Strategies
The history of Booker T. Washington’s life is an important component in this unit. To ensure that students are retaining this new knowledge, the teacher may have text-based discussions. The teacher provides an excerpt from the reading and some guiding questions. The students take time to read the selection and think about possible responses to the questions. In groups, students discuss the questions; however, in order to begin speaking, students must acknowledge what has already been mentioned. Students will have access to conversation starters so that all students will have access to the conversation. In order to compare and contrast Booker T. Washington’s life with those of the students, a Venn Diagram may be used. Students should compare and contrast their lives with that of Booker T. Washington’s to help them understand that other people go through similar or worse situations, but do not make excuses for what they cannot do. Once students have used the graphic organizer to compare and contrast, then they may confer with some peers to write an essay. This collaboration with other students will increase their understanding by hearing others’ perspective.
Book Motivation
A teacher may decide to have book critics in the classroom. Students can be empowered to write their thoughts, good and/or bad, regarding a book and post it in the classroom library. The peer critique of a book may encourage students to read the book and form their own opinion.
Book competitions are another way to engage the students in reading. In the classroom, the teacher may host a Book Slam, similar to a Poetry Slam. Every day the teacher will give one student the opportunity to present a book he or she is reading. The student will have three minutes to advertise the book and tell one thing he or she learned from the book. The students may choose to dress up like a character or act out a scene from the book. Some students may be motivated by being in front of their peers and having all eyes on them. For students who are more reluctant, the teacher may ask them to prepare a video to explain their Book Slam.
Family Journaling
One way to involve families during this unit is family journaling. Students will need a composition notebook, a pencil, and an older family member to participate. Every week as a class, students create a list of topics that were discussed pertaining to the unit. For example, students may list Booker T. Washington, slavery, goals, etc. Students will then choose one topic and write a letter to a family member, who is able to respond back in writing. The student writing should contain facts about the topic and a few questions to engage the reader. The student will take the family journal home and read it aloud to a family member. The family member will then take time to respond to what the child has written. Students may share their letters and the responses during the school day. This strategy motivates children to write. Students are eager to write in order to get a response from family members. This is also a way for the teacher to assess the students. The teacher can assess the understanding of the student on a particular topic and also his or her writing in the family journals.
S.M.A.R.T. Goals
S.M.A.R.T goals are actionable steps one can use to accomplish a goal.14 S.M.A.R.T. goals are specific, measureable, attainable, realistic, and timely. It is important that students understand what a realistic goal is and steps to accomplish the goal. For example, if creating goals for reading, students may say that they want to read more books. Students would be specific in saying how many books they want to read during a selected period of time. Once they define the goal, students should determine how they will achieve their goal. The teacher can have individual conferences with the students to help them create steps in accomplishing their goals.
Group Identity
In his book The Concept of Self, Allen defines group identity as the individuals’ being able to identify with a particular group. Allen continues to say that one may have high self -esteem in terms of self, but have “serious reservations about the We (the group).”15 As this unit encompasses the importance of self-identity, group identity should not be forgotten. What can be done to ensure that the students understand that their value to the group is just as important as value to self? Once students have completed the individual stories of family perseverance, the class may compile all of the stories into a larger story, or production, for the school. This whole-class project will embody the essence of togetherness, being stronger together. The students will understand how family stories impacted lives and therefore support the goals of one another.
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