10th Grade  Lesson 45 minutes

Bridge the Gap: A Text Jigsaw Adventure!

Maggie R
RI.9-10.2
RI.9-10.9
HS.UH.CH.7
Self Directed Learning
Academic Mindset
+ 1 more
1-pager

Purpose

The purpose of this learning experience is to engage students in a collaborative exploration of complex texts, focusing on the essential question of how cultural and personal identities shape perceptions of conflict and resolution. Through a jigsaw activity, peer-led discussions, and the creation of a 'Conflict and Resolution Gallery,' students will critically analyze and connect literary and historical texts to contemporary issues. This approach fosters self-directed learning, encourages critical thinking, and cultivates a sense of identity and belonging, empowering students to draw meaningful connections between their studies and the world around them.

Learning goals

Students will analyze how cultural and personal identities shape perceptions of conflict and resolution by revisiting and discussing selected texts. They will engage in peer-led discussions to explore the essential question, using textual evidence to support their insights. Through creating visual displays for a 'Conflict and Resolution Gallery,' students will demonstrate their understanding of key conflicts and resolutions, connecting them to broader themes. Additionally, they will participate in a peer review session to refine their analyses and enhance their critical thinking and problem-solving skills.
Standards
  • [Kentucky] RI.9-10.2 - Determine central ideas of a text and analyze in detail their development over the course of a text, including how they emerge and are shaped and refined by specific details.
  • [Kentucky] RI.9-10.9 - Analyze documents of historical and literary significance, including how they address related themes and concepts.
  • [Kentucky] HS.UH.CH.7 - Evaluate the impact of fundamental documents and speeches on the development of the United States from 1877 to present that shall include but are not limited to: (a) The September 18, 1895, Atlanta Exposition Address by Booker T. Washington (b) Of Booker T. Washington and Others by W.E.B. Du Bois (c) The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896) (d) The August 31, 1910, New Nationalism speech by Theodore Roosevelt (e) The January 11, 1944, State of the Union Address by Franklin D. Roosevelt (f) The United States Supreme Court opinions in Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) and Brown v. Board of Education of Topeka, 349 U.S. 294 (1955) (g) Letter from Birmingham Jail by Martin Luther King, Jr. (h) The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.; and (i) A Time for Choosing by Ronald Reagan.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will create visual displays or infographics for a 'Conflict and Resolution Gallery,' illustrating key conflicts and resolutions from the texts. During the peer-led discussions, students will document insights and evidence from the texts, which will be used to refine their gallery contributions. In the critique and revision session, students will present their visual products, incorporating peer feedback to enhance their final displays.

Launch

Begin the lesson with a brief interactive activity where students form small groups and share personal stories or experiences related to a conflict they have encountered and how it was resolved. Encourage students to reflect on how their cultural and personal identities influenced their perceptions and actions in these situations. This will set the stage for analyzing the texts and exploring the essential question, "How do cultural and personal identities influence our perceptions of conflict and resolution?"

Exhibition

Students will create a 'Conflict and Resolution Gallery' by designing visual displays or infographics that highlight key conflicts and resolutions from the texts. These displays will be presented in a gallery walk format, allowing peers and visitors to explore and discuss how each narrative connects to the essential question. This interactive exhibition encourages students to engage with the material creatively and critically, offering insights into how cultural and personal identities shape perceptions of conflict and resolution.