2009TakingaStand

=Sixth Grade Unit 2: Taking a Stand=

//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// Students will work on a community issue that the grade level will agree upon. They will develop a multimedia project using visual, auditory and written elements to support their argument. 2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant evidence. c. Anticipate and address reader concerns and counterarguments. || //Students will understand that. . .// • What are the big ideas? What moves opinion or move opinion to action? • What specific understandings about them are desired? Understanding of visual, and written propaganda including rhetoric and story-telling • What misunderstandings are predictable? Not understanding recipient POV, and therefore making an ineffective presentation || ===Essential Questions:=== • What provocative questions will foster inquiry, understanding, and transfer of learning? Why do you care about this? Why does this matter? Why should this matter to your audience? Is your presentation effective? Are the elements consistent with your message and effective? || • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? Propaganda, what is it, and what makes it effective || • What key knowledge and skills will students acquire as a result of this unit? - Effective persuasion • What should they eventually be able to so as a result of such knowledge and skills? - Move opinion on the target issue, or at least be able to create a coherent campaign that could move opinion || ====//Students will be able to know. . .//==== • Through what authentic performance tasks will students demonstrate the desired understandings? They will develop a multimedia project using visual, auditory and written elements to support their argument. • By what criteria will performances of understanding be judged? || ===Other Evidence:=== • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? Informal assessment of their blog posts reflecting on the assignment • How will students reflect upon and self-assess their learning? Blog posts reflecting on learning || Objective Students will explore the unit concept of propaganda and taking a stand Topic What is propaganda? Into/Intro History of propaganda in abolition movement: visuals Activity Creating in Propaganda Film Maker Objective2 Students will explore the unit concept of propaganda and taking a stand Topic2 What is propaganda? Into/Intro2 History of propaganda in abolition movement: story telling, and oratory Activity2 Sharing what we learned
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * California Sixth Grade Writing Standard:**
 * ===Understandings:===
 * ^  || ===Essential Background:===
 * ====//Students will know . . .//====
 * Effective use of digital media, and tools ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ===Learning Activities:===
 * Week**

Objective Students will explore the unit concept of propaganda and taking a stand Topic How to run a propaganda campaign Into/Intro ???? Activity Election activities Objective2 Students will explore the unit concept of propaganda and taking a stand Topic2 How to run a propaganda campaign Into/Intro2 ???? Activity2 Sharing what we learned
 * Week**

Objective Students will explore the unit concept of goal setting and perseverance Topic What goal do we have for our school or community? Into/Intro ???? Activity make a list of problems in our school and community Objective2 Students will explore the unit concept of goal setting and perseverance Topic2 What goal do we have for our school or community? Into/Intro2 reviewing problems we came up with last time Activity2 rating them on importance, and ability to solve ||
 * Week**