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Bullying and Discrimination in Literature
Welcome to my Thematic Unit Plan. This WikiSpace contains elements of my thematic unit plan for SCED 357 at Towson University under the instruction of Dr. Adkins.
This unit is designed to teach students about social class, discrimination and bullying as exemplified throught the texts To Kill a Mockingbird by Harper Lee and Black and White by Paul Volponi.
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All English Core Learning Goals (hereafter: ECLG) are from the Maryland State Curriculum (hereafter: MSC), found at http://mdk12.org/assessments/clg/english.html.
Unit Goals, Objectives and Assessments
Day 6:
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
for reading.
Objective
Objective 6a: Given of 100%.
Formative
Formative Assessment 6a: point assignment.
Day 7:
communicate knowledge.
INDICATOR 1.1.4: The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text.
Objective 7a: Given chapters one through fourteen of To Kill a Mockingbird or pages 1-70 of Black and White, students will be able to write about their reaction to the unit thus far as measured by a letter to a friend to a success rate of 100%.
is presented.
3 points- The student had an appropriate opening and closing. The content clearly demonstrated a response to the prompt.
2 points- The student was missing either an appropriate opening or closing. The content referenced the prompt indirectly.
the prompt.
0 points- The student did not respond to the prompt.
Day 8:
of purposes.
INDICATOR 2.1.4: The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies.
Objective 8a: Given the article on the history of the “n” word in literature and chapter’s one through sixteen in To Kill a Mockingbird or pages 1-81 of Black and White, students will be able to generate a personal response to the material as measured by a reflection journal to an accuracy of 100%.
3 points- The student responded to the prompt in the form of a persuasive paragraph.
2 points- The student did not implement persuasion in the response.
the prompt.
0 points- The student did not attempt a response.
Day 9:
literacy communities.
INDICATOR 1.2.1: The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
Objective 9a: Given the first seventeen chapters of To Kill a Mockingbird or pages 1-90 of Black and White, students will be able to rewrite scenes from the book from another character’s point of view as measured by the completed “In Another Person’s Shoes” worksheet to an accuracy of 100%.
Formative Assessment 9a: Each group will be assigned a question from this worksheet to consider. Students will be asked to write a response to the prompt which they have been assigned. They should aim to be as true to the character as possible and consider the plot, setting, conflict and characters point of view when constructing the response. Afterward, each group’s response will be shared with the class and based on what we know about the characters of each novel, the class will rate each response as likely, less than likely or unlikely. This assessment will be graded for completeness and the students will later evaluate the effectiveness of their peers in their literature circles.
Day 10:
of purposes.
INDICATOR 2.1.3: The student will compose to express personal ideas, using prose and/or poetic forms.
of 100%.
Formative Assessment 10a: Students will be asked to respond to the following prompt: Do you think cliques are a problem in this school? Or is this being blown out of proportion? Defend your response. This response will be graded for up to three points so students should be sure to respond to both parts of the prompt. The rubric for the assignment is as follows:
3-3 points- This entry student’s answer.
2-
2 points- This entry students answer.
1-
1 point- This entry student’s answer.
0-
0 points- This entry the prompt.
Day
Day 11:
NCTE
NCTE Standard 7: and audience.
INDICATOR 2.3.2: The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others.
Objective 11a: Given the news cast clip and bullying statistics, students will be able to respond to a list of questions about bullying as measured by their written and oral responses to a success rate of 100%.
Objective 11b: Given the National School Safety Center website, students will be able to locate information on bullying, violence and resources for help as measured by the completed graphic organizer to a success rate of 100%.
on bullying.
Formative Assessment 11b: The graphic organizer is also intended for the student’s personal use. This will help them generate ideas for the video project. I will ask them to turn in the graphic organizer and it will be worth three points. Below is the rubric which will be applied to the graphic organizer:
3-3 points- The graphic every category.
2-
2 points- The graphic four categories.
1-
1 point- The graphic information listed.
0-
0 points- The graphic
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
INDICATOR 2.1.2: The student will compose to describe, using prose and/or poetic forms.
Objective 11c: Given the National School Safety Center website, students will be able to write a poem or rap about bullying/ school violence as measured by the poem they create to a success rate of 100%.
Formative Assessment 11c: In their reflection journals, students should write a poem or rap about bullying or school violence. This is an assignment designed to allow students some creativity in expressing their ideas about something that can be very personal (especially if they are the victim of any bullying/ violence). By asking them to construct in a poem or a rap, I am attempting to allow them to construct a personal response that may be meaningful to then as it is less traditional. As this is intended for that reason, this response will not be graded for “correctness” but for completion. Students will receive 1 point for attempting the assignment and 0 if they do not.
Day 12:
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
INDICATOR 2.1.3: The student will compose to express personal ideas, using prose and/or poetic forms.
Objective 12a: Given the documentary “Bullied”, students will be able to write a reaction to Jamie Nobozny’s account as measured by a “five minute sprint” activity to a success rate of 100%.
their heads.
This
This exercise is do not.
Day 13:
context, graphics).
INDICATOR 1.1.1: The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions.
Objective 13a: Given a worksheet on legal terms and in class vocabulary preparation, students will be able to identify key vocabulary for legal terms in To Kill a Mockingbird and Black and White as measured by the completed worksheet to a success rate of 100%.
Formative Assessment 13a: Students will receive a handout of legal terms in the book. They should work in partners to complete this activity. This learning will prepare students for reading the next chapter few chapters of the book. Initially, students should complete the words that they know in partners. Then work in small groups to fill in what they do not. We will share this as a class afterward to correct the answers. I will collect the handout on legal terms and it will worth three points. The rubric is as follows:
3-3 points- The student the worksheet.
2-
2 points- The student the worksheet.
1-
1 point- The student the worksheet.
0-
0 points- The student
Day 14:
non-print texts.
INDICATOR 3.1.7: The student will vary sentence types—simple, compound, complex, and compound/complex—to sustain reader or listener interest.
Objective 14a: Given the handout on simple, compound, complex and compound-complex sentences, students will be able to identify sentences as such as measured by another handout to a success rate of 100%.
Objective 14b: Given the audience and purpose decided upon by each group, students will be able to write a script for their videos as measured by their completed draft to a success rate of 100%.
Objective 14c: Given the handout on peer reviewing, students will be able to review another student’s work as demonstrated by the completed Peer Review Worksheet to a success rate of 100%.
if not).
Formative
Formative Assessment 14b: their film.
Formative Assessment 14c: Students will be responsible for peer editing a portion of a script written by one other person (outside of their group). We have discussed the value of peer editing earlier in the year but I have developed a handout to remind them what they should be looking for. I will be able to gather evidence of the learning for Performance Assessment 14a when looking at the Peer Edit Worksheet for each group’s draft as they will have identified each type of sentence in the script as well. By encouraging peer editing, I am asking the students to produce work for an audience other than myself. I am letting them be “teacher” and mark the paper of another student. Hopefully, the editing process will be as instructional for the writer and for the editor. From the drafts and the Peer Edit Worksheet, I will be able to see how clear my directions were and how seriously students are taking the editing process. This will be graded for a total of 3 points (one each for the compliment, suggestion and correction/edit).
Day 15:
of purposes.
INDICATOR 2.1.1: The student will compose to inform by using appropriate types of prose.
Objective 15a: Given chapter 25 of To Kill a Mockingbird and pages 118-130 of Black and White, students will be able to retell the last chapter read from the point of view of another character as measured by their response to the prompt to a success rate of 100%.
1 point- The student did not respond to the prompt.
0 points- The student did not attempt a response.
non-print texts.
INDICATOR 2.2.3: The student will revise and edit texts for clarity, completeness, and effectiveness.
Objective 15b: Given the audience and purpose decided upon by each group, students will be able to write a script for their videos as measured by their completed draft to a success rate of 100%.
INDICATOR 2.1.3: The student will compose to express personal ideas, using prose and/or poetic forms.
Objective 16a: Given the “I Am” poem, students will be able to write about their own lives as measured by the completed poem to a success rate of 100%.
do not.
Day 17:
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Formative Assessment 17a: Students will have created a video based on the unit and what they read, seen and explored. In day fourteen the students received a handout with parameters for the assignment. Today we will view the videos. Below is the rubric for this assignment.
Formative Assessment 17b: At the completion of this instructional period, students should turn in one assessment form per video watched, including one for their own group. The assessment form for their own group will assess the contributions of each member’s and included a grade that the student feels each member of the group should receive for the assignment. Attached are the evaluation forms for the assignment.
be assessed.
5
5 points- The a closing.
4
4 points- The a closing.
3
3 points- The a closing.
2
2 points- The less points.
1 point- The critique was somewhat relevant to the prompt and was supported by one point.
0 points- The student did not complete the assignment.
NCTE Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
INDICATOR 2.1.3 The student will compose to express personal ideas, using prose and/or poetic forms.
of 100%.
Formative
Formative Assessment 19a: write about:
(for To Kill a Mockingbird)
the innocent.
(for Black and White)
this prompt.
I will collect the student responses concerning the song and its relationship to the novel. The response will be worth five points and the rubric is as follow:
5-5 points- The student thoughtful manner.
4-
4 points- The student thoughtful manner.
3-
3 points- The student thoughtful manner.
2-
2 points- The student thoughtful manner.
1-
1 point- The student the prompt.
0-
0 points- The student
Day 20:
NCTE Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
INDICATOR 1.1.3: The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.
Objective 20a: Given the material presented throughout the unit, students will be able to demonstrate their knowledge of concepts as demonstrated through a written assessment to an accuracy of 80%.
this assessment.
In
In Exam version 20 points.
Rubric for tests:
Essay questions:
use errors.
4
4 points- The use errors.
3
3 points- The use errors.
2 points- The response answered some aspects of the prompt in a clear way. The response contained many language use errors.
1 point- The response did not address the prompt in a clear way. The response contained many language use errors.
0 points- The student did not attempt a response.
Materials used throughout lessons:
{Unit Goals (TKAMBW).doc}
{In anothers shoes.pdf}

{Video{LESSON PLAN WEEK 1 DAY 5.doc}
{Video Project.doc}
{Rubric for Video Project.doc}

{Video Project.doc}
{Rubric for Video Project.doc}

For this thematic unit, all standards cited are NCTE Standards, found at http://www.ncte.org/standards.
All English Core Learning Goals (hereafter: ECLG) are from the Maryland State Curriculum (hereafter: MSC), found at http://mdk12.org/assessments/clg/english.html.
DayUnit Goals, Objectives and Assessments
Day 6:
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
for reading.
Objective
Objective 6a: Given the first threethirteen chapters of or pages 1-331-60 of Black of 100%.
Formative
Formative Assessment 6a: point assignment.
Day 7:
communicate knowledge.
INDICATOR 1.1.4: The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text.
one through sixfourteen of To or pages 1-411-70 of Black and White and the pictures, podcast and articles from class,White, students will about their own or a characters experience of economic depression/ recessionreaction to the unit thus far as measured a letter written to a friend to an accuracya success rate of 100%. friend about his/her own experience or a characters experience during economic depression/ recession. They can make up an event or situation ifwhat they would like. Students should consider the affect it has had on food, education, jobshave learned in the community or anything else they might want to address.unit thus far. They should rememberexpress their opinions on the novel they are writing to a friend so be sure to usereading and the format (heading and closing) and language one would use in this situation. This assignment will be counted towards reflection journal grades andway learning is worth three points. Letters will be graded for format and content and the following rubric will be used: presented.
3 points- The student had an appropriate opening and closing. The content clearly demonstrated a response to the prompt.
2 points- The student was missing either an appropriate opening or closing. The content referenced the prompt indirectly.
the prompt.
0 points- The student did not respond to the prompt.
Resources:
Images of the Great Depression:
-Taken from: http://sec2eproject.edublogs.org/files/2008/06/alabama.jpg
-Taken from: http://www.digitaljournal.com/image/46216
-Taken from: http://www.corbisimages.com/Enlargement/IH125266.html
Georgia stories 43: the Great depression Podcast
Ten Major Differences between the Great Depression and Today’s Great Recession blog
Day 8:
of purposes.
INDICATOR 2.1.4: The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies.
one through tensixteen in To or pages 1-471-81 of Black be rewritten. Students have previously read the article but having experienced more of the book may now feel differently than they had when first reading it. This gives the students an opportunity to revise their thinking. If you
3 points- The student responded to the prompt in the form of a persuasive paragraph.
2 points- The student did not implement persuasion in the response.
the prompt.
0 points- The student did not attempt a response.
Resources: Huck Finn in Context: The Curriculum website
DayDay 9:
NCTE
NCTE Standard 11: literacy communities.
INDICATOR 1.2.1: The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
the first twelveseventeen chapters of or pages 1-601-90 of Black
Formative Assessment 9a: Each group will be assigned a question from this worksheet to consider. Students will be asked to write a response to the prompt which they have been assigned. They should aim to be as true to the character as possible and consider the plot, setting, conflict and characters point of view when constructing the response. Afterward, each group’s response will be shared with the class and based on what we know about the characters of each novel, the class will rate each response as likely, less than likely or unlikely. This assessment will be graded for completeness and the students will later evaluate the effectiveness of their peers in their literature circles.
Day 10:
of purposes.
INDICATOR 2.1.3: The student will compose to express personal ideas, using prose and/or poetic forms.
of 100%.
Formative Assessment 10a: Students will be asked to respond to the following prompt: Do you think cliques are a problem in this school? Or is this being blown out of proportion? Defend your response. This response will be graded for up to three points so students should be sure to respond to both parts of the prompt. The rubric for the assignment is as follows:
3- This entry clearly responded to the prompt and included sufficient rationale for the student’s answer.
2- This entry responds to the prompt with less than sufficient rationale for the students answer.
1- This entry responds to the prompt with little or no rationale for the student’s answer.
the prompt.
Day
Day 11:
NCTE
NCTE Standard 7: and audience.
INDICATOR 2.3.2: The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others.
Objective 11a: Given the news cast clip and bullying statistics, students will be able to respond to a list of questions about bullying as measured by their written and oral responses to a success rate of 100%.
Objective 11b: Given the National School Safety Center website, students will be able to locate information on bullying, violence and resources for help as measured by the completed graphic organizer to a success rate of 100%.
on bullying.
Formative Assessment 11b: The graphic organizer is also intended for the student’s personal use. This will help them generate ideas for the video project. I will ask them to turn in the graphic organizer and it will be worth three points. Below is the rubric which will be applied to the graphic organizer:
3- The graphic organizer has at least one piece of information in every category.
2- The graphic organizer has information listed in three of the four categories.
information listed.
0- The graphic organizer has not been utilized.
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Objective 11c: Given the National School Safety Center website, students will be able to write a poem or rap about bullying/ school violence as measured by the poem they create to a success rate of 100%.
Formative Assessment 11c: In their reflection journals, students should write a poem or rap about bullying or school violence. This is an assignment designed to allow students some creativity in expressing their ideas about something that can be very personal (especially if they are the victim of any bullying/ violence). By asking them to construct in a poem or a rap, I am attempting to allow them to construct a personal response that may be meaningful to then as it is less traditional. As this is intended for that reason, this response will not be graded for “correctness” but for completion. Students will receive 1 point for attempting the assignment and 0 if they do not.
Day 12:
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
INDICATOR 2.1.3: The student will compose to express personal ideas, using prose and/or poetic forms.
Objective 12a: Given the documentary “Bullied”, students will be able to write a reaction to Jamie Nobozny’s account as measured by a “five minute sprint” activity to a success rate of 100%.
their heads.
This
This exercise is do not.
Day 13:
context, graphics).
INDICATOR 1.1.1: The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions.
of 100%.
Formative Assessment 13a: Students will receive a handout of legal terms in the book. They should work in partners to complete this activity. This learning will prepare students for reading the next chapter few chapters of the book. Initially, students should complete the words that they know in partners. Then work in small groups to fill in what they do not. We will share this as a class afterward to correct the answers. I will collect the handout on legal terms and it will worth three points. The rubric is as follows:
3- The student completed the worksheet.
0- The student did not do the worksheet.
Day 14:
non-print texts.
INDICATOR 3.1.7: The student will vary sentence types—simple, compound, complex, and compound/complex—to sustain reader or listener interest.
Objective 14a: Given the handout on simple, compound, complex and compound-complex sentences, students will be able to identify sentences as such as measured by another handout to a success rate of 100%.
Objective 14b: Given the audience and purpose decided upon by each group, students will be able to write a script for their videos as measured by their completed draft to a success rate of 100%.
Objective 14c: Given the handout on peer reviewing, students will be able to review another student’s work as demonstrated by the completed Peer Review Worksheet to a success rate of 100%.
if not).
Formative Assessment 14b: Students will work in their literature circles to complete the draft of the script for their film.
and correction/edit).
Day 15:
of purposes.
INDICATOR 2.1.1: The student will compose to inform by using appropriate types of prose.
Objective 15a: Given chapter 25 of To Kill a Mockingbird and pages 118-130 of Black and White, students will be able to retell the last chapter read from the point of view of another character as measured by their response to the prompt to a success rate of 100%.
1 point- The student did not respond to the prompt.
0 points- The student did not attempt a response.
non-print texts.
INDICATOR 2.2.3: The student will revise and edit texts for clarity, completeness, and effectiveness.
Objective 15b: Given the audience and purpose decided upon by each group, students will be able to write a script for their videos as measured by their completed draft to a success rate of 100%.
INDICATOR 2.1.3: The student will compose to express personal ideas, using prose and/or poetic forms.
Objective 16a: Given the “I Am” poem, students will be able to write about their own lives as measured by the completed poem to a success rate of 100%.
do not.
Day 17:
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Formative Assessment 17a: Students will have created a video based on the unit and what they read, seen and explored. In day fourteen the students received a handout with parameters for the assignment. Today we will view the videos. Below is the rubric for this assignment.
Formative Assessment 17b: At the completion of this instructional period, students should turn in one assessment form per video watched, including one for their own group. The assessment form for their own group will assess the contributions of each member’s and included a grade that the student feels each member of the group should receive for the assignment. Attached are the evaluation forms for the assignment.
be assessed.
5
5 points- The a closing.
4
4 points- The a closing.
3
3 points- The a closing.
2
2 points- The less points.
1 point- The critique was somewhat relevant to the prompt and was supported by one point.
0 points- The student did not complete the assignment.
NCTE Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
INDICATOR 2.1.3 The student will compose to express personal ideas, using prose and/or poetic forms.
of 100%.
Formative
Formative Assessment 19a: write about:
(for To Kill a Mockingbird)
the innocent.
(for Black and White)
this prompt.
I will collect the student responses concerning the song and its relationship to the novel. The response will be worth five points and the rubric is as follow:
thoughtful manner.
4-
4- The student thoughtful manner.
3-
3- The student thoughtful manner.
2-
2- The student thoughtful manner.
1- The student responded to one of the five aspects of the prompt.
0- The student did not attempt a response.
INDICATOR 1.1.3: The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.
Objective 20a: Given the material presented throughout the unit, students will be able to demonstrate their knowledge of concepts as demonstrated through a written assessment to an accuracy of 80%.
this assessment.
In
In Exam version organized manner.
InIn Exam version 20 points. This version is for students who have read To Kill a Mockingbird but would benefit from the modification as the book was borderline frustration level material for them.
Rubric for tests:
Essay questions:
use errors.
4
4 points- The use errors.
3
3 points- The use errors.
2 points- The response answered some aspects of the prompt in a clear way. The response contained many language use errors.
1 point- The response did not address the prompt in a clear way. The response contained many language use errors.