Curriculum+Audit

Curriculum Audit

Focus on strand C of CMT || Complete legitimate research on Russian Revolution. Focus on life as a Jew in Russia during the revolution. Research should reflect life before Russian Revolution and during Russian Revolution. Try to find first hand accounts of diary entries, letters, images and other primary sources to assist in understanding. Based on the research and understanding students will create a set for the play that is accurate and timely. In addition to the set, there will be a written component in which students explain the reasons for their choices. The final product will be displayed. || Focus on strands B and D of CMT. || View videos and artwork, read non-fiction accounts of brutality during Civil Rights Movement, listen to speeches, read biographies (all non-fiction) and read poems, short stories and other fictional accounts of Civil Rights Movement. In pairs, students will be assigned a specific historical figure. Students will be asked to research the specific historical fiction and in the classroom read fictional poems based on historical accounts. Students will be asked to create a Facebook page for the historical figure they have created and based on the research fill out the figure’s likes/ dislikes, interests, create status updates based on a timeline of events in the figure’s life. Additionally, there will be a longer written assessment where students will compare which is more effective in getting to know and understand the historical figure: the research or the reading the fictional accounts along with an explanation. The Facebook page cannot be an actual page based on COPA, however, there can be an electronic template. The assignment will be evaluated by a student gallery walk. || Based on the anchor text Speak students will read and listen to the text and watch the film adaptation. Students will compare and contrast different forms of story telling and use this information to make their own film. Students will research how humans respond to tragic events as well as film techniques, such as how setting can add to a scene. Assessment will be the completionof a written scene to be added to the film. The film will reflect the events in the book and should mimic the style and voice present in Speak. Focus on strands B and C of CMT. || Watch film version of text. Through a writing exercise, compare and contrast film version to audio and text version. Working in groups students will research how tragic events affect humans, coping mechanisms, etc. Students will try to understand how a person may react to the tragedy presented in the text. Students will also research film, acting and public speaking techniques and apply them as they see fit. Students will write an additional scene that could be added to the movie (i.e. a trip to a therapists office). They will use ideas from the original text, as well as research on tragedies and film making to make the scene realistic and emotional. Students will present their videos to the remainder of the class via Smartboard. ||
 * Content Standard* Content Standards are based on the Common Core for English/ Language Arts || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Expected Performance || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Library-based Authentic Task: ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">W-9. Draw evidence from literary or informational texts to support analysis, reflection, and research. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Help students make connections between fiction texts and non-fiction texts of the same time period based on anchor text of Fiddler on the Roof. Students will be able to read the work of fiction and various pieces of non-fiction regarding the time period of Fiddler on the Roof in order to complete a written assessment based on connections between texts. Additionally, students will watch the film version of the play. After assessing all resources and connections are made between the nonfiction texts, the film and the play, students will assume the role of a set designer for Fiddler on the Roof. Using the research and information from the play and nonfiction resources, students will design a set for certain scene design that is accurate to the time period.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">RL-9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Help students understand how fiction can be used to tell non-fiction accounts/ historical events. Read a variety of poetry and/or short stories based on the Civil Rights Movement and comment on author’s craft and purpose of using fiction to discuss historical events. For the final product, students will pair up and work on one specific historical figure from the Civil Rights movement in which they will create a creative, written assessment.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">RI-7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Help students to make connections between text and technological mediums.