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**PHASE TWO SHOWCASE March 20, 2009 Submitted by: Gary Baker Christina Dinuzzo Clarissa Nolde Jackie Delatour Liza Torres-Stephens **

Target Grade:

Theme:

Subject Areas:

Timeline:

Assessments:

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Multiple Intelligences:

Multi ** Liza Torres-Stephens ** 1. Analyze the allocation of classroom time as it relates to actual instruction time versus distraction time. 2. Examine the education justice mathematically. 3. Solve counting problems and justify that all possibilities have been enumerated without duplication. 4. Organized lists, charts, tree diagrams, tables 5. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). 6. Calculators and computer used to record and process information 7. Make inferences and formulate and evaluate arguments based on displays and analysis of data. 8. Synthesize their understanding of the arguments for and against the use of the juvenile justice system as a way to discipline school offenses, and consider effects of their current situations will impact their futures. student journals, pens/pencils, classroom board, -resources about students discipline and the and juvenile justice computer lab, calculators, 1. Activate Prior Knowledge: Begin class as usual, then engage in the pre-arranged disruptive encounter with a student. Immediately afterwards, stop the class and ask the rest of the class to consider what just happened: What did the student do? What reasons may be behind the student's disruptive behavior? How did the teacher respond? How should the teacher have responded? What options are available to teachers as a course of discipline for this type of behavior? How long did addressing the disruption take away from their learning time? Exactly how much of your class time would you be willing to forfeit to chronic disrupters before you felt like your right were being violated? Is it fear that the masses have sacrifice their education for a few? 2. Develop a chart with the following labels: Inform the students that this an individual and subjective project a. Vertical labels. Math, LA, Science, Social Studies etc… b. Horizontal across the very top: Uncorrected Disruptions, Short Corrections (30 seconds – 1min), Average Disruptions L up to 2 minutes), Long Disruptions : (5 minutes + ) 3.  Using tallies, students are to document every distraction they encounter during a given class period for a total of 2 weeks for a total of 10 school days 4.  Thereafter, the students are to create an Excel Sheet calculating exactly how much of their class time went to instruction and disruption respectively. 5.  A total of 3 tables are to be produced: 2-Week Table, 6-School Months Table, and 1-School Year Table 6.  Have them now produce a bar graph illustrating a table of their choice. 7.  After analyzing their findings, printing their bar graph, students are to write a one page personal essay discussing their findings, conclusions, feelings and any possible solutions they have to offer either way. 8. During the last week, give students an opportunity to express how they feel. Do their findings make them feel as though they are learning in a just educational environment or are their rights being violated? Explain Students will be evaluated based on initial class discussions, mathematical accuracy, preparation, ability to assess the issue of classroom justice as it relates to instruction versus disruption. **__ MULTIPLE INTELLEGENCES __** Ø ** Verbal/Linguistic Intelligence  ** -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words Ø ** Visual-Spatial Intelligence ** -- capacity to think in images and pictures, to visualize accurately and pictures, to visualize accurately and abstractly Ø ** Logical/Mathematical Intelligence : ** -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns Ø ** Visual-Spatial Intelligence ** -- capacity to think in images and pictures, to visualize accurately and abstractly Ø ** Interpersonal Intelligence: ** capacity to understand, detect and respond appropriately to the moods, motivations and desires of others. Ø ** Musical Intelligence ** -- ability to understand, appreciate, and produce rhythm, pitch and timber Musicians, composers and dancers show a heightened musical intelligence. Ø ** Spatial **** Intelligence ** : the ability to "think in pictures," to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors. Ø ** Bodily-kinesthetic ** intelligence: the ability to use one's body in a skilled way, for self-expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence. Ø ** Interpersonal **** Intelligence ** : ability to perceive and understand other individuals -- their moods, desires, and motivations. To be self-aware and in tune with inner feelings, values, beliefs and thinking processes Political and religious leaders, skilled parents and teachers, and therapists use this. Ø ** Existential Intelligence ** -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. Together with the different subject areas, the above referenced intelligences work together to expose students to theme of justice across curriculum.
 * Subject Area: 7th Grade Mathematics **
 * Overview of Lesson Plan: ** In this lesson, students will consider equality, power, chronic disruptive behavior, poverty, education, their futures, and classroom justice by measuring exactly how their classroom time is divided. Which will take up more of their learning time instruction or disruption? They will read and discuss an informational handout, participate in a class discussion, and collect their own data over a period of two weeks. Thereafter, students will be required to create a chart and bar graph illustrating their findings.
 * Suggested Time Allowance: ** 3 Weeks
 * Resources / Materials: **
 * Activities / Procedures: **
 * Evaluation / Assessment: **
 * ** We have incorporated multiple intelligences into our activities. **

thursday, march 19, ** Subject Area: 7th Grade Social Studies ** The students will learn about the justice system and how the Bill of Rights applies to the justice system. They will learn how the system is affected by the guarantees included in the Bill of Rights. Students will dramatize the due process procedures guaranteed to all citizens. Social Studies Textbooks with copies of the Constitution (Bill of Rights); Laptop Computers; Printer; DVD player with DVD; Teacher In cooperative groups, the students will assume the roles of recorder, reporter, researcher(s), timekeeper, task manager.
 * Gary K. Baker **
 * Unit Length: 1 week **
 * I. Objective: **
 * II. Resources/Materials/Supplies: **
 * III. Method: **
 * Recorder-** takes notes on the ideas presented from the group members
 * Reporter-** presents the illustrations to the other students
 * Researcher(s)-** uses the textbook and laptops to find important information
 * Timekeeper-** keeps the group members aware of the amount of time left
 * Task Manager-** Keeps the group members focused and on task

1. In order to recall prior knowledge and model the justice system, students will watch an episode of //Law and Order// and then a class discussion will take place. 2. Students will then write down 3 or 4 procedural steps that they viewed that must be followed, according to the law. 3. Students will then be broken into groups of 3 or 4, with a total of 5 different groups (Arrest group, Warrant group, Arraignment/Bail group, Grand Jury group, and Jury Selection group). 4. Each group constructs a dramatic exercise (ways to follow procedure correctly and ways that procedure was not followed correctly). = V. Evaluation: = Students will be given a rubric in advance describing how they will be assessed. The performance, goals, and standards will be discussed. The rubric standards will be based on 4 different criteria…Organization, Content, Delivery, and Visual Aids The students will present a dramatic performance piece where they will act out their respective segments (i.e. the warrant, the arrest, the arraignment, the grand jury indictment, the jury selection). The students will have a script, a rehearsal, a question and answer amongst their peers. They will discuss who acted in accordance with the law and who did not and why. The constitution will again be discussed as a way to recall prior knowledge about the law. Phase II Showcase Paper March 21, 2009
 * IV.** **Procedure:**
 * VI. Culminating Activity: **

Gary Baker Jackie Delatour Christina Dinuzzo Clarissa Nolde Liza Torres-Stephens

Thematic Instruction and Multiple Intelligences Theme: Justice

Thematic Instruction and Multiple Intelligences Ø Our target grade level is seventh grade. Ø The theme we have chosen is justice. Incorporated into the thematic unit is the fundamental principle that sets learning in the context of reality where students will complete tasks relevant to their lives. The theme and subsequent topics chosen were meaningful to our students where they will be engaged and motivated. Tapping into varied instructional strategies, different learning styles, and multiple intelligences will provide students with choices and better serve the students. Students will benefit from this interdisciplinary unit in various ways including skill development, sense of belonging, cooperative relationships, etc. Since this unit taps into various learning styles, students will be able to be creative in their own ways and they will also begin to see connections between school and the “real world.” <span style="font-family: Wingdings; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings;">Ø The subject area being addressed are:

Music- Clarissa Nolde Math- Liza Torres-Stephens Language Arts- Christina Dinuzzo French- Jackie Delatour Social Studies- Gary Baker <span style="font-family: Wingdings; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings;">Ø Timeline: 1 Marking Period

<span style="font-family: Wingdings; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings;">Ø Rubrics and project based assessments have been used as a way of evaluating student work.

**<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Instructor: Clarissa Nolde ** <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">In conjunction with the thematic unit “Justice”, the General Music students will study songs connected to the struggle for justice during the civil rights movement. In this lesson they will learn to perform the song “We Shall Overcome” as well as understand the history of the song and its role during the civil rights movement. <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> __We Shall Overcome, A History of the Civil Rights Movement,__ __<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> Share the Music __<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">: Music and CD recording of “We Shall Overcome” <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Students will answer question in Music Journals,”What do you think Martin Luther King meant when he said that music helped them to ‘dip down into wells of a deeply pessimistic situation and danger fraught circumstances and to bring forth a marvelous, sparkling fluid of optimism’?” <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Students will learn all three verses of “We Shall Overcome”. <span style="font-family: 'Times New Roman','serif';">Procedure: Before they begin singing, students will read in their books a brief history of the song. Students will recite words and clap rhythms. Students will begin to sing song by incorporating melody, rhythm and words with piano accompaniment. This process may need several repetitions before all students are comfortable with singing the song. The final version is sung acappella. <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Students will listen to a recording of the song being sung during a civil rights march. <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Students will put away books and write the words to the song in their Music Journals from memory. Students will answer two final questions, “Do you prefer this song acappella or accompanied?” and “Can you think of a recent situation where people might want to sing this song?” <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Class Participation and written component. In addition, at an appropriate opportunity (perhaps on Martin Luther King Day or during Black History Month) students would sing this song for the morning announcements or an assembly.
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Subject Area: General Music **
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Grade level: seventh **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: 'Times New Roman';">1) ****<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Objective: **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: 'Times New Roman';">2) ****<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Materials: **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: 'Times New Roman';">3) ****<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Anticipatory Set: **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: 'Times New Roman';">4) ****<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Singing Activity: **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: 'Times New Roman';">5) ****<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Listening Activity: **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: 'Times New Roman';">6) ****<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Closure: **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: 'Times New Roman';">7) ****<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Assessment: **


 * Phase II Showcase **
 * Instructor: Christina DiNuzzo **
 * Theme: Justice **
 * Subject Area: Language Arts Literacy **
 * Grade Level: 7th Grade **
 * **__Objective__**: Students will be able to recall the novel NightJohn and the character’s thoughts, feelings and actions. They will, then, be able to predict a character’s thoughts, feelings and actions in the future via persuasive essay.
 * **__Materials__**: The novel NightJohn, character portrait ditto and loose leaf paper.
 * **__Student Grouping__**: When students are recalling the novel and each character’s thoughts feelings and actions they will be in their cooperative learning center groups. This way, they can bounce ideas off of each other and have a solid foundation for their following essay. After about 15 minutes they will separate from their groups of 4-5 and sit in their assigned seat. Independently, they will have about 40-45 minutes to complete their persuasive essay on one character.
 * **__Procedures__**: At the start of class students will be asked to take out their novel NightJohn. I will, then, read aloud to them for 15-20 minutes (as I do every class period). Upon completion, they will disperse into their cooperative learning center groups of 4-5 students. These groups are already pre-determined, as they work in these groups daily and have assigned themselves team names to encourage teamwork and unity. While in groups, students will pick one of the four main characters and complete a character portrait about that particular character. They have the choice of choosing NightJohn, Sarny, Waller or Mammy. After about 15 minutes they will move back to their assigned seats and complete a 5-paragraph persuasive essay pertaining to the character they just worked on. Their essay question is as follows: What if your character was alive today when Barack Obama was sworn into office as president of the U.S.A.? How do you think he/she would feel and why? At the end of the period, about 40-45 minutes later, I would collect both their character portrait and their essay.
 * **__Evaluating Criteria__**: The students’ essay will be assessed based on the NJASK 6-point holistic grading rubric.

**__Culminating Activity__** Imagine you are a historian and you are asking yourself what is social justice and injustice? Therefore, you want to investigate social justice and injustice throughout the past 9 decades. Meaning, you will be researching information from 1920 until today. You will want to gather information abut people, places, events, etc. Your findings must include not only written information but pictures, quotations and graphs/charts as well. After researching the topic justice and gathering your information you will present your findings via poster, PowerPoint or newspaper article. The choice is yours! You may include any information you find helpful and pertinent to the topic justice. You must, however, include these following facts/items:


 * Mention at least 4 people that brought about social justice/injustice. They can be writers, poets, activists, preachers, politicians, etc.
 * Include 4 events that triggered social justice/injustice or events that came as a result of social justice/injustice.
 * Incorporate 4 songs that highlight social justice/injustice. These can be songs from any decade!
 * Include 2 wars that resulted from social justice/injustice. You must choose the French Revolution as one of the wars.
 * Include at least one graph or chart that examines justice/injustice statistically.

Your poster, PowerPoint or newspaper will be graded based on content, mechanics/grammar, organization and eye-appeal.


 * Although you will be given class time to work on this project, do not wait until the last minute because this is a time-consuming assignment. You cannot complete it all in 1 night!

<span style="font-size: 12pt; font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> **__Culminating Activity Rubric__** You will be graded on content, mechanics/grammar, organization and eye-appeal. Each category will be worth 25 points for a possible 100 on the entire project!
 * __Content__**

__________
 * Did you include 4 people?
 * Did you include 4 events?
 * Did you include 4 songs?
 * Did you include 2 wars?
 * Did you include graphs/charts?


 * __Mechanics/Grammar__**

__________
 * Is your information eloquently written?
 * Do you have mechanical/grammatical errors?
 * Are there spelling mistakes?
 * Do any errors take away from the overall meaning/message?
 * __Organization__**

__________ __________
 * How did you choose to present your information?
 * Is your content organized?
 * Is your project easy to understand?
 * __Eye-appeal__**
 * Is the presentation of your findings aesthetically pleasing?
 * Did you include pictures?
 * Is your project colorful?
 * As a viewer, did you wow me with the presentation?


 * __Total__**

__________