UbDassignment 4BobbieKeenan

8/4/2019 UbDassignment 4BobbieKeenan

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ITEC 7430 Instructional Design

Dr. Randy Hollandsworth

Instructional Design Project

Assignment # 4 UBD Stage 3

Bobbie Keenan

July 16, 2009


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Learning Plan (Stage 3)

Where, Why & What

Goals: In addition to learning traditional literary skills, students will also independently work on finding fact in a

historical fiction by utilizing various forms of resources including the internet and then compiling the information into amultimedia presentation.

To understand essential questions in the unit:

How can information on internet enhance a reading experience?

Does history have an impact on literature?

How can the truth be told through fiction?

Why is historical fiction important?

How accurate are facts used in historical fiction?

What are some of the techniques authors of historical fiction use to make reading their stories feel authenticto the time period?

What are some of the historical references made in, Bud, Not Buddy?

Expectations:

To better understand these goals students will:

Read the historical fiction, Bud, Not Buddy. (Narrative Entry Point)

Keep a double entry journal to reflect on ideas brought up in the readings.(Aesthetic Entry Point)

Use a Venn Diagram to compare and contrast the historical settings in thenovel and the students life. (Logical Entry Point)

Create a Body Biography (character analysis) paired with an aspect of theGreat Depression that is associated with the character in the novel.(Experiential Entry Point)

Create a PowerPoint presentation connecting the historical fiction of Bud,Not Buddy to factual, historical information found on the internet.(Experiential Entry Point)

Complete assignments that further illustrate how literary devices are usedby an author to enhance a reading experience. (Foundational Entry Point)

Accurately cite resources off the internet. (Logical Entry Point)

Access historical information. (Experiential Entry Point)


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Relevance and Value:

To appreciate literature and other creative expressions of information.

Create products that capitalize on the various formats strengths.

Demonstrates comprehension and shows evidence of a warranted andresponsible explanation of a variety of literary and informational texts.

Identifies and analyses sensory details and figurative language.

Identifies the speaker and recognizes the differences between first and thirdnarration.

Relates a literary work to historical events of the period.

Prerequisite Skills:

Students already do most of their daily work on personal lap tops and have adequatekeyboarding skills, work with the program, Word, daily, and all have worked withPowerPoint in numerous other classes to present projects.

Students have prior knowledge of literary devices (simile, metaphor, irony, imagery,etc.). The activities in this unit will be reinforcing that knowledge.

Evaluate students knowledge of the Great Depression with a True or Falsequestionnaire and KWL chart.

Hook & Hold

As a result of the event of the Great Depression, over 250,000 children foundthemselves homeless. Many became nomads, traveling the highways and railways.While the character Bud, cant be labeled as a nomad, he is homeless early in thestory and making his way across Michigan towards an uncertain future. Investigate

the plight of children during the Great Depression and answer the following questionin your journal.

Do you think you could make it alone on your own? Why or why not? Includeeverything that you could carry that you would need to make it on your own.

Explore & Equip


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Provide the students with agendas (see calendar) that include the assignments theywill be expected to complete by the end of the unit.

List of websites that are relevant to the aspects of the Great Depression that arementioned in Bud, Not Buddy and even used as settings for investigation. Studentsare not limited to using only these websites for their assignments.

Provide each student with a copy of Bud, Not Buddy

Handout with MLA citation instructions for resources from the internet.

Self-assessment rubrics for double journal entries and PowerPoint Presentationassignment. (see Stage 2)

Have daily class discussions about readings.

Have students do several homework assignments that focus on a particular aspect ofthe Great Depression mentioned in the story.

Have students complete homework assignments and in class assignments that

explain and clarify the use of various literary devices throughout the novel.

Rethinking, Reflections, & Revisions

Students will write daily in their double entry journal. Specific topics or free writes inrelation to the reading will be assigned.

Students will be given a KWL chart two times during the unit to see what theyvelearned as theyve progressed through the unit.

Assignments, two quizzes and a final test will be given to monitor comprehensionreading and grasp of various literary devices used in the novel.

Continuous research will be conducted individually to enhance and build on thestudents knowledge of The Great Depression.

Daily class discussion will be held to clarify any questions that might come up duringthe reading.

Two final journal entries will be assigned asking the students to reflect on howreading Bud, Not Buddy helped them understand more about the impact of The GreatDepression.

Encouraging Self-Evaluation

Journal Entry Topics:

Discuss your thoughts on the story Bud, Not Buddy. How did reading this book helpyou understand more about the Great Depression?

Do you think that reading historical fiction can help you better understand historicalevents? Why or Why not?

Double Journal Entry Rubric and PowerPoint Presentation Rubric will be provided to


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guide students and give them the ability check their progress as they go throughtheir assignments.

Tailor to Students Needs

Two different handouts with websites that will be used as part of their research forseveral projects in this unit will be given to the students. One handout has websiteswith more in depth information. The second handout has websites, while the contentis essentially the same as the more in depth websites, the information is more pareddown for the learners that arent as advanced and lower readers.

Bud, Not Buddy will be read as a class, with the exception of three chapters that willbe read as homework. I chose to do this not only to facilitate discussion, but as a wayto engage the lower readers in class that have been known to become frustrated withreading novels this length.

Ample classroom time has been set aside to complete the final PowerPointpresentation so the teacher can assist all students with any help they may need.

Several homework assignments (Chapter 4 Worksheet and All That Jazz Activity) willbe adjusted to accommodate advanced and lower learners.

Organize (See Student Agenda Calendars)


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Activity Monday Tuesday Wednesday

Thursday

Friday

Journal Entry: Do youthink you

could make italone onyour own?Why or Whynot? Includeeverythingthat youcould carrythat youwould needto make italone.

Entry:Describe the

character,Bud(appearance,age,personality)and thesetting of thebook. Includeexamplesfrom thebook and citepages.Response:Also can yourelate to thecharacter,Bud? Why orwhy not?

Entry: Give anexample of a

flashback inthis chapterand cite thepage.Response:Describe oneof your ownmemories. Beas detailed aspossible.

Entry: Afterreading

Chapter 5,describewhat youthink Budsmother waslike. Explainwhy and usequotes fromthe book tosupport yourthoughts.

Entry: At thispoint in the

story, whichcharacter doyou relate tothe most, andwhy?

ClassroomActivity

Introduce theunit and giveout studentagendas.Havestudents fillout a KWLchart on theGreatDepression.Ask students

six questionspertaining totheirknowledge ofevents of theGreatDepression.Choose twoof the six,questiontopics toresearch.Review howto citeinformationfrom theinternet.

Introduce thenovel, Bud,Not Buddy.ReadChapters 1 &2 as a class.Discuss fromwhose pointof view thestory is told.

ReadChapters 3 &4 as a class.Discuss theuse of theliterarydevices,flashbacksand imageryin thischapter.

ReadChapters 5 &6 as a class.Discuss theuse of irony.Ironyexercise.

LiteraryDevice/StoryQuiz. ReadChapter 7 asa class.

ComputerActivity

Research twochosentopics.Journal.

Journal Journal Journal Journal

Homework In a WordDocument,write fivefacts (can

In a WordDocument,retell theevents of

Imagery chartand FigurativeLanguageChart.

Study forQuiz

Week One Student A enda


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includepictures)about yourtwo topicsthat eitherconfirm ordisprove

your originalTrue or Falseanswer. Yourfindings mustbe properlycited.

Chapter 2from Toddspoint of viewor in thirdperson.


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Thursday

Friday

Journal Entry: What doyou think therocks withnumbers onthem meanand why?

Entry: FreeJournal. Writeabout events orcharacters thatstood out toyou in thischapter, andrespond.

Entry: FreeJournal. Writeabout events orcharacters thatstood out to youin this chapter,and respond.

Entry: Do youthink riding therails wouldhave been afun way totravel? Why orwhy not?Include quotesfrom the bookto support yourreasons.

Entry: FreeJournal. Writeabout eventsor charactersthat stood outto you in thischapter, andrespond.

Classroom

Activity

Have class fillout a secondKWL chart.Read Chapter 8as a class.Divide intogroups of 2(including the

teacher) anduse the VennDiagram tocompare andcontrastHoovervillesand theirresidents withyour ownfamily andneighborhood.Share yourfindings withthe class.

Read Chapters9 & 10 as aclass. Discussthe use ofextendedmetaphor(activity) andOnomatopoeia.

Read Chapters11 & 12 as aclass. Discussthe authors useof direct andindirectcharacterization.

Read Chapters13 & 14 as aclass. LiteraryDevice/StoryQuiz

Read Chapter16 as a class.DiscussInternal andExternalConflict in thestory.

Computer

Activity

The billboardmentioned in

Chapter 8 is ina famous photofrom the GreatDepression.Find the photoon the internetand insert itinto a worddocument.Include thename of thephotographerand the title ofthe photo. Citeyour sources.

Journal.

Journal Journal.Do a search on

Pullman Porters.In a WordDocument,explain whybeing a PullmanPorter was agood job tohave during theDepression.Include apicture and a

job description.Cite sources.Study for Quiz.

Journal Journal

Homework

Billboard

activity.

Find 5

examples ofonomatopoeiain Chapter 10.In a worddocument listthe sentenceeach wordappears in andunderline theword. Cite thepage the word

Pullman Porter

activity.

Read Chapter

15

Read Chapter

17

Week Two Student Agenda


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is on, and tellhow it is usedin the story foreffect.


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Thursday

Friday

Journal Entry: FreeJournal.

Write aboutevents orcharactersthat stoodout to you inthis chapter,and respond.

Entry: FreeJournal. Write

about eventsor charactersthat stoodout to you inthis chapter,and respond.

Entry: Discussyour thoughts

on the storyBud, NotBuddy. Howdid readingthis book helpyouunderstandmore aboutthe GreatDepression?

Entry: Do youthink that

readinghistoricalfiction canhelp youunderstandhistoricalevents? Whyor Why not?

Classroom

Activity

ReadChapter 19as a class.Discuss theuse ofextendedmetaphor onpages 200-202.Jazz Bandactivity.

Final LiteraryDevice/StoryTest. Beginwork oncharacteranalysis andPowerPointpresentation.

Finalize thecharacteranalysis andsave to file.

Create a fiveslidePowerPointPresentationon yourcharacterand anaspect of theGreatDepressionthat affectedthatcharacterdirectly.

Havestudents fillout a finalKWL chart.Five slidePowerPointPresentationon yourcharacterand anaspect of theGreatDepressionthat affectedthatcharacterdirectly isdue.

Computer Activity

Journal.

Explore thePBS.org Jazzwebsite.Create yourown bandafterexploring thePBS.orgwebsite.

Journal Character

Analysis andPowerPointPresentation

Create a five

slidePowerPointPresentationon yourcharacterand anaspect of theGreatDepressionthat affectedthatcharacterdirectly.

Five slide

PowerPointPresentationon yourcharacterand anaspect of theGreatDepressionthat affectedthatcharacterdirectly isdue.

Homewor

k

CharacterAnalysisDrawCharacter orfind graphicsthatrepresent thechosencharacter.Make note ofall yoursources.

Create a fiveslidePowerPointPresentationon yourcharacter andan aspect ofthe GreatDepressionthat affectedthat characterdirectly.

Create a fiveslidePowerPointPresentationon yourcharacterand anaspect of theGreatDepressionthat affectedthat

Turn in JumpDrive forFinal Grades.

Week 3 Student Agenda


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characterdirectly.


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KWL Chart

Topic: The Great Depression

What I Know What I Want to

Know

What I Learned


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What Do You Know About The Great

Depression?

Circle whether you think these statements are true or false and then briefly write why

you think its either true or false.

1. In the 1930s, riding the rails was a fun and efficient way to travel. True or

False

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________

2. Hoovervilles were named in honor of President Herbert Hoover. True or

False

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________

3. Being a Pullman Porter was a good job to have in the Great Depression.

True or False

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________

4. Jazz musicians played country music in the 1930s. True or False

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________


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5. It was easy to find a job in the Great Depression. True or False

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________

Great Depression Websites(Advanced) *The word advanced wouldnt appear onthe handout.

Youre not limited to use just these websites for your assignments.

America in the 1930s

http://xroads.virginia.edu/~1930s/front.html

Riding the Rails

http://www.pbs.org/wgbh/amex/rails/index.html

Herbert Hoovers Reaction to the Great Depression

http://www.hoover.archives.gov/exhibits/Hooverstory/gallery06/gallery06.html

The New Deal Network

http://newdeal.feri.org/

The Great Depression and New Deal 1929-1940s

http://iws.ccccd.edu/kwilkison/Online1302home/20th%20Century/DepressionNewDeal.html

Digital History

http://www.digitalhistory.uh.edu/learning_history/children_depression/human_meaning.cfm

Photos of the Great Depression

http://history1900s.about.com/library/photos/blyindexdepression.htm

Photo Essay of the Great Depression

http://www.english.illinois.edu/maps/depression/photoessay.htm

African-Americans in the Great Depression

http://mtungsten.freeservers.com/

Hoovervilles

http://www.u-s-history.com/pages/h1642.html

Hooverville photos

http://newdeal.feri.org/ron/ab02info.htm

City Life During the Great Depression
http://xroads.virginia.edu/~1930s/front.htmlhttp://www.pbs.org/wgbh/amex/rails/index.htmlhttp://www.hoover.archives.gov/exhibits/Hooverstory/gallery06/gallery06.htmlhttp://newdeal.feri.org/http://newdeal.feri.org/http://iws.ccccd.edu/kwilkison/Online1302home/20th%20Century/DepressionNewDeal.htmlhttp://www.digitalhistory.uh.edu/learning_history/children_depression/human_meaning.cfmhttp://history1900s.about.com/library/photos/blyindexdepression.htmhttp://www.english.illinois.edu/maps/depression/photoessay.htmhttp://mtungsten.freeservers.com/http://www.u-s-history.com/pages/h1642.htmlhttp://newdeal.feri.org/ron/ab02info.htmhttp://xroads.virginia.edu/~1930s/front.htmlhttp://www.pbs.org/wgbh/amex/rails/index.htmlhttp://www.hoover.archives.gov/exhibits/Hooverstory/gallery06/gallery06.htmlhttp://newdeal.feri.org/http://iws.ccccd.edu/kwilkison/Online1302home/20th%20Century/DepressionNewDeal.htmlhttp://www.digitalhistory.uh.edu/learning_history/children_depression/human_meaning.cfmhttp://history1900s.about.com/library/photos/blyindexdepression.htmhttp://www.english.illinois.edu/maps/depression/photoessay.htmhttp://mtungsten.freeservers.com/http://www.u-s-history.com/pages/h1642.htmlhttp://newdeal.feri.org/ron/ab02info.htm


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http://middle.usm.k12.wi.us/faculty/taft/Unit7/citylife.htm

Jazz

http://www.pbs.org/jazz/time/time_depression.htm

PBSkids.org Jazz

http://pbskids.org/jazz/

The Great Depression

http://library.thinkquest.org/03oct/01794/pictures_page.htm

Great Depression Websites

Youre not limited to use just these websites for your assignments.

The Depression News

http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/depressn/index.html

How the Depression Affected Children

http://newdeal.feri.org/eleanor/er2a.htm

America in the 1930s

http://xroads.virginia.edu/~1930s/front.html

Riding the Rails Easy

http://www.erroluys.com/RidingtheRails.htm

Riding the Rails Easy

http://web.olivet.edu/gradusers/nhenric1/Riding.html

Photos of the Great Depression

http://history1900s.about.com/library/photos/blyindexdepression.htm

Photo Essay of the Great Depression

http://www.english.illinois.edu/maps/depression/photoessay.htm

Hooverville photos

http://newdeal.feri.org/ron/ab02info.htm

PBSkids.org Jazz

http://pbskids.org/jazz/

The Great Depression

http://library.thinkquest.org/03oct/01794/pictures_page.htm
http://middle.usm.k12.wi.us/faculty/taft/Unit7/citylife.htmhttp://www.pbs.org/jazz/time/time_depression.htmhttp://pbskids.org/jazz/http://library.thinkquest.org/03oct/01794/pictures_page.htmhttp://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/depressn/index.htmlhttp://newdeal.feri.org/eleanor/er2a.htmhttp://xroads.virginia.edu/~1930s/front.htmlhttp://www.erroluys.com/RidingtheRails.htmhttp://web.olivet.edu/gradusers/nhenric1/Riding.htmlhttp://history1900s.about.com/library/photos/blyindexdepression.htmhttp://www.english.illinois.edu/maps/depression/photoessay.htmhttp://newdeal.feri.org/ron/ab02info.htmhttp://pbskids.org/jazz/http://library.thinkquest.org/03oct/01794/pictures_page.htmhttp://middle.usm.k12.wi.us/faculty/taft/Unit7/citylife.htmhttp://www.pbs.org/jazz/time/time_depression.htmhttp://pbskids.org/jazz/http://library.thinkquest.org/03oct/01794/pictures_page.htmhttp://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/depressn/index.htmlhttp://newdeal.feri.org/eleanor/er2a.htmhttp://xroads.virginia.edu/~1930s/front.htmlhttp://www.erroluys.com/RidingtheRails.htmhttp://web.olivet.edu/gradusers/nhenric1/Riding.htmlhttp://history1900s.about.com/library/photos/blyindexdepression.htmhttp://www.english.illinois.edu/maps/depression/photoessay.htmhttp://newdeal.feri.org/ron/ab02info.htmhttp://pbskids.org/jazz/http://library.thinkquest.org/03oct/01794/pictures_page.htm


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Bud, Not Buddy Chapter 4 Worksheet

Use the following chart to analyze the figurative language in this chapter. In

the box labeled My Own, write your own sentence using this type of

figurative language.

Passage Type of

Figurative

Language

What is being

compared or

what does this

mean?

My own

then I was

inside the Amos

house crouched

down like a cat

burglar. (p. 31)

My heart started

jumping around

in my stomach as

soon as I reached

out for the

shotgun. (p. 32)

Todds bed

stayed as dry asthe desert. (p. 34)

If J. Edgar Hoover

and the FBI saw

me now Id be in

some real serious


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hot water! (p. 35)

Discussion: *The worksheet for the lower students would have the Discussion question omitted.

Bud says that his favorite saying in the whole world is He who laughs last

laughs the best. Do you agree with this saying? Explain what this statement

means and do you agree or disagree with it.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________


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All That Jazz Activity (Advanced Student Version)

* Advanced Student Version wouldnt appear on the handout.

After exploring the PBS.org website,Jazz, create your own band. Write a

paper with a minimum of three paragraphs. Include the following in your

paper:

Create a name for your band.

Identify the members and the instruments they play.

Talk about your travels and what kind of jazz your band plays.

Finally, create a poster for your band using a single PowerPoint slide.

All That Jazz Activity

After exploring the PBS.org website,Jazz, create your own band. Write a brief

summary of your band. Include the following in your summary:

Your bands name.

The names of the members and the instruments they play.

Where are some of the places your would play.

Finally, create a poster for your band using a single PowerPoint slide.
http://opt/scribd/conversion/tmp/scratch6325/pbskids.org/jazzhttp://opt/scribd/conversion/tmp/scratch6325/pbskids.org/jazzhttp://opt/scribd/conversion/tmp/scratch6325/pbskids.org/jazzhttp://opt/scribd/conversion/tmp/scratch6325/pbskids.org/jazz


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References

Capotosto, Lauren, Evan Howard and Jennifer Baribault, Bud, Not Buddy.http://faculty.salisbury.edu/~elbond/budnotbuddy2.html#Evaluation(July12, 2009)

Fox, Debbie, Families-Then And Now Venn Diagram.http://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPG (July 16, 2009)

Hamilton, Joan and Cheryl Klausner, Making Adolescent Literature MattereWorkshop. http://www.literacymatters.org/lessons/budnotbuddy.htm(July 5, 2009)

Sutherland, Tammy D. and Shannon B. Temple, Teaching Unit: Bud, NotBuddy by Christopher Paul Curtis. United States: S&T Publications, 2008.Page 8. Sandtpublications.com. Web. July 11, 2009
http://faculty.salisbury.edu/~elbond/budnotbuddy2.html#Evaluationhttp://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPGhttp://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPGhttp://www.literacymatters.org/lessons/budnotbuddy.htmhttp://faculty.salisbury.edu/~elbond/budnotbuddy2.html#Evaluationhttp://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPGhttp://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPGhttp://www.literacymatters.org/lessons/budnotbuddy.htm

UbDassignment 4BobbieKeenan

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