Face-to-Face Interactions Students will have various opportunities to share ideas with one another on the content being analyzed in order to complete most informal/informal assessments. Students will engage in academic discussions on the topic at hand to work in table groups to share annotations & respond to SOAPStone questions. Students will also be able to T.I.P.S. their thoughts, analysis, and reflections with more than one individual in order to hear the perspectives of others and share their own.
Group Processing According to the articles, The Wonderful Wizard of Oz, was influenced by women’s suffrage movements. Students will work in strategic grouping to respond to the following prompt. What kind of rights did women have around the 1900s? Do you believe the book/film challenges these rights? Support your reasoning using your notes from the QR code stations. T.I.P.S. response with table groups. The quick writes at the beginning of class give students the ability to critically think about the prompt in order to be prepared to share their understanding with their table groups. All members are highly encouraged to share their thoughts and reflections and to write anything in the event that they are called upon by the teacher when the whole class discussions occur.
Positive Interdependence Students will work in table groups to share annotations & respond to SOAPStone questions. This will benefit all students, especially students with IEPs/504s and ELLs who might be struggling readers, speakers, and writers. They will be able to hear the collection of ideas and insights found by their peers in the strategic grouping that will help them make those connections while analyzing the texts.
Specific Task Students will be strategically placed in a group of six. They will then jigsaw the graphic organizer amongst all groups in the class. As a collective group, all members will be tasked to work together to respond to their assigned question. Working together as a group to accomplish a specific task will alleviate the pressures and anxiety for students with IEPs/504s and ELLs to respond to the questions independently.
Individual & Group Accountability Students will spend 2 minutes to share their answers with their group so that they all can complete the graphic organizer. The teacher will call on groups at random for responses to the questions. Students will ultimately have to turn in a hard copy of their own mind map and a one page reflection that demonstrates their individual understanding of the content as their formal and final assessment.
Social Skills Students will have various opportunities to engage in academic discussions that will enrich their learning experience, for example: the Dot game in the beginning will give them insight on collective fear, SOAPStone, T.I.P.S., Jigsaw are all strategies that will require the students to critically think about the content and organize their thoughts in an academic structure, and lastly they will have the opportunity to engage in accessing each other’s work using a 1-pt rubric. Using the 1-pt rubric will require that the students use direct language from the rubric in order to provide specific feedback that is positive and constructive.
Service Learning Component
Service Learning As a part of their mind map, students will be writing a one-page reflection of how they can help dispel myths about people who have been ostracized in society. Students will have the opportunity to Skype a historian from the National Women’s History Museum in Virginia, CA and ask questions regarding the representation of women in literature and media, specifically focusing on the texts/films we studied in class to learn more about the fight against these stereotypes and inform their one-page reflection response. A similar activity will take place for students in Shane's history class but that will comprise of community-based outcasts. They will be guest speakers in the classroom whether in person or via video conferencing software. Students will have the chance to listen to and question these speakers about their experiences and write a reflection about stereotypes and "otherizing" — and if possible, any ways they can think of how to combat it. VAPA Students will be creating a mind map of the different stereotypes seen historically and present today and how they are represented in literature and media.
In this ITU, we integrate academic vocabulary that the students may already be familiar with or may have heard in certain contexts, such as: collective fear, evil, socio-politics, women’s suffrage, perspective, stereotypes, characterization, and theme. The SOAPStone and the QR Code activities/strategies are in the format of graphic organizers with scaffolded questions. The graphic organizers will benefit all students but especially benefit those students with IEPs/504s. The scaffolded questions embedded in the graphic organizers will help the ELLs better understand what is being asked. The unit also includes a 1-pt rubric provided for peer and self assessments that have areas for feedback. The unit itself is multi-sensory with the integration of visuals (e.g., literary texts, images, videos, posters/maps), kinesthetic because of the QR code stations, auditory components in films and through academic discussion. This unit includes all VAK learning preferences every day to ensure that the students all have access in some form to the content. The formal, summative assessment gives the students some agency in designing their mind map and choosing from the provided options of what to include in their visual literary demonstration of knowledge at the end of the unit.