Designing Connections: Bringing Communities Together
By Denise Vega, July 28, 2008
- High School
- City of Neighborhoods
- Language Arts
- Social Studies
Common Core Standards
Anchors for Reading
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- design structures and events that bring communities together
- learn problem solving techniques
- learn to write to communicate ideas and to persuade a specific audience
- be introduced to design
- Collins, John J., Ed.D. Selecting and Teaching Focus Correction Areas. West Newbury,Massachusetts; Collins Education Associates: 2004.
- Collins, John J., Ed.D. Developing Writing and Thinking Skills Across the Curriculum: A Practical
- Program for Schools. West Newbury, Massachusetts; Collins Education Associates: 1992.
- Fisch, Karl. “Did you know?” YouTube. http://shifthappens.wikispaces.com.
- Tatum, Beverly Daniel, Ph.D. “Why Are All the Black Kids Sitting Together in the Cafeteria?” New York; Basic Books: 1997.
- Wallace, Brian. “McCaskey, Warwick students to switch.” Intelligencer Journal. Metropolitan Edition. Lancaster, PA. Wednesday, March 26, 2008.
- “Racism 101” by Nikki Giovanni
- I Know Why the Caged Bird Sings, (end of ch. 4) by Maya Angelou
- “Why Are All the Black Kids Sitting Together in the Cafeteria” (ch. 4) by Beverly Daniel Tatum, Ph.D.
- any news articles about segregation in contemporary times, or issues regarding racism—can be on United Streaming, YouTube or Teacher Tube.
- images of Suburban areas and Urban areas taken with a digital camera and organized on a PowerPoint presentation.
- speakers: design experts to lecture and explain the design process, what they do and how they do it
- art supplies
- writing supplies
- cause and effect: first, a reason, motive or basis for an event or idea, and then an analysis of its result or consequence
- focus: the concentration of attention or energy on something
- organization: an orderly structure for arranging or classifying; a group of people working together; arranging things in a clear and methodical manner
- topic sentence: the initial sentence of a paragraph or passage which represents the central idea of the paragraph or passage
- supporting details/content: facts and secondary ideas that an author uses to develop and support the main idea
- introduction: the first section of a communication which introduces the main thrust of the communication
- conclusion: the last section of a communication which usually sums up the points that have been made
- body paragraphs: the main text of a piece of writing
- design: conceive; invent; plan out; create or execute in a highly skilled or artistic manner
- architect: a person who designs buildings and structures
- engineer: a person who uses scientific knowledge to solve practical problems or create useful structures
- structure: a thing constructed; a complex entity constructed of many parts; further, Structure is a fundamental and sometimes intangible notion covering the recognition, observation, nature, and stability of patterns and relationships of entities
- portal: a door or entryway
- How do we learn to problem solve and think critically?
- How do we design to resolve issues and problems in our communities (design concepts)?
- How can we communicate ideas by writing, persuading, designing and creating?
- How do we communicate effectively with a specific audience?
- “Racism 101”—Nikki Giovanni
- “Why Are All the Black Kids Sitting Together in the Cafeteria?” (Ch.4)—Beverly Daniel Tatum, Ph.D.
- I Know Why the Caged Bird Sings (end of Ch. 4, where Maya compares the black part of Stamps, Arkansas, to the white section of town)—Maya Angelou.
- Lancaster: Intelligencer Journal article—Brian Wallace—“McCaskey, Warwick students to Switch”
- Any recent news articles you can find on racism or segregation
- List any objects or details you see in the picture.
- List any words or phrases you see in the picture.
- What symbols are in the picture? What do you think these symbols mean?
- List words that describe the emotions you might feel as a viewer of the picture.
- What is the message of this picture?
- What is the targeted audience? Explain your response.
- Organization—good transitions between paragraphs, connections to thesis/main ideas
- Purpose—meaningful ideas, relevant ideas, connect ideas by using supporting details, writing with a specific audience in mind
- Proper use of conventions—grammar, vocabulary, sentence structure
Enrichment Extension Activities
- Have students build miniature prototypes of their designs.
- They can present designs using pictures or creating a chart on poster paper.
- Use the assistance of an art teacher to help students with their design or to come up with a project and assessment for the actual positive design solution.
- Students can present their design solutions as group presentations. While each group is presenting, the rest of the class should be taking notes and writing questions to ask. Give students the opportunity to ask questions and groups to respond.
- Have a design fair and include refreshments.
- Create a display for the students to show off their designs—a permanent display. Celebrate the students’ efforts.