Strategies
The Piano Lesson: Collaborative Learning for Scripts
Collaborative learning for scripts happens when students are divided into small groups to read or analyze a portion of the script or text. This format of discussion encourages deep-thinking and inspires creativity. As students spend time with one another, they will draw on each other’s creativity and embody believable characters. They will, in turn, come into a deeper understanding of the text and its meaning. This strategy is also more engaging for students because it encourages student voice and choice (in regards to groups/roles). In light of progress monitoring, small group assessments can be done formally and informally. While students are working, teachers can do a series of walkthroughs to assess collaboration skills, reading fluency, and characterization. These observations can also be documented and scored according to a formal rubric.
The small group experience is maximized when student apprehension is minimized. To minimize learning anxiety, teachers can intentionally design groups according to three categories: comfort, personality, and strengths and weaknesses. These variations progress as students have increased experiences with the text and with one another.
Comfort-Zone Grouping places students in groups with people they are comfortable working alongside. This ‘comfort,’ or ‘common understanding’ among peers will help readers ease into the activity and their character roles. I suggest that you limit the amount of times students work within their “comfort zone” to further encourage tolerance for diversity and classroom unity. Students would preferably work in this first grouping for one-two cycles. Following these cycles, group students according to personality--- place them among people they do not normally communicate with or work alongside. This strategy stretches outside of their comfort zone, and it facilitates new relationships. Using these rotations will prepare students for the last rotation: strength ratios.
When using Strength Ratio groupings, place students in groups where their strengths can be utilized and where their weaknesses are balanced by other team members. For example, pair naturally theatrical students with those students who are naturally more reserved. Assign fluent readers roles with more dialogue, and less-fluent readers to roles with less dialogue.
When reading through scripts, always encourage “sound” from actors on first run-throughs. The goal is to successfully finish the assigned reading, not to read it perfectly. Remember, laughter is like medicine. Allow students to laugh through the awkwardness of trying something new. Yet, continue to push them to finish, not perfection.
The Piano Lesson: Analyzing Texts
As time continues, students will begin to identify the author’s purpose and interpret a speaker’s messages (both verbal and nonverbal), analyzing plot structure, character interactions, and historical context. Understanding the author’s message will naturally prompt students to identify his original purpose for composing the script. Knowing the intent of a message is pivotal to knowing the extent that a message can be applied to one’s own life and purpose.
Students will analyze and annotate given scenes in terms of character wants, obstacles, and actions, and graph textual features including character arcs and plot structure. The ability to critically analyze characters allows students to discover the heart of Wilson’s characters. Through a series of exercises, students will be able to visualize character change over a segment of time. In essence, students will be able to trace how life’s circumstances positively and negatively affect choice. Throughout the course of the unit, students will take use artifacts to engage in discussions that prompt them to reflect, to draw text to life connections, and to build on the ideas and opinions of others.
Tulsa Greenwood District, 1920s and the Tulsa Race Riot of 1921: Articles and Audio-clips
Students will read, analyze, and discuss articles about the “Tulsa Greenwood District and Tulsa Race Riot of 1921.” These excerpts are from articles published in The Tulsa World or on The Tulsa World website. The first article, “The Tulsa Race Riots: The Questions that Remain” details the history of the nationally prominent Greenwood District and the sequence of events that led to the Tulsa Race Riot.25 The second reading, considered a primary document, circulated on June 2, 1921---one day after the Riot. Titled, “Dead Estimated at 100; City Quiet,” this account describes living conditions post the Martial Law declaration.26 Lastly, students will read a text that recognizes Tulsa advocates who rallied for legislative action to help preserve Greenwood’s rich legacy. Entitled “Senate Passes Bill Requiring Teaching of Tulsa’s History,” this article discusses how the Greenwood District and the Tulsa Race Riot of 1921 came to be recognized as an important aspect of America’s history.27
While reading through these artifacts, students will critically think about how structure impacts the message of informative texts. More specifically, students will study the articles in terms of their features: clarify unfamiliar words by creating footnotes; annotate argument claims, evidence, warrants, and counterclaims; identify the author’s point of view; analyze and weigh bias; compare and contrast pieces of texts; create original counter-arguments for the conflicts presented using a two-point thesis statement and evidence. Furthermore, students will participate in small and large group discussions about the articles’ central conflicts, the author’s purpose for writing, and the overall impact of their work. After each article reading, students will view supplemental documentaries that highlight the rich history of the Greenwood area. Using video as texts, students will engage in critical analysis and dialogue about cinematic features, content, purpose, and overall audience effect. Students will also be challenged to draw text-to-text connections between what was read and what was shown cinematically. Films featured in this study include: Black Wall Street, America in Color, and OETA’s Story on Tulsa’s Greenwood District from the 1921 Race Riot to the Present.28 29 30
Tulsa Greenwood District, 1920s and the Tulsa Race Riot of 1921: Explore Downtown Fieldtrip
Following the film-study and discussion, students will take a field-trip to explore downtown Tulsa and the Greenwood area. The all-day excursion will include a guided tour of the Greenwood Cultural Center and The John Hope Franklin Park of Reconciliation. The presentations at the sites are very engaging, and my students become even more deeply invested in the process of understanding the climate and culture of Tulsa during the 1920’s. At the John Hope Franklin Reconciliation Park, the students enjoy learning outside in nature. The realistic monuments, historic facts and poetry, and the beautiful landscaping truly make learning a relaxing experience. Visiting The Greenwood Cultural Center is an eye-opening experience for students. Here, they are able to view primary documents about the Tulsa Race Riot, including survivor photographs. Students also participate in a series of group dramatization and reflection activities that allow them to experience the myriad of emotions African-Americans felt during that time of oppression. In a closing intimate discussion, students are encouraged to preserve the rich legacy of the Greenwood District---to resolve not to let their history fade into the background noise of their daily lives---and no longer be distinctive. Throughout this entire experience, students are inspired about African-American history, Tulsa’s history, and the city’s advancements.
Comments: