Stand and Deliver: Understanding Expectations and Our Futures Investment Unit
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Standards Lessons
Objective: Students will analyze theme and plot components through the creation of a plot mountain.
Standards:
S2C1PO1. Identify the components of plot (e.g., main events, conflict, rising action, climax, falling action, resolution) of a literary selection.
S2C1PO2. Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection.
Intro Day: Teacher will lead students through a review of literary elements and plot componets – using plot song/movements and the class read aloud – When Your Reach Me – as a model/example
Post Movie: After finishing the movie and related discussion students will reflect back on the analysis of the conflict and major event done throughout – through the creation of a plot mountain.
• Students will determine their conflict and determine the climax based on when there was a turning point in the conflict – discuss with table team and plot
• Students will fill in plot mountain with events – Exposition, Rising Action, Climax, Falling Action, Resolution – compare and discuss event selection – why important to include on mountain
• Students will reflect on theme of the story and personal take aways
- What was the major lesson/mindset that Jaime Escalante taught his students?
- What is your big take away or lesson from this story?
Standards:
S2C1PO1. Identify the components of plot (e.g., main events, conflict, rising action, climax, falling action, resolution) of a literary selection.
S2C1PO2. Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection.
Intro Day: Teacher will lead students through a review of literary elements and plot componets – using plot song/movements and the class read aloud – When Your Reach Me – as a model/example
Post Movie: After finishing the movie and related discussion students will reflect back on the analysis of the conflict and major event done throughout – through the creation of a plot mountain.
• Students will determine their conflict and determine the climax based on when there was a turning point in the conflict – discuss with table team and plot
• Students will fill in plot mountain with events – Exposition, Rising Action, Climax, Falling Action, Resolution – compare and discuss event selection – why important to include on mountain
• Students will reflect on theme of the story and personal take aways
- What was the major lesson/mindset that Jaime Escalante taught his students?
- What is your big take away or lesson from this story?
Society/World Lessons
Objective: Students will analyze how their surroundings and the expectations of others impact their actions and learning
Lesson Purpose/Structure: Students will focus on how the expectations of their teachers, society, peers, families, and themselves impact their actions and their learning. These lessons will use clips and quotes from the movie Stand and Deliver as a context to discuss these issues and will lead them to reflect on these issues in their own lives. Different characters and their situations represent these different types of expectations well. Their quotes/situations will serve as the basis for a discussion and connection to each type of expectation.
Day 1: Society – community, school, classroom – Inequality (SETTING)
• Raquel Ortega: Low Expectations of schools/teachers
-If we want to get higher test scores we need to increase the economic level of the community.
-We can’t teach algorithms to illiterates. We are doing everything we can.
• Escalante: High Expectations of teachers and low expectations of society
-“Students will rise to the level of expectations that you hold for them – we need ganas.”
-“There are some people in this world who will assume you know less than you do because of your name and your complexion – math is the great equalizer.”
• Angel: Actions and Expectations of peers
- I need an extra book, I can’t be seen carrying this around.
Day 2: Family (CHARACTERS)
• Lupe: Family Responsibilities
- Takes care of siblings, parents need support
• Ana: Expectations of family
- Want her to work in the restaurant, “She will just get pregnant”
Day 3: Self (PROBLEM/RISING ACTION)
• Claudia: Expectations of mom v. self
- Boys don’t like girls that are too smart vs. I’m doing this so I don’t have to rely on some dumb guy my whole life
• Pancho: Expectations of self
- Everyone knows that I’m the dumb one
Day 4: Society (CLIMAX/PERSEVERANCE)
• Testing Services: Expectations of society
- Accused of cheating
“Their scores would never have been questioned if didn’t have Spanish surnames and come from barrio schools you know that”
Do: Students will discuss and analyze the various situations – describing how the characters’ actions and learning were impacted. They will then connect these ideas to their own lives and learning.
Lesson Purpose/Structure: Students will focus on how the expectations of their teachers, society, peers, families, and themselves impact their actions and their learning. These lessons will use clips and quotes from the movie Stand and Deliver as a context to discuss these issues and will lead them to reflect on these issues in their own lives. Different characters and their situations represent these different types of expectations well. Their quotes/situations will serve as the basis for a discussion and connection to each type of expectation.
Day 1: Society – community, school, classroom – Inequality (SETTING)
• Raquel Ortega: Low Expectations of schools/teachers
-If we want to get higher test scores we need to increase the economic level of the community.
-We can’t teach algorithms to illiterates. We are doing everything we can.
• Escalante: High Expectations of teachers and low expectations of society
-“Students will rise to the level of expectations that you hold for them – we need ganas.”
-“There are some people in this world who will assume you know less than you do because of your name and your complexion – math is the great equalizer.”
• Angel: Actions and Expectations of peers
- I need an extra book, I can’t be seen carrying this around.
Day 2: Family (CHARACTERS)
• Lupe: Family Responsibilities
- Takes care of siblings, parents need support
• Ana: Expectations of family
- Want her to work in the restaurant, “She will just get pregnant”
Day 3: Self (PROBLEM/RISING ACTION)
• Claudia: Expectations of mom v. self
- Boys don’t like girls that are too smart vs. I’m doing this so I don’t have to rely on some dumb guy my whole life
• Pancho: Expectations of self
- Everyone knows that I’m the dumb one
Day 4: Society (CLIMAX/PERSEVERANCE)
• Testing Services: Expectations of society
- Accused of cheating
“Their scores would never have been questioned if didn’t have Spanish surnames and come from barrio schools you know that”
Do: Students will discuss and analyze the various situations – describing how the characters’ actions and learning were impacted. They will then connect these ideas to their own lives and learning.
Self Lessons
Objective: Students will create a motivation map in which they reflect and represent goals for the future, people who motivate and are important to them, and quotes or saying that they find inspiring
Unit Intro
• This lesson will not follow the traditional teacher directed model as it is a student centered lesson and is about giving the students space to think, process and share. So, the teacher will introduce unit and explain to students that they will be beginning the unit by thinking about themselves, what they want in their lives and how school and AIMS fits in with this. For each discussion question/writing prompt teacher will pose the question and model thinking through the process before giving students time to write and share.
Looking 10 to 15 years in the future…
Where • Where you are located? Why?
What • What are you doing? Why?
Who • Who you are surrounded by? Why?
Education Connection
• How will getting an education help make this vision a reality?
• How will AIMS help you achieve these goals?
(This question will serve as a kind of pre-test to see how students perceive the AIMS test, its purpose, and its impact on their learning/lives.
End of Unit
• Students will brainstorm, draft, revise and create a motivation map to represent their goals and dreams for the future and the people and things that will help motivate them to get there.
• These maps were laminated and placed around the room prior to AIMS testing so that students have something to connect all their hard work and effort to.
Unit Intro
• This lesson will not follow the traditional teacher directed model as it is a student centered lesson and is about giving the students space to think, process and share. So, the teacher will introduce unit and explain to students that they will be beginning the unit by thinking about themselves, what they want in their lives and how school and AIMS fits in with this. For each discussion question/writing prompt teacher will pose the question and model thinking through the process before giving students time to write and share.
Looking 10 to 15 years in the future…
Where • Where you are located? Why?
What • What are you doing? Why?
Who • Who you are surrounded by? Why?
Education Connection
• How will getting an education help make this vision a reality?
• How will AIMS help you achieve these goals?
(This question will serve as a kind of pre-test to see how students perceive the AIMS test, its purpose, and its impact on their learning/lives.
End of Unit
• Students will brainstorm, draft, revise and create a motivation map to represent their goals and dreams for the future and the people and things that will help motivate them to get there.
• These maps were laminated and placed around the room prior to AIMS testing so that students have something to connect all their hard work and effort to.