Victorero

|| Jim Crow Laws were a method of establishing segregation and allowing racism to continue in society. Bias oftentimes overlooks logic and reason. |||| How does Harper Lee’s novel act as a commentary on society’s biases during this time period?
 * ** Title of Lesson ** |||| //To Kill a Mockingbird:// Dealing with Racism || ** Grade Level ** |||| 11th with ICS ||
 * ** Curriculum Area ** |||| Language Arts || ** Time Frame ** |||| 1 week ||
 * ** Developed By ** |||||||||| Lizbeth Victorero ||
 * ** Identify Desired Results (Stage 1) ** ||
 * ** Content Standards ** ||
 * NJCCCS for Language Arts: 3.1, 3.2, 3.3, 3.4, 3.5 **
 * NJCCCS for Language Arts: 3.1, 3.2, 3.3, 3.4, 3.5 **
 * ** Understandings ** |||||| ** Essential Question(s) ** ||
 * ** Overarching Understanding ** |||| ** Overarching ** || ** Topical ** ||
 * Students will understand that:

How do issues of class and race become intertwined by society?

How, if at all, is our judicial system flawed?

|| What is the trial at the end of the book really about?

What were Jim Crow laws?

How do Jim Crow laws play a part in this novel?

|| Racism ended when slavery ended. A jury ensures that all trials are fair and just. || Students will know… |||||| ** Skills ** Students will be able to… ||
 * ** Related Misconceptions ** ||
 * Some students may think that:
 * ** Knowledge **
 * The plot, geographic and time setting, and characters of //To Kill a Mockingbird//.

The factual reasons for the trial being held at the end of the novel.

|||||| Conduct library research effectively using both print and electronic sources.

Apply research found to respond to analytical questions regarding the plot.

Think critically about the trial to develop their own opinions.

Demonstrate efficient speaking skills during an in-class debate. || Their completed researched responses to webquest worksheet. ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description ** ||
 * ** Goal ** |||||||||| Students will think critically about the information researched to develop their own opinions about the trial and participate in an oral debate. ||
 * ** Role ** |||||||||| First, students will be introduced to Jim Crow Laws by way of an in-class video documentary about Jim Crow Laws. Students will then take on the roles of researchers during one day of library research to complete a webquest regarding the Jim Crow Laws. On the third day, students will work collaboratively in teams to share their research and develop arguments and defenses for the debates. Finally, on the fourth and fifth day, student groups will debate about topics chosen by the teacher, specifically regarding the implications of Jim Crow laws and the effectiveness of the judiciary system as evidenced in the text. ||
 * ** Audience ** |||||||||| The students will debate in small groups in front of their peers. ||
 * ** Situation ** |||||||||| Formal debate in class ||
 * ** Product/Performance ** |||||||||| Students will submit a copy of their planned arguments and defenses along with their research at the end of their debates. ||
 * ** Standards ** |||||||||| 3.1, 3.2, 3.3, 3.4, 3.5 ||
 * ** Other Evidence ** ||
 * A one-page written self-evaluation based on their work as researchers, collaborators, and debaters.
 * ** Learning Plan (Stage 3) ** ||
 * ** Where are your students headed? Where have they been? How will you make sure the students know where they are going? ** ||||||||   Students are headed towards an understanding of Jim Crow Laws and how they ensured segregation in our country, as well as how the bias they created may have affected the turnout of the trial in the novel. ||
 * ** How will you hook students at the beginning of the unit? ** |||||||| Students will be hooked by viewing a film about Jim Crow Laws and the “rights” they afforded and took away from African Americans. ||
 * ** What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** |||||||| Their library research, as well as their participation in a class debate, will assist them in exploring the big idea and questions. They will be equipped with a set of questions to answer during their webquest, as well as lists of approved websites from the teacher. ||
 * ** How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** |||||||| Students will complete a one-page self-evaluation their own work and progress at the end of the week. They will be able to meet with me and review their planned arguments and defenses for the debate during the third day of class when they are working collaboratively in preparation for the debates. ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** |||||||| The debate will allow them the opportunity to exhibit their gathered knowledge and their critical thinking skills regarding the novel and the judicial system. ||
 * ** How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? ** |||||||| Students will received personalized attention during the library research and their debate planning phase to respond to their specific situations and questions. ||
 * ** How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** |||||||| All students will be required to complete the webquest, and prove completion by submitting their research and debate plans. They will also be required to participate actively and individually during the group debates (each member will be assigned a different segment of the debate). ||

Reflection: I did find it much more difficult to complete this unit plan than I had previously anticipated. I automatically started thinking of activities to do instead of the goal first. To adjust to this new format, I thought up an activity fairly quickly once I knew that they had to understand Jim Crow laws. Really figuring out the "big questions" and thinking about exactly what I wanted them to be able to do and understand was much harder than I had expected. I had to stop and really think about what the bigger picture; what the purpose was of having them learn this information and why this was so important to know. Now that I'm done with it, I really do like the format. I especially like creating goals that encompass the unit instead of the just day-to-day goals because it forces me to really focus on the big picture at all times.

This lesson raises some very important questions and uses a variety of media and assignments that allow students to find the answers themselves rather than being fed information. I think student self-evaluations and reflections are a key element of understanding and retaining the lesson, and you make sure that students are demonstrating both written and verbal skills. Your lesson also prepares students for the future by incorporating current technologies into their research. You might think about incorporating a piece that related to students' lives and their experiences...for example, where have students encountered racism in their lives; have students ever experienced any other unjust situations; how did they react. Lesson was clear and understandable, even to a non-english major! -KV

**I like how you included related misconceptions. By identifying these areas of confusion, I think it will help teachers to consciously be aware of these potential misunderstandings. Teachers will actively address these points, and lead to a deeper understanding by the students. I also like that you included the "WHERETO" in your learning plan. I also agree with Krista, your unit was very well planned, and your goals of this unit are very clear. Nice job. ~Kati Gratz**