USC - IGMAG Exhibit: Renewing A Lost Order

Jewish Bialystok and Surroundings in Eastern Poland – by Tomaz Wisniewski

Lesson Plan

I. Goal: Via exploration of the "Renewing A Lost Order" USC Institute for Genetic Medicine Art Gallery (IGMAG) exhibit, students will gain understanding of the concepts of internal and external oppression and how it relates to their roles as civic leaders, while UP-GRADING their language, mathematic and creative arts skills.

II.General Objectives:

w Personal journals outlined gauging what students knew before the show, what was learned, what they wish to know/explore in the future

w Newsletter created by students

w Round table discussion identifying what internal and external oppression means to each student

w Individual presentations

III. Learning Objectives:

▪ Word Analysis, Fluency, and Systematic Vocabulary Development

DRAFT Rubric:

	1	2	3	4
1. Analysis	Examples given in ¼ of Expos. writing	Examples given in 2/4 of Expos. writing	Examples given in ¾ of Expos. writing	Examples given in 4/4 of Expos. writing
2. Fluency	“	“	“	“
3. Voc. Develop.	¼ of Vocab. words used correctly	2/4 of Vocab. words used correctly	¾ of Vocab. words used correctly	4/4 of Vocab. words used correctly
4. Spelling	¼ of Vocab. words spelled correctly	2/4 of Vocab. words spelled correctly	¾ of Vocab. words spelled correctly	4/4 of Vocab. words spelled correctly

Explanation:

1. Analysis – Shows the “breaking down,” detailed use of a word

2. Fluency – Shows the proper, “dialectically correct” use of a word

3. Vocabulary Development – Displaying a level of mastery of “voc. words” not previously attained

4. Spelling – Shows the “correct” marking of every phoneme (individual sound) of a word

*Learning objectives taken from the State of California Learning Standards (www.lausd.net)

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

Vocabulary and Concept Development

1.1 Trace the etymology of significant terms used in political science and history.
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.
1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.0 Reading Comprehension (Focus on Informational Materials)

2.4 Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.
2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.

Expository Critique :2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims ( e.g., appeal to reason, to authority, to pathos and emotion).

Rubric:

	1	2	3	4
1. Thesis	Vaguely shown	Clearly shown with some mastery of grammar	Clearly shown with good mastery of grammar	Clearly shown with zero mistakes in grammar
2. Supporting Ideas	“	“	“	“
3. Body	“	“	“	“
4. Conclusion	“	“	“	“

Explanation:

1. Thesis – Main idea/Topic displayed within a sentence

2. Supporting Ideas – Three ideas/subtopics directly linked to the main idea/topic displayed in a sentence

3. Body – Parts/individual paragraphs that explain the supporting ideas/subtopics

4. Conclusion – A part/paragraph that is converse of the Introductory paragraph and sums up the writing

w Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

© 2006 Richard P. Parks

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions.

3. Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and capitalization.
1.3 Reflect appropriate manuscript requirements in writing.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grades eleven and twelve outlined in Listening and Speaking Standard, students:

2.1 Deliver reflective presentations:
a. Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between the specific incident and broader themes that illustrate the speaker's beliefs or generalizations about life.
c. Maintain a balance between describing the incident and relating it to more general, abstract ideas.

DRAFT IV. Means:

1. Journal Writing (Reflection)

2. Apriori cross-cultural analysis of internal and external oppression

3. Vocabulary analysis ("Pre-made" list and words fielded via discussion)

4. "Off the Wall" learning activity (Use of gallery photos to support and enhance ideas developed within the round table discussion; and to formulate more discussion)

5. Role play exercise (Students given skits on which to act out)

6. Expository writing exercise (1 page to be written and self edited)

V. Outcome – Students will have:

§Prepared to serve as Citizen Diplomats (Docents) to adults who later view the exhibit

§Developed a journal relative to each activity they experienced re what students knew before the show, what was learned, what they wish to know/explore in the future

§Written individual expository essays re roundtable discussion/the theme

§Interpersonally developed a newsletter

§Gained insight into internal and external oppression and what they can do to accentuate the positive re their and other persons' feelings about it

§Displayed a proficient working understanding of each general and specific learning objective

VI. Exegesis of Means:

1. Journal Writing (Reflection)

· 10 minutes of journal/ personal reflective writing after every activity

2. Apriori cross-cultural analysis of internal and external oppression

· Stanford/Coronel Notes

· Group discussion (Internal and External Oppression)

3. Vocabulary analysis ("Pre-made" list and words fielded via discussion to be used for expository writing):

1. Analysis	11. Synagogues	21.
2. Fluency	12. World War II	22.
3. Vocabulary	13. Community	23.
4. Development	14. Order	24.
5. Displaying	15. Chronology	25.
6. Mastery	16. Jewry	26.
7. Phoneme	17. Warsaw	27.
8. Individual	18. Transformed	28.
9. Bialstok	19. Communist	29.
10. Jewish	20. Holocaust	30.

4. DRAFT "Off the Wall" learning activity (Use of gallery photos to support and enhance ideas developed within the round table discussion; and to formulate more discussion)

· Citizen Diplomat (Docent) exercise

5. Role play exercise (Students given skits on which to act out)

· Students given 10 – 15 minutes to develop a 15 – 30 second skit re internal and/or external oppression; after the educator gives verbal and visual examples:

A. Sitting in a knotted, depressed manner

B. Hyperbole re rules put on students, children, adults, etc. Ex: One half of class will get soda, the other nothing.

6. Expository writing exercise (1 page to be written and self edited)

· Prewriting and Writing Formula