MARINA SKENDZIC TITLE OF LESSON Exploring The Human Condition: Introduction Lesson 1 in a six week unit on exploring the

he human condition CURRICULUM AREA & GRADE LEVEL English / Grade 11 May be adapted for any high school grade level DATE OF LESSON TBA

CA COMMON CORE STANDARD SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CA ELD STANDARDS Collaborative / Emerging: 1. Exchanging information/ideas: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes no questions and wh questions and responding using phrases and short sentences. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Students will understand that the similarities between all human beings far outnumber the differences. Students will understand that they can make an impact on their community, through direct involvement and advocacy. ESSENTIAL QUESTIONS 1. How does understanding the human condition help you to be a self-actualized human being? 2. How does understanding the human condition help you to be a tolerant, understanding, and global citizen? OBJECTIVE(S) OR LEARNING GOAL(S) Cognitive: Students will be able to express their entry-level understanding & participate effectively in a collaborative discussion on the human condition by watching YouTube videos, responding to it in a quick write, and sharing their ideas.

ASSESSMENTS Diagnostic - entry level & Formative - progress-monitoring: Quick Write plus whole class discussion.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL This is a very abstract idea for young students and may be hard to grasp at first. They may not have ever heard of the human condition, so the topic needs to be introduced properly and thoroughly. INSTRUCTIONAL STRATEGIES: What the teacher does Anticipatory Set

Greet the class, take roll, and tell students we will be starting a new unit today on the human condition (3 minutes) Display the definition on a white board or document camera: The human condition (also called common humanity) encompasses the experiences of being human in a social, cultural, and personal context. It can be described as the irreducible part of humanity that is inherent and not connected to gender, race, class, etc. a search for purpose, sense of curiosity, the inevitability of isolation, fear of death, etc. The "human condition" is especially studied through the set of disciplines and subfields that make up the humanities. The study of history, philosophy, literature, and the arts all help understand the nature of the human condition and the broader cultural and social arrangements that make up human lives. SOURCE: http://www.artandpopularculture.com/Human_condition (3 minutes)

Instruction

Pass out the handout for today. Ask students to fill in the handout with words that come to mind as they watch the YouTube videos. Teacher circulates the room as students take notes & watch these depictions of the human spirit/condition. o What is the human condition? https://www.youtube.com/watch?v=LWq83Gnxyus (3 mins) o A message for all humanity: https://www.youtube.com/watch?v=CsgaFKwUA6g (3 mins) o For all humanity: Spirit of Apollo: https://www.youtube.com/watch?v=_G6jhUznonU (5 mins) o NYC Ballet Swan Lake Rehearsals: https://www.youtube.com/watch?v=v19PaQ6XF48 (5 mins) MARINA SKENDZIC Spring 2014

[MARINA SKENDZIC]

Guided Practice

Closure

Have students share what they have written down with their groups. Student seats are already in prearranged groups to facilitate differentiation based on process. Instruct students to write down 3 different things from their peers. Teacher circulates the room and listens to students speak. Teacher asks specific students, at least 3, to share at the end based on hearing their answers to their peers (5-8 minutes) Have the 3 pre-chosen students share their thoughts.

Independent Practice Instruct students to write 1 page in quick write format responding to the essential question: How does understanding the human condition help you to be a tolerant, understanding, and global citizen? Circulate the room to observe student thinking (12 minutes)

Transfer

Instruct the class to come back together as a whole. Lead a whole-class discussion on the essential question (20 minutes)

Let students know that the next lesson will come from their social science teacher. Then, the following lesson after will come from their Spanish teacher. Let students know that this subject will span across content areas and that they can expect to use whatever they are learning in this class in the rest of their classes. Give examples of how the topic of the human condition spans across all content areas (5 minutes)

STUDENT ACTIVITIES: What the students do Anticipatory Set

Students listen (3 minutes) Students read.

Instruction Students fill in the handout with words/drawings that come to mind as they watch the YouTube videos. Students take notes & watch these depictions of the human spirit/condition (15-20 minutes).

Guided Practice

Closure

Students share what they have written down with their groups. Students to write down 3 different things from their peers (5-8 minutes). 3 pre-chosen students share their thoughts.

Independent Practice Students to write 1 page in quick write format responding to the essential question: How does understanding the human condition help you to be a tolerant, understanding, and global citizen? (12 minutes)

Transfer

The class to comes back together as a whole. Students participate in a whole-class discussion on the essential question (20 minutes).

Students listen (5 minutes).

INFO ABOUT ENGLISH LANGUAGE LEARNERS Student 1 o Readiness: CELDT Scaled Score: 610 Early Advanced. Level 4. o Interests: Fashion/make-up, family o Learning Profile: Intuitive/sensing Student 2 o Readiness: CELDT Scaled Score: 602 Early Advanced. Level 4. o Interests: Travel, reading o Learning Profile: Prefers partner work to group work or individual work Student 3 o Readiness: CELDT Scaled Score: 611 Early Advanced. Level 4. MARINA SKENDZIC Spring 2014

MARINA SKENDZIC o Interests: Family, football o Learning Profile: Visual, needs reinforcement of directions Student 4 o Readiness: CELDT Scaled Score: 652 Advanced. Level 5. o Interests: Shopping, poetry o Learning Profile: Highly social Student 5 o Readiness: CELDT Scaled Score: 608 Early Advanced. Level 4. o Interests: Cooking o Learning Profile: Shy, visual-kinesthetic Student 6 o Readiness: CELDT Scaled Score: 616 Early Advanced. Level 4. o Interests: Family o Learning Profile: Visual, shy, does not like presenting in front of the class Student 7 o Readiness: CELDT Scaled Score: 587 Intermediate. Level 3. o Interests: Soccer (playing & watching) o Learning Profile: Audio-kinesthetic, works well in small groups

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choose area(s) as necessary based on information above Content: Students will learn the same content as the rest of the class. Process: I will approach these students to make sure they are not stuck on any steps. Product: Students will produce the same product as the rest of the class. INFO ABOUT STUDENTS W/ SPECIAL NEEDS Student 1 (IEP) o Disability Category: Autism o Learning Preference: Visual learner, friendly, aims to please o Modifications: extended time on tests, extended time on long assignments, break larger assignments into smaller units, access to safe room, alternate setting for tests (Room 317), needs 1-1 help at times, needs to be told explicitly the expectations. o Processing Deficits: theory of mind, executive processing, auditory/memory deficits. o Academic Ability: Difficulty with inferencing and higher level comprehension (abstract thinking). Writes an essay well but needs help editing & adding details. Student 2 (IEP) o Disability Category: Specific Learning Disability. o Learning Preference: Multi-modal. o Modifications: extended time on tests, alternate setting for tests, clarify directions. o Processing Deficits: visual & motor processing, short-term auditory memory. o Academic Ability: Reading & writing skills are at the Advanced level. Student 3 (IEP) o Disability Category: Autism. o Learning Preference: Multi-modal; speech & language services. o Health Concerns: glasses, history of asthma, & was born with a right club foot. o Modifications: extended time on tests, clarify directions. o Processing Deficits: Expressive & receptive language delays. o Academic Ability: At times, struggles with comprehension of grade-level material. Able to write a 5 paragraph essay with a thesis statement & supporting details, but may lack flow and consistent use of details. Student 4 (IEP) o Disability Category: Specific Learning Disability. o Learning Preference: No specified. o Health Concerns: General health is good. o Modifications: extended time on tests, clarify directions. o Academic Ability: Reading in the average range and functioning close to grade level. Write in the low average range but close to grade level. Student 5 (IEP) o Disability Category: Autism. o Learning Preference: Multi-modal; speech & language services. o Health Concerns: wears contacts no current medications. o Modifications: Preferential seating, extended time of long assignments, alternate setting for tests (Room 317). o Processing Deficits: Executive functioning/theory of mind, speech-articulation/rapid speech. MARINA SKENDZIC Spring 2014

[MARINA SKENDZIC] o o Academic Ability: Strength is reading. Written expression low average. Does very well despite low test scores. Other: Has a tutor at home, he is a great golfer, can get stressed out because he wants all As.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choose area(s) as necessary based on information above Content: Students will learn the same content as the rest of the class. Process: I will approach these students to make sure they are not stuck on any steps. Product: Students will produce the same product as the rest of the class.

RESOURCES: Graphic organizer handout Binder paper Writing utensils Projector YouTube video REFLECTION: Questions to consider after the lesson Not applicable.

MARINA SKENDZIC Spring 2014

MARINA SKENDZIC Name: _____________________ Date: ______________________ Period: _____________________

THE HUMAN CONDITION: AN INTRODUCTION

Directions: As you watch the YouTube videos, write down words/phrases that come to mind while watching. Try to think about how we defined the human condition and how our definition relates to what is being shown on the screen. Feel free to include drawings to demonstrate your current understanding to the right or to the left of the graphic organizer. Remember, nothing you write down or draw can be wrongwe have only just begun to explore this abstract idea!

THE HUMAN CONDITION

Next, add at least 3 ideas you heard from your peers below:

1. 2. 3.

MARINA SKENDZIC Spring 2014

[MARINA SKENDZIC]

Next, write your one page quick-write response below. What is the human condition as you understand it? How can understanding the human condition make you a more tolerant, self-actualized, global citizen?

MARINA SKENDZIC Spring 2014