1. Topic-
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| Critical Reading - "And Justice for All" |
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2. Goals: Aims/Outcomes-
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1. Students shall become self-directed readers by engaging in literacy
experiences relevant to personal interests, goals, everyday life,
or world events.
2. Students shall use a variety of strategies to comprehend literary
and informational texts.
3. Students shall respond to a variety of texts through writing and
extended discussion.
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3. Objectives-
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1. Contribute meaningful responses in collaborative small and whole
group settings, building on ideas of others.
2. Students shall engage in thinking critically about contemporary
and historical texts and the corresponding social and cultural implications
in a global society.
3. Critique historical and contemporary visual media to determine
effect on intended audience (e.g., ads, political cartoons, candidate
platforms, television and film messages, literary allusions in cartoons) |
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4. Procedures/Methods-
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A. Introduction-
1. What is justice? This anthology from the Literature & Thought
series contains literature that challenges the reader, promotes critical
thinking, and encourages independent exploration of themes and issues
related to this topic.
2. The Question of Fairness - Justice Through the Ages - Concept Vocabulary |
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B. Development-
Cluster One: What's Fair"�What's Not?
Thinking Skill: Evaluating
Someone Who Saw (short story)
David Gifaldi
Crossing the Line (article)
Nell Bernstein
Innocent Have I Been Tortured, Innocent Must I Die (letter)
Johannes Junius, with Milton Meltzer
The Law vs. Justice (satire)
Dave Barry
Could a Woman Do That? (essay)
Anita Gustafson
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C. Practice-
Cluster Two: Who Judges?
Thinking Skill: Analyzing
And Justice for All (article)
Johnny D. Boggs
Shrewd Todie and Lyzer the Miser (Ukrainian folktale)
Isaac Bashevis Singer
justice (poem)
w. r. rodriguez
Words (short story)
Dian Curtis Regan
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D. Independent Practice-
Cluster Three: Punishment or Mercy?
Thinking Skill: Comparing and Contrasting
The Quality of Mercy (Moroccan folktale)
Sharon Creeden
Portia's Speech (monologue)
William Shakespeare
The Bishop's Candlesticks (drama)
Lewy Olfson, based on Les Misérables by Victor Hugo
This Isn't Kiddy Court (commentary)
Judge Judy Sheindlin
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E. Accommodations (Differentiated Instruction)-
- Providing multiple assignments within each unit, tailored for
students of different levels of achievement.
- Allowing students to choose, with the teacher's guidance, ways to
learn and how to demonstrate what they have learned.
- Permitting students to opt out of material they already know and
progress at their own pace through new material.
- Structuring class assignments so they require high levels of critical
thinking but permit a range of responses.
- Having high expectations for all students.
- Creating learning centers with activities geared to different learning
styles, readiness and levels of interest.
- Providing students with opportunities to explore topics in which
they have strong interest and find personal meaning.
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F. Checking for understanding-
1. Shared Inquiry™ is a discussion method, a teaching and learning
environment, and a way for individuals to achieve a more thorough
understanding of a text by discussing questions, responses, and insights
with fellow readers.
2. Shared Inquiry™ is a discussion method, a teaching and learning
environment, and a way for individuals to achieve a more thorough
understanding of a text by discussing questions, responses, and insights
with fellow readers.
Shared Inquiry combines a sound theoretical base with proven strategies
to engage all readers in higher-order thinking and collaborative problem
solving. In Shared Inquiry, participants come together to help each
other explore the meaning of a work of literature. Each participant
brings a unique perspective that influences how he or she understands
the work. Sharing their interpretations, participants gain new insights
and deepen or even change their initial understanding. Learn more"�
Shared Inquiry combines a sound theoretical base with proven strategies
to engage all readers in higher-order thinking and collaborative problem
solving.
3. In Shared Inquiry, participants come together to help each other
explore the meaning of a work of literature. Each participant brings
a unique perspective that influences how he or she understands the
work. Sharing their interpretations, participants gain new insights
and deepen or even change their initial understanding. |
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G. Closure-
Cluster Four: Thinking on Your Own
Thinking Skill: Synthesizing
The United States v. Susan B. Anthony (biography)
Margaret Truman
Dumb Criminal Tales (anecdotes)
Daniel R. Butler et al.
The Truth About Sharks (short story)
Joan Bauer
Martin Luther King, Jr. (poem)
Gwendolyn Brooks |
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