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Teacher Candidates: Lauryn DelBiondo, Kristina Mondello, Katherine Cusick, Gianna DeFabio Date: 10/15/12

Unit Title: U.S Slavery Through Poetry Subject: Social Studies, Math, English, Art Grade Level: 5th

Common Core Standards

21st Century Skills

Social Studies StandardHistory of the United States and NY Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. Performance Indicators--Students will:

Elementary Only include what will be assessed.

consider different interpretations of key events and/or issues in history and understand the differences in these accounts explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

Writing 5.W.3 3. Write narratives to develop real or imagined experiences or events using effective technique, experiences or events using effective technique, descriptive details, and clear event sequences.

Math 5.NF.6 Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Lesson Objectives (Blooms Taxonomy)

1. Students will be able to determine the fraction of states in the U.S that had slavery and then practice multiplying and dividing fractions while also converting them to percents. 2. Students will be able to explain how the poem The Negro Mother by Langston Hughes relates to slavery in the United States. 3. Students will be able to construct their own poem about a time they felt enslaved or discouraged. 4. Students will be able to create an abstract work of art that directly reflects their personal poem.

Must be numbered.

Acceptable Evidence *Could be collected for accountability/auditing purposes.

1. Use as a bell ringer. Have the map of the United States on a smart board with states that had slaves highlighted. Students will have to calculate the fraction of states with slaves and then states without slaves and have them multiply and convert to percents. 2. Students will identify words in the poem that strongly reflect the history of slavery and words that express the slaves emotions.

3. Students will hand in a poem that demonstrates the accuracy of the task. 4. Students will display their artwork around the classroom for the gallery wall.

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

1. The teacher will have a map of the United States on the smart board providing information regarding which states had slavery and which states did not. The student will have to calculate the fraction of states with slaves and then states without slaves. Then they will add these numbers together. Also, the students will have to multiply the fractions to get the percentage of freed slave states and slave states. (Visual, Auditory, and Kinesthetic learning)

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now

2. The teacher will read the students the poem, The Negro Mother by Langston Hughes. The teacher will facilitate a discussion about the poem and feelings of the poem. The students will express their thoughts, feelings, and ideas about the poem. (auditory learning)

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

3. The teacher will instruct the students to read the poem independently and identify words that strongly reflect the history of slavery and the slaves emotions. The students will independently read through the poem and highlight the words they feel relate to the theme of slavery. (visual learning)

4. The teacher will facilitate a discussion around the chosen words and a class list will be constructed to ensure they understand.

Label: Checks for Understanding:directions, procedures/routines, and/or content (formative)

The students will contribute to the discussion as well as write their words and ideas on the board. (check for understanding)

5. The teacher will facilitate a discussion around a time they have felt enslaved. The students will contribute answers relating to a time they felt enslaved. (auditory learning)

Ex. (CFU directions)

Label: Evidence of Cognitive Student Engagement(CSE)

6. The teacher will instruct the students to create a poem about a time they felt enslaved and demonstrate and example. The students will create their own poem (visual and kinesthetic learning)

7. The teacher will instruct the students to create an abstract piece of art that reflects their poem. The students will create their artwork and it will be displayed throughout the classroom creating a gallery wall. (visual and kinesthetic learning)

Assessment/ Evaluation: Formative: Individual Whiteboards Assessment/ Evaluation The teacher will ask the students to calculate the fraction of how many states had slaves, and how many did not. The student will write their answer on the whiteboard, and hold up his/her whiteboard to allow the teacher to see if they have understood and can move on.

Label: formative or summative

and describe purpose

Summative: The poem and art work The teacher will ask the students to write their own poem about a time they felt enslaved. Then they will construct an abstract piece of art that reflect their poem The student will contract his/her own poem, along with their art work. Then there will be a gallery walk where they can present their work and share some information about it.

The students will be evaluated on how clearly they write their poem and their abstract art work reflecting that poem. This activity will be evaluated out of 30 points. We have attached a scoring guide that will demonstrate how we are going to grade the students. Technology Smart Board

Students will walk around and look at their peers artwork which reflects each students poem. Closure

Accommodations and/or Interactions with Co-Teachers and/or Support Staff

Resources/ Materials

The Negro Mother by Langston Hughes Teacher demonstrated poem and artwork Map of the United States showing states with slaves and without slaves Smart board Worksheet for the Bell Ringer on fractions and percents

Time Required

Four to Five Days

Reflection (Use APPR guiding questions):