Objective 1 (Explaining & Understanding): Students will review the definitions of bias and point of view. Students will be taught how to determine bias and point of view (word choice).
Summary of Lesson 1: Class will begin with students listening to the song “In the Living Years” and be asked to underline words that make them feel something. I will use this as my hook into our unit. Students will be given a brief overview of the unit and then we will move into the demonstration portion of class. A Brainpop.com video will be shown that reviews point of view. As a diagnostic I will use the post test as a pre test and have the students track their scores before and after the video. Following the video and post- test I will have a brief Q & A that reviews that definition and understanding of bias. As a class we will read 2 different short stories and analyze bias and point of view in each of these. The teacher will indicate how certain words or word choice can indicate bias in order to model for the class. The first story will be more teacher led while the second the teacher will work with the students (scaffolding) until they are able to work through the text. As an independent activity students will be asked to complete a short worksheet that reviews bias and point of view based on the website www.martinlutherking.org.that will be posted on my P-board.
Assessment: I will informally monitor answers during the discussions that follow the short stories. I will also review the diagnostic tests to see if there are any major issues. The website worksheet will be collected and feedback will be given.
Objective 2 (Interpretation and Application): Students will practice recognizing different parts of view. They will also work cooperatively to apply the knowledge they glean from the role plays to create their own.
Summary of Lesson 2: As a hook I will show a Minute Maid commercial which depicts different points of view and how an instance could go from embarrassing to a positive connection. Students will briefly review terms and the worksheet from the previous day (small group) to clear up any misconceptions and check for understanding. During this time I will brief several of my students on the character parts they will be acting out in a role play (Dress code violation). I will be asking these students to interpret the information and emotions on their line cards and then they will act it out. Those not participating in the role play will be given critic cards and will become critics of the characters- not the actors. The critics will interpret the characters actions as realistic or not and provide feedback. Next students will move into small groups to write and perform their skits with an explanation of the bias that is to be portrayed. Prior to the students being split up in their small groups the teacher will ensure that each one of the original actors is in a different small group so that those students can...