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Produce a videotape of the scenarios for television viewing.
Students picture a situation in which they felt uncomfortable in relation to their peers.
Groups present scenarios to class. Class responds w/comments, etc.
Students discuss and list situations in which they have felt pressured.
Groups prepare drawings, descriptions, etc. of real life situations.
Groups draw situations in pictorial/symbolic form to share with class.
After viewing films, partners chart their analysis of the action in 3 categories.
Watch several films from the American Short Stories Series.

Personal Independence

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Subject:

English

Grade:

Intermediate, Middle School

Concept:

Personal Independence

Bridge:

Symbols of Personal Pressures

Content:

Viewable by:

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I. Curricular Framework

Concept:

Personal Independence

Essential Question:

What is the process through which growth and independence are achieved as a result of dealing with

Bridge:

Symbols of Personal Pressures

Content:

Outcomes:

II. Standards Aligned

Apply enabling strategies and skills to read by: expanding and refining vocabulary through wide reading, word study, content area study, writing process elements, writing as a tool, debate, discussions, seminars, and examining the author?s craft; using wo > Interact with the text by: making predictions; formulating questions; supporting answers from textual information, previous experience, and/or other sources; drawing on personal, literary, and cultural understandings; seeking additional information.

Apply enabling strategies and skills to read by: expanding and refining vocabulary through wide reading, word study, content area study, writing process elements, writing as a tool, debate, discussions, seminars, and examining the author?s craft; using wo > Choose materials to read independently, identifying the main ideas and significant details, and determine the correct sequence of events or information.

Apply enabling strategies and skills to read by: expanding and refining vocabulary through wide reading, word study, content area study, writing process elements, writing as a tool, debate, discussions, seminars, and examining the author?s craft; using wo > Increase fluency, comprehension, and insight through meaningful and comprehensive reading instruction by: using effective reading strategies to match type of text; reading self-selected literature and other materials of individual interest; reading select

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To connect students with their own need for independence.

Activity: Ask students to picture a situation in which they have felt uncomfortable or pressured in relation to their peers, then to their family. Mention a few as examples.

Assessment: Participation.

2. Attend: Attending to the Connection

Objective: To enable students to share their experiences with a small group before hearing from the whole class.

Activity: Students discuss and list situations in which they have felt pressured, using one chart paper to list for peer pressure, another chart paper to list for family situations. Each group presents their lists to class.

Assessment: Participation.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To enable students to express their feelings symbolically.

Activity: Students create a symbol for the pressure they felt in the situations that were discussed and shared.

Assessment: Symbolic representation of the feelings generated by personal pressure.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To give students vicarious experience and broaden their repertoire of problem-solving strategies.

Activity: Watch several films from the American Short Stories Series: "Bernice Bobs Her Hair," "Barn Burning," "Almos' a Man."

Assessment: Class response, attention, questions.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Practice analyzing situations involving conflict, complications and resolution in the process of becoming independent.

Activity: After viewing each film, partners will chart their analysis of the action in three categories: 1) pressures on the main character (conflict), 2) barriers to the independent response of the main character (complications), 3) how the main character overcomes barriers and gains independence (resolution).

Assessment: Quality of analyses.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To enable students to identify situations in their own lives which parallel those in the films.

Activity: Small groups of two pairs of partners each will prepare drawings, descriptions, demonstrations, or dramatizations of real life situations.

Assessment: Level of understanding and teamwork in developing scenarios.

7. Refine: Refining the Extension

Objective: To be able to present their work with confidence to the entire class.

Activity: Each group presents their scenarios to class. Class responds with comments, questions, suggestions to extend the relevance of the presentation.

Assessment: Quality of presentation and class participation.

8. Perform: Creative Manifestation of Material Learned

Objective: To provide students with an opportunity to share their findings with others.

Activity: Produce a videotape of the scenarios for television viewing.

Assessment: Quality of production.

Assessment, Phase Five,Performance, Creative Use of Material Learned: