PLAN DE UNIDAD Teacher (s) Sandra Silva/Ericka Nieto Unit Title The Great Gatsby in Context Unit Number 1 Department Subject Grade Partial English Department English A 3rd Baccalaureate Unit Length (Weeks) 1 Period 5 2020/2021 OVERAL PLANNING Unit Purpose AIMS : To introduce students to a range of texts from different periods, styles and genres. To encourage students to appreciate the formal, stylistic and aesthetic qualities of texts. Key Concept Time, place and space Related Concept Character, theme, and genre Global Context Personal and cultural expression Inquiry Statement Time, place and space are the foundation for the creation of characters, themes and genres in a novel, thus laying out identities and relationships accordingly to convey the purpose of a literary work. Inquiry Questions Factual Questions: □ What does the Roaring Twenties’ convey historical relevance in the United States? □ What major historical events affected common individuals the most? □ What main change improved the status of women in the 1920’s? Conceptual Questions: □ What makes the Harlem Renaissance important for minorities in the US? □ How do writers of the era use symbolism to accomplish their purpose in writing? Debatible Question: □ To what extent was economy pivotal for the creation of stories in the 1920s? LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 1 PLAN DE UNIDAD Objectives o To develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts. o To encourage students to think critically about the different interactions between text, audience and purpose. Summative Assessment □ Project: Using Blogger (https://support.google.com/blogger/answer/1 62380) Students will exert their writing skills and develop opinions regarding contextual issues from the 1920s. □ Content and Skills Online-based quizes (Quizzlet) □ Unit / Parcial Exam □ □ □ □ □ Formative Activities Bell-ringers such as Anticipation Pages and Journal entries using virtual platform. Quizzes on video annotation (Quizzlet) Group work discussion lay-out activities using Zoom platform. Others such an escape room, a blame chart, placed in platform Oral presentations based on character analysis essays. Use of bogger for the development of communicative skills. For Diploma Program TOK Link: To explore the nature and meaning of art through an understanding of its social, cultural or historical context and the role of the reader or audience’s response to the text in generating meaning. How does the reader shape the meaning of a text? • How are our understandings of texts affected by their various historical, social and cultural contexts? CAS Link: To promote an intercultural perspective, encouraging students to reflect on and think beyond their own cultural assumptions as they engage with the learning materials in the course. LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 2 PLAN DE UNIDAD CLASS PLANNING Split in Sections w/date/time Week 1 (7 hours) Week 2 (7 hours) Week 3 (7 hours) IQUIRY ACTION □ What does the Roaring Twenties’ convey □ Presentation of Unit by Zoom, □ historical relevance in the United States introduction of historical context through 4 videos. Annotation will be taken, Q&A. □ Text Analysis of: Were the 1920s time of Improvement? Home task and discussion (Zoom) □ The context behind American literature. □ Article discussion on the American □ Dream. □ Writing Prompt: What contradictions present in the era of the 1920s are reflected in the works of Langston Huges. □ Research is required and inclusion of video: REFLECTION https://study.com/academy/lesso n/1920s-american-culture-citylife-values.html https://www.youtube.com/watch ?v=90PTxdsqfsA https://www.youtube.com/watch ?v=ir0URpI9nKQ https://www.youtube.com/watch ?v=UEZDCqrKDho □ How literary devices (such as □ Text analysis: Cartoons, Book □ juxtaposition, symbolism) and word choice Reviews and Magazine Editorials LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 3 PLAN DE UNIDAD make used in various forms of art in the 1920s? Week 4 (7 hours) □ What are some of the themes that the historical events and social movements help build in the 1920s? Week 5 (7 hours) □ How are the motives, tone and mood of the social, financial and political scene reflected in the art work of the time? LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 from the 1920s. Hand -outs posted on platform. □ Group work, with the use of shown videos and notes where they must create slide share presentations. Question for slide share: How are literary devices conveyed in the arts in the 1920s? □ Kahoot creation (pair group) Where □ students discuss the various topics seen and read in the videos and articles presented throughout the lessons; after analysis and decision making they outline and prepare a kahoot for other groups to anwer in the following class. □ Kahoot presentations and group □ play. □ Group Activity: Podcast creation using TIC tool padlet for android or iphone. “Interview to 1920s artist” □ Written task: Blog entry on the impact of the Roaring 20s in today’s America. □ Unit Test (Comprehensive and Skills Exam) 4 PLAN DE UNIDAD Learning Approaches Communication Skills: Read critically and for comprehension • Read a variety of sources for information and for pleasure • Make inferences and draw conclusions • Use and interpret a range of discipline-specific terms and symbols • Write for different purposes Collaborative Skills: Use social media networks appropriately to build and develop relationships Practice empathy • Delegate and share responsibility for decision-making • Help others to succeed Organizational Skills: Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations and performances) • Keep and use a weekly planner for assignments • Set goals that are challenging and realistic Relational Skills: Reflective Skills: Develop new skills, techniques and strategies for effective learning • Identify strengths and weaknesses of personal learning strategies (self-assessment) • Demonstrate flexibility in the selection and use of learning strategies Information Management Skills: Collect, record and verify data • Access information to be informed and inform others • Make connections between various sources of information • Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information. LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 5 PLAN DE UNIDAD Media Literacy Skills: Process data and report results • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks • Understand and use technology systems • Use critical-literacy skills to analyse and interpret media communication Critical Thinking Skills: Practise observing carefully in order to recognize problems • Gather and organize relevant information to formulate an argument • Recognize unstated assumptions and bias • Interpret data • Evaluate evidence and arguments Divergent Thinking Skills: • Apply skills and knowledge in unfamiliar situations • Inquire in different contexts to gain a different perspective • Compare conceptual understanding across multiple subject groups and disciplines Transfer of Expertise Skills: Make connections between subject groups and disciplines Action: Teaching and Learning through inquiry Skills/Contents The Great Gatsby by Scott J. Fitzgerald. LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 Learning Process Learning Experiencies and Learning Strategies: Learning Experiences: Teaching Strategies : Providing an inclusive, positive and safe class ethos. Students should feel confident to explore and experiment with their own responses and to challenge those of others. • Empowering students. They should have a variety of opportunities, both critical and creative, to demonstrate their understanding of skills through a wide variety of active learning approaches, including discussion, debate, role play, reading, writing and oral presentation. 6 PLAN DE UNIDAD • Recognizing that students learn in different ways. Students should experience a range of activities and assessment tasks that best advance their understanding and enjoyment of the texts they encounter. • Facilitating critical discourse. Teachers should ensure from the very beginning of the course that students acquire, in an integral and practical way, the language of critical discourse for language and literature Formative Assessment 1. Journal Entries 2. Communication Skills 3. Collaboration Skills 4. Organization Skills Differenciation - This interdisciplinary unit enables students to acquire a source to develop skills while exploring differentiated questions through the consideration of literary and artistic media. - The type of differianciation tasks crafted for third baccalaureate students are oriented to time constraints due to the amount of analytical work they must write in a timely manner. Therefore, organizational strategies and tasks must be handed and guided through the students who require such help. Resources: The Jazz Age https://study.com/academy/lesson/1920s-american-culture-city-life-values.html American Economy in the 1920s https://www.youtube.com/watch?v=VfOR1XCMf7A https://www.youtube.com/watch?v=2dBOWzSvLqc The Red Scare LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 7 PLAN DE UNIDAD https://www.youtube.com/watch?v=7fJckno7p68 Stock Market Crash and Great Depression https://www.youtube.com/watch?v=qlSxPouPCIM Prohibition, the 18th. Amendment https://www.youtube.com/watch?v=JSi0Ax-Pb3Y Literary world, Harlem Renaissance https://www.youtube.com/watch?v=90PTxdsqfsA https://www.youtube.com/watch?v=ir0URpI9nKQ https://www.youtube.com/watch?v=UEZDCqrKDho equitymaps.com padlet.com Blogger https://support.google.com/blogger/answer/162380 0?hl=en Reflection: considering planning, process and inquiry impact Before Teaching Thorough research regarding the historical, social and financial context of the novel will be delivered prior to the actual reading sessions of the book. LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 During Unit □ After Unit □ 8 PLAN DE UNIDAD An array of multidisciplinary tasks will be handed in the first week of class in order to immerse the students in the subject matter. LOGOS- INNCA- Formato Planificador de unidades Febrero 2020 9
