Since I did not teach my original integrated unit, I did not work with my original partner on this unit. I did work with another teacher who uses the novel I used because I'd never taught it before this year. I also used our school-based advocate from SAVES, which is an organization that helps prevent sexual assault. This woman came to our class as a guest speaker and worked with me to help present the graphic materials in this book in a fashion that would help teens to express their feelings.
I could not use the first unit I created because we had no access to laptops until late November. Therefore, I had only my laptop with which to help students create their type 2 technology products. So, we created a group imovie. I had no colleague that I could work with directly in this process, because my original colleague teaches material completely unrelated to this topic. I felt good about working with a community person and bringing her into the fold as a resource for students and myself. I also felt good about collaborating with a colleague who has taught this novel for several years. His help was important in my anticipation of student issues and misunderstandings.
Next year, I hope to teach the original unit that I planned to teach this year. I hope that my original colleague is still able to help with this unit when I can finally teach it!
Showing posts with label Unit. Show all posts
Showing posts with label Unit. Show all posts
Wednesday, December 2, 2009
Sunday, July 5, 2009
Monday, May 11, 2009
Here's a poem by Sherman Alexie, the author of The Absolutely True Diary of a Part-Time Indian. It was emailed to me from the poets.org site as part of National Poetry Month.
Dangerous Astronomy
by Sherman Alexie
I wanted to walk outside and praise the stars,
But David, my baby son, coughed and coughed.
His comfort was more important than the stars
So I comforted and kissed him in his dark
Bedroom, but my comfort was not enough.
His mother was more important than the stars
So he cried for her breast and milk. It's hard
For fathers to compete with mothers' love.
In the dark, mothers illuminate like the stars!
Dull and jealous, I was the smallest part
Of the whole. I know this is stupid stuff
But I felt less important than the farthest star
As my wife fed my son in the hungry dark.
How can a father resent his son and his son's love?
Was my comfort more important than the stars?
A selfish father, I wanted to pull apart
My comfortable wife and son. Forgive me, Rough
God, because I walked outside and praised the stars,
And thought I was more important than the stars.
Dangerous Astronomy
by Sherman Alexie
I wanted to walk outside and praise the stars,
But David, my baby son, coughed and coughed.
His comfort was more important than the stars
So I comforted and kissed him in his dark
Bedroom, but my comfort was not enough.
His mother was more important than the stars
So he cried for her breast and milk. It's hard
For fathers to compete with mothers' love.
In the dark, mothers illuminate like the stars!
Dull and jealous, I was the smallest part
Of the whole. I know this is stupid stuff
But I felt less important than the farthest star
As my wife fed my son in the hungry dark.
How can a father resent his son and his son's love?
Was my comfort more important than the stars?
A selfish father, I wanted to pull apart
My comfortable wife and son. Forgive me, Rough
God, because I walked outside and praised the stars,
And thought I was more important than the stars.
The We Shall Remain series will be a great resource for the course we're teaching next year. It's awesome that PBS has posted the complete series in full on their website. This will be an easy-to-use resource for us when we want to show clips or entire segments from this series.
Tuesday, February 3, 2009
Unit MLRs
E1 Historical Knowledge, Concepts, Themes, and Patterns
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
E2 Individual, Cultural, International, and Global Connections in History
Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.
a.
Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects.
b.
Identify and analyze major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United States, and other cultures in the world.
A2 Literary Texts
Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.
Indicators:
a. Analyze the characters’ external and internal conflicts.
d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
e. Identify, compare, and analyze recurring themes across works.
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
E2 Individual, Cultural, International, and Global Connections in History
Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.
a.
Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects.
b.
Identify and analyze major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United States, and other cultures in the world.
A2 Literary Texts
Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.
Indicators:
a. Analyze the characters’ external and internal conflicts.
d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
e. Identify, compare, and analyze recurring themes across works.
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