Week 1 - Day 1 - Monday

Unit Introductory Activity Lesson Plan “Collectivist Societies”

Goals: What are the key characteristics of collectivistic societies? Objectives: Students will develop schematic knowledge to understand unit’s key concepts. Students will use prior knowledge to make unit relevant. Students will compare and contrast individualistic and collectivist societies. Students will decide how they stand on issues as well as be able to explain why. Students will read aloud “The Lottery” by Shirley Jackson. Standards: 2.1.b Explain the influence of historical context on the form, style, and point of view of a written work 2.2.d Use text features and graphical representations to complement comprehension and enhance critical analysis of a text 4.2.a Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts 4.2.b Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision 4.2.c.Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), and were open to constructive critique (intellectual open-mindedness) Link: In the unit before, students have learned about individualistic societies, as well as studied what the “American Dream” is. This unit is a contrast to that unit as we study collectivistic societies. The literature “The Lottery” by Shirley Jackson will be discussed later in the week and likert scales will be the topic of homework journal entry. Duration: 90 minute block period Materials: Video, Projector/computer, Likert scales worksheets, Copies of “The Lottery”, Discussion Questions Procedure:

1. Prewrite (15 mins)

o Prompt: We know a lot about individualistic societies. Use what you know to describe some of the main elements. Then describe what the opposite would be.

2. Video - Robin Hood (6 min)

http://www.youtube.com/watch?v=wcEza5Xq5wU&feature=related

This is the video clip that begins with Robin taking from Prince John as he is sleeping.

o Discussion Questions: (15 min) What is important to Robin Hood?

The Betterment of the whole What is important to the rich?

Their own personal needs What is Robin Hood trying to accomplish?

A balance between the two Do you think it is possible for him to succeed? What sacrifices have to be made? How does this relate to the difference between individualistic and

collectivistic societies? In this movie which characters symbolize each society?

How does this relate to American and other cultures around the world?

3. Likert Scales (20 min)

Pass out worksheets Explain likert scales and how to answer questions on worksheet

o Encourage students to be very detailed when explaining why they placed their X in a certain place

o In small groups, students will share out several of their answers to discuss with peers.

4. Read aloud “The Lottery” by Shirley Jackson (20 min)

http://www.classicshorts.com/stories/lotry.html

5. Initial responses (5 min) (we will have time next class to go further into this short story and the deeper meanings behind what Shirley Jackson is trying to argue)

Were you surprised by the ending of the story? If not, at what point did you know what was going to happen? How does Jackson foreshadow the ending? Conversely, how does Jackson lull us into thinking that this is just an ordinary

story with an ordinary town?

Homework: Finish initial response and look over your likert scales. What has

changed? Why? Write this in your notebook.

Differentiation: If student are having trouble with likert scales, do more examples or go

through each together as a class with extra examples. If the reading is too difficult or

students are having a hard time understanding, take breaks and spend more time on

reading (might spill over to next class period). Don’t, however, have students read this

at home. It may be too dark for them to read on their own.

Assessment:

Formative: Teacher will read over initial response sheets in class, as well as the

following class, to see how students responded and how their viewpoints have changed

when they have gained the perspective of a collectivist society.

Handout:

Likert Scales

It is wrong to stone someone.

Agree Disagree

<------------------------------------------>

Why?

I could survive without help from

anyone.

Agree Disagree

<------------------------------------------>

Why?

Are rules important?

Yes No

<------------------------------------------>

Why?

Would you give up your future for your

extended family?

Yes No

<----------------------------------------->

Why?

Would you rather have freedom or no

crime?

Freedom No Crime

<------------------------------------------>

Why?

What would you sacrifice for a stranger?

Nothing Everything

<------------------------------------------>

Why?

Would you be willing to consistently give

up most of your salary to support others

in need?

Yes No

<------------------------------------------------>

Why?

Week 1 - Day 2 – Wednesday

Syntax Surgery and Stranger Than Fiction Goal: Students will use syntax surgery to define and find examples of tone and mood in Shirley Jackson’s “The Lottery” and begin Stranger Than Fiction. Objectives: Students will reflect on “The Lottery” by Shirley Jackson. Students will do a deep reading of the opening paragraph to determine tone and mood. Students will begin to watch the movie Stranger Than Fiction Standards: 2. Reading for All Purposes 1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. a. Analyze literary components (e.g., tone, symbolism, irony, extended metaphor, satire, hyperbole) to interpret theme c. Interpret and synthesize themes across multiple literary texts, providing support for interpretations Link: In the previous class period students read “The Lottery” by Shirley Jackson and this is their time to both react to and study the short story. We also begin to watch Stranger Than Fiction which shows another perspective of giving up one for the whole. 2.1.a is addressed in the syntax surgery activity where students identify literary components, highlighting tone and mood 2.1.c is addressed as students begin to draw connections between Shirley Jackson’s story and Stranger Than Fiction Duration: 90 min block Materials: Journals, Tone and Mood definitions, paragraph overhead, syntax surgery rules, Stranger than Fiction DVD, projector and DVD player, Stranger Than Fiction notes handout, Character Maps Handout Procedure: Warm-up – Writers notebooks reflection homework due

Think-Pair-Share (5 min) o “Get out your writers notebooks and turn to the page you wrote for

homework on Monday answering the question: “After reading “The Lottery” by Shirley Jackson, how have your views marked on the likert scales changed?

o Read over your answer to remind yourself of what you wrote o Pair with the person sitting next to you and share what you said o We will report out what you discussed

Transition: When students begin to talk about their surprise at the ending ask why they were surprised. Gear the conversation towards the way Jackson uses syntax to set a happy tone at the beginning of the story. Mini-lesson – Syntax Surgery (Beers) (20 min)

Define tone and mood on the board (students should write these in their literary term dictionary

Tone – the author's attitude, stated or implied, toward a subject. (Some possible attitudes are pessimism, optimism, earnestness, seriousness, bitterness, humorous, and joyful. An author's tone can be revealed through choice of words and details.) Mood – the climate of feeling in a literary work. (The choice of setting, objects, details, images, and words all contribute towards creating a specific mood. For example, an author may create a mood of mystery around a character or setting but may treat that character or setting in an ironic, serious, or humorous tone.)

Go over rules for syntax surgery

o Underline all Verbs o Squiggles under subjects o Circle mood (setting, objects, images) o Box around words of tone (attitude) o Question marks next to things we don’t understand o Make ties

Put copy of 1st paragraph of the story on the overhead o https://docs.google.com/document/pub?id=1pP-bVzase-S4mbRqfWt0-

l1XfPEWJngyST34ln-VPFs Go through paragraph with class, one instruction at a time (guided modeling)

o Isolate each aspect and focus just on verbs/subjects. How do verbs show tone/mood? How to subjects show tone/mood?

o Finished product should look like this: o https://docs.google.com/document/pub?id=1ttpe6zC0n5BF_ZCrSrXutXkjxi

ZsfH0M_pUkNEduacw

Have students take out their copy of “The Lottery” and do syntax surgery to another paragraph they feel helps show tone and mood.

o Ask for volunteers to share the words they circled/boxed to show tone and mood and observe how it changes throughout the story.

Begin watching Stranger Than Fiction (Remainder)

o To avoid students not paying attention give out notes page: o https://docs.google.com/document/pub?id=1PaoP09VVLbu3g_9EMTn1dG

XotEqVNyE5VtEPE2jF1Fg Closure: We will finish the movie on Friday so don’t forget to bring this notes

page back.

Homework: Hand out Character Map Assignment and assign one character map for

Tessie

Differentiation: While doing the Syntax Surgery, the teacher should have a constant

assessment of understanding. If students have questions or confused looks, slow this

activity down and do more as a class than individually.

Assessment:

Formative: Notes on the Movie will be checked after movie is over

Authentic: Teacher should do constant checks for understanding throughout the syntax

surgery and determine pace and group participation on how quickly students catch on.

Character Map Assignment

After reading a text in the Collectivist Societies Unit, you will create a body biography about

each main character. On a piece of computer paper, you will draw the character, create a

collage, or some other type of visual representation of the character. Your character must be

dressed/styled according to the time period and visual representations must be suiting. Use

direct quotes from the text or autobiographical information as rationale for representing your

character. The page must include 5 quotes by this character. Attached is the rubric you will be

graded on. If you need a place to start, see the body biography examples posted in the

classroom. In addition to the visual, you must write a reflection paper. Tell your audience why

you chose the quotes you did, why you designed your character in this way, and how your

character represents the real person. This should be no shorter than one page, double-spaced,

and MLA format.

Check List:

— Character body with clothing according to time period

— Visual representations of who this character is, what he/she did, etc.

— 5 direct, meaningful quotes from the speech

— Reflection paper, 1 pg, double-spaced, MLA format

— Attach body, reflection, and rubric together

Character Map Assignment Rubric

A (50 pts) B (40) C (30) D (20)

Visual The body, symbolic images, color, and representations are well done and depict the character and time period in a complete manner.

The body, some symbolic images, and color are incomplete or somewhat depict character and time period.

The body, symbolic images, and color are sparse and do not make sense in describing/portraying the character or the tim period.

The body is incomplete, the symbolic images are nonexistent, and color is absent. The images and visual representations do not pertain to the character or the time period.

Passages/ Quotes

All five quotes/passages are present and are meaningful to the subjects.

Three to four quotes/passages are present or are somewhat relevant and meaningful to the subjects.

Three to two quotes/passages are present or are not relevant and meaningful to the subjects.

One or no quotes/passages are present or are not relevant to the subjects.

Attention to Time Period

The character’s body, clothing, and symbolic images directly represent the time period in which he lived.

The character’s body, clothing, and symbolic images mostly represent the time period.

The character’s body, clothing, and symbolic images are unclear in representing the time period.

The character’s body, clothing, and symbolic images do not directly represent or incorrectly represent the time period.

One Page Explanation

The paper is neatly organized and fully explains each element of your body biography.

The paper describes only some of your choices in creating your body biography but is incomplete.

The paper is short of the one page requirement and does not explain in detail the elements of your body biography.

The paper is short of the one page requirement and does not explain the elements of your body biography.

Syntax Surgery – Blank

The morning of June 27th was clear

and sunny, with the fresh warmth of a

full-summer day; the flowers were

blossoming profusely and the grass

was richly green. The people of the

village began to gather in the square,

between the post office and the bank,

around ten o'clock; in some towns

there were so many people that the

lottery took two days and had to be

started on June 2th. but in this village,

where there were only about three

hundred people, the whole lottery took

less than two hours, so it could begin

at ten o'clock in the morning and still

be through in time to allow the

villagers to get home for noon dinner.

Syntax Surgery – Marked

Handout Stranger than Fiction – Notes

Characters:

Harold Crick

Karen Eiffel

Ana Pascal

Settings:

Harold’s apartment

Karen’s apartment

Ana’s Bakery/Apartment

Major Events: Importance:

Major Decisions: Outcomes:

Week 1 - Day 3 – Friday

Stranger Than Fiction and Intro to MLK

Goal: What are the big decisions in Stranger Than Fiction and how did the civil rights movement impact America? Objectives: Students will finish watching Stranger Than Fiction movie and complete notes worksheet. Students will research Dr. Martin Luther King Jr. in small groups and jigsaw to inform all students. Standards: 4. Research and Reasoning 1. Self-designed research provides insightful information, conclusions, and possible solutions a. Define and narrow a topic for research (thesis statement, hypothesis, research question) to address a specific purpose and audience c. Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources Link: Student shave watched the first half of Stranger than Fiction in the class period before and will finish it today. They are preparing for the next class period when we will learn more about Dr. Martin Luther King Jr. and read/watch his speech. The research and reasoning standards are addressed as students research their specific topics in the civil rights movement. They will need to have credible sources that are unbiased and correct. Duration: 90 min block Materials: Notebooks, Stranger Than Fiction DVD, TV and DVD player, Notes worksheet, MLK jigsaw worksheets, computers Procedure:

Pre-write (5 min) o After watching half of the movie Stranger Than Fiction make predictions

about what you think will happen to Harold? If you have seen the movie, explain how foreshadowing has been used to show how the movie will end.

Have students share with person sitting next to them what they have written and make sure to remind them not to spoil the ending if they have seen the movie before

Watch the rest of the movie and remind students to continue filling out their notes sheet because they will need it for their character maps as well as their final paper (50 min)

Ask for closing remarks about the movie and lead short discussion about how this movie fits into the curriculum (5 min)

o How is Harold Crick an individualist at the beginning of the movie? o How does he change throughout? Why? o Does Harold Crick believe in the betterment of the whole at the end of the

movie? o Is this a true collectivist story?

Transition into Martin Luther King Jr by having students get into pre-assigned jigsaw groups

Hand out jigsaw worksheet and assign each group to a topic. Head down to computer lab or have students get out laptops (15 min)

When students are done researching give time for groups to share information to make sure everyone is independently informed (5 min)

Jigsaw students and give time for each to share information (15 min) o Encourage students to take notes on what others are saying because it is

important to have every topic section filled out Closure: Have five students share something they learned or something that

surprised them

Homework: None

Differentiation: If students might have trouble with the research and jigsaw, this may be

a good homework assignment to have over a longer period of time so that students

have the freedom of resources.

Assessment: Formative: Students will turn in full notes page for a quick check of correct

information and proper jigsaw activity. Authentic: as students jigsaw walk around room

and make sure students are participating as well as giving information that sounds valid.

Handout Dr. Martin Luther King Jr. Jigsaw Research

Directions: In your groups research the topic assigned and write notes in the space provided. Each person in your group should use a different credible source and share information found after time spent online. You will be accountable for the information you find and will need to be able to share it with other members of different groups in our jigsaw.

Civil Rights Movement Group 1: Major Events

Group 2: Major Activists

Dr. Martin Luther King Jr. Group 2: Early Life and Family

Group 3: Famous Speeches

Group 4: Birmingham Jail

Group 5: Death

“I Have a Dream” Week 2 - Day 4 – Tuesday Goals: What makes a good oral presentation and how do you present a speech taking into account setting, audience, and context? Objectives: Students will be able to understand the controversies of the Civil Rights Movement of the 1960’s as a result of studying Martin Luther King Jr.’s “I Have a Dream” speech. Students will understand the successful elements of speech giving by analyzing “I Have a Dream” Standards: Colorado Content Standards

1. Oral Expression and Listening 2. Validity of a message is determined by its accuracy and relevance

b. Critique the clarity and effectiveness of its delivery c. Evaluate effectiveness of oral delivery techniques d. Listen critically to evaluate the overall effectiveness of the presentation

Students are addressing these standards by evaluating MLK’s speech. Not only will they look at the context and the implications of a large speech like this, but they will also evaluate the effectiveness of this speech. We will use the basics of speech pesentation to evaluate MLK’s speech. Students will also use what they know about the context and audience to evaluate the speech’s accuracy and relevance. Duration: 90 min block Link: Previously, students have read “The Lottery” by Shirley Jackson and completed a series of Likert scales that got them thinking about big moral decisions and repercussions. Through this short story and the movie Stranger than Fiction, students are wrestling with the idea of collectivistic societies, as compared to their own individualistic society. This speech will ask students how one man’s choices influenced a nation. Materials: Computer and projector, copies of the speech for each student, composition journals, copies of Debate Assignment sheet and Rubric for each student.

Procedure:

(7 minutes) 1. Students will complete the Word Splash activity will be used to assess prior knowledge and as a hook into the lesson. The teacher will hand out the Word Splash sheet (see attached) and students will work with a partner to guess at the topic of the speech based on the key words presented on the Word Splash page.

Whip Around: The teacher will help facilitate. Students will briefly share out initial thoughts, by quickly telling the class what they think about the words shown and a possible speech topic.

(1 minute) 2. The teacher will pass a text copy of the “I Have a Dream” speech.

Students will begin to scan the text.

http://www.usconstitution.net/dream.html

(18 minutes) 3. The teacher will begin the video. The class will watch, and follow

along, with the YouTube version of the actual speech.

http://www.youtube.com/watch?v=PbUtL_0vAJk

(13 minues) 4. Using examples from the text of the speech, the teacher will pull out

types of oral delivery techniques found in this speech. The teacher will also define

and explain the techniques. Students will take notes.

(15 minutes) 5. Using the teacher’s model as an example, students will work with

the text to find and critique the oral delivery techniques.

(20 minutes) 6. Next, students will work silently to complete a character map for

Martin Luther King. They will use the same direction sheet that was passed out for

“The Lottery.”

(10 minutes) 7. Students will be handed the debate instruction sheets and rubric by

the teacher.

Students will be split into two large groups

With the last few minutes of class, students will meet with their debate groups to

begin preliminary planning.

Differentiation: If there are any students with visual or hearing impairments, special arrangements will be made so the student can watch or hear the “I have a Dream” speech. If students need more time on the body biography, they can take it home for homework. Students needing help to focus on note taking will be given a copy of the teacher lecture notes on speech techniques and Civil Rights background. Homework: Students will jot down several ideas/notes to discuss with their groups next time for debate planning.

Closure: To close, the teacher do a fist to five assessment. Students will be asked whether or not they understand the oral delivery techniques used by Martin Luther King Jr in his “I Have a Dream” speech. Students close their eyes and raise a fist. Fist being no understanding, five meaning he/she fully understands the concepts.

Assessment: (Authentic) The teacher will collect the MLK body biographies to assess student’s knowledge from MLK and the Civil Rights Movement. (Formative) The teacher will gather student’s level of public speaking knowledge after completing the fist to five assessment.

Elements of a good Public Speech

From: http://www.selfgrowth.com/articles/Evans24.html

Know the needs of your audience and match your contents to their needs. Know your material thoroughly. Put what you have to say in a logical sequence. Ensure your speech will be captivating to your audience as well as worth their time and attention. Practice and rehearse your speech at home or where you can be at ease and comfortable, in front of a mirror, your family, friends or colleagues. Use a tape-recorder and listen to yourself. Videotape your presentation and analyze it. Know what your strong and weak points are. Emphasize your strong points during your presentation.

When you are presenting in front of an audience, you are performing as an actor is on stage. How you are being perceived is very important. Dress appropriately for the occasion. Be solemn if your topic is serious. Present the desired image to your audience. Look pleasant, enthusiastic, confident, proud, but not arrogant. Remain calm. Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show appropriate emotion and feeling relating to your topic. Establish rapport with your audience. Speak to the person farthest away from you to ensure your voice is loud enough to project to the back of the room. Vary the tone of your voice and dramatize if necessary. If a microphone is available, adjust and adapt your voice accordingly.

Body language is important. Standing, walking or moving about with appropriate hand gesture or facial expression is preferred to sitting down or standing still with head down and reading from a prepared speech. Use audio-visual aids or props for enhancement if appropriate and necessary. Master the use of presentation software such as PowerPoint well before your presentation. Do not over-dazzle your audience with excessive use of animation, sound clips, or gaudy colors which are inappropriate for your topic. Do not torture your audience by putting a lengthy document in tiny print on an overhead and reading it out to them.

Speak with conviction as if you really believe in what you are saying.

Persuade your audience effectively. The material you present orally should have the same ingredients as that which are required for a written research paper, i.e. a logical progression from INTRODUCTION (Thesis statement) to BODY (strong supporting arguments, accurate and up-to-date information) to CONCLUSION (re-state thesis, summary, and logical conclusion).

Do not read from notes for any extended length of time although it is quite acceptable to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not mumble. If you made an error, correct it, and continue. No need to make excuses or apologize profusely.

Maintain sincere eye contact with your audience. Use the 3-second method, e.g. look straight into the eyes of a person in the audience for 3 seconds at a time. Have direct eye contact with a number of people in the audience, and every now and then glance at the whole audience while speaking. Use your eye contact to make everyone in your audience feel involved.

Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. If you are short of time, know what can be safely left out. If you have extra time, know what could be effectively added. Always be prepared for the unexpected.

Pause. Allow yourself and your audience a little time to reflect and think. Don't race through your presentation and leave your audience, as well as yourself, feeling out of breath.

Martin Luther King Jr. Debate

Collectivist Unit

The class will be in two large groups, A and B. Group A will be trying to justify Martin

Luther King’s actions and in the Civil Rights Movement and rejecting the validity of any

alternative courses of action. Group B will be refuting his role and actions, while trying

to justify alternative actions. The purpose of this debate is to demonstrate a knowledge

of MLK and the Civil Rights Movement, effective speech techniques, and show how

MLK’s choices have affected the society.

Each group must:

Create/polish several valid arguments toward their goal

clear and free of fallacies

all claims are tied to an idea or a fact organized

Use public speaking techniques

Tone of voice

use of gestures

enthusiasm and persuasive language

Demonstrate knowledge of Civil Rights Movement and Martin Luther King Jr.

facts are used to support argument all facts are correct and cited (if not from class lecture or the speech text)

Be respectful of other team

Allow all members to participate and each member has turned in debate notes or a brainstorm sheet prior to the beginning of the debate.

Grading Rubric

A (50 points) B (40) C (30) D (20)

Presentation The team demonstrated

good sportsmanship. The team always used eye contact, appropriate tone of voice, gestures, and enthusiasm.

The team usually demonstrated good sportsmanship. The team mostly used eye contact, appropriate tone of voice, gestures, and enthusiasm.

The team did not always demonstrate good sportsmanship. Eye contact, tone of voice, gestures, or enthusiasm were either scarce of non-existent.

The team did not demonstrate good sportsmanship. Eye contact, tone of voice, gestures, or enthusiasm were inappropriate or non-existent.

Topic and Facts The team demonstrates an mastery of the topic and includes facts. Information is relevant, accurate, and correctly cited if need be.

The team mostly demonstrates a mastery of the topic and includes some facts. The information is somewhat relevant, accurate, and cited.

The team somewhat demonstrates a mastery of the topic and includes little facts. Some information is irrelevant, false, or not cited.

The team does not demonstrate a mastery of the topic and includes no facts. Information is irrelevant, false, and not cited.

Organization Arguments used are tied to an idea or fact and logically organized.

Arguments used are mostly tied to an idea or fact and logically organized.

Arguments used are loosely tied to an idea or fact and somewhat logically organized.

Arguments are not tied to ideas or facts or are no logically organized.

Participation All members have turned in notes/brainstorms and spoke during the debate.

The majority of members have turned in notes/brainstorms and spoke during the debate.

Few members have turned in notes/brainstorms and spoke during the debate.

Not all members have turned in notes/brainstorms or spoke during the debate.

Total Points: _______________

Grade: ___________________

Heated Debate

Week 2- Day 5 – Thursday

Goals: What makes a good debate and how do you support a position? How do you debate in a scholarly manner? Objectives: Students will synthesize knowledge of collectivist and individualistic societies. Students will compare and contrast a collectivist and individualistic society. Students will engage in a scholarly debate. Students will use appropriate speech techniques. Standards: Colorado Content Standards 1. Oral Expression and Listening 1. Verbal and nonverbal cues impact the intent of communication. b. Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication c. Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone 2. Validity of a message is determined by its accuracy and relevance e. Analyze the resources cited for validity Students will be using the debate assignment sheet to understand what they will be graded on. They will have a copy of the rubric and know that they will be graded on all these things. The debate sets up the foundation for all these standards to be practiced and met. Link: The students have previously learned about MLK, the “I have a Dream” speech, and the Civil Rights Movement. The debate assignment will culminate on their knowledge of those topics, as well as draw on speech and debate techniques, and evoke discussion of collectivistic societies. Duration: 90 min block Materials: computer/projector, copies of rubrics, Romeo and Juliet for every student Procedure: (10 minutes) 1. The teacher will show the question will be on the projector. Students will answer the pre-write question in their writer’s notebooks.

“You are a person living in a collectivist society. You must move to an individualistic society. Explain the transition. What is similar? What is different? How might your outlook, morals, lifestyle be different?”

(3 minutes) 2. Students will move the desks aside and sit in two large groups, facing each other. They will sit with their debates groups. Teacher will ask students to pull out their debate instruction sheets and rubrics. (10 minutes) 3. The teacher will write a couple conversation starters that students can use during the debate. Students will converse in their debate groups for a short time and ask any questions they might have. (50 minutes) 4. Debate! (1 minute) 5. Students will turn in debate notes/brainstorm sheets that they completed for homework. The teacher will collect them. (12 minutes) 6. After the allotted time is up, the teacher will ask students to reflect on the debate experience.

Students will be invited to share out what went well, what didn’t go well, what would they do differently next time.

(3 minutes) 7. Teacher will check out copies of Romeo and Juliet to each student.

Differentiation: Quiet or timid students will be ushered into the discussion through the

use of their notes/brainstorm sheet. If a lull in conversation ensues or a student is

wanting to jump in, the conversation starters on the board can be used to start a

discussion.

Homework: Students will read Act I of Romeo and Juliet

Assessment: (Summative and Authentic) Students will be graded on their debate

performance using the debate rubric. (Formative) The teacher will check for student’s

learning through the debate process.

Introduction to Romeo and Juliet

Week 3 Day 6- Monday

Goals: How does Shakespearean language and style differ from today’s language?

Objectives:

Students will use this activity to segue way into Romeo and Juliet.

Standards: Colorado Model Content Standards, Grade 11

1. Oral Expression and Listening

1. Verbal and Non Verbal cues impact the intent of communication

c. Deliver oral talks with clear enunciation, vocabulary, and appropriate

organization; nonverbal gestures; and tone

d. Identify, explain, and use content-specific vocabulary, terminology, dialect, or

jargon unique to particular groups, perspectives, or contexts (such as social,

professional, political, cultural, historical or geographical

Link: Using the fun, yet educational, insults and compliments, students will become

familiar with the language used in Shakespeare’s R and J. Students will again be

working on their oral delivery techniques as they theatrically insult and compliment

partners in front of the class. Once acclimated to the language, the teacher will ease

into the first chapter of R and J by reading it aloud.

Duration: 90 minute block

Materials: Copies of both insults and compliments for each student, class set of Romeo

and Juliet books

Procedure:

(30 minutes) 1. Shakespearean Insults and Compliments

The teacher will pass out copies of the insults and compliments. www.panoramahs.org, www.folger.edu

Have students get a partner and stand in two straight lines directly facing their partner

Taking turns students will “insult” their partner using one word from each of the three columns.

Students will each go twice. Repeat with the compliments.

(50 minutes) 2. Read Romeo and Juliet

Using the remainder of the time, the teacher will read Act 2 as a class If there is time remaining after that, students may begin reading Act 3 in partners

or individually.

(10 minutes) 3. Ticket out the Door--The teacher will ask students to get out a piece of paper. Students will jot down their initial reactions to R and J.

They will describe their understanding and relationship to Shakespeare’s works in the past.

The teacher will collect these.

Differentiation: For those students that have trouble with sitting still for a long time, they will be invited to stretch or stand while the read-aloud occurs.

Closure: Ask for student volunteers to shout compliments at each other in a fervent,

theatrical manner.

Homework: R and J, Acts 3 and 4

Assessment: (Formative) Teacher will collect the ticket out the door prompt to

understand student’s relationship to Shakespeare and initial understandings of R and J.

Using this data, the teacher will tweak future lessons to fit the descriptions provided by

students.

Grammar Wednesday and Character Maps

Week 3 Day 7 -- Wednesday

Goals:

Students will examine characters, their choices, and how decisions define them. Students will create character maps for Romeo and Juliet characters. Objectives: Students will master the observation of character’s actions and what we can learn from decisions they make. Students will analyze the characterization in Shakespeare’s Romeo and Juliet. Standards: Colorado Content Standards 2. Reading for All Purposes 1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning d. Demonstrate knowledge of classical foundational works of literature 4. Research and Reasoning

3. Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence

a. Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision c. Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual open-mindedness) d. Evaluate the reasoning of self and others for quality, strong-sense thinking

Link: Through the character map assignment, students are delving into a “classic,” Romeo and Juliet, and analyzing in depth the elements of characterization to understand the text. This assignment allows students to interact with the text and Shakespeare’s timeless characters. In grammar lesson students will studty the value of character and perspectives that characters bring to the text. They will need to weigh their actions to predict their character. Duration: 90 minute block

Procedure: 30 minutes 1. Grammar Mini-lesson Note: Adapted from ReadWriteThink.org http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html?tab=4#tabs

Pre-write o Introduce F. Scott Fitzgerald quotation, "Action is character," taken from

one of Fitzgerald's journals. Ask students to discuss what Fitzgerald means and how the underlying idea connects to literary characters in their recent reading.

Pass out the Identifying Character Traits worksheet and instructions to explore the connections between a character and the actions that character takes (or doesn't).

o Go through instructions with students o Do samples until student begin to grasp concept

Share the list of character traits as a sample list of adjectives for students to refer to as they work.

o Give time for students to complete chart using characters we have read about up to this point

o Observe class and answer questions Share out in order of texts read and characters students may have written about.

40 minutes 2. Character Maps Romeo and Juliet

The teacher will explain that the character map assignment is the same from MLK and “The Lottery”

Students will use this time in class to complete a character map for both Romeo and Juliet

20 minutes 3. Act 5

The teacher will give students the rest of the time in class will be used to finish up character maps or get a head start on homework

Differentiation: Students that are struggling with Shakespeare’s text will be welcome to read in partners or by themselves. If they need extra time on the character map, they can use the remainder of the period to do so. Students not understanding the mini-lesson will be asked to have a conference with the teacher. Homework: Romeo and Juliet, Finish Act 5

Rewrite Romeo and Juliet, Thesis

Week 3, Day 8 --Friday

Goals:

How would the ending of Romeo and Juliet be different had they not had a “collectivist”

attitude?

What constitutes a good thesis and how do I write one?

Objectives:

Students will know the elements of a story ending and create their own creative

endings.

Students will understand the meaning of argument and develop a comprehensive

thesis.

Standards: Colorado Model Content Standards

3. Writing and Composition

1. Stylistic and thematic elements of literary or narrative texts can be refined to

engage or entertain an audience

b. Write literary and narrative texts using a range of stylistic devices (poetic

techniques, figurative language, symbolism, graphic or visual components) to support

the presentation of implicit or explicit theme

2. Elements of informational and persuasive texts can be refined to inform or

influence an audience

a. Articulate a position through a concise and focused claim or thesis statement,

and advance it using evidence, examples, and counterarguments

Link: After the R and J novel, students will create their own ending and determine the

relevance of Romeo and Juliet’s choices as it pertains to collectivist societies. They will

use creative language to rewrite the ending of the story. For a culminating assignment,

students will write a persuasive essay refuting and suggesting a new course of action of

one of the characters in the unit. Students will develop and conference with the teacher

about their thesis to create a sound persuasive argument.

Duration: 90 minute block

Materials: writer’s notebooks, persuasive essay assignment sheets and rubrics for

each student

Procedure:

(50 minutes) 1. Alternative ending for Romeo and Juliet Skits

The teacher will create groups of 3 or 4, students will discuss and write an alternative ending to Romeo and Juliet. About one handwritten page.

After the ending is written, students will assign parts to the ending and perform a 5 minute skit in front of the class.

(30 minutes) 2. Writing an thesis statement

Teacher will hand out persuasive essay assignment sheet and rubric. Students will skim it over and ask any questions. The teacher will remind students what makes a good thesis and discuss a couple examples on the board.

Students will work quietly to write a thesis and begin their paper.

(during the last 30 minutes) 3.Each student will bring their finished thesis to the teacher

for a short conference. The teacher will check for a sound thesis and offer any advice

for the paper.

Differentiation: The teacher will create groups that have all different types of learners

to help students feel comfortable in the groups. Since there will be skits, some students

can contribute through discussion or draft writing, rather than being forced to perform in

front of the class. All student needs will be met when they meet with the teacher for

their thesis conference. At this time, students can express any other classroom needs.

Homework: Write a rough draft of the persuasive essay for workshopping next week.

Assessment: (Formative) Teacher will conference with students and determine their

understanding of the thesis and unit contents. The persuasive essay will be the

summative assessment. (Authentic) The written endings and skits will demonstrate the

student’s understanding of the themes and characters of R and J, but also the logistics

of a collectivistic society.

Hand out:

Persuasive Essay Culminating Unit Assignment

For this formal persuasive essay, you will get the chance to step into someone elses shoes.

You can choose any character that we’ve studied from this unit. That includes Martin Luther

King Jr., Romeo, Juliet, Harold Crick, or Tessie Hutchinson. You can also choose a minor

character or antagonist, but keep in mind it might be harder to discuss their moral choices.

Envision yourself at that moment when a decision has to be made, and choose a different path.

Why is this choice better than the one your character chose? How will the outcomes change

you and your society? Why was the other choice clearly not the correct decision? Feel free to

play devil’s advocate and support your decision logically, even if it is not truly what you would

do.

You may use data or facts from outside sources, however they must be cited in proper MLA

format citation and works cited page. For proper guidelines, use the OWL at Purdue website.

This paper needs to be formatted in 12 point Times New Roman font, 1” margins, and double

spaced. Aim for 3-5 pages. Your rough draft is due day 9 for in class workshopping. The final

draft is due day 10. No late essays will be accepted.

Persuasive Essay Check List

Thesis that describes argument and previews evidence 3 or more pieces of evidence/support Paper title 3-5 pages in length Essay is polished and free of grammatical errors At least two MLA cited quotes from the text Any outside sources are cited With your final draft, turn in your rough draft with workshopping comments

Persuasive Essay Culminating Assignment Rubric

CATEGORY A (200-180 pts) B (180-160) C (160-140) D (140-120)

Thesis Statement

The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Closing paragraph

The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.

The author's position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Workshop Participation

Rough draft was turned in on time. Comments on peer essays are thoughtful and helpful.

Rough draft was turned in on time. Comments on peer essays were somewhat thoughtful and helpful.

Rough draft was turned in on time. Comments on peer essays were sometimes thoughtful and helpful.

Rough draft was not turned in on time. Comments on peer essays were not thoughtful or were disrespecful.

Total Points:___________

Grade:______________

Comments:

Week 4 - Day 9 - Tuesday Essay Workshop

Goals: What makes an essay better? How can we help each other to produce better writing? Objectives: Students will workshop essays in groups. Students will work collaboratively to better their essays. Standards: Writing and Composition 2. Elements of informational and persuasive texts can be refined to inform or influence an audience

a. Articulate a position through a concise and focused claim or thesis statement, and advance it using evidence, examples, and counterarguments

b. Locate and select appropriate information that clearly supports a definite purpose, topic, or position

c. Choose, develop, and refine appeals for desired effect on audience d. Evaluate and revise own text as needed to eliminate logical fallacies and to enhance credibility of ideas and information e. Use vocabulary for intentional development of voice and tone for a specific audience, purpose, or situation f. Clarify and order ideas for best possible effect

3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity

a. Apply punctuation correctly and articulate stylistic choices d. Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses) e. Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

Link: This is the culminating assignment and students will have time to workshop rough drafts before the final drafts are due the following class period. Topics will span all main characters discussed in this unit. This paper will cover many standards in eleventh grade writing. Their essays will be persuasive and use a thesis statement, supporting elements, APA works cited, and grammar correction. Duration: 90 min block Materials: Students rough drafts, pre-assigned groups

Procedure:

Pre-write (5 min) o How did writing your rough draft go? What problems did you have? What

do you need help on today? o Students will keep this to share with their groups

Workshop o Students will get into pre-assigned groups of five to workshop essays o Students will share what they wrote in their pre-write (10 min)

There will be four rounds of work-shopping in which each round will have a specific focus

o Each round can use any extra time for independent needs based on what writer has expressed in pre-write discussion

o Round 1: Thesis (10 min) Is the thesis clearly stated? Is it evident throughout the work?

o Round 2: Support for Thesis (10 min) Are their opinions clear and do facts support their opinions? Do they give opinion from the other side of the argument?

o Round 3: Conclusion (10 min) Do they have a clear conclusion that sums up thesis of paper? Do they reinstate opinions and address opposing arguments?

o Round 4: Are their spelling/grammar problems? (10 min) Are there errors in spelling? Are there places where grammar could be improved?

Time will be given so that each author can look over the notes given from workshop and to clarify confusions they might have. (10 min)

Homework: Final Essays will be due next class period including your rubric, rough draft, works cited, and final draft. Differentiation: Students must be prepared to workshop essays. If students do not have their rough drafts they can type their essays at the library or on a laptop but will receive a zero on the workshop grade. Assessment: Formative: Students will turn in their rough drafts with work shopping comments so that the teacher can make sure everyone is work shopping productively.

Last Day of the Unit Week 4, Day 10 Goal: What do collectivist societies require and are they a good way of government? Objectives: Students will turn in their culmination assessment. Students will watch Robin Hood and gain closure of collectivist societies. Standards: Writing and Composition 2. Elements of informational and persuasive texts can be refined to inform or influence an audience

a. Articulate a position through a concise and focused claim or thesis statement, and advance it using evidence, examples, and counterarguments

b. Locate and select appropriate information that clearly supports a definite purpose, topic, or position

c. Choose, develop, and refine appeals for desired effect on audience d. Evaluate and revise own text as needed to eliminate logical fallacies and to

enhance credibility of ideas and information e. Use vocabulary for intentional development of voice and tone for a specific

audience, purpose, or situation f. Clarify and order ideas for best possible effect

Link: This is the final day of the unit and students have worked very hard on their papers so we believe they deserve a day to relax and watch a movie that we began at the beginning of the unit. This may also be the Friday before spring break so it is realistic to believe that any strenuous activity would be too much for students to handle. The standards covered will be the ones in the writing and composition section specifically for persuasive papers. Teacher will grade using a rubric designed from the standards. Duration: 90 min block Materials: Robin Hood DVD, TV, DVD player Procedure:

1. Teacher will pass out self-reflection worksheet. (10 min)

Students will fill out self-reflection and turn it in.

2. Teacher will lead short discussion about overall feedback from this unit: (5 min) a. What did you like about this unit?

b. What did you not like? c. What interesting things did you learn? d. What would you want me to do differently next time? 3. Students will watch Robin Hood and relax after a writing a very difficult

essay. (remainder)

Homework: None Differentiation: Students who become a distraction for other students will need to take notes and write a paragraph about why Robin Hood believes in a collectivist society. Assessment: Formative: Teacher grades essays and looks for understanding of collectivist ideas as well as an understanding of the character’s dilemmas and choices.