Prejudices in Maniac Magee

For Sixth Grade Mrs. Hennelly, I.S. 62 khennelly@schools.nyc.gov

Introduction

“And some kids don’t like a kid who’s different. Such as a kid who is allergic to pizza.” (Spinelli p.16. 10-11) Is that what it is all about—not liking someone because of differences or being afraid of being different? Well, maybe. Somehow we are made to believe that prejudice only affects kids. And we assume that adults should know better. Put yourself in Maniac Magee’s shoes. You are alone and on the run trying to find a place where you belong. You are looking for a “home”. Everywhere you turn people are questioning your intentions because you look different or act differently. Have you ever felt that you were treated wrongly simply because you were different? Are the kids in your school the problem or the adults or both?

Task

Your task for this project is to work in partners to research the social issue of prejudice. You will use the TIPS Public Policy Analyst and the websites provided in the Resources section to help you in your research. Next, you will use your knowledge of prejudice and relate it to your own experiences in school. Then, you will connect these issues to those faced by our main character, Jeffrey, in Maniac Magee. You will then encourage our school community to celebrate our diversity by creating a Venn diagram, poetry, and a poster.

Process

1. You will use the steps of the PPA to analyze the problem and research solutions. Use the worksheets to guide you through each step.  Use the resource links below for your research.

1. Define the problem of prejudice.   Worksheet 1

2. Gather evidence that prejudice exists in our school. Worksheet 2

3. Determine the causes of prejudice.  Worksheet 3

4. Evaluate the programs that are available to deal with prejudice. Worksheet 4

5. Determine ways that our school can fight prejudice.

2. Create a Venn diagram comparing and contrasting prejudices that you have faced or witnessed and those in Maniac Magee

3. Create a double sided poster. On one half show a picture of Maniac intervening when someone was faced with prejudice in the book. Write a paragraph explaining the situation. On the second half draw a picture encouraging students in your school to intervene when someone is faced with prejudice. Include a paragraph explaining your point.

o The poster must have two sides

o Each side must include pictures depicting scenarios where someone is facing prejudice.

o Each side must have a paragraph explaining the scenario.

4. Choose one of the following:

· Create a song/rap that celebrates our school’s diversity.

· Write a poem that breaks down stereotypes and promotes respect for diversity

· Create an anti-prejudice slogan for our school. Write this on a poster to be hung in our school hallway.

Resources

http://www.partnersagainsthate.org/

http://www.adl.org/

Evaluation

Venn Diagram:

	4	3	2	1
Text Support of comparison statements	All statements are supported by the text and show a full understanding of prejudice	Most statements are supported by the text and show some understanding of prejudice	Few statements are supported by the text and show little understanding of prejudice	None of the statements are supported by the text and there is no evidence of understanding prejudice
Placement of statements within the Venn diagram	All statements noting similarities are placed in the center circle and all statements that note differences are placed in the correct outer circle.	Most statements are placed in the correct circle, but student mixed up a few statements.	Some statements are placed in the correct circle but students mixed up most statements.	Few statements are placed in the correct circle.
Number of quality statements	Student is able to make six or more comparison statements in each circle.	Student is able to make 4-5 comparison statements in each circle.	Student makes 2-3 comparison statements in each circle.	Student makes fewer than 2 comparison statements in each circle.

Poem/Song

	Excellent 4 pts	Good 3 pts	Satisfactory 2 pts	Needs Improvement 1 pts
Performance	Excellent Performance was well rehearsed and creative. It appeared you took great pride in it.	Good Performance was rehearsed and creative. It appeared you took some pride in it.	Satisfactory Performance showed some signs of being rehearsed. However, there was little to no creativity in the performance. It appeared you did it in a hurry.	Needs Improvement Performance did not appear to be rehearsed and there was little to no creativity. It appeared you just wanted to get it done.
Focus on Assigned Topic	Excellent The entire song or poem is related to the assigned topic and allows the reader to understand much more about the topic.	Good Most (about 80%) of the song or poem is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Satisfactory Some (about 75%) of the song or poem is related to the assigned topic, but a reader does not learn much about the topic.	Needs Improvement Little attempt has been made to relate the song or poem to the assigned topic.
Accuracy of Facts	Excellent All facts presented in the song or poem are accurate	Good Almost all (about 90%)facts presented in the song or poem are accurate.	Satisfactory Most (about 80%)facts presented in the song or poem are accurate.	Needs Improvement There are several factual errors in the song or poem.
Creativity	Excellent The song or poem contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	Good The song or poem contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	Satisfactory The song or poem contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	Needs Improvement There is little evidence of creativity in the song or poem. The author does not seem to have used much imagination.

Poster:

	Poor 1 pts	Fair 2 pts	Good 3 pts	Exceeds 4 pts
Content Knowledge	Poor The poster is lacking in elements required. There are many gaps in information presented. Confusing.	Fair Does not have all of the relevant information of the poster. Information is presented in an unorganized fashion and may be hard to understand.	Good Poster includes all relevant information; however, it is not well-organized or easily understood..	Exceeds The poster includes all information relevant to the topic. The poster is creative and clear. The student added information above what was taught in class or required for assignment.
Work quality/effort	Poor Work is done with little effort, quality is not what the learner is capable of. It is evident that the work was rushed and little time was spent on the final product. Work is incomplete.	Fair Work is done with fair effort, but the quality is still not what the learner is capable of. It is evident that the work was rushed.	Good The work was done with good effort that shows what the learner is capable of. It is evident that time was put into this poster and presentation.	Exceeds The work done exceeds all expectations and shows that the learner is proud of his/her work. The effort that was put into this task is the best it can be by the learner.
Format/presentation	Poor not on required poster board and/or submitted late. Pieces/items falling or hanging off.	Fair poster board is damaged, poorly presented. Poster was possibly submitted later than original due date. Some items possibly falling off.	Good Poster is correct size, clean and neatly displayed. No items falling off. Submitted on due date.	Exceeds Poster is of exceptional quality and presentation. Nothing hanging or falling off. Submitted on time.
Expectations/Potential	Poor Does not meet teachers expectations or students potential.	Fair Few areas of project meets teachers expectations or students potential.	Good Numerous areas of project meets teachers expectations and students potential.	Exceeds Meets teachers expectations and students potential.

Conclusion

After working hard on this project, my hope is that we are able to embrace our differences and be more aware of how we can make a change. You were each asked to define prejudice and identify examples in your everyday lives. Then you compared them with those faced by characters in the book Maniac Magee. You final projects allowed you to begin celebrating our school’s diversity.

Standards

RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Credits:

www.readworks.org, rubric

www.irubric.com, rubric