UNITPLANTITLE

WarriorsDontCry
TEACHER(S) ARTIST(S)

KeishaWebster
SCHOOL GRADE

KristinaGosh
Medium/ Media

Claremont
OVERVIEW&BIGIDEASFORUNIT

8th

GraphicNovels/DigitalCollage

Thisunitwillexplorethepowerofracismanditsimpactonsuchideasasjustice,identity,loyalty,andchoice. Students will explore the concept that an individuals choice to act as an ally, bystander, or perpetrator impacts individuals, their community and whole nations. Students will apply their understanding of this concept by writing a narrative that describes a time when they were an ally, bystander, or perpetrator and create agraphicnovelfromthe narrative. ThegraphicnovelYummy:TheLastDaysOfASouthSideShortywillbeusedasamentortextandartwork. Warriors Dont Cry is a memoir by Melba Pattillo Beals that chronicles the authors firsthand account of the 1957 integration of Central High School in Little Rock,Arkansas. Theideas andthemes explored in this unit will be applied toasubsequentunitwherestudentswillstudyBealsmemoir.
GUIDINGQUESTIONSFORUNIT

Howdowechoosetotellourownstory? Howdoourdecisionstoincludeorexcludecertainelementsimpactthestorywetell? Whatcanwedoaloneandwithotherstoconfrontinjustices,likeracism? Howcanwe,asindividualsandcitizens,makeapositivedifferenceinourschool,community,andnation?

Asaresultofthisunit,whatdoyouwantyour studentstoknowandbeabletodointhefollowing areas? AcademicGoals: Social/EmotionalGoals:

IntentionsforTeaching&Learning

Media/ArtisticGoals:

1.Createagraphicrepresentation ofapersonalnarrativethat

1.Readatextandidentifykey eventsastheyoccur

1.ConflictResolution: Resistpeerpressure

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includesspecificandrelevant events 2.Utilizebasicdesign elements/principlestoadd meaningtothenarrative 3.Understand/implementshot sizes/elementsofcompositionto deepenmeaningofgraphic representation

PLANSFORDOCUMENTINGTHISUNIT

2.Usethewritingprocessto createapersonalnarrative 3.Discussrelevantissuesusing variousdiscussionstrategies

Disagreerespectfully 2.ProblemSolvingSkills: Askquestions/forhelp Decidewhattodo 3.SurvivalSkills: Listentoothers Ignoredistractions Getsomeonesattention

[]journals

[x]photos

[]audio

[]video

[]pre/postexamplesofstudentwork

[x]other:classblog
PLANSFORASSESSINGSTUDENTLEARNING/DEVELOPMENT

Diagnostic,Formative,Summative: PreAssessment:Summarizeandidentifyelementsofanarrative,memoirandautobiography Narrative:Studentswriteanarrativeaboutatimetheywereanally,bystanderorperpetrator GraphicNovel:Studentsusethepersonalnarrativeandturnitintoagraphicnovel StudyGuide:Responsestothereading Discussions:Classdiscussionsurgingvariousprotocolswithselfevaluations/reflections

MediaSourcesofInspiration

MediaandAcademicContent/ Vocabulary

Onlinetools/Programs/Sites

MentorText&Artwork: Yummy:TheLastDaysofaSouthsideShorty, byG.Neri WarriorsDon'tCry, byMelbaPattiloBeals Persepolis:TheStoryOfAChildhood, byMarjaneSatrapi UnderstandingComics,byScottMcCloud StandByMe: TheGreatTrainEscapescene

Literary/FigurativeLanguage: Inference Onomatopoeia Metaphor PointofView Sequence Bystander,Perpetrator,Victim ImageComposition: Makingvs.TakingPictures CameraShotSizes&Angles RuleofThirds Foreground/Background LineofSight/PointofView

MicrosoftWord blogger,picasaweb.google.com (fordocumentation) Handouts/Resources: CreatingGraphicNovelsIn MicrosoftWord AYVShotCompositionHandout ORIDsystemofcritique

EQUIPMENTYOUWILLNEED(CAMERAS,COMPUTERS,ETC)

ESTIMATEDWEEK(S)NEEDED

10CanonCameras(1:2) 10FlashDrives(1:1) 21Laptops(1:1)

Sessions2,6,7 Sessions810 Sessions810

WeekbyWeek Plan: Use this space to provide descriptions of whatyouwilldo/havedoneduring each session of the residency. Describe individual activities the first time you use them (or link to external resources or otheronline docs),

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andincludeguidingquestionsforclassroomdiscussions.Provideanestimatedbreakdownofhowyouuseclasstime.
Week BuildingtheLearningNetwork|IntroducetheBigIdea(Creatingasafecommunityoflearners)

1:151:30CompleteTE@MSurveys 1:302:15 Introductions Lookatlastyearsfinalprojectsandexamplesofpaststudentgraphicnovelusingquestionsbased onORIDsystemofcritique 2:152:45 Teacherandartistexplainbigidea ShareandpassaroundexamplesofGraphicNovels:Yummy,Persepolis 2:453:15 Studentsvolunteertosharetheirnarrativeswiththeclass Discussion:Wheretheyaperpetrator?bystander?victim?Acombination?Why/Whynot?

Week

Consumption|Conversation(LearninginthelanguageoftheArts)

SpiritAnimalMegaNameTagActivity 1:302:00,PartI~Createanametagthatillustratesyourspiritanimal(30min) Use8.5x11paper 2:002:45,PartII~Storyboard/MiniGraphicNovelProduction(45min) Distributestoryboardsandexplainthattheyworkunderthesameframeworkasgraphicnovels,but storyboardillustratemovingimagesinsteadofstillimages Explainthatstudentswillcreateagraphicnovelusingthestoryboardformat,creatingasimplestory withabeginning,middleandend Worktimetopracticecreatingminigraphicnovels 2:453:15,PartII~IntroToCamera:SpiritAnimalNameTagPortraits(30min) Inpairs,studentstaketurnsmakingportraitsofeachotherholdingtheirnametags
(Use1camera)

1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:352:05,IntroToCritique(30min) Reviewstoryboardtechniqueandusage:reiteratethatstoryboardsandgraphicnovelsworkunderthe sameframework Explaingoalsforcritiquecriticismdoesnthavetobeseenasnegative/helpsusimprove Pointoutthatwecritiquedimagesonthefirstdayofclass Studentvolunteerstoshareminigraphicnovelforcritique UseORIDsystemofcritiquetoevaluatepeerspracticeminigraphicnovel 2:003:05,NarrativeCollageActivity(1hr) 1.Expandonconceptofframing: Makeconnectionsbetweenvideoclips,photosandgraphicnovelframes UseExamples:Yummy,StandByMetrainscene 2.Explainthatstudentswilldrawbracketsaroundtheirwrittennarrativestostartvisualizingwhattheir graphicnovelwilllooklike,thentheywillcutoutthebrackets/framesandpastethemtoeaselboard paperinthesequencethattheirgraphicnovelwillfollow 3.PassOutMaterials:Studentsaregivenlargestickyposterpaperandbegingluingnarrative clippingstotheposterinsequenceoftheirstory 4.Begincollagingvisualorganizer 3:053:15,CleanUp(10min) 1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:352:05,IntroToShotComposition(30min) Showhowshotsizesandcameraanglesframingtechniquesbringmeaningtoavisualnarrative UseYummyasmentorartwork,showingexamplesfromchapterthatwasjustread

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VisualAids:AYVShotCompositionHandout,StandByMetrainscene 2:053:05,WorkTime(1hr) Studentscontinuetodeveloptheirposterstoryboards,usingdrawingsandorcutoutmagazine imagestoorganizewrittenandvisualnarrative,keepingframecompositioninmind 3:053:15,CleanUp(10min)

Week

Creation(ImmersionintheBigIdeasThroughArtMaking)

1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:353:05,PreProductionPaperwork&ProductionMeetings(1hr,30min) 1.Studentsfinishtheirgraphicorganizers,then: 2.Createshotlistsfortomorrowsphotoshoot,then: 3.Studentsmeetindividuallywithartisttodiscuss: storyboards,props/talentneeded,locationsneeded(inside/outside) Resource:AYVShotCompositionHandout 3:053:15,CleanUp(10min) 1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:352:00(25min): Finishshotlists Distributecameras ReviewAYVShotCompositionHandout 2:003:00,PhotoShoot 3:053:15,CleanUp(10min) 1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:351:45,DistributeCameras(10min) StudentsfinishPhotoShootasneeded 1:453:05:ImportPhotosToComputers(1hour,20min) DemousingSDcardstoimportphotostocomputer Democreatingfoldersondesktop DemotransferringphotosfromSDcardtodesktopfolder DemoejectingSDcardreaders Timepermitting:begincreatingbasiclayoutofgraphicnovelinMSWord 3:053:15,CleanUp/ReturnLaptops,etc.(10min) 1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:352:05,DemoCreateGraphicNovelsusingMicrosoftWord UseCreatingGraphicNovelsInMicrosoftWord 3:053:15,CleanUp/ReturnLaptops,etc.(10min)

Week

Creation,Distribution(ReviseandShare)

1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:353:05,CreateGraphicNovelsusingMicrosoftWord(1hr,30min) 3:053:15,CleanUp/ReturnLaptops,etc.(10min) 1:301:35,ReadAloud(5min) Yummy:TheLastDaysofaSouthsideShorty 1:352:30,Critique(55min) UseORIDSystemofCritiquetoshareandevaluate5ExampleGraphicNovels

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Student,teacherandartistengageinpositiveconstructivecriticismofferingsuggestionswhere needed,givingpraisewheredeserved 2:303:05,ReviseGraphicNovels(35min) 3:053:15,CleanUp/ReturnLaptops,etc.(10min)

DescriptionofCulminatingEvent

Date:
Fri,10/18/13

Location:
ArtInstituteofChicagoStudio Lunchroom

#ofStudentsPresentingWork:
45(presentingwithstudentsofRoom308)

Pleaseincludeabriefdescriptionofhowthisworkwillbesharedwithothers. Willtherebeaperformance,screening,orexhibition?Alaunchparty?APRcampaign?
StudentsgraphicnovelswillbeboundtogetherinabookandpresentedtoeachstudentduringafieldtriptotheArt InstituteofChicago.Wewillengageinafinalreviewofthefinishedworktogetherasagroup.

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ISTENETSStandards

ClickHEREfortheNationalEducationalTechnologyStandards(NETS).PleaseincludethemainNETS youwillbeusingtoassessstudentlearningintechnology.

CommonCoreCurriculumStandards

ClickHEREfortheCommonCoreStateStandards.PleaseincludethemainCCSSthatyouwillbeusing toassessstudentslearninginacademics/literacy.
CCSS.ELALiteracy.W.8.3a Engageandorientthe readerbyestablishinga contextandpointofview andintroducinganarrator and/orcharactersorganize aneventsequencethat unfoldsnaturallyand logically. CCSS.ELALiteracy.W.8.3b Usenarrativetechniques, suchasdialogue,pacing, description,andreflection, todevelopexperiences, events,and/orcharacters. CCSS.ELALiteracy.W.8.3c Useavarietyoftransition words,phrases,and clausestoconvey sequence,signalshifts fromonetimeframeor settingtoanother,and showtherelationships amongexperiencesand events. CCSS.ELALiteracy.W.8.3d Useprecisewordsand phrases,relevant descriptivedetails,and sensorylanguageto capturetheactionand conveyexperiencesand events. CCSS.ELALiteracy.W.8.3e Provideaconclusionthat followsfromandreflectson thenarratedexperiencesor events. CCSS.ELALiteracy.W.8.4 Produceclearand coherentwritinginwhich thedevelopment, organization,andstyleare appropriatetotask, purpose,andaudience. (Gradespecific expectationsforwriting typesaredefinedin standards13above.) CCSS.ELALiteracy.W.8.5 Withsomeguidanceand supportfrompeersand adults,developand strengthenwritingas neededbyplanning, revising,editing,rewriting, ortryinganewapproach, focusingonhowwell purposeandaudiencehave beenaddressed.(Editing forconventionsshould demonstratecommandof Languagestandards13 uptoandincludinggrade8 here.) CCSS.ELALiteracy.W.8.6 Usetechnology,including theInternet,toproduce andpublishwritingand presenttherelationships betweeninformationand ideasefficientlyaswellas tointeractandcollaborate withothers. CCSS.ELALiteracy.RI.8.1 Citethetextualevidence thatmoststrongly supportsananalysisof whatthetextsays explicitlyaswellas inferencesdrawnfromthe text. CCSS.ELALiteracy.RI.8.2 Determineacentralideaof atextandanalyzeits developmentoverthe courseofthetext, includingitsrelationshipto supportingideasprovide anobjectivesummaryof thetext. CCSS.ELALiteracy.RI.8.3 Analyzehowatextmakes connectionsamongand distinctionsbetween individuals,ideas,orevents (e.g.,through comparisons,analogies,or categories). CCSS.ELALiteracy.RI.8.4 Determinethemeaningof wordsandphrasesasthey areusedinatext, includingfigurative, connotative,andtechnical meaningsanalyzethe impactofspecificword choicesonmeaningand tone,includinganalogiesor allusionstoothertexts. CCSS.ELALiteracy.RI.8.5 Analyzeindetailthe structureofaspecific paragraphinatext, includingtheroleof particularsentencesin keyconcept. CCSS.ELALiteracy.RI.8.6 Determineanauthorspoint ofvieworpurposeinatext andanalyzehowtheauthor acknowledgesand respondstoconflicting evidenceorviewpoints. CCSS.ELALiteracy.RH.68 .4Determinethemeaning ofwordsandphrasesas theyareusedinatext, includingvocabulary specifictodomainsrelated tohistory/socialstudies. CCSS.ELALiteracy.RH.68 .5Describehowatext presentsinformation(e.g., sequentially,comparatively, causally). CCSS.ELALiteracy.RH.68 .6Identifyaspectsofatext thatrevealanauthorspoint ofvieworpurpose(e.g., loadedlanguage,inclusion oravoidanceofparticular facts). CCSS.ELALiteracy.RH.68 .7Integratevisual information(e.g.,incharts, graphs,photographs, videos,ormaps)withother informationinprintand digitaltexts. CCSS.ELALiteracy.RH.68 .8Distinguishamongfact, opinion,andreasoned judgmentinatext.

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developingandrefininga
AssessingStudentWork Pleaseassessstudentworkusingarubric,followingthetemplateprovidedHERE. Pleaseincludealinktoyouradaptedrubric,specifictoyourproject: %ofstudentsatCompetitive/Prolevels(AcademicGoal):__________ %ofstudentsatCompetitive/Prolevels(Media/TechnologyGoal):__________ %ofstudentsatCompetitive/Prolevels(SocialEmotional/OtherGoal):__________

WHEREAREARCHIVEMATERIALSCURRENTLYSTORED? (INCLUDINGSTUDENTARTWORKS,UNITDOCUMENTATION,ARTISTJOURNAL/BLOG,ETC.)

teamroom304.blogspot.com

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TeachersReflections

ArtistsReflections

StudentsReflections

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