A Long Way Gone Unit

UNIT COVER PAGE

Unit Title Genocide Grade Level 9th Grade Course English Key Words Genocide, the need to belong, hope, survival, misuse of power, war, child soldiers, acceptance, tolerance, diversity Brief Summary of Unit—Include curricular context.

After completing A Long Way Gone, the students will write narratives for their final performance task. The students will write, in diary format, describing their lives from the perspective of a child soldier. They

will describe how and why they became a child soldier, how they feel, what their daily lives consist of, and how they are able to kill without the feeling of guilt or remorse. In this unit we will explore the genocide

and war that took place in Sierra Leone and the susceptibility of boys becoming child soldiers in a war-torn atmosphere. While stressing the natural tendency of belonging- even to something bad, survival,

diversity, acceptance, and hope, the students will lead class discussions, take part in daily journaling, and complete many activities. Throughout the unit, the students will

be given many assessments to judge their understanding of the novel. At the end of the unit, the students will be given a test on the novel in addition to the final performance task. Because this unit addresses

diversity, acceptance, and hope, it will come at the beginning of the semester.

Unit Design Status: Completed template (Stages 1, 2, & 3) Completed Blueprint for each product-producing task Performance Task scenario completed Materials & Resources listed Rubric(s) included Service-Learning Project included [Unit II] Draft submitted—date April 14, 2011 Final Draft & clean copy submitted—date

IDENTIFY DESIRED RESULTS

Identify Established Goals [Content Standards] 9.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. 9.5.1 Write biographical or autobiographical narratives or short stories

9.6 Students write using Standard English conventions 9.2.3 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: 9.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature. 9.4.1 Organization and Focus:Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively What essential questions will guide this unit?

1.) In the face of fear and loneliness, why is it so easy to be influenced and become part of

something bad?

2.) How can diversity and different beliefs lead to war and hatred?

3.) Like the vulnerable child soldiers, why is it so easy to give up hope when you seem to have nothing

left to live for?

What generalization—over-arching statement—can you make about what you want your students to understand as a result of studying this unit?

Every human needs to experience a sense of belonging, even if it means belonging to something

evil.

What concepts (big ideas) underpin this understanding?

1.) The need to belong to a group

2.) Manipulation used during the genocide

3.) Susceptibility of young men in Sierra Leone becoming child soldiers

What must students know [knowledge/information] in order to demonstrate this understanding?

Prior: Students must know certain concepts such as manipulation and the feeling of

belonging

Students must know about war

Gained: Students will learn about the vulnerability of child soldiers at the time of the

Genocide in Sierra Leone and their need for acceptance and security.

Students will learn about the need of belonging in desperate times.

What must students be able to do [skills] to demonstrate this understanding?

Prior: Students must be able to write from the perspective of someone else.

Students must be able to use Microsoft Word

Students must know how to write journal entries

Gained: Students will learn how to write narrative pieces in diary format, from

someone else’s point of view.

What materials/technology will you need?

See Learning Plan

ASSESSMENT EVIDENCE

What facet(s) of understanding will your unit be addressing? Explanation, Interpretation, Application,

Perspective, Empathy and Self- knowledge

Describe (briefly) the Performance Task Students will do to demonstrate their understanding.

After reading A Long Way Gone, students will write narratives from the perspective of a child soldier in diary

format. From reading the story, the students will understand how young boys are susceptible to becoming child

soldiers and why they experience a longing to belong to a group, regardless of whether that group is good or

bad. Students will write about how they became soldiers and why they are so easily influenced by the adult

soldiers who have recruited them. Students will also write about their daily lives as soldiers and how they feel

about who they have become. In their narratives the students will write from a child soldier’s point of view to

truly grasp what child soldiers experience and the horrific events they go through. The narrative is to consist of

5-7 typed diary entries (i.e. 5-7 days- each day should be 1-2 pages long) Before the final draft is due the

students will bring in a first draft of their narrative for peer editing. (See attachment for more detail)

Describe (briefly) other evidence you will gather of their understanding, including student self-assessment.

Journaling

Exit Cards

Anticipation Guides

Concept Maps

Quizzes

Tests

Student-led discussions

Peer- editing groups

Constructing A Performance Task Scenario

Complete these stem statements as you construct a scenario for a performance task. You are speaking to your students: GOAL: • Your task is…to write a narrative in diary format from the perspective of a child soldier and describe how you became a soldier, why you

became a soldier, how you are feeling, and what your daily life is like.

• The goal is to…realize what it is like for child soldiers and understand how all people experience a need for belonging regardless of what

they want to belong to is good or bad. The goal is also to realize how the child soldiers were brainwashed to commit terrible acts of hatred

out of fear and acceptance.

• The problem/challenge is…writing from someone else’s point of view

• The obstacle(s) to overcome is (are)…putting yourself in someone else’s perspective and writing creatively about the horrific events you

experienced and realizing the vulnerability of people during hard times.

ROLE:

• You are…the writer of a diary formatted narrative, written in the perspective of a child soldier. • Your job is…write about what your life is like as a child soldier in diary format. The student is to put themselves in the perspective of a

child soldier and write about how and why they became a soldier, what their lives are like, how they feel, and why they are so easily influenced by the adult soldiers who command them to kill.

AUDIENCE:

• Your client(s) is (are)…your classmates and I

• The target audience is…your classmates and I.

• You need to convince…me that you understand why child soldiers are so easily influenced and brain washed to commit terrible acts. You need to also convince me that you understand why, in war-torn countries, loneliness, isolation, and fear cause people to seek acceptance among a group of people, regardless of who those people may be.

SITUATION:

• The context you find yourself in is…writing in the perspective of a child soldier and seeing things from their point of view

• The challenge involves…imagining how you would feel if you were the child soldier and why you are seeking security and acceptance in a war-torn atmosphere

PRODUCT/PERFORMANCE & PURPOSE:

• You will create a narrative in diary format from the perspective of a child soldier. From this narrative, the student will come to realize why

people seek security and acceptance out of fear, loneliness, and desperation.

• You need to develop a narrative that consists of 5-7 diary entries in the perspective of a child soldier.

STANDARDS & CRITERIA FOR SUCCESS:

• Your performance needs to…demonstrate an understanding for why child soldiers are susceptible to being negatively influenced by others.

Your performance also needs to demonstrate an understanding for someone’s feeling of belonging when they seem to have lost everything

in their lives.

• Your work will be judged by…your teacher

• Your product must meet the following standards…your narrative must be typed with 5-7 diary entries (each entry being 1-2 pages long).

Each diary entry must be dated. The student needs to explain how and why they became child soldiers, how they are feeling, and their

daily lives. The diary entries must have few grammar and spelling errors.

• A successful result will be…writing diary entries from the perspective of a child soldier. The students will write in a way to demonstrate

their understanding of what child soldiers go through and why fear, isolation, loneliness, and justice drive them into the hands of war. The

narratives will also show the student’s understanding of the basic human need of belonging- even if it means belonging to something

negative- especially when they feel as though they have lost everything. The narratives will reflect the students understanding of the

essential questions that guide this unit and the overarching theme of why people feel the need to belong- even if it is negative.

9th Grade English Lesson Plans Week 1 Monday: January 3

Prelude Rationale a. The students and I will create “rules for the classroom;” The students will get into groups of four and create one rule they all agree on. The groups will then share the rule they created and we will hang the rules on the board so they are visible throughout the semester. I will then give the students a handout on the performance task that is due at the end of the semester. We will then play an icebreaker game in order for everyone to get to know each other. I will also give the students a questionnaire that will assess their strengths and weaknesses and allow me to learn something about them they find necessary to tell me. b. The icebreaker game will help the students get to know one another and become better acquainted with each other. Having the students create the rules and regulations for the classroom will help the class run smoothly and help the students know what my expectations are for them throughout the year. By introducing the students to the essential questions and overarching statement that will guide this unit, the students will have an idea of what I expect them to understand from this unit as well as what we will be discussing. c. Standard 1- Content Knowledge; Standard 2- The Development of Adolescents and Young Adults; Standard 3- Diversity; Standard 4- Instruction and Curriculum; Standard 5- Learning Environment; Standard 6- Communication/ Home, School, Community; Standard 7- Instructional Planning; Standard 9- Professionalism; Standard 9.7. Performance Objective A&B. Given that the students participate in the icebreaker game, the students will get to know one another. Also, given that the students get into groups and create one rule for the class, the students will be able to refer to the rules and regulations throughout the year. In addition, given that the students learn about the essential question and overarching statement, the students will know what my expectations are for their understanding as well as the discussions we will be having. C. The students must take part in the icebreaker game as well as create one rule with their groups. Materials: Performance task handout, A Long Way Gone

Engagement Student Aim: What are the Rules for the classroom? Hook: The students will play an icebreaker game. They will arrange their desks in a circle saying their name and their favorite book. The students will then recall the students name and favorite book who went before them, etc. (10 minutes). Development The students and I will introduce ourselves to one another. The students will then get into groups of four and create one rule for the classroom within their group. After the groups have created a rule, the students will share their group’s rule with the class. We will then hang all the rules and regulations on the board for everyone to see. (15 minutes) The students will be given a handout on the performance task they have due at the end of the unit. The students will also learn about the essential questions and overarching statement that will guide this unit. The students will learn about our essential theme of “Wanting to belong to a group and the need for security.” (15 minutes) Culmination Wrap-up: I will give the students a questionnaire on their strengths and weaknesses as well as any other information they would like me to now about them. I will also hand the students a copy of A Long Way Gone. (10 minutes) Leap: The students will need to read Ch. 1-2 of the novel.

Assessment and Evaluation Plan I will assess the students on their behavior and participation within the “rules and regulations” groups. I will

use these groups to determine how well the students work in groups. The questionnaires will also me to assess the student’s strengths and weaknesses. It will also me to learn something about the students that they find

necessary to tell me.

Tuesday: January 4 Prelude

Rationale a. Today students will respond to a journal question on the reading they had for homework. I will then give the students a handout on background information on the genocide in Sierra Leone and child soldiers. The students and I will go over how to lead a class discussion. Since it is the first day, I will lead the discussion on chapters 1 and 2, in order to give the students an example of how I would like the future discussions to be led. After the discussion, the students will complete the first part of an anticipation guide for chapter 3 and 4. The students will be given a statement and answer whether they think the statement is true or false. b. The students will respond to journal questions on the reading from last night to help them think about the reading they accomplished. The students will learn about the genocide and child soldiers in Sierra Leone to help them better understand what is going on in the book. The students will also be given this information because it pertains to their final performance task. Since the students are required to lead the class discussions, it is important I address what I expect from each student when leading the class discussion. The anticipation guide for chapters 3 and 4 will allow the students to critically think about what they know about the book. The anticipation guide will also allow the students to become curious about a new topic and provide them with more purposeful reading. c. Standard 1- Content Knowledge; Standard 2- Instruction and Curriculum; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9- Professionalism; Standard 9.3. Performance Objective A&B. Given that students complete the anticipation guide, the students will be able to critically think about what will happen in the story as well as help them read more closely. C. The students must complete the first part of the anticipation guide. Materials A Long Way Gone, anticipation guides, journals, handout on discussion format, handout on background information

Engagement Student Aim: How might loosing one’s family make Ishmael more apt to search for another ‘family?’ Hook: The students will respond in their journals: In chapters 1 Ishmael says, “As we now stood at the wharf in Mattru Jong, I could visualize my father holding his hard hat and running back home from work, and my mother, weeping and running to my little’s brother’s school. A sinking feeling overtook me.” Ishmael has just realized he may never see his parents again. How would you feel if you were in his position? Where would you go from there? (10 minutes). Development The students will learn background information on the genocide and child soldiers in Sierra Leone. The students will be given a handout. (5 minutes) The students will then learn how to lead a class discussion. They will receive a handout and a partner whom they will lead the discussion with at some point this semester. (5 minutes) I will then lead the discussion on chapter 1-2 of the story to give the students an example of what expectations I have for leading a class discussion. I will discuss the responses to the journal question as well as the essential questions in chapter 1 and 2. (10 minutes) Culmination Wrap-up: The students will complete the “before” part on the anticipation guides to help them think about what is going to happen in chapter 3 and 4. (10 minutes) Leap The students will begin reading chapters 3 and 4 (however we will finish reading the chapters in class tomorrow in addition to answering the 2nd part of the anticipation guide). The students will have a quiz on chapter 1-6 on Thursday.

Assessment and Evaluation Plan

The students will be assessed on their responses to the journal questions as well as their participation in the

class discussion.

Wednesday: January 5 Prelude

Rationale a. The students will respond to a journal question. The students will then complete the second half of their anticipation guides. We will read chapters 3 and 4 out loud in class; with the anticipation guides in front of them, the students will react to the text as they read. The students will mark down where the text supports their initial reaction to the statements and if, after reading the chapters, they changed their initial reaction. After reading, the students will get into groups of four and have discussions about whether or not they changed their initial position on any of the statements after reading the chapters. b. By completing the anticipation guide, the students will be challenged to critically think about what they know about the book. The anticipation guide will provide the students with more purposeful reading and allow them to read the text more carefully, using evidence to support their reactions to the text. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 5- Learning Environment; Standard 6- Communication/ Home, School, Community; Standard 9.3 Performance Objective A&B. Given that the students complete their anticipation guides, they will be able to think more critically about what they are reading and provide themselves with more purposeful reading. C. Each student must complete the anticipation guide Materials Anticipation guides, A Long Way Gone, journals

Engagement Student Aim: Why might Ishmael need to join a group in order to find security? Hook: The students will respond to the journal question: At the end of chapter 4 Ishmael says, “That night we were so hungry that we stole people’s food while they slept. It was the only way to get through the night.” Do you think if you were ever as hungry as Ishmael, you would resort to stealing food from people? Why or why not? (10 minutes) Development The students will take turns reading chapters 3 and 4 of the book while using evidence from the text to fill in their anticipation guides. The students must fill in the evidence that supports or disclaims the statement. They also must fill in the “after” part of the statement that tells whether or not they agree with the statement. (30 minutes) Culmination Wrap up: The students will then form groups of four and discuss whether or not they changed their initial position on any of the statements after reading chapter 3 and 4. The students will also discuss the evidence within the text that contributed to their change in position. (10 minutes) Leap: The students will read chapters 5-6 of the book. I will assign two students to lead the class discussion for tomorrow. The students will also have a quiz on chapter 1-6.

Assessment and Evaluation Plan I will assess the students on how well they work in their groups. I will also walk around the classroom while

the students are reading aloud and observe how the students are doing with their anticipation guides. Thursday: January 6

Prelude Rationale a. The students will be given a quiz on the readings from chapter 1-6. The students will then respond to a journal question and two students will lead the class discussion. I will then teach the students how to write narratives in the form of diary entries for their final performance task. We will go over the performance task in more detail and the students will write a practice diary entry in their journal.

b. The students need to be assessed on their reading so I can determine if the students comprehend the readings. I will also be teaching the students how to write narratives in diary format to help them with their performance task. Writing practice diary entries will prepare the students in writing their narratives. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 5- Learning Environment; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9.3; Standard 9.5 Performance Objective A&B. Given that the student writes a diary entry, the student will be more prepared for their final performance task. Also, given that each student take the book quiz, the students will demonstrate their understanding or misunderstanding of the text. C. Each student must get an 80% on the test. Materials A Long Way Gone, Quizzes, journals, handout on how to write a narrative.

Engagement Student Aim: Why doesn’t Ishmael stand up for the old man? Hook: The students will respond in their journals: In chapter 5, the rebels interrogate and torture a feeble old man in front of many civilians. Why do you think none of the civilians stand up for him despite the large number of civilians and small number of rebels? The rebels had machine guns; however, they could have been overtaken if all the civilians worked together. Why do you think this happened? (10 minutes) Development The students will take a short quiz on chapter 1-6. (10 minutes) Two students will then lead the class discussion addressing the journal question and the readings they had for homework. (10 minutes) I will then go over the performance task with the students and give them a handout and lesson on how to write a narrative. (10 minutes) Culmination Wrap-up: In their journals, the students will practice writing their narratives in diary format. The students will write one diary entry in the perspective of a child soldier. (10 minutes) Leap: The students will read chapter 7-8 for homework. I will assign two students to lead the class discussion for tomorrow

Assessment and Evaluation Plan I will assess the students based on their quizzes as well as their practice narratives.

Friday: January 7

Prelude Rationale a. The students will be responding to a journal question. The students will then have a class discussion from the readings on chapters 7-8. I will then explain how to use a concept map. After, the students will silently read chapters 9-10 while filling out their concept maps. They will be creating concept maps on chapters 9-10. b. The concept maps are literacy techniques that will help the students visualize various connections between words or phrases and a main idea. These concept maps will help students by asking them to reflect on their understanding while reading. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9.3 Performance Objective A&B. Given that the students fill out a concept map, the students will be able to reflect on their understanding of chapters 9-10. C. Each student needs to fill out a concept map while reading. Materials Journals, concept maps, books

Engagement Student Aim: What does Ishmael do to survive?

Hook: The students will respond to the quote in chapter 7- “For five days, I walked from dawn to dusk, never coming in contact with any human being. At night I slept in abandoned villages. Every morning I made my own fate by deciding which way I was going to go. My goal was to avoid walking in the direction from where I had come.” Ishmael experiences extreme isolation and loneliness, why do you think this loneliness may drive him into the hands of evil? (10 minutes) Development Two students will lead the class discussion, addressing the journal question and the readings from chapter 7-8. (10 minutes) I will pass out concept maps and explain to the students what I expect from them. (5 minutes) The students are to read chapters 9-10 and complete the concept map while reading. The students must address the main idea of “survival” in the middle circle. Around the circle, the students must put supporting evidence and the page number where they obtained the evidence. (25 minutes) Culmination Wrap-up: The students will fill out exit cards. The will write down two things they learned from using the concept maps and 2 questions they have. Leap: The students are to read chapters 11-12 for Monday.

Assessment and Evaluation Plan The students will be assessed on their concept maps as well as their participation in the group discussions.

Week 2 Monday: January 10 Prelude

Rationale a. The students will respond to the journal question of the day and two students will lead the class discussion. The students will then watch clips from the movie “Blood Diamond,” that pertains to the genocide. After watching the clip from the movie, the students will be given questions that ask them to apply their knowledge about the book, movie, and background information on the genocide and child soldiers. b. The movie will help the students visualize the genocide that took place in Sierra Leone. The questions will allow the students to compare the book, movie, and background information and help them comprehend what Ishmael Beah (the author of A Long Way Gone) was going through during his time as a child soldier. This movie will also help the students with their performance task. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9.3 Performance Objective A&B. Given that the students watch the clip from the movie, the students will be able to better visualize the terrible events that took place in Sierra Leone during the genocide. C. Each student must answer the questions I have provided for them relating to the movie, the book, and the background information. Materials “Blood Diamond,” journals, A Long Way Gone

Engagement Student Aim: Do people join groups because of fear? Hook: The students will respond to the journal question: In chapter 11, after burning three villages, a rebel gloats about “no one being able to escape the fire.” Why do you think this rebel, who is not much older than Ishmael, shows no remorse for the many people he killed that day? (10 minutes) Development Two students will lead the class discussion, addressing the journal question as well as the reading they had for homework (10 minutes) The students will watch part of the movie “Blood Diamond.” As the students are watching the movie, they will answer questions that pertain to the movie, book, and background information on the genocide. (25 minutes) Culmination Wrap-up: The students will fill out exit cards. The students will write down two similarities between the movie and the book.

Leap: I will assign two students to lead the class discussion for tomorrow. The students will read chapters 13-14. The students will have a short quiz on chapters 13 and 14 tomorrow.

Assessment and Evaluation Plan I will assess the students based on their participation in the class discussion as well as their answers to the

movie questions.

Tuesday: January 11

Prelude Rationale a. The students will be given a one statement anticipation guide. The students will be given a one statement and they have to say whether or not they agree or disagree with the statement. The students will then debate about why they agreed or disagreed. Those who agree will stand on one side and those who do not agree will stand on the other side. The students will then read chapters 15 and 16. As the students read, they will find evidence to support the statement on the anticipation guide, or disclaim the statement. After the students are done reading, they will either stay on the initial side they went to, or change sides if they changed their position after reading. The students will then debate, using evidence from the book, about why they agree or disagree. At the end of class, the students will have a short quiz on the reading they had for homework (chapters 13 and 14). b. The debate the students will have will allow them to critically think and use evidence from the text to support their claim. This will also allow the students to have more of a reason to read and think about what they are reading as they are doing so. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9.3 Performance Objective A&B. Given that the students take part in the debate, the students will be able to voice their opinions and provide evidence from the text. The students will also be able to better comprehend the text and think critically about what they are reading. C. Each student needs to take part in the debate Materials Anticipation guide, the book

Engagement Student Aim: Does Ishmael choose to become a soldier? Hook: The students will be given the statement: Ishmael became a soldier by his own free will not by force…The students will move to the “agree” side of the room or the “disagree” side of the room. The students will then debate why they agreed or disagreed with this statement. (10 minutes) Development The students will then read chapters 15 and 16 while finding evidence within those chapters that supports or disclaims that statement. (20 minutes) The students will then stay in their initial position or change positions if they changed their opinions after reading chapters 15 and 16. The students will then debate why, after reading and with supporting evidence from the text, they either agree or disagree with the statement. (10 minutes) Culmination Wrap-up: The students will be given a short quiz on the reading from chapter 13-14. Leap: I will assign two students to lead the class discussion for tomorrow. The students are to read chapter 17-19 for homework. On Friday, the students will have a Test on the book and will bring in their rough drafts, which they will peer-edit. On Monday, the student’s final performance task is due.

Assessment and Evaluation Plan I will assess the students on their participation in the debate.

Wednesday: January 12 Prelude

Rationale a. The students will respond to a journal question. Two students will then lead the class discussion. After, the students will get into groups of four and create discussion questions of chapters 17-19 that they will give to another group to answer. b. Creating discussion questions will allow the students to think about what they are reading more carefully. The discussion questions will help the students think critically while they are reading and thinks about the main ideas from the chapter. Providing each other with questions from the chapters will also help the students go back to what they have read to obtain the answer and find evidence to support their answer. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9.3 Performance Objective A&B. Given that the students create discussion questions, the students will think more critically about what they are reading and enable them to read more closely. C. Each group must create 5 discussion questions. Materials Books, journals

Engagement Student Aim: Why is Ishmael influenced by negative people? Hook: The students will respond to the journal question: Why is it so easy to be influenced by negativity when you seem to have nothing left? (10 minutes) Development Two students will lead the class discussion addressing the journal question as well as the readings of chapters 17-19. (10 minutes) The students will form groups of four and create five discussion questions from chapters 17-19. The students will then exchange their questions with another group and answer that groups questions. (20 minutes) Each group will then read their questions out loud to the class (5 minutes) Culmination Wrap-up: The students will fill out exit cards. They will write down two things they learned by creating the discussion questions. (5 minutes). Leap: The students are to read chapter 20-21 for homework.

Assessment and Evaluation Plan The students will be assessed on their group work as well as the discussion questions they created.

Thursday: January 13

Prelude Rationale a. The students will respond to the journal question. Two students will lead the class discussion. I will then explain how I want the students to peer edit each other’s narrative. The students will then write short diary entries in their journals that they will exchange with another students to help them practice their peer editing skills. b. The students will have practice with peer editing which they will be taking part in on Monday. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9.3; Standard 9.4 Performance Objective A&B. Given that the students practice their peer editing skills, the students will be able to effectively peer edited each other’s first drafts of their narratives C. Each student must write a diary entry and peer edit one of their classmate’s entries. Materials Journals, books

Engagement

Student Aim: How do the soldiers manipulate Ishmael? Hook: The students will respond to the journal question: Why do you think the adult soldiers drug, brainwash, and dehumanize this child soldiers? What is the overall purpose of this? (10 minutes) Development Two students will lead the class discussion addressing the journal responses and the readings from chapter 20-21. (10 minutes). I will then give the students a lesson on how to peer edit. The students will write diary entries about one of their everyday activities. They will then exchange entries with another student to be peer edited. (20 minutes) Culmination Wrap-up: The students will fill out exit cards. The students will write two ideas they have for peer editing. Leap: The students will study for the test tomorrow. The student’s first drafts of their narratives are due tomorrow for peer editing!

Assessment and Evaluation Plan The exit cards, journals, and peer editing will allow me to assess the student’s understanding.

Friday: January 14

Prelude Rationale a. The students will be taking a test on A Long Way Gone today. The students will also be peer editing one another’s first drafts of each other’s narratives. I will assign each student a partner. They will read each other’s drafts and offer constructive criticism to one another. Once the students have peer edited each other’s narratives, we will reconvene as a class and address the most prevalent errors among the class. b. The test will assess the student understanding and comprehension of A Long Way Gone. The peer editing will allow the students to provide each other with constructive criticism and ways in which each student can improve their final performance tasks. c. Standard 1- Content Knowledge; Standard 4- Instruction and Curriculum; Standard 7- Instructional Planning; Standard 8- Assessment; Standard 9.3; Standard 9.4 Performance Objective A&B. Given that each student peer edit each other’s drafts, the students will be able to improve their final narratives. C. Each student must get an 80% on the test. Materials Tests, books

Engagement Student Aim: Why does Ishmael become a child soldier? Hook: The students will respond to the journal question: If you could chose one reason why we all experience a sense of belonging, even if it means belonging to something bad, what would your reason be? (5 minutes) Development The students will then take their test on A Long Way Gone (15 minutes) The students will then peer edit their partners narratives, offering them constructive criticism and ways of improving their paper. (20 minutes) Culmination Wrap-up: We will reconvene as a class and discuss the ways in which the majority of the class can improve their narrative! (10 minutes) Leap: The students’ final narratives are due on Monday!

Assessment and Evaluation Plan

Blueprint For Other Evidence What other assessment evidence will be collected during this unit? Complete a blueprint for each additional assessment instrument.

What will be assessed? (Circle appropriate response.)

How will the evidence be collected? (Circle appropriate response.)

Quiz Test

What is the assessment’s purpose? (Circle appropriate response.) Formative

Summative

Describe the assessment and/or state the prompt.

Students will fill out exit cards that will help me assess the questions they have about what

we have gone over in class as well as what they have learned from the day’s activities.

By what criteria will the student responses be evaluated? (Complete if applicable.)

This will be graded on whether or not the student completed the day’s exit card.

What type of scoring tools will be used for evaluation? (Circle appropriate scoring tool.)

Analytic rubric Holistic rubric Criterion list Answer Key

knowledge skill understanding

assignment

Diagnostic

checklist



skill


Quiz Test

What is the assessment’s purpose? (Circle appropriate response.) Diagnostic Summative


The students will respond to literacy guides such as anticipation guides concept maps throughout the semester


The students will be graded on whether or not they have completed the literacy guide.


Analytic rubric Holistic rubric Criterion list Answer key

knowledge understanding

assignment

Formative

checklist



skill


Quiz Test

What is the assessment’s purpose? (Circle appropriate response.) Diagnostic Summative


The students will respond to journal topics. These topics will relate to the themes addressed in this unit,

as well as the readings that are assigned for homework. The students are to reflect on the topic and apply it

to their personal lives, in some cases


The students will be graded on whether or not they have completed the journal assignment for the day.


Analytic rubric Holistic rubric Criterion list Answer key

knowledge understanding

assignment

Formative

checklist



Skill Understanding


Quiz Test

What is the assessment’s purpose? (Circle appropriate response.)

Formative Summative


The students will answer a questionnaire that asks them about their strengths and weaknesses.

The questionnaire also assesses what they already know about the criteria involved in the

performance task. The questionnaire asks them to describe their personalities and share any other

information they might want to.


This questionnaire will not be graded. It will only help me determine what level the students are at, and what I need to teach them.


Analytic rubric Holistic rubric criterions list Answer key

knowledge

assignment

diagnostic

Checklist




Assignment Test

What is the assessment’s purpose? (Circle appropriate response.) Diagnostic Formative


The students will be given quizzes throughout the unit to test their reading on A Long Way Gone


The students will be evaluated on the number of quiz questions they answered correctly.


Analytic rubric Holistic rubric Criterion List Checklist

Quiz

Summative

Knowledge Skill Understanding

Answer key




Quiz Assignment

What is the assessment’s purpose? (Circle appropriate response.) Diagnostic Formative


The Students will be given one test on A Long Way Gone


I will evaluate the students based on the number of questions they answer correctly, as well as how efficiently they answer the short

answer questions.


Analytic rubric Holistic rubric Criterion list Checklist

Test

Summative

Answer Key

knowledge skill understanding

W How will you help students know WHERE they are headed & WHY, e.g., major assignments, performance tasks & the criteria by which the work will be judged.

H How will you HOOK the students through engaging & thought-provoking experiences (issues, problems, oddities, chal- lenges) that point toward big ideas, essential questions & performance tasks?

E What learning experiences will ENGAGE students in ex- ploring the big ideas & essential questions? What instruction is needed to EQUIP students for the final performance?

R How will you cause students to REFLECT & RETHINK, to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback & self-assessment?

At the beginning of the semester the students and I will discuss the overarching statement and essential questions that will guide the unit. We will also address the overarching statement and essential questions, consistently throughout the unit. The students will be told exactly what their final performance task is and what they will be covering throughout the unit.

The students will write in their journals, respond to anticipation guides, or use concept maps everyday. The students will be given a theme, question, passage, or quote, which they need to reflect on and relate to their own lives. The topics will relate to the overarching statement and essential questions addressed in this unit.

Refer to Learning plan for learning experiences

Every day, students will reflect on the essential questions by journaling and participating in class discussions on the readings they had for homework. Prior to the final draft of their narrative, the students will hand in a rough draft which will be peer edited. The students will also hand-in a rough draft of their paper to me, which I will edit and return to them to revise. The students should be able to accept constructive criticism and be able to improve their work from the editing of their peers and myself.

E How will students EXHIBIT their understanding through final performances & products? How will you guide them in self-EVALUATION to identify the strengths & weaknesses in their work & set future goals?

T How will you TAILOR this unit to fit the individual needs of your students?

O How will you ORGANIZE your unit so as to maximize understanding & minimize “coverage”

The students will exhibit their understanding of the essential questions and overarching statement through their final performance task- the narratives, journaling, anticipation guides, concept maps, quizzes, class discussions, and a test on the novel.

Using a variety of different methods and techniques, I will tailor my teaching to fit everyone’s individual needs. Small group discussion as well as class discussions will be incorporated into this unit. For visual learners as well as auditory learners, movie clips and photos will be used. For auditory learners, tapes will be used and reading aloud in class will benefit them. The students will also be participating in hands-on activities that address the essential questions of the unit.

I will organize my unit in a way in which I am constantly receiving feedback from the students. I will have the students write “exit cards.” The exit cards will show what they learned about that day, and what they have questions about. I will also maximize the student’s understanding by addressing the essential questions and themes of the unit in daily discussions. The student’s journals will also display their understanding to me, by relating the readings assigned for that day to their personal lives and addressing the essential questions for the unit.

Final Performance Task

The students are to write narratives in diary format, from the perspective of a child soldier….Imagine you are a young child in Sierra Leone who has either willingly or unwillingly become a child soldier; answer the following questions in diary format:

1.) Why have you become a child soldiers? (i.e. was it out of fear, loneliness, isolation, you had no one left in your family, etc…)

2.) How did you become a child soldier? (i.e. forced to take part, could not run away, willingly became a soldier, etc…)

3.) How do you feel about what you have become? (i.e. guilty, sad, remorseful, happy, justice, etc…) 4.) What are your daily lives like? (i.e killing, drugs, alcohol, etc…)

There must be 5-7 diary entries (each diary entry being 1-2 pages long) The students must use the rubric to guide their writing!

Story Writing : Narrative: Diary Entries

Teacher Name: Ms. Glover Student Name: ________________________________________

CATEGORY 4 3 2 1

Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the diary entries wonderful.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Creativity The diary entries contain many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The diary entries contain a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The diary entries contain a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the diary entries. The author does not seem to have used much imagination.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Requirements All of the written requirements (# of pages, #of diary entries)

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Focus on Assigned Topic

The entire narrative is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the narrative is related to the assigned topic. The narrative wanders off at one point, but the reader can still learn something about the topic.

Some of the narrative is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the narrative to the assigned topic.

W

H

E

R

E

Design Standards Self-Evaluation

Use the following rubric to judge the design of your unit of study. IDENTIFY DESIRED RESULTS To what extent are the targeted understandings: 1. Enduring (transferable across time, & culture, “big” ideas at the heart of the discipline & in need of “un-coverage”)? 2. Framed as a generalization, specific enough to guide teaching & assessing, but over-arching enough to enable transfer? 3. Framed by provocative essential questions?

DETERMINE ACCEPTABLE EVIDENCE To what extent do assessments provided: 1. Valid & reliable measures of targeted understandings? 2. Sufficient & varied information to support inferences about each student’s understanding? 3. Opportunities for students to exhibit their understanding through “authentic” performance tasks. PLAN LEARNING EXPERIENCES & INSTRUCTION

To what extent will:

Students know where they are going, why (reason for learning the unit content), what they already know (prior knowledge), & where they might go astray (likely misunderstandings)? Students are hooked—engaged in digging into big ideas, through inquiry, research, problem-solving, or experimentation.

Students receive explicit instruction on the knowledge & skills needed to equip them for the required performance.

Students have opportunities to rehearse, revise, and/or Refine their work based upon timely feedback.

Students evaluate (self-assess & set future goals) prior to the conclusion of the unit?

The unit appears coherent to students

Extensively Somewhat Minimally

A Long Way Gone Unit

Documents

Transcript of A Long Way Gone Unit