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Transcript of Inter Grated Unit- Amzing Grace
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BE WHAT YOU WANT TO BE2nd Grade
Integrated Social Studies Unit
By Gina Bermejo
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Table of ContentsPage(s)1.Title Page2.Table of Contents3.Book Summary4Brainstorm Chart5 .NCSS Themes6Connecting to Standards7-10.. Daily Unit Calendar11-15 Day 1 Lesson Plan16-17.Picture Walk: Day 118-21..Day 4 Lesson Plan22.Character Map23...Final Lesson Plan Outline24..Recourses25Reflection
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Themes
Self-esteem Courage Equality
Summary
Amazing Grace by Mary Hoffman highlights individual achievements and
moral dilemmas. Grace, a first grade African American female, has an imagination
with no boundaries. She is a clever girl who enjoys acting out stories she has heard.
One day, her teacher announces the class is going to do the play Peter Pan. Everyone
wants to be Peter Pan, and Grace is no exception. However, Grace is quickly put
down by her classmates who tell her she cannot be Peter Pan because she is not a male
and because she is black. Here lies the racism in this book. The teacher allows each
student to take home lines and memorize them to try out for roles. The best would get
Peter Pan. Hearing Graces dilemma he grandmother tries to help Grace by taking her
to a Romeo and Juliet ballet that features a black Juliet. This has a great impact on
little Grace and she is inspired to go learn those lines as best as she can so that she will
be the best one in the class. When it is time to try out, Grace is by far the best Peter
Pan and the class votes to let her fill this role. This is where the shattering of
stereotypes comes into play.
Past the social issues, Amazing Grace also fulfills the requirements of a good
children's literature. First, good children's literature must speak to the child. Children
should read about the potential for individual achievement. Any child that is
repressed for any reason could identify with Grace. There are a lot of things that
Peter Pan was not, not just simply black. African American students could truly
identify with Grace, having to deal with their differences that are spawned by their
skin color and culture. This book would most certainly cause students to re- evaluate
their thoughts and stances on racism, stereotypes, and maybe even theater. So many
times, students think that what their parents believe is what they have to believe.
However, educating students can help not only in letting them make their own
decisions, but also educating their parents as well.
Overall I feel this book is an excellent book for teachers because there are many
activities that can be done to accompany the reading. Amazing Grace may be one of
the most influential books that I have ever read on equality and the way that Grace
and her family handle this issue is admirable.
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Unit Theme: EqualitySocial Studies Mathematics Theater &
Visual ArtsBreaking the Mold
Students will learn about realmen and women who havechosen careers that aren'ttypical for their gender orethnicity.Ex//Amelia Earhart, BarackObama
Women SuffrageStudents will researchwomen suffrage. And discuss
the impact on todays society.
Students will determine the cost ofputting a play together in school.
Students will count the number ofcharacters/actors needed to act outthe story of Amazing Grace (andother stories). Students canestimate how long it takes to readaloud the story of Amazing Grace,then time it.
Protagonist PosterStudents will create a posterportraying themselves as theprotagonist of their favoritestory.
Students will put on a play ofPeter Pan
LiteratureStand Tall Molly Lou Melon ByPatty LovellSpaghetti in A Hot Dog Bun:Having the Courage to Be WhoYou Are by Maria DismondyChrysanthemum by KevinHenkesDancing with Wings by Debbie
Alle
ComputerStudents will use aPowerPoint to summarizeAmazing Grace
Students will send an e-cardto a friend, family member orteacher encouraging them to
be whatever you want to be.Service Learning Science Language Art
Fact or opinionStudents will compare twonewspaper articles on asimilar topic.
Students will research theeffect of negative commentsand mean words can have ona persons health.
Students will discover thetechnology and science
behind airing a show ontelevision.
VocabularyBefore reading the book,review key vocabulary wordsthat are in the book.
Dream BookStudents will create a
picture books based on theirown aspirations and goals.
Discrimination Poster
Students will draw a posterrepresenting a time they were
told they couldn't do
something they really wantedto do, simply because of theirgender or ethnicity
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NCSS Theme
Themes HowAmazing Grace fits within this theme
IndividualDevelopment andidentityPersonal identity is shaped by family, peers, culture, and institutionalinfluences. Through this theme, students examine the factors thatinfluence an individuals personal identity, development, and actions.When Graces class is told they are to perform the play PeterPan, Grace is thrilled. However, her classmates quickly crushher dreams and tell her she cannot be Peter Pan because she isblack and a girl. With her grandmothers influence, Gracechanges her attitude and auditions for the play. She learns not tolet anyone stop her from achieving her dream and as her Nana
puts it If Grace puts her mind to it, she can do anything shewants.
Individuals,Groups andInstitutionsInstitutions such as families and civic, educational, governmental,and religious organizations exert a major influence on peoples lives.This theme allows students to understand how institutions areformed, maintained, and changed, and to examine their influence.In order to encourage Grace to achieve her dreams, Nana takesGrace to a grand theater to see Romeo and Juliet. There we see aposter of a beautiful young ballerina in a pink tutu. Above thedancer it says STUNNIN NEW JULIET. This Juliet is
African American. Grace is then inspired to Peter Pan and sayI can be anything want! We can see the great influence Nanahas on Grace by encouraging her to never give up on her dreamsand showing her other individuals who have gone againststereotypes.
Culture Through the study of culture and cultural diversity, learnersunderstand how human beings create, learn, share, and adapt toculture, and appreciate the role of culture in shaping their lives andsociety, as well the lives and societies of others.
We are first introduced to Grace when she is sitting on Nanas laplistening to stories. Grace acts out characters like Joan of Arc, Anasithe Spider, pirates, Native Americans, and Aladdin. We can see thatGrace is encouraged by her family to act out her stories and she isnever criticized by which character she picks. Whether they are men,women, animals or magical creatures. Graces family encourages herto be whatever she wants to be.
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Connecting the Unit to the Standards
Social
StudiesHistory
Langua
ge Arts
Service
Learning
Theater
&VisualArts
Social StudiesCivics
Begin to identifydifferingperspectives.
H1.3.1Learn about individualsin the community anddiscuss theircontributions.
H1.2.5Comparecommunities aroundthe world with the localcommunity.H2.2.1Identify ways in whichpeople cooperate toachieve a common goal.
3.2.3Explain the
main idea.
Withassistance,
identify
theme.
3.2.9Withassistance,
make
connections to
self, other
text, and/or the
world
3.2.2Describe
physical andpersonality
traits.
Withassistance,
identify a
lesson learned
based on a
characters
actions.
Service learning connectclassroom content,literature and skills tocommunity needsstudent will:
pg.9Apply academic, social, and
personal skills to improve thecommunity
Make decision that have real,not hypothetical, results
Grows as individuals, gainrespect for peers, andincrease civic participation
Gain deeper understandingof themselves, theircommunity, and society
Experience success no matterwhat their ability level
Develop as leaders who takeinitiative, solve problems,work as a team, anddemonstrate their abilitieswhile and through helpingothers
1.3.1Create a simple
script based onpersonalexperience,imagination,
or the retelling ofa story.
2.3.4Use elements and
principles ofdesign to createworks of art.
Show responsibilityfor the well-being ofoneself and family.
H3.2.4Demonstrate respectfor each other and
people in thecommunity.G6.2.3Identify traditions andcustoms that familiespractice
C13.2.1Identify and follow
classroom andschool rules that
guide behavior andresolve conflicts.
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Calendar
Dayof
Lesson
Social
Studies
Language Arts Service
Learning
Theater
& Visual Arts
Day 1 Objectives:H1.3.1Learn about individuals
in the community and
discuss their
contributions.
ActivityStudents will learn
about importantpeople who have
changed societytoday. Such as SusanB. Anthony and
Barack Obama. They
will be prompted towrite out the
importance of what
these individuals did
and how they havechanged their lives.
Objectives:1.2.4I/L Build vocabulary using pictures symbols
ActivityStudents will be
introduced to
vocabulary of the unit
Objectives:pg.9Apply academic, social,
and personal skills to
improve the community
ActivityStudents will examine
and discuss the rootsof the wordpre and
judge. How does
prejudice happens?How we learn attitude
attitudes about others?
Students will discuss
the quote You cantjudge a book by its
cover, Student will
tell one familymember about the
word prejudice e
Objectives:1.3.3Use different media,
techniques, and processes to
produce works of art.
ActivityStudents will create a
poster portrayingthemselves as the
protagonist of their
favorite story.
Day2 Objectives:H3.2.4Demonstrate respect for
each other and people in
the community.
ActivityStudents will discuss
what it means to treatother people with
respect. As a class,
student will
brainstorm a list of
do's and don'ts fortreating people with
respect. This will on
display in theclassroom.
Objectives:3.2.8 I/LMake predictions based on
evidence.
ActivityStudents will be going
on a picture walk of
the bookAmazing
Grace. In their journal
they will write what
they think the book is
about.
Objectives:pg.9Make decision that have real,not hypothetical, results
ActivityEach student will be
asked to think of a
time he or she felt
different. Studentswill share these stories
and plan ways toincrease respect and
understanding in theclassroom and at
home. Students will be
expected to followthese guidelines from
then on
Objectives:2.3.4Use elements and principles ofdesign to create works of art.
ActivityStudent will be divided
up in groups of 4-5.
They will be providedmaterials such as
magazines and
newspaper cutouts.
Teacher will prompt
student to create acollage about self-
esteem using these
materials
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Day 3 Objectives:H1.2.5
Compare communities
around the world with the
local community.
ActivityStudents will learn
the different folktales
that are told aroundthe world. They will
write the similarities
and differenced
between our tales andother tales.
Objectives:3.2.9 I/LWith assistance, make
connections to self, other
text, and/or the world
ActivityClass will readStandTall Molly Lou Melon
By Patty Lovell whichtells a tale of an odd
girl who does not let
her look set her back.
Just like Grace she isencourages by her
grandmother to be
proud of whom she is.As a class we will
compare and contrast
the two characters. Intheir journals student
will write and draw
what make them
unique.
Objectives:pg.9Grows as individuals, gain
respect for peers, and increasecivic participation
ActivityStudents will examine
the word stereotype.
They will be provided
different forms of
media, including the
web pages, television
programs, print
advertisements, and
children books. Using
the checklist provided
students will identify
inaccurate information,
favoritism and ridicule
in these forms of media.
Objectives:1.3.1Create a simple script based
on personal experience,
imagination, or the retelling
of story.
ActivityStudents will create a
simple script of 2-3characters. They are to
write about their
greatest
accomplishment.
Day4 Objectives:C13.2.1Identify and follow
classroom and schoolrules that guide behavior
and resolve conflicts.ActivityStudents will
brainstorm how todeal with a bully.
They will resolve a
conflict with the
bully in Stand Tall
Molly Lou Melon By
Patty Lovell.Students will pair up
and create theresolution to the
conflict.
Objectives:3.2.1 I/L
With assistance,
identify conflict
ActivityStudents will identify
what the conflict is inthe story of Amazing
Grace and discuss it as
a whole.
Objectives:pg.9Gain deeper understanding
of themselves, theircommunity, and society
Activity
Students will discuss
and write a one page
response on how young
people experience
stereotyping and
prejudice.
Objectives:5.3.3Discuss possible
meanings of art
ActivityStudents will previewthe top ten most
recognizable paintings.
As a class we will
discuss what thepainters may have felt
when creating their
famous artwork.
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Day 5 Objectives:H2.2.1
Identify ways in
which people
cooperate to achieve
a common goal.
ActivityStudents will read beintroduce to Melba
Pattillo and eightother teenagers
became the first
African-American
students to attendCentral High School
in Little Rock. As a
class we will discussthe importance of
cooperating to
achieve a commongoal.
Objectives:3.2.2 I/LWith assistance, describe
physical and personality
traits.
ActivityEach student willcreate a character
map. The will beprompted to describe
Grace physical and
personality traits.
Objectives:pg.9Experience success no
matter what their ability
level
ActivityStudent will write a listof words or short
phrases that describe a
time they felt
discriminated against as
a young person. Then
turn these into a class
poetry which they share
with friends and family.
Objectives:4.3.3Create a work of art
that is influenced by a
particular historical period
or culture.ActivityStudents are
encouraged to pretend
they are present whenMelba Pattillo starts
school on September 4,
1957. Student will be
prompt to create an
encouraging picket
sign for the students
who attended CentralHigh School in Little
Rock.
Day 6 Objectives:G6.2.3Identify traditions and
customs that families
practice
ActivityStudents will discuss
unique folktales,stories, fables etc.
they have heard from
a family member, orstories they have told
to a family member.
Each student will
write the story anddraw a poster to go
along with it.
Objectives:3.2.2 I/LWith assistance, identify a
lesson learned based on a
characters actions.
ActivityAs a class we will
discuss what Gracedid to resolve her
conflict.
Objectives:pg.9Develop as leaders who
take initiative, solve
problems, work as a team,
and demonstrate their
abilities while and through
helping others
ActivityAs a class we willwalk around the
school and find things
that need to be
changed for the better.We will discuss 3
things as a class thatneed to improve and
write a class letter tothe principal to change
these things.
Objectives:3.3.2Create artwork that
demonstrates choice of
subject matter and symbols
to communicate meaning.
ActivityStudents will write a letter
to Grace pretending to her
grandmother and will
encourage Grace to not give
up on being Peter Pan.
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Day 7 Write a reflection ofwhat they thought
about the bookAmazing Grace.What they learned
about the Little RockNine and anyconnections or
feeling they feel like
they should expressabout the unit.
Students will turn in
reflection with all
assignments/activitiesthat were
incorporated in the
unit.
Write a reflection of
what they thought
about the bookAmazing Grace. Whatthey learned about the
Little Rock Nine andany connections orfeeling they feel like
they should express
about the unit.Students will turn in
reflection with all
assignments/activities
that were incorporatedin the unit.
Write a reflection of
what they thought
about the bookAmazing Grace. Whatthey learned about the
Little Rock Nine andany connections orfeeling they feel like
they should express
about the unit.Students will turn in
reflection with all
assignments/activities
that were incorporatedin the unit.
Write a reflection of
what they thought
about the bookAmazing Grace. Whatthey learned about the
Little Rock Nine andany connections orfeeling they feel like
they should express
about the unit. Studentswill turn in reflection
with all
assignments/activities
that were incorporatedin the unit.
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NEVADA STATECOLLEGE
TEACHERPREPARATIONPROGRAM
LESSONPLANFORMAT DAY#1
Description of Classroom:
This classroom is a second grade class with twenty-two students; eleven boys and
eleven girls. All students are between the ages of 8 and 19. There are three English
Language Learners and one special education students.
Background:
This lesson is the first lesson of a seven day integrated unit. The unit integrates social
studies, language arts, service learning and theater and visual arts. The unit also uses
the text Amazing Grace as a central unifier. The lesson is an introduction to both thebook and to the units subjects.
Content Objective(s):
It is expected that students will:
Be able to make predications using pictures. Discuss the book with peers Create visual aid
Language Objective(s):
Listening- Students will listen to story Amazing Grace, and listen to their peers
reactions and connections to the lesson.
Speaking- Students will share with the class/group what their feelings are about the
book and lesson.
Reading- Students will read and engage in the reading
Writing- With assistance, students will create graphic organizer that illustrate what they
have learned about the contributions of individuals who have influenced us today.
Nevada Standards:
1.2.4
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I/L Build vocabulary using
pictures
symbols
3.2.8 I/L
Make predictions based on evidence.
1.3.3Use different media, techniques, and processes to produce works of art.
Key Vocabulary:
Act: Take action; do something
Adventure: An unusual and exciting, typically hazardous, experience or activity
Amazing: Startlingly impressive.
Auditions: An interview at which a singer, actor, dancer, or musician demonstrates
their suitability and skill.
Ballet/ballerina: A creative dance form performed to music using exact and very
formal set steps and motions
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Teaching Strategies:
Teacher will use
cooperative learning questioning guided instruction discussion
Warm Up Activity:
Students will go on a picture walk and are to write in their journals what they think the
book is about.
Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping Options
Adaptation of content Modeling Whole Class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Verbal scaffolds Independent
Procedural scaffolds
Integration of Processes Application Assessment
Listening Hands-on Individual
Speaking Authentic (Meaningful) Group
Reading Linked to objectives Written
Writing Promotes engagement Oral
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Lesson Sequence:
Picture walk of book
Students will be going on a picture walk of the book Amazing Grace. In their journal they will write what they
think the book is about.
Vocabulary Review
Teacher will write on the board the five vocabulary words and definitions. Students are to copy this down in
their journals. As a whole, teacher will review each word and use words in a sentence.
Reading of book
Students will sit on the magic rug and will listen to the book Amazing Grace by Mary Hoffman
Discussion of feelings
Students will pair share and discuss with one another what they thought of the book.
As a whole class. Teacher will ask class their thoughts and feelings of the book.
Protagonist poster
Students will create a poster portraying themselves as the protagonist of their favorite story.
Accommodations:
ELL Students will be given oral and written instructions. A premade poster will be
shown for better understanding of project.
Supplementary Materials:
Book Amazing Grace by Mary Hoffman
Poster paper (one for each student)
Crayons, markers, and colored pencils
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Review/Assessment:
Assessment will be administered both informally and formally.
- During the Read Aloud, teachers observations will act as an assessment.
- During the shared feeling segments, teacher will walk around room and listen to students responses.
- Students created posters will serve as their assessment
Reflection: How did your lesson go? What worked? What did not work well? What will you do differently nextime? How will your assessment data affect subsequent planning?
N/A
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Picture Walk
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NEVADA STATECOLLEGE
TEACHERPREPARATIONPROGRAM
LESSONPLANFORMATDAY#4
Description of Classroom:
This classroom is a second grade class with twenty-two students; eleven boys and
eleven girls. All students are between the ages of 8 and 9. There are three English
Language Learners and one special education students.
Background: This lesson is the first lesson of a seven day integrated unit. The unit
integrates social studies, language arts, service learning and theater and visual arts. The
unit also uses the text Amazing Grace as a central unifier. The lesson is an introduction
to both the book and to the units subjects.
Content Objective(s):
Students will Identify conflict in both books and real world Understand how to deal with conflict With assistance, be able to compare and contrast two books
Language Objective(s):
Listening- Students will listen to story ofStand Tall Molly Lou Melon by Patti Lovell
Speaking- Students will share with the class/group what their feelings are about the book and lesson.
Reading- Students will read and engage in the reading
Writing- With assistance, students will create a compare and contrast chart that compare the bullying
inAmazing Grace and in Stand tall Molly Lou Melon
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Nevada Standards:
G6.2.3Identify traditions and customs that families practice
3.2.2 I/LWith assistance, identify a lesson learned based on a characters actions.
3.2.2 I/LWith assistance, describe physical and personality traits.
Key Vocabulary:
imagine:form a mental image or concept of.
made-up: having been invented
part: actors role in a play
play: The activity or profession of acting in, producing, directing, or writing
Nana: grandmother
Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping Options
Adaptation of content Modeling Whole Class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Verbal scaffolds Independent
Procedural scaffolds
Integration of Processes Application Assessment
Listening Hands-on Individual
Speaking Authentic (Meaningful) Group
Reading Linked to objectives Written
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Writing Promotes engagement Oral
Teaching Strategies:
Teacher will use a
Venn Diagram for compare and contrast Guided reading Character map graphic organizer.
Warm Up Activity:
Teacher will reviewAmazing Grace and have a whole glass discussion on how Grace
dealt with Raj and Natalias comments.
Lesson Sequence:
Warm-up: Students will identify what the conflict is in the story ofAmazing Grace and discuss it as a
whole class.
Introduction to book: As a class teacher will read Stand tall Molly Lou Melon. Teacher will be sure
to prepare students and as them to listen for the conflict in this story.
Book Discussion: As a whole-class, students will discuss the conflict in Stand tall Molly Lou Melon
Venn Diagram: As a whole-class, we will discuss the differences and similarities between bothbooks. Students will be sure to copy the diagram into their journals.
Dealing with Bullies: Students will brainstorm how to deal with a bully. They will resolve a conflictwith the bully in Stand Tall Molly Lou Melon By Patty Lovell. Students will pair up and create the
resolution to the conflict.
Character map: Students will choose a character they would like to create a character map for.Student will be prompted to identify physical characteristics and personal. They will write the conflict
and solution the character used to resolve the conflict at the bottom of their character map.
Sharing: Students will share the character map with their group table. Each table group will chose onperson to present to the class
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Accommodations: Examples of character maps will be displayed in class as a guide.
Supplementary Materials:
Amazing Grace by Caroline Binch
Stand Tall Molly Lou Melon by Patty Lovell
White board
Construction paper
Markers, crayons, color pencils
Review/Assessment:
Assessment will be administered both informally and formally.
- During the Read Aloud, teachers observations will act as an assessment.
- During the shared feeling segments, teacher will listen to their responses
- Students created character map will serve as their assessment
Reflection:How did your lesson go? What worked? What did not work well? What wil
you do differently next time? How will your assessment data affect subsequent plannin
N/A
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Girl
AfricanAmerican
Loves
listening to
stories
Wants to be
Peter Pan
Likes to act
Has a bigimagination
Conflict: Grace is told by her classmates that she cannot playthe role of Peter Pan because she is black and a girl. Grace is
upset and feels sad because of what they said.
Solution: She sees a performance Romeo and Juliet in theaterand sees that Juliet is played by a black girl. She is inspired to
practice hard and not let mean comments get the best of her.
She ends up getting the role of Peter Pan.
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Final days of unit explanation
The Focus:The final day of this unit serves further foster a connection
between the book and the students. I will tie all the activities
together and have students see the connection between the
book and theme. On the final day I will also assess students
personal reaction to the book to be sure they understand the
concepts and clarify any misunderstanding.
Activities:On the last day of the unit I will have each student present
one of the activities they are most proud of to the class. I will
have 2 paragraph reflections on what they feel was the most
important lesson the learned from this unit.
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ResourcesBerger Cathryn (2010) The Complete Guide to Service
Learning. Free Spirit Publishing
Hoffman Mary,Amazing Grace. Scolastic
Lovell Patty, Stand Tall Molly Lou Melon . G.P Putnum Sons
Nevada Social Study Standards
http://www.doe.nv.gov/Standards/SocialStudies/Complete
StandardsDec2008.rev4.19.11.pdf
Information on Melba Patillo
http://teacher.scholastic.com/barrier/hwyf/mpbstory/firstda
y.htm
Nevada English Standards
http://www.doe.nv.gov/Standards/EngLang/ELA_Standard
s_Final.pdf
Nevada Visual Arts Content Standards
http://www.doe.nv.gov/Standards/Arts/vacont.pdf
http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdf -
8/2/2019 Inter Grated Unit- Amzing Grace
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Reflection
As a child Amazing Grace was one of my
favorite stories. Being the only girl in my family, I
felt like I was always being put down and limited
by my gender. I was never allowed to play any of
the boy games because they were too rough
and I would get hurt. Grace made me realize with
a little hard work and dedication I could be
anything I wanted to be.
Planning this unit, I had originally thought of
using Self-esteem ad my unit topic. As I was
developing the unit, I found that equality was a
better match. Both Grace and Mary Lou Melon are
discriminated against being different. Students
will be able to make a text to self connection with
these books.
This unit really lent itself to the Service
Learning portion. I must admit, I was a little
nervous in planning out a good activity that would
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have them involved and keep there attention. I
assumed it would be to advance for student.
Reading Cathryn Berger The complete Guide toService Learning, I found tonsof great activities
student can do. I even found example of student as
young as pre-k! Overall I feel creating this unit
made me realize Service learning can fit in just about
any subject. It really helps student connect to the story
on a personal level.