Teachers:
Caitlin Zellner and Taylor Helm
Unit Title: Route 66
Grade Level: 6th PFS Students
Lesson Title: Texas Two Voice Poem
Objectives (Write 2-5 objectives stating expected learner outcomes.):
SWBAT to describe the different perspectives along Route 66 including African American, Anglo, and Native American
SWBAT to express multiple perspectives using adjectives and other figures of speech.
SWBAT to write a two or three voice poem using the perspectives of African Americans, Native Americans, and Anglos along Route 66.
Materials/Resources Needed:
Cups (2)
Question slips
White Board
4 different whiteboard marker colors
Paper
Reconnector:
Students will draw a piece of paper out of a cup that has a question on them and they will answer the question based on what we learned from the first two lessons. Then once the students answers a question there will be another cup that they can shoot the piece of paper into. (There will be 8 questions, 2 per student)
Procedure:
Students will use a whiteboard to create a form of a KWL Chart.
K: What they know- both African American and White People
W: What they still want to learn about the culture of the time and history and current times of Native Americans in Texas.
L: The Two Voice Poem
On opposite side of whiteboard lead a discussion about Native Americans during the time of Route 66 compared to now. Find out what students know about the Native Americans in general and what might their experience had been like. Let it be a student led conversation.
Students will then be told about a two voice poem and what it is and how it is created and then we will split them up into three groups. One group will be the White voice, the other Native American, and the third, African American.
Model (If you will be demonstrating the skill or competence, how will this be done?):
Taylor and I will give examples of different structures of a two or three voice poem. We will provide a model if students are unfamiliar.
Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.):
The understanding our 4 students will have based on their roles within the people of Texas past and present.
Raynen: White
Camden: White
Isabella: African American
Brody: Native American
Standards:
-ISTE: Empowered Learner: 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.SL.2 Interpret information presented in in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study
6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6.SL.5 Include multimedia components
-6.H1.2: Explain the causes and effects of interactions between cultures and civilizations
-6.SL.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Closure (What method of review and evaluation will be used to complete the lesson?):
The L portion of the KWL chart will be how we conclude and then we will present our findings in some way.
This is our three voice poem that was created by the students to describe the view points of White, African American, and Native American people.
https://docs.google.com/document/d/1vMMoUuWwtjJazGKqFy82igOjhdlMeeFQ_SO8D796V7I/edit