SAMPLE LESSON PLAN HARLEM CHILDREN’S ZONE NOVEMBER 2020 DR. KARLA MANNING | THE EQUITY LEADERSHIP GROUP Quilts & Creative Writing: Experiential Learning with the Women of Gee’s Bend, Alabama Historical Context: The women of Gee’s end – a rural, Black community in Alabama – have created hundreds of quilts dating back from the early 20th century to the 1990s. Many of the inhabitants of this small community are ADOS (American Descendants of Slaves) and for generations, they labored the fields of the Pettway plantation – either as enslaved workers or sharecroppers. Many of the women have used fabric, clothing, and other personal material of loved ones in order to design and create the quilts in order to preserve the humanly legacies of those who lived on the Pettway plantation. Wallach 2006 writes: “The quilting tradition in Gee's Bend may go back as far as the early 1800s, when the community was the site of a cotton plantation owned by a Joseph Gee. Influenced, perhaps, by the patterned textiles of Africa, the women slaves began piecing strips of cloth together to make bedcovers. Throughout the post-bellum years of tenant farming and well into the 20th century, Gee’s Bend women made quilts to keep themselves and their children warm in unheated shacks that lacked running water, telephones and electricity.” Many of these quilts are now considered to be American cultural artifacts as they are – and have been – on display in the Museum of Fine Arts in Houston as well as the Smithsonian Museum, Indianapolis Museum of Art (October 8-December 31) and the Orlando Museum of Art Since then, quilts from Gee’s Bend have been exhibited at the Museum of Fine Arts, Houston, the Philadelphia Museum of Art, the Whitney Museum of American Art, and others. In 2006, the U.S. Postal Service even issued ten commemorative stamps featuring images of Gee’s Bend quilts. Project Overview: Title/Topic Common Core State Standards Reading Writing Speaking Arts Quilts & Creative Writing: Experiential Learning with the Women of Gee’s Bend, Alabama CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-LITERACY.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Objective: ● Students will learn the history of the Black women of Gee’s Bend, Alabama and their historical creatively designed legacies of quilts ● Students will read a short story of the women of Gee’s Bend in Stitchin’ and Pullin: A Gee’s Bend Quilt by Patricia McKissack ● Students will create a class quilt made of arts-and-crafts materials, such as yarn, coloring paper, and material fabric. ● Students will write a creative story based on the meaning and interpretation of the individual ‘quilt’ they designed. Purpose/Goals of Lesson: The purpose of this lesson is for students to develop an appreciation of the historical legacy. The purpose of this lesson is for students to engage in the creative writing and experiential learning process as they critically reflect on the historical legacies of the Black women of Gee’s Bend, Alabama. Intended Grade: Elementary grade: 5th - 6th grade Time of Lesson: Materials & Technology: Each lesson should take 60 minutes. This unit will take approximately 2 weeks to complete. ● ● ● ● ● ● Teacher’s copy of Stitchin’ and Pullin’: A Gee’s Bend Quilt by Patricia McKissack Document Camera Tape Sticky notes Butcher paper Crayons, markers, colored pencils, construction paper (art supplies) Reflection on Cultural Responsive Teaching: Prior (Background) Knowledge: (Day 1: Lesson 1) Pose the following questions to activate students’ prior knowledge about the topic: ● What do you know about quilts and the process of quiltmaking? ● How do people design quilts? What are the materials that are needed? ● What are some of the reasons as to why some people may want to design a quilt? ● **Talk about the women of Gee’s Bend ● The Art of Quilt-making ● Gee's Bend Quilt Video Instructional Activities:* Lesson 2: Gallery Walk Activity - Visual Literacy Interpretation (see attached handout with copies of the images of the quilts to be used during the gallery walk) 1. Teachers post images of the quilts around the room 2. Students complete a personal T-chart activity (see handout) as they walk around the room and engage the images of the quilts with sticky notes to record their responses ○ Gallery Walk Handout ■ What do I see? (on one side) ■ What questions do I have? (my wonderings) ○ Differentiation: If a student struggles with self-monitoring, they can use the T-chart instead of the sticky notes 3. Teacher prompt questions to facilitate discussion and discourse when they are engaging the pictures to get the students critically thinking about the pictures ○ Describe what you see. ○ Create a description that would allow someone to “see” this image without looking at this picture. ○ Make up a story about this object. ○ What is this object? ○ Where did it come from? ○ Who owns it? ○ Where is it located? ○ Do you consider this object a work of art? Why or why not? 4. Gallery walk class share out (turn-and-talk or whole group): The teacher will facilitate a discussion using these prompts: ● What image was the most interesting to you? Why? ● What image was confusing or provoked the most critical thought ? ● (Teacher picks one image, should be the image that had the most student engagement from the gallery walk which may vary from class to class) What story could you create to match this image? ○ Students can discuss this last question in detail and/or can reflect on their responses in a detailed free write that would segue into Lessons #3 & 4 Conclusion/Wrap Up: Students will share their creative story with their peers in the class using a document camera Lesson 3: Reading & Comprehension “Stereotypes” ● In a note-catcher, while the teachers are reading the story, students are given time to use the visualization strategy to help them create images that will later correlate with the quilt/story they will produce. ● Teacher models visualization strategy: “I’m going to model to you how to visualize and draw while listening to a story” ● Teacher reads story one and finds a stopping point. ● Teacher would model a think aloud using these questions: 1. What was this section mostly about? 2. What images popped into my mind while reading/listening? 3. (After drawing) Does my image connect to the story so far? *this is repeated for the second section of the story Lesson 4: STORY #2: ● Teacher continues with the routine of using the visualization strategy while reading in addition to using the questioning prompts outlined below: ○ Q1: “What story do you think this quilt is going to tell?” (Teacher shows quilt that accompanies story prior to reading) ○ Q2: As you listen to me read, “Visualize how you would design the quilt for this story based on the words that you are hearing as I read the story.” ○ Q3:What colors would you use and why? ○ Q4: What do you feel like this quilt is missing? ○ Q5: What was the major historical event (if any) that led to the design of the quilt? OR What major event happened in the storyteller’s life that impacted the creation of this quilt? ○ Q6: What would you add or take-away from this quilt? Why? Writing Brainstorming: Students will begin to brainstorm ideas to use for their own stories/poems that will accompany their quilts. The following questions can be used to help students come up with ideas for their writing: ● ● ● ● ● ● ● ● ● What challenges have I faced and how did I overcome them? What challenges have others faced and how did they get over them? What is something adults in my life have said that has stuck with me? Why? What are family traditions I want to pass down when I’m older to the younger members in my family? What are family traditions that others do with their families that stand out to me? Why? What are my dreams? Where do I see myself when I’m older? Who is someone I admire? What stands out to me about them? Who is a family member/friend I want to honor (could be living or deceased)? Why did I choose this person? What are my favorite items that I own? Why are they special to me? Students are given time to look through the questions and respond in their Writer’s notebook or a separate sheet of paper. They should not be required to respond to each question and some questions might have multiple responses. The teacher can model how to write a quick response to the questions and not focus on writing a full story or response. This is just jotting down ideas. Also note, the list can be modified and divided into two days of brainstorming if necessary. Wrap up/Conclusion: If time permits, students can pick one response and share out with a neighbor. If not, this will be included in the next day’s lesson. Lesson 5: STORY #3 The same structure as the previous days continues. This might seem redundant but it gives students exposure to different stories to inspire their writing and students can use the one that resonates the most with them as a model/inspiration for their writing. Writing: ● Students can get additional time to brainstorm if the previous day did not have enough time. ● Once done with brainstorming, students should circle, star, or highlight three responses that stand out the most to them. The teacher can ask, which ideas could you write about today if you were asked to? Give students time to go through their lists. ● When students have narrowed their lists to just three ideas, students should partner up. With a partner, students tell about the responses they highlighted. Now students can discuss in depth about what they wrote. (10-15 minutes) Students can continue to add to their lists during the share out if their conversations spark new ideas. ● When finished, students choose the one response they can use for their creative story. Lesson wrap up/conclusion: Students share out their response choices. Lesson 6: Creative Writing Day 1 The teacher should have multiple copies of the three stories that were read in class readily available so students can use them as a guide/mentor text if needed. ● The teacher should show the rubric and review whole group so students know how they will be assessed on both the creative writing and quilt square. ● The RAFT Writing strategy will help students think creatively before they draft their pieces. Raft stands for Role, Audience, Format, Topic The teacher will write the initials on the board or document camera. ● Role of the writer: Who are you as the writer? Yourself? A family member? A fictional character? (This is based on who they want to narrate their stories.) ● Audience: Who are you writing to? (The class) ● Format: In which format are you writing? A poem, a story, could be a video if modifications are necessary. ● Topic: What are you writing about? (This is the topic students have chosen from their lists the previous days.) ● Students begin writing. ● The teacher can start conferring with writers who are stuck or need a push to get started. Some students might need to abandon their original idea and return to their brainstorming list to select another option. ● Conclusion/Wrap up: Students can share out their unfinished writing or just a section if interested. The class can share out feedback for the writer if available. Lesson 7: Creative Writing Day 2 ● Students continue writing. ● If students finish early, they can begin to peer edit using the rubric or a checklist with a partner or as a self assessment. ● Then they can draft the final version of their project. ● The teacher should continue having writing conferences to provide feedback and check in with students who may be stuck. ● If a student is stuck, the teacher should refer he/she to the mentor text and ask the following guiding questions: 1. Why is this story the one you enjoy the most? 2. What parts of this story can help you write yours? ● Conclusion/Wrap up: Since some students might be finished, sharing their favorite portion might be more productive today so that students are not resharing during the presentation piece. Lesson 8: Creative Writing Editing/Quilt Design ● Today’s lesson is around peer editing and composing final drafts. Students should be finished with their creative stories and be ready to peer edit with a classmate. Students should be given prompts to guide their editing around asking clarifying questions, giving constructive feedback, and providing a compliment. This could be modeled with the Teacher’s text or a student volunteer. ● After peer editing, students should begin to draft their final copies. ● Any students who are still not finished need to get additional time to wrap up today or finish for homework. Maybe giving them time to record their work in video format might be a modification. Quilt Design ● If time permits, students can start doing a rough draft of their quilt squares for the class quilt. They should consider these questions before they start: 1. What colors would best show the mood of my writing? 2. Is there a pattern that would represent what my writing is saying? 3. When I read my writing over to myself, what stands out? Conclusion/Wrap up: If time permits students could share their quilt design rough drafts with a partner or to the class using a document camera. This will help inspire other students who might need a jump start. The quilts from the gallery walk could be referenced as well and placed around the room as a refresher. Lesson 9: Quilt Design ● Students should continue the rough draft for their quilts. Emphasize that since it is a rough draft it does not have to be completely finished and it’s just a way to jot down ideas. ● When finished, students should get their squares for the class quilt and begin their design. (This should only require the class period today.) ● After they design their square, students should read over their writing to make sure it’s clear and review their quilt to ensure it embodies what their writing is about. Lesson 10/11: Presentations/Celebrations ● Depending on class size, presentations might need to cover 2 days. ● Students read their writing piece and show their quilt design. Each quilt piece is collected to be added to a class quilt. ● The class quilt can be on butcher paper or using fabric based on the materials available. Working with the school ‘s Art teacher might assist in using materials that will allow for more creatively than just blank paper and butcher paper. ● The rubric is used for assessment for the final project/presentation. Assessment & Homework: ESL and/or Special Education Accommodations: SAMPLE RUBRIC Beginning (1) Developing (2) Writing Writing is poorly organized or underdeveloped. Vocabulary is simple and below grade level. There are several grammatical errors that distract from the overall understanding of the writing. Accomplished(3) Exemplary(4) Writing is well organized and elaborated. Varied word usage and rich language compliment the piece. There are few, if any, grammatical errors. Quilt Quilt square seems rushed and lacks care. May seem to be incomplete. Quilt square is thoughtfully designed with care. Presentation Student can not articulate in depth on why he/she chose the design/colors for the quilt. OR The connection is not clear. Student can articulate why he/she chose the colors and/or patterns for the design. There is a clear established connection.
