acceptance of other lifestyles.

Assignment: A) Using the eight articles that you find by November 25th, 2010 you will write two articles that pertain to inequality in our school and community. The articles should include different ways to prevent inequality and where inequality in our schools and community is most commonly found. Find new alternatives and ways to promote equality amongst our peers and neighbors of our community.

Develop and present a digital story that tells ways of preventing inequality and being fair to all walks of life. The presentation should be a minimum of 5 minutes long and should include different methods of research and articles within the presentation. Power point does not constitute as a method of digital story telling.

This assignment will count as 30% of our grade for the first semester. Make sure to keep on top of the work and ask for help and guidance when needed.

Writing for Change Unit Plan:

Monday Present inequality with articles from “Guarded Borders: Adolescent Interracial Romance and Peer Trouble at School” by Derek A. Kreager. “Restructuring Inner-City Schools for the Global Marketplace: Locke High school and the Green Dot ‘Solution’” Pass out animal identifications Mammals, cold-blooded, amphibians Each group has to find some way to treat the other group of animals differently and unfairly Debrief on inequality and start discussing new ways to prevent inequality and treating others equally Start reading for “Boy Meets Boy” and “Twilight” “Boy” reads page 1-20 “Twilight” reads page 1-50
 * Week 1** :

Tuesday: Start class with free write in journals on being homeless in the middle of D.C. Lead class into discussion with findings and themes from both books 15-20 minutes of in-class reading time End class with a 5 minute free write in journals on common injustices and social inequalities that they have experienced in Duke Ellington High or in the community. Homework “Boy”-->read page 20-45 “Twilight”-->read page 50-90

Wednesday: Start writing sloppy copies of articles and brainstorming for newspaper Digital Story makers will start to prepare a storyboard for teacher Discussion of what is going well and what is difficult Discuss more about inequality and personal experiences, what inequalities are more noticeable in the community now Bring in music that is about social injustice and play for class while they are writing

Thursday: Library day Students looking for scholarly and local articles that are about inequality

Friday: Students have an in-class reading and workshop day of their rough/sloppy copies Peer Evaluations and conferencing with teacher about the direction of storyboards and sloppy copies Homework “Boy” read to page 80 “Twilight” read to page 150 Start online discussion about the two books and dominant themes in both books.

Monday: Start day off with a role play scenario Watch MLK “I have a dream” speech to talk about inequality in means of race Students develop questions to ask fellow students and teachers for their opinion on inequality in the community and school Homework “Boy” read to page 100 “Twilight” read to page 200
 * Week 2**

Tuesday: Students sit in on other classes and observe the classroom procedures and look at how the class divides themselves Students write a one page response to what they saw and feedback/answers that they received from staff and peers

Wednesday: Library day, looking for more articles to use as research for digital story and newspaper article Homework “Boy” write two paragraphs on their perfect utopia and similarities between Paul’s world and our real world. Read to page 130 “Twilight” read to page 225 and write two paragraphs on if Bella’s situation is avoidable or could any 16 year old girl find herself in this situation?

Thursday: Library day for articles Hand in four printed articles that can be used for research Homework Start writing second draft of articles

Friday: Free write day with Billie Holiday’s “Strange Fruit” playing in the background on their definition on inequality and the assignment. In-class writing “Twilight” write a four paragraph article on inequality between vampires and humans. Is the behavior fair? Is the Cullen clan keeping the people of Folk’s safe of other vampires? “Boy” write four paragraphs on being in a completely accepting society and if their is any violence or is everything as perfect as it seems? Would you live in a place like this? Do the people of the perfect utopia seem to be real? Or fake? Homework “Boy” read to page 170 “Twilight” read to page 275

Monday: Debrief on their weekend and the reading material Start class with a discussion and a high and low of the reading material from the weekend Refresh class on newspaper article and expectations and digital story Take time to do student-teacher conferencing for all students and their progress of the project
 * Week 3**

Tuesday: Brown vs Bored discussion What is not equal? Is separate but equal fair? Would this happen in Washington D.C. In 2010? Have students start sharing their ideas of inequality? How can we change the perceptions of these misconceptions? Homework “Boy” read to page 200 “Twilight” read to page 300

Wednesday: Start class with economic inequality and the inequalities that we find between Bella and Edward, Paul and Noah or Paul and Infinite Darlene. Write 10 reasons why this necessary for the story. Are these reasons or grudges that hold true in our society? Room for discussion

Thursday: Write a letter to Principal Moore or Senator Twine about inequalities that you are facing in our society or school that prevent you and other peers from being treated equally This could include age, race, gender and other stereotypes. Student-teacher conferencing Homework All- Finish assigned novels by Monday

Friday: Start writing second articles about inequalities in our community Restaurants Places of business Schools Different sections of town Age Different races Different genders Apply lessons learned from inequality from “Boy meets Boy” and “Twilight” to students writings Debrief on the week, assigned homework, readings, and research

**Week 4** Monday: Debrief over weekend and homework Anyone experiencing any inequalities Based off of age, race, gender, appearance Was it a fair judgment made? How did you feel afterwards? Keep developing and working hard on second articles for newspaper Present idea of publishing newspaper for entire school Digital Stories need to turn in a last rough draft of their storyboards

Tuesday: Students finish their sloppy copies Peer evaluation Student teacher conferencing/workshop Homework Students finish second article to be handed in for Wednesday, bring 3 (both articles and storyboards) hard copies for Wednesday

Wednesday: Students hand in their final copies of both articles and storyboards Start developing a way to format the newspaper Headlining story (voted on by class) Developing stories on the inside Pictures Title of newspaper

Thursday: Format the newspaper with all amenities Ms. Bruning will make copies of the newspaper to hand out for school tomorrow

Friday: Digital Story presenters Hand out newspapers to all classes and give a description for what we did and what we learned Homework Two page paper on the grade they deserve and why. Paper should include what they learned and how it applies to everyday life and how they will try to prevent inequality in their lives.