The Many Faces of Me:To Lie Or Not To Lie In Social Settings?

A Thematic Unit

Darlene ScoutenAED 341Dr. Sarver

December 6, 2007

The Many Faces of Me: To Lie or Not to Lie In Social Settings?

A Thematic Unit

Table of ContentsLesson Plan Overview 1-2

Table of Contents 3

Understanding by Design Template 4-5

Unit Plan Daily Schedule 6-14

Lesson Plan #1 (Reading): 15-17What You See Isn’t Always What You Get!

Lesson Plan #2 (Writing): 18-24A Fairytale/Nursery Rhyme Times Two

Lesson Plan #3 (Listening): 25-27Building With Language and Legos

Lesson Plan #4 (Speaking): 28-31 The Uh-Umm Game

Lesson Plan #5 (ELA Test Preparation): 32-41Brad Paisley Road Rally

MySpace Safety Tips 42

Culminating Project 43

Assessment of Culminating Project 44

Bibliography 45-46

Unit Plan Overview Summary (section): Two-to-three sentence abstract of your unit and its overarching questions.

******Objectives Essential Questions:

If relationships are about honesty, why do we lie and paint false pictures of ourselves in social settings?

How do social networking sites such as MySpace and Facebook encourage us to lie about who we really are?

Is it ever okay to lie about ourselves in social settings, and if so, when? Do the inherent risks or consequences involved in lying about ourselves and

creating false pictures of ourselves on social networking sites outweigh the benefits of such sites?

Since many people use technology, something created for positive purposes, for evil purposes, why do we still have Craig’s List, MySpace, and Facebook?

Essential Understandings:Students will understand… OVERARCHING

that everyone lies in social settings at one time or other in their lives. that sites such as MySpace and Facebook make lying about ourselves easier – no one knows who

we really are so we cn “invent” ourselves in any way we want. that lying about ourselves in online situations makes honesty in real-life situations even more

difficult. that creating false identities carries risks that affect our relationships and may even endanger our

lives. that modern technology, which is beneficial and has many positive aspects, can also be used for

evil. that reading closely for detail helps us understand the different levels of meaning in works such as

Passing and in the things we read on sites such as Craig’s List, MySpace, and Facebook is an important skill.

that all genres observe certain conventions and use certain types of structure and vocabulary to achieve certain effects, and that the observance of such conventions applies to nursery rhymes, fairytales, Passing, and Internet sites such as Facebook, MySpace, and Craig’s List.

that listening to detail is an important part of analyzing and interpreting information in order to determine the accuracy of information.

that there are certain conventions that must be observed in order to speak persuasively and convince someone of your point of view.

TOPICAL That writers use various rhetorical methods in order to intrigue readers to engage in reading

(introductory paragraphs). That writers and speakers must have empathy for their readers and listeners (their audiences,

respectively) in order to best achieve the formers’ purpose, be it to persuade or entertain (relationship between audience/purpose/tone).

That characters – like real people – convey messages through the way the move, speak, act, as well as by what they say. Skillful authors manipulate all of these to give a character depth. Skillful readers know how to read these messages.

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Students will know…. The plot and main characters Nella Larson’s Passing. The elements of character construction.

Students will develop these skills…. Writing persuasive essays Different proceses for notetaking.

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Standards Students will be able to read closely for detail in order to understand that works have different levels of

meaning (ELA Standard #4-Grades 10/12). Students will be able to write original works observing the conventions and types of structure and

vocabulary used to achieve an effect in specific genres (ELA Standard #2-Grades 10/12). Students will be able to listen to interpret and analyze information using a wide variety of strategies for

selecting, categorizing, and organizing information (ELA Standard #1-Grades 10/12). Students will be able to speak persuasively (ELA Standard #3-Grades 10/12) Students will be able to listen carefully to detail, take notes, and answer questions regarding what they

have heard (ELA Test Preparation).

DIRECTIONS: Copy and paste the Standards and Performance Tasks from the NYS Standards documents

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RationaleExplain why students should engage this topic, these questions and skills. In your explanation address: 1) administrators (how this prepares students for the relevant standards-based, high stakes assessment); 2) students (why they should spend their time engaging this topic and how it is meaningful and relevant to their lives and interests); 3) your colleagues/practitioners of critical pedagogy/empowering education (how this unit promotes lifelong literacy and critical citizens).

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ResearchCite and briefly discuss research (from course readings is fine) that supports your rationale, instructional decision-making, and pedagogy. Include complete citations using MLA style.

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Interdisciplinary justificationHow will you extend ELA to include other disciplines? To reach outside the ELA classroom?

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Respect for differenceHow will you provide opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender and/or ability?

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AssessmentsWhat evidence throughout the unit will show that students have achieved mastery of identified understandings and skills? What are the principal sub-assignments/assessments leading up to the culminating project? How will you incorporate self-assessment? Formative and summative assessments? Communicate outcomes to students? Parents? Administrators?

Text Set

Text set (separate page): Include the annotated bibliography formatted in MLA style that you drew up when developing the unit (above).

THIS ANNOTATED BIBLIOGRAPHY COVERS THE THEMATICALLY RELATED TEXTS THAT STUDENTS WILL BE READING/ENGAGING DURING THE COURSE OF THE UNIT (TEXT SET). THIS LIST IS DIFFERENT FROM THE NON-ANNOTATED, BUT SIMILARLY FORMATTED “RESEARCH” (above) AND “BIBLIOGRAPHY” (below) SECTIONS OF THE UNIT PLAN.

TEXTS INCLUDE ALL PRINT AND NON-PRINT TEXTS THAT STUDENTS WILL ENGAGE, INCLUDING WEBSITES, IMAGES, FILMS AND SONGS.

This text set should include several texts from different genres that allow students to enter and explore the text from multiple perspectives. You may choose to have one central shared text, but this is not required. Keep in mind that you are not limited to capital “L” Literature; in fact, it might be wise to include print, digital, and broadcast media; photos, film, drama, music and other of the fine arts), since these media are probably more omnipresent in students’ daily lives than capital “L” Literature.

Compose an annotated bibliography in which you follow the full citation for each work (using MLA style) with a description of a) its genre; b) a general overview of the text; c) how it is relevant to the essential question, making sure to distinguish this text’s “perspective” or “way into” the topic from those of other texts. Please do not exceed one short paragraph for each entry. See an example here.

Unit Plan Schedule

Provide a day-by-day overview of the learning activities students will engage to achieve unit goals.

Every day on the schedule should have some ELA goal attached to it (even if you’re just covering a chunk of reading that day). I won’t require objectives, but I want you to list for every day of the schedule a) what you’re doing in class that day and b) what ELA skill you’ll be developing.

For example:

Day 4: Read Kite Runner Ch 1-4 (HW)Analyze and practice description of students’ family home

Day 1Introduction of “The Many Faces of Me” Unit

Introduce the class to the unit by asking how many students have a MySpace or Facebook account. Discuss what kinds of things they have put on their pages.

Discuss how many of them have put false things (“little white lies”) about themselves on these pages.

For those who do not have a MySpace account, pass around the handout that shows the kinds of questions they ask someone when they are setting up their account.

Introduce students to the book Passing. Tell them that, just like the “lies” we sometimes engage in on our Facebook or MySpace pages, the characters in this book have things about themselves that they are trying to hide or lie about. Have them read Part I, chapters one and two of Passing for homework.

Day 2 “What You See Isn’t Always What You Get” Lesson Plan (ELA Standard #4 – Reading Closely to Determine Levels of Meaning in a Text)

Start the class by showing the students a snack-size bag of potato chips. Discuss whether or not they know what is in the bag of chips.

Have students write down on a piece of paper the ingredients they think is in the bag of chips. Also have them decide how many calories are in the bag, and how many servings.

Have students participate in the exercise about the cereal boxes and the close reading in order to fully understand things.

Discuss briefly how the things they did not know were in the chips and the cereal until they read the boxes/labels carefully are the same kinds of things we cannot know about someone just by quickly reading a MySpace/Facebook page.

For homework, have students write a paragraph about Clare and Irene and what kind of women they are, and what kinds of lies they are both involved in when it comes to social settings. How do they fit the “what you see isn’t always what you get” mold?

Day 3 Collect the paragraph about Clare and Irene that students did for homework when they come into class.

Have students open their books, and discuss what kinds of characters Clare and Irene were. Ask students if they had to read the first two chapters of this work more than once to discover who these two women really were. Did students decide who Clare and Irene were in the same way they decided what was in the bag of chips -- by looking at the “outside” of the package?

Go over with students the necessity for looking closely at works of literature in order to make sure your assessment of characters are based in fact. Tie this close attention to detail to their involvement with Facebook, MySpace, and Craig’s List. Discuss whether or not we can ever really tell what someone is truly like from their internet account.

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1 – Listening with attention to detail in order to analyze information)

Class discussion about how listening for detail when we are trying to determine who someone really is and what message they are really trying to convey to us is just as important a skill as reading closely for detail so that we can understand all levels of meaning.

Students will perform the “Building with Language and Legos” exercise. Assessment of their listening and analyzing skills will be based on how well they build according to their partner’s directions.

Discuss what was difficult about this assignment, and what things learned about themselves and their listening skills as a result of this exercise.

For homework have students write a set of directions for doing something (making a sandwich, burning a CD, playing a video game, painting your fingernails/toenails). The written instructions must be detailed enough that a complete stranger can read them aloud to someone else, and that person would be able to accomplish the task.

Day 5 Collect homework yesterday from the students as they come in. Take turns having students read the directions to their classmates, and

get feedback as to whether or not students feel they could accomplish the task if they had someone reading the instructions to them (similar to putting something together while someone is reading the directions to you).

Relate listening skills to everyday life – you might not ever have to listen with great care to detail of someone telling you how to build something with Legos. However, if someone were unconscious and you called 911, you would have to be able to listen carefully and follow the instructions of the 911 operator in order to save that person’s life, or it might be as simple as giving someone instructions on how to get to where you are having that great party (your cousin’s house out in the “sticks”). Real life entails listening skills that require us to listen to

detail. Lead a discussion of other areas in the “real world” that require listening skills.

Listening involves sounds, and sometimes sounds evoke memories. For homework read Part I, chapters three and four of Passing, and think about sounds which might evoke memories in the characters of this work. Write a paragraph about the kinds of sounds and memories that would be tied to either Irene or Clare.

As class ends today, have students listen to the song, “Online” by Brad Paisley. Tell them we will discuss this song and the artist next time we meet.

Day 6 Lesson “Brad Paisley Road Rally” (ELA Test Preparation – Listening and Note taking)

Play Brad Paisley’s song, “Online,” again for students. Explain that after we listen to this song we will learn about the artist performing the song, Brad Paisley.

Read the biography of Brad Paisley and conduct the Road Rally exercise. Have students come back together as they finish the exercise. Discuss the importance of listening for details and note taking, if necessary, in order to remember those details. Relate this to real life situations (maybe note taking in regarding to driving directions and other examples).

For homework, have students prepare a paragraph about ways in which note taking helps them in everyday life (grocery lists, classroom notes, etc.).

Day 7 Collect paragraph given as homework as students enter the classroom. Today’s classroom activities will center around researching information

in current events regarding MySpace, Facebook, and Craig’s List. Students will go to the computer lab and research their topic. There will be six groups – Group 1 will research MySpace (good things that occur as a result of this site); Group 2 will research MySpace (bad things that occur as a result of someone using this site); Group 3 will research Facebook (good things); Group 4 will research Facebook (bad things); Group 5 will research Craig’s List (good things); and Group 6 will research Craig’s List (bad things).

For homework, students will write up their information in the form of an outline, and be prepared to share what they found with their classmates in tomorrow’s class.

Day 8 . One person from each group will present the information they have obtained from their research. Allow approximately 5 minutes per presentation.

As a class we will discuss what we will use this information for – we will be putting together a proposal at the end of this unit to present to school administrators and school board officials so that we can lobby for an in-house (school-wide) MySpace or Facebook which is safe and secure and only for students in this school. The students can then go to this site to communicate with their friends and meet new people and

they can know they are safe, and they will know no one outside of their school can access this site.

Homework for tomorrow will be to read Part Two, chapters one and two in Passing.

Day 9 Continuation of yesterday’s research project. Today’s research will center on finding out as much information as we can on how we might be able to contact MySpace or Facebook and ask about the feasibility of being able to set up a secure site for students within the school that only students can access.

For homework, students will draft a letter to those in charge of the Facebook or MySpace accounts and inquire about the possibility/feasibility of setting up an account that would be secure and would be accessible to only those students within our school.

Day 10 “The Uh/Umm Game” Lesson Plan (ELA Standard #3 – Speaking Persuasively)

Students will learn the principles of persuasive speaking. This lesson is in preparation for our culminating project that will entail persuasive speaking as we present our proposal of a in-house Facebook or MySpace account for students to use. They will need to be able to speak persuasively in order to convince school administrators and

school board officials of the need for such a site, and how the creation of such a site would keep students safe while providing them with a place to meet new friends and communicate with current friends. It would be a safe social network for everyone in the school.

Homework – write a paragraph that addresses the reasons why (based on the part of the research that you did) having our own in-school Facebook or MySpace account would be good for students, and that convinces school administrators and school board officials of this need and that will address possible concerns that they might have about having such a site available to students.

Day 11 Collect paragraph as the students come in for class. Review handout concerning the elements of persuasive speaking. Explain to students that we will be doing an in-class debate tomorrow regarding our research about the Facebook and MySpace pages. Divide the class into teams (one team in favor of such sites, and the other opposing the creation of such sites). Explain the rules that apply to a debate, and go over any questions students might have.

Conduct an in-class discussion of all the materials that have been collected regarding these sites, and answer any questions students might have regarding whether the information they obtained is useful, and how they might use it in this debate.

For homework, students are to prepare a handout with all of the information they obtained regarding their research into MySpace and Facebook. Bring two copies – one for your use during your debate and the other to hand in at the beginning of class. Everyone is to be prepared for the in-class debate next class period.

Day 12 Collect the homework as students come into the classroom. Divide the class up into the groups who will be on each side of the

“question” during the debate. Give students fifteen minutes to compare research and get prepared for the in-class debate.

Students will debate the MySpace and Facebook issue. Assessment will include how well they use their persuasive speaking skills during this debate.

Homework is to read Part II, Chapters three and four in Passing, and write a paragraph summarizing what they have learned so far in the book about Irene and Clare.

Day 13 “A Nursery Rhyme/Fairytale Times Two” Lesson Plan (ELA Standard #2 – understanding that different genres in writing observe certain conventions and use certain types of structures)

Students will practice looking at works and the type of conventions associated with that genre. In connection to this, they will write an in-

class fairytale or nursery rhyme from a different perspective than the original. They will do this while observing the conventions and structure associated with these genres.

For homework, students will finish their nursery rhyme or fairy tale and be prepared to discuss why they wrote what they did in class tomorrow.

Day 14 Collect homework as the students come into the classroom. A brief ten-minute discussion of students’ work about their fairytales

and nursery rhymes will take place. In connection with yesterday’s lesson, today we will discuss

perspective in writing as it relates to Passing. Discuss what perspective the students feel Passing is written from and what perspectives are silent in the book. Are the perspectives that are silent important in relation to our understanding of this text? If you were going to write this book, is there another perspective you would have chosen? If so, what perspective would that be?

Discuss the conventions associated with the genre of which Passing is a part. What are the conventions associated with that genre? What structures are important in writing a work associated with this genre?

For homework, students will write a paragraph regarding something that happened in this work, and they will write from another perspective (one that is silent, or nearly so in the original work). Be prepared to discuss your paragraph and the reasons for your choices in class tomorrow.

Day 15 Collect homework as students come into the classroom. Today we will look at online sites that promote safety and give us tools

for keeping ourselves safe when we use sites such as MySpace, Facebook, and Craig’s List. We will be going to the computer lab in the library. When you get there, I want everyone to check out the following websites, take notes of important things, and be prepared to discuss them in class tomorrow: BlogSafety.com; GetNetWise.org; NetSmartz.org; and WiredSafety.org.

For homework, tomorrow you are to bring in a paragraph which talks about what you have learned from your interaction with the above sites, and which fears/concerns you will address in your presentation to the school administrators and school board officials during your presentation concerning an in-school MySpace or Facebook account.

Day 16 Collect homework as students come into class. Today we will again discuss safety in connection with MySpace and

Facebook accounts. Pass out handout with a list of ways to keep yourself safe on MySpace and Facebook. Talk about what kinds of things we allow people to know about ourselves when we share information about ourselves on the internet.

Just like we need to do certain things to keep ourselves safe when we are dealing with internet sites, there were certain things Clare could have done in Passing to have kept herself safe. What kinds of mistakes did she make that led to her demise in the end of this work? What things could she have done differently? If you were writing this story with a different ending, what kinds of things would you have Clare do differently in regard to her social situations that would have led to a different outcome for her?

For homework, write a paragraph describing how you would change Clare and the way she handled herself in social settings to insure a different outcome for her in Passing.

Day 17 Collect paragraph as students come into the classroom. Today we will begin putting together our project that will be due at the

end of this unit. This project will require you to put together a false Facebook or MySpace page (a page in which you can “create” yourself in any way you wish). It will also require you to put together an accurate Facebook or MySpace page about yourself. You must be careful when creating your accurate page that you do not put in any information you would not want someone you do not know to see. Keep in mind all of the things we have learned about internet safety as you put together your accurate Facebook or MySpace page.

Allow time in class for students to begin work on this project. Allow them to put together the things they will want to include in their internet pages. The students may work in groups of two or three and compare ideas and notes.

For homework, students will be asked to set up these pages at home. These sites will now become a source of research for “selling” the need for an in-school safe Facebook or MySpace account for students.

Day 18 Today’s class will be a final discussion of the lies that Clare and Irene tell about themselves in social settings in Passing. We will discuss whether or not these “lies” were necessary, and what things they could have done differently. We will discuss whether the lies they told made their relationships more difficult, and whether or not they endangered their relationships and even their own lives as a result.

For homework, students will write a paragraph addressing all of the

essential questions we have discussed in this unit plan. Students are to make an attempt to answer at least two of the essential questions within this paragraph.

Day 19 Collect the homework as students come into the classroom. Today we will review how to make a persuasive speech in preparation

for our oral presentation to the school administrators and school board officials regarding the creation of an in-school Facebook or MySpace account that is only accessible to students within the school.

We will practice speaking (each student will have two minutes in which to convince the audience of their point of view) so that we can convince others of the need for these sites.

For homework, students will prepare an outline listing the reasons that such in-school sites would be a good thing. Students will back up their plan with facts from their research. Students must provide at least five examples from their research that supports their position.

Day 20 Collect the outlines as students come into the classroom. Working in groups of four or five students, the class will begin to put

together their final presentation material for their unit project. They will collect copies of examples that support their research.

Twenty minutes of today’s class will be spent going to other classrooms and conducting a survey regarding whether or not other students are interested in the formation of an in-school Facebook or MySpace account where they can communicate with their friends and meet new people within their school in complete safety.

For homework, write a paragraph about how you felt about the survey process and the outcome today. Do you feel that you have enough information, as well as enough student interest, to support you if you go to administrators and ask them for permission to launch such a site?

Day 21 Collect the homework as the students come into the classroom. Today we will learn how to write a letter. The reason we need to learn

this skill is because we will be writing a letter to the originators of the MySpace and Facebook websites and asking them if they can create a site that would be open by invitation only. The class would like to know if a site can be created whereby your teacher would send you an invitation to participate in the site, and you would accept that invitation. By accepting the invitation, you are given access to this site. The only ones who can accesss the site are those who are invited. This provides a safe and secure site for classes within the school to use.

Draft a letter in regarding to settting up a Facebook or MySpace page that would be accessible by invitation only. Only teachers whose names are on a list that the Facebook or MySpace websites have can

issue invitations for students to join these sites. Use the skills you have learned regarding being persuasive as well as letter writing skills to compose the best possible letter you can that will address this issue. We will share our letters tomorrow in class and choose parts from the best and compose a class letter that we will send off in the mail and

wait for a response. Day 22 Start class by having students share their letters with the entire class.

After everyone has shared their letters, ask students which letters, or parts of letters, they feel best express their feelings concerning this matter, and which ones they feel will be the most persuasive in accomplishing the creation of an invitation-only MySpace or Facebook account for in-school use. From the ones chosen, put together one letter, a letter that will contain the signatures of everyone in the class, which will be sent to those in charge of these sites.

We have only three days left in which to put together our final proposal for school administrators and school board officials. We will spend those last three days working on these things in class. Bring all materials with you that you will need in order to put together a winning proposal. This is your chance to have a say in how things are done in your school. This is also your chance to see how you can be good citizens of your school and have a voice.

Day 23 In class finishing touches on the final presentation for the school board. This will be a time for me as the teacher to walk around the classroom as students work on their project and see where students need assistance.

Day 24 In class time for working on the presentation of the unit. For homework, you must make certain that your presentations are all

set to go tomorrow. They must be typed; they must contain supporting evidence to back up any claims you make; they must contain the survey showing the school’s interest in this project; and they must contain a letter of introduction to the administrators outlining what your project is intended to show.

Day 25 Presentations are handed in for final grading and for the final selection process so that one “class” presentation can be put together for the actual presentation to the administrators.

Today is also a quick wrap-up of our work, Passing. Any unanswered questions will be addressed, and then we will discuss students’ interests and what work they would like to read for the next unit.

There will be a discussion about the possibility of doing literature circles for the next unit, giving everyone a chance to read something of

interest to themselves. Pass out handout regarding their responsibilities for continued

assessment of their Facebook and MySpace accounts.

Lesson plans (separate pages)

One on each of the 4 ELAs (reading, writing, listening, speaking) (4); one on viewing (1); one that explicitly prepares students for the ELA or Regents exam (1). Each lesson plan needs to be properly formatted (use the format that I have modeled for you on the Lesson Plan Template).

Handouts (separate pages): One for each of the seven lessons. Attach to relevant lessons. These are created by you, not mere print outs of readings or images, or downloaded from the internet. Please remember to cite your sources if you borrow material.

ATTACH HANDOUTS TO RESPECTIVE LESSON PLANS

**EACH LESSON MUST HAVE AT LEAST ONE ATTACHED HANDOUT**

Lesson Plans

Lesson Plan

Teacher Darlene Scouten Class__________ Date 12/4/07 Grade Level 10/12 Room Number_____ Period _______Unit The Many Faces of Me_____Lesson Number__1____ Topic What You See Isn’t Always What You Get! (Adapted from original lesson plan by Kirby Giles) Objective: (Reading for understanding – Close reading with attention to detail)To get students to understand that in order to see the different levels of meaning in works they must engage in close, detailed reading of that work because what you see is not always what you get. Just as they may not fully comprehend a character in a book like Passing from a superficial reading, students will see that they do not always know who someone really is just from the words they put in a Facebook or MySpace page. By knowing this fact, students will be able to make better, more informed decisions about the things they read, and as a result, they will be able to keep themselves safe.

Rationale: To help students understand that works have different levels of meaning, and it is necessary for them to read closely in order to discern those levels of meaning. Reading with attention to detail satisfies ELA Standard #4 (Grades 10/12).

Procedure: The students will examine the labels on things they eat every single day. They will find out where these products come from, what ingredients are in them, and what the labels tell them about nutrition. They will understand that in order to make informed choices about whether or not something is good for them that they have to examine and read about that product carefully. The same is true when we read a book. The things we read about on the surface do not always tell us everything we need to know about the story or the characters in the story. After examining the labels on everyday items, the students will compare this more detailed knowledge of things they don’t even think about to the more detailed knowledge they need to gather about Clare in Passing by Nella Larsen. They will then take notes as they read and pay attention to the details that tell them exactly who Clare really is.

Anticipatory set Ask students questions from a prepared question sheet (about 10 questions) using the ingredient and nutritional information from a snack food they probably eat everyday. Go over answers and determine whether or not students ever read the labels of the things they eat.

Time5 minutes of large, whole class participation

Instruction I am going to break you up into groups of 2/3 students so that you can examine the nutritional/informational labels from boxes of cereals. You will record your findings on the handout I am passing around now.

5 minutes

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Guided Practice If I may have your attention at the front of the room for one moment, we will examine the informational/nutritional label on the box of Cheerios I have in my hand. The name of the cereal, the company name and address, the grains contained in the cereal, serving size, servings per package, calories per serving (with and without milk), whether or not it contains sugar, and the % of US RDA are all contained on the label for this product.

10 minutes

Independent Practice Now you will take your box of cereal in your group and find the same information. After you have finished filling in your handout, you will trade your box of cereal and your handout with your neighboring group. Compare the information on your box of cereal with that of your neighbor’s box of cereal. Which one do you think is better for you and why?

20 minutes

Closure As a group, we will discuss how we cannot always tell what is inside a box of cereal just by looking at the box. We may not be aware of all of the things that are in the cereal – some of them good for us, and some of them not. Just like we cannot tell everything about food by looking at it (without reading the label that gives us further information concerning the product), we cannot always tell what the character in a book is really like without paying close attention to the details that the author shares with us. Likewise, we cannot necessarily tell everything we need to know about a person we meet on a MySpace/Facebook page without reading it closely for details.

5 minutes

Materials and Equipment needed: One small snack-size bag of potato chips; five boxes of cereal (assorted kinds) for groups of four students to work with; and twenty copies of “What You See Isn’t Always What You Get” handout. Accommodations for Students with Special Needs: Offer help to those who need it as I walk around the room observing the “cereal” activity.

Help for Included Students: Group students with someone with a higher level of understanding so that they may work together to complete the assignment.

Assessment of Student Learning: How well they answer the questions on the “cereal” handout.

Reflection on or Evaluation of Lesson:

“What You See Isn’t Always What You get”

Use your cereal box to answer the following questions:

1. Name of the cereal2. Name of the company 3. Address of the company4. Names of the grains the cereal is made of

A. What is the main ingredient?B. How do you know?

5. Serving size6. Servings per package7. Calories per serving

A. With milkB. Without milk

8. CarbohydratesA. With milkB. Without milk

9. CholesterolA. With milkB. Without milk

10. SodiumA. With milkB. Without milk

11. Does this cereal contain sugar?A. How much

12. What does U.S. RDA mean?13. What % of U.S. RDA is in your cereal of the following:

Vitamin A without milk with milkVitamin C without milk with milkCalcium without milk with milkVitamin D without milk with milk

14. Is this cereal package designed to appeal to a certain age group?15. If so, circle which one: 5/10 11/15 general16. If you know what a cereal contains, what better decisions can you make?1

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1 Giles, Kirby. “What You See Isn’t Always What You Get!” The Educator’s Reference Desk. May 1994. December 1, 2007. <http://eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Reading/RDG0008.html

Lesson PlanTeacher Darlene Scouten Class__________ Date 12/4/07 Grade Level 10/12 Room Number_____ Period _______Unit The Many Faces of Me Lesson Number 2_Topic A Fairytale/Nursery Rhyme Times Two (Adapted from original lesson plan by Lorri Vaccher) Objective: (Writing – Writing original pieces in a variety of literary forms, correctly using the conventions of the genre and using structure and vocabulary to achieve an effect)

Students will rewrite a fairytale or nursery rhyme from a different perspective than the original. They will learn to write a piece of literature using the conventions of the genre, while at the same time understanding that perspective can change their interpretations of a text and how they feel about the characters in that work of literature.

Rationale: Students need to understand different genres of writing, including Internet websites, observe different conventions and use certain types of structure and vocabulary to achieve an effect. The skills they learn from this lesson will satisfy ELA Standard #2 (Grades 10/12).

Procedure: Students will analyze Nursery Rhymes and Fairytales, and decide how they feel about the characters in those works. They will then rewrite everyday fairy tales and nursery rhymes from a different perspective. The students will then examine how their analyses of a character may be different depending on the perspective from which the work is written. Students will learn to critically analyze messages in music, newspaper articles, online sites, etc. for the accuracy of the material presented, the audience being reached, and the factual content of the message. They will learn to critically analyze these messages so that they may keep themselves informed and safe when they are involved in online sites such as Facebook, MySpace, and Craig’s List.

Anticipatory set The class will read together one nursery rhyme and talk about the perspective from which it is written. They will examine how they feel about the main characters as a direct result of the perspective presented to them in the work being written.

Time5 minutes

Instruction Students will be given choose a slip of paper from a hat. The slips of paper will each contain the name of a nursery rhyme or a fairytale that the student will then be expected to read. After reading the work, they will then be instructed to rewrite this fairytale or nursery rhyme from an

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5 minutes

alternate perspective. For example: rewrite “The Three Little Pigs” from the perspective of the wolf. Guided Practice The class will look at the nursery rhyme, “The Three Little Pigs.” We will decide how we would change this nursery rhyme if we were going to rewrite it from the perspective of the “Big, Bad Wolf.”

10 minutes

Independent Practice Students will read the nursery rhyme or fairytale that they have chosen. They will then start composing a rewrite of this work, using the conventions of that genre, from a different perspective than the original work. They will take the work home to finish it for homework, and the finished product will be due in class the next time class meets. There will be time to share these new versions when the next class meets.

15 minutes

Closure The class will wrap up for the day with students being told that they will take the work home to finish it for homework, and the finished product will be due in class the next time class meets. There will be time to share these new versions when the next class meets.

5 minutes

Special notes and Reminders to myself:

Materials and Equipment needed: Twenty-five slips of paper with the name of a nursery rhyme or fairytale on them; twenty-five copies of “The Three Little Pigs”; twenty-five copies of questions to get students started. Accommodations for Students with Special Needs: Have slower students work along side more advanced students.

For included students – provide them with a fairytale/nursery rhyme that is already rewritten but with certain details missing. Have them provide the missing details.

Assessment of Student Learning: The nursery rhyme/fairytale they will turn in next class period. Reflection on or Evaluation of Lesson: Will be done after the lesson is taught.

“The Three Little Pigs”

There was an old sow with three little pigs, and as she had not enough to keep them, she sent them out to seek their fortune. The first that went off met a man with a bundle of straw, and said to him, "Please, man, give me that straw to build me a house." Which the man did, and the little pig built a house with it.

Presently came along a wolf, and knocked at the door, and said, "Little pig, little pig, let me come in."

To which the pig answered, "No, no, by the hair of my chiny chin chin."

The wolf then answered to that, "Then I'll huff, and I'll puff, and I'll blow your house in." So he huffed, and he puffed, and he blew his house in, and ate up the little pig.

The second little pig met a man with a bundle of furze [sticks], and said, "Please, man, give me that furze to build a house." Which the man did, and the pig built his house.

Then along came the wolf, and said, "Little pig, little pig, let me come in."

"No, no, by the hair of my chiny chin chin."

"Then I'll puff, and I'll huff, and I'll blow your house in." So he huffed, and he puffed, and he puffed, and he huffed, and at last he blew the house down, and he ate up the little pig.

The third little pig met a man with a load of bricks, and said, "Please, man, give me those bricks to build a house with." So the man gave him the bricks, and he built his house with them.

So the wolf came, as he did to the other little pigs, and said, "Little pig, little pig, let me come in."

"No, no, by the hair of my chiny chin chin."

"Then I'll huff, and I'll puff, and I'll blow your house in."

Well, he huffed, and he puffed, and he huffed and he puffed, and he puffed and huffed; but he could not get the house down. When he found that he could not, with all his huffing and puffing, blow the house down, he said, "Little pig, I know where there is a nice field of turnips."

"Where?" said the little pig.

"Oh, in Mr. Smith's home field, and if you will be ready tomorrow morning I will call for you, and we will go together and get some for dinner."

"Very well," said the little pig, "I will be ready. What time do you mean to go?"

"Oh, at six o'clock."

Well, the little pig got up at five, and got the turnips before the wolf came (which he did about six) and who said, "Little pig, are you ready?"

The little pig said, "Ready! I have been and come back again, and got a nice potful for dinner."

The wolf felt very angry at this, but thought that he would be up to the little pig somehow or other, so he said, "Little pig, I know where there is a nice apple tree."

"Where?" said the pig.

"Down at Merry Garden," replied the wolf, "and if you will not deceive me I will come for you, at five o'clock tomorrow and get some apples."

Well, the little pig bustled up the next morning at four o'clock, and went off for the apples, hoping to get back before the wolf came; but he had further to go, and had to climb the tree, so that just as he was coming down from it, he saw the wolf coming, which, as you may suppose, frightened him very much.

When the wolf came up he said, "Little pig, what! Are you here before me? Are they nice apples?"

"Yes, very," said the little pig. "I will throw you down one." And he threw it so far, that, while the wolf was gone to pick it up, the little pig jumped down and ran home.

The next day the wolf came again, and said to the little pig, "Little pig, there is a fair at Shanklin this afternoon. Will you go?"

"Oh yes," said the pig, "I will go. What time shall you be ready?"

"At three," said the wolf. So the little pig went off before the time as usual, and got to the fair, and bought a butter churn, which he was going home with, when he saw the wolf coming. Then he could not tell

what to do. So he got into the churn to hide, and by so doing turned it around, and it rolled down the hill with the pig in it, which frightened the wolf so much, that he ran home without going to the fair. He went to the pig's house, and told him how frightened he had been by a great round thing which came down the hill past him.

Then the little pig said, "Ha, I frightened you, then. I had been to the fair and bought a butter churn, and when I saw you, I got into it, and rolled down the hill."

Then the wolf was very angry indeed, and declared he would eat up the little pig, and that he would get down the chimney after him. When the little pig saw what he was about, he hung on the pot full of water, and made up a blazing fire, and, just as the wolf was coming down, took off the cover, and in fell the wolf; so the little pig put on the cover again in an instant, boiled him up, and ate him for supper, and lived happily ever afterwards.2

“Fairytale/Nursery Rhyme Times Two”

Types of Questions You Can Ask Yourself In Order to Get Started:

1. Why did the three pigs leave their mother?2. Why was the wolf after the three pigs?3. What would have happened if the wolf hadn’t been hungry?4. What would have happened if the wolf’s parents had raised him differently?5. What would have happened if the three pigs had all built their houses out of

brick?6. What would have happened if the third pig hadn’t had any firewood to build a

fire under the big pot?7. Did the pigs try and antagonize the wolf?8. What if the wolf was a vegetarian?

2 Folklore and Mythology Electronic Texts, Ed. D. L. Ashliman. Pittsburgh, 1996-2007. December 4, 2007. <http://www.pitt.edu/~dash/type0124.html#lang>.

Lesson PlanTeacher Darlene Scouten Class__ ___ Date 12/4/07 Grade Level 10/12_Room Number ___ Period ___ Unit The Many Faces of Me Lesson Number 3__Topic Building With Language and Legos (Adapted from original lesson play by Carol Szabo) Objective: (Listening – Listening to interpret and analyze information using a wide variety of strategies for selecting, categorizing, and organizing information)

Students will be involved in a building activity which will teach them that they need to listen carefully in order to interpret and analyze the information they are given so that they can build an exact copy of their partner’s Lego creation.

Rationale: Students need to develop listening comprehension skills so that they can use these skills in analyzing and interpreting information. They will need these same skills in order to analyze information they receive in relation to people they talk to on sites such as MySpace, Facebook, and Craig’s List. The listening skills they learn from this lesson satisfy ELA Standard #1 (Grades 10/12).

Procedure: Students will be grouped in pairs and given the exact same number and type of Legos in a baggie. The students will sit with their backs to each other, and one student will build something with their Legos while instructing their partner on how to build the exact same structure. After comparing their finished products, the students will change roles.

Anticipatory set The teacher will instruct students on how to draw a picture of something by describing what they are to draw in detail. For example, the teacher will tell the students to take out a piece of paper and a pencil or pen and to begin by placing their pencil one inch from the top of the page and drawing a line down the left-hand side of the page until the line is one inch away from the bottom of the page. The teacher will continue in this manner until they have drawn what is one the sample the teacher has. The sample will then be shown to the students, and they will see how they must listen carefully to details in order to analyze the information being given to them.

Time5 minutes

Instruction The teacher will now pass out the baggies with the Legos to groups of two. The students will each have the exact same number, color, and size Lego in each of their bags. The students will now be instructed that they will take turns giving directions to their partner (who will be seated with their back to them) about how to build what they are building. They will then compare what they have built to see how close they are to being exactly alike. Then the students will change roles, and the other student will build and give instructions.

3 minutes

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Guided Practice The teacher will use one student and show the students how this exercise will be done.

2 minutes

Independent Practice In groups of two (with each pair having their backs to each other), the students will take turns building and instructing their partners. Each person in the pair will take turns building something with the Legos and instructing their partner on how to build an exact copy of what they are building.

20 minutes

Closure The students will come back together as a group and talk about the difficulties they had in conveying meaning to their partner so that they could build exactly the same thing they were building. We will talk about the need to pay attention to detail when someone is attempting to communicate, and that listening skills are important.

5 minutes

Special notes and Reminders to myself:

Materials and Equipment needed: Thirteen pairs of baggies with the exact same number and type of Lego in each of the pairs; twenty-five copies of “The Listening Process.”

Accommodations for Students with Special Needs: For those included students have another student help them in the building process. If there is a teaching assistant in the room, have them be their partner.

Assessment of Student Learning: Assessment on how well students have learned this skill will be the homework where they provide written directions on how to build/do something that a complete stranger could do just by listening to their directions or listening to someone else read their written directions.

Reflection on or Evaluation of Lesson: This will be done at the end of the lesson.

The Listening Process 3

Four Steps:

A. Hearing is the first step. At this stage, you simply pay attention to make sure you hear the message.B. Interpretation. If you fail to interpret a speaker's word correctly it may lead to a misunderstanding.C. Evaluation. Decide what to do with the information you have received.D. Respond. This is a verbal or visual response that lets the speaker know whether you have gotten the message and what your reaction is.

And use the following tips:

Don't talk---listen. People like to have a chance to get their own ideas or opinions across. A good listener lets them do it.

Don't jump to conclusions. Many people will tune out a speaker when they think they have the general idea of the conversation.

Ask questions. It's perfectly acceptable to say, "Do you mean….?" or "Did I understand you to say….?"

Overlook a speech problem, a twitch, or sexist language. Paying too much attention to these types of distractions can break your concentration.

Keep an open mind. The point of listening it to gain new information. Listen to others' points of view and ideas. It could turn out to be fascinating. Provide feedback. Make eye contact, nod your head and if appropriate, interject a

comment such as "I see," or "That's interesting," or "Really?"

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3 Ivers, Jan. “Communicating at Work: Listening Strategies and Skills. Workforce Education Lab, 2002. December 7, 2007. http://slincs.coe.utk.edu/gtelab/learning_activities/21evej.html

Lesson Plan

Teacher Darlene Scouten Class__ ___ Date 12/4/07 Grade Level 10/12_Room Number ___ Period ___ Unit The Many Faces of Me Lesson Number 4__ Topic The Uh-Umm Game (Adapted from original Lesson Plan by Ms. Washington) Objective: (Speaking – Speaking for persuasive speeches)

Students will demonstrate persuasive speaking skills, such as body language, and articulation. Students will understand the meaning and use of the elements of persuasion, and they will be able to recognize the elements of personal credibility in a person’s speech, as well as present a persuasive speech of their own incorporating these elements.

Rationale: Students need to be able to speak persuasively in the real world in order to convince others to adopt their point of view. They also need to understand how to recognize whether a speaker is credible or not. The speaking skills students learn from this lesson satisfy ELA Standard #3 (Grades 10/12).

Procedure: Students will draw a piece of paper from a hat, and that piece of paper will contain the name of a subject on which that student will give a one-minute impromptu speech without using the words “uh” or “umm.” Someone will record the number of times each student uses these forbidden words.

Anticipatory set We will discuss public speaking and the fears and anxieties that students face when they are asked to speak in public. We will discuss and list the difficulties students face when they are asked to speak about a subject at the last moment without having time to prepare.

Time8 minutes

Instruction I have a hat at my desk with slips of paper inside it. Each slip of paper contains the title of a one-minute speech that each of you will present to the class. When we begin, each of you will come to my desk when it is your turn, draw a slip of paper from the hat, and then give a two-minute “speech” on the subject without using the words “uh” or “umm” in your speech. I will record the number of times each student uses the “forbidden” words in their speech.

5 minutes

Guided Practice My teaching assistant will draw a slip of paper from the hat and show the students what is expected of them in this game.

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2 minute

Independent Practice Each student will come to the front of the room and give their impromptu one-minute speech.

20 minutes

Closure The teacher will hand out the sheet that describes the elements of a persuasive speech. We will discuss these elements together as a class. We will discuss how people assess your character, as well as your message, by the things you do when you speak. We will talk about how such things as body language, tone of voice, etc. are just as important as the words you use. We will talk about some examples of how Irene and Clare make use of body language in the novel, Passing.

Homework – For tomorrow, students will write one paragraph about how Clare and Irene in Passing make use of body language, tone, etc. to express themselves.

5 minutes

Special notes and Reminders to myself:

Materials and Equipment needed: Twenty-five slips of paper with titles of subjects for the “Uh/Umm Game”; stop watch to time speeches; pencil and paper to record list of uses of forbidden words; twenty-five copies of “Elements of Persuasive Speaking.”

Accommodations for Students with Special Needs: Even the slowest of students and included students should be able to take part in the “Uh/Umm Game” with only minimal assistance. Perhaps another student could help the included student by giving them ideas of what to say when their turn comes to give their speech.

Assessment of Student Learning: The paragraph they write in order to convince school administrators of the need for an in-school Facebook and MySpace account. Students will also write a paragraph addressing the things Irene and Clare do in the book Passing. This includes body language, choice of words, etc. This second paragraph will not receive a score, but will simply be for me to see how well students understand all the elements of speaking.

Reflection on or Evaluation of Lesson: This will be done at the completion of the class.

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Elements of Persuasive SpeakingBody Language – Make sure that you maintain a proper posture. If shoulders are sagging and legs are cross, the person will not appear sincere and people will not accept their message.

Articulation – Articulation means how the total vocal process works. First, you need air from the lungs, the vocal cords in your larynx must be working, your mount and tongue must be in sync, and you must make sure that you have some saliva in your mouth to keep things oiled. You should be aware of your physical makeup in order to understand how you speak.

Pronunciation – Pronounce each word. Avoid slang, except to make a point, and do not slur the words. Avoid saying things such as “you know.”

Pitch – Pitch refers to the highs and lows of the voice. You must avoid a monotone!

Speed – The speed, or pace, is an important variable to control. The normal pace for a persuasive speech is 140-160 words per minute. If you speak any faster, you may appear to be glib; if you speak any slower, you may sound like you are lecturing. If you are not sure of the speed of your speech, tape it for one minute, replay it, and count the number of words. The human ear and brain can compile and decode over 400 spoken words per minute, so if you talk too slowly, your listener’s minds are going to start to wander as their brains find other ways to keep themselves occupied.

Pauses – The pause is a critical persuasive tool. If you want to emphasize a particular word, just pause for one second before – this highlights the word. If you really want to punch the word, pause before it and after it as well.

Volume – Volume is another good tool for a persuasive speech. If you scream all the way through your speech, people will become accustomed to it, and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech. Try to “project” or throw your voice out over the entire class, or speak to the last row.

Quality – Quality of voice is gauged by the impact your voice has on your listeners. Quality is the net caliber of your voice – its character and attributes. Your vocal quality is what separates your voice from everyone else’s.

Variance – this is the most important consideration of all. You can start with a slow, laconic voice, and then switch gears to a more rapid pace. Change your pitch, volume, and speed at least once every thirty seconds, if only for one word. Never go more than one paragraph without a vocal variance. Let your words speak for themselves – reflect the nature of the words through your voice. For example, if you use the word “strangle,” say it with a hint of menace in your voice; if you say the word “bulldozer,” make it sound like a large earthmover, not like a baby with a shovel.

Appearance of Credibility -- You must sell yourself before you can sell your message. If people feel you are being unreasonable or irrational, they will not buy your message. You must be committed to the ideals and goals of your speech. Use positive words such as “will” and “must,” and do not use words like “maybe” or “might. Portray yourself as an authority figure – you have the information to prove your points, and you are knowledgeable. Appear truthful and earnest – even if your message is 100% truthful, people will doubt your word if you do not appear truthful.4

4 Washington, Ms. “Don’t Say The ‘Uh Game.” HotChalk, Inc., 1999. December 3, 2007.<http://www.lessonplanspage.com/LADontSayUhGame69.htm>.

Lesson Plan

Teacher Darlene Scouten Class__ ___ Date 12/4/07 Grade Level 10/12_Room Number __Period ___Unit The Many Faces of Me Lesson Number 5Topic Brad Paisley Road Rally (Amended from original lesson plan by Sandy Toms) Objective: (Listening and Note Taking Skills In Preparation for the ELA Exam)This lesson is aimed at teaching students good listening and note taking skills that they will need for the ELA exam. At the same time they are learning these skills, they will be learning about a song about online social relationships and the artist who performed the song.

Rationale: Students need the skill of listening and note taking in preparation for the ELA exam. This lesson will provide them with a chance to practice that skill while tying that skill into our unit theme.

Procedure: Students will hear the song, “Online,” by Brad Paisley. They will then hear about his life, and then they will hear the same biographical material a second time while being given the opportunity to take notes. The students will then break up into groups and be given a chance to find questions throughout the room that they will answer regarding what they have heard in Brad Paisley’s biographical reading. The team of students finishing first with the highest score wins. There will be prizes for all. (Winners getting the “best” prize, of course!)

Anticipatory set Today we are going to hear Brad Paisley’s song, “Online,” again. Please listen closely to the words of this song as well as the message those words are trying to convey.

Time5 minutes

Instruction I am going to read a biographical sketch of Brad Paisley. Listen carefully as I read this sketch the first time. The second time I read the sketch, you will have the opportunity to take whatever notes you feel are necessary so that you can answer questions at the end of the exercise. After the second reading, teams of four will look for 3 x 5 cards throughout the room with questions regarding the biographical sketch. You must answer the question, turn the 3 x 5 card over and get your clue as to where you will find the next question, go to the next question, answer that question, etc. The first team to finish is to report to my desk at the front of the room. Pass out the handouts that students will need in order to complete this exercise.

3 minutes

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Guided Practice I will read a sample card, give the students the answer, and read the clue on the back regarding where I can find the next question. I will now break up the class into groups of four students each who will be teams. Please work as a team and good luck.

2 minutes

Independent Practice Students will have twenty-five minutes to complete this game.

25 minutes

Closure Hand out prizes for the winners (and losers) of this game.

5 minutes

Special notes and Reminders to myself:

Materials and Equipment needed: One copy of Brad Paisley’s “Biography”; one copy of “Road Rally Instructions”; twenty-five copies of the Brad Paisley Question sheet; one copy of the answer sheet; twenty-five 3 x 5 cards with clues for the next question on one side and the question on the other side; five first-place prizes; twenty second-place prizes.

Accommodations for Students with Special Needs: Pair the slower students with the more advanced students for this activity. Included students should be “under the wing” of an advanced student who will help them read the clues and questions and fill out their answer sheet.

Assessment of Student Learning: Assessment will be determined by engagement in the activity, whether or not the student answered all of the questions, and how well everyone worked as a team.

Reflection on or Evaluation of Lesson:

Brad Paisley’s Biography

Born Oct. 28, 1972, in the tiny Ohio River town of Glen Dale, W.Va., Brad Paisley seemed destined for a life of music. “My earliest memory,” he says, “is of running down the road to my grandfather’s house. He was a railroad worker who worked the

night shift. So he’d be at home all afternoon playing guitar. I’d go down there and spend the day watching him play. He loved Chet Atkins and Merle Travis and Les Paul. And he’d play everything from ‘Under the Double Eagle’ to ‘Wildwood Flower’ to ‘Shortenin’ Bread.’”

When Paisley was 8, his grandfather gave him his first guitar – a Sears Danelectro Silvertone with an amp in the case. By the age of 10, Paisley was playing well enough to accompany himself. He soon began singing in church and at civic meetings for the Lion’s Club and the Fraternal Order of Elks. Next, he formed his first band, Brad Paisley & the C-Notes, with his guitar instructor, local musician Clarence “Hank” Goddard. At 12, Paisley wrote his first song, “Born on Christmas Day.” His junior high school principal heard it and asked him to do it at the next Rotary Club meeting. In the audience that day was Tom Miller, program director for WWVA, Wheeling’s country radio powerhouse.

Miller was so impressed by the performance that he invited Paisley to make a guest appearance on Jamboree USA, the station’s legendary Saturday night show. Paisley was ecstatic, and his performance went over so well that he was asked to become a Jamboree regular. During his eight years on the show, he opened for such country luminaries – and personal favorites – as Roy Clark, Jack Greene and Little Jimmy Dickens.

Paisley’s Jamboree membership also earned him the opportunity to perform each year at the mammoth outdoor summer festival, Jamboree in the Hills. The event routinely boasted dozens of top country acts and drew crowds of 60,000 or

more. But the weekly Jamboree turned out to be Paisley’s most valuable training ground. On the weekends he didn’t perform there, he would hang out backstage, soaking up tips from veteran performers like George Jones.

After high school, Paisley began his studies at nearby West Liberty College. But his college advisor, Jim Watson – noting what he’d done and what he still wanted to do – kept urging him to move to Nashville and enroll in the Belmont University music business program. Initially,

Paisley resisted, preferring instead to remain close to home with his “serious girlfriend” and his college and musical buddies. But when he came to Nashville to attend a friend’s wedding, he stayed on long enough to check out Belmont. Excited by what he saw there, he decided to transfer.

At Belmont, Paisley met Frank Rogers, a fellow student who now serves as his producer; Kelley Lovelace, a frequent songwriting partner; and many of the musicians who would later work in his band and play on his first album. Paisley served his college internship at ASCAP, the performing rights association. There he met Chris DuBois, another of his co-writers. His friends at ASCAP were sufficiently impressed by the songs Paisley was writing and set up an appointment with the talent scouts at EMI Music Publishing. A week after graduation, Paisley signed a songwriting deal with EMI Music Publishing.

Like many up-and-coming artists in Nashville, Paisley earned extra money by singing and playing on demos. One of these attracted the attention of Arista Nashville’s A&R Department. After a series of meetings and phone calls – during which each party proclaimed its affection and esteem for the other – Paisley added his name to the Arista roster.

The newcomer made his mark in 1999 with the single “He Didn’t Have to Be,” co-written with friend Lovelace. The song, which detailed the story of Lovelace’s real-life relationship with his stepson, gave Paisley his first No. 1 single and helped his debut album Who Needs Pictures go platinum (for sales of 1,000,000 copies). In 2000, Paisley won the Country Music Association’s Horizon Award and the Academy of Country Music’s best new male vocalist trophy and received his first Grammy nomination in 2001. He made his Grand Ole Opry debut May 28, 1999, and after 40 some appearances, he was inducted into the Opry on Feb. 17, 2001.

In 2002, he released his follow-up album Part II. According to Paisley, The album garnered his third No. 1 hit with the hilarious “I’m Gonna Miss Her (The Fishing Song).” The video included several celebrities in cameos, including his wife, actress Kimberly Williams-Paisley, whom he married in 2003. He and his wife recently purchased 85 acres outside of Nashville. The couple is living in the 100-year-old farmhouse on the property while building a log cabin for their permanent home. The land also includes two Palomino horses, 14 Holstein cows, and a four-acre pond that the Paisleys added. 5 5 Artists Biography: Brad Paisley. CMT.com. December 1, 2007. <http://www.cmt.com/artists/az/paisley_brad/bio.jhtml>.

“Brad Paisley Road Rally” Directions 6

Write one question each on a separate 3 x 5 card. On the back of the card write a number value, and a clue as to where the next questions will be found. Read students the “Brad Paisley Biography,” and then break the students up into four teams of five students. Have teams start with a different number question: Group I will start with question number one; Group II will start with question number five; Group III will start with question number ten; and group IV will start with question number fifteen. All groups will have twenty-five minutes to answer as many of the questions as they can from what they remember (or have taken notes on) regarding the “Brad Paisley Biography.” The group with the most total points at the end of the exercise will be the winner (each question is worth five points for a total of one hundred points). You should have prizes for all students at the end of this exercise.

6 Toms, Sandy. “Composer ‘Road Rally.” HotChalk, Inc., 1999. December 4, 2007. <http://www.lessonplanspage.com/MusicBeethovenBach.htm>.

“Brad Paisley Road Rally” Questions

#1 – What year was Brad Paisley born?

#2 – Where was Brad Paisley born?

#3 – What did Brad Paisley’s grandfather do for a living?

#4 – Who gave Brad Paisley his first guitar?

#5 – How old was Brad Paisley when he wrote his first song?

#6 – What was the name of Brad Paisley’s first song?

#7 – What is the name of the show Brad Paisley performed on for eight years?

#8 – What was the name of the legendary performer that Brad Paisley hung out with backstage at the show where Brad Paisley was guest performer?

#9 – What is the name of the college that Brad Paisley went to after graduating High School?

#10 – Brad Paisley’s college advisor suggested he move to what city?

#11 – What is the name of the college Brad Paisley ultimately transferred to and finished his studies at?

#12 – One week after college graduation Brad Paisley signed a recording deal with what company?

#13 – What was the name of Brad Paisley’s first number one hit song?

#14 – How many albums do you have to sell in order for an album to go platinum?

#15 – In what year did Brad Paisley make his Grand Ole Opry debut?

#16 – In what year was Brad Paisley inducted into the Grand Ole Opry Hall of Fame?

#17 – What is the first name of Brad Paisley’s wife?

#18 – Brad Paisley and his wife currently live outside of Nashville in a farm house that is how old?

#19 – The Paisley’s have two horses on their farm. What kind of horses do they own?

#20 – How many Holstein cows do the Paisley’s own?

“Brad Paisley Road Rally” Answer Sheet (And Point Values)

#1 – 1972

#2 – Glen Dale, West Virginia

#3 – Railroad worker

#4 – His grandfather

#5 – Twelve

#6 – “Born on Christmas Day”

#7 – Jamboree USA

#8 – George Jones

#9 – West Liberty College

#10 – Nashville

#11 – Belmont

#12 – EMI Music Publishing

#13 – Who Needs Pictures

#14 – 1,000,000

#15 – 1999

#16 – 2001

#17 – Kimberly

#18 – One hundred years

#19 – Palomino

#20 – Fourteen

“Online”by

Brad Paisley

I work down at the Pizza PitAnd I drive an old HyundaiI still live with my mom and dadI’m 5 foot 3 and overweightI’m a scifi fanaticA mild asthmatic…But there’s whole ‘nother meThat you need to seeGo check out MySpace

‘Cause online I’m out in HollywoodI’m 6 foot 5 and I look goodI drive a MaseratiI’m a black-belt in karateIt turns girls on that I’m mysteriousI tell them I don’t want nothing serious…I’m so much cooler onlineSo much cooler online

When I get home I kiss my momAnd she fixes me a snackAnd I head down to my basement bedroomAnd fire up my MacIn real life the only time I’ve ever been to L.A.Is when I got the chance with the marching bandTo play tuba in the Rose Parade

Online I live in MalibuI pose for Calvin Klein, I’ve been in GQI’m single and I’m richAnd I’ve got a set of six pack abs that would blow your mindIt turns girls on that I’m mysteriousI tell them I don’t want nothing serious…I’m so much cooler onlineSo much cooler online

When you got my kind of statsIt’s hard to get a dateLet alone a real girlfriendBut I grow another foot and I lose a bunch of weightEvery time I log in

-41-

MySpace Safety Tips7

If you do decide to become a MySpace member, keep in mind the following personal Internet safety tips:

Remember that MySpace is an open forum. The Web site has visitors from all over the world, so don’t post personal information that you wouldn’t feel comfortable having made public knowledge. This includes your full name, address, phone number and school or work location.

If you post pictures of yourself on your MySpace profile, check to see that you’re not inadvertently divulging personal information. A picture of you wearing your favorite college sweatshirt or standing near a local landmark may be enough to give an unscrupulous person the information they need to track you down.

Consider the future consequences of your actions. Even if it seems “cool” to post sexually explicit messages or photos online now, there’s a good chance you’ll be embarrassed by your actions at a later date. Once something is posted online, it’s never really erased.

Don’t automatically assume that people you meet on MySpace are being honest. Since the Internet feels anonymous, people often lie about their age, interests or general background. Be cautious when talking to someone you’ve met online.

Think twice before agreeing to meet a MySpace friend in person. If you do decide to arrange a meeting, however, choose a public location such as a mall or busy restaurant. Bring a trusted friend and make sure someone knows where you will be.

Help keep MySpace safe for others by reporting harassment, hate speech,and other inappropriate content to the site administrators.

Additional Information

If you have questions about staying safe on MySpace, check out the following helpful websites for additional information:

MySpace Safety: There’s a New Stranger in Town

Using MySpace Responsibly MySpace Safety Tips for Parents Internet Safety 101

7 Internet Safety Lesson Plans. Love to Know. December 4, 2007. <http://safety.lovetoknow.com/MySpace_Safety>.

Performance Task Section

3 subsections: 1) Performance Task Overview (written for teachers and administrators); 2) Assessment tool (final assessment tool – rubric or checklist -- for assessing final performance task – written for students); 3) Assignment Handout (written for students).

All 3 are separate documents/pages.

****

Section 1) Performance task Overview

A) Performance Task DescriptionBriefly describe each of the following for the assignment you are designing:

* G(oal)=Real-world goals aligned with specific standards-based criteria

* R(ole)=A real-world or authentic role (e.g., artist, dancer, musician, actor)

* A(udience)=An authentic, real-world audience

* S(ituation)=A scenario or situation parallel to circumstances experienced by professionals in the field being studied

* P(roducts, presentations, and/or performances) that exhibit the criteria and traits expected of professionals within the field

Then provide a brief paragraph that summarizes the project and its goals.

B) Assessment PlanBriefly outline (list) your assessment plan for the project Assessment plan:

Address the following questions:o How will you assess and encourage building of component skills? Mode

(quiz, test, prompt, project, etc.) o How will you assess knowledge and understanding of the final performance

task? o What are your plans for student self-evaluation and reflection?

C) Performance Task JustificationBriefly justify the final performance task as

a) as extending students’ essential understanding of the unit topic beyond the classroom walls (authenticity);

b) as the students’ logical literate action, extension, or next step. In other words, this is how they will want to act, what they will want to do (using the expressive ELAs) now that they have achieved a this new enlightenment or essential understanding (critical literacy); and

c) as an appropriate synthesis final/activity that asks students to engage their understanding of the concepts, knowledge and skills of this unit at the highest level (Bloom’s taxonomy, Understanding by Design 6 facets of understanding hierarchy).

Performance Task OverviewEXAMPLE

A) Performance Task Description

* G(oal) Design a facebook account for the schoolPropose the benefits of this account to the School Board

* R(ole) A teacher/advocate

* A(udience)School board

* S(ituation)=A scenario or situation parallel to circumstances experienced by professionals in the field being studied

* P(roducts, presentations, and/or performances)

Speech: performance

Based on or build up of component skills: writing speeches, research, speaking skills, persuasion, backing up claims, organization (these are skills you’ve been teaching along the way).

Evaluate according to the criteria for all of the above skills (reflect in the rubric)

Need also to defend the purpose of unit in terms of theme, real life relevance, and so forth here.

Summary: Students will create two Facebook/MySpace accounts. One will be an authentic account in which they tell the truth about themselves. The other will be a false account where we create a fake identity. Then we will monitor these accounts and the responses we receive to each one, and we will make comparisons of the two accounts and see what information we can gather, what analyses we can make, and what things we can learn from the creation of these two accounts. We will then look at things that can go wrong when someone tells lies about themselves on these sites (death, kidnapping, etc.), and we will look at the good things that happen as the result of the creation of such sites. The final part of this project will entail putting together a proposal that students will present to administrators of their school and, ultimately, to members of the school board promoting the establishment of an in-school “safe” Facebook/MySpace account where students can communicate with other students in their school.

B) Assessment Plan

o Students will be assessed on the paper they have written in regard to the creation of an in-school Facebook or MySpace account. The assessment of this will be based on their use of edited Standard American English.

o Students will be assessed on their ability to speak persuasively in both the in-class debate and any oral presentation required setting up the in-school accounts.

o Students will be assessed on their abilities to write a formal letter.

o Students will be assessed on their knowledge of the research process, and the use of their research in both their paper and their outline for their persuasive speech.

o Students will be assessed on their knowledge of multiple layers of meaning in texts by addressing the multiple layers of meaning that could be missed if a student did not read Facebook or MySpace pages carefully.

o Students will be assessed on their ability to change their own individual MySpace or Facebook accounts in order to keep themselves safe (in accordance with the things we have studied regarding safety during this unit).

C) Justification of Performance Task

1) as extending students’ essential understanding of the unit topic beyond the classroom walls (authenticity);

2) as the students’ logical literate action, extension, or next step. In other words, this is how they will want to act, what they will want to do (using the expressive ELAs) now that they have achieved a this new enlightenment or essential understanding (critical literacy);

and 3) as an appropriate synthesis final/activity that asks students to engage their understanding of the concepts, knowledge and skills of this unit at the highest level (Bloom’s taxonomy, Understanding by Design 6 facets of understanding hierarchy).

Final Performance Task

Handout for Students

Unit Culminating Project Requirements

1) Must include all research conducted to support your presentation to the school administrators and school board officials. Each student will have at least ten articles/news releases of good things in relation to MySpace and Facebook.

2) Students must include evidence of “bad” things associated with MySpace and Facebook as a means of suggesting to school officials that there is a need for an in-school account that insures the safety of the students.

3) Student must include evidence to support their belief that such an in-school site can be safe and beneficial to students – include correspondence with Facebook or MySpace regarding how to set up a secure site that only students of this school can access.

4) Students must have a well-written letter to the administrators persuasively arguing their view on the creation of such in-school sites.

5) Students must have an outline that they will use to help them present a persuasive speech if they are called upon to do so. This persuasive speech would be one in front of school administrators and school board officials.

6) Students must have examples of ways in which their in-school site will address the safety issues of all students.

7) Students must have a well-written paper addressing all issues discussed in this unit in regard to MySpace and Facebook, complete with supporting evidence for their point of view. This paper must include proper MLA citations and be written in edited Standard American English.

Rubric or Grading Checklist

For Final Performance Task

Insert here a rubric or checklist that you will use as a summative assessment tool for assesses ing students’ demonstration of the skills, knowledge and understandings that you have identified as being the goal of this unit and that dovetail in this project.

Presentation handout

Include a handout that you will distribute to your classmates when you present your unit to them in class. Write and format it so that it will be truly useful to a fellow teacher who might be potentially interested in teaching your unit.

Consider including: unit title, grade level, project summary, principal texts, essential questions and understandings, topical understandings, skills and knowledge, culminating project, time frame,, and principal assessments.

Bibliography

THIS LIST SHOULD INCLUDE ALL TEXTS REFERENCED AND USED THROUGHOUT THIS UNIT, INCLUDING ALL TEXTS ENGAGED BY STUDENTS (COMPREHENSIVELY CITED IN “TEXT SET” ABOVE, SANS ANNOTATIONS); ALL LESSON PLANS AND e-SOURCES THAT YOU FIND ONLINE AND ADAPT (ALSO ACKNOWLEDGE THESE ON THE RESPECTIVE DOCUMENTS); ALL HANDOUTS YOU BORROW; LECTURE NOTES; WEBSITES; ETC.

Artists Biography: Brad Paisley. CMT.com. December 1, 2007.

<http://www.cmt.com/artists/az/paisley_brad/bio.jhtml>.

Giles, Kirby. “What You See Isn’t Always What You Get!” The Educator’s Reference

Desk. May 1994. December 1, 2007.

<http://eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Reading/RDG0008.html>.

Internet Safety Lesson Plans. Love to Know. December 4, 2007.

<http://safety.lovetoknow.com/MySpace_Safety>.

Larsen, Nella. Quicksand and Passing. New Brunswick: New Jersey. Rutgers

University Press, 1986. 143-242.

Szabo, Carol. “Building A Structure With Legos: Oral Communication and Process

Analysis.” The Educator’s Reference Desk. February 22, 1999. December 4,

2007. <http://www.eduref.org/Virtual/Lessons/>.

Toms, Sandy. “Composer ‘Road Rally.” HotChalk, Inc., 1999. December 4, 2007.

<http://www.lessonplanspage.com/MusicBeethovenBach.htm>.

Vaccher, Lorri. “Telling Tales: A Study of Perspective.” The Educator’s Reference

Desk. February 22, 2001. December 1, 2007.

<http://www.eduref.org/Virtual/Lessons/>.

Washington, Ms. “Don’t Say The ‘Uh Game.” HotChalk, Inc., 1999. December 3, 2007.

<http://www.lessonplanspage.com/LADontSayUhGame69.htm>.