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:
Personal Independence
Outcomes:
II. Standards Aligned
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:
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