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EDEL 305. Assignment Template. Because Black History Month is an event that celebrates courage many African

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EDEL 305 Assignment Template Name/s: Kathleen DeGeer Focus Theme/ Author/ Genre: Black History Month Rationale for Choice (2-5 sentences): Because Black History Month is an event that celebrates courage
EDEL 305 Assignment Template Name/s: Kathleen DeGeer Focus Theme/ Author/ Genre: Black History Month Rationale for Choice (2-5 sentences): Because Black History Month is an event that celebrates courage many African Americans and Black Canadians have demonstrated, I believe it s a great opportunity for students to have an understanding of recent dramatic history that is close to home. The struggles many African Americans have faced are struggles these students will be able to relate to, as the characters in the stories chosen will reflect, in some way, a similar aspect of their life. Grade Level: 4 Overview of the Literature Study: Students will get their first exposure to 5 different topics, Rosa Parks, Dr. Martin Luther King Jr., Harriet Tubman, the Underground Railroad, and Willie O Ree as they write summaries based on various media sources. Following this, the student and the teacher will have a one on one conference to discuss which book they should choose based on their interests and reading level. All book choices are related to the summary topics. The students will take approximately 8 days to read their chosen books. Each section of assigned reading will have 2-3 discovery questions to be completed individually. Finally, in a group with the other students reading the same book as them, students will create a performance regarding their topic. Options for this include songs, talk shows, plays, dances, and more. A worksheet will be provided for them as an outline for how to plan for this. Students will dress up as different characters for the performance. It will be filmed and sent home on DVD. Five Books Used in Your Mini-Unit: Carson, M. K. (2013). What was your dream, Dr. King?: and other questions about Martin Luther King, Jr.. New York: Sterling Children's Books. Lassieur, A. (2008). The Underground Railroad: An Interactive History Adventure. Mankato, MN: Capstone Press. McDonough, Y. Z., & Harrison, N. (2002). Who was Harriet Tubman?. New York: Grosset & Dunlap. Mortillaro, N. (2012). Willie O'Ree: The Story of the First Black Player in the NHL. Toronto: James Lorimer & Co.. Ringgold, F. (1999). If a Bus Could Talk: The Story of Rosa Parks. New York: Simon & Schuster Books for Young People. Annotated Bibliography McDonough, Y. Z., & Harrison, N. (2002). Who was Harriet Tubman?. New York: Grosset & Dunlap. Harriet Tubman s story is one that almost everyone knows or has heard. Harriet Tubman is arguably the greatest woman to fight against slavery. Students will love the approachable way this book has been written, and will thrive off of her many adventures. This book is at a reading level of 3.1, and is at a Grades 3-5 interest level. I consider this book an on-to-lower level story. The book has many pictures throughout, and is fairly simple in vocabulary. Starting from her birth, an unknown date, McDonough follows Harriet Tubman s life as a slave. The story accounts for Tubman s courageous acts like standing up to an overseer as another slave escaped, her travels down the Underground Railroad as well as her return to help more slaves escape, her part in the civil war, and her aid in poverty stricken former slaves. Harriet Tubman s trials and tribulations expand beyond just the Underground Railroad and prove her a hero from the time she was very young. The story has no dialogue whatsoever in its 102 pages, and includes a timeline in the final pages of the book as a review. Mortillaro, N. (2012). Willie O'Ree: The Story of the First Black Player in the NHL. Toronto: James Lorimer & Co.. Contrary to Harriet Tubman s, Willie O Ree s story is one lesser known. Willie O Ree breaking the colour barrier in the NHL is a story that has only come to surface lately. Students, especially those interested in hockey or baseball, will be drawn to this book immediately. I chose this story because it is lesser known, and really brings the problems of black oppression to a relatable territory for many students in Canada. The book with the most Canadian presence in this literature study, it s high reading level (4.9) and an interest level of age 10 and up, I consider this book a higher level reading. The story follows Willie from his small town in New Brunswick, Canada, and into his many athletic experiences. It not only accounts for his time in the professional hockey leagues in Canada at the time, including the NHL, Senior Hockey and Junior hockey leagues, but his challenges as he tries to go pro in baseball too. Not only does the tale account for both these adventures, but tells the story of how he lost 95% vision in his eye, and played so well he kept it a secret. The book only has a few photographs of Willie and his time on multiple hockey teams. The text is average sized and is not spaced far apart. However, the pages are small and easy to tackle. Much of the dialogue is quotations from TV interviews, news articles, or Willie O Ree s own writings. Lassieur, A. (2008). The Underground Railroad: An Interactive History Adventure. Mankato, MN: Capstone Press. This story truly adds an alternative adventure to the mix. I chose this book because it is in an interactive adventure book, meaning students get to make choices to see how the story will go. I also chose this book for its connection to Canada, as it tells about the Underground Railroad to Canada. The reading level for this book is grades 3-4, and the interest level is grades 3-7 letting me place this book as a high-to-on level book. The story allows you to take on the roles of three different characters, a runaway slave, a slave catcher, or an abolitionist. The choices decide freedom, capture, or even death, as readers really put themselves in the shoes of an American citizen in the 1850 s. The text in this book is larger than average, and is spaced well apart. There are many colourful pictures; some pages themselves have a ripped paper effect. It includes an introduction and a conclusion as well as a timeline, related books list, a glossary and more. Carson, M. K. (2013). What was your dream, Dr. King?: and other questions about Martin Luther King, Jr.. New York: Sterling Children's Books This book will be very intriguing to students as it is a picture, and the illustrations are wonderfully drawn. It answers many questions students will have, and continues to answer them as it is read on. It gives a impressive summary of the great Martin Luther King Jr, who is considered one of the greatest freedom fighters ever. According to the reading level of this book is 4.8, however the interest level is lower grades. Therefore I consider this book an on level book. Beginning with the question, What was your dream Dr. King? and leading all the way to the final question, Has Dr. King s dream come true?, this book really covers every base of Dr. King s life. It answers some of the most complex questions in simple ways, as it truly informs readers in an approachable way. The story has very little dialogue, as the book itself is meant to inform not narrate. It is 31 pages and includes a timeline on the back of the last page, as a final summary of this life. Ringgold, F. (1999). If a Bus Could Talk: The Story of Rosa Parks. New York: Simon & Schuster Books for Young People. The second picture book in this collection, If a Bus Could Talk is also a fictional story. The wonderfully illustrated story is a very easy way for students to understand Rosa Parks great achievements and why we still celebrate them today. Therefore, I believe it will attract much interest from students. The level of reading for this book is complicated. Scholastic.com informs the grade level equivalent of the book is 5.1, however the interest level is at a much lower PreK-3. Because of the interest level and the length of the book, I would consider this a lower level book in my class. The first person narrated story begins with Marcie; a young girl catching what she believes is the wrong bus on the way to school. When the bus suddenly starts talking and the passengers begin informing her of the significance of the bus and its route, Marcie learns more and more about Rosa Parks. The story ends with Marcie actually meeting Rosa Parks and a celebration for freedom and equal rights is had. The book is 29 pages long, and its vivid illustrations take up majority if not all of many pages. Final lesson or celebration After the students have finished reading their books, in their reading groups they will come up with a skit to perform at the school s Black History Month assembly. These skits can be a talk show, a play, a song performance, a dance, or anything of the like that has been approved by the teacher. The students will have extra time in class to work on this; however most of it will be required to be done as homework or with the use of google docs. These performances are not required to be detailed or take much time to plan. They should be regarded as a fun and interesting opportunity to show the class what they ve learned in their stories. Students may use the various forms of media used in their summary projects to influence their performance. For example, a group reading If a Bus Could Talk is welcome to perform Horrible Histories I Sat on the Bus song. Further, students are welcome to do their own research to find previously made songs or plays. If a reading group chooses to do this, these should be approved by the teacher before they are used. There is a planning worksheet attached so students will have a guideline for their presentations. Students are encouraged to come dressed as characters from their stories. I like the idea of having students using their leadership to perform to the rest of the school, as well as their abilities to choose many different forms of performances. This final lesson will also achieve Alberta s English Language Art s Program of Studies outcomes, which include 2.2 Respond to Texts retell the events of stories in another form or medium, 4.3 Present and Share communicate ideas and information in a variet of oral, print and other media texts, such as reports, talks and posters, and finally 5.2 Work Within a Group use brainstorming, summarizing and reporting to organize and carry out group projects. The performances will be videotaped and sent home on DVD s so the parents working full time won t feel pressure to attend, and the students don t feel disappointed if their parents cannot make it. They will still have the opportunity to share this moment with their parents.
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