Group+Eighth+Grade+Tolerance

I. Concerns: Include: Status of final performance-based assessment (GRASPS) Include: Status of sequence (6-Facets and WHERETO) Include: Web 2.0 tool or tools: How is that working? Is it going to facilitate learning?

II. What is going well? I like the way the unit is shaping up.

III. Next steps: What do you need? At the moment I am pretty much set. I do need 20 or 30 feet of VGA cord if anyone has one

 X Milestone 3 checklist filled out with questions and concerns

X Annotated bibliography of all resources: print, on line, and expert “interview”  X Technology integration plan is complete  X Results: UbD Stage I questions 1-9 completed, refined  X Assessment: UbD Stage II questions 1-5 plus rubric drafted

I. Questions and Concerns: I've decided to target my unit a bit more specifically. I felt the previous plan wasn't as unified as I wanted. Last year, the students' presentations often were less focused on intolerance as something that shapes people as they were family and friends. I think I have tightened up this hole a bit by making the title more specific as well as creating an entirely different project to demonstrate understanding. I very much wanted to add multi-genre and an on-line connection, but NOT unless they fit very usefully into the goals. I think this draft is closer to what I want.

II. Annotated bibliography of all resources including expert interview (which may be from a social network or a blog).

//ADL: Fighting Anti-Semitism, Bigotry and Extremism// . Web. 18 Aug. 2010. . The Anti-Defamation League (ADL) fights anti-Semitism and all forms of bigotry in the U.S. and abroad through information, education, legislation, and advocacy, and serves as a resource for government, media, law enforcement, educators, and the public. Very detailed, international, and current. Bullard, Sara. //Teaching Tolerance: Raising Open-minded, Empathetic Children// . New York: Doubleday, 1996. Print. Bullard is the director of Teaching Tolerance, the education division of the Southern Poverty Law Center. In her book she studies the roots of our intolerance and states the principles of tolerance adults need to impart to children. A list of resources can be found in the appendix Naidoo, Beverley. "Out of Bounds." //McDougal Littell Literature.//  Evanston, IL: McDougal Littell, 2008. 784-96. Print. An engaging short story about the unlikely relationship between two boys from different social classes in South Africa during apartheid. //Poem Hunter,// <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Web. http://www.poemhunter.com. A database of poetry indexed by subject or author. Primarily non-professional writers. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Putz, Melinda. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//A Teacher's Guide to the Multigenre Research Project Everything You Need to Get Started// <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Portsmouth, NH: Heinemann, 2006. Print.Step-by-step planning for multi-genre research projects with techniques and methods for evaluation. Handouts as well. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Teaching Tolerance// <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Web. 21 July 2010. <http://www.tolerance.org/>.This website and "Teaching <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;"> Tolerance" are projects of <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;">The Southern Poverty Law Center,a nonprofit civil rights organization <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;">dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. Website also contains MANY resources for educators. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//To Kill a Mockingbird// <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Dir. Robert Mulligan. Perf. Gregory Peck. Universal, 1962. DVD. Award- winning film interpretation of Harper Lee's American classic about the frightening power of prejudice, the importance of integrity and fairness. 1996. Print. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Youth for Human Rights// <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;">. Web. Youth for Human Rights International. August 2010. www.youthforhumanrights .org>The purpose of <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">YHRI is to teach youth about human rights,specifically the United Nations Universal Declaration of Human Rights, and inspire them to become advocates for tolerance and peace. This website includes videos on each of the Universal Human Rights, as well as curriculum assistance and free educational materials. AWESOME SITE. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> "World Wise Schools | Teaching About Culture | Culture Matters Workbook." <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Peace Corps// <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Web. 21 July 2010. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> <http://www.peacecorps.gov/wws/educators/enrichment/culturematters/index.html>. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Teachers and students in classrooms from 8th grade to college can benefit from the cross-cultural training workbook, <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Culture Matters, specifically developed by the Peace Corps to help new Volunteers acquire the knowledge and skills to <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> work successfully and respectfully in other cultures.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">III. Technology integration plan <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> I am already integrating GoogleAps into all my planning this year. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> I've set my classroom up differently this year so I can dedicate my class lap-top to a projector. I'm getting (I hope) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> all the cables, extensions, etc. I need ready before school starts so I can have it conveniently available whenever <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> I wish to use a video, text, or show student work. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> I will be posting links for forms and checklists on Mrs. Blakeney's Class webpage along with passing our hard copies. Students will be sending me weekly updates of their work on-line

<span style="border: medium none; font-style: normal; font-weight: normal; line-height: 100%; margin-bottom: 0in; orphans: 2; padding: 0in; text-decoration: none; widows: 2;">I <span style="border-bottom: medium none; border-top: medium none; font-family: Arial,Helvetica,sans-serif; font-size: 110%; font-style: normal; font-weight: normal; line-height: 100%; margin-bottom: 0in; orphans: 2; padding-bottom: 0in; padding-top: 0in; widows: 2;">V: Stage 1 - Unit so far with studentschecklists (which are actually the same as the evaluation rubrics) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">21st Century Teaching in ELA <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">A Year-End Culminating Project (DRAFT ) Linda Blakeney <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What Shapes Who We Are: How Can Intolerance and Prejudice Affect Lives? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will explore the concepts of intolerance and prejudice and their effects on the lives of both individuals and groups. They will read about actual and fictional conflicts centering around intolerance and prejudice to discover common underlying attitudes and behaviors. They will make connections between situations and reflect on how these qualities can shape who someone becomes. They will share and expand on connections through a collaborative classroom "blog," and track their progress in an online format (both through GoogleAps). Their final project will be a multi-genre presentation from the point-of-view of one of the characters they discovered in their reading. Additional historical research is encouraged in support of the final project. Projects may be presented on-line, in-hand, or as a mixture of both.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This unit is also the culminating unit of the eighth grade year. Its final project, therefore, serves multiple purposes. Primarily it is intended to demonstrate each student's ability to analyze, synthesize, reflect, create, critique, and present information from multiple sources in a personalized and unique way. Also, it requires students to integrate those thinking skills with the writing skills they've been developing throughout the year in a variety of formats. Finally, and probably most importantly, it serves to introduces students to the effects of unchecked intolerance, and provides them with the opportunity to discover its roots and ways to prevent its spread. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What overarching understandings are desired?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">It is a common human trait to resist change to one's ideas of what is "normal" and "right.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The concepts of "normal" and "right" that become ours have been shaped by our environment.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">People tend to fear what they don't understand, and the consequences of that fear can be life and culture threatening.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tolerance of diversity is essential to the success of both the individual and our country in the 21st century world economy.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What are the overarching "essential" questions?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How do people develop personal beliefs and values?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How can a person's personal beliefs and attitudes affect the lives of others in the larger community?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What might cause a person to re-evaluate their attitude towards themselves or others?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What will students know as a result of this unit?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Who we become and the choices we make are shaped and influenced from birth by many outside factors.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">.Our exercise of our personal values can affect others either positively or negatively.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">We must question and confront attitudes and behaviors that deny others their essential human rights to "life, liberty, and the pursuit of happiness."

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What will the students be able to do as a result of this unit? >
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be able to recognize intolerant statements and behaviors.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be able to choose to avoid engaging in intolerant behaviors, and will discourage them in others.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will act in a tolerant manner towards those different than themselves.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Grade 8 - Final Project - 4 weeks STUDENT HANDOUT Mrs. Blakeney May/June 2011 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What Shapes Who We Become: How Can Intolerance and Prejudice Affect Lives?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">You will be reading two shorter non-fiction pieces and a novel of your choice as the background for exploring this essential question. You may find you wish to do additional research about a time period or culture for your final project as well. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ongoing work includes: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">You will be introduced to a variety of writing styles in the form of mini-lessons during the unit in preparation for your final project. Questions or difficulties that surface through the class "Blog" may also be addressed in class. Otherwise, you will be reading, writing, and researching during class time. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Your final project will demonstrate what you have learned about the unit question from your readings, blog discussions, and research. There are two parts, and each will be assessed separately. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I. Final Project Part I: THE REFLECTIVE LETTER (Letter format, MLA style) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Write a letter to me in which you briefly describe the three pieces you've read. Next, discuss what connected two or three of the pieces in relation to the unit question. Focus on the values and how people came to believe as they did. Also reflect on the outcome of their intolerant acts on others. Add your own personal reflections on anything else that you found particularly interesting or important to you. This Reflective Letter is worth one test grade. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">II. Final Project Part II: THE PROJECT (On-line or in-hand or both) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Choose one character from your readings for this unit, and create either a time capsule (shoebox, jewelry box, small chest containing papers, for example) or a scrapbook that tells about a critical time in his or her life. These projects will be displayed and/or presented to the class. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Requirements: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Must include at least 1,000 words <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Must use at least five different types of writing <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Each piece of writing must present new information <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Your choices demonstrate understanding of the essential question.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Two Connections reading/writing guides that will be completed after you've done your reading and then passed-in with Project Part I
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">A processing journal on Google Aps, updated weekly (link on Mrs. B's ELA WebPage - Google Sites for blank copy
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Participating in the class "Blog" on Google Aps at least three times.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> STUDENT SELF-MONITORING CHECKLIST (keep in your notebook or use in GoogleAps) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Check when you have completed each of these unit elements. When you've checked them all, you're ready to make your presentation.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I read two non-fiction pieces from "Us and Them: The History of Intolerance in America" of my choice. I took reading notes as needed.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I read a novel of my choice where the conflict involved intolerance or prejudice and took placein the United States. I took reading notes as needed.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I participated on the Class Blog at least three times
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I recorded my progress weekly on-line
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I thoughtfully completed the Making Connections 1 organizer after completing my reading.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I thoughtfully completed the Making Connections II organizer after the first organizer.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I wrote my Reflective Letter to Mrs. Blakeney, and typed in letter format using MLA style. I carefully proofread for mechanics and accuracy.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I passed in my Reflective Letter along with the two Making Connections organizers.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I completed my Project and it meets the following requirements;
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 1,000 words or more
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Five different genres of writing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Each genre presents new and relevant information
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> The pieces I created and the information present demonstrates my undesrtanding of the big question : How Can Intolerance and Prejudice Affect Lives?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I am ready to present my Project to class either on-line or in-hand.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What Shapes Who We Become: How Can Intolerance and Prejudice Affect Lives? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">EVALUATION CRITERIA <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Two quiz grades: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">One for thoughtful and relevant on-line blog participation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">One for completing weekly processing journal notes <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Reflective Letter Test Grade based on: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Project Test Grade based on:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">All required work passed in
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">All directions followed completely
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Letter has been carefully proofread for mechanics and content.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Letter demonstrates understanding of unit content and question
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Letter demonstrates student's ability to reflect
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Includes at least 1,000 words
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Includes at least five different writing styles
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Written pieces demonstrate student understanding of genre style and purpose
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Written pieces each feature new/different information
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Information included is well-chosen and relevant
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Project presentation is clear and well-organized
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Project has been carefully proofread for mechanics and content.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Project shows creativity/effortroject demonstrates understanding of unit question

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Presentations will begin on (Date) and continue through (dates). Sign up sheet is posted in class if you have a day preference. If you already know you will NOT be in class on one of these days, be sure to reserve a space on a day when you will.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">STUDENT HANDOUT <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">MAKING CONNECTIONS I <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Articles and Book(s) I've read

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Things I've noticed that people have in common.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Things I've noticed that situations have in common

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Things I've noticed that outcomes have in common

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Dfferences I've noticed between the people, situations, and outcomes in the three readings.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Generalizations I can make from my reading

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">KEEP THIS SHEET IN YOUR BINDER. YOU WILL BE HANDING IT IN WITH YOUR PROJECT

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">STUDENT HANDOUT <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">MAKING CONNECTIONS 2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How do my readings relate to our Unit Questions?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What Shapes Who We Are? CAN intolerance and prejudice affect lives?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Where Do We Get Our Values?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How Do We Know What's Right?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">KEEP THIS SHEET IN YOUR BINDER. YOU WILL BE HANDING IT IN WITH YOUR PROJECT.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Stage 2

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Determine Acceptable Evidence <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 1. Culminating Performance Task or Project (see above) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 2. What other academic evidence will you use? (see above) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 3. Rubric to assess Performance Task: The rubric will look like the criteria the students have already received. It will be in a similar checklist format and 100- point based (as my final grades need to be)


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. Advanced - Student meets all criteria at the highest level/concept understanding above age-level ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Proficient Student meets all criteria and demonstrates age-appropriate concept understanding ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. Needs Improvement Students hasn't met all criteria, yet shows some concept understanding ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Serious misunderstandings Student work shows lack of concept understanding ||  ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 4. Other Evidence (e.g. observations, work samples, dialogues). Describe briefly or attach document. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Throughout the course of this unit, my job will be to teach all-class mini-lessons on areas everyone needs instruction in (such as the criteria for varied genres of writing) as well as engage in small group and individual instruction on topics that come-up as I observe their class work, blogs, and on-line progress reports. Through my interactions with individual students I will be able to track individual progress, perhaps on a checklist - I'm still thinking about this one.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 5. Student Self-Assessment (see Unit Plan) Milestone II Template and Checklist - Linda Blakeney July 21, 2010

qx <span style="display: block; font-family: Calibri,sans-serif;">Milestone 2 checklist filled out with questions/concerns qx Problem/theme more clearly defined in UbD document qx UbD Stage I Results: questions 1-9 drafted qx Annotated bibliography of initial research for expert and print qx Annotated bibliography of initial on-line resources (Create at least one full annotation for one source) qx Plan for technology integration qx Collaborative presentation outline

__I. Questions or concerns:__ Not at this time.

__II.__ Stage 1 Understanding by Design //Identify Desired Results// 1. Names of Participant(s): Linda Blakeney

2. Grade Level: 8

3. Course or Unit //Tolerance: Where Do We Stand?//

4. Course/Unit Description:

Students will explore the concept of tolerance. They will read/view actual and fictional instances of intolerance, discover common underlying behaviors/attitudes that produce them, reflect on their own beliefs, and collaborate to propose ways to build tolerance now and in the future.

__6. What overarching understandings are desired?__

• Although change is inevitable in life, most human beings resist change to their familar way of life.

• Human beings tend to fear what they don't understand, and the consequences of that fear can be life and culture threatening.

• Understanding of differences and similarities can lead to tolerance.

• Tolerance of diversity is essential to the success of a democratic society such as the US.

__7. What are the overarching "essential" questions?__

How do we get our values and beliefs? How does culture shape and limit our beliefs and action? Where does prejudice and bias come from? What must we accept, and what should we question in our lives?

__8. What will students know as a result of this unit?__

• Our values begin in our families. • As we grow our culture (our friends, religion, church, country, and the media we are exposed to) will also shape our beliefs. • What is right is what YOU as a human being would wish to be treated like in a similar situation. The "golden rule " reaches across cultures and time. • We should question statements and behaviors that deny a person their essential rights to "life, liberty, and pursuit of happiness."

9. What will the students be able to do as a result of this unit?

Students will recognize intolerant statements and behaviors. Students will choose to avoid engaging in intolerant behaviors, and will discourage them in others. Students will act in a tolerant manner towards those different than themselves.

III. Annotated bibliography: For resources and examples see:

Works Cited

Bullard, Sara. //Teaching Tolerance: Raising Open-minded, Empathetic Children//. New York: Doubleday, 1996. Print. Bullard, director of Teaching Tolerance, the education division of the Southern Poverty Law Center, has written a powerful book for parents, educators, and anyone else who seeks to understand his or her own attitudes toward others. She studies the roots of our intolerance, which she sees as rising from our natural self-centeredness and our learning to cope with others. Each chapter includes suggestions for activities and journal entries in which readers can identify their own biases and understand their own behavior. Bullard explicitly states the principles of tolerance adults need to impart to children and provides guidelines for modeling the behavior we want to encourage. A list of resources can be found in the appendix Naidoo, Beverley. "Out of Bounds." //McDougal Littell Literature.// Evanston, IL: McDougal Littell, 2008. 784-96. Print. A short story about the unlikely relationship between two boys from different social classes in South Africa during apartheid. //Teaching Tolerance//. Web. 21 July 2010. <http://www.tolerance.org/>. This website and "Teaching Tolerance" are projects of The Southern Poverty Law Center,a nonprofit civil rights organization dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. Website also contains MANY resources for educators. //To Kill a Mockingbird//. Dir. Robert Mulligan. Perf. Gregory Peck. Universal, 1962. DVD. Award- winning film interpretation of Harper Lee's American classic about the frightening power of prejudice and the importance of integrity and fairness. 1996. Print. //Teaching Tolerance//. Web. 21 July 2010. <http://www.tolerance.org/>.This website and "Teaching Tolerance" are projects of The Southern Poverty Law Center,a nonprofit civil rights organization dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. Website also contains MANY resources for educators.

"World Wise Schools | Teaching About Culture | Culture Matters Workbook." //Peace Corps//. Web. 21 July 2010. <http://www.peacecorps.gov/wws/educators/enrichment/culturematters/index.html>. Teachers and students in classrooms from 8th grade to college can benefit from the cross- cultural training workbook, Culture Matters, specifically developed by the Peace Corps to help new Volunteers acquire the knowledge and skills to work successfully and respectfully in other cultures.

V. What new technology or new adaptation to technology do you intend to integrate into your classroom teaching next year. How will you use it? I plan to add Google.Apps as a method for students to work collaboratively on projects in this unit, as well as to type and submit work to me. I also expect to add other resources as I become aware or them in my next classes.

VI. Describe the progress that you have made in your collaborative presentation. I haven't focused on this part of the project yet, because I am reworking this unit on my own.

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