Unit Plan: Racial Profiling
ERWC English 12, Period 4/6 1:45 blocks
3 week unit composed of 7 class periods
3rd unit out of 8 unit year
10/27-11/13
3 week unit composed of 7 class periods
3rd unit out of 8 unit year
10/27-11/13
Enduring Understandings:
Content:
Unit Calendar:
Thursday: 10/23 (Anticipatory Set for the Unit)
Objectives:
Monday: 10/27
Objectives:
Wednesday: 10/29
Objectives:
Friday: 10/31
Objectives:
Tuesday: 11/4
Objectives:
Thursday: 11/6
Objectives:
Monday: 11/10
Objectives:
- Students will understand that racial profiling is still abundant in today's society and has a negative effect on our culture. The only way to help eradicate this problem is to bring awareness to this issue. The purpose of this unit is to provoke students to identify and take a stand regarding racial profiling and inequalities that are still present in today's society.
- What is racial profiling and why does it matter? (can explain)
- How is racism manifested? (has perspective)
- How have you or someone you have known been affected by racial profiling? Have you treated someone differently based on their race? (has self-knowledge)
- How does being judged based off of your physical appearance make you feel? (can empathize)
- How do we put an end to racial profiling and other inequalities such as gender and religion? (can interpret)
- How can you apply this knowledge to your life? (can apply)
Content:
- CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- CCSS.ELA-LITERACY.W.11-12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
- CCSS.ELA-LITERACY.W.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
- CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
- CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
- 1.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
- 1.A.3 Offering and justifying opinions, negotiating with and persuading others in communication exchanges
- 1.B.7 Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area.
- 1.B.8 Analyzing how writers and speakers use vocabulary and other language resources for specific purpose (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic and content area.
- 1.C.11 Justifying own arguments and evaluating others' arguments in writing
- 1.C.12 Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
- Read and respond to an essay rhetorically
- Analyze an argument
- Interpret and integrate information from multiple sources
- Compare and contrast diverse perspectives on an issue
- Analyze contexts rhetorically
- Write a text-based academic essay
Unit Calendar:
Thursday: 10/23 (Anticipatory Set for the Unit)
Objectives:
- Content: SWBAT: Identify and discuss what they know about racial profiling and what they would like to learn about it.
- Language: SWBAT: Discuss in small groups personal stories where they or someone they have known has been racially profiled.
- Content: CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
- Language: 1.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
- SSR
- Post it Activity
- Vocabulary "Cubing" Activity
- PowerPoint
- Independent Research
- Article Response
- Share out
- Formal Formative: Students will be assessed on their ability to respond thoughtfully to the article they read found on racial profiling. This allows students to find something interesting to them pertaining to the unit topic giving them choice.
- Informal Formative: Students will be assessed on their participation in small group activities. This will allow shy, EL, or IEP students the ability to practice their oral skills while working in less intimidating environment.
Monday: 10/27
Objectives:
- Content: SWBAT: Identify and cite specific rhetorical devices and evidence that help support the authors claim.
- Language: SWBAT: Analyze the authors persuasive rhetorical techniques and place them within the evidence chart provided.
- Content: CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Language: 1.B.8 Analyzing how writers and speakers use vocabulary and other language resources for specific purpose (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic and content area.
- SSR
- Ted Ed "The Pursuit of Justice"
- Read "Jim Crow Policing"
- Evidence Chart
- Introduce final summative unit assessment so the students know what they should be looking for.
- Note Card Activity
- Formal Formative: Students will be assessed on their ability to pull strong persuasive evidence from the article to place in their evidence chart. This will allow students a more scaffolded support when compiling information for their final summative essay on racial profiling.
- Informal Formative: Students will be assessed on their ability to identify the persuasive rhetorical techniques of ethos, pathos, and logos in the articles. This assessment builds off of the last unit of "Rhetoric of the Op Ed Page" and shows whether or not the students can apply what they learned from the previous unit to the "Racial Profiling" unit.
Wednesday: 10/29
Objectives:
- Content: SWBAT: Read an article and cite the specific evidence used to persuade the reader and support the authors claim.
- Language: SWBAT: Identify the rhetorical devices that the author uses within the article to persuade their readers.
- Content: CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
- Language:1.B.8 Analyzing how writers and speakers use vocabulary and other language resources for specific purpose (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic and content area.
- SSR
- Quick write response to Racial Cartoon
- Activity 12: "Thinking Critically -- Logos, Ethos, Pathos
- Read "Blind Spot"
- Fill out Evidence Chart
- Read "LA: the Numbers Don't Lie"
- Fill out Evidence Chart
- Note card activity
- Formal Formative: Students will be assessed on their ability to pull strong persuasive evidence from the article to place in their evidence chart.
- Informal Formative: Students will be assessed on their ability to identify the persuasive rhetorical techniques of ethos, pathos, and logos in the articles.
Friday: 10/31
Objectives:
- Content: SWBAT: Begin drafting an essay citing specific evidence used to persuade the reader and support the authors claim.
- Language: SWBAT: Utilize rhetorical devices in their speech and in their writing to persuade others.
- Content: CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
- Content: CCSS.ELA-LITERACY.W.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
- Language: 1.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
- Language: 1.A.3 Offering and justifying opinions, negotiating with and persuading others in communication exchanges
- SSR
- Philosophical Chairs
- Shaping the Essay Activity
- Pre-writing Activity
- First Draft
- Note card activity
- Informal Formative: Students will be graded on their ability to develop their personal claim for their essay through their brainstorming and their first draft.
- Informal Formative: Students will be graded on their ability to utilize rhetorical devices in their speech and in their writing of their first draft.
Tuesday: 11/4
Objectives:
- Content: SWBAT: Complete a book form citing evidence from their SSR book to support their descriptions of themes, characters and plot.
- Language: SWBAT: Orally present what they have learned through their reading of their SSR book
- Content: CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
- Language: 1.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
- SSR Book Share
- Reading Forms/ Book Talk
- SSR
- Formal Summative: The students will be assessed on their ability to complete a book form proving that they have read 350 pages in their SSR book.
- Informal Summative: The students will be assessed on their ability to complete a book talk showing that they have read 350 pages in their SSR book.
Thursday: 11/6
Objectives:
- Content: SWBAT: Respond thoughtfully in their peer editing to help their peer determine what additional information or research is required to fully develop their essay.
- Language: SWBAT: Evaluate their peers writing using language to support ideas and arguments with details and evidence.
- CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
- Language: 1.B.7 Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area.
- Language: 1.C.11 Justifying own arguments and evaluating others' arguments in writing
- SSR
- Quick write on racial justice in the criminal justice system
- Intro Activity
- Peer Editing using a rubric
- Note card Activity
- Formal Formative: Students will be assessed on their ability to respond thoughtfully in their peer reviews to their peers essays to explain what is needed to improve.
- Formal Formative: Students will be assessed on their ability to evaluate their peers arguments in writing.
Monday: 11/10
Objectives:
- Content: SWBAT: Fully develop their final draft of their essay by utilizing and self assessing using a rubric.
- Language: SWBAT: Fully develop their final draft of their essay using specific vocabulary to accurately convey their position in their claim.
- Content: CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
- Language: 1.C.12 Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
- SSR
- Quick write on racial profiling in airports
- Self editing/ workshop day
- Self assessment using rubric
- Socratic Seminar (Unit Closure)
AUTHOR’S NAME: Kristen Harker DATE: 11/20/11
- TITLE OF LESSON: What is Racial Profiling and Why Should I Care? (Anticipatory Set for the Unit) Unit 3: “Racial Profiling” Week 1 Lesson 1
- CURRICULUM AREA & GRADE LEVEL: ERWC English 12
- DATE OF LESSON/TIME NEEDED: Thursday 11/23/14, Period 4 (1:45min)
- RESOURCES:
- Chrome books
- Sticky notes
- computer, projector (to show powerpoint)
- Content: CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
- Language: 1.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
- Students will understand that racial profiling is still abundant in today's society and has a negative effect on our culture. The only way to help eradicate this problem is to bring awareness to this issue. The purpose of this unit is to provoke students to identify and take a stand regarding racial profiling and inequalities that are still present in today's society.
- What is racial profiling and why does it matter?
- How prevalent is it in the world today?
- Content: SWBAT: Identify and discuss what they know about racial profiling and what they would like to learn about it.
- Language: SWBAT: Discuss in small groups personal stories where they or someone they have known has been racially profiled.
- Formative: Students will be assessed on their ability to respond thoughtfully to the article they read found on racial profiling.
- Formative: Students will be assessed on their participation in small group activities.
TEACHER:
1. SSR (15-20 min)
Teacher will state the following objective and instruct the students to copy it down in their notebooks:
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STUDENTS:
1. SSR (15-20 min)
The teacher will state the following objective and the students will copy it down in their notebooks:
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Reflection:
In this unit I used a variety of multi-sensory material in order to meet the varying needs of my students. Through the use of PowerPoints, Ted Ed Videos, online research using Chrome Books, and a variety of instructional materials, I was able to keep students engaged and excited about information presented in class. I provided an anticipatory set that not only was engaging, but allowed students to voice what they wanted to learn about racial profiling given them choice. In addition I also provided comprehensive vocabulary coverage for the unit on the first day to preload the students for what they would be encountering within the texts being read in this unit. In order to assist my EL and IEP students, I provided scaffolded support such as graphic organizers and charts that allowed these students to better visualize the content; I also provided a multitude of pre writing activities that helped give these students structure and help guide their writing. Through this unit I learned how important it is as a teacher to help students make connections to the course work. It makes the content more meaningful and allows them to see how ideas can be applied across different mediums. I tried to make this unit very student centered. The sticky note activity allowed me to see what the students wanted to learn. However, I think that this is an area that can always be improved to keep the subject matter relevant.