LU Title: The King and I by Rogers and Hammerstein

Author(s): J. Barnett, N. Caleo, A. Eannace, K. Fiozzo

Grade Level: 11

School Address: T.R. Proctor, Hilton Avenue, Utica, NY 13501

Subject Area: ELA

School Phone/Fax: 315-792-2110

Declarative

Procedural

• Location of Siam

• Research methods-Internet

• History of Siam

• Presentation methods

• Set directions

• Uncle Tom's Cabin by Harriet Beecher Stowe

• Siamese Music

• Role of women in Siam

• Role of slavery in Siam
• Siamese Dance
• Royalty in Siam
• Siamese Culture
• Imperialism
• Victorian Age

Benchmarks: Students will use the Internet to give evidence of their research for their oral presentation.

Benchmarks: Students will write a formal essay using standard literary structures and devices.

Standard: ELA#1 Students will read, write, listen and speak for information and understanding.

Standard: ELA#2 Students will read, write, listen and speak for literary response and expression.

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 1. The location of Siam

2. History of Siam in the 19th Century

3. Set directions

4. Plot of Uncle Tom's Cabin

5. Siamese culture

6. Role of women in Siam

7. Role of slavery in Siam

8. Dance in Siam

9. Music in Siam

10. Royalty in Siam

11. Imperialism

12. Victorian Age

Research techniques

Notetaking strategies employing graphic representations

Reciprocal teaching

Organized notetaking

Use of all senses

Before, During, and After strategies

Students will research teacher-selected topics in collaborative pairs. They will present information using video/audio/Internet sources. They will take notes using a KWL graphic organizer and guided questions organizer.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 1. Students will use the library and Internet to gather information. Teachers should suggest searching http://www.thailand.com.

A note: many websites for Thailand contain sexual material. It is best to have students research information in school where sexual material will be blocked from view by the BOCES security systems.

2. Students will learn a version of formal presentation.

1. Class will point out common errors and pitfalls of Internet research.

2. Students will practice variations of the skill.

1. Students will research declarative knowledge topics using all parts of the library and outside resources in the community and the Internet.

2. Students will be practicing formal presentation.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 1. Culture shock

2. Imperialism

 Comparing

• Classifying
• Inductive Reasoning
• Deductive Reasoning
• Error Analysis

 Analyzing Perspectives

 Constructing Support

• Abstracting
• Other:

 1. Students will identify specific instances of culture shock in the play in relation to the major characters using a graphic organizer comparing viewpoints of specific issues.

2. Students will write a character analysis of the King of Siam on the ways he must change in order to preserve his kingdom from British Imperialists.

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to…

What reasoning process will they be using?

Describe what will be done.

…generate and apply criteria to make a decision; i.e., identify the decision, identify the choices, identify the criteria for consideration, identify the value of each criterion, reach a conclusion.

Decision Making (selecting from seemingly equal alternatives or examining the decisions of others)

Problem Solving (seeking to achieve a goal by over coming constraints or limiting conditions)

Invention (creating something to meet a need or improve on a situation)

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)

Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

Systems Analysis (analyzing the parts of a system and how they interact)

Other:

Students will assume the role of the King's Ministers and make a decision about three public policies, justifying their decisions on each one and how it will best prevent invasion from British Imperialists.

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 Content

Organization

Delivery

Preparation

Weights

25%

25%

25%

25%

4

Thoroughly and clearly states the main points and precise details that are accurately focused on the topic/task.

Provides an accurate and thorough specific structure, sequence, or pattern for the information being presented.

Effectively and creatively delivers the information while accurately keeping to the purpose, context, as well as the audience.

Presentation showed detailed preparation as well as practice in the delivery. Visual aids enhance the presentation.

3

States clearly the relevant points and details that are accurately focused on the topic/task.

Provides an accurate specific structure, sequence or pattern for the information being presented.

Effectively delivers the information while accurately keeping to the purpose, context, as well as the audience.

Presentation showed accurate preparation as well as practice in the delivery. Visual aids were appropriately used.

2

States most of the relevant points and details that focus on the topic/task. May include some unfocused information.

Provides some structure, sequence or pattern for the information in sections of the presentation.

Delivers the information but does not keep to the purpose, or context or the audience throughout the presentation.

Presentation showed some preparation as well as some practice in the delivery. Use of visual aids was helpful to the presentation at times.

1

 Shows few relevant points and details that focus on the topic/task.

Provides little or no structure, sequence or pattern for the information being presented.

Little or no attempt is made to keep to the purpose, context or audience in the delivery of the information.

Presentation was lacking in needed preparation as well as in practice in the delivery. Little or no attempt to use visual aids.

Element #1

Element #2

Element #3

Element #4

Elements

Scale

Identifies Policies

Selects Policies

Supports Alternative Choice

Weights

25%

25%

25%

4

Presents a comprehensive list of policies and describes each in detail.

Selects best among the policies that meet or exceed the criteria.

Provides a well-developed discussion of the decision task and provides insights into the choice.

3

Identifies most of the important policies and describes each in some detail.

Selects the policies that meet the established criteria successfully.

Provides successful support for the choices by a discussion of the decision task.

2

Identifies some policies that are important and some that are not.

Selects policies that do not entirely conform to the student's assessment of the alternatives.

Provides some support for the choices through a discussion of the decision task.

1

Selects policies that are clearly not relevant to the decision.

Makes a selection that does not appear reasonable or cannot be justified by the evaluation.

Selects policies which cannot be supported or does not answer the decision task.