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LESSON ONE: HOW PERSPECTIVES CAN CHANGE HISTORICAL MEANING (MORTON AND ZIRIN)
By the end of class, you will be able to... compare two perspectives about indigenous peoples of the North American continent.
Let's Get Started! Please take out your homework, which was two Responses to the Thomas Morton essay: "Manners and Customs of the (New England) Indians, 1637."
PART 1. Introduction to our New Unit
Mini-Lesson: New Common Core Standards and how we'll meet the expectations of those standards in a final project--- a FESTIVAL! Plus, Dr. Carolyn will be out of the classroom Wednesday - Friday, doing professional development, so you will be graded on the assignments you complete as a portfollio during those days.
Dr. Carolyn's modeling of Response Protocol
Sharing via a Collaborative Document....
Part 2. A Protocol for Composition Comparison
Let's dig into The C - A - R - E Protocol for Non-Fiction together. It is a low-stakes practice for you.
We'll begin with Thomas Morton: Background and Life then work in "Manners and Customs of the (New England) Indians, 1637."
Thomas Morton: Wikipedia: 4 items we should know [Sample ideas: He complained about the Puritan community's intolerance. He encouraged indentured servants to rebel. He was accused by the English of "heathenism--- going native." He was imprisoned by the English after joining in with native ceremonies.]
Afterward, for column #2, let's read some excerpts from Howard Zinn, "Columbus, The Indians, and Human Progress." In A People's History of the United States: 1492-Present. We'll continue right through to the Synthesis of both texts.
Homework: Read three of these various short tales about creation: "The Origin of Earth (Tuskegee)," "Creation of the Whites (Yuchi)," "The Four Creations," "The Wind Cave Story," and/or "The Creation Story: An Iroquois Legend."
LESSON TWO: COMPARING CREATION STORIES AND COMPOSERS' MESSAGES (CHIEF SEATTLE AND A CREATION STORY)
By the end of class, you will be able to... identify and explain composer, audience, and reason in two or more historical texts.
Please note: You will receive a grade on today's lesson, so please be thoughtful and diligent.
Let's Get Started! Please open up tabs to the three short tales your read for homework. Here is the list from which you chose: "The Origin of Earth (Tuskegee)," "Creation of the Whites (Yuchi)," "The Four Creations," "The Wind Cave Story," and/or "The Creation Story: An Iroquois Legend."
Now open up The C - A - R - E Protocol for Non-Fiction, It's titled, "Creation Stories..."
Read the following: "Chief Seattle's Speech."
Complete the left column after you have completed reading "Chief Seattle's Speech." You may need to do a little research on the internet to fill in your background knowledge.
Now choose one of the Creation Stories you read last night for homework. Use it as the focus for completing the right hand column.
Finally, complete the Synthesis at the bottom of the page. Be thoughtful and introspective as you write. This will be a low stakes opportunity for you to practice Synthesis before you move into your own textual analysis via a FESTIVAL!
Extra Credit: Complete a second C.A.R.E. protocol, following the directions above but using a second creation story. Be thorough and thoughtful!
Homework: Answer this Driving Question: “What is a festival?” Survey Pinterest, Wikipedia, Breathtaking festivals, 50 Greatest Festivals, 23 World Festivals, Conde Nast Traveler Best 2014/2015 Festivals and other internet sources to complete your response. You should have a bulleted list of five (5) really different definitions.
LESSON THREE: INTRODUCTION TO FESTIVALS!
By the end of class, you will be able to define what a festival is and to describe elements within a festival.
Let's Get Started! Open up your homework, which was to answer this Driving Question: “What is a festival?” Survey Pinterest, Wikipedia, Breathtaking festivals, 50 Greatest Festivals, 23 World Festivals, Conde Nast Traveler Best 2014/2015 Festivals and other internet sources to complete your response. You should have a bulleted list of five (5) really different definitions.
Click through this provided template. Share it as a collaborative Google Doc with your assigned group. Refer to your homework and complete ten (10) entries together. Make sure that each student in your group contributes. After you complete your 10 entries, together, write down a very full, rich, and comprehensive definition of a “festival” at the bottom of this page.
Next, with your small group, review Dr. Carolyn's unveiling of the Early American Cultural Appreciation FESTIVAL!. Also, here is the final project Rubric. Review it.
Then, individually, open a new Google Doc. On it, write down the five most important things that you will have to do, individually, to complete this project with a high level of success.
Next, scan through each of the texts on this list: List of Early American FESTIVAL! Texts.
Homework: Choose and write down three texts that you think would be good for your small group to consider for your Early American Cultural Appreciation FESTIVAL! from the List of Early American FESTIVAL! Texts.
LESSON FOUR: CHOOSING AN EARLY AMERICAN LITERATURE TEXT
By the end of class, you will be able to come to consensus with an assigned group of students about one early American literature text that you will, eventually, present to a small group of students within the context of a FESTIVAL! .
Let's Get Started! Please review the following items:
Your Task: You will be coordinating with an assigned group of students to study one early American literature text and then to plan and host a festival that has your selected text as its core. To start, share homework with your assigned group. Create a group tally as to which texts are the most appealing, based on the homework responses. Focusing on the top four choices, discuss the pro’s and con’s of each selection. Then vote as to which text would be preferable. Send a representative to sign up with Dr. Carolyn. Please note: Each text can be chosen only once per class.
Project Description for Early American Cultural Appreciation Festivals
Now it's time to choose. Please fill out this form, which asks each group to register their text of choice that they will present their FESTIVAL! [Note: In about a week, we'll figure out the dates of the presentations.]
List of Text Choices for Early American Cultural Appreciation Festivals
How to Get Started
1) Set up your personal Google website, naming the new page as your text title. (For example, "I Like to See It Lap the Miles.")
2) Go over the Project Description for Early American Cultural Appreciation Festivals and brainstorm ideas. Begin to divide up tasks with your group.
3) Begin to read and annotate your selected text.
4) Look back to our template from yesterday's class (this provided template. ). Complete column four.
Homework: Read and annotate the early American literature text you and your group have chosen for your FESTIVAL! Also, organize all your Google Docs from the days in which Dr. Carolyn was out of the classroom. You will receive a portfolio grade on this work.
LESSON FIVE: PORTFOLIO ASSEMBLY, READING CHECKS, AND READING
By the end of class, you will be demonstrate your ability to read and annotate several Early American Literature texts in anticipation of our upcoming FESTIVAL!
Let's Get Started!
Part 1.
Let's use an Admit slip, which is anonymous, to write down any questions or concerns you have leftover from last week's instruction. It's really helpful to be as specific as possible.
We'll assemble the assignments from last week as a portfolio. Your portfolio will be checked off during class today--- or during the next class, when you finish it.
Your Portfolio Should Include:
[Note: Please make sure you have shared each Google Doc so it is "Public on the Web."]
The C - A - R - E Protocol for Non-Fiction: Morton and Zinn
The C - A - R - E Protocol for Non-Fiction: "Chief Seattle's Speech" and a Creation Story
[Extra Credit: A second Creation Story deconstructed]
A bulleted list of five (5) really different definitions of a festival.
Ten (10) entries together as a small group about a festival.
Write down three texts that you think would be good for your small group to consider.
Set up your personal Google website, naming the new page as your text title.
Read and annotate the early American literature text you and your group have chosen for your FESTIVAL!
When you're ready, Dr. Carolyn will sign you off as a Mastery Learning activity. You'll get 10/10 points when all activities are completed. Please note: Dr. Carolyn will be out of the classroom again with the other junior and senior teachers on Thursday. On Friday, she'll model how to teach an early American literature text in a FESTIVAL!
Part 2.
For this class, you have the following objectives:
a) Read "I Like to See It Lap the Miles," by Emily Dickinson. It is the text that Dr. Carolyn will use to model a FESTIVAL!
b) Take this reading check on "I Like to See It Lap the Miles" to demonstrate that you have read it. How did you do? Study the form of Dr. Carolyn's reading check.
c) With your group, create a multiple choice, five item reading check for your text. Please note: Dr. Carolyn will need to approve each group's reading check.
d) Read the Early American Literature texts that your classmates have chosen to teach.
e) With any time remaining, begin your homework. Surf the web and find ideas out there for teaching your text. Suggested keyword search = "lesson plans for (name of my text)." [For example, "lesson plans for I Like to See It Lap the Miles.]
Homework: Continue to brainstorm ideas and plan for your group's FESTIVAL!
LESSON SIX: DR. CAROLYN MODELS AN EARLY AMERICAN LITERATURE FESTIVAL!
By the end of class, you will be able to identify important strategies for meeting all the criteria in the
Rubric for the Early American Cultural Appreciation Festival.
Let's Get Started! Please sit with your Festival Group. Let's take the "I Like to See It Lap the Miles" reading check.
"I Like to See It Lap the Miles," by Emily Dickinson
Homework: Here is a list of rhetorical devices. Survey them and identify 3-5 rhetorical devices that you might use as the foundation for your own FESTIVAL! booth.
LESSON SEVEN: PLANNING FOR YOUR FESTIVAL
By the end of class, you will be able to plan a theme for your festival booth and plan out multimodal elements.
Let's Get Started! If you have not been signed off for last week's portfolio work, please open up that Google Doc now. First term grades have closed.
When your group is ready, please enter in the date that you'll present your festival on this Schedule of Festivals Calendar.
As a group, you'll need to create a collaborative document to design a Reading Check. (It makes sense to model on this reading check on "I Like to See It Lap the Miles".)
Then please open up this Group Planning Sheet. Collaborate. Make sure that no item is duplicated by another student.
Need some ideas? Check out these links:
Graphic Organizers, Google Images
Review the last column to “Ways to Mold This Idea into an Early American Festival” (here is the original provided template).
Homework: Have a first full draft of your plan for your own Festival Booth for tomorrow's class. You'll conference with Dr. Carolyn to gain additional ideas and refinement.
Here is the List of Early American Festival Texts, in case you want to read ahead for other groups' festivals.
LESSON EIGHT: IN-CLASS PLANNING AND CONFERENCING
By the end of class, you will meet with Dr. Carolyn or Ms. Goguen and complete a self-check of your planning against the festival rubric.
Let's Get Started! Please open up your group's collaborative Group Planning Sheet.
Throughout today's class, you and your festival group members will meet with Dr. Carolyn (and Ms. Goguen in C and E Periods) to review your plans and offer advice. Remember to check the rubric frequently. Here are the categories you have to meet: Teaching the Selected Early American Literature Text; Multimodality: Connections to Themes; Handout; Research; and, Creativity, Enthusiasm, and Entertainment.
Keep referring to the project description and rubric as you plan:
Project Description for Early American Cultural Appreciation Festivals
Rubric for the Early American Cultural Appreciation Festival.
Remember: You will take a Reading Check for each festival text, so please read ahead in preparation for the upcoming festival. Here is the Schedule of Festivals Calendar.
Here is the List of Early American Festival Texts.
Hints for having a successful festival:
Be prepared.
Members of the most successful groups will stay after school with Dr. Carolyn
and share their final festival booth planning.
Bring materials into the classroom as soon as you have them; you can store them in one of the cabinets.
Make all your copies ahead of time. (You can't leave class that day to print.) Make sure you create a Master Copy (hint: the Answers) to your handout, so you can share your own interpretations of the activity with the groups who come through your booth.
The most successful groups also come into the classroom the morning of their festivals
to set up materials and booths.
Homework: You will take a Reading Check for each festival text, so please read in preparation for the upcoming festival. Here is the Schedule of Festivals Calendar.
Here is the List of Early American Festival Texts for other groups' festivals. Read!
LESSON NINE: EARLY AMERICAN CULTURAL APPRECIATION FESTIVALS!
By the end of class, you will demonstrate comprehension of the literature and life of early America by engaging in a festival.
Each student will host his/ her festival in one of the booths set up in the classroom.
Remember: Once our festivals start, there will not be any more planning time in-class.
Presentation Tips
Make your web page font size big enough so it can be seen across the cluster of desks (i.e. size 18 or 24).
Make sure you emphasize the text: in other words, teach the text, not just the background to the text.
Play the music/ sound effects to set the mood as students complete your activity/ handout.
Ask students to share their responses to your activity before you share your master answers.
Incorporate one or more FESTIVAL elements!
Schedule of Festivals Calendar.
Rubric for the Early American Cultural Appreciation Festival
LESSON NINE: COLLABORATIVE REVIEWS OF EARLY AMERICAN LITERATURE FESTIVALS
Objective: By the end of class, you will be able to... design elements of a digital presentation about early American literature with a group of students.
Let's Get Started! Please click through to this presentation, which is shared so that you and your peers can edit it. You'll use class time to design it together. (If your group is on task, insightful, and productive, there will be no homework.)
Homework: (Optional) Continue your parts of the Review Slides above.
LESSON TEN: POST-EARLY AMERICAN LITERATURE FESTIVAL ASSESSMENT
Objectives: By the end of class, you will be able to... demonstrate your knowledge of your selected early American literature text across four areas and to reflect on the way you designed and executed a lesson about that text.
Let's Get Started!
Please make a copy of the following document: Post-Early American Literature Festival Assessment. Follow the directions. You will have the entire class to complete it. Please leave at least 5 minutes at the end to print.
Homework: None.
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