Date: Week 3/Monday
Period/Class Title: US History
Name: Alicia Vosberg
# of students: 30
OBJECTIVE:
Students will discover the direct impact television coverage had on the African American Civil Rights Movement
MATERIALS:
A pre-recorded compilation of four pertinent, ten minute film clips from Eyes on the Prize documentary film series - "Ain't Scared of Your Jails", "No Easy Walk, 1961-63", "Bridge to Freedom", "Fighting Back"; 30 copies of worksheet with questions relating to television coverage of the events witnessed in the film clips; 30 copies of evaluation sheet for exchange and critique of culminating project rough drafts.
NOTES:
Prior to class period teacher needs to have chosen which students will exchange project rough drafts keeping in mind to pair students with different literacy levels and English skills, as well as learning styles.
STEPS:
Anticipatory set: 10 minutes: Teacher will briefly introduce history of television, focusing on it's growth from the 1950s to the 1960s as background to the film clips.
1. 40 minutes - Students will view the film clips while completing the questions on the accompanying worksheet.
2. 10 minutes - Teacher will field any questions about the clips that came up for students while they were watching, reminding them that tomorrow's lesson will revolve around a discussion analyzing what they saw today in the clips.
3. Students will add their question worksheets to their interactive notebooks
FOLLOW-UP ACTIVITY:
homework: Students will read and evaluate another student's culminating project rough draft. Students will make written comments on the evaluation sheet provided by the teacher with regard to relevance to topic of Media and Social Justice, grammar, style, creativity, format, etc, keeping rubric for the project in mind. Students will utilize writing resources from Hip Hop Circuit website at http://online.sfsu.edu/~jcooks/hiphopcircuit/frontup.html found in Resources section, such as thesaurus, dictionary, and encyclopedias to aid the editing process. Critique of rough draft is DUE TOMORROW.
ASSESSMENT/EVALUATION:
Teacher will evaluate worksheets, which are an important component of the interactive notebook that will be graded at the end of the unit. As well, during discussion the next day the teacher can ascertain the knowledge students obtained from film clips. Students will be graded on rough draft written critiques, which are worth 20 points of culminating project grade (culminating project worth 30% of overall grade).
LITERACY ASPECT:
Students will employ listening, information processing, and critical thinking skills while watching the film clips and answering questions on worksheet. They will use critiquing, editing, reading, and writing skills as they critique each other's rough drafts.
REFLECTION/RESPONSE:
Some students may not bring a rough draft. Others may not take the critiquing process seriously enough to provide good feedback to their partner. Technical difficulties could arise with film clips that could potentially ruin the whole lesson so it is important to have a lecture prepared on the same material with photographs to accompany as a back up.