Roll Of Thunder, Hear My Cry Unit

Author(s) Information: Katherine Fox
Date Created: 4/8/2002 10:22:05 PM

VITAL INFORMATION
Instructor Name(s):
Katherine Fox

Curriculum Framing Questions:
1. What are prejudice and discrimination?

a. How do prejudice and discrimination affect people?
b. How do things differ now for people than they did in the 1930's? Do people have more freedom?
c. What did Mildred Taylor want us to know after reading her novel? Why?
d. What types of people are affected by prejudice and discrimination? Do you know anyone personally?

Unit Summary:
In the Roll Of Thunder, Hear My Cry unit we will explore prejudice and discrimination and how they have affected people over time. The students will study the Logan family and how they remained proud of their heritage in the face of prejudice and discrimination. There will be various assignments utilizing computer technology skills, and we will cover speaking and listening, writing, and reading standards through writing assignments, presentations, and reading the novel.

Subject(s):
Art, English Language Arts, History, Library/Information Sciences, Reading, Technology

Topic or Unit of Study:
Moments of Decision: Challenges, Choices, Celebrations, and Freedom and Responsibility.

Grade/Level:
8

Objective(s):
1. Describe discrimination and prejudice in own words
2. Identify lifestyle characteristics of the 1930's
3. Explain information about the author using expository text
4. Discuss the main ideas of all chapters
5. Explain the cause and effect of various events in the novel
6. Complete quizzes showing comprehension of chapters
7. Identify conflicts in various chapters of the text
8. Identify character traits by filling out a character chart
9. Create a student based newsletter using major events from the novel
10.Build a power point presentation of main events in each chapter and present to class
11.Participate in a web quest to create a timeline presenting the major events that took place during segregation

Standards:
CA- California K-12 Academic Content Standards
• Subject English Language Arts
• Grade Grade Eight
• Area Reading
• Standard 2.0Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and com-plexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and exposi-tory text (e.g., classic and contemporary literature, magazines, newspapers, online information).
• Concept Comprehension and Analysis of Grade-Level-Appropriate Text
 Benchmark or Example 2.3Find similarities and differences between texts in the treatment, scope, or organization of ideas.
 Benchmark or Example 2.6Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.
• Standard 3.0Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
• Concept Narrative Analysis of Grade-Level-Appropriate Text
 Benchmark or Example 3.2Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.
 Benchmark or Example 3.3Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
 Benchmark or Example 3.4Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.
 Benchmark or Example 3.5Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.
 Benchmark or Example 3.6Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the work.
• Area Writing
• Standard 1.0Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
• Concept Organization and Focus
 Benchmark or Example 1.1Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.
 Benchmark or Example 1.2Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
 Benchmark or Example 1.3Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.
• Concept Research and Technology
 Benchmark or Example 1.4Plan and conduct multiple-step information searches by using computer networks and modems.
 Benchmark or Example 1.5Achieve an effective balance between researched information and original ideas.
• Concept Evaluation and Revision
 Benchmark or Example 1.6Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.
• Area Listening and Speaking
• Standard 1.0Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
• Concept Organization and Delivery of Oral Communication
 Benchmark or Example 1.3Organize information to achieve particular purposes by matching the message, vocabu-lary, voice modulation, expression, and tone to the audience and purpose.
 Benchmark or Example 1.5Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.
 Benchmark or Example 1.6Use appropriate grammar, word choice, enunciation, and pace during formal presenta-tions.


IMPLEMENTATION
Sequence of Lessons:
1.Web Quest - Segregation Timeline
 1.Brainstorm with students what they know about Segregation; what it means, who is responsible, how long it lasted, and any other information they may know.
2. Students will get into groups of 3 and conduct a web quest in which they will search pre-selected web sites to gather enough information to create a timeline of at least 5 major events. They will also need to gather pictures to help enhance the chosen events. This will take 3-days in the computer lab at 45 minutes a day.
3. Once students have gathered enough information with corresponding pictures to create a timeline, they will be given 2 days of classtime in 90 minute blocks to create the timeline to present to the class.
4. After the timelines are completed students will present them to the class explaining their 5 major events during segregation and why they are significant to the time period.

2.Web Quest Lesson
 Lesson Plan:
 Web Quest Lesson


3.Mississippi Gazette - Newsletter
 1. Half way through the novel as a review measure, students will create a newsletter based on the first six chapters.
2. In groups of 4 they will decide what 4 events are the most relevant to the story up to that point. Once they have decided upon those events they will begin to create short articles reviewing what took place.
3. They will also be required to create an editorial section with personal views on at least one of their articles.
4. This activity will take 3 periods with 90 minute blocks.

4.Newsletter Lesson
 Lesson Plan:
 Newsletter Lesson


5.Symbolic Chapters - Power Point Presentation
 1. Students will create a 12 frame Power Point Presentation using images and text exhibiting the major event from each of the 12 chapters.
2. In pairs students will decide upon the major event in each chapter, and how best to illustrate them.
3. They will then organize their frames and the information they want to go onto each frame. This will be done in the classroom before entering the computer lab.
4. Once in the computer lab partners will create their 12 frame Power Point presentation using the paragraph form to explain the major event, and a symbol or picture to illustrate the event. This will take 5 days in the computer lab at 45 minutes a day.
5. Once completed, students will present their Power Point presentation to the class.

6.Power Point Presentation
 Lesson Plan:
 Power Point Lesson Plan




Time Required:
7-8 Weeks for entire unit.

Prerequisite Skills:
Students will be required to pull from their prior knowledge of Segregation. They need basic computer skills such as Word, both typing a document and inserting graphics, to create the newsletter. Knowledge of surfing the internet is also a need in order to successfully complete the Web Quest. A basic knowledge of Power Point is helpful to expedite the creation process while in the computer lab. Any skills not known will be taught.

Author's Comments & Reflections:
The lessons in this unit help to enhance the student's knowledge of the Depression, Segregation, and Discrimination. I anticipate that through the teaching of this unit the students will gain a better understanding of the means by which injustices occurred in the past and how to prevent them today.

MATERIALS AND RESOURCES
Instructional Materials:
Power Point, Web Quest, and Newsletter Handouts explaining steps and procedures
ROLL OF THUNDER, HEAR MY CRY
SONG OF THE TREES

Resources:
  • The number of computers required is 1 per 2 students.
  • Technology resources:
    Kid Pix, PowerPoint, Word
  • Materials and resources:
    1. Web Quest handout
    2. Large Butcher Paper and Colored Pens and Crayons
    3. Newsletter Handout
    4. Microsoft Word
    5. Kid Pix for Newsletter
    6. Handout for Power Point Presentation
    7. Roll of Thunder, Hear My Cry novel
  • Students Familiarity with Software Tool:
    When entering the computer lab the students will have had a brief lesson on Word for the Newsletter, Power Point for the presentation creation, and internet search and importing graphics from the internet.


ACCOMODATIONS FOR DIFFERENTIATED INSTRUCTION
Resource Students:
Before students begin reading we will draw the Logan family tree to help establish the relationships in the family. Students will also produce two lists in their notebooks where they will keep track of (1)events that harm the family, and (2)events that help the family in each chapter. This will help them follow the story and the cause and effect of each major event throughout the novel.

Culturally and Linguistically Diverse Students:
Spanish speaking students can read the McDougal Littell Spanish version of Roll Of Thunder, Hear My Cry, called Lloro por la tierra. Also, I will explain that this story takes place during the Depression, but it often refers back to the Civil War. Students will be asked about Civil Wars in their countries to help make a connection to the novel.

Gifted Students:
In grouping students by level of ability it will help ensure students will reach their maximum potential. Also, in order to gain much needed background knowledge into the second of six novels, students can read the first novel in the series, Song of the Trees.

ASSESSMENT & STANDARDS
Assessment Plan:
Assessment will be done through both formal and informal means. The major assessments will take place based upon the completion of:

1 Student Newsletter
1 Power Point Presentation
1 Web Quest

Other informal assessments will take place with study guide questions and in-class discussions.

Unit Rubrics:
Newsletter  Power-Point Presentation  Presentation Rubric  Web Quest