University of The People EDUC 5281 Unit 7 Written Assignment October 22, 2023 Instructor: DR Kristin Jones

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University of the People
EDUC 5281
Unit 7 written assignment
October 22, 2023
Instructor: Dr Kristin Jones

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Introduction
Creating compelling and interesting instructional programs for students studying
Language and Literature is a gratifying endeavor for teachers. Delivering instructional sessions
that captivate students' interest, cultivate their affection for language, and kindle their enthusiasm
for reading may have a profound effect on their educational journey. As education progresses, it
becomes increasingly crucial for teachers to adjust and integrate novel approaches to engage
their pupils (Teaching Channel, 2018). According to the acclaimed scholar and writer, John
Dewey, if we instruct present-day students in the same manner as we did with past students, we
deprive them of their future (Williams, 2022). This remark emphasizes the necessity of adapting
our teaching methods to cater to the varied interests and learning preferences of modern
Language and Literature students. This article aims to present an exemplary lesson plan for a
Grade 9 Language and Literature class that emphasizes the reflection of social themes in
literature.
The lesson plan will include the following areas:
1. Grade Level/ Content Area/ Topic
2. Fiction or Non-fiction Text
3. Teaching Strategies
4. Activities
Content Area/ Grade Level: Grade 9 - Language and Literature
1. Topic: Literature as a Tool for Social Problem Analysis: Michelle Alexander's "The New Jim
Crow: Mass Incarceration in the Age of Colorblind"

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This book offers a compelling and intellectually stimulating analysis of the American criminal
justice system and its influence on communities of color. Selecting this particular work is crucial
since it tackles pertinent societal concerns such as racial prejudice, systematic inequity, and
widespread imprisonment, all of which are of utmost importance for students to comprehend and
actively participate in within contemporary society.
II. Teaching Strategies
A. Literature Circles
Teacher Process: The instructor will present the subject of societal concerns and provide a
concise explanation of the significance of the book "The New Jim Crow." Prior to commencing
the literary circles, the instructor will partition the class into little clusters, guaranteeing that each
cluster has a varied assortment of pupils. The instructor will present a comprehensive
introduction to literary circles, elucidating the responsibilities of each group participant (e.g.,
discussion director, summarizer, connector, word wizard, etc.) and outlining the operational
procedures that will be followed for the duration of the unit.
Student process: Within the context of literary circles, students will engage in the collective
reading of "The New Jim Crow" in small groups, assuming distinct roles to effectively foster
debates. The discussion director will generate inquiries to drive group conversations on different
chapters, while the summarizer will offer succinct synopses of the main ideas. The connector
will establish a connection between the topics of the book and current events, while the word
wizard will delve into complex vocabulary concepts. Students will convene often in literary
circles to analyze their discoveries, exchange perspectives, and participate in rigorous
deliberations on the societal problems depicted in the book.

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B. Writing Activity - Argumentative Essay
Teacher process: In order to prepare students for the writing task, the instructor will facilitate
class discussions and deliver concise lessons on argumentative writing strategies, including the
construction of a thesis statement, the use of supporting evidence, and the consideration of
counterarguments. The instructor will further oversee brainstorming sessions to assist students in
generating ideas pertaining to the concepts and topics discussed in "The New Jim Crow." In
addition, the teacher will provide guidance to students in performing research to locate
corroborating evidence and pertinent facts to enhance their arguments.
Student process: It is expected that students would draft persuasive essays on one of the social
issues raised in "The New Jim Crow." They will narrow the topic of their writings to one facet of
the criminal justice system or racial inequity. The instructor will set out class time for students to
concentrate on their essays and offer individualized suggestions and assistance to those who need
it. The students will need to use evidence from the text and other sources to back up their
statements and rebuttals.
Students in 9th-grade Language and Literature will benefit from this unit because it will
encourage them to think critically about contemporary social concerns, appreciate the potential
of literature to address these issues and hone their abilities in analytical and persuasive writing.
Incorporating "The New Jim Crow" as a supplementary work with literary circles and
argumentative essay exercises will provide students with a rich and comprehensive education.
Students are able to work together, engage in critical thinking, and articulate their views well in
both oral and written forms as a result of participating in these activities.

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References
Alexander, M. (2010). The New Jim Crow: Mass Incarceration in the Age of Colorblindness. The
New Press.
Teaching Channel (2018). Five steps to revision: Using warm and cool feedback. Retrieved from
https://www.teachingchannel.org/video/revising-essays-nea.
Williams, R. (2022). Evolving teaching practices for modern learners. Education Today, 54(6),
12-18.

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University of the People

Unit 7 written assignment

October 22, 2023

Instructor: Dr Kristin Jones

Creating compelling and interesting instructional programs for students studying

The lesson plan will include the following areas:

1. Grade Level/ Content Area/ Topic

2. Fiction or Non-fiction Text

Content Area/ Grade Level: Grade 9 - Language and Literature

Crow: Mass Incarceration in the Age of Colorblind"

actively participate in within contemporary society.

II. Teaching Strategies

procedures that will be followed for the duration of the unit.

circles to analyze their discoveries, exchange perspectives, and participate in rigorous

deliberations on the societal problems depicted in the book.

B. Writing Activity - Argumentative Essay

corroborating evidence and pertinent facts to enhance their arguments.

statements and rebuttals.

both oral and written forms as a result of participating in these activities.

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