11th Grade American Literature
Realism and 19th Century Chinese Immigration
PLANNING FOR THE LESSON – 3 days
Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE 1
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Lesson Objective: What do you want students to know and be able to do?
Students will be able to recognize major concepts Realism.
Students will be able to synthesize information from various sources to make a cohesive argument
Assessment: Formal and Informal Assessment.
- What evidence will the students produce to show they have met the learning objective?
Formal Assessments (Identify Receptive or Productive?):
Research graphic organizer
ACE Short Constructed Responses
Informal Assessments (Identify Receptive or Productive?):
Whole class and individual oral checks for understanding
- What modifications of the above assessments will you use for language learners and/or special needs?
Using historical websites targeting younger students simplifies the historical ideas and provides a visual aid to support understanding outside of language.
Providing the concept and terms related to realism and research in a PowerPoint with visuals helps EL learners and students with special needs because they can see the terms written out with a visual depiction and then copy the term.
Supporting students one-on-one during independent work.
Prerequisite skills and knowledge and experiential backgrounds. TPE 8
- Skills/knowledge/experiential backgrounds
The concepts in this unit build off and add to the Romanticism concepts the students have just learned in the previous unit
- Pre-assessment strategy How will you access and activate students’ prior knowledge?
Using a video clip with a plot line that will allow students to understand the relationship between journalism and writing.
- Academic Language
Other Text Structures, organizational, stylistic, or grammatical features that will be explicitly taught:
- ACE writing structure (continued)
- How will ALL learners engage? (varying academic and cultural backgrounds , language levels, academic language)
The research graphic organizer supports all students in organizing new information in a way that makes it accessible.
All students learned a few of the terms in the Romantic period, which will be reviewed while shifting into Realism.
Using a video engages all students because it simplifies concepts and provides a visual aid.
Discussion thread gives students the opportunity to learn and borrow ideas from one another.
Instructional Learning Strategies to Support Student Learning.
List what the teacher will be doing and what the students will be doing.
Introduce realism and features of the literary movement.
What did Chinese immigrants experience in American during the 19th century?
Will take notes on the features of Realism.
Watching Video Clip
How did Jacob Riis influence society through his photo journalism in the 19th century?
Continue taking notes
ACE WRITING ACTIVITY
Assign partners (Kagan pairings)
Circulate during ACE short constructed response writing
Work in assigned partners to complete ACE (short constructed response)
Turn in when completed
WEB SEARCH ACTIVITY
Have students independently go to the website link on schoology (Chinese immigrants and the transcontinental railroad) and find 1 article/ short text/ art/ etc. that they believe depicts the lives of Chinese immigrants
HOMEWORK DISCUSSION THREAD
Prompt: Post the example you chose and explain what you believe it depicts about the Chinese immigrant experience.
Respond to 1 other post (ask a question/ agree/clarify/ expand)
Students go to website link on schoology
Students post on discussion board for homework
Have 3 students share out ACE responses from previous day and then have 3 students share out examples posted on discussion thread:
Based on these examples, help the class explore the different aspect of Chinese immigration experiences together.
Share out ACE
Share out postmodern examples
Write a summary of immigration experiences
Schoology discussion thread projected
Go over new concepts for research using PowerPoint with visuals
(i.e. Synthesis, primary/secondary sources, etc.)
Have students copy down terms in graphic organizer
Copy down terms in literary device organizer on google docs/ ask questions to clarify meaning
Google doc (lit device terms)
Hand out Research Organizer
Introduce students to the L.A.U.S.D Digital Library and key wording
Directions: Use different combinations of key words like: Chinese, immigration, 19th century, 1800s, America to find primary and secondary articles.
Then read through the sources. Write down the source information and write down one citation for each source
Identify sources, write down the source information and citations.
Monitor student progress and offer feedback and support as needed
Identify sources, write down the source information and citations
Give students time to finish gathering notes (ask peers and teacher questions to clarify thoughts)
Finish gathering notes.
Choose 1-2 short to share out for the next class period.