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|UNIT PLANNING IN THE MYP THROUGH INQUIRY|
|Unit title: Commonalities and Differences in Culture:
In the Cholistan Desert of Pakistan and Your Culture
|Language Arts for Gifted -- 7th Grade|
|6 to 7 Weeks|
| Area of Interaction Focus:
Community and Service: Students will learn how their cultural customs and traditions are similar to and/or different from the life of a 13-year-old nomad coming of age in the Cholistan Desert of Pakistan.
|Finding the Big Idea (Significant Concept): From reading Shabanu: Daughter of the Wind, by Suzanne Fisher Staples, students will see that even though there are many differences between their culture and the culture of nomads of the Cholistan Desert in Pakistan, that there are basic human commonalities that are the same, such as wanting to have a happy life, enjoying the feeling of independence and self reliance, loving animals, respecting one's family and abiding by the customs and traditions of one's society.|
| Significant Concept:
Over the years I want my students to retain the concept that even though cultures in different societies, or communities, are different there are human commonalities among the many peoples of the world.
What commonalities may exist across cultures as well as differences among them?
|FROM ASSESSMENT TO TEACHING AND LEARNING ACTIVITIES THROUGH INQUIRY|
|The exemplars that students will see so that they understand what is required are:
1. Students will read in class pages R45 - R48 of the Writing Handbook in McDougal Littell's The Language of Literature
* to understand that expositiory, or explanatory writing, informs and explains.
* to be able to write a Compare and Contrast Essay
* to refer to set up their pattern of organiztion when writing their expository essay
2. Students will read R54 and R55 in the same textbook
* to understand how to document their sources for in-text parenthetical documentation and for their Works Cited List.
3. Students will listen to different paragraphs from students' Compare and Contrast Essays that are orally presented by their classmates in front of the class to hear what they have to say about the similarities and differences of their own culture and that of Shabanu's in the Cholistan Desert. Students should understand how an individual interacts within a community in accordance to a one's own cultural customs, traditions, and expectations.
4. While reading Shabanu, Daughter of the Wind, aloud in class, we will discuss how the author presents what the cultural expectations are for Shabanu as she grows from 11 to a 13-year-old girl coming of age in the Cholistan Desert. Students will be reminded that the cultural traditions and expectations of Shabanu's tribe, which has followed the same customs and traditions for thousands of years, are not the same for all of Pakistan. However, arranged marriages are still the norm.
5. Students will read about the social issue of dowry in Pakistan which is the country we are studying this year in Language A for gifted students. (Note: Students will understand that Pakistan was once part of India and did not become the country it is today until 1956.) Students will be given a handout on the problem of dowry in Pakistan, presented by an organization against dowry in Pakistan. Students will undersand that there are laws against dowry, but the custom is still practiced in rural areas by certain tribes in Pakistan. Students will also investigate this social issue of "bride burning," which still makes the news in today's world when the groom or his family feels slighted because the dowry was not considered appropriate, or it occurs because the groom wishes to have a new or different wife. Students will use the portable computer lab within the classroom to investigate this issue. Again, they will see that there are citizens in Pakistan who protest this custom.
6. Students will use the computer lab to research and discuss other topics covered in Shabanu, such as the Sibi Fair, Channan Pir, (a saint and a shrine worshipped by women who want their daughters to be blessed with a son and a happy marriage), and Mecca. Students will also investigate tourism in Pakistan, and learn there is different geographical features and terrain in Pakistan, including K2, the second highest mountain in the world. As a result of current events about terrorism, students will understand who Osama Bin Laden is, that he is not Pakistani, but some people claim that he has been seen on K2, and other sightings have placed him in the rugged terrain of the mountains along the Afghanistan border.
7. Students will look at the water issues of drought in South Florida and see the similarities and differences to the water problems that exist for Shabanu and her family in the Cholistan Desert.
7. Students will complete a three dimensional formative project that depicts a scene from the book, Shabanu. This project will be presented in class.
|Students will have the opportunity to answer the unit question during the unit, using what they have learned, by doing the following:
1. Write about:
* What would society be like without rules or laws?
* How would you feel if your dreams were shattered -- Write about a time you were looking forward to but your plans changed.
* Why do you think Pakistan is always in the news?
* Girls - what gifts would they give to their future husbands if dowry existed in the United States?
* Boys - what gifts would they expect to recieve from their future brides if dowry existed in the U.S.?
* What do they think about the practice of dowry in Pakistan?
* In Shabanu, how much do Iranians pay for camels and what do they do with them?
* What is Channan Pir?
* Interview Shabanu to learn more about her culture as a young woman of the Cholistan Desert.
* What is the custom practiced during a sand storm?
*Why does Dadi admire Sharma, but expects Shabanus to abide by the rules?
* Something you used to do but now feel too old to do?
* A time that nature interfered with your plans to do something.
* The a passage from the novel and respond to the text.
* The similarities and differences between their culture and Pakistan's culture.
2. Discuss in class:
* The pros and cons about arranged marriages.
* Wedding customs in Pakistan and the United States
* Education: What is considered important for a nomadic Pakistani woman to know?
* Islamic religious customs and practices.
* Funeral customs and practices in Pakistan and the United States.
* Our love for our pets and other animals.
* The importance of being able to choose what one wishes to do.
* The importance of abiding by the rules and expectations of one's community, or society.
* Understand new words and use them in sentences.
* Understand the meaning of some Urdu words and phrases used in the book, Shaabanu.
* Drawn pictures of the Sibi Fair.
* A 3-dimensional representation of ascene from the novel, Shabanu, with a caption explaining what is happening in the scene or what the scene is.
|Considerations given for the nature of the assessment:
1. Students will look at the affects of dowry in Pakistan (Pakistan is our country-- every class has a country). Students will see that the government has passed laws against the practice of dowry, but the tradition in still very much a custom of Pakistan. In addition, students will see that there are organizations and individuals in Pakistan that refer to dowry, as "a menace to society." 1 Block
2. Students will write an essay about dowry in Pakistan. Home Learning.
3. Students will read Shabanu: Daughter of the Wind aloud in class so that all students will know what is going on in the story. 6 Weeks
4. Open-notes pop quizzes and two tests, including an end of the novel unit test, will be given for reading comprehension of Shabanu.
5. For the essay -- What commonalities may exist across cultures as well as differences among them? --students will be given guidance for comparing and contrasting cultural similarities and differences between the United States and the Cholistan Desert of Pakistan.. Using the computer and the television set, the teacher will show pictures of the Derawar Fort, Sibi Fair, Cholistan Desert, Channan Pir, and decorated camels. The teacher will also give students an example of a compare and contrast essay. The students will first write a compare and contrast essay on the culture of Pakistan, especially the Cholistan Desert ( as depicted in the book.) and the U.S.. The purpose of this writing exercise is for students to learn that they can write a long essay to prepare them to write an essay of 500 to 1000 words. The students will then write the final essay, using their compare and contrast essay as reference for process writing. 2 Block periods and 2 weeks (due to calendar school-wide activities and 8th grade field trips.
6. STUDENTS WILL BE GIVEN ONE-ON-ONE GUIDANCE TO IMPROVE THEIR WRITING FOR PROCESS WRITING. 1 Block
7. Students will use the computer lab to:
* read current news articles on the Internet about Pakistan
* read about cultural aspects of Pakistan.
8. Vocabulary Lessons: Students will use dictionaries to look up new words and write the definitions down in their vocabuolary section of their notebooks. Students will take notes on the meanings of Indian words and phrases as they read. Students will add defined new words to their list of words. Five .5 hour lessons
|The level of Bloom's Taxonomy that the task asks the student to engage:
1. Synthesis: The student will apply learned knowledge to create an original essay
2. Analysis and Evaluation: The student will interpret, compare and contrast, evaluate, and justify his or her own personal answer to the guiding question and relate it to what they learned about the culture in India throught reading the literature as they compare and contrast it to their own culture.
|The task for this assessment will allow students to reach the highest descriprtors. Students will create an original essay with no right or wrong answers, but they must justify their own personal interpretations with examples from the novel, Shabanu: Daughter of the Wind, and analyze the concepts of commonalities and differences between their culture and Shabanu's culture in the Cholistan Desert of Pakistan.|
|What MYP task will be most appropriate and what will it look like?
Students respond to a range of texts, representing a range of contrasting viewpoints on a moral issue and social reality by writing an expository essay of 500 to 1000 words. Note: Students will use MLA in-text citation.
|Which MYP objectives will be addressed and which criteria will you assess this task with?
#5 Students will begin to express an informed personal response to literary and non-literary texts and demonstrate the ability to approach age-appropriate works independently. This task will be assessed with Criteria A and Criteria B.
What state, provencial, district, or local standards/skills are to be addressed in the entire unit, not just the task?
LA.A.2.3.1 THE STUDENT DETERMINES THE MAIN IDEA OR ESSENTIAL MESSAGE IN A TEXT AND IDENTIFIES RELEVANT DETAILS AND FACTS AND PATTERNS OF ORGANIZATION.
LA.A.2.2.7 THE STUDENT RECOGNIZES THE USE OF COMPARISON AND CONTRAST IN A TEXT.
LA.B.2.3.1 THE STUDENT WRITES TEXT, NOTES, OUTLINES, COMMENTS AND OBSERVATIONS THAT DEMONSTRATE COMPREHENSION OF CONTENT AND EXPERIENCES FROM A VARIETY OF MEDIA
LA.C.3.3.1 THE STUDENT UNDERSTANDS HOW VOLUME, STRESS, PACING, AND PRONUNCIATION CAN POSITIVELY OR NEGATIVELY AFFECT AN ORAL PRESENTATION.
LA.C.1.3.` THE STUDENT LISTENS AND USES INFORMATION GAINED FOR A VARIETY OF PURPOSES, SUCH AS GAINING INFORMATION FROM INTERVIEWS, FOLLOWING DIRECTIONS, AND PURSUING A PERSONAL INTEREST.
LA.E.1.3.1 THE STUDENT IDENTIFIES THE DEFINING CHARACTERISTICS OF CLASSIC LITERATURE, SUCH AS TIMELESSNESS, DEALING WITH UNIVERSAL THEMES, AND EXPERIENCES AND COMMUNICATING ACROSS CULTURES.
LA.E.1.3.5 THE STUDENT IDENTIFIES COMMON THEMES IN LITERATURE.
LA.E.1.3.2 THE STUDENT RECOGNIZES COMPLEX ELEMENTS OF PLOT, INCLUDING SETTIN, CHARACTER DEVELOPMENT, CONFLICTS, AND RESOLUTIONS.
LA..E.2.3.2 THE STUDENT RESPONDS TO A WORK OF LITERATURE BY INTERPRETING SELECTED PHRASES, SENTENCES, OR PASSAGES AND APPLYING THE INFORMATION TO PERSONAL LIFE.
LA.E.2.3.4 THE STUDENT KNOWS WAYS IN WHICH LITERATURE REFLECTS THE DIVERSE VOICES OF PEOPLE FROM VARIOUS BACKGROUNDS.
LA.B.1.3.2 THE STUDENT DRAFTS AND REVISES WRITING THAT IS PURPOSEFUL AND REFLECTS INSIGHT INTO THE WRITING SITUATION.
|Approaches to Learning (Skills):
Every MYP unit will be based on approaches to learning which is an Area of Interaction. However, the significant concept (listed above) dictates that we use one of the four other Areas of Interaction as the focus of the unit to make learning relevant for the situation.
(For this unit, it will be Community and Service because students will compare their own culture to India's culture to see the commonalities and differences.)
List the Approaches to Learning;
You will find these skills in the MYP Criteria for which you are using to assess your MYP task. These Criteria will match up with the MYP objectives listed above. Only list those skills that you are focusing on in the MYP task.
(For Criteria A and B)
1. Reviewing new vocabulary using a dictionary
2. Discussing different approaches
* how to write a thesis statement
* how to write a good paragraph
* how to write an 8 page essay
* how to write a compare and contrast essay
* the etiquette required for an oral presentation
3. Expressing thoughts, feelings and opinions in writing
4. How to write a compare and contrast essay
4. Using electronic sources to locate information with the portable lab
5. Using graphic organizers
* Venn Diagram for compare and contrast
* two-column notes for In-text and Explanation (figurative language)
6. Summarizing passages for comprehension
7. Identifying key issues
8. Fluency of ideas and elaboration for support
9. Utilizing organizational skills
|Learning Experiences and Teaching Strategies:
(These are common agreements that all teachers teaching this unit will agree to. Other strategies may be used individually by teachers in their own classrooms.)
How will you incorporate international mindedness throughout the unit?
* By encouraging students to consider multiple perspectives through discussion and reading of fiction and non-fiction-texts
* Discuss that the tradition of arranged marriages are a part of many different cultures, (There have been instances in the Deep South of arranged and/or encouraged marriages for economic purposes (especially after the Civil War,) In arranged marriages, the divorce rate is 50% lower than that of the United States where people choose who they wish to marry. Parents want to make the best marriage arrangemts for their daughters.
* Discuss that Pakistan is our ally. Osama Bin Laden has been sighted on K2; he is the son of a Saudi Arabian sheik. Saudi Arabia is also our ally and stripped Bin Laden of his Saudi citizenship during the Gulf War.
* Point out the difference of cosmopolitan and rural customs -- Pakistani women who livein cities are well educated, and some are more "Westernized" in their thiinking.
* Reflect on the landmark event of having the first Afican American President-elect/President in relation to the changing racial perceptions of our national and worldwide community. Prejudice exists among tribes in Pakistan. Discuss how cultural beliefs may create prejudice among societies and communities.
* Discuss how understanding the religious beliefs of others make us a more knowledgeable and caring citizen of the world. Islam and Discuss the importance of Mecca, the holy Islam city located in Saudi Arabia. and the birthplace of Mohammad.
* Make sure students understand the difference between a terrorist and a Muslim, the difference between a Ku Klux Klan member and a Christian.
How will the students learn the knowledge and practice the skills required?
* Having an understanding the concept of "commonalities."
* Awareness of how a culture of a community affects the lives of its citizens.
* Students should have a thorough knowledge of the text and will receive diagnostice reading quizzes and tests to measure that knowledge.
* Students should have an understanding of the general format of a compare and contrast essay. They will acquire this by teacher model-guidance, writing several essays, peer-grading and editing of essays, and rewriting essays for Summative Assessment.
How will we use formative assessment to give students feedback during the unit? What are they?
* Diagnostic reading quizzes will enabel the teacher to tailor understanding of the text.
* There will be teacher/student interviews and conversations about the different parts of the writing process to gage understanding and development.
What different teaching methodologies will we employ? How are we differentiating teaching and learning for all?
* Use of activities that require different intelligences (verbal, visual, interpersonal, and kinesthetic)
* Pair share
* Use of diagrams and visuals to help in developing an essay
* Use of shared inquiry
|Ongoing Reflections and Evaluation|
|Students and teachers:
* What did we find compelling?
* What learner-initiated inquiries arose during the learning?
* From the evidence, what new student understandings may have been constructed?
* How did we deepen our understanding of the focus AoI?
* What opportunhities exist for reflection - both within the unit and on our own learning?
* What, if any, extension activities arose?
* What do I need to adjust in the assessment task to allow more student success?
* What interdisciplinary, if any, understandings were forged with other units based on the significant concept?
* What data am I collecting and how will it be used?
Grading student essays to see how well they respond to fictional and non-fictional texts
|2. Novel: Shabanu: Daughter of the Wind, by Suzanne Fisher Staples
2. Computer Lab: Internet research on cultural aspects of Pakistan
3. Using the DVI port for hooking the computer to the TV so students may see cultural aspects of India on TV.
4. Dictionary to look up and define new vocabulary words.
5. Handout dowry in Pakistan -- "The Menace of Dowry."