Taking risks- Emigrating

Leaving home
Education as a way out of poverty

Rationale

When Sherman Alexie spoke at SCSU he talked about how Reardan High School was in effect his Ellis Island. He was an
emigrant trying to cross over into a new world, a world full of promise and hope. There were certain factors that either pushed
or pulled him out of the reservation. Juniors decision to move was a major decision it changed the course of his life. The term
emigration in this case will be used loosely, the main point is for students to realize that they can make major decisions that will
have a major impact on their lives. My hope is that students can relate on some level with Junior. The students may be debating
going to an out of state school, be the first in their family to go to college or maybe be the first person in their family to not go to
college.
Students will discuss the decisions people have to make for them to move up in society. It is my hope that students will
realize the role education plays for minorities like Junior; his only way out of the reservation was through Reardan.
Does moving to Reardan make Junior a sell out. In the same reference I hope that students realize how important
education is to their lives, it can be the visa, passport to their future. I will have to share my story with them as the course of my
life has been shaped by decisions revolving around my education. I was a scholarship student for my entire primary and high
school life.
The unit will also include a variety of secondary texts, poetry, short stories, essays that reflect on the issue. The objective of the
unit is to encourage critical thinking about socioeconomic status and mobility, students to address the issue of power in society.


Standards
8.5.2.2 determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
8.5.3.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
8.5.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.5.6.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
8.5.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Essential Questions
Are there two Americas ? Yes, what this be an interesting question.
What constitutes as poverty? How poor do you have to be?
Do American Indians, Mexicans, African Americans cross over into another world in an attempt to fit in?
What role does education play in Junior s and Sherman Alexies life ?
How is Reardan like Ellis Island?

Objectives
Students will be able to
- read, comprehend, and interact with the primary text, poetry, short stories, nonfiction news and magazine articles.
-identify the main elements of emigration.
-identify with the characters in the story, develop a better understanding of how poverty affects the poor
-look for links between the primary text and the secondary texts.
- expand their vocabulary through reading, writing, and explicit instruction.
- respond to readings through personal reflection, academic and analytical writing.
- identify themes in literature and respond to them through creative writing.
- identify themes of immigration, social mobility, poverty in readings.
-write reflective essays on their readings
Clear objectives

Novel
Students will be reading The Absolutely True Diary of a Part-time Indian by Sherman Alexie.
Students will be completing short reflective essays on the chapters. Essays will be assigned on Tuesday and handed in on
Friday.
Students will complete chapter tests at the end of each chapter.
Students will also participate in a classroom wiki discussion room

Supplemental Reading
Jimmy Baca- Immigrants in Our own World
Girl on a Wire - Rolling Stone article this should be an engaging article I find Rolling Stone to be a great resource for
engaging articles for students.
Eliza Griswolds A Teens Third-World America
The Fire and Dragon and Sweat- An Introductory Essay- Diane Glancy
There have been some very good articles (New York Time magazine did a series) on teenagers of illegal immigrants and the
challenges they face as they are trying to get into college but theyre not legal. This could be an interesting tie in.



Reflective Journals
Students will write a short essay reacting to a prompt from a chapter of their choice that they have read during the week. The
essays are based on various prompts that will be generated by the teacher and the students. Students will post ideas on wall
wisher that strike them from the text and post them on the class wall-wisher page. Students will be given a 5-10 minute
window to write a response to one of the ideas posted on the wall. This initial free write can be the reflective journal entry they
submit for that week. The intended goal of the reflective journals is to get the students to create between their lives and Junior.
Some of these issues may be too personal for the students to share so it is important that students know that the journal is
graded on a completion basis. They have to have a journal entry which shows reflection and interaction with the text.
Examples of prompts would be
Taking Risks
Leaving home
Losing friends
Leaving Middle School for High School
School textbooks
Going to school hungry
Free and reduced lunch
Walking to school
Poverty
Hunger
Running away from home
Abuse
Alcoholism
Safe Place
Holidays and how they are marketed- St. Patricks Day, Halloween, Cinco de Mayo, Labor Day
$5000 bullets Chris Rock?
Feeling lonely
Good prompts.

Recursive Journal
Students will maintain recursive journals on at least two of the following chapters in the book Red versus White, Wake,
Valentine Heart, In like a Lion, Because Russian Guys are not always Geniuses and Talking about Turtle.
Students will be given examples of idea to look out for and they will also be encouraged to look for any latent content.

Summative Essay - Students will write a final 4-6 page essay based on how they have read the book.
Biographic, Post Colonial or Reader Response I like this. I have done something similar in some classes and
introduce them, in a very basic way, to some of the literacy theories. I find it offers an interesting tool for
students to look at a text in a fresh way. Many students like Reader Response simply because its at their
developmental level how do I see the world?



Quotes for Consideration
But in truth, there are now two Americas, politically and economically distinct. I, for one, do not qualify as a peer to Felicia
Pearson. The opportunities and experiences of her life do not correspond in any way with my own, and her America is different
from my own. I am therefore ill-equipped to be her judge in this matter. David Simon, Creator of the Wire
David Simon. the creator of The Wire talks about how there are in effect two Americas, there are those who are privileged and
the poor.
LESSON 1- Introduction


NAME:Arnold Changamire

DATE:

SCHOOL: Becker Middle School

GRADE:

SUBJECT: English/ Communication Arts


CONTEXT FOR LEARNING: What are the students backgrounds, interests, and needs?
White- 94.6% wow thats a high percentage!
Black-0.8%
Hispanic-3.1
Asian Pacific islander- 1.3%
American Indian/ Alaskan Native- 0.3%
27 Students
14 Male
13 Female
Students with IEP- 1
LESSON RATIONALE: Why are you teaching this lesson?
Students will be reading A True Diary of a Part Time Indian. Prior to reading the story students have to introduced to some concepts that will come
up in the story.
CONTENT STANDARD(S): What academic content standards are addressed in the lesson?

8.5.2.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text.
8.5.3.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
8.5.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.5.6.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
8.5.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
.


LEARNING OBJECTIVES: What do you want students to think, know understand and/or be able to do? These objectives should align
with the content standard(s) identified for the lesson.
Students will be able to
- read, comprehend, and interact with the primary text, poetry, short stories, nonfiction news and magazine articles.
-identify with the characters in the story, develop a better understanding of how poverty affects the poor
-look for links between the primary text and the secondary texts.
- expand their vocabulary through reading, writing, and explicit instruction.
- respond to readings through personal reflection, academic and analytical writing.
- identify themes in literature and respond to them through creative writing.
- identify themes of immigration, social mobility, poverty in readings.
-write reflective essays on their readings.
-combine ideas from the secondary texts to contribute to a better understanding of the primary text
ACADEMIC LANGUAGE: What key vocabulary (content-specific terms) do you need to teach and how will you teach students that
vocabulary in the lesson?
Reservations, emigration, poverty, hunger, hydrocephalus, push, pull factors.
ASSESSMENT: How will students demonstrate their understanding of the learning objectives?
Students will write recursive journals. Students will show a better, different and deeper understanding of the text with each reading. Students will
demonstrate knowledge of the text by maintaining journals. Students will be graded on the quality of their journals. Journal entries should exhibit a
sound understanding of the entire text, life on the reservation. Students will show an understanding of some of the ideas both overt and latent that
are recurrent throughout the text. Students must show originality in their journal entries.
MANAGEMENT AND SAFETY ISSUES: Are there management and safety issues that need to be considered when teaching this lesson?
No management issues apart from maybe a discussion on class etiquette and listening to other students opinions. Students have to be open to
other students opinions.
ADAPTATIONS/ACCOMMODATIONS: What are appropriate accommodations or adaptations that can be made in instructional
strategies, learning tasks, or assessments to support learners with challenges or diverse learning needs during this lesson?
Students will fill out a KWL on American Indians. Who are they, what do the students know about them?
INSTRUCTIONAL MATERIALS: What materials and tools will you need in order to teach this lesson?

Document Camera/ Projector/ Screen / Double-page spread of the Sherman Alexie text- The Absolutely Diary of a Part Time Indian / different
color highlighters/ pencils


TIME LINE: How much time is needed for the lesson? What is the sequence of activities of the lesson?

2 -3 blocks of 85 minutes.
Day 1 Students read the texts and they record their ideas in their journals- Recursive Journal
Day 2- Free Associative Learning Student A reads their text for student B, student B writes about what they get from listening to student As
text. The key is to see if they get the same ideas from the text, this may help them realize the different concepts of the text.


ANTICIPATORY SET: How will you introduce the focus of the lesson and help students make connections with the topic?
After the KWL I will talk about some of the main ideas that have come from the KWL. I will present the book and read some reviews of the book for
the students. I will also read about the author.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS: What strategies and tasks will you use to model new concepts/skills and
provide students practice with these new concepts/skills?
(Address all of the appropriate stages of instruction: Presentation/Explicit Instruction, Structured Practice/Exploration, Guided
Practice/Feedback, Independent Practice/Application)
.
CLOSURE: How will the key points of the lesson be articulated?
As the students share what they get from their excerpts of the story it will hopefully give them a better understanding and different points of view.


LESSON PLAN FORM


NAME:Arnold Changamire

DATE:

SCHOOL: Becker Middle School

GRADE:

SUBJECT: English/ Communication Arts


CONTEXT FOR LEARNING: What are the students backgrounds, interests, and needs?
White- 94.6%
Black-0.8%
Hispanic-3.1
Asian Pacific islander- 1.3%
American Indian/ Alaskan Native- 0.3%
27 Students
14 Male
13 Female
Students with IEP- 1
LESSON RATIONALE: Why are you teaching this lesson?

Students have been reading text (Sherman Alexie The Absolutely true Diary of a Part-time Indian). They are getting towards the end of the book,
most of the book is an easy read but towards the book the author starts to address important issues like grief, equality in our society. To help with
closure the students will read and reread some parts of the text. Im a big fan of re-reading we often neglect this aspect of reading.
CONTENT STANDARD(S): What academic content standards are addressed in the lesson?

8.5.2.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text.
8.5.3.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
8.5.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.5.6.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
8.5.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
.


LEARNING OBJECTIVES: What do you want students to think, know understand and/or be able to do? These objectives should align
with the content standard(s) identified for the lesson.
Students will be able to
- read, comprehend, and interact with the primary text, poetry, short stories, nonfiction news and magazine articles.
-identify with the characters in the story, develop a better understanding of how poverty affects the poor
-look for links between the primary text and the secondary texts.
- expand their vocabulary through reading, writing, and explicit instruction.
- respond to readings through personal reflection, academic and analytical writing.
- identify themes in literature and respond to them through creative writing.
- identify themes of immigration, social mobility, poverty in readings.
-write reflective essays on their readings



ACADEMIC LANGUAGE: What key vocabulary (content-specific terms) do you need to teach and how will you teach students that
vocabulary in the lesson?

Recursive, latent, reservations, egomaniac, grief, Tolstoy, Euripides.
ASSESSMENT: How will students demonstrate their understanding of the learning objectives?
Students will write recursive journals. Students will show a better, different and deeper understanding of the text with each reading. Students will
demonstrate knowledge of the text by maintaining journals. Students will be graded on the quality of their journals. Journal entries should exhibit a
sound understanding of the entire text, life on the reservation. Students will show an understanding of some of the ideas both overt and latent that
are recurrent throughout the text. Students must show originality in their journal entries.
MANAGEMENT AND SAFETY ISSUES: Are there management and safety issues that need to be considered when teaching this lesson?
No management issues apart from maybe a discussion on class etiquette and listening to other students opinions. Students have to be open to
other students opinions.
ADAPTATIONS/ACCOMMODATIONS: What are appropriate accommodations or adaptations that can be made in instructional
strategies, learning tasks, or assessments to support learners with challenges or diverse learning needs during this lesson?
Before the class I will model the recursive journaling process. I will have the students read a double page part of the story with me and I will have
them bring up examples of what they see in the text. I will write their ideas on my text to show them the journaling process. The student on an IEP
will work with a partner of equal ability, this way they can share ideas and interpretations without any frustration.
INSTRUCTIONAL MATERIALS: What materials and tools will you need in order to teach this lesson?

Document Camera/ Projector/ Screen / Double-page spread of the Sherman Alexie text- The Absolutely Diary of a Part Time Indian / different
color highlighters/ pencils


TIME LINE: How much time is needed for the lesson? What is the sequence of activities of the lesson?

2 -3 blocks of 85 minutes.
Day 1 Students read the texts and they record their ideas in their journals- Recursive Journal
Day 2- Free Associative Learning Student A reads their text for student B, student B writes about what they get from listening to student As
text. The key is to see if they get the same ideas from the text, this may help them realize the different concepts of the text.


ANTICIPATORY SET: How will you introduce the focus of the lesson and help students make connections with the topic?
I will talk about movies and how they have hidden/ latent meanings that you may not get the first time you watch a movie. I will also talk about
how a text can have different meanings and how you may have to read a text repeatedly to get those latent meanings and points.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS: What strategies and tasks will you use to model new concepts/skills and
provide students practice with these new concepts/skills?
(Address all of the appropriate stages of instruction: Presentation/Explicit Instruction, Structured Practice/Exploration, Guided
Practice/Feedback, Independent Practice/Application)

The recursive journals will be culmination of our class reading of the book. Up to this stage students would have been reading the book and writing
out reflective journals. The reflective journals are personal and will not be seen by their peers, the recursive journals will however be viewed by
their classmates.
I would present the idea by modeling it for the class and show them how to mark out all the different meanings we glean from the text. We read the
excerpt together 3 times, after each reading we point out what we get from the story in a red marker the first time, blue the second and then green
with the third reading. There is emphasis on the fact that there is no right or wrong answer, the whole point of this exercise is to show
independent thought and express what they understand from their reading of the text. Good modeling.

CLOSURE: How will the key points of the lesson be articulated?
As the students share what they get from their excerpts of the story it will hopefully give them a better understanding and different points of view.
They will gain a different perspective of the story from their peers

Day 1 Day 2 Day 3 Day 4 Day 5
Lesson 1
Unit Introduction
Introduce the
author, the concept
of emigration,
education as a way
out of poverty.
Go over any
vocabulary- KWL
Who is Sherman
Alexie?
What is a
reservation?
What is emigration?
What is immigration?
What happened at
Ellis Island?
What are push/pull
factors?
What are possible
problems that come
with emigrating/
moving?
What kind of effect
would this move
have on your life,
friends, and family?
How would they
react?
Homework
Read- The Black Eye
of the Month Club
aloud in the class. (1-
6)
Read Why Chicken
Means So Much to
me(7-14)
You might have quite
a bit of teaching re:
Ellis Island,
immigration,
emigration, etc. At
Lesson 2-
Close, second reading of
the first 14 pages.
Explain what water in the
brain means-
Hydrocephalus
Look for themes of
poverty, living conditions
on the reservation. Does
he seem to you like
someone who has a
chance in the world?
The odds are stacked
against him, bullies,
seizures, lisp.
Drawing is his escape. Do
you have an escape?
Hunger is a consistent
theme in his story

Introduce wall wisher and
show students how to use
it. Two walls, online and a
physical space in the
classroom for students
without Internet access.


Homework
Students will post their
discussion prompts based
on the first two chapters
on the wall wisher. Read
Revenge is my Middle
Name(15-24)



Lesson 3
Students are introduced to and given a choice
of the three ways (lens) to read the book. How
you read the book will shape the final essay.
1. Biographical Story- How does Junior
portray the people on the reservation? How
does he tell his story? Does it feel real?How
does he portray his family, the people on the
reservation. How does he portray the people
in Reardan? How is he influenced by all these
factors?
2. Post-colonial--How different is the world
that Junior portrays to what you have always
thought of Native Americans? Is Junior a
hybrid identity? Arnold/Junior. How is his
life affected by the power relationships at
play? What does Junior do to fit in ?
3. Reader Response- How do you relate to the
story? Have you had to deal with some of the
ordeals Junior has to deal with.
Hydrocephalus, hunger, poverty, bullying,
feeling important (What makes you feel
important?). As you read the book look for
how your experiences, beliefs, values, social
codes and your world views and think about
how they may apply to you.
Lesson 4
Look and discuss the wall
posts. If there arent any
then the teacher can add
some of the prompts
mentioned in the Unit Plan.

Discuss the ideas that have
been brought up by the
students.
e.g-Anger Issues with
Rowdy
Name Calling
Cultural Differences

Teacher shows the
students an example of a
draft reflective journal
entry.
Students get 30 minutes at
the end of the class to work
on journal in their writers
journals. This is part of the
reflective essay they will
have to submit at the end
of week 2.

Homework

Read Because Geometry is
not a Country Somewhere
near France(p.25) to
Rowdy Sings the
Blues(p,48) for
homework.
Lesson 5

Students will post discussion
prompts on wall wisher based
on these chapters.
There should be several
prompts on the wall. reminder
of the options on the walls,
physical wall in the class and
the online version. First
discussion posts due on
Tuesday, next week.

Introduce the Big Chunk idea.

Teacher will present and hand
out the What Good and
Struggling Readers Do? Explain
how students will read the
middle part of the text
independently.
Allocate reading literature
circles. Explain what they are to
the students and how they will
work. Show students the online
google form and hand out hard
copies to students who do not
have Internet access.

Weekend Reading- Homework
Read Rowdy Sings the Blues
49 - Thanksgiving (p.102)


least in Becker
Day 6 Day 7 Day 8 Day 9 Day 10
Lit. Circles and Griswold article

Introduce Eliza Griswolds
article A Teens Third-World
America, brief background on
the author and how she wrote
and researched the article.
Have students read the article
independently.
Have them highlight anything
that stands out for them. Are
there any similarities between
E.Js life and Arnold Spirit? Life
on the reservation, school life
etc.
Have students share in their
initially in their Lit. Circles
anything that stood out for
them from the Griswold
article. How does the article
relate to Alexies book.
Have the students share the
most important aspect from
each of their groups. What
really stood out for them?

Homework-read
Thanksgiving p 103-
131Dont Trust Your
Computer
Lab Time for students to post
new discussion prompts and
work on their reflective essay. If
students are done with their
discussion prompts they can
work on the reflective essay.
Reflective Essay- pick a theme in
the story and tell us how it
relates to you and your life.
Maybe you have been in a similar
situation or maybe you have
never been in that situation at
all.

Read (p.135) Reindeer
Games(p.160- Wake
End of Big Chunk reading. The
rest of the book will be read in
detail to facilitate closure and
help shape the students focus
their lens reading of the
essay.
Start of Recursive Journals
Introduce Recursive Journals.
Model recursive journaling for
the students on doc-cam.
Read Wake and Valentine
Heart in class. Have students
start working on a first/second
reading journal.
Ideas for discussion include
Differences in funerals/wakes
Living on the rez vs Going to
school in Reardan
Too poor to go back to the
funeral- his sister
Teds speech- jigsaw this
chapter and have students pick
a part of it to analyse. What is
Ted saying? What is his deal?
Penelope- another death
Euripides and grief
Class protest- does that mean
that he has been accepted by
the students
Homework- Read In like a
Lion (p.179)- Rowdy and I
have a long and serious
Discussion about Basketball
-Favorite lists.
Class discussion in the Literature
Circles. Use the Lit. Circle form,
respond to the homework
reading. Students share their
ideas in their groups and then
they share the main ideas from
their group discussions.
(p.185)- is Jr. a kid striking out on
his own, courageous?
Is the basketball game realistic?
Dependable dad.
(p.195)- All of the guys on our
team were going to college. All of
our guys... good jobs
Rich vs Poor
Class discussion on the two
chapters.

Homework- read Because Russian
Guys are not always geniuses-the
end of the book. 201-229

Read Jimmy Bacas
Immigrants in our own
land

Discuss the title, what does
it mean?
Read it through.
Is there a pattern?
Who is the narrator? What
is he saying?
How does the poem relate
to the story you have just
read.
Use the rest of class for
closure on the book and
how the secondary texts
relate to it. Talk again about
the reading lens, how they
will shape the final essay.
Remind students that they
will get the final essay
question on Monday.
Hand in Reflective Essays

Lots of good ideas and plans in calendar section.


Day 11 Day 12
Essay Questions-
1. Biographical Story- Consider the
adjectives Absolutely true and Part
time. Write an opening chapter of a
creative story that is part true and
also fiction. It has to address some
of your life experiences, hardships,
successes but you dont have to you
use real names. This is your diary,
your journal, your story. Use some
of Alexies ideas to lead your story.
Remember it is not a true story,
creative!
2. Post-colonial- Junior gives up his
family, friends and life on the rez in
an attempt to fit in at Reardan.
How does he develop as a person in
the story. Does he sell out? Use
example from the story to explain
whether you or not he has sold out.
3. Reader Response- How do you
relate to the story? Have you ever
had to deal with some of the ordeals
Junior has to deal with?
Write an essay about how
different/similar your life is to that
of Junior and E.J Montoya. Consider
your experiences, beliefs, values,
social codes and your world views
and think about how they may apply
to you. I like the 3 options here.
Writing workshop day.
Students bring their essay
drafts and start working
through the writing process.
Students conference with the
teacher as they work on their
final essays.
Essays are due at the end of the
week. The




Criteria Exemplary (10 points) Proficient (8 points) Novice (5 points)
Lessons and
Activities

10
The unit contains a series of
lessons and activities that
reflect the best practice in
teaching reading and writing.
The unit has a series of
lessons and activities that
use some of the best practice
methods in teaching reading
and writing.
The unit has lessons and
activities, but best practice
approaches arent
consistently evident.
Integration

10
The unit integrates all areas of
English curriculum in a way that
is both meaningful and relevant
to the content taught.
The unit integrates some of
the areas of English
curriculum in a way that
relates to the content taught.
The units integration of
areas of English curriculum
is missing or limited; or, the
relationship between
content and curriculum isnt
evident.
Student
Comprehension

9
The lessons and activities are
student-centered, and designed
to help the students
comprehend the content taught.
Some lessons and activities
are student-centered, and
most are designed with
students comprehension in
mind.
The lessons and activities
dont engage the student
sufficiently; or, arent
designed to help the
students comprehension.
Unit
Requirements

10
The unit is detailed, sequential,
complete, and contains
authentic assessment,
modeling, and evaluation
components.
The unit is complete, but
details and relationships may
be limited. The unit contains
assessment, modeling, and
evaluation components.
The unit is incomplete or
doesnt contain an
assessment, a modeling, or
an evaluation component.
Originality
10
Lesson plan, activities, and the
general approach are unique,
creative and original. There is
innovation shown and these
lessons contribute in new ways
to the body of work in this
field/discipline.
Some aspects of lesson plan
and activities are unique and
creative. Smaller
contributions are made to the
body of work that already
exists in this field/discipline.
Lacks originality or
creativity. Seems to
duplicate lesson plans and
activities already part of the
body of work in this field.
Self Reflection
of Unit

7
Reflection includes specific
ideas linked to the texts,
seminars, and eDiscussions.
Reflection includes general
ideas found in the texts,
seminars, and eDiscussions.
Reflection is limited or not
related to the ideas in the
texts, seminars, and
eDiscussions.
Style &
Conventions

10
Precise and subtle word choice,
fluent and refined variation in
sentence structure.
Control of conventions (e.g.
punctuation, spelling, grammar,
etc.).
Adequate word choice and
fluency of sentence structure.
Control of conventions does
not distract from message.
Word choice and/or fluency
limited.
Control of conventions
distracts from message.

66/70
Nicely done. Some very interesting ideas. Quite engaging. Important topics for students to reflect on. Even Becker is not going to continue to
look the same in coming years. The entire state is changing and becoming more diverse. Communities that arent dealing with some of these
issues in productive ways will not thrive and prosper as other communities are. Youre giving the students a gift by facilitating engagement with
these ideas!