Wednesday, April 6, 2011

How to Create A Lesson Plan/ Actual Group Lesson Plan

How to Create A Lesson Plan
Objectives--What students will be able to do as a result of the lesson

Standards--Which state content and developmental standards are addressed in the lesson

Procedures--What the teacher will do to get the students there

Assessment Opportunities--What the teacher can do to see if the lesson was taught effectively:  Watching
students work, assigning application activities, getting feedback, etc.  (Can include both formal and informal
assessment and both formative and summative evaluations.)

Modifications/accommodations for any special needs students in the class

Additionally, many lesson plans also include:
Materials needed for the class period and any special equipment
Time estimates
Procedural subpoints


Sample:Date
Instructor(s):  Instructor

Objectives: from common core standatds CCS
1.
2.
3

Materials needed to do well in classroom

Aim: Open ended question that may have more than one interpretation?

Do Now: Warm Up Activity to Lesson.  Reminder that you can also use graphic organizers (see mshyde.net)

Mini Lesson: This is where you get to briefly capture your students
On your particular topics. i.e. introduce your toppic
Tell or show the people what the two topics are about.
Feel free to use images to show audience.

Cooperative Learning: Write a description of your plan here.
This is where students get the most engaged in a lesson. Teachers should be walking around and checking.


My Group's Lesson Plan

March 30, 2011
Instructors: Ms. Jasmine Tejada, Ms. Elizabeth Guzman, Mr. Anthony Stephenson, Ms. Joselin Rodriguez, Ms. Fatima Mohammed, and Ms. Luisa Hincapie

Objectives (SWBAT):
1. Explain the differences between slave conditions in the North and the South.
2. Understand life as a slave in North America.
3. Connect what they learned in class to Harriet Jacobs and her book Incidents in the Life of a Slave Girl.

Materials: Handouts, Coloring tools, Writing Utensils, Projector, and Laptop

Aim: How was life as a slave in North America?

Do Now: Color in the regions of North America where slavery existed and where there were free states.
Use these colors to identify the regions:
RED- Slave States
BLUE- Free States
YELLOW- Territory

Mini Lesson: Slideshow (Background information on slavery and Harriet Jacobs) The various settings of slavery in North America.

What is Slavery?

Slavery is the holding of someone against their will to do your bidding without hope of release. Slavery began in the South during the 1600s because slaves were needed for labor on the plantations. Landowners were most interested in these slaves because they needed laborers that would help maintain their land.

Who was Harriet Jacobs?
Harriet Jacobs was a slave in the South. This meant she had more restrictions of her rights. Her master’s father made sexual advances on her, but she couldn’t do anything because then she would be punished for disrespecting a white man. Later on her life, Harriet Jacobs escaped to the North by boat. The abolitionist family she worked for prevented her previous slave owners from re-enslaving her by granting her freedom in the year 1852.


What was the setting like in the Northern and Southern regions of North America?
Slavery divided the North and the South because slavery was supported much more in the South than it was in the North. Northerners were abolitionists because they wanted to destroy slavery, but on the other hand, the Southerners were pro-slavery, obviously because they wanted to continue slavery.
Class Activity: Write a journal entry on your daily routine as a slave.  You can start out by imagining that you are a slave.  From there on, think about what your daily routines would be.
In simpler words: Write what you think slaves did every day on a plantation.

Share Out: The students will share out what they have written.

Homework: Create a small collage on what slavery means to you and how the setting affected slavery.  Write a paragraph explaining your collage.  Remember to cite your sources.
 
WORKS CITED:http://www.nationalatlas.gov/printable/images/pdf/outline/states.pdf

Thursday, March 24, 2011

Plantation Life

  • Slaves experienced long days of hard work.  They worked about fifteen to sixteen hours a day.
  • Landowners liked the idea of the importation of slaves because they needed laborers to help them maintain their plantations.
  • Landowners also needed laborers to help plant and pick cotton and other farming crops.
  • Slaves working for their masters on a plantation weren't allowed to read or write.
  • Slaves were given jobs according to their physical capabilities.
  • Slaves weren't given time to rest.  They worked in all climates.
  • Children who were between the ages of six and ten would work as water carriers while children between the ages of ten and twelve were formed into groups for weeding.
  • If a slave disobeyed their landowner, they would receive harsh treatments such as branding, chaining, mutilation, and murders.  These forms of treatment were prohibited by law.
  • Slaves would also be punished by drowning, whipping, beatings, and hangings.
  • Women were sometimes punished by being raped by the landowner, his sons, or any other white male.
  • Slaves would eat three to four pounds of salt pork or bacon. They would prepare their meals themselves. Lack of good, sufficient nutrition resulted in diseases related to nutrient deficiency.
  • Slaves in a plantation did not live inside the homes of their owners.  Instead they lived in slave cabins, which were made of logs with clapboard sidings.  The floors were just dirt.  Slaves contracted diseases from these living environments as well because of the leakiness and draftiness that came along with it.  It was also cold and wet.
Works Cited:
http://cghs.dadeschools.net/slavery/antebellum_slavery/plantation_slave_life/health.htm
http://www.ehow.com/about_4569437_southern-plantation-life.html
http://www.google.com/imgres?imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqkV5uCcNk_DPNA7edWXt4u_EMA4rVW5771hhf0VX-EUrp4V_Tdhaq8cY-mwFQFWewRbh6mtJXnZccsef2NKnoHtEQBJwtpxJi16zlPEaDMYLft2JGikpqkFmr6a9P_xkxO0CbTElZYUJD/s1600/Slaves.jpg&imgrefurl=http://bluebeerriver.blogspot.com/2011/01/miac-report-revisited.html&usg=__ZI5p5Xek7eCcwUUv4-VSBr7Y4BA=&h=267&w=280&sz=55&hl=en&start=0&zoom=1&tbnid=UqRJK2aypMjY9M:&tbnh=141&tbnw=146&ei=QwaMTaT7BoPVgQfR3oyfDQ&prev=/images%3Fq%3Dplantation%2Blife%2Bfor%2Bslaves%2Bfacts%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1362%26bih%3D595%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=784&vpy=235&dur=1997&hovh=213&hovw=224&tx=194&ty=142&oei=QwaMTaT7BoPVgQfR3oyfDQ&page=1&ndsp=20&ved=1t:429,r:10,s:0

Fugitive Slave Act/Law

  • The Fugitive Slave Law was a part of the Compromise of 1850.  The Compromise of 1850 allowed the admission of California as a free state in the United States.  It also prohibited slave trading in the District of Columbia.
  • The Fugitive Slave Act was created in 1793 to enforce that runaway slaves be returned to their rightful masters.
  • The Fugitive Slave Law was an addition to the Fugitive Slave Act.  This law added that legal and justice representatives of the United States had to return slaves that they found running away or be prone to a fine of $1,000.
  • The law was created because officials were afraid that runaway slaves that were unattended would rebel against the nation
  • Those who were caught protecting these runaway slaves were to be punished by spending six months in jail and pay a fine of about $1, 000.  Slave owners could also decide if they wanted any other punishments to be laid on them
  • Abolitionists opposed this law.
Works Cited:
http://www.nationalcenter.org/FugitiveSlaveAct.html
http://www.zoomcoin.com/rare-coin-articles/civil-war-fugitive-slave-law-of-1850/
Mr. Anthony
Picture: http://www.google.com/imgres?imgurl=http://thomaslegion.net/sitebuildercontent/sitebuilderpictures/slave_kidnap_poster_1851_boston.jpg&imgrefurl=http://thomaslegion.net/fugitiveslaveactof1850.html&usg=__LuZFH1Fzvq9xR_64cADv-ExdLhc=&h=370&w=250&sz=49&hl=en&start=0&zoom=1&tbnid=4mlzXOR4yXm9NM:&tbnh=138&tbnw=92&ei=_wCMTfKzKcz0gAfZ7-iuDQ&prev=/images%3Fq%3Dfugitive%2Bslave%2Bact%2Bfacts%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1362%26bih%3D595%26tbs%3Disch:1&um=1&itbs=1&iact=rc&dur=234&oei=_wCMTfKzKcz0gAfZ7-iuDQ&page=1&ndsp=24&ved=1t:429,r:0,s:0&tx=31&ty=64

Abolition Movement

  • Abolitionists were people who wanted to destroy slavery.
  • The Abolition Movement first came about in the early 1830s.
  • The American Anti-Slavery Society brought in thousands of people with petition drives and printed material that spoke about the immorality of slavery.
  • The goal of the abolitionists was to emancipate the slaves and to end racial segregation and discrimination.
  • Religious groups wanted to end slavery because they believed that it was sinful practice.  They also believed that it was morally wrong.
  • Preachers like Nathaniel Taylor and Lyman Beecher led religious revivals in the 1820s to try to get people to see how wrong slavery was.  This was called the Second Great Awakening.
  • William Lloyd Garrison published a newspaper called "The Liberator".  This paper criticized slavery and talked about how wrong it was.  It was heavily supported by free African Americans.  They also spoke about how racial prejudice was also wrong. 
  • This newspaper angered many slavery supporters.
  • The Abolition Movement ended in 1865 since abolitionists didn't really need to protest slavery anymore because it had ended after the Civil War, but their mission hadn't been completed. 
  • Their mission had been completed when African Americans were finally given the right to vote.
Works Cited:
http://americanabolitionist.liberalarts.iupui.edu/brief.htm
Mr. Anthony

Slavery and its Setting in North America

  • Slavery began in the South during the 1600s because slaves were needed for labor on the plantations.
  • Landowners were most interested in these slaves because they needed laborers that would help maintain their land.
  • Once slaves would arrive in America, they were immediately treated as property.
  • Slave owners were so cruel that they could break up a family or a marriage by simply selling some of their slaves.
  • Slavery divided the North and the South because slavery was supported much more in the South than it was in the North.
  • Northerners were abolitionists because they wanted to destroy slavery.  On the other hand, Southerners were pro-slavery, obviously because they wanted to continue slavery.
  • The Missouri Compromise prohibited slavery to expanded into new territories above the Louisiana Purchase.  This was an agreement between those who were anti-slavery and those who were pro-slavery.
  • The Kansas-Nebraska Act soon violated the Missouri Compromise because these two territories were given the change to choose between become a slave or free state.  Since these two territories were located North of the Louisiana purchase, it was prohibited for them to practice slavery.
  • It was this type of tension that sparked the Civil War between the North and the South.
  • After the war ended in the year 1865, slavery was terminated.

Works Cited:
http://library.thinkquest.org/J0112391/slavery.htm
http://www.msnbc.msn.com/id/24714472/ns/us_news-gut_check/
http://www.religioustolerance.org/sla_hist.htm
Mr. Anthony
Picture: http://www.google.com/imgres?imgurl=http://www.crgate.com/slavery.jpg&imgrefurl=http://www.crgate.com/shist.htm&usg=__nA8wqkOJmJV-xXc-amhHTFyyH6w=&h=769&w=1200&sz=338&hl=en&start=0&zoom=1&tbnid=61Cmwal8myB-zM:&tbnh=119&tbnw=185&ei=afGLTbbmLYecgQeUkdGiDQ&prev=/images%3Fq%3Dslavery%2Bin%2Bnorth%2Bamerica%26hl%3Den%26gbv%3D2%26biw%3D1345%26bih%3D595%26tbs%3Disch:1&itbs=1&iact=hc&vpx=750&vpy=254&dur=1981&hovh=180&hovw=281&tx=206&ty=59&oei=afGLTbbmLYecgQeUkdGiDQ&page=1&ndsp=22&ved=1t:429,r:12,s:0

"Bartleby the Scrivener: A Story of Wall Street" Symbol

Symbol
: What do the "dead walls" and Bartleby's "dead wall reveries" represent?
What's the significance of the setting? Why is it a story
of "Wall Street"?
Why do Turkey and Nipper have nicknames, but the Boss is never named, and we never learn Bartleby's first name?
What's in a name?


The "dead walls" can represent Wall Street, which is the location of the office where the employees in the story work in. This can also represent the walls that keep people isolated from each other in society in that time period.  New businesses were the focus of that time, leaving little time for people to communicate with each other and build relationships with each other.  This brings us to Bartleby and his "dead wall reveries".  Bartleby sort of builds a wall up against him that keeps everyone out of his life.  He keeps to himself a lot and he isolates himself from everyone else in the office, including the Boss.  He now only becomes concerned with himself and his thoughts.  Building that wall before him results in him slipping away from the world. He wants to slip away from the world because he is tired of everything in it.  When slipping away, he loses interest in everything in reality.  This is why Bartleby always replies with "I would prefer not to" when asked to do something.  Instead, Bartleby would prefer to focus on his own thoughts and bring himself into his own little world.

The walls are also the reason for why Turkey and Nippers received their nicknames and for why the Boss and Bartleby never reveal their names.  Since these walls prevent people to communicate efficiently with each other, they can only refer to each other with names based on what they know about them. The narrator refers to one of his employees as Nippers and another one of his employees as Turkey.  The reason why is because the narrator does not have enough communication with them to call them by their actual names.  He only calls them by what he sees of them.  Ginger Nut, for example, is nicknamed Ginger Nut because he is always seen delivering ginger nut cakes to employees.  The Boss' name is never revealed for the same reason.  He is only known as the Boss, the one who is in charge of the law firm. This nickname emphasizes his role in the story.  Bartleby is the only character who has only one of his real names used.  His first name is never mentioned probably because the Boss focused more on his character than anyone else.  It could also be because his last name was all the Boss knew of him.  A name represents what or who we are most of the time.  This is shown in the story because, as I said before, the Boss refers to some of his employees with a named based on how he sees them.

"Bartleby the Scrivener: A Story of Wall Street" Ambiguity

Ambiguity: Exactly why does Bartleby always "prefer not to"? Why can't he make friends, or communicate? What's at the heart of his
rebellion? Why doesn't he quit and get a different job?
Why does the Boss have sympathy for Bartleby?
What else in the story seems open to individual readers' interpretation?


Bartleby always prefers not to because he cannot deal with the world anymore.  He can't find a purpose in life because of his previous occupation, which was at a dead letters office.  Bartleby's experience at his previous job caused him great depression and hopelessness.  He saw the many letters that did not get to their recipients and these letters went straight to him at the dead letters office.  Now Bartleby doesn't find any reason to obey the Boss because he feels that there really isn't a point in doing it.  Since Bartleby is feeling hopeless, he comes very bored and stubborn.  He becomes an introvert, not wanting anyone to come into his personal life.  He doesn't want anyone to disturb him.  This is the reason why he can't make friends or communicate.  He keeps to himself so much that people just give up in trying to get something out of him.

Bartleby does not want to quit and get a different job most likely because he doesn't want to go through that change.  Since he is losing hope in life, Bartleby feels that doing so will have absolutely no point.  He feels that even if he does get a new job, he still won't be satisfied because he does not want to conform to the rules of that job.  He does not like to conform because he believes that conforming is burdensome. 

As I said in one of the previous blogs, the Boss feels sympathy for Bartleby because he sees that Bartleby is alone and depressed.  It appears he has no family to help him.  The Boss also finds out that Bartleby has been staying in his office overnight.  This implies that Bartleby is homeless.  That implication made the Boss assume that Bartleby was homeless.  Another thing the Boss observes is that Bartleby barely eats anymore.  When he visits Bartleby at the prison, he finds out that Bartleby has not been eating.  He is starving himself.  These are not the only things that are ambiguous to readers.  The reader may be left wondering Bartleby doesn't accept the Boss' offer to live with him.  That could have possibly been because of Bartleby's hopelessness in life.  The reader may also be left wondering why the minor characters, such as Nippers or Turkey, actually do continue working.  Sometimes I wonder if they actually do enjoy working at the law firm. One may never know.

Works Cited:
http://www.google.com/imgres?imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi355H0xmc-m-4pzrqc2zapFO9s9fZ1ANb4-1ml1c8Ttt9zGaGgmSHd9W9V1Y3y_z2bhJ4BKRy_5jR_oeDOXnK-BJYUtt8DOyph6UDnEsAS0tjMpKuLhi-tNbmUcBP8_6q9afCmdyDgseWv/s1600/bartleby+quote.bmp&imgrefurl=http://oler-grimes.blogspot.com/2011/03/she-would-prefer-not-to.html&usg=__EUm5mLJTvmW4ZccvgsZg6dVMNQg=&h=238&w=212&sz=21&hl=en&start=0&zoom=1&tbnid=-g8sKFT5Rf7GIM:&tbnh=134&tbnw=119&ei=St-LTcDaLcPogAeCy-S8DQ&prev=/images%3Fq%3Dbartleby%2Bi%2Bwould%2Bprefer%26um%3D1%26hl%3Den%26biw%3D1362%26bih%3D595%26tbs%3Disch:10%2C292&um=1&itbs=1&iact=hc&vpx=436&vpy=115&dur=436&hovh=190&hovw=169&tx=100&ty=145&oei=St-LTcDaLcPogAeCy-S8DQ&page=1&ndsp=24&ved=1t:429,r:18,s:0&biw=1362&bih=595