Khuloud Asad Shbat & Liz Zafrani

Khuloud Asad Shbat & Liz Zafrani

ORT Misgav, Wadi Salame

Advance Organizer for Unit Planning

Backward Design

Teachers:

Khuloud Asad Shbat & Liz Zafrani

Level:4 point students, Modules D & E

Standard: Pupils appreciate literature that is written in English and develop sensitivity to a variety of cultures.

Targeted Domain(s) / Targeted Benchmark(s) / Performance Task(s) / Assessment Tool(s)
Domain of Appreciation of Literature and Culture / 1. discuss themes and conflicts in literary texts
2. Compare and contrast literary themes and relate to them from a personal perspective. / Write an article to your school magazine in which you discuss (by comparing and contrasting) the important qualities and or achievements of both MLK and Rosa Parks. / Rubrics for Module D

Prerequisites of knowledge (Enabling Skills) for Benchmark 1+2

Objectives / Activities / Assessment Tools
1. Familiarize the pupils with the civil rights movement. /

Give the pupils a picture from the civil rights movement and make the pupils discuss it.
Introduction: Introduce the subject of civil rights movement to the pupils.

/ 1.Logical answers are accepted.
2.Frontal check
2. Familiarize the pupils with compare and contrast reading strategy and review the sequencing strategy. /

Give the pupils a definition of compare and contrast.
Give the pupils C&C connectors and one exercise about them.
Review the strategy of sequencing.

Frontal check.
Answer key.

3. Familiarize the pupils with vocabulary of the unit. / 1. Give the pupils a list of vocabulary and make them look up the meaning of the difficult words in their dictionaries and write the part of speech of each word.
2. Give the pupils different exercises: matching, completion, and a crossword puzzle. / 1. Answer Key.
2. Answer Key.
4. Familiarize the pupils with Martin Luther King Jr. / 1. Give the pupils a biography about MLK and ask them to highlight/underline numbers and then put them in a chart with their references.
2. Summarize the main points about the biography of MLK. / 1. Answer key.
2. Answer Key.
5. Teach part of MLK's speech. / 1. Read the speech along with the pupils and ask them about the speech.
2. Ask the pupils to visit an online site to listen to MLK's life speech. The pupils have to write one/two things that they liked most about it. / 1. Frontal Check.
2. Accept any logical answer.
6. Familiarize the pupils with Rosa Parks / 1. Give the pupils a short introduction about Rosa Parks.
2. Ask the pupils to fill in a Venn diagram to compare and contrast the life and achievements of both MLK and Rosa Parks. / Answer Key
Frontal Check
7. Teach the students the poem "Rosa" by Rita Dove. /

Read the poem with the pupils and ask them different reading comprehension questions about it.
Ask the pupils to write an article in their school magazine expressing their opinion about the poem.

/ Accept all logical questions.
8. Teach the pupils the song "We Shall overcome". / 1. Give the pupils a short introduction about the song.
2. Read the song with the pupils and ask them questions about it.
3. Ask the pupils to visit a site to listen to the song and sing along. / All logical answers are accepted.

9. Writing Task: Write an article in which you discuss the qualities or achievements of both MLK and Rosa Parks.

/ 1. Write an article to your school magazine in which you discuss (by comparing and contrasting) the important qualities and or achievements of both MLK and Rosa Parks. / Rubrics for Module D- 4 Points

1. Familiarize the pupils with the Civil Rights Movement

Give the pupils a picture from the civil rights movement and make them discuss it.

Civil Rights Movement

Dear pupils, look at the picture that we are going to discuss together and answer questions about it:

-What do you see in the picture?

- Is this picture familiar to you?

- What feelings do you have about this picture?

-Who do you think is attacking whom and why?

-Why do you think the police have dogs?

-Do you know when and where this picture was taken?

- Do you know what "Racial Discrimination" is? Explain.

- Have you heard about "The Civil Rights Movement"? Explain.

-John F. Kennedy said: "The one unchangeable certainty is that nothing is unchangeable or certain". What do you think?

(The teacher explains and provides information that pupils don't know).

Introduction: Introduce the subject of the Civil Rights Movement to the pupils:

Dear pupils as we discussed: the American Civil Rights Movement (1955–1968) refers to the reform movements in the United Statesthat aimed at abolishing racial discrimination against African Americans. We are going to talk about two important figures of the Civil Rights Movement in the South. The Civil Rights Movement aimed at restoring the racial dignity of the Black Americans among white population, economic self-sufficiency, equality in social and political opportunities and freedom from White domination.

*If there is a need, a teacher should explain the difference between the terms: "Blacks", or "Nigger" and "African Americans" in terms of political correctness. A teacher should stress the importance of using the term "African Americans" instead of "Blacks" or "Nigger", though these terms carry the same meaning.

2. Familiarize the pupils with compare and contrast reading strategy.

1. Give the pupils a definition of compare and contrast:

Explanation:

Sometimes writers tell us how 2 things are alike or different in a text.

"When you compare two things, you discover how they are alike; when you contrast two things, you find out how they are different".

2. Give the students C&C connectors and one exercise about them.

The following explanation in is taken from Aviv Site:

Compare and Contrast

Initial presentation

Reading comprehension strategies are tools that students can use to help determine the meaning of what they read.

One way to understand the ideas you read about is to compare and contrast them. In everyday language, compare means to look for similarities and differences while contrast means to just look for differences. As a reading strategy, however, compare and contrast are used more specifically. When you compare two things, you discover how they are alike; when you contrast two things, you find out how they are different.To Compare
Look for ways that people, events, things, or ideas are the same. Think about their use, color, size, and shape, or other similar characteristics. Ask yourself questions about the two objects, people, places, or ideas.

Writers often point out comparisons by using signal words and phrases that give you clues about the structure of the passage. Many times, these words and phrases appear in the beginning or middle of a sentence. Look for the words shown below.

Signal words and phrases that show similarities
similarly / like / still / at the same time
in the same way / in comparison / likewise / in the same manner

Contrast
Look for ways that people, events, things, or ideas are different from each other. Look for internal as well as external signs. Ask yourself what makes one thing different from another.

Just as there are signal words and phrases that give you clues about comparison, so there are signal words and phrases that show contrast. Look for the words shown below.

Signal words and phrases that show contrasts
however / nevertheless / but / on the other hand / while
rather / on the contrary / yet / more(than)Comparative forms (er) / in contrast

Exercise:

FILL IN THE BLANKS WITH A SUITABLE CONTRAST CONNECTOR ( WHEREAS, BUT, ALTHOUGH, HOWEVER, DESPITE, IN SPITE OF, ON THE OTHER HAND)

______Andrew was warned of the risks, he decided to travel alone to South America.
Maria did not get a promotion ______her qualifications.
Zambia is a land- locked country, ______Kenya has a coastline.
On the one hand, you could rent a flat instead of buying one. ______you are always at the mercy of landlords.
This restaurant has a good reputation, ______that one does not.
The city has a 50 kph limit. ______, people are often caught speeding.
You won’t be forgiven ______your apology.
We couldn’t find a house to buy ______we looked at quite a few.
He always looks so lonely and sad ______his popularity.
He is quiet and shy, ______his sister is lively and talkative

Taken from:

3. Review the Strategy of Sequencing:

As we learnt before: sequencing is one skill that helps you comprehend what you read. It is very important to know the order or sequence in which things happen. Finding meaning in a text depends on the ability to find the place of the details and the sequence of events. Connector words could be: first, then, later, afterwards and in the end. Besides in a biography sequencing describes the life story of a character.

Sequencing is an important skill in writing too. You could use graphic organizers or outlines to plan your writing. This makes you think about the logical sequence of events or paragraphs you wish to provide.

3. Familiarize the pupils with the vocabulary of the unit:

A. Dear pupils! Read the list of vocabulary and look up the meaning of the difficult words in your dictionaries. Write the word and its meaning in the correct column (part of speech) in the chart:

Vocabulary Practice:

/retrieve/separated/segregated/attain/Even/prejudice/advocated/subsequent/banned/assassin/ready/ captivity/ funds/honoring/insufficient/bankrupt/determination/ face/discrimination/poverty/vast/exile/dramatize/declaration/magnificent/believe/legitimate/granted/process/emerges/rightful/seek/conduct/bitterness/community/pledge//former/even/transform/believe/overcome/retrieve/

Nouns / Verbs / Adjectives
Word Meaning / Word Meaning / Word Meaning
………………………………
………………………………
………………………………
………………………………
………………………………
……………………………… / ……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
…………………………………… / ……………………………
……………………………
……………………………
……………………………
……………………………
……………………………

2. Give the pupils an exercise to match words to their definitions in English.

B. Match the words A to their meanings in B (From MLK's speech):

A B

1. bitterness-(n) Something held or owned by a just or proper claim
2. brotherhood-(n) Look for
3. rightful-(adj) Bad tastes or feelings that last a long time 4. conduct-(v) Live together
5. hamlet-(n) Spiritual or social fellowship or relationship
6. notable-(adj) The steps or actions needed to do something 7. seek-(v) Village
8. former-(adj) To manage or direct some actions or processes
9. rank-(v) To meet a challenge 10. process-(n) Past, previous.
11. coexist-(v) Putting one in a position in a group like the army.
12. face-(v) Remarkable; deserving recognition.

C. Use the words in column A in Ex. B to complete the following sentences:

1. He will start to ______a new job next month.
2. People ______many difficulties when they move to another country.
3. The dog and the rabbit ______in the same house.
4. The ______of making a pot of coffee only takes a few minutes.
5. The teammates felt a strong ______after playing together for so long.
6. There was a lot of ______after the divorce.
7. They live in a small ______far from any city.
8. The dangerous experiment was ______in a secret laboratory.
9. The FBI arrested a ______member of a terror organization last week.

10. According to the online Free Dictionary the word ______means "To exist together, at the same time, or in the same place".

D. Match the following words in A to their meaning or definitions in B. You may look up the difficult words in your dictionary( From MLK's biography):

A B

1. advocate-(v) The act of saying no. 2. assassin-(n) Someone who murders for politics or money
3. perhaps-(adv) To make something move forward.
4. propel-(v) To cause a sense of shared feelings
5. quarter-(n) Make a rule or law against something
6. ban-(v) Support an idea or belief 7. refusal-(n) Next or later.
8. resonate-(v) To divide
9. separate-(v) A judgment or opinion formed without facts
10. subsequent-(adj) Possibly; maybe 11. interest-(n) – To speak or act for another person or group 12. segregate-(v) Reach a goal
13. notable-(adj) - Remarkable; deserving recognition.
14. attain-(v) Attention or concern for something or someone 15. discrimination-(n) Putting one in a position in a group like the army
16. represent-(v) To separate from the majority
17. prejudice-(n) 1/4; 25%
18. rank-(v) The act of judging by group, not individually

E. Use the words in column A in Ex. E to complete the following sentences:

1. Race ______is illegal
2. Until the 1950's, blacks in the US Military were______from whites.
3. Smoking was ______from theaters.
4. She is eighteen, ______twenty, but not older.
5. The president was killed by an ______.
6. For sports, the school ______the boys from the girls.
7. His first job was terrible but the ______jobs were better and more interesting.
8. He was never happy after her ______to marry him.

9. 2000 was a ______year in many respects.

10. Sami ______a high level of fluency in his English language studies

F. Look up the meaning of the following words in your dictionary (From Rosa Parks' passage):

1. sentence-(n) 2. continuous-(adj) 3. courtesy-(n) 4. discussion-(n) 5. disobedience-(n) 6. extraordinary-(adj) 7. incident-(n) 8. opinion-(n)
9. personal-(adj) 10. position-(n) 11. ready-(adj) 12. retrieve-(v) 13. success-(n) 14. violation-(n) 15. segregate-(v) 16. discrimination-(n) 17. represent-(v) 18. convict-(v) 19. trial-(n) 20.ordinance-(n) 21. community-(n) 22. inform-(v) 23. summarize-(v)

G. Read the clues and complete the crossword puzzle using words from Ex. F:

ACROSS
1. A punishment.
2. To separate from the majority
5. Place, status or rank
7. In court: to legally decide that someone is guilty
9. Tell something to someone; give them knowledge
10. A personal judgment
11. An event; something that happened
12. The legal process to determine the truth of a question or accusation.
15. To get something back
16. A breaking of the rules
17. Refusal to do what one is told by an authority
18. Very uncommon / DOWN
1. To give a short description of the main points
3. The act of judging by group, not individually
4. Debate and conversation about a subject
6. A group that lives, works or does things together
8. Politeness and good manners; a kind act
13. Prepared
14. Not general or public

*This crossword puzzle was built using the following site:

1 / 2
3 / 4
5
6
7 / 8
9 / 10
11
12
13 / 14
15
16
17
18

Familiarize the pupils with Martin Luther King Jr.:

Preliminary Questions:

Do you know who Martin Luther King is? How did MLK influence the Civil Rights Movement?

Now, before reading the biography, scan and skim the passage in order to highlight/underline the "eye catchers"* in the text and to fill in the information in Exercise A:*The teacher has to explain the meaning of "eye catchers".

Martin Luther King

Martin Luther King Jr. was born in Atlanta, Georgia on January 15, 1929 into a family of pastors--both his father and his grandfather served as pastors for many years. King came of age in a time whenBlacks and Whites were separated in much of the U.S. The two groups were unable to attend the same schools, drink from the same water fountains, or eat in the same restaurants. King himself attended segregated public elementary and high schools. He also went to an all-black college in Atlanta, Morehouse, from which he graduated in 1948.

King saw his calling in the family business, going on to attain graduate degrees at Crozer Theological Seminary in Pennsylvania and BostonUniversity, where he received a doctorate in Systematic Theology in 1955. This schooling set him up to lead a church, but his beliefs and determination--and, certainly, his circumstances--propelled him to do even more.

After marrying a woman named Coretta Scott, whom he met while being in graduate school in Boston, King moved to the South where racial segregation and prejudice was deep-seated and rampant. The situation was especially marked in towns like Montgomery, Alabama, where, in 1955, as pastor of the DexterAvenueBaptistChurch, King started fighting for change. Spurred on by Rosa Parks’ refusalto sit in the rear “colored” section of the bus which was followed by a subsequent arrest, King advocated a boycott of public buses that lasted more than a year. In 1956, the U.S. Supreme Court banned segregation on public buses, and a movement fueled by a non-violent protest began.

For more than ten years, King’s inspiring speeches (he gave more than 2,500 in his lifetime) earned him followers across the United States and internationally. He traveled millions of miles; led protest marches, sit-ins and boycotts (which often led to his arrest). Everywhere he saw racial disparity (inequality); published five books, numerous articles and essays, including the “Letter from a Birmingham Jail,” now famously known as the call to action for the Civil Rights Movement and won the Nobel Peace Prize in 1964.

However, King is perhaps best remembered for delivering his 1963 “I Have a Dream” speech in front of a quarter of a million people in the Mall in Washington, DC. His famous line, "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character," still resonates today. Five years later, he was killed in Memphis, where he lead a protest march. Martin Luther King was shot by an assassin while standing on the balcony outside his motel room. From:

Exercise A:Fill in the following table with years and events of MLK's life. You may look for sequencing connectors to help you answering the question:

Years / Events of MLK's life
………………………………
………………………………
………………………………
………………………………
………………………………
……………………………… / ………………………………
………………………………
………………………………
………………………………
………………………………
………………………………

In appendix 1 there is an extra exercise (Ex. B).

-Now, Can you summarize orally who Martin Luther King was? (A question to the whole class)

- Write down what you have learned from the text and class discussion. Use your own words and write at least two sentences.

……………………………………………………………………………………….

………………………………………………………………………………………

……………………………………………………………………………………….

5. Teach part of MLK's speech:

Dear pupils,

We are going to read part of Martin Luther King’s Speech, one song and one poem related to the theme of the Civil Rights Movement.