Context

The “Multi-Text Study” assignment was created for RE 4030, Development of Literacy for Learning, during the fall 2007 semester. It was created under the advisement of Dr. Robin Groce.

This activity was designed to be taught with the Jerry Spinelli’s novel, Maniac Magee for fifth graders.

Impact on Student Learning

I have created the “Multi-Text Study” assignment to allow students to learn about the real-life issues, such as race and prejudice, homelessness, and human rights; that Jerry Spinelli addresses in his award-winning novel, Maniac Magee. I have created my “Multi-Text Study” assignment to allow students to learn about segregation in a way they’d understand. I have incorporated supporting texts that address the Civil Rights Movement, Human Rights, and the main issues of racism and prejudice. I have also included activities based on the literary elements of setting, plot, conflict, characterization, and theme; Also, I have created a Vocabulary activity and an Internet Workshop, which includes higher level critical thinking questions to help the student further develop an understanding for the issues the book, Maniac Magee expresses.

This assignment was created for the use in my future classroom based on an appropriate text for the grade level indicated.

This assignment was created to allow students to engage in a literary activity based on Maniac Magee. Students will be able to comprehend the text, and be able to read and study both realistic and historical fiction (Fifth Grade, English Language Arts Goal 2). Students were able to further their knowledge of the Civil Rights movement through technology, art, and social studies (Fifth Grade, English Language Arts Goal 3, Fifth Grade, Social Studies Goal 4, 4.06). In addition, students were able to learn about different ethnic and religious groups in relation to their classmates (Fifth Grade, Social Studies Goal 3, 3.01).

Alignment

This activity met the following North Carolina Standards for Elementary School Teachers:

NCDPI Standard 1, Indicator 4 was met frequently by asking the students to effectively communicate through one of processes. The teacher asked students critical thinking questions in the Internet Workshop and also asked students to read and write a paragraph based on one of Jeffrey’s dwellings in the Setting activity. Students were also asked several times to talk and listen to each other within their collaborative groups in the Plot and Conflict activities.

NCDPI Standard 1, Indicator 5 was met through the teacher’s understanding of the text, Maniac Magee and the understanding of the Civil Rights Movement. The teacher applied the reader’s existing knowledge of the Civil Rights Movement and racism to lead a discussion in the thematic activity.

NCDPI Standard 1, Indicator 6 was met by the teacher’s understanding and expansion of using literacy for personal and social growth. The teacher allowed new issues to be brought into the student’s life; however, also used issues that they might have faced to broaden their views with literacy.

NCDPI Standard 7, Indicator 1 was met through aligning the lesson with the North Carolina Standard Course of Study goals and objectives.

NCDPI Standard 8, Indicator 3 was met by encouraging students to think critically about what they read and wrote during the Internet Workshop. Students were encouraged to read the Civil Rights articles and answer the critical thinking questions that went along with them.

NCDPI Standard 8, Indicator 4 was met by the teacher encouraging students to read for pleasure by providing students with a novel they might pick up for fun.

NCDPI Standard 14, Indicator 5 was met by the teacher discouraging prejudice through a discussion on what prejudice was, and allowing students to discuss with one another how they’d been discriminated against. It was also met by selecting bias-free instructional materials and modeling the non-use of prejudice, derogatory comments and stereotypical perspectives.

NCDPI Standard 14, Indicator 6 was met by choosing good materials for my future classrooms’ use.