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Unit Plan-Leon`s Story

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Francis Auclair

on 19 November 2012

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Transcript of Unit Plan-Leon`s Story

Francis Introduction The Author Leon Walter Tillage
1. He was not an athlete, a famous jazz singer nor a politician. He touched millions of hearts through his stories.
2. He was born on January 19, 1936.
2. He grew up in Fuguay, a small town in North Carolina.
3. He had 8 brothers and sisters, he was the 2nd oldest.
4. His father was a sharecropper.
5. This book is about his childhood, growing up in a time when Jim Crow's laws enforced. This is Leon Tillage’s story of his life, as he remembers it from 1936 in North Carolina. Leon’s family lived on a farm where his dad was a sharecropper. This was a time when African American children began school at the age of six, but the school was not integrated and the supplies and facilities were not near as nice as what was provided for the white children of the community.

This lifestyle of being discriminated against is the life that Leon remembers. His parent’s didn’t question the way they were treated. Jim Crow laws were in effect and if the black family did not abide by them the KKK would visit them.

After some drunken teenagers killed Leon’s dad and Martin Luther King Jr. visited Leon’s school, Leon became a part of the Civil Rights Movement against his mother’s wishes. Leon could no longer accept the treatment and injustices that were being dealt to the members of the black community in the southern United States. PLOT SUMMARY Themes Segregation Racism Family Values Social Inequalities
African American Civil Rights Movement Identity Important Background Knowledge 1 Civil Rights Movement

1. A worldwide political movement for equality between 1950 and 1980
2. Took campaign forms of civil resistance aimed at achieving change
3. Through non-violent forms of resistance
Examples: civil rights movement in Ireland, independence movement in Africa,
Canada’s Quiet Revolution, Black power, American Indian movement. Important Background Knowledge 2 African American Civil Rights Movement

1. Social movements aimed at outlawing racial discrimination against black Americans
2. Restoring voting rights for black Americans 1955-1968
3. Included equity of racial dignity, economic and political self sufficiency and freedom from oppression by white Americans. Important Background Knowledge 3 Jim Crow Law

1. Known as the racial caste system between 1877 and mid 1960s
2. Operational in Southern and border states of USA
3. Under Jim Crow, African Americans were considered second class
4. Civilians thus legitimized anti-black racist acts. Important Background Knowledge 4 Klansmen (KKK or Klan)

1. It is a name of three distinct past and present far-right organization in USA
2. Advocates extremist actions like white supremacy, white nationalism
3. And anti immigration
4. It originated around 1870 and is still present now. 1. Text-to-text, text-to-self, text-to-world
2. Students will learn about human inequalities and how to challenge them. 3.They will learn about other cultures and have an insight in other peoples' life
4. They will learn to critically analyze a book and extract useful information from it and construct their world views. BIG IDEAS Pre-Reading Key Principles Pre-reading Literature as content Historical background of the story Personal Enrichment Connection making between personal experiences and the book While Reading Language based Literature as Personal Enrichment Reading aloud/ vocabulary analysis Students' handbook and in class activity. Post Reading Literature as Content Literature as Personal Enrichment Language Based Students have to write a short summary of the book. Debate on the relevance of making a movie on the book Pre-Reading Activities Pre-Reading activity of the day Show the students the video Dorothea Lange's Black South (During the Great Depression). Ask the students questions: What did you see? What were the themes of the video? Are the topics of this video familiar to you? Then the teacher reads the second paragraph on page 3 of the book. To ask the question: What are the connections between the paragraph and the video. Other Pre-reading activities 1) -Guide the students through the http://www.shmoop.com/jim-crow/summary.html website and, if library facilities and computers are available, ask students to explore the subject of “The Jim Crow laws” through the lenses of Culture, Ideology, Immigration, Race, Society and Law.

- In small groups of 5, ask students to focus on one of the lenses and write a summary of it.

-The students will share their summaries with the whole class

2) Students will discuss about events in their own lives and countries and contrast with the historical and political background of the story 3) The students discuss in groups about what the title of the story suggests

4) The students make predictions about the story using the image cover of the book.

5)- The teacher reads aloud the synopsis of the book. Afterwards, he/she invites students to compare the plot with the plots of other books they may have read, or movies/television shows they have seen, or even news stories they have heard or actual events that have happened to them.

- The students will have to read the chapter, "Sharecropping" a loud
The students will have to write an answer to the case: Would you have done things the same way as this family. Why or why not? Have them identify what they would have done differently and why they think this would have been more successful? While-Reading Activities While-reading activity of the day

Other while - reading activities that not only build-in comprehension strategies that focus on making predictions but also summarizes, guessing meaning from context, visualizing, thinking aloud, solving problems, etc.There are:

1. Roundtable: Give students a chance to talk about what intrigues, bothers, confuses them about the book after finishing every 2 chapters.

2. Transparencies: Copy portions of the text to a transparency. Kids annotate with markers and then get up to present their interpretations to the class.

3. Role Playing: Using a short passage, students can role-play how experienced readers might actively engage themselves with a text. This gives an opportunity to talk about what images are forming in one’s mind as one read a portion of the text and also help make predictions as to what the next paragraphs might explain. OTHER WHILE READING ACTIVITIES Post Reading Activities Based on all three approaches included. Post Reading Activity Examples:

1. Movie review: Students write a review of (or discuss) a movie based on a story.
2. Dear author: After reading a book the student(s) write the author via the publisher (who always forwards them).
3. Research: Surf the Net Prior to, while, or after reading a book check out the Web and its offerings about the book, its author, or its subject.
4. Inspirations: Watch a film inspired by a story (e.g., Malcolm X, Denzel Washington and compare/contrast. 5. Timeline: Create a timeline that includes both the events in the novel and historical information of the time. Try using Post-Its on a whiteboard or butcher paper!

6. Gender-bender: Rewrite a scene and change the gender of the characters to show how they might act differently (e.g., Lord of Flies). You can also have a roundtable on gender differences.

7. Draw: Translate chapters into storyboards and cartoons; draw the most important scene in the chapter and explain its importance and action.

8. That was then, this is now: After reading the text, create a Before/After list to compare the ways in which characters or towns have changed over the course of the story. Follow up with discussion of reasons. Rationale: Activities focus on students' interpretion, appreciation, and respond to the texts, all of which lead students to read more and study both inside and outside of the classroom.

Also, it calls on personal oral, visual and written interests and simultaneously encourages both dialogical interaction and reflective thought within themselves and the peers as well.

Lastly, with appropriate guidance, students will increase not only extensive reading, writing and thinking skills, but also their confidence in and motivation for reading second language texts. The teacher begins reading the chapter aloud, then designate a student to continue reading aloud. After each reading, the teacher questions/ summarizes the events with the class. Each unfamiliar vocabulary will be addressed and explained throughout the reading. The students are encouraged to write the word and the definition in the students’ handbook. Students begin working on the activity alone or in group of two. They must brainstorm on the key aspects that they want to put in the drawing blocks. Then they draw what they have chosen and write the companion text.

Note: the drawing and the text is done in the students’ handbook, and EACH student must do it in his/her own handbook. Drawing modeling will be provided before the activity. If the students do not have time to finish the activity, they must finish it as a homework.
Before performing the activity in the handbook, the teacher summarizes the two chapters with the students by questioning them on: the story, vocabulary, and specific setting to verify students’ inference making of the story.

Ex: questions- Why did Leon’s family work all the time but still have no money to buy things?
- Why Leon’s parents did not try to understand why they were living in such misery? While-Reading activity of the day While-Reading activity of the day
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