Students will be introduced to Teacher will introduce or remind students of the Background on Background of Ain’t I A Woman Ain’t I A Woman. (Slide #3). Teacher will Read aloud, Talk aloud, and Think aloud Students will listen for unfamiliar referring back to the background of the speech. vocabulary as teacher read For ELL and struggling learners, the may be an aloud. additional scaffold for this step. There are not any Ain’t I A Woman When teacher finishes reading, words academic words that the average 11th grader students will go back and read the would not know, however they made be dialectic speech silently to determine if they unfamiliar with words such as and “racket”, “kilter”, can figure out the meaning of that can be decipher from the context. “twist” unfamiliar vocabulary based on Teacher will explicitly teach on types of claims (Aint’t I context. Powerpoint Starting on Slide #5). A Woman – Students will take Cornell Notes on This is an assessment to demonstrate if students are able types of claims. to find key structures in a passage. Students will use Students will re-read #18 to assess their own work. Ain’t I A and determine which This is an assessment to see if students are able to Woman claim(s) are in this speech. They transfer new knowledge. This will be collected and must provide evidence from their graded by the teacher to inform instruction. Cornell Notes to prove that is the correct claim. Students will craft one claim for each type of claim. Each claim must be based on the topic of inequality or social construction and each claim should be labeled with the type. LESSON 3 (2 to 4 class periods) - Video #1 The Daring Lesson (duration and Video Text(s) 10:27) – #4 Teaching It to Adults (duration 13:22) – Blue Eye, Brown Eye Experiment Video #1 Handouts – Blue Eye, Brown Eye Experiment Video #4 – PDF from Standard(s) 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. Produce clear and coherent writing in which the
Students will be introduced to Background on Ain’t I A Woman (Slide #3). Students will listen for unfamiliar vocabulary as teacher read Ain’t I A Woman aloud. When teacher finishes reading, students will go back and read the speech silently to determine if they can figure out the meaning of unfamiliar vocabulary based on context. Students will take Cornell Notes on types of claims. Students will re-read Ain’t I A Woman and determine which claim(s) are in this speech. They must provide evidence from their Cornell Notes to prove that is the correct claim. Students will craft one claim for each type of claim. Each claim must be based on the topic of inequality or social construction and each claim should be labeled with the type. Teacher will introduce or remind students of the Background of Ain’t I A Woman. Teacher will Read aloud, Talk aloud, and Think aloud referring back to the background of the speech. For ELL and struggling learners, the may be an additional scaffold for this step. There are not any words academic words that the average 11th grader would not know, however they made be dialectic unfamiliar with words such as “racket”, “kilter”, and “twist” that can be decipher from the context. Teacher will explicitly teach on types of claims (Aint’t I A Woman Powerpoint – Starting on Slide #5). This is an assessment to demonstrate if students are able to find key structures in a passage. Students will use #18 to assess their own work. This is an assessment to see if students are able to transfer new knowledge. This will be collected and graded by the teacher to inform instruction. LESSON 3 (2 to 4 class periods) Text(s) - Video #1 – The Daring Lesson (duration 10:27) and Video #4 – Teaching It to Adults (duration 13:22) Handouts Blue Eye, Brown Eye Experiment – Video #1 Blue Eye, Brown Eye Experiment – Video #4 PDF from Standard(s) 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. Produce clear and coherent writing in which the
Tracing%20Social%20Construction%20Through%20Inequality%20Unit.docx