Week One Main goal for this week: introducing the project and unit, modeling RT, and

getting the students into groups based on their interests in the novels. Introduce the concept of song analysis based on this theme, and also have them begin writing short analyses on songs of their own. Monday Description of activities Introduction of the Unit. Give the students a rundown of what will happen in the unit, and pass out the prompt for the final project and show previous examples. Then, begin Showcasing each of the potential books. Tuesday The students are assigned books on whatever is available that is ranked the highest, and they are put in groups by book. Introduce the idea of Reciprocal Teaching to the Students, and provide a lesson on each of the roles. Model each role with the students. Students will be able to look at their book, and will get a better understanding of the units focus. Then, they will learn the basics of RT and each of the roles, and see it modeled, getting them ready to eventually do it on their own. We will make sure each student has a copy of their book, and put them into groups. Then, we will introduce the students to RT-Wednesday Thursday Friday Students come in with a song chosen, or choose it in the first part of the hour. This day is a workshop day, and the students work in the computer lab on analyzing their songs and expressing it in a formal song analysis.

For the first half of This day focuses the hour, we will on song analysis, have the students continuing to continue the RT model the steps of that we modeled song analysis with the previous day. Party in the USA Now, they will do and Wavin Flag their own roles and class within their groups discussions about with close the content. Then, facilitation. For the students will begin second half of the thinking of the hour focuses on songs for their modeling Song individual Analysis through analyses. Prince of Bel Air Students will be doing RT in groups and progressing in their novel, and then learning the basics of Song Analysis from the whole-class modeling.

What students will be doing

With knowledge about what they will be working towards, the students will need to consider what book they want to read. At the end, they will rank the books by order of interest, and they will be assigned the highest possible ranked book.

Students will be Finding songs participating in the that fit the class discussions, larger themes of and learning the the unit, and basics of Song working to Analysis within a complete the variety of genres. individual Then, students will assignment. begin brainstorming how they will do this on an individual level.

What/how We will introduce youll teach the topic and project and then preview the topics and plot of each book in a positive way. This helps

The instructors will facilitate the RT closely, continually modeling when necessary, because students are new to

Begin by reviewing and adding to the previous lesson of song analysis, and facilitating class discussion while

Answering student questions, and ensuring that students understand what is expected of

give students control over the material and ensure their interest. What will be learned (and how will you know?) Student will learn the purpose of the unit, project, and their books, and they will be revisited later to ensure understanding.

how it works, what theyll be doing, and then modeling the roles.

their roles. Afterwards, begin by playing the song, then analyzing it in detail as a class. Students will learn how to read together using RT, and this can be informally assessed by seeing if the students are engaged and performing the roles correctly.

encouraging class dialogue.

them.

After modeling the roles, the instructor will begin encouraging the students to do them themselves, making sure that the student understands what each role entails.

Students will learn more about song analysis and how to do it on their own, preparing them for doing a graded individual analysis the following day. We will know by informally assessing student engagement, and their individual work.

Students will learn how to do song analysis on their own using the unit themes, and how to effectively communicate their analysis in a formal report.

Week Two Main goal for this week: Finish song analysis and present, continue RT, watch Persepolis, and provide the students with another example of the final project. Monday Description of activities Tuesday Wednesday Watcha Gonna Do question: If war broke out and society became increasingly restrictive, would you choose to leave and go somewhere else? Begin watching the movie Persepolis with the students. Pause to bring attention to key moments or elements that fit the theme of the unit. Thursday Watch more Persepolis, continue pausing at key moments and have brief discussions with the class. Friday Finish Persepolis. Have a discussion on if they would change their answer to the Watcha Gonna Do question they answered on Wednesday. Give example final project created about Persepolis. They students RT for rest of class with their groups. The students will be expected to participate in the final conversation we have about the movie, and pay attention to how we model the final project so they can gain a better understanding about what we expect. Finally, by now they should have a good grasp on RT and their

Start by allowing Presentation Day. the students go to Each student plays the computer lab, at least a minute of and finish their their chosen song song analysis. For (classroom the second half of appropriate), and the hour, they will the students then work in their say what they groups to read interpreted from the further in their song that relates to novel and do RT. the unit theme.

What students will be doing

Students will competing their individual song analysis, and then reading further in their novel with the book using RT.

Students will At the beginning present that they of the hour, the learned and listen to students will be the songs and given the Watcha themes of Gonna Do prompt displacement that and will answer it other students individually. Then, found through the they will watch the assignment. movie and be Through this, they expected to will gain a broader participate in the view of intermittent displacement in classroom popular culture. discussions.

Watching the movie and participating in the intermittent classroom discussions.

roles. What/how youll teach The instructor Facilitating will act as the presentations, and facilitator, and making sure all help students and students are focused they finish their and engaged individual sign analyses, and then walk around and make sure all students are on task as they read further in their novel using RT. Give the student prompts, make sure they are on task. When the movie is playing, draw attention to important parts, and occasionally have short discussions. Play the movie, but occasionally pause and call attention to what you want the students to notice, and encourage discussion. Encouraging open classroom discussion to summarize the movie, providing the students with further examples and ideas for final project, and then facilitating--but, by now, mostly observing--the students as they practice RT and read further in their books.

What will be learned (and how will you know?)

Student understanding of song analysis and the unit themes will be formally assessed through the individual song analyses they completed.

Student understanding of their songs and displacement will be formally assessed through their ability to verbalize their understanding through their presentation.

Using the movie will help the students better understand the theme of displacement, and the movie will model for the students as a whole-class group how they are expected to find the theme within their books, and what the theme (and unit) entail.

The students will The final gain a better discussion will understanding of let us informally the theme and how assess if the it plays an impact class on the narrative understood the we will know from movie and the their answers way the themes within the class of the unit discussions, and played out we will informally within it. By assess if they have observing the an understanding. students as they read in their RT groups, we will also be able to informally assess if it helped them understand their novels.

Week Three Main goal for this week: Continue RT, and make sure students are at least half way through their novels, and have them begin discussing what they intend to do with their final project. Begin discussing poetry and infographic, and have students complete a short written or drawn response. Monday Description Start by bringing of activities up final project, then have the students RT for the remaining class period. Tuesday At the end of the hour, let students know that they will be telling the class what they are thinking about doing with their project. Then, they discuss and do RT until the last few minutes, when they share. Wednesday Start with RT for the first half of the hour, and make sure the students are making progress in their novels. For the second half, introduce poetry that has displacement, such as Gwendolyn Brooks, Langston Hughes. Thursday Continue poetry. Infographic Day connect to poetry and connect to their projects. Negro Speaks of Rivers illustrated Given assignment poetry response or drawing Friday Students finish their assignment in the first twenty or so minutes of class, and then they have an opportunity to share what they did to the class. Collect it, and the students RT until end of class.

What students will be doing

Students will be The students will be At the beginning working within reading further in of the hour, the their group to their novel, but also students will begin read further in using what they with RT. During their novel--using have read to come the second half of their roles to have up with initial ideas the hour, they will a deeper about what they as be reading poetry understanding of a group would like and participating the novel--and to do with their in conversations starting to final project and about this poetry, determine what how. At the end of as well as some components they the hour they share initial analysis on want to have in these ideas. the poems and their final applying the unit presentation. themes to them. Acting as a facilitator, but mostly by encouraging students to collaborate effectively with their groups. At the beginning of the hour, by acting as a facilitator, but also letting students bounce ideas about the final project, and generate a plan. First, acting as a facilitator as the students read together, and then introducing them to the poems, keeping a classroom of open

The students will Working on be seeing their response-multimodal written or examples of drawn--and then poetry, art, and potentially sometimes music sharing it with and how it can the class. When portray that is done, displacement. they will be Then, they will be reading further either writing or within their drawing a response groups. to a poem of their choice that fits this theme. Bringing in multimodal examples to help students understand the various forms of this theme, and using these as a Giving students time to complete the assignment within class, and then acting as a facillitator as they work

What/how youll teach

discussion.

model for an assignment which provides students with an opportunity to combine art and poetry themselves. This will help provide students with examples of art, poetry, and music and how they can work together to show a theme. Students understanding will be assessed with their participation and completion of the assignment.

within their RT groups.

What will be learned (and how will you know?)

Informally evaluate if the students are all participating, understand their RT roles, and know the purpose of the final project.

Informally evaluate if students understand their novel and are making progress, and informally evaluate if they have made progress on their final project.

Building on the idea of song analysis, bringing in the poetry will help the students see where these themes can apply within poetry. Informally assess if the students participate and demonstrate an understanding of the themes.

The assignment the students complete will be formally assessed to see if they have an understanding of the material, and informally assessed as they work within their RT groups to make sure they are all progressing in the novel and improving in their roles.

Week Four Main goal for this week: All groups finish their book and work on their final project together. The final days they present their projects and reflect. Monday Description of activities Students RT until they finish the novel. On finishing, they all go to the computer lab or get laptops, and they work on their final project.. Tuesday Students work together in the computer lab on their project (and finish up the novel if necessary). Instructor walks around and helps students with any technology questions or issues, making sure everyone is on task. Wednesday The final workshop day, and the students finish up their projects, and every group gets ready to present. Thursday Friday

Each of the five Wrap up day: If groups presents any group did their book to the not have time to class, and show the present class their finished Thursday, they project. do it at the beginning of class. The class ends with each student writing a personal response to their book and the themes of the unit. Watching and presenting the project they have worked towards the entire unit. Finishing the project presentations, and the reflecting on the themes of displacement and identity throughout the unit as well as how their novel and project helped enhance this understanding. Evaluating the last projects, and then giving students time to work on the final reflections. Informally evaluating the

What students will be doing

Finishing the novel with their group if needed, then collaborating to finish their project.

Collaborate with their group for final project, using technology in order to present their books in a multimodal way.

Students finish their project and prepare to present it to the class. They may practice presenting in order to make sure there are no technical issues during their actual presentation.

What/how youll teach

Teach by facilitating students as they finish their novel, and then being around to assist students, answer questions, and

Helping students Help students with technology, finish their project, giving advice, and offering feedback being around to to their practice help students with presentations, and their ideas, and ensuring there will ensuring all be no issues for the students are on task. final presentation.

Evaluating the student projects and formally assessing student understanding of the novels and of the unit themes.

oversee their work on the project.

responses to see if the unit helped the students develop a deeper understanding of the material. They will learn how to present information with technology and collaborate for a larger project. I will know through informally evaluating if all students are on task and participating, and assessing student understanding through their work on the project. They will learn how to present information with technology and collaborate for a larger project. I will know through informally evaluating if all students are on task and participating, and assessing student understanding through their work on the project. The students will Through final learn the thoughts project, formal and processes of assessment if all the groups as the students met they worked the standards of through the project the unit and as well as developed a demonstrate their deeper own knowledge of understanding the novels they of the themes, read, the unit and through the topics they final reflection, considered in informally reading, and the evaluate student use of understanding multimodality for and engagement presentation. WE within the unit. will informally evaluate if students pay attention to other students, and formally evaluate the understanding students demonstrate through the presentation itself.

What will be learned (and how will you know?)

They will learn how to present information with technology and collaborate for a larger project. I will know through informally evaluating if all students are on task and participating, and assessing student understanding through their work on the project if they understood the novel.