Fences: Facing Obstacles On and Off the Diamond
Teacher Resources
SUGGESTED TIME FRAME
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Two class periods in computer lab for research
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Two class periods in computer lab for group collaboration and creation of product/presentation
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One class period for group presentations
Differentiating Instruction through Information Literacy, Technology, and Assistive Technologies:
by Learning Styles and Preferences
by Content & Process
TEACHER TIPS, TOOLS, & TUTORIALS
Grades 6-12 Information Literacy Process Model &
Interactive Research Guide
Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources
SEARCH these resources for additional teaching materials:
- Safari Montage (videos and other media)
- Promethean Planet (interactive flipcharts - free account)
- Teacher's Domain
- FREE (Federal Resources for Educational Excellence) - Segregation Teaching and Learning Resources
- Negro Leagues Baseball Museum of Maryland right here in Baltimore County-- field trips available!
Grade Level,
Content Area & Unit
Grade 11 English Language Arts
Unit 5: Toward Globalization
Concept: The American Dream
Essential Question or Enduring Understanding Essential Questions:
How did the experiences of baseball players in the Negro Leagues reflect American social, political, and economic conditions at the time?
How could this experience affect the character Troy Maxson in Fences?
AIM Alignment The student will prepare for reading, viewing and/or listening to a text.
- Determine an appropriate purpose for reading the text.
- Determine topics of discussion that may enhance a reader’s understanding of a text.
- Predict the development of topics, ideas, events, and/or theme that might logically occur in the text.
- Synthesize background materials from a variety of sources to define a context for reading a particular text.
- Research background information as preparation for reading
Maryland State CurriculumEnglish Language Arts
Content Standards
1. The student will comprehend and interpret a variety of print, non-print and electronic text and other media.
1.1 The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials.
Library Media
Standards for the 21st Century Learner (AASL)
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings,
draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based
research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly.
4.1.8 Use creative and artistic formats to express personal learning.
2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.