Genetics

Title: Genetics

Author: Rene Ribant-Amthor

Grade Level: 9-12

Subject/Content: English/Performance Literature/Genetics/Diversity

Summary of Lesson: Students identify literary elements in each selection while learning about diversity and the struggle for equality in the United States. Students use their knowledge to express the emotion and key literary elements in each piece through performance.

Focus Question: How and where do the themes of diversity and the struggle for equality appear in literature?

Databases(s): LitFinder

Procedures :

• This lesson may be taught in conjunction with a social studies/American history course studying the struggle for equality in America. Also, this lesson may be taught in conjunction with a biology course studying genetics and the genetic differences between individuals or independently in an English course studying literary terms and presentation styles

Steps/Activities by Teacher:

• Before the activity begins search LitFinder for the following selections:
• Poems (Group 1)
  • "An Agony. As Now" Amiri Baraka
  • "I,Too" Langston Hughes
  • "Negro" Langston Hughes
  • "Sonnet to a Negro in Harlem" Helene Johnson
  • "We Wear the Mask" Paul Laurence Dunbar
• Play (Group 2)
  • "Two Races; A Pageant" Inez M. Burke
• Speeches (Groups 3 & 4)
  • "I Have a Dream" Martin Luther King Jr.
  • "Speech at Harvard University" Booker T. Washington
• Short Story (Group 5)
  • "Taylor Quarry" Mimi Herman
• Divide class into five groups (size appropriate to literature selection): poems, play, one group for each speech, and short story
• Give each group the title(s) of their performance piece

Steps/Activities by student(s):

• Access LitFinder
• Search for assigned title and/or author
• Read selection individually
• Read selection with group
• Analyze the selection identifying the important themes, setting, character, tone, and point of view of author
• Discuss with the group how these elements can be portrayed through a performance of the piece using the following performance requirements:
  • Include title and author in performance.
  • Evenly distribute lines of piece so individual students have near equal number of lines.
  • Recite designated lines, words, or passages together to emphasize key elements
  • Project voices so entire class can hear lines
  • Use facial expressions, body language and tone of voice to convey character traits and feelings
  • Use gestures to act out important lines, words, and passages
  • Memorize part or use note cards
  • Include sound effects and costumes.
• Use the above requirements to develop a script of your selection
• Rehearse script
• Perform selection in class

Outcome: Students will participate as performers and audience members in a class performance of pre-selected literature focusing on key literary elements and the themes of diversity and equality in the United States.

Related Activities: Students write their own poem with a focus on the theme of diversity or equality and perform it in class.

Standard Date: Approved 1996

Content Standard(s):

• Students read a wide variety of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary.
• Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g. philosophical, ethical, aesthetic) of human experience.
• Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features.
• Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences for different purposes.
• Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.
• Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities
• Students use spoken, written and visual language to accomplish their own purposes.

Performance Indicators:

• At Level 1, the student is able to:
  • Read literature from various genres of writing
• At Level 2, the student is able to:
  • Identify and discuss key literary terms focusing on diversity and the struggle for equality within each selection
• At Level 3, the student is able to:
  • Present a piece of literature with a group in a performance style while expressing an understanding of the main literary elements with a focus on diversity and the struggle for equality.

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care of computer based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct research, and improve communications

ISTE NETS for Students

• Students are proficient in the use of technology
• Students use technology tools to enhance learning, increase productivity and promote creativity.

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 3: The student who is information literate uses information accurately and creatively
• Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
• Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.