Shading The Color Purple

A Unit Plan for English 12

Nathaniel D. Cartagena

December 13, 2010 Fundamentals of Instruction

Table of Contents
Unit Outline4

Daily Lesson Plans................8 1. Through Stevies Eyes.9 2. Ask Alice..11 3. Daytime with Substance14 4. Tell Nobody But God.17 5. Spielbergs Celie19

Assessment Tools / Additional Resources...22

Unit Outline

Unit Plan

Nathaniel D. Cartagena December 13, 2010 Fundamentals of Education

Shading The Color Purple

a unit plan for English 12 Big Idea English has evolved through time and context to the living and breathing creature that we have today. The language has evolved through diverse use as varied as the many people who have employed it. In literature, expository writing, legal documents, poetry, etc, it has taken different shapes and influenced people in numerous ways. It is with humble yet terrific means that this unit intends to continue this great tradition using Alice Walkers magnificent, (although difficult), novel, The Color Purple. Through this novel, it is possible to link students to a voice that is far away in a different place, at a different time, with different circumstances. Yet, though this novel has characters whom may be very different, it does paint a very vivid portrait of a different frame in the American story. This unit intends to present an elegant novel with topics that are challenging, while exposing students to a new form of writing, and allowing for reader response. In this way, students should learn the power of a story, a new means in which to tell them, and become more informed on heavy topics that still permeate and test our society. As a whole, this unit is intended to extend the evolution of English, if only so far as in the minds of a class of students. Standards This unit, although arguably self-defending its importance to English education, also has met some of the criteria as laid out in the Michigan Merit Curriculum High School Content Expectations in the area of English 12. The strongest of those criteria are spelled out in the following:
1.2 Use writing,

speaking, and visual expression for personal understanding and growth.

1.3 Communicate

in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose. 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work. 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
2.3 Develop

as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading.

3.3

Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts. 3.4 Examine mass media, film, series fiction, and other texts from popular culture.
4.1 Understand

and use the English language effectively in a variety of contexts and

settings.

Objectives Students will: Understand the literal level of the text (what, where, when, etc) Uncover the meaning beyond the literal level Develop an interpretation of the text Explain different literary styles, specifically demonstrating a knowledge of epistolary writing Synthesize how the text remains relevant even though written in the 1980s about characters in the early 1900s Write critical responses of texts provided in the classroom Analyze underlying assumptions of text and impact of text on society and a given reader*
*Taken or paraphrased from Michigan Course/Credit Requirements for English Language Arts Grade 12

Web & Other Resources There are many resources that help demonstrate the importance of this text and the techniques that could be employed in teaching it. The ones that I used are The Color Purple, by Alice Walker, Michigan Merit Curriculum Course/Credit Requirements for English Language Arts Grade 12 < http://www.michigan.gov/documents/mde/ELA_Grade_12_189418_7.pdf> 50 Content Area Strategies for Adolescent Literacy by Douglas Fisher, William G. Brozo, Nancy Frey, & Gay Ivey (2007) is used for the Think, Pair, Share activity An article by Mel Gussow (December 26, 2000) entitled Once Again, Alice Walker Is Ready to Embrace Her Freedom to Change that was originally published in section E, page 1 of The New York Times was used for biographical information used in the mock conference call. Daily Lessons Lesson 1: Through Stevies Eyes Main Ideas: This lesson is intended to help students develop a working sense of charity and justice and so that they will be able to work with several of the topics addressed within the text. Lesson 2: Ask Alice

Main Idea: This lesson is intended to help students pick out many of the surface level ideas and strategies used in the early parts of the text, as well as provide some background on the story. Lesson 3: Daytime with Substance Main Idea: Students should be able to find parts that point out social or otherwise important pieces from the story that point out the quality of each character. Using a skit, they will be able to create dialog and synthesize those ideas that they have up to that point. Lesson 4: Unit Test Main Idea: Students should see many of the literary techniques and the social importance in the story including a connection back to charity and justice, once the book has been completed. The unit test will evaluate how well students have done so. Lesson 5: Spielbergs Celie and Ending the Unit Main Idea: Students should be able to use strategies and techniques used while reading the book to be critical of the movie and its differences from the book and what those differences imply. With that insight, they can create a RAFT project which will be the culmination of the unit of work.

Daily Lesson Plans

Direct Instruction Lesson Plan

Nathaniel D. Cartagena December 13, 2010 Fundamentals of Instruction

Through Stevies Eyes

Defining Charity and Justice

Purpose of the Lesson This lesson is the introductory lesson for a unit on teaching Alice Walkers The Color Purple. Within the book are many challenging topics that students will have to vicariously experience through the narrator, Celie. These topics include vulgar language, violence against women, rape, racism, and so on. Despite all of these seemingly insurmountable problematic elements within the text, there are many redeemable reasons that this novel remains integral to English (and history, too) education. Since such topics will be coming up in the reading, a much less controversial subject will be what introduces it all. By developing the ideas regarding charity and justice, the teacher will model much of the behavior that students will be expected to display as the book is discussed, as well as using a quote from the book to link the introduction to what is to come. This lesson will have some direct instruction, where the teacher is laying the groundwork for lessons that will become more student-centered. Learning Objectives There are many things that a student may learn during this lesson, and surely several of them may be surprising, but the minimum expectations are included in the following: Think critically about the concepts of charity and justice, Be able to share ideas regarding aforementioned topics with the class, Develop definitions of charity and justice based on short lecture, Apply new ideas to ones own life, and Arrive at fully developed conceptions of charity and justice to use as tools for life and interpreting The Color Purple.

Standards Although this lesson is only a small piece of a greater unit to be taught, it does address some of the criteria as laid out in the Michigan Merit Curriculum High School Content Expectations that were intended to be met within that more-encompassing unit. Those content expectations that are easily identifiable in this lesson are listed here:
1.2 Use writing, speaking, and visual expression for personal understanding and growth. 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through

independent and collaborative reading.

It is with those standards and the learning objectives in mind that the following plan was developed. Plan Opening Activity (9-14 minutes) S e t u p : The teacher is to have already have written on the board the quote from Stevie Wonder found in the opening pages of The Color Purple, Show me how to do like you Show me how to do it. The question, What does this quote mean? should be included on the board, as well. (0 min) T h i n k , P a i r , S h a r e A c t i v i t y : Students should spend the next 5 to 7 minutes writing in their journals about what they believe this quote, taken out of context, to mean. After sufficient time has passed, then the teacher is to instruct students to share their ideas with their neighbor, which should only take 1 or 2 minutes. Lastly, using 3 to 5 minutes, a group discussion should begin about the meaning of the quote. (9-14 min) T r a n s i t i o n : The teacher should end this group discussion leading towards the ideas charity and justice. A small amount of praise should be given to those who offered out their ideas. Direct Instruction (22-30 minutes) S e t u p : Pass out vocabulary self-assessment chart. Take a minute or two to have students assess the words charity and justice. (1-2 min) L e c t u r e : Give definitions, historical contexts, and examples of both charity and justice. (18-23 min) T r a n s i t i o n : Open up the floor for student questioning. (3-5 min) Wrap-up (10-17 min) S e t u p : Pass out copies of The Color Purple. (2 min) A c t i v i t y : Have analyze cover art of novel, then find Stevie Wonders quote in the novel. Discuss why this quote would have been included. (5-10 min) C l o s i n g : Assign home reading of first 40 pages reminding students that a short reading quiz covering those pages will happen in class and answer any final questions. (3-5 min) Total Time (41-61minutes) Additional Notes Specific Assessments Walk around during Vocabulary Self-Awareness use to see what students are marking for their understanding of the words that are going to be discussed for the lecture. Be sure to include students who did not talk during the Share in the intro of class to discuss during the Wrap-Up Activity Assign reading of the first 40 pages to be assessed the following day. Possible Misconceptions/Difficulties Students may consider charity and justice to be the same thing. Students may believe charity and justice are not related. Students may believe that charity and justice are not a part of everyday life. 10

Students may not be able to adjust their personal understanding of charity and justice to ones that will be useful to dissecting important topics in The Color Purple.

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Alice Walker Lesson Plan

Nathaniel D. Cartagena December 13, 2010 Fundamentals of Instruction

Ask Alice

Using a Discrepant Event for Learning

Purpose of the Lesson This lesson is one of several lessons needed to be composed to complete the actual text of The Color Purple. In this lesson, a mock conference call will serve as an introduction to the material of the class, which will facilitate the discussion that will make up the bulk of the class time and the aim of the instructional sequence. Learning Objectives There are many things that a student may learn during this lesson, and surely several of them may be surprising, but the minimum expectations are included in the following: Think critically about the concepts of charity and justice, Be able to share ideas regarding aforementioned topics with the class, Develop definitions of charity and justice based on short lecture, Apply new ideas to ones own life, and Arrive at fully developed conceptions of charity and justice to use as tools for life and interpreting The Color Purple.

Standards Although this lesson is only a small piece of a greater unit to be taught, it does address some of the criteria as laid out in the Michigan Merit Curriculum High School Content Expectations that were intended to be met within that more-encompassing unit. Those content expectations that are easily identifiable in this lesson are listed here: Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose. 3.3 Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts.
1.3

It is with those standards and the learning objectives in mind that the following plan was developed. Plan Opening Activity (8-14 minutes) S e t u p : The teacher is to ask students if they had any questions regarding the reading from the previous night, reminding them that there is a quiz about the reading to follow the questions. The teacher should take and answer questions as the come in for up to 5 minutes. (2-5 min) 12

R e a d i n g Q u i z : The teacher will then give a short reading quiz. This is meant to be very short and formative. The students should write the answers to orally given questions on a piece of paper that they themselves provide. The teacher should make them based on large or very important events so that students who have read will sure know the answer. Example Questions include: Who is the father of Celies two children? Who is Celie writing her letters to? Who does Mr. ____ want to marry? Give a reason that Celies mother does not stand up for her daughters, when Mr. ____ shows up and wants to marry Nettie who is very young. [Not to be used with Who does Mr. ____ want to marry?] Answers: Her pa, God, Nettie, her mother is dead already by that point. (4-6 min)

T r a n s i t i o n : The teacher should then collect the quizzes and then have the class answer the questions as a group. (2 min)

Direct Instruction (25-37 minutes) S e t u p : Roll out the television that has the video with the Alice Walker mock interview already cued. Then explain to the class that the class will be experiencing a conference call. Dont tell them that it is to be Alice Walker because they may be disappointed when it is not the real Alice Walker. Throw on a head set for extra realism and begin the video. (3-5 min) D i s c r e p a n t E v e n t : Have mock conference call with Alice Walker. (7-10 min) T r a n s i t i o n 1 : Talk about how great it was to have the Alice Walker in the classroom, even though it was a recording of someone who was not Alice Walker. (1-2 min) A c t i v i t y 2 : Use the interview with Alice Walker to begin talking about the social issues within the first 40 pages. Recalling the final words of Alice Walker in the mock conference. (12-18 min) T r a n s i t i o n 2 : Wrap up that discussion tying in key aspects as appropriate and able. Recall those final words of Alice Walker in the mock conference again. (2 min) Wrap-up (8-10 minutes) S e t u p : Inform the students that they need to read the next 40 pages of the text. (0 min) A c t i v i t y : Let the students use this time at the end of class for silent reading. Any disruptions to the silent reading will require a warning followed by a docking of points to the participation grade. (8-10 min) C l o s i n g : The teacher should keep ensure the quiet and check that everyone is reading. This should be the case until the end of the period. (10-12 min) Total Time (41-61minutes)

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Additional Notes Specific Assessments Students have the short reading quiz as a form of assessment. Participation in reading the book and will reflect positively in the participation grade and being disruptive will reflect negatively. The next 40 pages are to be assessed the next day with a very similar (in style) quiz. Possible Misconceptions/Difficulties Students may believe that it was the real Alice Walker. Students may unable to discuss certain social issues due to personal experience. Other Notes This would be one of several lessons that would be required to complete the book, itself. Perhaps the number of pages per night might have to be increased to 55 so that the book can be completed in 5 days. Other lessons of this general form would use, paired readings, group readings, etc. to create lessons that finish all of the actual book, itself.

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Indirect Instruction Lesson Plan

Nathaniel D. Cartagena December 13, 2010 Fundamentals of Instruction

Daytime with Substance

Examining Social Issues

Purpose of the Lesson This lesson is the lesson just before/as the class completes the book. It is not the culminating activity, but one that should help students get many ideas that will be useful to produce their final project/paper. Because of the nature of this lesson, it will be essential that at least two days are given to complete the objectives. This is necessary, because students will need time to work together to create a worthwhile and meaningful product. Learning Objectives There are many things that a student may learn during this lesson, and surely several of them may be surprising, but the minimum expectations are included in the following: Be able to share and develop ideas regarding aforementioned topics within the class, Develop respect and responsibility in regards to social issues, Apply new ideas to ones own life and for implementation into final project/paper, and Effectively use developed conceptions of charity and justice as tools in completing the project.

Standards Although this lesson is only a small piece of a greater unit to be taught, it does address some of the criteria as laid out in the Michigan Merit Curriculum High School Content Expectations that were intended to be met within the more-encompassing unit. Those content expectations that are easily identifiable in this lesson are listed here:
1.2 Use writing, speaking, and visual expression for personal understanding and growth. 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal

level.
4.1 Understand and use the English language effectively in a variety of contexts and settings.

It is with those standards and the learning objectives in mind that the following plan was developed. Plan Opening Activity (5-7 minutes) S e t u p : The teacher is to already have written on the board a journaling prompt such as, Consider characters that have a lot to talk about. What important matter would they talk about? Why is it important? Whom might they discuss that is not present with them? (0 min) 15

J o u r n a l i n g : Students should spend 5 to 7 minutes writing in their journals addressing the prompt. (5-7 min) T r a n s i t i o n : Towards the end of the time spent on journaling, the teacher should begin passing out the assignment sheet for the activity that will make up the bulk of the lesson. (0 min)

Indirect Instruction (29-42 minutes) S e t u p : Instruct students that they have to finish up their last sentence as discussion about the assignment is about to begin. (1 min) I n s t r u c t i o n : The teacher should give a general presentation of the assignment highlighting key aspects of it. Then, open the class up for any questions that the students might have. Upon closing questioning time up, the teacher will then give assignments for groups, which should be chosen by the teacher. Groups are intended to be chosen based on the achievement aspects of each student. The teacher should select groups that will be able to work together and have varying ranges of achievement. The teacher should inform the students to read the assignment sheet carefully and to consider their journal writing from the beginning of class for help making decisions regarding the assignment. (10-13 min) W o r k T i m e : Students should be working on the project. It is essential that the teacher is going around and helping groups that are stagnant. The teacher should be prepared with questions that will help facilitate progress. Examples include, Which characters had strong opinions or actions? Who was your favorite and least favorite character and how would they relate with each other? What is an issue that continually pops out and is interesting to you? Which characters have strong feelings regarding that issue. (18-28 min) Wrap-up (7-12 min) O b s e r v a t i o n : As the time is nearing an end, the teacher needs to determine how much more time is needed to complete the assignment. There are two options: either presentations will begin the following day, giving students the first half to get organized and get a brief rehearsal in before actually starting or give students the entire day to work, with the following day beginning with presentations. (0 min) C l o s i n g : Upon assessment of student progress, the teacher should announce the decision for how much more time will be given to prepare for the presentations. Also, any final questions should be answered. (7-12 min) Total Time (41-61minutes) Additional Notes Specific Assessments The teacher should walk around to assess each students effort in the project. These efforts should be noted by the teacher and may be formally recorded as a participation grade. 16

The presentation will have a specific performance assessment rubric for grading, which will help deliver a quantitative judgment and grade on a qualitative assignment.

Possible Misconceptions/Difficulties Students may have difficulty getting their opinions voiced in their group. Students may have difficulty reaching consensus over topic matter. Students may have a background that makes certain topics extremely difficult to deal with. Students may not be willing to make concessions in order to make progress. Students may need to use a computer/copy machine to create enough copies of scripts to perform. Other Notes It is essential that students take notes during others presentations so that students have ideas for their final assignment. It would be ideal that a teacher have computers/copy machines readily available, but if that is an issue then the teacher must implement a strategy that will work in their specific situation. Most importantly, the teacher must have questions available for discussion if a student is needed to go to the office to make copies. Examples questions include:How are charity and justice involved with every topic? and Why are social issues important to explore? The teacher must give the students the ability to assess their group members and their own level of effort. It is not essential that these be formally recorded if there is a consistent high-level of effort put forth. If that is not the case, then it should be factored into the participation grade for the class. The teacher will have to facilitate a discussion upon the conclusion of the presentations. Within that discussion the teacher will need to draw out key ideas, perhaps using the following guide questions: What topics kept popping up in each of the presentations? and/or How are these topics still relevant today? and/or What do you think are the most important topics that were addressed and how does that compare with what you believe are the most important topics in the text? The lesson needs to transition into discussing how ideas from this could be implemented into final RAFT project, which will be formally introduced later.

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Unit Test Lesson Plan

Nathaniel D. Cartagena December 13, 2010 Fundamentals of Instruction

Tell Nobody But God

Unit Test Day for The Color Purple

Purpose of the Lesson This lesson should be done immediately upon concluding the book and the talk show presentations. This was carefully chosen to be placed in between the book and the movie presentation, because there was a desire to ensure that the test only included material from the book. By putting the test between the book and movie, it ensures that the movie and book are not confused. Since the test is not focused or meant to include the movie, this seemed to make the most sense. Learning Objectives There are many things that a student may learn during this lesson, and surely several of them may be surprising, but the minimum expectations are included in the following: Recall specific parts of the story Apply ideas generated in and out of class in writing Synthesize developed conceptions of charity and justice as applicable, especially in regards to The Color Purple. Evaluate student progress up to that point

Standards Although this lesson is only a small piece of a greater unit to be taught, it does address some of the criteria as laid out in the Michigan Merit Curriculum High School Content Expectations that were intended to be met within that more-encompassing unit. Those content expectations that are easily identifiable in this lesson are listed here: 3.3 Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts. 4.1 Understand and use the English language effectively in a variety of contexts and settings.

It is with those standards and the learning objectives in mind that the following plan was developed. Plan Opening Activity (2-6 minutes) S e t u p : The teacher is to have printed and readied the unit test for class. (0 min)

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E x p l a n a t i o n : The teacher should ask if there are any questions before the test is passed out, explaining that anything can be quickly answered regarding any part of the content addressed so far and could possibly included on the test. (1-5 min) T r a n s i t i o n : Limiting the previous segment to five minutes the teacher should quickly pass out the test and wish the class luck. (1 min)

Testing (38-53 minutes) Ensure that no one is cheating by proctoring the test from the back of the room. Remind students that they can ask any question at any time, as long as they are quiet and ask only the teacher. Be sure to announce when half of the time has elapsed, when there is 10 minutes left, and when 2 minutes are left. Have students who finish early read, either something that they have brought or begin something from the classroom students should be familiar with this policy for test days. Wrap-up (1-2 min) C l o s i n g : Collect the test at least one or two minutes before the class is to end, for students have not already turned it in. Inform students that the following day will begin the viewing of the film adaptation. (1-2 min) Total Time (41-61minutes) Additional Notes Specific Assessments Students will need to complete the test as a moderately formative summative assessment. Any cheating will be handled in a way that is in-line with the classroom management rules in place along with the discipline hierarchy. Possible Misconceptions/Difficulties Directions and the phrasing of certain questions also pose the possibility of being confusing to students. Students may not understand the ability to ask any question that they want from the teacher, although the teacher can choose how much to answer.

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Movie & RAFT Lesson Plan

Nathaniel D. Cartagena December 13, 2010 Fundamentals of Instruction

Spielbergs Celie
Yet Another Shade of Purple

Purpose of the Lesson This lesson serves two purposes, it provides another means to examine and review key aspects of Alice Walkers The Color Purple. The film has been acclaimed since its original debut and is worth its length of 154 minutes. The second purpose is to introduce the final assessment that will be key to this unit, the RAFT project. Day one of the days spent on the movie will be used to introduce the project and the following days will be time for them to consider an appropriate topic and genre for the work. This really allows some different ways for students to think and engage with the material, and the project will surely offer some great opportunities for students to work in and outside of traditional means, including artwork, poetry, essays, recordings, etc. Learning Objectives There are many things that a student may learn during this lesson, and surely several of them may be surprising, but the minimum expectations are included in the following: Develop a multi-genre project as a culmination of the unit, Recognize differences between the book and the movie, Interpret differences of text and film, Apply new ideas to ones own life, and Extend developed conceptions of charity and justice to use as tools for life and interpreting The Color Purple.

Standards Although this lesson is only a small piece of a greater unit to be taught, it does address some of the criteria as laid out in the Michigan Merit Curriculum High School Content Expectations that were intended to be met within that more-encompassing unit. Those content expectations that are easily identifiable in this lesson are listed here: 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work. 3.4 Examine mass media, film, series fiction, and other texts from popular culture.

It is with those standards and the learning objectives in mind that the following plan was developed.

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Plan Opening Activity (9-12 minutes) S e t u p : The teacher is to have already cued a means to play a procured copy of The Color Purple. Additionally, the teacher should have the handouts printed and ready as soon as class should start. (0 min) E x p l a i n t h e P l a n : The teacher should handout the RAFT assignment sheet and highlight the key aspects of the assignment so that the students will understand what exactly it is that they need to do with the project. Then the teacher should open up for a couple minutes of questions. (7-10 min) T r a n s i t i o n : The teacher should wrap up the questions by telling the students that they will need to pay attention to the film version as it may provide some insight into the RAFT project and also let them know that the movie will take several days to complete. Each day before the movie begins, students will have the opportunity to hand in proposals for approval and critique. (2 min) Movie Viewing (29-44 minutes) S e t u p : Begin the film and turn out all of the lights so that students will be able to view without the distractions from the audience. (1 min) V i e w i n g : Allow students to view the film and ensure that people are paying attention. (27-40 min) T r a n s i t i o n : Find an appropriate stopping spot. (1-3 min) Wrap-up (3-5 min) C l o s i n g : Begin short discussion of how the movie is different from the text. If possible point out an example or have a student do so. Instruct students to think about reasons why these differences might exist and remind them that that could be the topic for their RAFT project. (3-5 min) Total Time (41-61minutes) Additional Notes Specific Assessments Students will need to have a completed proposal by the day after the last day of the movie. Students who are obviously not paying attention or sleeping might require a participation grade for the movie days to be created so that their score will reflect their lack of paying attention. Possible Misconceptions/Difficulties If this the first time that the students encounter a RAFT project, then this may be a confusing assignment, at first. Students may have difficulty choosing any one or any combination of the aspects of the RAFT project.

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Other Notes After the first day, the teacher is to begin each class by reminding students to pay close attention to the story and to be thinking of topics for the RAFT project. If any students have a proposal, then they should be collected. If behavior becomes an issue, then the teacher must be sure to announce that participation grade exists before points are taken away. The RAFT project should be given at least a week to complete. This implies that the teacher is going to have to be proactive to ensure that students are getting the assignment done, when the class moves on from The Color Purple into a new unit. The lesson preceding the movie will be the traditional exam day. Ideally, the last day will not take much time to show the movie so a discussion of the differences between the movie and the text can fully develop.

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Assessment Tools / Additional Resources

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Lecture Resources

Nathaniel D. Cartagena December 13, 2010 Fundamentals of intstruction

I. Concept Self-Awareness Use the attached Concept Self-Awareness chart to have students self-assess their understandings of the terms Charity and Justice. While they are working, walk around to see the kinds of things that they are writing. II. Definitions Using the following lists of definitions, the teacher is to give all of the definitions that are available for charity and justice, while emphasizing those that are highlighted below. A way to do this is to maybe have this printed for the students without the highlighting or have an overhead copy that can be looked at. charity [char-i-tee] noun. 1. generous actions or donations to aid the poor, ill, or helpless: to devote one's life to charity. 2. something given to a person or persons in need; alms: She asked for work, not charity. 3. a charitable act or work. 4. a charitable fund, foundation, or institution: He left his estate to a charity. 5. benevolent feeling, esp. toward those in need or in disfavor: She looked so poor that we fed her out of charity. 6. leniency in judging others; forbearance: She was inclined to view our selfish behavior with charity. 7. Christian love; agape. justice [juhs-tis] noun. 1. the quality of being just; righteousness, equitableness, or moral rightness: to uphold the justice of a cause. 2. rightfulness or lawfulness, as of a claim or title; justness of ground or reason: to complain with justice. 3. the moral principle determining just conduct. 4. conformity to this principle, as manifested in conduct; just conduct, dealing, or treatment. 5. the administering of deserved punishment or reward. 6. the maintenance or administration of what is just by law, as by judicial or other proceedings: a court of justice. 8. judgment of persons or causes by judicial process: to administer justice in a community. 9. a judicial officer; a judge or magistrate. 24

Definitions taken from dicitionary.com. III. Clarifying concepts The purpose of this next section is to more fully develop those ideas first brought up in the basic definitions of the words. From there, students should have an idea of their own workable definition of charity and justice. Charity vs. Justice Charity Charity = social service. Charity provides direct services like food, clothing, shelter. Charity responds to immediate needs. Charity is directed at the effects of injustice, its symptoms. Charity addresses problems that already exist. Otherwise put: CHARITY MOPS UP. Charity is private, individual acts. Examples of charity: homeless shelters, food shelves, clothing drives, emergency services. Justice Justice = social change. Justice promotes social change in institutions or political structures. Justice responds to long-term needs. Justice is directed at the root causes of social problems. Justice addresses the underlying structures or causes of these problems. Otherwise put: JUSTICE TRIES TO MAKE SURE THE MESS ISN'T MADE TO BEGIN WITH. Justice is public, collective actions. Examples of justice: legislative advocacy, changing policies and practices, political action.

Table based on one found at http://www.saintmarys.edu/~incandel/charjust.html. IV. Historical Examples This next section is to provide students with examples from history that show important people taking on problems with solutions based on charity or justice. Each is intended to be something already familiar to the student and the emphasis is not on the story, but rather the intent of the solution. Mother Teresa embodies Charity [Mother Teresa] received training in Dublin, Ireland, and in Darjeeling, India, taking her first religious vows in 1928 and her final religious vows in 1937. In 1948 the Vatican (residence of the pope in Vatican City, Italy) gave her permission to start a new work under the guidance of the Archbishop of Calcutta. In 1950 her group, now called the Missionaries of Charity, received official status as a religious community within the Archdiocese of Calcutta. Members took the traditional vows of poverty, chastity (purity), and obedience, but they added a fourth vowto give free service to the most poor. The characteristics of all of Mother Teresa's worksshelters for

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the dying, orphanages, and homes for the mentally illcontinued to be of service to the very poor. Selections arranged by Nate Cartagena from an article found at http://www.notablebiographies.com/Mo-Ni/Mother-Teresa.html. Brown v. Board of Education demonstrates Justice The 1954 United States Supreme Court decision in Oliver L. Brown et.al. v. the Board of Education of Topeka (KS) et.al. is among the most significant judicial turning points in the development of our country. Originally led by Charles H. Houston, and later Thurgood Marshall and a formidable legal team, it dismantled the legal basis for racial segregation in schools and other public facilities. By declaring that the discriminatory nature of racial segregation ... "violates the 14th amendment to the U.S. Constitution, which guarantees all citizens equal protection of the laws," Brown v. Board of Education laid the foundation for shaping future national and international policies regarding human rights. Passage quoted from http://brownvboard.org/summary/. V. Realizing Causes behind Issues The last part of this lecture should use a worksheet from the tolerance.org website that is designed to help people identify causes of social issues and help them to find how these can be helped using either charity or justice or both. That worksheet is attached. With the use of that handout, it should be easy to lead students to understand that problems have causes, which can be helped with either charity or justice. It is up to the person as to what kind of difference they want to make.

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Concept Self-Awareness Chart

Procedure: 1. Examine the list of words you have written in the first column 2. Put a + next to each word you know well, and can give an accurate example and definition of the word. 3. Put a next to any words for which you can write only a definition or example, but not both. 4. Put a next to words that are new to you. 5. Use a pencil, as your understanding may change as the focus of the words may be different than usual.

Word

Example

Concept (Definition)

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Alice Walker Script

Nathaniel D. Cartagena December 13, 2010 Fundamentals of Instruction

This is the script to be used to create a mock conference call. The idea is to record someone acting as Alice Walker and put breaks into the recording so that it seems like the interview is genuine, even though it will be staged. Teacher: Good morning, Ms. Walker. Its a pleasure to have you here in our classroom today. Walker: Oh, why thank you. Its a great honor to be a speaker here for you all.

Teacher: Yes, well we just began reading your famous and beautiful novel, The Color Purple and who better than you to give us some background and insight. Walker: Yes, I have become rather intimate with those characters by now. Celie, as a character is approaching thirty years old already.

Teacher: Wow! Thats pretty amazing. But what I was hoping was that you could give us some background on yourself before we delve into talking about the book. Walker: That sounds good. Well, where to begin? I grew up in Eatonton, Georgia and I am the youngest of eight children. My parents were both hardworking people. Dad was a sharecropper and a dairy farmer, while Mom worked twelve hours per day as a maid. One story that I always remember is that one day, a plantation owner came to my mother and told her that blacks had no need for education since he wanted our familys children to work. He wanted me to work and I was so very young. My mother told him, You might have some black children somewhere, but they dont live in this house. Dont you ever come around here again talking about how my children dont need to learn to read and write. Can you imagine? A man saying that little kids should be working and that we didnt need an education. Teacher: I cant imagine, but those sure were some brave words from your mother. Walker: She was always brave for us. Anyways, I grew up writing. I had to keep much of it secret from my family. They would not understand what I was writing and I did not want to risk losing my work. Some of it I only kept in my mind. Later, I went on to school at Spelman College in Atlanta in the early 60s. And you will never guess who I got to meet there. Martin Luther King, Jr. I was even a part of the 1963 March on Washington. Since then I have tried to do my part to make this world a better place. I have worked to try to make voting more fair. I have marched on Washington more times since I 29

did so with Dr. King, Jr. I am still working on an anti-war campaign in Gaza. All while writing and trying to be a role model in this world. Teacher: That is amazing. It is really mind blowing: all the of the things that you have been able to accomplish and be a part of. Do you think that these helped shape the story that is The Color Purple? Walker: Oh, yes, absolutely. Some of the ideas that I got for that story came from my grandfather. Oral tradition was a strong part of my upbringing and those stories certainly influenced The Color Purple. Also, the story takes place during the time that my parents would have been growing up in a place very similar to the place that I grew up. So much of my life has been raveled into this story along with what I have learned growing up. My life and what Ive learned wrapped up with some creative license is what makes up that story. Teacher: Well, we havent gotten very far in your book yet. Only about 30 pages in, but is there anything else you want to tell us before you leave us? Walker: Yes, there is one thing. I want you to think the entire time that you read this text. Dont let your mind turn off or become desensitized, but experience as Celie does. Realize the injustice and know what it feels like. Celies problems were around about 100 years ago, but much of them are still around, just in a different disguise. There are solutions, but we need people to think carefully and make good decisions so that progress can be made. And you, all of you are a part of that progress. We all need to be the change that we want to see.

Teacher: Great words, Ms. Walker. Thank you so much for coming to our class today. It truly was an honor. Walker: The honor was all mine. I hope that you enjoy The Color Purple; and if not, then I hope that it challenges you, at the very least. Have a great day everyone.

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English 12 Mr. Cartagena Talk It Out Assignment It is now your objective, with your group of three to five, to create a talk show with characters that have pertinent and relevant social topics to talk about. Consider topics such as violence, (foul) language, racism, family dynamics, ect. With that in mind, you are to create a talk show with a host, (at least) two characters from the novel, and any other people that may be deemed important to be there (i.e. an expert, activist, etc.). It is key that these characters engage your serious social topic. Be deliberate with the choice of cast and the words that each of them say. It is important that the characters are loyal to the text and speak about the topic in the way that they would have in the book. If a character has evolved throughout a story, it may be helpful to preface the performance by contextualizing the show with a timeframe. Also, there should be a short commercial that addresses either charity, justice, or both. That commercial can use as many of the actors as necessary and should be about 30 seconds to a minute in length. The idea is to relate the topic of the talk show into the commercial. Whether it is an advocacy group or a humorous short that presents an interesting point of view for a charity/justice solution to a problem, it is key that it is relevant to the main topic that the characters are addressing in the talk show. A transcript of the talk show will be necessary, and should be error-free. It will be graded on organization and readability. It is unnecessary to have this typed, but that would be appreciated. Also, the commercial does not necessarily need to be contained within the transcript. Use of creativity in costumes will earn a couple extra points. This is your talk show, so I encourage you to name it and get studio applause from the class as appropriate. Lastly, the audience is to be respectful. The presentations will be tackling tough issues in a public manner and any disrespect will result in an automatic deduction of points.

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Student Name:__________________________
Excellent Average Missing Good Poor

Talk show Appropriate Choice of Characters from Novel (it is important to pick interesting mixes that are appropriate to an issue) Discussion revolves around an important social topic from the novel. Topic is developed and goes beyond surface level, using good questions and answering. Stays within 7-10 total time limit Transcript of talk show (commercial unnecessary, but appreciated) Commercial Addresses charity/justice and relates it back to topic Stays within 30 sec to 1 min limit Total Costumes Standing Ovation 0 6 7.5 9 10

0 0 0

9 5 6

11 6 7.5

13 7 9

15 8 10

0 0

3.5

4.5

5 2

_______ /50 0 | +1 | +2 0 | +1

Excellent

The aspect was covered deeply, with apparent reasoning behind choices. The entire group was involved and presented pertinent information. For time, total must be between 7 min and 10 min. The aspect was covered deeply, with some reasoning behind choices. Most of the group was involved in an important way. For time, total must not exceed 11 min. This aspect was covered but not very deeply. Use of some pertinent and relevant info was included, but only some of the group was involved beyond a superficial level. For time, total must not exceed 12 minutes. This aspect was hardly covered at all or choices do not seem to have been made consciously. For time, total must not exceed 13 min. If a presentation is between 5 to 7 minutes, then it will be consider Poor for timing. Either the student was absent or completely missed this aspect of the assignment. For time, the project was either longer than 13 min or shorter than 5 min

Good

Average

Poor

Missing

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Reviewer:___________________________ Person Reviewed:___________________________ On a scale of 1 to 10, how much effort did you put in? Circle the applicable number. (-0------1-------2------3------4------5------6------7------8------9------10-)
No effort All of my effort

On a scale of 1 to 10, how much effort did the person you are reviewing put in? Circle the applicable number. (-0------1-------2------3------4------5------6------7------8------9------10-)
No effort All of my effort

Comments:

------------------------------------------------Cut----Here------------------------------------------------------

Reviewer:___________________________ Person Reviewed:___________________________ On a scale of 1 to 10, how much effort did you put in? Circle the applicable number. (-0------1-------2------3------4------5------6------7------8------9------10-)
No effort All of my effort

On a scale of 1 to 10, how much effort did the person you are reviewing put in? Circle the applicable number. (-0------1-------2------3------4------5------6------7------8------9------10-)
No effort All of my effort

Comments:

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