Boldly Braiding Individual Plan

Boldly Braiding Individual Plan

BRAINSTORM:

Cause: Poverty

Tools: Workbook

Art Forms: Art, Graphic Design, Creative Writing, Music, etc.  (Students can use any artistic ability to complete their projects). 

OBJECTIVE/PURPOSE:

Students will learn about poverty as it relates to politics, economics, and ethnicity.  They will learn its definition, factors, and how to take action against it. 

PROJECT TITLE:

Poverty is Everyone’s Problem

BACKGROUND/JUSTIFICATION:

According to the United Nations, approximately 25,000 people die everyday of hunger or hunger-related issues (poverty.com).  Poverty is a global issue.  Students should become aware of poverty and learn how they can help its victims. 

SKILLS:

Students will read A Kids’ Guide to Hunger & Homelessness by Cathryn Berger Kaye.  Students will participate in specific activities in A Kids’ Guide to Hunger & Homelessness workbook. 

Students will analyze the government definition of poverty and statistics about poverty.  Students will have a dialogue concerning the definition and statistics. 

Students will write a short essay on what they have learned about poverty, how it affects its victims, and solutions to fight against it.  Students will create their own projects that show how they can fight against poverty and provide aid to its victims.  Students are encouraged to be creative and use their own artistic forms when developing their projects.  Students will gain a sense of social entrepreneurship and nonprofit management when developing their projects.  Students will present their projects at the end of the unit. 

CONTENT:

Students will read A Kids’ Guide to Hunger & Homelessness.  Students will analyze the government definition of poverty and statistics about poverty.  Students will learn about poverty as it relates to politics, economics, and ethnicity.  Students will learn about service project opportunities that will help them fight against hunger and provide aid to its victims.  Students will travel to and serve at a Greater Chicago Food Depository’s soup kitchen. 

COMMUNITY BUILDING ASSETS:

Students’ self-esteem may increase as they participate in fighting against poverty.  Students can make an impact both in their communities and in the world by creating and participating in service project opportunities that will help poverty victims. 

OTHER EXPERTISE:

A local and international speaker who was once a victim of poverty can share their experiences with students. 

MATERIALS:

Drawing pencil, paper, colored pencils, paint, paintbrushes, newspaper, computers with Internet access, poster boards, buses, and books. 

STUDENT ACTIVITIES:

Students will learn about poverty as it relates to politics, economics, and ethnicity over the course of a three-week unit.  The following are the details of each activity per week:

First Week

·      Students will read, analyze, and discuss the government definition of poverty. 

·      Students will read, analyze, and discuss current poverty statistics from the following websites: http://www.census.gov/hhes/www/poverty/ http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm 

·      After reviewing statistics, students will discuss poverty and its connection with politics. 

·      Students will discuss the assigned readings from A Kids’ Guide to Hunger & Homelessness and complete specific activities in their workbook. 

·      Students will be given class time to begin their short essays. 

·      Students will be given class time to develop ideas for their projects. 

Second Week

·      Students will discuss poverty and its connection with ethnicity. 

·      Students will use the information from the statistics to support any arguments that they make concerning ethnicity and its connection with poverty. 

·      Students will compare and contrast local poverty and international poverty.

·      Students will discuss the assigned readings from A Kids’ Guide to Hunger & Homelessness and complete specific activities in their workbook. 

·      Students will be given class time to work on their short essays. 

·      Students will be given class time to work on their projects. 

·      Both a local and an international speaker who was once a victim of poverty will share their experiences with students.

Third Week

·      Students will discuss poverty and its connection with economics. 

·      Students will use the information from the statistics to support any arguments that they make concerning economics and its connection with poverty. 

·      Students will discuss the assigned readings from A Kids’ Guide to Hunger & Homelessness and complete specific activities in their workbook.  

·      Students will travel to and serve at a Greater Chicago Food Depository’s soup kitchen. 

·      Students will edit and submit their short essays.

·      On the last day of the unit, students will present their projects in front of staff, peers, family, and friends. 

·      Students will complete self-evaluations and peer-evaluations. 

Social Studies:

Students will analyze and discuss U.S. Census Bureau poverty statistics. 

Language Arts:

Students will read A Kids’ Guide to Hunger & Homelessness and complete specific activities in their workbook.  Students will write a short essay. 

Social Entrepreneurship/Nonprofit Organizations:

Students will create their own projects that show how they can fight against poverty and provide aid to its victims.  Students must use their artistic abilities and other talents in the process.  Students will learn how to generate “social value” rather than profits.   (http://www.pbs.org/opb/thenewheroes/whatis/). 

EVALUATION/ASSESSMENT:

I will monitor students as they work on their projects.  I will grade students’ essays and projects.  Also, students will be evaluated and graded on their presentation.  They will be given rubrics (essay, project, and presentation), self-evaluations, and peer-evaluations. 

REFLECTION:

N/A

SOURCES:

http://www.tolerance.org/category/level/grades-6-8?page=1

http://www.freespirit.com/service-learning-service-projects-a-kids-guide-to-hunger-and-homelessness-cathryn-berger-kaye//

http://www.poverty.com

http://www.pbs.org/opb/thenewheroes/whatis/

http://www.census.gov/hhes/www/poverty/

http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm  

Written Reflection

“Bashing Youth” and “Wild in Deceit” (Mike Males)

            Mike Males emphasized two major points concerning his view of unjust media coverage of American youth.  First, he believes that what the media often quotes as “both sides” actually portrays adult biases against teenagers (Brown & Saltman, 2005, p. 124).  Second, Males believes that “teenage” behavior such as pregnancy, suicide, and violence is not separate from “adult” behavior (p. 125).  I agree with Males that the media disseminates unfair coverage of American youth. 

            The bias presented in the media concerning youth usually consists of stereotypes and negative coverage.  The media often feeds upon the stereotypes that already exist within the minds of the American people.  For example, there are certain youth such as African-American teenagers who are portrayed as violent and uneducated as oppose to others.  The images and names of these individuals are usually presented to the public immediately as oppose to a more dominate group whose faces and names are often hidden from the public.  It is no wonder that there are some people who fear a culture or group of people that they are poorly informed about.  The media, especially television news, can instill fear in uninformed adults when they cover stereotypical stories involving teenagers.  

            Furthermore, the media often shows coverage of the negative behaviors of youth as oppose to the positive behaviors of youth as a form of entertainment.  The American culture is full of entertainment including television shows and newspapers. These stories usually involve teenagers committing crimes and bullying.  Popular television shows and “reality” shows often depict teenagers as promiscuous and alcohol and drug users.  It is rare to see a story covered of a teenager who does not engage in these types of behaviors although it is a known fact that this kind of teenager exists. 

            Further, I also agree with Males that teen behavior is not separate from adult behavior.  I am a firm believer that the most significant influence in the life of a child is his or her parents or guardians.  Due to unfortunate circumstances, there are children who are exposed to things that they should have never been exposed to such as abuse (physical, sexual, mental), alcohol, drugs, etc.  Children are impressionable and they should not be blamed.  It is very likely that there was an adult involved who influenced this child or teenager to partake in a wrong behavior or situation.  Moreover, when these children become teenagers they are likely to be affected by these negative experiences and may respond by participating in destructive behaviors. 

From the Emergent Middle School (William M. Alexander)

            I agree with William Alexander that middle school should be a planned program of schooling with consideration of the growth and development of students in that particular age group.  In addition, I agree with Alexander that the transitional period from childhood to adolescence involves physical maturity and intellectual development.  Adolescents reach a point in their lives when they gain a better understanding of the difference between right and wrong.  Furthermore, they now have the ability to discover their educational and extra-curricular strengths and weaknesses. 

            Middle school students experience a totally different social environment in middle school than their elementary school.  In middle school, students are likely to discover cliques and peer-pressure.  Educators must consider the uniqueness of the middle school aged level when preparing and teaching curriculum and instruction.  It is essential for educators to consider the changes that will take place within the minds and bodies of middle school students as they transition from childhood to adolescence. 

Turning Points: Preparing American Youth for the 21st Century (Carnegie Council on Adolescent Development)

            The recommendations given by the Task Force for transforming middle schools are good ideas.  In addition, the Task Force declares that teachers and principals are at the center of this process.  However, the Task Force fails to recognize that the expectations that they have set forth are very unrealistic in communities and schools that lack parental involvement.  My argument is that teachers and principals are not at the center of this process of transformation and that parents are.  One of the biggest complaints that I have heard from teachers who teach at underserved schools including middle schools concerns the school’s lack of parental involvement.  

Choice and Accountability (Barbara A. Lewis)

            Middle school is a critical time for students to be faced with choices and accountability.  They are no longer innocent elementary school students but they are now adolescents who have a better understanding of the meaning of right and wrong.  I have never heard of an elementary school having a demerit system or after-school detentions.  However, I recall my first hand experience of serving an after-school detention for chewing gum in class.  It was a valid detention because I already knew that I was not allowed to chew gum in class.  Similarly, authority figures expect adolescents to make better decisions since they are becoming more informed.  They also expect adolescents to suffer the consequences of the wrong decisions that they make.  I believe that Barbara Lewis’ emphasis on conscious choice, informed choice, and accountability are practical ways of explaining to middle school students the significance of the choices that they make and the actions that result from those choices.  

Citizenship (Barbara A. Lewis)

            Every student including middle school students should understand the importance of becoming an active learner and participator within society.  I believe that Lewis gives a good explanation to students on why they should not only become responsible citizens but also why they should become involved citizens whether it is government or community service.  Parents and educators play an important role in preparing and informing students about the opportunities available for them to become involved in something that they are passionate about.  The youth cannot become passionate about something that they are unaware of.  

Sources:

http://www.bbcfamily.com/452673.ihtml

Assignment #1

Introduction

            I grew up in Bellwood, Illinois but I currently reside in the south suburbs.  In 2009, I graduated with a B.A. in Communication and Culture from Howard University, which is located in Washington, D.C.  I have worked with children for the past six years.  Moreover, I have worked as a camp counselor, group worker, tutor, and Sunday school teacher.  I am interested in teaching middle school language arts.  I am attracted to “Direct Instruction” and “The Daily 5.”

Learning Foundation

            Mr. Johnson, my high school history teacher, saw potential in me during my sophomore year of high school.  He noticed that I had greatly improved in his history class.  As a result, Mr. Johnson encouraged me to consider taking the advanced placement history course.  He informed me that it would be a lot of reading and that overall it would be a challenging course.  However, he was confident that I was capable of succeeding in the course.  Mr. Johnson took the time to encourage me and challenge me.  He gave me a chance to excel in my learning.  He was not obligated to move me up to a higher class since I had not tested into the class.  Nevertheless, Mr. Johnson has inspired me to encourage and challenge my future students academically. 

            Dr. Cooper, my college English professor, was very helpful to all of his students.  He was always available for questions and feedback and he made classroom discussions and assignments interesting.  I was so engaged in his course that I would complete my papers almost two weeks in advanced.  I was sad when I found out that he passed away.  I will never forget this kind professor who inspired me to read, write, and think critically. 

            Professor Jones was one of my most challenging professors at Howard.  I took his Technical Writing for Pre-Law Students course.  He was a brilliant man who obtained a law degree and worked on Capitol Hill.  However, I did not like his personality at all.  If someone would give an answer to his question and he did not feel it was a good answer, he would express this aloud to the entire class.  He was very stern and he made it clear he did not like to repeat himself.  If any student made a mistake on their assignment he would tell them about it aloud in front of the entire class. 

            Professor Jones did not show students any sympathy.  In fact, he gave students a huge legal brief assignment that required hours of research in the law school library (please keep in mind that we were undergraduate students), and he made it very clear that he would not accepted the assignment even if it was only one minute late.  The morning the assignment was due I realized that my printer was low on ink therefore I needed to go and print out my legal brief at a nearby computer lab.  When I finished printing my assignment I realized that I only had a few minutes to get to the other side of campus to submit it to Professor Jones.  I was in such a hurry that I bumped into a glass door. 

            I will never forget that moment and I still blame it on Professor Jones to this day. 

I chose to speak about Professor Jones because he challenged my learning and work ethic to a higher level.  I realize now that he was only preparing students for what they could expect in their first year of law school whether they liked it or not.  As a teacher I never want to be afraid to challenge my students and take them to higher level of learning whether they like it or not. 

Recommended Texts

1. The First Days of School: How to Be an Effective Teacher

            This book gives readers practical advice on classroom management and teaching for lesson achievement.  It discusses effective ways to begin a school year and how to continue to be an effective teacher. 

            This book contains helpful advice and includes strategies that every teacher can implement in their classrooms. 

2. The Outsiders (Book and Film)

            This is a classic story of the struggle between the Socs and the Greasers.  Ponyboy, a Greaser, has a few things he can count on: his older brothers, his friends, and trouble with the Socs, whose idea of a good time is beating up Greasers.  One night during a brawl between the Socs and Greasers things go too far. 

            This a classic novel that can bring forth a classroom discussion concerning a lot of issues middle school students may face.  Teachers can use this book to reflect upon major themes found in the reading such as poverty, discrimination, violence, lack of parental support, lack of education, etc.   

3. The True Confessions of Charlotte Doyle

             Charlotte Doyle, a 13-year-old girl, is on the docks of Liverpool, England to return home to her family in America.  She finds out that she will be the only non-crew member and female aboard the ship.  While aboard the ship, Charlotte is accused, tried, and found guilty of murder by the cruel and ruthless captain.  This story is her account of what happened aboard the “Seahawk” ship in the summer of 1832. 

            I personally found this to be one of my favorite novels during middle school mainly because of the vivid description the author gives throughout the entire book.  It is suspenseful and will be a great and maybe even a challenging read for students. 

4. Number the Stars

            It is 1943 and ten-year-old Annemarie Johansen and her best friend Ellen Rosen experience school, food shortages, and the Nazi soldiers.  The Jews of Denmark are “relocated,” but Ellen moves in with the Johansens and pretends to be apart of their family.  Annemarie is asked to go on a dangerous mission to save Ellen’s life. 

            I believe it is essential for students to read historical fiction.  This award-winning book will give middle-school readers insight into the Holocaust and World War II.  Students will be able to connect their reading to what they are learning in their social studies class. 

5. Jump Ship to Freedom

            Daniel Arabus is a 14-year-old slave in colonial America.  His father fought in the Revolutionary army and earned enough in soldier’s notes to purchase freedom for himself and his family.  However, after his father died, the slaver owner’s wife takes the notes away from Daniel’s mother.  After Daniel steals the notes back, his slave owner forces him aboard a slave ship headed towards the West Indies.  If Daniel jumps ship to New York he will have a long and dangerous road to freedom. 

            I believe it is essential for students to read historical fiction.  Students will be able to connect their reading with what they are learning in their social studies class concerning the Revolutionary War, colonial America, and slavery. 

Sources:

Goodreads.com

Bookrags.com

Books.google.com

Classzone.com

Scholastic.com/teachers/book/outsiders