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No Easy Answers Unit Plan Title of Unit: No Easy Answers Author: Grace Ann Harris Grade Level: Seventh Grade Source: 2012–2013 Instructional Resources Project Unit Overview: This unit examines the idea of choices and decision- making. During the unit, students will work with primary source documents, song lyrics, a short story, quotes, poetry, a speech, and a first-person narrative of an historical event. Specifically, students will use documents relating to fallout shelters from the National Archives, “Free Will” by Rush, “Thank You, Ma’am” by Langston Hughes, various quotes about choices, “The Road Not Taken” by Robert Frost, Chief Joseph’s surrender speech as well as a first-hand account of the Battle of Little Bighorn. Using these materials, students will study/learn new vocabulary, engage in short writing activities, collaborate with peers to complete various activities, locate elements of literary works (figurative language, theme, character development, and others), and analyze the factors of decision-making. The culminating project for the unit is a narrative writing assignment that incorporates all of the elements touched upon during the unit. The plans are written for 90 minute class periods; however, they are full lessons. In other words, bright and well-motivated classes will, for the most part, be able to complete the plans as the pacing indicates; classes with struggling learners may need to alter the pacing to suit. Unit Introduction/Entry Event: “Lesson 1: Making Decisions” is the hook for the unit. Students will engage in a brief online study of fallout shelters. Then, working collaboratively, students will select from a given list of people whom they will allow into their fallout shelter. This lesson establishes the continuing theme of “choices and decision-making” that is utilized throughout the unit. WV CCRS: Standards Directly Taught or Learned Through Inquiry/Discovery Evidence of Student Mastery of Content ELA.7.2 determine a theme or central idea of a literary text and analyze its development over the course of the text; provide an objective summary of the text. Students will complete Lesson 2: Figurative Language and Theme Search (“Free Will”) and Lesson 5: Poetry Analysis. Both require students to identify theme. Evidence of mastery
Transcript of wvde.us · Web viewThe culminating project for the unit is a narrative ... ELA.7.40 Demonstrate...
No Easy Answers Unit Plan
Title of Unit: No Easy Answers
Author: Grace Ann Harris
Grade Level: Seventh Grade
Source: 2012–2013 Instructional Resources Project
Unit Overview: This unit examines the idea of choices and decision-making. During the unit, students will work with primary source documents, song lyrics, a short story, quotes, poetry, a speech, and a first-person narrative of an historical event. Specifically, students will use documents relating to fallout shelters from the National Archives, “Free Will” by Rush, “Thank You, Ma’am” by Langston Hughes, various quotes about choices, “The Road Not Taken” by Robert Frost, Chief Joseph’s surrender speech as well as a first-hand account of the Battle of Little Bighorn. Using these materials, students will study/learn new vocabulary, engage in short writing activities, collaborate with peers to complete various activities, locate elements of literary works (figurative language, theme, character development, and others), and analyze the factors of decision-making. The culminating project for the unit is a narrative writing assignment that incorporates all of the elements touched upon during the unit. The plans are written for 90 minute class periods; however, they are full lessons. In other words, bright and well-motivated classes will, for the most part, be able to complete the plans as the pacing indicates; classes with struggling learners may need to alter the pacing to suit.
Unit Introduction/Entry Event: “Lesson 1: Making Decisions” is the hook for the unit. Students will engage in a brief online study of fallout shelters. Then, working collaboratively, students will select from a given list of people whom they will allow into their fallout shelter. This lesson establishes the continuing theme of “choices and decision-making” that is utilized throughout the unit.
WV CCRS:
Standards Directly Taught or LearnedThrough Inquiry/Discovery
Evidence of Student Mastery of Content
ELA.7.2 determine a theme or central idea of a literary text and analyze its development over the course of the text; provide an objective summary of the text.
Students will complete Lesson 2: Figurative Language and Theme Search (“Free Will”) and Lesson 5: Poetry Analysis. Both require students to identify theme. Evidence of mastery will be scoring 100% on the theme questions found within those documents. Completing Lesson 5: Somebody Wanted But So with 100% accuracy will be evidence of providing an objective summary of text.
ELA.7.3 analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Students will complete Lesson 3: Interacting Story Elements with 80% accuracy as evidence.
ELA.7.7 determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Student completion of Unit AlphaBox, Lesson 2: Figurative Language and Theme Search (“Free Will”), Lesson 5: Poetry Analysis,and the vocabulary portion of Lesson 10: No Easy Answers Unit Test with 80% accuracy will indicate mastery.
ELA.7.9 analyze how an author develops and contrasts the points of view of different characters or narrators in a literary text.
Student completion of their portion of Lesson 3: Character Point of View as well as its collective completion with 80% accuracy will indicate mastery.
ELA.7.13 compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Student responses to the graphic organizers (paper or digital) in Lesson 5 will indicate mastery of the standard. (As answers may vary, no specific percentage of success is warranted.)
ELA.7.17 analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Student responses to Lesson 6: Compare/Contrast will indicate mastery of the standard.
ELA.7.18 by the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Students will read “Free Will,” “Thank You, Ma’am,” “The Road Not Taken,” Chief Joseph’s surrender speech, and a first-person account of The Battle of Little Big Horn. Teacher will complete formative assessment throughout to monitor student mastery of same.
ELA.7.22 write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
use narrative techniques, such as dialogue, pacing and description, to develop experiences, events and/or characters.
use a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another.
use precise words and phrases, relevant descriptive details and sensory language to capture the action and convey experiences and events.
provide a conclusion that follows from and reflects on the narrated experiences or events.
Students will complete Lesson 4: “Thank You, M’am” RAFT. Scoring will be based an appropriate seventh-grade writing rubric. These are often found in textbooks as well as online.
Students will also complete the final narrative project (Lessons 7-10). Scoring will again be based upon an appropriate seventh-grade writing rubric.
ELA.7.23 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.)
Students will complete Lesson 4: “Thank You, Ma’am” RAFT. Scoring will be based upon an appropriate seventh-grade writing rubric.
ELA.7.24 with some guidance and support from Completing the writing conference in Lesson 9 and
peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language objectives up to and including grade 7.)
completing the Lesson 9: Checklist for another student will indicate mastery of the standard.
ELA.7.25 use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Students producing either a well-typed final narrative or a well-designed Power Point of the final narrative (both scoring “3” or higher) will establish mastery of the objective.
ELA.7.29 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Extended time frames:Students will complete the final narrative project (Lessons 7-10). Scoring will be based upon an appropriate seventh-grade writing rubric.
Shorter time frames:Students will complete Lesson 4: “Thank You, Ma’am” RAFT. Scoring will be based upon an appropriate seventh-grade writing rubric.
ELA.7.30 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probed and reflect on ideas under discussion.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others and, when warranted, modify their own views.
The teacher’s informal assessment of student completion of Lesson 1: Group Roles and Responsibilities, student fulfillment of their assigned roles in Lesson 6: To Fight or To Surrender, student fulfillment of their Lesson 6: Group Roles and Responsibilities in order to prepare for the Lesson 6 extemporaneous speech, and the writing conference in Lesson 9 will establish mastery of the objective.
ELA.7.35 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language objectives for specific expectations.)
The class’ determination of the effectiveness of the small group extemporaneous speeches in Lesson 6 will indicate mastery of the objective.
ELA.7.36 demonstrate command of the The student produced sentences strips of the
conventions of standard English grammar and usage when writing or speaking.
explain the function of phrases and clauses in general and their function in specific sentences.
choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
various sentence structures in Lesson 4 will indicate a beginning understanding of the objective; however, as this is a very large extensive standard, more time and practice may be necessary to prove mastery.
ELA.7.39 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Students’ completion of the Unit AlphaBox as well as a score of 80% or higher on the vocabulary portion of the Unit 10: No Easy Answers Unit Test will provide evidence of mastery.
Additionally, throughout the unit teacher will monitor students’ progress as they complete various activities to augment/practice their vocabulary knowledge during the unit. Students will have the opportunity to utilize several methods during the activities: using context clues, consulting dictionaries, playing review games.
ELA.7.40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
Students’ completion of Lesson 2: Figurative Language and Theme Search (“Free Will”) and Lesson 5: Poetry Analysis with 80% accuracy will provide evidence of mastery of the objective.
Additionally, the number of synonyms for “said” and “run” the student lists during the vocabulary portion of Lesson 3 will also indicate mastery. Students should be able to list at least four synonyms for each.
condescending).
ELA.7.41 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Students’ completion of the Unit AlphaBox as well as a score of 80% or higher on the vocabulary portion of the Unit 10: No Easy Answers Unit Test will provide evidence of mastery.
Additionally, throughout the unit teacher will monitor students’ progress as they complete various activities to augment/practice their vocabulary knowledge during the unit. Students will have the opportunity to utilize several methods during the activities: using context clues, consulting dictionaries, playing review games.
Performance Objectives:
Know:The purpose/history of fallout sheltersHow difficult some decisions areWhat influences our decisionsHow to locate information on the internetHow to evaluate their own and other’s writing with a rubric/checklistHow to assume an appropriate role in small group discussionsHow to participate in a class discussionHow authors develop charactersHow various story elements interact with each otherHow purpose affects tone and word choiceHow to produce clear and coherent writing or speech appropriate to audience, topic, toneHow to plan, create, and publish an appropriate narrativeHow to write and punctuate dialogueHow to recognize the different sentence structuresHow to use technology to find sources and for presentation purposesDefinitions for vocabulary
Do:Define academic and text-based vocabulary; review of sameEngage in small and large group discussionsAnalyze poetryListen to author reading his own poemLocate figurative languageRead grade appropriate literature to locate information and for meaningUse the internet to locate materialsSummarize literatureRewrite comic strip dialogue into correct standard formWrite short pieces, short speeches, and a longer narrativeComplete a close read successfullyWatch video of a student production of a short story
Compare/contrast points of viewEvaluate peer writingEngage in a writing conferenceComplete a unit assessment
Focus/Driving Questions: Who/what influences our decisions? How do I deal with the consequences of my decisions?
Vocabulary: Students will utilize a Unit AlphaBox throughout the unit to collect all the vocabulary words into one location. During the unit, students will employ the following strategies for acquiring and learning the vocabulary: use of context clues, use of Lesson 2: Own the Word Sheet Graphic Organizer, use of dictionaries, use of the review game SWAT!, and the use of memory-style vocabulary word game. Ultimately, students will match vocabulary words to definitions on a portion of the unit test.
Assessment Plan: Throughout the unit, students’ success will be evaluated using the following formative assessments: teacher observations, class and small group discussions, exit slips, graphic organizers, peer/self-assessments, and kinesthetic assessments. Specific student-produced written documentation assessment pieces are included in most lessons (graphic organizers, writing assignments, written and delivered speeches, work sheets). The final assessment is a traditional unit test as well as the final writing project.
Major Products:
Student groups will produce a list of people selected for inclusion in a fallout shelter; worksheets regarding character development and answers to close reading questions; summary sheets for poetry; two examples for each of the four sentence structures; a two-minute extemporaneous speech; and a re-written comic strip dialogue.
Individually, students will produce a Unit AlphaBox; the name of a song that contains the theme of choice; a worksheet on interactive story elements; a RAFT writing activity; an exit slip explaining the meaning of a quote about choices; a brainstorming graphic organizer for a narrative story; a rough draft of their narrative story; a checklist evaluation of another student’s rough draft; a finished narrative (either a document or a Power Point presentation)
Assessment and Reflection:
Rubric(s) I will use: (Check all that apply.)
Collaboration Written Communication
X
Critical Thinking & Problem Solving
Content Knowledge
Oral CommunicationSpeaking and Listening
Other
Other classroom assessments for learning:
Quizzes/ tests
Lesson 10: No Easy X
Practice presentations
Argumentative/Opinion Informational Narrative
(Check all that apply) Answers Unit Test
Self-evaluation Notes
Peer evaluation
Lesson 9: Checklist X
Checklists/observations
Lesson 9: Checklist X
Online tests and exams Concept maps
Lesson 2: Own the Word Sheet
Lesson 5: Somebody Wanted But So
Lesson 5: Compare/Contrast Chart Graphic Organizer
Lesson 6: Compare/Contrast
Lesson 7: Brainstorming for Narrative Written Form
X
Reflections: (Check all that apply)
Survey Focus Group
Discussion Task Management Chart
Lesson 1: Roles and Responsibilities
Lesson 6: Group Roles and Responsibilities
X
Journal Writing/ Learning Log
Other
Exit Slips X
Reflection: Each day, students should reflect on the focus question for the day (one aspect of the theme of choices/decision-making). Additionally, students should reflect upon the progression towards mastering the vocabulary and text-based objectives for each day. For example, students will provide exit slips, and other written work as a means for identifying their grasp of the concepts. The ultimate goal would be for students to become better decision-makers themselves.
At the close of each day’s lesson, teacher should be reflecting on what aspects of the unit worked and what, if anything, needs revisited or tweaked for next time. The teacher may also use rubrics of their choice to determine success with the writing assignments.
Materials:Paper
Pencils/pensMagic 8 Ball (or website)DictionaryLaptops/computersThesaurusSentence StripsFlyswattersChart PaperComic Strips (or website)Textbooks for referenceLesson Handouts Websites: National Archives - http://www.archives.gov/education/lessons/fallout-docs/Ask the Magic 8 Ball On line - http://magic8ballonline.com/8ball/Lyrics for “Free Will” by Rush http://www.elyrics.net/read/r/rush-lyrics/freewill-lyrics.htmlRush performing “Free Will” http://www.youtube.com/watch?v=YpCASVFyQoEInformation on Rush: http://www.lyricsfreak.com/r/rush/biography.html and http://en.wikipedia.org/wiki/Rush_(band)(For increased depth of knowledge): Lyrics for “Roll the Bones” by Rush http://www.elyrics.net/read/r/rush-lyrics/roll-the-bones-lyrics.htmlElvis Presley’s “Blue Suede Shoes.” (http://www.youtube.com/watch?v=Bm5HKlQ6nGM)“Thank You, Ma’am” by Langston Hughes http://tinyurl.com/4peqvcx“The Road Not Taken” http://www.poets.org/viewmedia.php/prmMID/15717“Compare and Contrast Interactive Map” http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html “Compare and Contrast Chart Graphic Organizer”http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_chart.pdf“Quotations about Decisions” http://www.quotegarden.com/decisions.html“Wooden Leg’s Story of the Battle: A Cheyenne’s account of the Battle of the Little Bighorn” - http://www.astonisher.com/archives/museum/wooden_leg_little_big_horn.html“Surrender Speech of Chief Joseph” http://www2.gsu.edu/~eslmlm/chiefjoseph.html“Narrative Writing: Hooks” http://tinyurl.com/cqqpn47“Stu’s Comic Strip Connection” www.stus.com/3majors.htm
Career Connection:Business and Marketing Cluster: Specifically, students will need to be able to complete several tasks such as analyze and sort material (whom to choose for fallout shelter, what type of sentences), communicate well (working within groups, pairs and addressing teacher and class), reason logically (why each person would be a good choice for the fallout shelter, how do authors develop characters, how can a narrative be improved), maintain patience and tact (expressing ideas and opinions within groups and class), accept responsibility (complete assigned roles and tasks), follow instructions (every lesson), work under pressure (to complete lessons and tasks in a timely manner), influence people’s opinions or judgments (within groups and during writing conferences) , and make decisions based on personal judgment and verifiable information (selection of fallout shelter people, correcting narratives). Fine Arts and Humanities Cluster: Specifically, students will work within precise limits or standards of accuracy (compare/contrast activities), make decisions based on personal judgment (making decisions for others as Chief Joseph did), communicate with people and present ideas clearly (all collaborative work), have agreeable working relationships with others (during collaboration), evaluate information according to measurable or verifiable criteria (correctly answering worksheets and completing tasks), understand the meanings and relationships of words (completing all vocabulary activities), work under pressure (to complete lessons and tasks in a timely manner).
Human Services Cluster: Specifically, students will work well with others (during collaboration activities), communicate easily), tactfully and courteously (both orally and written) (within groups, with teacher and class and in writing assignments, particularly RAFT), and follow instructions (all activities).
Lesson One: Making Decisions
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will activate prior knowledge by completing Lesson 1: Class AlphaBox for things/events/ideas associated with major catastrophes. Students will submit answers as teacher records them. Teacher may need to remind students of recent catastrophic events such as Hurricane Katrina, the BP Gulf oil leak, the Fukushima Daiichi Nuclear Power Plant disaster, and Hurricane Sandy.
Anchor Text & Questions for Close Reading: The National Archives – “Teaching with Documents: Photographs and Pamphlets About Nuclear Fallout” http://www.archives.gov/education/lessons/fallout-docs/. Possible questions during class discussion: What prompted the interest in fallout shelters? What was the purpose/intent of the fallout shelters? Based on the pamphlet and photographs, describe the targeted consumer for a fallout shelter in the 1950s.
Vocabulary Development:Students will write today’s key terms on their Unit AlphaBox, and use context clues from discussion of fallout shelter to define them. Teacher will review correct answers. Students will be adding to the Unit AlphaBox throughout the unit. Today’s key terms are:civil defensefirestormfalloutradiation
Manage the Lesson:Step 1: Teacher will activate prior knowledge by completing Lesson 1: Class AlphaBox for things/events/ideas associated with major catastrophes. Students will submit answers as teacher records them.
Step 2: Teacher will share information about fallout shelters from the National Archives website “Teaching with Documents: Photographs and Pamphlets About Nuclear Fallout” or any other source teacher chooses. As the teacher shares, students are to record on a Unit AlphaBox possible definitions for the following words/phrases from the text: civil defense, firestorm, fallout, radiation. Students will be adding definitions to this list throughout the unit. Teacher will discuss correct definitions following the presentation.
Step 3: Teacher will explain the hypothetical situation to students (see Lesson 1: Fallout Shelter Activity). Teacher will also review the rules for group collaboration (see Lesson 1: Group Roles and Responsibilities.) It should be noted that there are numerous activities like this found on the internet. Each one has its own list of possible people, and their descriptions, to include in the fallout shelter.
Step 4: After being assigned to a group of five by the teacher, students will assign group roles/responsibilities (see Lesson 1: Group Roles and Responsibilities).
Step 5: Students will begin selecting seven of the 10 people listed on the Lesson 1: Fallout Shelter Activity sheet, discussing why they selected each person, and why they did not select others.
Step 6: Students will return to whole class discussion.
Step 7: The Summary Manager from each group will share the selections from his/her group, as teacher records the results on the board.
Step 8: Teacher will randomly question students regarding group decision making process (see Lesson 1: Questions for Fallout Shelter Activity).
Step 9: To lighten the tone, students will prepare an exit slip (students can use ½ a sheet of paper to record the requested information and must complete it to be allowed to exit the room)where they record one fact they learned about fallout shelters, one fact about decision-making, and one question/decision they would like answered. As students leave the room, they will hand the exit slip to the teacher and take turns using a Magic 8 Ball® (a toy that looks like the 8 ball of a billiards set, filled with water and a 3D triangle containing divination-type answers) or use an online version to derive an answer to their question. As students receive their magic “answer,” teacher will ask if they received a valid decision or not.
Active Literacy: Students will use context clues to create definitions for unknown words. The teacher will review the correct definitions. Additionally, students will be practicing their collaboration skills while in their groups. The teacher will circulate about the groups to monitor any problems.
Post Literacy: To lighten the tone, students will prepare an exit slip of one fact they learned about fallout shelters and one question/decision they would like answered. As students leave the room, they will hand the exit slip to the teacher and take turns using a Magic 8 Ball® to derive an answer to their question. As students receive their magic “answer,” teacher will ask if they received a valid decision or not.
Product/Performance: The results of each group’s choices, as recorded by teacher; and teacher’s evaluation of group roles performances will indicate that the decision-making process has been completed. Placing/defining words on Unit AlphaBox will be evidence of vocabulary strategies being practiced and mastered.
Reflection: Students will reflect on the content of the fallout shelter presentation. Additionally, the students will reflect on the decision-making process within their group setting in order to start answering the focus question. The teacher will reflect on any problems encountered with the lesson, particularly on the management of the group activity.
Lesson 1 Class AlphaBox
(activate prior knowledge about major catastrophes)
A B C D
E F G H
I J K L
M N O P
Q R S T
U V W X Y Z
Unit AlphaBox
A B C D
E F G H
I J K L
M N O P
Q R S T
U V W X Y Z
Lesson 1: Group Roles and Responsibilities
ROLE RESPONSIBILITY
Recorder On a clean sheet of notebook paper, the Recorder will write down the names of the people accepted into the fallout shelter. Handwriting must be legible.
Task Manager The Task Manager will keep the group from getting off task. He/she will maintain the focus of the group. Should a conflict arise, it is the responsibility of the Task Manager to solve it.
Time Manager Periodically, the Time Manager will remind group members of how much time is left to complete the task.
Information Manager
The Information Manager will read aloud the list of people and locate any additional information the group might need.
Summary Manager
The Summary Manager will make sure that the group’s final decision is set, and he/she will relate that decision to the teacher and class for discussion.
Special Notes:
Every member of the group is encouraged to speak, ask questions, and offer solutions.
No member is to be ridiculed for anything that is said.
Lesson 1: Fallout Shelter Activity
The CIA has recently intercepted reliable internet chatter that indicates a nuclear attack on the United States is imminent. Your small community has a fully-stocked fallout shelter that can support a limited number of people for a three-month period. You and the members of your group are in charge of deciding which of the following people you will allow into the shelter (along with the members of your group, of course). You will only have room for seven more people.
At the end of the three-month period, the people in the fallout shelter may be rescued by the military or other survivors. Or they might be the only people left on earth. . . .
Your group may use any method to make your selection.
You can only select seven people. Choose wisely. Your choices are on the next page.
Lesson 1: Questions for Fallout Shelter Activity
1. Did your group agree completely on the list of seven people?2. On a scale of 1 to 10 (1 being “very easy” and 10 being “impossible”), how easy was
it for your group to select seven people for the fallout shelter?3. Did any one person in your group have more influence than any others? If so, who
and why?4. Did anyone become upset? If so, who and why?5. What did your group do if/when someone became upset or angry?6. On what did your group base its decisions?7. Was there anything about the people wanting to get into the fallout shelter that
made it more difficult to select or de-select them?8. Is there a better way to make this kind of decision?9. What method did your group use to makes its ultimate decisions: by majority-rule
vote, by secret ballot, by open discussion, or by some other method.10. What are some of the possible consequences of your choices?
Lesson Two: Deciding For Ourselves
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will explain that making choices is a very large part of our daily lives; therefore, many pieces of literature (such as poetry, stories, novels, and even songs) deal with that idea. Today we will look at a song that discusses making choices.
Anchor Text & Questions for Close Reading: Lyrics for “Free Will” by Rush http://www.elyrics.net/read/r/rush-lyrics/freewill-lyrics.htmlQuestions for Close Reading (see Lesson 2: Figurative Language and Theme Search (“Free Will”) (For increased depth of knowledge) Lyrics for “Roll the Bones” by Rush http://www.elyrics.net/read/r/rush-lyrics/roll-the-bones-lyrics.html
Vocabulary Development: Students will write today’s key terms on their Unit AlphaBox, and use a dictionary to define terms. Teacher will review correct answers. Today’s key terms:
aligncelestialfree willmalignpreordained
Manage the Lesson: Teacher will explain that making choices is a very large part of our daily lives; therefore, many pieces of literature (such as poetry, stories, novels, and even songs) deal with that idea. Today we will look at a song that discusses making choices.
Step 1: Teacher will ensure that each student has his/her Unit AlphaBox sheet. Students will work in pairs (composition at teacher’s discretion – selective pair could help ensure that lower level students access the material successfully). Each pair will need a dictionary, a computer, copy of Lesson 2: Figurative Language and Theme Search (“Free Will”), a source of figurative language definitions (literature books quite often have glossaries that include figurative language terms), paper and pencil.
Step 2: Working in pairs, students will assign themselves roles [one student will fulfill the role of “Recorder” (writer of information for pair) and “Task Manager” (keeping pair focused and productive); the other student will be “Time Manager” (clock watcher) and “Summary Manager” (content verifier and liaison to whole group)], and they will locate the definition for each key word for today. Together students will discuss the dictionary definition (denotation) of each word and create a short definition in their own words. The words and definitions are to be recorded onto each student’s individual Unit AlphaBox.
Step 3: Teacher will call on students to assist her in completing a Lesson 2: Own the Word Sheet Graphic Organizer sheet for each word, based upon information students located. Teacher will share the information via projector. Students will have the opportunity to ask any questions necessary to assist in their understanding of the words and definitions.
Step 4: Teacher will play the song “Free Will” aloud for students. You can find this on YouTube. Teacher will then share some background information (who, where, when, influences, types of music) on the Canadian rock band Rush (possible sources of information: http://www.lyricsfreak.com/r/rush/biography.html and http://en.wikipedia.org/wiki/Rush_(band)). Teacher could direct students, individually, to other websites as well.
Step 5: Teacher will indicate to students the online location of lyrics to “Free Will” (http://www.elyrics.net/read/r/rush-lyrics/freewill-lyrics.html). Students are to read the poem with their partner. Together, students will complete Lesson 2: Figurative Language and Theme Search (“Free Will”) . (one sheet per student pair). Teacher will circulate about the room, checking on progress. Any
terms on that sheet with which students might be unfamiliar, could be located in a literature book glossary/dictionary/teacher source.
Step 6: “Summary Managers” for each pair will be responsible for sharing answers with whole group, as group discusses answers. These could be turned in for teacher review.
Step 7: Online, students will locate lyrics to songs that have “choices” as a theme. Students are to 1) record the name of the song and 2) performing artist, as well as 3) the more specific theme for that song and 4) any examples of figurative language evident on an exit slip to indicate their understanding of theme. Teacher may preview the songs submitted for appropriateness and play them periodically throughout unit.
Active Literacy: Students will use dictionaries to locate denotative meanings, and put meanings into their own words. Students will actively read lyrics and locate elements of figurative language. Students will trace the development of theme throughout a literary work. Additionally, students will be practicing their collaboration and public speaking skills as well as computer literacy. The teacher will monitor students’ collaborative skills and provide any scaffolding necessary to facilitate student understanding. The teacher will also troubleshoot any technical issues with computers.
Post Literacy: On-line, students will locate lyrics to songs that have “choices” as a theme. Students are to 1) record the name of the song and 2) performing artist, as well as 3) the more specific theme for that song and 4) any examples of figurative language evident on an exit slip to indicate their understanding of theme. Teacher may preview the songs submitted for appropriateness and play them periodically throughout unit.
Product/Performance: To show mastery of figurative language and theme, students will produce the answers to Lesson 2: Figurative Language and Theme Search (“Free Will”) as well as produce an exit slip locating another example of music with similar theme. To show mastery of vocabulary students will augment their Unit AlphaBox.
Reflection: Students should be able to answer the focus question by listing at least one idea that helps individuals make decisions for themselves (religion, free will, individual thought) as evident in the text. Teacher should reflect on other ways to use music/art to help students make connections.
Lesson 2:
Own the Word
My Definition:
Part of Speech:
Synonyms:
Antonyms:
Word:
My Sentence:
A Picture to remind me of this word:
Free Will - Rush, lyrics by Neil Peart
There are those who think that life is nothing left to chance, A host of holy horrors to direct our aimless dance. Alliteration
A planet of playthings, We dance on the stringsOf powers we cannot perceive. Rhyme scheme"The stars aren't alignedOr the gods are malign"-Blame is better to give than receive.
You can choose a ready guide in some celestial voice. A reference to?If you choose not to decide, you still have made a choice.You can choose from phantom fears and kindness that can kill; I will choose a path that's clear-I will choose Free Will.[ Lyrics from: http://www.lyricsfreak.com/r/rush/freewill_20119963.html ]There are those who think that they were dealt a losing hand, Idiom “dealt a losing hand”The cards were stacked against them- they weren't born in lotus-land. allusion
All preordained-A prisoner in chains-A victim of venomous fate.Kicked in the face, You can't pray for a placeIn heaven's unearthly estate.
You can choose a ready guide in some celestial voice.If you choose not to decide, you still have made a choice.You can choose from phantom fears and kindness that can kill; oxymoronI will choose a path that's clear-I will choose Free Will.
Each of us-A cell of awareness- Imperfect and incomplete.Genetic blendsWith uncertain endsOn a fortune hunt that's far too fleet
You can choose a ready guide in some celestial voice.If you choose not to decide, you still have made a choice.You can choose from phantom fears and kindness that can kill; I will choose a path that's clear-I will choose Free Will.
Theme in one word. Theme in one sentence according to THIS poem/lyrics.
How do you know? What lines support your answer?Lesson 2: Figurative Language and Theme Search (“Free Will”)
1. What is the alliteration found in the first two lines of the song?
2. What is the rhyme scheme of the second stanza?
3. “You can choose a ready guide in some celestial voice” could be a
reference to what?
4. Being “dealt a losing hand” is an idiom, a colorful way to express an idea
– not meant to be taken literally. What is its larger meaning?
5. What/where is “lotus-land”?
6. . . . “kindness that can kill” is an example of an oxymoron. Define
“oxymoron.”
7. IN ONE WORD, what is the theme of this poem?
8. IN A COMPLETE SENTENCE, expanded upon the theme according to THIS
poem/lyrics.
9. How do you know? What lines support your answers to questions 7 and 8.
10. Explain the following: “If you choose not to decide, you still have
made a choice.”
Lesson Three: Influencing Others
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will ask students to think about a time when they may have done something that they weren’t particularly proud of. Perhaps it was an act of rudeness or something more severe such as a violent act or theft. Teacher will give students a few minutes of silent “think time” to recall all aspects of that memory and recall their feelings/emotions at the time, what prompted them to do the action, and what happened as a result of the incident. Then, teacher will explain that students will be reading a story that touches upon that idea.If time and technology permits, teacher could also show/play the Youtube of Elvis Presley’s “Blue Suede Shoes.”
Anchor Text & Questions for Close Reading:“Thank You, Ma’am” by Langston Hughes: http://tinyurl.com/4peqvcx
Vocabulary Development: Students will continue to augment their Unit AlphaBox with the following words:
slungfrailbarren
as well as synonyms for “said” and “run”
Manage the Lesson:
Step 1: Teacher will ask students to think about a time when they may have done something of which they weren’t particularly proud. Perhaps it was an act of rudeness or something more severe such as a violent act or theft. Teacher will give students a few minutes of silent “think time” to recall all aspects of that memory and recall their feelings/emotions at the time, what prompted them to do the action, and what happened as a result of the incident. Then, teacher will explain that students will be reading a story that touches upon that idea. If time and technology permits, teacher could also show/play the Youtube of Elvis Presley’s “Blue Suede Shoes.”
Note: Students might use this memory as a possible source for a narrative writing assignment that accompanies this unit.
Step 2: Students will silently and independently read the short story “Thank You, Ma’am” by Langston Hughes. This story is quite often found in seventh-grade literature books or can be accessed at http://tinyurl.com/4peqvcx.
Step 3: As students read, they will also use context clues to define the vocabulary terms and place them on their Unit AlphaBox.
Step 4: Once students are finished, they will continue working with vocabulary by using a thesaurus to list five synonyms for “said” and five synonyms for “run”. These synonyms will also be placed on the Unit AlphaBox. Once students are finished, teacher will review the correct vocabulary answers with students.
Step 5: Students will work in groups of three for the following activity. Mixed-ability grouping would help ensure that struggling readers access the material successfully. Students will re-read the story in their group. One student will read all the parts of the story that would be considered the “narrator;” another student will read all the speaking parts that are associated with Mrs. Jones (including the accompanying speaker tags); the third student will read all the speaking parts associated with Roger (including the accompanying speaker tags). As students work, each group will complete the Lesson 3: Character Point
of View worksheet: “Mrs. Jones” will complete the character chart associated with her, “Roger” will complete his chart, and the “narrator” will be responsible for answering the other character questions. However, all students in the group can assist each other.
Step 6: When finished, students will resume whole group. Teacher and students will share answers and ideas about the characters of the story, based on their answers to Lesson 3: Character Point of View. As a final question, the teacher will ask the students to consider the focus/driving question for today: Who or what influences our decisions? Who or what influenced Roger and Mrs. Jones to do what they did? Teacher may choose to collect Lesson 3: Character Point of View for formative assessment.
Step 7: For homework, the teacher will distribute Lesson 3: Interacting Story Elements sheet. Students are to bring answers to the completed worksheet with them for tomorrow’s lesson. Students might use any remaining class time to begin this homework. At the teacher’s discretion, students might begin the work collaboratively to make sure that all students understand the general direction of the questions (i.e., how different story elements interact).
Active Literacy: Students will read the story independently and with others to help facilitate their understanding. Then, students will be relying on higher order thinking during the lesson. They will have to make inferences regarding the motivations of the characters based upon their reading when they complete Lesson 3: Character Point of View. Students will also recognize the links between setting, character and plot as they complete Lesson 3: Interacting Story Elements. During the lesson, teacher can monitor and assist any students or groups who are having difficulties.
Post Literacy: For today’s lesson, the teacher will be monitoring students as they work on completing their homework assignment. Teacher will have the opportunity to check student work for correct form and answers. This will allow the teacher to work individually with any students having difficulty. The homework assignment will be a launch for tomorrow’s lesson, so a more definitive close is not necessary.
Product/Performance: Students will read a literary text on the appropriate Lexile level. Students will also show an understanding of the effects of story elements on each other (Lesson 3: Interacting Story Elements), define vocabulary words and locate synonyms (by adding to their Unit AlphaBox , and analyze character development.
Reflection: Students should think about the choices made by the author, and what influences their own personal choices. Teacher should reflect upon the effectiveness of the lesson, evaluate the effectiveness of the story for his/her students.
Lesson 3: Character Point of View
“Thank You, Ma’am”By Langston Hughes
Mrs. Luella Bates Washington Jones
Based on the text of the story, my character . . .
Looks like . . . (physical description, clothing, etc.)
Says. . . (record 4 key pieces of dialogue that tell something about this character)
Does. . . (what does the character do during the story, particularly in relation to other characters)
Lives. . . (where, how, with whom)
Wants. . . (may be stated or implied)
GOAL: To see how an author develops characters
Roger
Based on the text of the story, my character . . .
Looks like . . . (physical description, clothing, etc.)
Says. . . (record 4 key pieces of dialogue that tell something about this character)
Does. . . (what does the character do during the story, particularly in relation to other characters)
Lives. . . (where, how, with whom)
Wants. . . (may be stated or implied)
“Narrator”
1. From where was Mrs. Jones coming when Roger tried to steal her purse?
2. What kind of life do you think Mrs. Jones has had? Easy? Hard? A mixture?
3. Do you think Mrs. Jones has ever been married? Had children of her own?
4. Why doesn’t Mrs. Jones call tell the police about Roger?
5. What was your reaction when Mrs. Jones hints that she did some bad things in her life? Were you surprised?
6. What is the real reason Mrs. Jones gives Roger the $10.00?
7. Do you think Roger has tried to steal someone’s purse before this? Why or why not?
8. Do you think Roger has any knowledge of people who do break the law?
9. Why does Roger do everything that Mrs. Jones asks him to do? (wash his face, eat with her, etc.)
10. Why doesn’t Roger run away when he has the chance?
11. Mrs. Jones says that Roger is “going to remember Mrs. Luella Bates Washington Jones.” Does he? Why or why not?
12. What do you think Roger will do with the money?
13. Do you think Roger will try to steal another purse? Why or why not?
AsanteDanke Grazie
Domo ArigatoGracias Thank You
LESSON 3: INTERACTING STORY ELEMENTS
“Thank You, Ma’am”
SETTING:
There is no specific location given for this story.
1. Where do you think the story takes place? What makes you think so?2. Could this story take place in your hometown?3. If it could take place in your hometown, would anything else about the story
be different?
The story starts at 11:00 at night.
4. What, if anything, would be different about this story if it happened at 11:00 in morning?
The story seems set in the late 1950s or early 1960s.
5. Would anything about the story be different if it were to take place today? What? Why?
CHARACTERS:
6. Would Roger follow all the requests made by Mrs. Jones if she were a young woman? A small woman? A man?
7. Would Mrs. Jones do anything differently if Roger had been a girl instead of a boy?
8. If Roger had indicated that he had parents at home waiting for him, would Mrs. Jones have done anything differently? What?
PLOT:
9. Are there any other possible endings to this story? What are they and under what conditions could they happen?
GOAL: To understand that story elements are connected; changing one element influences the entire story.
Lesson Four: Influencing Others (continued)
Teacher Facilitation of Student Acquisition of Background Knowledge: To remind students of the concept of how story elements interact, teacher may elect to show a YouTube video version of the story. There are many available that have been created as class projects, just be sure to preview the video ahead of time. This might help any reader having trouble visualizing how story elements interact. Teacher and students will also review homework (Lesson 3: Interacting Story Elements from yesterday as a means of re-igniting interest and understanding.)
Anchor Text & Questions for Close Reading: “Thank You, Ma’am” by Langston Hughes
Vocabulary Development: As this is a continuation of yesterday’s lesson, there is no new vocabulary.
Manage the Lesson:
Step 1: Teacher will allow students a few minutes to retrieve last night’s homework.
Step 2: To remind students of the concept of how story elements interact, teacher may elect to show a YouTube video version of the story. There are many available that have been created as class projects, just be sure to preview the video ahead of time. This might help any reader having trouble visualizing how story elements interact.
Step 3: In whole group, teacher and students will review the possible answers to the Lesson 3: Interacting Story Elements sheet (several possibilities exist for most answers).
Step 4: Once teacher is satisfied that each student understands the concept and has reached the goal stated on the worksheet, teacher may collect the papers for formative assessment or review further as necessary.
Step 5: Next, teacher will tell students that the first four sentences of the story are examples of each of the four different sentence structures (Lesson 4: Sample Sentence Structures). Teacher will place each of these sentences on the board or other accessible/visible surface for students. (If students are already familiar with this, they could go to Step 6).
If review or initial instruction is necessary, the teacher can use resources to review. An animated video that briefly reviews simple, compound, and complex sentences can be found here: https://youtu.be/DvhC0eSIb3g. The following video does a good of breaking down independent and dependent clauses: https://youtu.be/bCZ2FY5xOto.
Step 6: Once the teacher is satisfied that students have a “working” knowledge of independent and dependent clauses, students will pair-up, and using the story, locate at least two sentences for each type. Students may refer to each other, the PowerPoint notes, their textbook, or teacher for assistance.
Step 7: The teacher will monitor progress, and as pairs locate the various example sentences, teacher will give plain white paper or sentence strips to student. Students will write out their example sentences and place them beneath the corresponding sentence structure examples from Lesson 4: Sample Sentence Structures previously posted to the board.
Step 8: Teacher and students will review the posted sentences, making any necessary changes.
Step 9: Teacher will explain that students will engage in a short writing activity that accompanies the text. Depending upon time and teacher discretion, this could be completed in class or as a homework assignment.
Step 10: Teacher will share Lesson 4: “Thank You, Ma’am” RAFT. Teacher will also quickly discuss the following keys concerns with each choice: Roger’s letter – review friendly letter format and appropriate content for this letter; Newspaper article – review the style of news writing (shorter paragraphs, 1st paragraph contains as much of the who, what, when, where, why, and how as possible); Your summary – will need to reference where you are meeting this stranger and why you want to explain your actions.
Students are to select one of the choices to complete. Every choice must in some way answer the focus question of “Who or what influences our decisions?” Teacher may assign as homework or as additional class time.
Step 11: Teacher will share with students a seventh-grade writing rubric, which will be used to assess their final writing product (Roger’s letter could be evaluated with an “Argumentative” rubric (convince Mrs. Jones you are sorry); the newspaper article could be evaluated with an “Informative” rubric (lots of details and development); and the summary to a stranger could be evaluated with a “Narrative” rubric (It is a story of what you did.)
Step 12: Whether as homework or classwork, teacher will collect RAFTs, evaluate them, and share some of the best examples publicly (bulletin board, class website, etc.)
Active Literacy: Students will identify and discuss how the elements of the story interact by reviewing the Lesson 3: Interacting Story Elements worksheet and viewing a student produced YouTube video of the story. Students will identify the author’s use of various sentence structures by locating examples of the four sentence structures within the text. Students will extend their study of the story by using the text as a basis for a short writing assignment. During this time, the teacher will be monitoring students for appropriate understanding of the story elements, sentence structures (including clauses), and appropriate writing style for various writing topics.
Post Literacy: Whether as homework or classwork, teacher will collect RAFTs, evaluate them, and share some of the best examples publicly (bulletin board, class website, etc.)
Product/Performance: Students will also show an understanding of the effects of story elements on each other (Lesson 3: Interacting Story Elements ); students will complete a writing assignment choice (Lesson 4: “Thank You, Ma’am” RAFT) students will begin/continue a study of sentence structures by locating examples of the four different sentence structures in the text and recording them on sentence stripes or white paper.
Reflection: Primary student reflection should be on answering the focus question in their RAFT activity. Teacher will need to reflect on standards presented may need more time and attention; Teacher will need to evaluate how effective today’s lesson was and what further enrichment or remediation will be necessary.
Lesson 4: Sample Sentence Structures
COMPLEX
She was a large woman with a large purse (that ) had everything in it but hammer and nails.
S V
S
V
Taken from “Thank You, Ma’am” by Langston Hughes
Taken from “Thank You, Ma’am” by Langston Hughes
Lesson 4: Sample Sentence Structures
COMPOUND
It had a long strap, and she carried it slung across her shoulder.
S V
S V
Taken from “Thank You, Ma’am” by Langston Hughes
Lesson 4: Sample Sentence Structures
COMPOUND/COMPLEX
It was about eleven o’clock at night, and she was walking alone, (when ) a boy ran up behind her and tried to snatch her purse.
S
S
V
V
V
S V
Taken from “Thank You, Ma’am” by Langston Hughes
Lesson 4: Sample Sentence Structures
SIMPLE
The strap broke with the single tug the boy gave it from behind.
VS
Lesson 4: “Thank You, Ma’am” RAFT
Role Audience
Format Topic
Roger Mrs. Jones Friendly letter
Apologizing for your attempted theft
Newspaper reporter
Local newspaper
News article
Report on the attempted crime in the story
You A total stranger
A written summary
Explain something bad you’ve done **
** Students may choose to write about the incident they recalled in Lesson 3 or another incident.
Lesson Five: Evaluating the Options
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will discuss with students times when making a decision had a direct and serious outcome. For example, teacher can share information about the role faulty decision-making played in the Space Shuttle Challenger disaster of 1986. Here are a couple of websites the teacher may want to explore prior to class for assistance: Space Shuttle Challenger Disaster http://www.aerospaceguide.net/spaceshuttle/challenger_disaster.html The Space Shuttle Challenger Disaster: A failure in decision support system and human factors management http://dssresources.com/cases/spaceshuttlechallenger/index.html
Anchor Text & Questions for Close Reading: “The Road Not Taken” – A copy can be found here: http://www.poets.org/viewmedia.php/prmMID/15717
Questions:
1) What choice did the speaker have to make? 2) Which choice did he make? 3) What influenced his decision? 4) Does the speaker feel that he can go back and re-choose? Why or why not? 5) Is the speaker correct, in your opinion, about re-choosing? Can you give an example? 6) Do you think the speaker is happy with his decision?
Vocabulary Development: Students will write today’s key terms on their Unit AlphaBox, using a dictionary to define them. Once finished, students will compare their work to a prepared teacher copy, making any changes necessary.
discerndivergeevaluatehenceoptionstrod (trodden)
Manage the Lesson:
Step 1: As students enter the classroom, they will select a quote about choices from a can, hat or other means (See Lesson 5: Quotes, previously copied as necessary and cut into strips). Students will copy this quote on a half-size sheet of notebook paper and set it aside for now.
Step 2: Students will work individually to locate the definitions of the vocabulary words, adding them to their Unit AlphaBox.
Step 3: Once completed, students may compare/verify/change their definitions by comparing their answers with the prepared teacher copy.
Step 4: Teacher will discuss with students times when making a decision had a direct and serious outcome. For example, teacher can share information about the role faulty decision-making played in the Space Shuttle Challenger disaster of 1986. Here are a couple of websites the teacher may want to explore prior to class for assistance: Space Shuttle Challenger Disasterhttp://www.aerospaceguide.net/spaceshuttle/challenger_disaster.htmlThe Space Shuttle Challenger Disaster: A failure in decision support system and human factors management http://dssresources.com/cases/spaceshuttlechallenger/index.htmlSome discussion should follow about the far-reaching effects of decisions made.
Step 5: Teacher will give students brief background information on Robert Frost. Students will independently and silently read “The Road Not Taken” by Robert Frost. A copy can be made or students may read directly from the website: http://www.poets.org/viewmedia.php/prmMID/15717
Step 6: Working in pairs, students will complete Lesson 5: Somebody Wanted But So, which will provide a basic summary of the poem once completed, and Lesson 5: Poetry Analysis Worksheet, which will help students locate the theme within the metaphor of the poem. After giving student pairs time to work, the teacher will provide/review answers to both forms as well as ask/discuss the Anchor Text Questions (see above).
Step 7: Teacher will play the audio of the poem (same website) or students may use headphones to listen to the poem individually.
Step 8: Students will then compare/contrast their individual and silent reading of the poem to the version of the author’s own reading of the poem, using either the Compare and Contrast map found here: http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html to create an Interactive map, or the teacher may print the handout found here: http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_chart.pdf. On this map, students will designate “Item 1” as “My Reading” and “Item 2” as “Author’s Reading.”
Step 9: In whole class discussion, teacher and students will discuss the similarities and differences between their reading and the author’s reading.
Step 10: Teacher may decide to collect any or all of the worksheets from the day for formative assessment.
Step 11: Turning to the quote (selected at the beginning of the class), students are to write, in their own words, the idea the quote is trying to express. Students will use this slip of paper as an exit slip.
Active Literacy: Students will independently read the poem and search it for any figurative language as well as theme. Students will also become aware of the difference between their own voice reading the poem and the voice of the author reading the poem.
Post Literacy: Turning to the quote (selected at the beginning of the class), students are to write in their own words, the idea the quote is trying to express. Students will use this slip of paper as an exit slip.
Product/Performance: Students will summarize the poem (Lesson 5: Somebody Wanted But So ; locate/trace theme and language elements (Lesson 5: Poetry Analysis Worksheet and explain the specific meaning of a quote with a “choice” theme (Lesson 5: Quotes; and compare/contrast written poem to its audio version.
Reflection: Students should think about choices they have made and how many of them could be changed. Teacher should reflect upon the effectiveness of the lesson, evaluate/collect other quotes to use in the future, be able to suggest other literary works with “Choice” as a theme.
Lesson 5: Quotes
(selected from http://www.quotegarden.com/decisions.html)
A peacefulness follows any decision, even the wrong one. ~Rita Mae Brown
When you have to make a choice and don't make it, that is in itself a choice. ~William James
It's not hard to make decisions when you know what your values are. ~Roy Disney
Some persons are very decisive when it comes to avoiding decisions. ~Brendan Francis
When one bases his life on principle, 99 percent of his decisions are already made. ~ Unknown
Life is the sum of all your choices. ~Albert Camus
The hardest thing to learn in life is which bridge to cross and which to burn. ~David Russell
Indecision becomes decision with time. ~ Unknown
Using the power of decision gives you the capacity to get past any excuse to change any and every part of your life in an instant. ~Anthony Robbins
The doors we open and close each day decide the lives we live. ~Flora Whittemore
To decide is to walk facing forward with nary a crick in your neck from looking back at the crossroads. ~Betsy Cañas Garmon
Decisions become easier when your will to please God outweighs your will to please the world. ~Anso Coetzer
Good decisions come from experience, and experience comes from bad decisions. ~ Unknown
Once you make a decision, the universe conspires to make it happen. ~Ralph Waldo Emerson
The inability to make a decision has often been passed off as patience. ~ Unknown
Somebody Wanted But So
Lesson 5: Somebody Wanted But So
Lesson 5: Poetry Analysis Worksheet“The Road Not Taken”
1. In the everyday sense, what is happening in the poem? (Summarize the action)
2. What is the poem’s setting? (Remember setting is “where” and “when”)
3. Who is the speaker of the poem? Who is the audience of the poem?
4. What is the rhyme scheme of this poem?
5. Are there any words in the poem that are unfamiliar to you?
6. Can you find any similes? Alliteration?
7. The “road” is a metaphor for what?
8. What is the poem’s theme?
9. What emotion(s) does the poet experience?
Lesson Six: Deciding for Others
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will open the lesson by reminding students that during this unit, we are evaluating decision-making. So far, most of our study has been based on making decisions for ourselves. Today’s lesson will focus on how we make decisions for the benefit of others.
Anchor Text & Questions for Close Reading:“Wooden Leg’s Story of the Battle: A Cheyenne’s account of the Battle of the Little Bighorn,” a copy can be found here: http://www.astonisher.com/archives/museum/wooden_leg_little_big_horn.html“Surrender Speech of Chief Joseph,” a copy can be found here: http://www2.gsu.edu/~eslmlm/chiefjoseph.htmlFor questions, see Lesson 6: To Fight or To Surrender
Vocabulary Development: Students will add new words and definitions to their Unit AlphaBox.
commotionsurrenderanalyzecomparecontrast Students will utilize the SWAT! strategy to review all vocabulary from the unit so far. This vocabulary review activity requires two fly swatters and a strong, flat surface on which to display the words. The teacher will write or post the words on the board, and divide the class into two teams. The students number off by twos, and the first student from each team comes to the board, picks up a fly swatter and stands with his/her back to the words. The teacher reads a definition, says, “Go!” and the students turn and quickly try to SWAT the correct word. If both students choose the same word, the fly swatter that is on the bottom gets the point. The kinesthetic learners in the classroom will love this activity. It encourages students to pay close attention to the words and the definitions because they may be read many times during the game.
Manage the Lesson:
Step 1: Teacher will open the lesson by reminding students that during this unit, we are evaluating decision-making. So far, most of our study has been based on making decisions for ourselves. Today’s lesson will focus on how we make decisions for the benefit of others
Step 2: Individually, students will use a dictionary to locate the definitions of the new vocabulary words (commotion, surrender, analyze, compare, and contrast). Students will place the words and the definitions (stated in their own words) onto their Unit AlphaBox.
Step 3: Once complete, teacher will review correct definitions with whole group.
Step 4: Teacher will have vocabulary words for the unit written on the board. (Full list: civil defense, firestorm, fallout, radiation, align, celestial, free will, malign, preordained, slung, frail, barren, discern, diverge, evaluate, hence, options, trod, commotion, surrender, analyze, compare, contrast). Teacher will then utilize the SWAT! strategy with students (see “Vocabulary Development” above) to review the vocabulary.
Step 5: Once game is finished, teacher will keep the class divided into two sections. One section will be analyzing Chief Joseph’s famous surrender speech; the other section will be analyzing Wooden Leg’s account of The Battle of Little Bighorn (As it is very long in its entirety, today’s study of Wooden Leg’s account could end with “I walked on back to the home lodge.”) Students may access these speeches via internet or printed copies. Step 6: In their groups, students will read their assigned material. Once complete, students will collectively answer short questions for their corresponding text. (See Lesson 6: To Fight or To Surrender) Students in each group whose name is first alphabetically will be the “recorder” of the answers; students in each group whose name is last alphabetically will be the “facilitator” of discussion. Step 7: Once groups are finished, students will resume whole group. The ‘facilitator” in each group will stand and read aloud their group’s text for the benefit of the other group. Teacher may also project websites with the texts to assist each group in reading/understanding the other group’s material. Each group will also share their questions and answers. Step 8: Teacher will explain/review the purpose of a Venn Diagram. From overhead, teacher will guide students through completing a Venn Diagram illustrating a compare/contrast of the two texts (See Lesson 6: Compare/Contrast). (Teacher may also choose to have students complete the diagram as individuals). Step 9: Once the teacher is satisfied that students understand the similarities and differences between the two texts, the connection that language plays in expressing those choices, and what factored into each decision, the teacher will prepare for the next activity. Step 10: The teacher will divide students into groups of 5 (Lesson 6: Group Roles and Responsibilities) Each group will randomly select an extemporaneous speech topic; teacher can employ any method for selection (See Lesson 6: RATS). Groups will have approximately 10-15 minutes to prepare a short two-minute speech for the topic selected. Step 11: Once groups have completed their assignment, “Information Manager” will read the topic aloud, and the “Summary Manager” will read the speech aloud for each group. Step 12: Once each group is finished presenting its speech, the remaining class will determine if the speech was appropriate for audience and tone as indicated on Lesson 6: RATS. Discussion as necessary can follow. Step 13: To close, teacher will ask, “How do we decide for others?” and record answers on board.
Active Literacy: Students will read a first-person account of The Battle of Little Bighorn and Chief Joseph’s surrender speech. Students will locate the similarities and differences of the two Native American texts, and identify the differences between two authors regarding the same topic particularly in relation to tone and its appropriateness for each piece.
Post Literacy: Students will collaboratively write a speech appropriate to purpose, tone, audience and topic.
Product/Performance: Students will show evidence of increasing their vocabulary knowledge by adding to their Unit AlphaBox and playing SWAT!. By reading text and completing Lesson 6: To Fight or To Surrender worksheet as well as Lesson 6: Compare/Contrast diagram, students will show evidence for
their analysis of how two writers can examine the same topic. Students’ preparation and presentation of speech appropriate for role, audience, tone and topic will establish evidence for students’ ability to adapt their speech to a variety of tasks.
Reflection: Students should reflect on the focus question: How do we decide for others? Teacher should reflect on any problems with the lesson and students/areas that need additional attention.
Lesson 6: To Fight or To Surrender
Questions: (Answers highlighted for teacher convenience)
Wooden Leg’s Account of The Battle of Little Bighorn:
1. What was Wooden Leg doing at the beginning of his account? Sleeping2. Why were the young men called to fight? They were being attacked.3. What is the purpose of this account? To tell Wooden Leg’s version of the
events4. What does the tone of Wooden Leg’s account express? Confusion,
excitement, anxiety.5. Is Wooden Leg’s account more matter-of-fact or emotional? Matter-of-
fact
Chief Joseph’s Surrender Speech?
1. What is the purpose of Chief Joseph’s speech? To surrender2. What reasons does Chief Joseph give for his choice? Tired, his people are
dead/dying3. What is the overall tone of this speech? Sadness, defeat4. Is this speech more matter-of-fact or emotional? Emotional5. What line, if any, sticks with you? Usually the famous last line
Lesson 6: Compare/Contrast
Lesson 6: Group Roles and Responsibilities
ROLE RESPONSIBILITY
Recorder On a clean sheet of notebook paper, the Recorder will write down the final speech form.
Task Manager The Task Manager will keep the group from getting off task. He/she will maintain the focus of the group. Should a conflict arise, it is the responsibility of the Task Manager to solve it.
Time Manager Time Manager will select the speech for his group. Periodically, the Time Manager will remind group members of how much time is left to complete the task.
Information Manager
The Information Manager will read aloud the speech and locate any additional information the group might need.
Summary Manager
The Summary Manager will make sure that the group’s final decision is set, and he/she will read the speech aloud when called upon.
Special Notes:
Every member of the group is encouraged to speak, ask questions, and offer solutions.
No member is to be ridiculed for anything that is said.
Wooden Leg’s Account
Chief Joseph’s Speech
Note similarities and differences between these two texts. Things to consider: What happens in each, word choices, tone, who is speaking, historical connections, and anything else
OVER ALL GOAL: Determine why one text chooses “to fight” and the other text chooses “to surrender.” How does the language of each piece correspond to the particular choice? What factors into decisions we make on behalf of others?
Lesson 6: RATSExtemporaneous Speech Topics
Role Audience
Tone Speech Topic
Student School Board
Serious Allowing students to use cellphones as
part of classroom instruction
Veterinarian General Public
Urgent Having pets spayed/neutere
dPrincipal Students Happy Announcing an
extra week off for spring break
Doctor Parents Informative The damaging effects of drug abuse on teens
Relative Audience at funeral home
Sad The death of your beloved aunt Matilda
A story teller
Elementary students
Funny The adventures of Sir Sneeze-a-
lot
Lesson Seven: Choices and Consequences
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will ask students to brainstorm on all of the ideas, activities, and texts used throughout this unit to date. Students will create an idea web from all they can remember.
Anchor Text & Questions for Close Reading: As students begin their culminating project for this unit (writing a narrative), they will reference ideas, discussions and texts from the previous six lessons. No new text will be utilized, other than the students’ own work.
Vocabulary Development: Students should begin studying their Unit AlphaBox words and definitions.
Manage the Lesson:
Step 1: Teacher will ask students to brainstorm on all of the ideas, activities, and texts used throughout this unit to date. Individually, students will create an idea web from all they can remember. Once complete, students will share elements of their webs with teacher, who will create a class web on overhead. (Some key elements should include, but are not limited to, the following: Lesson 1: the bunker activity – choosing survivors and Magic 8 Ball; Lesson 2: the idea of fate versus “Free Will” via song lyrics, also exploring figurative language; Lesson 3 and 4: “Thank You, Ma’am” short story and who/what influences our decisions; Lesson 5: “The Road Not Taken” poem and quotes about choices; Lesson 6: First-person narrative and speech from Native Americans connecting to the idea of decisions for the benefit of others.)
Step 2: Teacher will then direct students back to the text of “Thank You, Ma’am” since it is a short story, and that will be the product that students will be creating. Teacher will ask students, based on this text, to identify the elements that make a good short story – elements that would be important to their upcoming task of writing a short story themselves.
Note: The elements that have proven themselves to me as means for improving students writing are very specific: use of a plot chart (Freytag’s); character development; limited action time; use of dialogue; description that includes careful word choices, figurative language, and sensory details; and sentence variety. All of these elements are found within the story “Thank You, Ma’am.”
Teacher will record student responses on board or presentation flip chart. Teacher will guide the discussion to include the above elements as these will be the requirements for the writing assignment (see Lesson 7: Narrative Requirements)
Step 3: Teacher will now share the writing prompt (see Lesson 7: Prompt). This prompt could be placed on the board for the duration of the unit, so students can access it for clarity.
Step 4: Teacher will now distribute to students their own copy of the requirements of the narrative (see Lesson 7: Narrative Requirements) and discuss them with students.
Step 5: Teacher will distribute the Lesson 7: Brainstorming for Narrative Writing Form and review any parts that students may question. Once discussion is complete, students are to use the form as a method for brainstorming the details and character development of their story.
Note: Students who are having difficulty coming up with a writing idea might try the following: Have student list 3 character types ( ex: waitress, bank robber, ninja), 3 locations (ex: a restaurant, a movie theater, a house), 3 emotions (ex: love, anger, sadness), 3 times/dates (ex: July 4, evening, noon), 3
unusual items (ex: Samurai sword, a tulip, a hat pin), 3 excuses (ex: The dog ate my homework, I had to get to the hospital, I meant to do it but forgot). Usually by the end of the list students will have some idea with which to work.
Step 6: Students should complete the Lesson 7: Brainstorming for Narrative Writing Form for homework as well as study their Unit AlphaBox words for tomorrow.
Active Literacy: During this lesson students will be reviewing narrative structures and character development while they complete their Lesson 7: Brainstorming for Narrative Writing Form. Teacher should be available to answer questions students might have regarding story elements and characteristics. Teacher should also be prepared to use other, short narratives familiar to student as examples for ways to complete his/her story ideas.
Post Literacy: At the end of the lesson, teacher can ask each student, prior to leaving, about the progress of his story ideas.
Product/Performance: A completed Lesson 7: Brainstorming for Narrative Writing Form will be initial evidence of mastery of many of the points found within the standard. The final product will be the completed narrative in Lesson 10.
Reflection: Students’ main focus should be on capturing the essence of their story idea. This is NOT the time for students to begin any revision/editing. The teacher should reflect on any students still struggling with story ideas, and which students’ Lesson 7: Brainstorming for Narrative Writing Form show evidence of fulfilling the Lesson 7: Narrative Requirements, particularly the time limit of less than one hour.
Lesson 7: Narrative Requirements
Your narrative must include. . .
. . . a plot Complete with exposition, rising action and conflict, a climax, and
falling action and resolution
. . . action that completes itself within an hour of real time. This will probably require approximately two (2) pages of
handwritten (front and back) rough draft and carefully selected transition words.
. . . developed characters Names, description, motivation (scattered throughout the narrative)
. . . dialogue At least two instances of dialogue, properly indented and punctuated Be careful not to turn your story into nothing more than just a
recorded conversation; some dialogue is good, but in a short story, too much is too much!
. . . description Describe key people, places, items, setting Use sensory appeal to make the description “showing” not just
“telling”
. . . figurative language Try similes, metaphors, onomatopoeia, alliteration, personification
. . . sentence variety Include a variety of simple, compound, complex, and compound-
complex sentences.
Lesson 7: Prompt
Life, as you have learned during this unit, is full of choices. Think about how hard it was to decide whom you would select to survive in the fallout shelter. You may also recall the time prior to reading “Thank You, Ma’am” when you were asked to remember a choice you made which might have been a bad choice. We also discussed the possibility of choices being permanent or changeable when we read “The Road Not Taken,” and we read of the hard decisions made on behalf of others that some Native Americans encountered.
Yes, life is full of choices.
For this prompt, you are to write a first-person short story (a narrative) that has “choices” as a theme. Of course some consequence of the choice should be in the story, too. Your story may be something that has actually happened to you, or it may be a work of fiction that has you as the main character.
Lesson 7: Brainstorming for Narrative Writing
(Note: this first page was also used in Lesson 3 to outline character development)
Look like . . . (physical description, clothing, etc.)
Say. . . (record 4 key pieces of dialogue that tell something about each character)
Do. . . (what do the characters do during the story, particularly in relation to other characters)
Live. . . (where, how, with whom)
Want. . . (may be stated or implied)
My Characters. . .
2. RISING ACTION:
Initial Conflict:
1. EXPOSITION: (Background)
Setting: Time: _________________________
CONFLICT: (select one)
Man vs. Man
Man vs. Nature
Man vs. Self
Man vs. Society
Man vs. Gods/Supernatural
3. CLIMAX: __________________________
___________________________
Freytag’s Pyramid4. FALLING ACTION:
5. RESOLUTION:
Characters: Description:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Theme:
1. General: _________________________________
Lesson Eight: Choices and Consequences (continued)
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will review the current writing assignment, the requirements for the assignment and the elements of good narrative writing discussed in Lesson 7.
Anchor Text & Questions for Close Reading: As students continue their culminating project for this unit (writing a narrative), they will reference ideas, discussions and texts from the previous lessons. No new text will be utilized, other than the students’ own work.
Vocabulary Development: Students will review unit vocabulary by playing “Memory” with words and definitions from the unit. Teacher may print out enough copies of Lesson 8: Vocabulary Memory for groups of four to play. Teacher may also elect to have students create their own “cards” in order to study at home. These words will comprise a matching portion of the unit test.
Manage the Lesson:
Step 1: Teacher will place students in groups of four or five. A set of Lesson 8: Vocabulary Memory words and definitions will be given to each group. Students will review the unit vocabulary by turning all cards face down. Students will take turns trying to locate matching sets of a word and its definition. The student with the most pairs, once all cards have been revealed, wins the game.
Step 2: Next, teacher will instruct students to get out their brainstorming materials from yesterday’s lesson (see Lesson 7). Teacher will explain to students the purpose of a “hook” in writing (to quickly grab the reader’s attention). A good source of quick information, complete with examples, is found at “Narrative Writing: Hooks” http://tinyurl.com/cqqpn47. Teacher will then discuss some possible “hooks” that students should add to their narrative assignment. Students should write their hook on their existing brainstorming form.
Step 3: Teacher will also review the mostly commonly used types of figurative language (simile, metaphor, personification, and onomatopoeia). Teacher will give students a few minutes to think of two instances of figurative language they could add to their story. Students should write these onto their brainstorming form and highlight them to ensure that students actually put them into their narratives.
Step 4: Once complete, teacher will explain that there is another area of writing that students sometimes struggle with -- writing dialogue with correct indention and punctuation. Teacher should quickly review key rules for writing dialogue. Many student textbooks contain rules for writing dialogue as well as examples that students might use as reference in addition to a variety of online resources.
Step 5: Once review of dialogue writing is complete, teacher will provide copies of daily comics from a local newspaper. These are usually short and contain only two or three characters. Teacher should make sure that the comics offered contain enough actual dialogue to make the practice worthwhile. (The Sunday funnies are a good source for longer practice). Comics can also be accessed at “Stu’s Comic Strip Connection” www.stus.com/3majors.htm. This website has them all!
Students will then pair up (or whatever number is appropriate for the comic strip), and by taking turns with each comic character, the students will write the comic strip dialogue onto a sheet of notebook paper using proper indention and punctuation. Teacher should be monitoring students’ progress and checking for understanding. Teacher may collect the collaborative dialogue as an exit slip and use as formative assessment.
Step 6: Once the teacher is satisfied that students have a mastery of the rules of dialogue writing, students will then proceed to writing their rough draft for their story. Students may need to be reminded to make sure their story fulfills all the requirements established in Lesson 7 as well as include the material added today (hooks, figurative language and correct dialogue). Students will finish the rough draft as homework. Most students should have approximately two pages, handwritten on the front and back.
Step 7: To close, teacher will remind students to complete their narrative rough drafts for tomorrow. Teacher will also collect comic strip dialogue as an exit slip.
Active Literacy: During this lesson students will be reviewing hooks, figurative language and dialogue writing in order to add these elements successfully to their stories.
Post Literacy: To close, teacher will remind students to complete their narrative rough drafts for tomorrow. Teacher will also collect comic strip dialogue as an exit slip.
Product/Performance: An augmented (hooks and figurative language) brainstorming form will be initial evidence of mastery of many of the points found within the identified standard. The final product will be the completed narrative in Lesson 10. Reflection: Students should reflect on how many of the required elements they have in their rough draft. Teacher should reflect upon the quality of student elements.
Lesson 8: Vocabulary “Memory”
(v) – to bring into a line; to bring into cooperation or agreement
(v) – to examine carefully. . .to identify causes, key features, etc.
(adj) – incapable of producing offspring, unproductive, unfruitful
(n)- plans or activities for the protection of civilians in times of disaster or emergency.
(adj) – pertaining to the heavens (spiritual or real)
(n) – noisy disturbance
(v) – to consider or describe similarities
(v) to consider or show differences
(v) – to extend in different directions; to branch off
(v) – to see, recognize, or apprehend; to recognize as different
(v) – to judge or determine the significance, worth or quality of
(n) – a raging fire of great intensity
(n) – airborne particles that result from explosions, eruptions, forest fires, etc., especially from nuclear explosions
(n) – free and independent choice, the idea that humans express personal choice not determined by physical or divine forces
(adj) – delicate health; not robust; weak
(adv) – from now on, therefore
(n) – devastation on a large scale, particularly following wars or other cataclysmic events
(v) – to speak harmful untruths; speak evil of
(n) – the act of choosing; an item or feature that may be chosen
(v) – chosen or determined previously
(n) – the process in which energy is emitted as particles or waves, particularly nuclear energy
(v) – past tense of sling; to hang by a sling or placed so as to swing loosely
(v) – to yield; to give up
(v) – to step or walk on
upon www.dictionary.com
Lesson 8: Vocabulary “Memory”
Align Analyze Barren Civil Defense
Celestial Commotion Compare Contrast
Diverge Discern Evaluate Fire storm
Fall out Free will Frail Hence
Mass Destruction Malign Options Preordained
Radiation Slung Surrender Trod
Lesson Nine: Choices and Consequences (continued)
Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will remind students of the requirements for their narrative (see Lesson 7).
Anchor Text & Questions for Close Reading: As students continue their culminating project for this unit (writing a narrative), they will reference ideas, discussions and texts from the previous lessons. No new text will be utilized, other than the students’ own work.
Vocabulary Development: Teacher will explain to students that there will be test during Lesson 10. A portion of the test will be matching the words from this unit (Unit AlphaBox) to their correct meaning. Teacher may elect to give students a few minutes to study independently, play Vocabulary Memory again (see Lesson 8), or play “SWAT” (see Lesson 6).
Manage the Lesson:
Step 1: Teacher will explain to students that there will be test during Lesson 10. A portion of the test will be matching the words from this unit (Unit AlphaBox) to their correct meaning. Teacher may elect to give students a few minutes to study independently, play Vocabulary Memory again (see Lesson 8), or play “SWAT” (see Lesson 6).
Step 2: Teacher will remind students of the requirements for their narrative (see Lesson 7) and have students retrieve the completed rough draft for their “Choices” story (last night’s homework).
Step 3: Teacher will explain that students will engage in writing conferences during today’s lesson. During their conference students should remember that the purpose of the conference is to help another student improve his/her rough draft.
Step 4: Teacher will pair students. (Depending upon the composition/ability of the class, the teacher may let students choose their partners to increase their comfort level, or the teacher may pair students up with similar writing abilities to make the shared suggestions more effective.)
Step 5: Teacher will explain the procedures for the writing conferences:
Student “A” will . . .
1. Read aloud his/her writing, allowing Student “B” to see the paper as it is being read.
2. Once finished reading, Student “A” will tell Student “B” of any problem areas in his/her writing (ex: dialogue, story is not long enough, lacks description, story is too long, a particular section that is awkward, etc.)
3. Student “B” will record any of the problem areas on Student “A” paper.
Then. . .
Student “B” will . . .
1. Read aloud his/her writing, allowing Student “A” to see the paper as it is being read.
2. Once finished reading, Student “B” will tell Student “A” of any problem areas in his/her writing (ex: dialogue, story is not long enough, lacks description, story is too long, a particular section that is awkward, etc.)
3. Student “A” will record any of the problem areas on Student “B” paper.
Then . . .
Both students will carefully and silently read through the other’s paper again. This time, students will mark any corrections they feel are necessary (spelling, punctuation, paragraphing, word choices).
Each student will also attempt to address any problem area mentioned earlier by writing suggestions specific to the problem.
Finally, each student will complete a Lesson 9: Checklist sheet for the other student’s paper.
Once both are finished, students will orally share all of their comments/marks and give the other student his/her completed Lesson 9: Checklist and his/her rough draft.
Step 6: Teacher will then distribute copies of Lesson 9: Checklist to each student.
Step 7: Students will begin their writing conferences.
Step 8: When both students have finished, students will work to improve/correct their rough drafts. Teacher will be available to help students that cannot resolve any writing issue. (ex: “I know I need more description, but I don’t know what to describe, how to describe it, or where to put it.”).
Step 9: In whole group, teacher will explain that students need to have a completed/corrected rough draft for the next day’s lesson. Students will also take a unit test that will include the vocabulary and short answer questions that relate to the unit’s theme of choices as well as some of the material covered.
Active Literacy: While helping their classmates improve upon their story, students will also be reviewing many literary elements (plot elements, dialogue, theme) as they complete Lesson 9: Checklist.
Post Literacy: In whole group, teacher will explain that students need to have a completed/corrected rough draft for the next day’s lesson. Students will also take a unit test that included vocabulary.
Product/Performance: The completion of the Lesson 9: Checklist sheet will be evidence of the writing collaboration among the student pairs. Improvements their rough draft will be evidence of student writing being strengthened through peer review. Evidence of mastery of many of the points found within ELA.7.22 will be the final product, which will be completed in Lesson 10.
Reflection: Teacher will reflect on the effectiveness of the writing conferences and determine if any changes to procedure are necessary. Students should spend time reflecting on ways to use the Lesson 9: Checklist to improve their narratives.
LESSON 9: CHECKLIST
Narrative:
_____Your story is about a choice.
_____Your story is written in first-person.
_____I can identify the exposition of your story.
_____I can identify the rising action of your story.
_____I can identify the climax of your story.
_____I can identify the falling action and resolution of your story.
_____The action of your story takes place within one hour.
_____You have approximately two (2) handwritten pages (front and back)
_____I can identify transition words in your paper.
_____Your characters are named.
_____There are at least two (2) instances of dialogue in your story.
_____Your dialogue is written correctly.
_____Your story is NOT just a recorded conversation.
_____You have described the following people: ___________________
_____You have described the following places: ____________________
_____You have described the following items: ____________________
_____I can find places in your story that appeal to the senses (sounds, feelings, tastes, smells)
_____I have found at least two examples of figurative language in your story. The two examples are as follows: 1) ______________________________________ 2) _________________________________
_____There are additional examples of figurative language in your story.
_____I could find at least two (2) compound sentences in your story.
_____I could find at least two (2) complex sentences in your story.
_____I could find at least one (1) compound/complex sentence in your story.
LESSON 9: CHECKLIST(continued)
_____Your story has a good title that grabbed my attention.
_____Your story has an interesting “hook.”
These are the elements of your story that I like: (ex: story idea, word choices, description, characters – but do not limit your answer to just these!) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The elements of your story that I think need work: (ex: plot, dialogue, word choices, description – but do not limit your answer to just these!) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Here is an place that confused me: (maybe none) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Here are some suggestions for you to consider: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-__________________________________________________________________________________________________________________________________________________________________________
Any other comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Lesson Ten: Choices and Consequences (continued)
Teacher Facilitation of Student Acquisition of Background Knowledge: Prior to the unit test, the teacher will informally remind students of the key components of each lesson: (Some key elements might include, but are not limited to, the following: Lesson 1: the bunker activity – choosing survivors and Magic 8 Ball; Lesson 2: the idea of fate versus “Free Will” via song lyrics, also exploring figurative language; Lesson 3 and 4: “Thank You, Ma’am” short story and who/what influences our decisions; Lesson 5: “The Road Not Taken” poem and quotes about choices; Lesson 6: First-person narrative and speech from Native Americans connecting to the idea of decisions for the benefit of others; Lesson 7- 9 brainstorming and creating/improving rough draft of a personal narrative.
Anchor Text & Questions for Close Reading: As students complete this unit, they will reference ideas, discussions and texts from the previous lessons. No new text will be utilized, other than the students’ own work.
Vocabulary Development: Students will complete a vocabulary matching section on the unit test.
Manage the Lesson:
Step 1: Prior to the unit test, the teacher will informally remind students of the key components of each lesson: (Some key elements might include, but are not limited to, the following: Lesson 1: the bunker activity – choosing survivors and Magic 8 Ball; Lesson 2: the idea of fate versus “Free Will” via song lyrics, also exploring figurative language; Lesson 3 and 4: “Thank You, Ma’am” short story and who/what influences our decisions; Lesson 5: “The Road Not Taken” poem and quotes about choices; Lesson 6: First-person narrative and speech from Native Americans connecting to the idea of decisions for the benefit of others; Lesson 7- 9 brainstorming and creating/improving rough draft of a personal narrative.)
Step 2: Teacher will ensure a good testing environment (spacing of students, etc.) and distribute copies of the Lesson 10: No Easy Answers Unit Test. It is teacher discretion if students will be permitted to write on the test paper or use their own notebook paper. Additionally, teacher may need to use this test as the basis for a modified version for struggling students.
Step 3: Students will complete the test, submitting their papers to teacher. The teacher should use a rubric to “score” the paragraph portion of the test. Step 4: Students will begin the final step in their culminating project for this unit. Students will use laptops or computers to create a final, published copy of their narratives. Students may use Microsoft Word or other word processing program to type their narratives.
Teacher may also give students the choice of placing their narratives onto PowerPoint slides and adding images to enhance their digital stories.
Students may need some extra time in order to complete this final task, as some students do not have access to computers at home.
Step 5: Once complete, teacher will use a narrative rubric to “score” student narratives.
Active Literacy: Students will review all the literary elements and pieces from the unit as they complete the unit test.
Post Literacy: Once all tests have been completed and graded, teacher will return tests to students, discussing any issues that might arise. Likewise, teacher will return narratives to students and discuss any problems and/or share papers of good quality.
Product/Performance: The completed narrative will determine mastery of the writing standards ELA.7.22, ELA.7.23, and ELA.7.25. The vocabulary portion of the unit test will evaluate the mastery of ELA.7.41.
Reflection: Students will have the opportunity to reflect upon the unit during the short answer portion of their test. This will give them the chance to express to teacher the overall effectiveness of the unit. Teacher should use student responses to plan any changes to the unit.
Lesson 10: No Easy Answers Unit Test
I. Vocabulary: (Lessons 1-6)Match the following words with their correct definition
1. Align A. a noisy disturbance2. Analyze B. to speak harmful untruths; speak evil of3. Barren C. to extend in different directions; to branch off4. Civil defense D. a raging fire of great intensity5. Celestial E. to step or walk on6. Commotion F. to bring into a line, cooperation or agreement7. Compare G. devastation on a large scale8. Contrast H. incapable of producing offspring, unproductive9. Diverge I. chosen or determined previously10. Discern J. from now on; therefore11. Evaluate K. to see, recognize, or apprehend12. Fire storm L. pertaining to the heavens (spiritual or real)13. Fall out M. to consider or show differences14. Free will N. to examine carefully. . . to identify causes, features, etc.15. Frail O. to yield; to give up16. Hence P. the act of choosing; an item or feature that may be chosen17. Mass destruction Q. free and independent choice18. Malign R. to consider or describe similarities19. Options S. to judge or determine the significance, worth or quality of20. Preordained T. delicate health; not robust; weak21. Radiation U. the past tense of sling; to hang so as to swing loosely22. Slung V. airborne particles from explosions, particularly nuclear23. Surrender W. plans or activities to protect civilians during disasters24. Trod X. energy emitted as particles, especially nuclear energy
II. Short Answer
25. List five (5) ideas you’ve learned during this unit. (Lessons 1-9)a.b.c.d.e.
26. List three (3) ways authors develop characters. (Lessons 3-4)a.b.c.
27. In “The Road Not Taken” the road is a metaphor for what? (Lesson 5)a.
28. What are two reasons Chief Joseph gave for his surrender in his famous “I will fight no more forever” speech? (Lesson 6)
a.b.
29. What was the tone of Chief Joseph’s speech? (Lesson 6)a.
29. List five (5) elements that all good short stories contain. (Lesson 7)a.b.c.c.d.e.
III. Longer Answers
30. Choose one of the following. Write your paragraph on a separate sheet of paper. Be sure to follow all rules for writing paragraphs. Your paragraph should contain at least 8 sentences.
a. Write a paragraph explaining how you make important decisions.
b. Write a paragraph explaining who influences you and your decisions.
c. Write a paragraph describing your favorite lesson from this unit. Be sure to explain why you liked the lesson.
d. Write a paragraph persuading your principal to allow you more elective choices in your schedule.
