The objectives of this unit as well as the daily assessments are always based on the Bloom's taxonomy for the cognitive domain. This taxonomy is a scale to measure the development of intellectual skills and includes six levels of intellectual behavior connected to learning: knowledge (recall data or information), comprehension (understand the meaning), application (use a concept in a new area), analyze (break down concepts into components), evaluate (make judgments), and create (create a new product or point of view). I usually try to include all or most of the six steps of the taxonomy in each lesson plan to guide the students in their thinking process.
The various lesson plans at the end of this unit are built on specific learning goals the students need to achieve by the end of each class. These objectives have also to be clear and measurable, so that I can assess each student, reflect, and decide the next steps that translate in how I build these differentiated groups every single day. The objectives are:
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1. to read and understand, interpret, analyze and discuss the novel,
Invisible Man
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2. to understand the concepts of specific literary devices: point of view or narrative perspective, diction, allusions, figurative language, tone, syntax, and structure;
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3. to analyze, discuss, and write about how point of view or narrative perspective, diction, allusions, figurative language, tone, syntax, and structure reveal meaning;
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4. to understand and apply how to find sources;
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5. to read, understand, interpret, and analyze non-fiction texts;
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6. to determine the purpose(s) and the perspective(s) of each document;
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7. to determine what information is relevant in connection to the novel or explanatory and/or influential to theme(s), purpose, and characterization;
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8. to research, understand, and analyze the issues of race, stereotype, prejudice, political ideologies, and invisibility, and reflect on the related implications;
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9. to apply their prior knowledge in determining the meaning of race, stereotype, prejudice, invisibility, and political ideology before reading the written sources;
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10. to write appropriate open-ended questions for the interview of parents/grandparents or other people about city life, minorities, and/or fact(s) the interviewed people remember about African-Americans' political involvement, or experiences of prejudice and/or stereotyping;
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11. to understand, analyze, discuss, and write about the information collected through interviews;
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12. to research, understand, and analyze literary criticism;
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13. to draw conclusions and evaluate the concepts of race, stereotype, prejudice, political ideology, and invisibility in the novel and today;
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14. write the close analysis of both the written and visual documents;
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15. discuss the close analysis of the written and visual documents with the peers;
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16. compare and contrast the various written and visual documents, and draw the appropriate conclusions;
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17. write an annotated bibliography of all the studied written, oral, and visual documents;
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18. to write a speech, or an analytical essay, or a documented essay (the struggling students in special education can conclude the unit with an oral presentation focused on the essential question and supported by the novel and other sources).