8/12/2019 English ITU Lesson 1

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MARINA SKENDZIC  1 

MARINA SKENDZIC

Spring 2014

TITLE OF LESSON

  Exploring The Human Condition: Introduction 

  Lesson 1 in a six week unit on exploring the human condition 

CURRICULUM AREA & GRADE LEVEL

  English / Grade 11

  May be adapted for any high school grade level

DATE OF LESSON

  TBA

CA COMMON CORE STANDARD

  SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led)with diverse partners on grades 11 –12 topics, texts, and issues, building on others’ ideas and expressing their own clearly andpersuasively.

CA ELD STANDARDS

  Collaborative / Emerging: 1. Exchanging information/ideas: Engage in conversational exchanges and express ideas on familiarcurrent events and academic topics by asking and answering yes‐ no questions and wh‐  questions and responding usingphrases and short sentences. 

BIG IDEA ADDRESSED/ENDURING UNDERSTANDING:

  Students will understand that the similarities between all human beings far outnumber the differences.

  Students will understand that they can make an impact on their community, through direct involvement and advocacy.

ESSENTIAL QUESTIONS

1. How does understanding the human condition help you to be a self-actualized human being?2. How does understanding the human condition help you to be a tolerant, understanding, and global citizen?

OBJECTIVE(S) OR LEARNING GOAL(S) 

  Cognitive: Students will be able to express their entry-level understanding & participate effectively in a collaborative discussion onthe human condition by watching YouTube videos, responding to it in a quick write, and sharing their ideas.

ASSESSMENTS

  Diagnostic - entry level & Formative - progress-monitoring: Quick Write plus whole class discussion.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

  This is a very abstract idea for young students and may be hard to grasp at first. They may not have ever heard of thehuman condition, so the topic needs to be introduced properly and thoroughly.

INSTRUCTIONAL STRATEGIES: What the teacher does

 Anticipatory Set

  Greet the class, take roll, and tell students we will be starting a new unit today on the human condition (3 minutes)

  Display the definition on a white board or document camera: ―The human condition (also called common humanity)encompasses the experiences of being human in a social, cultural, and personal context. It can be described as the irreduciblepart of humanity that is inherent and not connected to gender, race, class, etc. —a search for purpose, sense of curiosity, theinevitability of isolation, fear of death, etc. The "human condition" is especially studied through the set of disciplines andsubfields that make up the humanities. The study of history, philosophy, literature, and the arts all help understand the nature

of the human condition and the broader cultural and social arrangements that make up human lives.‖ SOURCE:http://www.artandpopularculture.com/Human_condition (3 minutes)

Instruction

  Pass out the handout for today. Ask students to fill in the handout with words that come to mind as they watch the YouTubevideos. Teacher circulates the room as students take notes & watch these depictions of the human spirit/condition.

o  What is the human condition? https://www.youtube.com/watch?v=LWq83Gnxyus (3 mins)o   A message for all humanity: https://www.youtube.com/watch?v=CsgaFKwUA6g (3 mins)o  For all humanity: Spirit of Apollo: https://www.youtube.com/watch?v=_G6jhUznonU (5 mins)o  NYC Ballet Swan Lake Rehearsals: https://www.youtube.com/watch?v=v19PaQ6XF48 (5 mins)

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2 [MARINA SKENDZIC] 

MARINA SKENDZIC

Spring 2014

Guided Practice

  Have students share what they have written down with their groups. Student seats are already in prearranged groups tofacilitate differentiation based on process. Instruct students to write down 3 different things from their peers. Teacher circulatesthe room and listens to students speak. Teacher asks specific students, at least 3, to share at the end based on hearing theiranswers to their peers (5-8 minutes)

  Have the 3 pre-chosen students share their thoughts.

Independent Practice

  Instruct students to write 1 page in quick write format responding to the essential question: How does understanding the humacondition help you to be a tolerant, understanding, and global citizen? Circulate the room to observe student thinking (12 minut

Closure

  Instruct the class to come back together as a whole.

  Lead a whole-class discussion on the essential question (20 minutes)

Transfer

  Let students know that the next lesson will come from their social science teacher. Then, the following lesson after will comefrom their Spanish teacher. Let students know that this subject will span across content areas and that they can expect to usewhatever they are learning in this class in the rest of their classes. Give examples of how the topic of the human conditionspans across all content areas (5 minutes)

STUDENT ACTIVITIES: What the students do

 Anticipatory Set

  Students listen (3 minutes)

  Students read.

Instruction

  Students fill in the handout with words/drawings that come to mind as they watch the YouTube videos. Students take notes &watch these depictions of the human spirit/condition (15-20 minutes).

Guided Practice

  Students share what they have written down with their groups. Students to write down 3 different things from their peers (5-8minutes).

  3 pre-chosen students share their thoughts.Independent Practice

  Students to write 1 page in quick write format responding to the essential question: How does understanding the human condithelp you to be a tolerant, understanding, and global citizen? (12 minutes)

Closure

  The class to comes back together as a whole.

  Students participate in a whole-class discussion on the essential question (20 minutes).

Transfer

  Students listen (5 minutes).

INFO ABOUT ENGLISH LANGUAGE LEARNERS 

  Student 1o  Readiness: CELDT Scaled Score: 610 – Early Advanced. Level 4.o  Interests: Fashion/make-up, familyo  Learning Profile: Intuitive/sensing

  Student 2o  Readiness: CELDT Scaled Score: 602  – Early Advanced. Level 4.o  Interests: Travel, readingo  Learning Profile: Prefers partner work to group work or individual work

  Student 3o  Readiness: CELDT Scaled Score: 611  – Early Advanced. Level 4.

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MARINA SKENDZIC  3 

MARINA SKENDZIC

Spring 2014

o  Interests: Family, footballo  Learning Profile: Visual, needs reinforcement of directions

  Student 4o  Readiness: CELDT Scaled Score: 652  – Advanced. Level 5.o  Interests: Shopping, poetryo  Learning Profile: Highly social

  Student 5o  Readiness: CELDT Scaled Score: 608  – Early Advanced. Level 4.o  Interests: Cookingo  Learning Profile: Shy, visual-kinesthetic

  Student 6o  Readiness: CELDT Scaled Score: 616  – Early Advanced. Level 4.o  Interests: Familyo  Learning Profile: Visual, shy, does not like presenting in front of the class

  Student 7o  Readiness: CELDT Scaled Score: 587  – Intermediate. Level 3.o  Interests: Soccer (playing & watching)o  Learning Profile: Audio-kinesthetic, works well in small groups

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choos e area(s) as necessary based on informat ion abov e  

  Content : Students will learn the same content as the rest of the class.

  Process: I will approach these students to make sure they are not stuck on any steps.

  Product : Students will produce the same product as the rest of the class.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS 

  Student 1 (IEP)o  Disability Category : Autismo  Learning Preference: Visual learner, friendly, aims to pleaseo  Modifications: extended time on tests, extended time on long assignments, break larger assignments into smaller

units, access to safe room, alternate setting for tests (Room 317), needs 1-1 help at times, needs to be told explicitlythe expectations.

o  Processing Deficits: theory of mind, executive processing, auditory/memory deficits.o   Academic Ability : Difficulty with inferencing and higher level comprehension (abstract thinking). Writes an essay well

but needs help editing & adding details.

  Student 2 (IEP)o  Disability Category : Specific Learning Disability.

o  Learning Preference: Multi-modal.o  Modifications: extended time on tests, alternate setting for tests, clarify directions.o  Processing Deficits: visual & motor processing, short-term auditory memory.o   Academic Ability : Reading & writing skills are at the Advanced level.

  Student 3 (IEP)o  Disability Category : Autism.o  Learning Preference: Multi-modal; speech & language services.o  Health Concerns: glasses, history of asthma, & was born with a right club foot.o  Modifications: extended time on tests, clarify directions.o  Processing Deficits: Expressive & receptive language delays.o   Academic Ability : At times, struggles with comprehension of grade-level material. Able to write a 5 paragraph essay

with a thesis statement & supporting details, but may lack flow and consistent use of details.

  Student 4 (IEP)o  Disability Category : Specific Learning Disability.o  Learning Preference: No specified.o  Health Concerns: General health is good.o  Modifications: extended time on tests, clarify directions.o   Academic Ability : Reading in the average range and functioning close to grade level. Write in the low average range

but close to grade level.

  Student 5 (IEP)o  Disability Category : Autism.o  Learning Preference: Multi-modal; speech & language services.o  Health Concerns: wears contacts – no current medications.o  Modifications: Preferential seating, extended time of long assignments, alternate setting for tests (Room 317).o  Processing Deficits: Executive functioning/theory of mind, speech-articulation/rapid speech.

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o   Academic Ability : Strength is reading. Written expression – low average. Does very well despite low test scores.o  Other: Has a tutor at home, he is a great golfer, can get stressed out because he wants all A’s.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choos e area(s) as necessary based on informat ion abov e

  Content : Students will learn the same content as the rest of the class.

  Process: I will approach these students to make sure they are not stuck on any steps.

  Product : Students will produce the same product as the rest of the class.

RESOURCES:

  Graphic organizer handout

  Binder paper

  Writing utensils

  Projector

  YouTube video

REFLECTION: Quest ions to c onsider af ter the lesson

  Not applicable.

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MARINA SKENDZIC  5 

MARINA SKENDZIC

Spring 2014

Name: _____________________Date: ______________________Period: _____________________

THE HUMAN CONDITION: AN INTRODUCTION

Directions: As you watch the YouTube videos, write down words/phrases that come to mind while watching. Try to think about how we

defined the human condition and how our definition relates to what is being shown on the screen. Feel free to include drawings todemonstrate your current understanding to the right or to the left of the graphic organizer. Remember, nothing you write down or draw cbe wrong—we have only just begun to explore this abstract idea!

Next, add at least 3 ideas you heard from your peers below:

THE

HUMAN 

CONDITION

1.

2.

3.

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Spring 2014

Next, write your one page quick-write response below. What is the human condition as you understand it? How can understanding thehuman condition make you a more tolerant, self-actualized, global citizen?