SIOP-Aligned New York State Multi-Disciplinary Unit
SIOP-ALIGNED TECH INTEGRATED THEMATIC MULTIDISCIPLINARY UNIT
Name: An Integrated Look At the Metaphorical Message Behind Godzilla School: Harlem Renaissance High School (M285) Monday, May 05, 2014 Grade/Subject/Class: Grades 9-12 English Proficiency Levels: Emerging - Expanding] Topics: Art, English Language Arts (Metaphor, Simile), Global Studies, Languages Other than English (Japanese), Environmental Science and Biology NY Grade 11, ELA Indicator (Literal and Intended Meaning) RL.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
NY Grade 11, ELA Indicator L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. NY Grade 11, ELA Indicator RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). NY Grade 11, ELA Indicator W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases NY Grade 10, Global Studies Indicator III.A: Early Japanese history and feudalism Human and physical geography; Early traditions (Shintoism); Tokugawa Shogunate Social hierarchy and stratification; Early Japanese History and Feudalism NY Grade 10, Global Studies Indicator VI.D World War IIcauses and impact: Human and physical geography; Nazism and Japan; the war in the Pacific 1. Japan's roleNanjing, Bataan, Pearl Harbor; impacts of technology on total war; Hiroshima and Nagasaki; War crime trials; Global spatial arrangementspost-World War II world. NY Grade 10, Global Studies Indicator: VIII.D Science and technology: Information age/Computer Revolution/Internet; Nuclear proliferation SIOP Lesson Plan p.2 NY Grade 10, Living Environment Indicator: 4.3.1.d: Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to other body cells only. Covered by topic: Mutations & Genetic Variation ***************************************************************** Time needed for this unit: 2 weeks Standards: Engage NY ELA CCSO RL9 & W1, Global History Standards, Living Environment Standards, Technology Applications Standards, and Fine Arts Before this lesson, students, will have discussed the new film Godzilla and discussed the concept of the monster. They will have discussed, How do social or socio-psychological fears create monsters? How are these monsters depicted and/or handled? How and when do their roles change? After this lesson, students will better understand how the legends and actions associated with monsters were created, deflated and communicated literarily, metaphorically, commercially, scientifically, artistically and technologically. They will be able to compare and contrast representations of legendary monsters like dragons, dinosaurs and animals like Godzilla in Art, Global Studies, Legend & Literature, Science and use Web 2.0 tools to support or refute those ideasthrough persuasive, narrative and informative genres.
PREPARATION Content Objectives: The ways we classify how and what constitutes a monster are culturally (and disciplinarily) different. See NY standards detailed above. Content objectives also are paired with specific content area schematic organizers (see Thinking Maps). Language Objectives: For each content area represented in this unit, students will understand that Disciplines of Thought differ in the ways, places and degrees to which they use metaphor and figurative language. Content Concepts: Thinking Map Whiteboard Templates (see also question stems) Key Vocabulary: Each unit has its own Tier 2 and Tier 3 vocabulary lists for student vocabulary journals. Supplementary Materials: See Blooms Taxonomy aligned-IPAD Apps here; also Godzilla Art Exhibit primary and secondary resources on from Columbia University Adaptations for Proficiency Level: SIOP, CALLA, Visuals, see also Multiliteracy resources for Listening, Speaking, Reading and Writing here L S R W , WIDA Scaffolds for Academic Language and the WIDA Language Ladders link for each subject (Social Studies, English Language Arts, Science Learning Strategies: Marzano High-Yield Strategies are here. Higher Order Questions/Tasks: Blooms Revised Taxonomy Tools are Here.
LESSON DELIVERY SIOP Components and Features: Scaffolding throughout Opening/Warm-Up: 3-5 minutes warm up. Activate Prior Knowledge with KWL and begin with the TEASE (Link Here). Then teacher will restate the purpose of todays lesson. Teacher will hand out one of the quotes from the first Godzilla movie of her choosing (who metaphorically, did Godzilla represent?). Students can also see additional video clips as they set a purpose for their activity. Click here to access video SIOP Lesson Plan p.2
Products and Projects (Menu of 5) (Use EngageNY CCSO Draft Exemplar Rubrics for ELA Quality Rubrics aligned with Common Core) clips. (Note clips must be converted to Teacher Tube) Gojira 1 A Happy Moment Call to Mothra: Accessible Input Trailer New Godzilla Direct Instruction/Introduction to New Material: Fine Arts -Find the text of one of the cultural myths and legends mentioned in Dragons, A Brief History Long in Miles (http://www.nytimes.com/learning/students/pop/articles/29DBOX_LN.html). Using the text descriptions, provide illustrations to accompany the story. -Compare different illustrations of dragons and analyze the artistic techniques utilized in them (start at http://www.strangescience.net/stdino2.htm. Q1: How does the artist convey the personality (fierce, friendly, etc.) of the dragon? Q2: How are humans conveyed in the drawings (fearful, curious, etc.)? Q3: What attributes of dragons were universal in the artists renditions (fire-breathing, scales, etc.)? Q4: How did each artist make his or her dragon drawing unique?
Guided Practice/Application for All: Ask students in pairs to discuss the class responses to the questions raised by the resources on creature creation. Several paired volunteers share responses to Question #1, then to Question #2. Other questions are answered by group as an Exit Activity on Socrative. Independent Practice: Question 3s introduction is facilitated by teacher as prelude activity for individual responses in journals. Review/Assessment/Check For Understanding: Teacher randomly at the end of each video asks students to respond to several questions. Ask students which types of activities dealing with creatures and monster creation they participated in previously. Ask students to share out one new thing they have learned in a popcorn activity before writing in journals. Closure: Check for mastery relating back to the objectives. Objectives are restated and reflections shared electronically on Socrative. NYT Extension Products & Projects (Use CCSO Rubrics for Rigor): 1. Write a press release for a circus featured attraction a real, live dragon that is really a bizarre living creature of your choice. Suggested creatures include the spiny pufferfish, the snakehead fish or the zorse. Describe the dragon using information about its real characteristics, habitat and behaviors, while using descriptive language to make it sound like a monster.
2. Research the Komodo Dragon and its prey. Design a self-defense booklet aimed at helping the Komodo Dragons prey protect themselves. Sections in the booklet should show how to detect when a dragon is near, what to avoid if you want to protect yourself from a Komodo attack, what colors are best for camouflage, what to do if you come into contact with a Komodo Dragon, in what times or seasons are the dragons particularly active, etc. Use the profile of the Komodo from the Toronto Zoo to help you in your initial research (http://www.torontozoo.com/Meet_the_animals/fact_sheets/komodo.html).
3. Linneaus was a scientist who created a system of taxonomy to classify all living SIOP Lesson Plan p.2 things. Today, using evolutionary trees and cladistics (a modified version of Linneauss classification), scientists trace the evolution of animals and how they are related to each other. After looking at sample cladograms/evolutionary trees for living animals, create a fictional cladogram for the evolution of a mythological dragon. What might its ancestors have been? What characteristics did they have? When did the dragon line of ancestry branch off from the tree? Start with a cladogram tutorial available athttp://www.amnh.org/exhibitions/hall_tour/spectrum/.
4. Dragons are thought to have been large flying monsters. How were they able to fly while being so heavy? Research the dynamics of flight and flying animals to pose an explanation. How large would a dragons wings have to be to carry its weight? How quickly would the wings have to flap to keep the dragon aloft? What body characteristics might a dragon need in order to fly? Use the following article to assist your research:http://birding.about.com/library/weekly/aa041997.htm. Then, write an article for a scientific journal, summarizing your findings.
5. Research the early dinosaur fossil finds of Mary Anning, considered to be the Princess of Paleontology. How were her initial findings received? What type of creature did her contemporaries believe the bones formed? Did Mary Anning believe that she had found dragon bones? Write a newspaper article on your research.
RESOURCES (See Weebly and Multiliteracy Sites) PRESENTATION IS HERE