Week Three Plans

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Monday: Review Debate Format and Work Day

Purpose/Goals	Today is a work-day for students.  They have a lot of projects culminating this week, so I’ve planned in time for them to work on their projects.  I’ve also planned for class work should students decide not to take advantage of the time to work.
Objectives	I can: Manage my time and prioritize my work in order to make the best use of my time.
National and Ohio Standards	Variety: Depends on what projects students are working on.
Assessment
	Formative I’ll be assessing students on their productivity.  This will go into their class participation grade.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They will also be working with books that they’ve chosen and preparing to make recommendations to the rest of the class.
Procedures including: • Opening • Activities • Closure	Opening: Collect any papers that didn’t have a hard copy turned in. Remind students that to get credit for the paper it must be turned in to TurnItIn.com. Activities: Review Debate format and requirements for the debates. Explain the peer-assess and scoring sheet. Remainder of first/third period students can work on anything they need to for the Debates. Second/fourth period students can SSR or write their 4th book journal.  They can also meet with their book group to work on final book group projects. If students don’t appear to be taking advantage of the time, I can bring the class back together as a whole and we can watch and discuss stereotypes in commercials. Closing: Remind students: They have book journals due tomorrow Book group presentations are tomorrow Written notes for 2-3 min. argument w/ 3 facts and 5 crossfire questions are due on the day of their debate The first debate is tomorrow (and who it is.  Schedule TBD right now)
Resources	Copies of assignment sheets Copies of rubrics Students need materials to work on projects
Applications, Connections, Extensions	Students will be preparing for their debates in the coming days, and well as for their book group presentations.  This unit is wrapping up to end when Spring Break begins.
Inclusive Instruction	During this work day students can work at their own pace on projects they that they need the most work on or the most help with.  They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also have the option of working with their group members.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Tuesday: Book Group 4 Meeting & Presentations and Debates

Purpose/Goals	Students will be having their final book group meeting, and then present their final project to the class.  This will allow the whole class to hear about the different books students have been reading and whether or not their peers would recommend them.  This opens students up to more opportunities for reading should they choose. The second half of the class will be devoted to the first debate.  This gives students a chance to practice vocalizing and supporting an opinion, and give those students listening a chance to hear about different topics and learn to evaluate the arguments of others.
Objectives	I can: Pose and respond thoughtfully to high-level questions. Make value judgements based on a range of criteria. Clearly vocalize and defend a position/opinion using persuasive techniques and specific evidence.
National and Ohio Standards	Research 7.  Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points. 8. Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive perspective on the subject; c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources. 10. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases; c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
Assessment	Summative Students will be presenting for their book groups.  This is the group portion of the summative assessment for their book groups.  The more heavily weighted individual portion of their book group grade will come from their top book journal and self-assessed book log. During the debates I will assessing students on how well they vocalize the argument for their side, and how well they anticipate the opposing side’s questions.
	Formative The students watching the debates will be keeping track of argumentative strategies to determine which side wins.  This will keep them engaged and thinking about how to evaluate the arguments of others. The book journal and write chat both function as a running record of students’ thoughts about the book they’re reading, and their ability to compose and prepare their thoughts ahead of time, and respond thoughtfully using what they’re prepared.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They’ll be learning important life skills in defending their opinion.
Procedures including: • Opening • Activities • Closure	Opening: Tell student the agenda for the day. Activities: Book Group Meeting 4: (30ish minutes) Have students get into their book groups and have someone get the groups’ book log folder.  I’ll be coming around to check to be sure everyone has his or her journal. Students will be engaging in a Write Chat to discuss the section of the book they read and wrote a journal on for this meeting.  Students will take turns posing the discussion questions they prepared in their journals, and then responding on the write chat sheet with thoughts and responses, using their journal and prepared passage for examples and support. Following the Write Chat students will fill out the log sheet and put all the materials back into their Book Group Folder. Have students staple their 4 journals together, putting what they think is their best journal on top.  This will be the one that I’ll grade thoroughly. Students will get 5-10 minutes to do any last minute planning they need to for their presentation. Book Group Presentations: As each group presents the rest of the class will be writing down the book titles and listening to the presentations. After all the presentations students will rank the books from highest to lowest in the order they think they’d like to read them. I’ll collect the written/drawn products from each book group after their presentation. Debates: There is one debate today.  Schedule is TBD right now. Hand out peer-assess/score sheets. Set up for debate. Debate! Closing: Remind students: Written notes for 2-3 min. argument w/ 3 facts and 5 crossfire questions are due on the day of their debate Who is debating tomorrow.  Schedule TBD right now.
Resources	book group folders w/ construction paper book group final project assignment pieces independent reading books debate notes and questions debate peer assess sheets debate rubrics
Applications, Connections, Extensions	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They will also be working with books that they’ve chosen and preparing to make recommendations to the rest of the class.
Inclusive Instruction	They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also be presenting in groups for the books.  There were different roles available in the group for the students to delegate as they saw fit.  This allowed for students to play to their strengths.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Wednesday: Gender Issues Debates (Commercial Stereotypes)

Purpose/Goals	Class will be devoted to the debates.  This gives students a chance to practice vocalizing and supporting an opinion, and give those students listening a chance to hear about different topics and learn to evaluate the arguments of others. Any extra time will be used to debrief from the debates and possibly examine stereotypes in commercials and other media.
Objectives	I can: Clearly vocalize and defend a position/opinion using persuasive techniques and specific evidence.
National and Ohio Standards	Research 7.  Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points. 8. Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive perspective on the subject; c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources. 10. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases; c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
Assessment	Summative During the debates I will assessing students on how well they vocalize the argument for their side, and how well they anticipate the opposing side’s questions.
	Formative The students watching the debates will be keeping track of argumentative strategies to determine which side wins.  This will keep them engaged and thinking about how to evaluate the arguments of others.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.  They’ll be learning important life skills in defending their opinion.
Procedures including: • Opening • Activities • Closure	Opening: Hand out peer-assess/score sheets. Set up for first debate. Activities: There are three debates today.  Schedule is TBD right now. Possible overflow activity:  Watching commercials that contain stereotypes and discussing these in relation to the unit as a whole. Closing: Remind students: Written notes for 2-3 min. argument w/ 3 facts and 5 crossfire questions are due on the day of their debate Who is debating tomorrow.  Schedule TBD right now.
Resources	debate notes and questions debate peer assess sheets debate rubrics
Applications, Connections, Extensions	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.
Inclusive Instruction	They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also have the support of a group member by their side, as well as any notes they have prepared.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationship

Lesson Title Thursday: Gender Issues Debates (Commercial Stereotypes)

Purpose/Goals	Class will be devoted to the debates.  This gives students a chance to practice vocalizing and supporting an opinion, and give those students listening a chance to hear about different topics and learn to evaluate the arguments of others. Any extra time will be used to debrief from the debates and possibly examine stereotypes in commercials and other media.
Objectives	I can: Clearly vocalize and defend a position/opinion using persuasive techniques and specific evidence.
National and Ohio Standards	Research 7.  Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points. 8. Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive perspective on the subject; c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources. 10. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases; c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
Assessment	Summative During the debates I will assessing students on how well they vocalize the argument for their side, and how well they anticipate the opposing side’s questions.
	Formative The students watching the debates will be keeping track of argumentative strategies to determine which side wins.  This will keep them engaged and thinking about how to evaluate the arguments of others.
Community Knowledge and Experience	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.
Procedures including: • Opening • Activities • Closure	Opening: Hand out peer-assess/score sheets. Set up for first debate. Activities: There are three debates today.  Schedule is TBD right now. Possible overflow activity:  Watching commercials that contain stereotypes and discussing these in relation to the unit as a whole. Closing: Have a good spring break! We’ll be starting a unit on Peace and War when we get back.
Resources	debate notes and questions debate peer assess sheets debate rubrics
Applications, Connections, Extensions	Students will be working with debate topics they have chosen.  These topics are all relatively current in the media.
Inclusive Instruction	They will have chosen their debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also have the support of a group member by their side, as well as any notes they have prepared.

Week Two Plans

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Monday:   Yellow Wallpaper & Andrea Yates

Purpose/Goals	In this lesson students will examine a story from the late 1800s in conjunction with a newspaper article from the early 2000s.  They will look at these two texts together in order to examine how the same issues that women dealt with in the past are still applicable to today, and many challenges are still there for equality to be reached.
Objectives	I can: Make connections between two different texts Recognize similar themes and conflicts in multiple characters and texts
National and Ohio Standards	Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Reading Applications: Literary Text 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2.  Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. 8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis. Writing Process Standard 1.  Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Writing Applications 2.  Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create; d. identify and assess the impact of possible ambiguities, nuances and complexities within text; e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and f. provide a sense of closure to the writing. 6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
Assessment
	Formative Students will be writing down thoughts after reading the story and the article.  This will give me a sense of how they’re comprehending and making connections. I will be occasionally asking clarifying questions during the readings to see how students are understanding the readings as we go.
Community Knowledge and Experience	Students will be working with a relatively recent article, and around an issue that is still relevant to today’s time.  They may have some prior knowledge to bring into the classroom regarding the themes and issues in the texts.
Procedures including: • Opening • Activities • Closure	Activities: Andrea Yates article & Yellow Wallpaper (pg 307-319): Have students get textbooks and turn to page 307.  Give some historical background. Read “The Yellow Wallpaper.”  Stopping occasionally to make predictions and check comprehension. Have students take 2-3 minutes to write down thoughts or ideas about the story.  Initial impressions or questions they have.  We’ll come back to these tomorrow. Pass out copies of the Andrea Yates article.  Give some context.  Ask if anyone remembers this story in the news. Read the articles. Have students take 2-3 minutes to write down thoughts or ideas about the articles on the same sheet as their other thoughts.  Initial impressions or connections they see to “The Yellow Wallpaper”  We’ll come back to these tomorrow.
Resources	textbooks copies of the Andrea Yates article copies of journal prompt paper/pencil
Applications, Connections, Extensions	Students will continue to build knowledge about stereotyping in order to be able to challenge the accepted assumptions regarding gender and relationships.  This will lead to a debate about an issue of their choice at the end of the unit.
Inclusive Instruction	We will be reading the texts out loud.  This will give students who prefer to learn with auditory support a better opportunity for understanding.  Students will also be given time to think and write down their ideas before they are called upon to share those ideas with the class.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Tuesday: Historical to Contemporary Comparison & Article Jigsaw

Purpose/Goals	In this lesson students will continue examining a story from the late 1800s in conjunction with a newspaper article from the early 2000s.  They will look at these two texts together in order to examine how the same issues that women dealt with in the past are still applicable to today, and many challenges are still there for equality to be reached. Students will also be doing some activities to prepare them for debates.  They will be brainstorming issues and ideas, and then doing a jigsaw activity with articles similar to ones they may find in their research.  The jigsaw will give them practice in summarizing an article and boiling it down for a few main points.
Objectives	I can: Make and analyze connections between two texts. Generate ideas for my writing by talking with others. Summarize a text by identifying key details.
National and Ohio Standards	Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Reading Applications: Literary Text 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2.  Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. 8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis. Writing Process Standard 1.  Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Writing Applications 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create; d. identify and assess the impact of possible ambiguities, nuances and complexities within text; e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and f. provide a sense of closure to the writing. 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Research 1.  Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. Oral and Visual Communication 1.  Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 9.  Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.
Assessment
	Formative Students will be writing down thoughts after reading the story and the article.  This will give me a sense of how they’re comprehending and making connections. I will be occasionally asking clarifying questions during the readings to see how students are understanding the readings as we go. Students will be writing a journal entry exploring connections between the historical story and the contemporary article. Students will be developing a list of possible issues to use for the debate. I will be observing students in a jigsaw, as they work together to pull main points out of an article and explain it to their peers.
Community Knowledge and Experience	Students will be working with a relatively recent article, and around an issue that is still relevant to today’s time.  They may have some prior knowledge to bring into the classroom regarding the themes and issues in the texts.
Procedures including: • Opening • Activities • Closure	Activities: Debate Issues Brainstorm: -       We will be working as a class to brainstorm possible issues for the debate.  Possible issues are: Same-sex marriage, single parents, gay adoption, gays in the military, women in the military, polygamy, Title IX, women in the workplace, gender equity in education, domestic violence, body image and the media, women’s rights to contraception -       I will give students a sheet to fill out with their top 3 issues they’d consider doing for the debate, and 3 other people they’d consider working with.   I’ll use this to pair students up for the library tomorrow. “Yellow Wallpaper”: Finish Reading “The Yellow Wallpaper” and the Andrea Yates articles (see yesterday’s plan). Hand out initial thoughts papers from yesterday for students to use on the journal.  Hand out journal prompts for the comparison between the two texts. Students have the rest of the period to work on the journal.  (It will be due tomorrow at the beginning of the period if it’s not finished.) Article Jigsaw: I will number students off into 4 expert groups, A,B,C,D.  Each group will read a different article and have time to identify and write down 3 main ideas for this article. I will then put students into learning groups of four, where each group has at least one person from each expert group.  In these groups each student will have a chance to speak, giving a brief synopsis of their article with their 3 main points. Students will have a worksheet to fill in the three main points for each article. Closing: Collect article jigsaw assignment sheet Remind students to bring their books & journals for the Book Group Meeting tomorrow.
Resources	textbooks copies of the Andrea Yates article copies of “Yellow Wallpaper” journal prompt Copies of Articles for jigsaw Article jigsaw assignment sheet debate topic preference sheet paper/pencil
Applications, Connections, Extensions	Students will continue to build knowledge about stereotyping in order to be able to challenge the accepted assumptions regarding gender and relationships.  They will be building off their knowledge of stereotyping and gender issues as they begin to brainstorm ideas for the debate.
Inclusive Instruction	Students will be working in groups to make meaning of their articles for the jigsaw activity.  The heterogeneous group will allow students to gain an understanding in the expert groups before they move into their learning groups and explain their article.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Relationships

Lesson Title Wednesday: Intro to Research for Debate & Book Group 3

Purpose/Goals	Students will be preparing for the debates next week by finding articles to work with, writing abstracts, developing a reasoned opinion statement, and making notes to speak from.  Ms. Hamrick’s presentation in the library will help to get them started and learn how to find relevant and reliable articles online. Students will also be continuing discussing their novel in their book groups.  The groups are in place to give students an additional source and perspective to learn more about gender and relationships.  The group format allows students to engage in small discussion and bounce ideas off each other.
Objectives	I can: Pose and respond thoughtfully to higher-level questions. Find appropriate sources for my research Formulate questions and ideas based on what I read
National and Ohio Standards	Acquisition of Vocabulary 1. Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study. 5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. 4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Reading Applications: Literary Text 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. Writing Processes 6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Writing Applications 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Research 1.  Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3.  Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
Assessment
	Formative Article Search: Having students start by finding 3 articles they could possibly use for their abstracts and opinion statement will help to dampen the procrastination.  When they are annotating their articles, it will help me to see how they are thinking about what they’re reading. Journal #3 and Write Chat: These both function as a running record of students’ thoughts about the book they’re reading, and their ability to compose and prepare their thoughts ahead of time, and respond thoughtfully using what they’re prepared.
Community Knowledge and Experience	Students will be brainstorming ideas for the debate issues, so they will have a chance to work with something they either already have some knowledge of that they can access, or with something they are interested in or passionate about.  They are also likely to be working with current event and issues. Students will be bringing in their own knowledge of the book they’re reading along with their interests and interpretations of the text.  They will be given the opportunity to pose their own questions in order to engage in the text.
Procedures including: • Opening • Activities • Closure	Opening: I will be giving students their assignments for their debate topics, based on the preferences sheet they turned in yesterday.  They will be put in groups of four.  Two students will be on the pro side, and two on the con side for purposes of the debate.  Any students who were absent will have to join a group that is short one member. Explain Mini-Research paper expectations. Each student will write a paper including 2 abstracts/summaries of different articles (one supporting and one opposing) that are different from their partner’s articles and a reasoned opinion. The reasoned opinion is an explanation of why you feel that way and take that side (it does not need to be the side you’re supporting in the debate, though it may help if it is), and it includes at least: i.     2 supporting facts (details) ii.     1 opposing viewpoint iii.     1 counterargument for the opposing viewpoint Explain what we’re going to do in the Library and what their expectations are for the end of the period. Have 3 articles (2 supporting/1 opposing) annotated Bibliographic information for those 3 articles. Activities: Library: (periods 1&4) Intro to research presentation by Ms. Hamrick.  She’ll be showing them how to access and search through the internet databases for articles regarding gender issues, as well as the possible tools provided through these sites to help them organize their notes. Students will need to find 3 different articles (They should not be the same as their group member’s articles).  2 supporting their side, and 1 opposing their side.  They will then print these out and annotate each article according to these guidelines: Read your article Underline opinions.  For each underlined opinion: i.     Give a counter argument. i.     Give a counter argument. Underline specific facts.  For each underlined fact: Highlight or circle the 2 most significant pieces of information. Hand in your works cited paper that includes the MLA bibliographic documentation for your 3 articles. Whatever annotating students haven’t finished will be homework. Book Group Meeting 3: Have students get into their book groups and have someone get the groups’ book log folder.  I’ll be coming around to check to be sure everyone has his or her journal. Students will be engaging in a Write Chat to discuss the section of the book they read and wrote a journal on for this meeting.  Students will take turns posing the discussion questions they prepared in their journals, and then responding on the write chat sheet with thoughts and responses, using their journal and prepared passage for examples and support. Following the Write Chat student will fill out the log sheet and put all the materials back into their Book Group Folder. Explain Book Group Final Project: Each will be writing about a 100 word summary of their book including a recommendation and then presenting to the class as a group why we should or should not read the book. Each person in the group must give at least one reason and explanation that is different.
Resources	Mini-research assignment sheet Debate assignment sheet book group folders w/ construction paper book group final project assignment independent reading books Ms. Hamrick’s presentation materials computers w/ internet access
Applications, Connections, Extensions	Students will begin researching articles regarding various gender issues in order to prepare for a mini-research paper and debate on their chosen topic.  In their book groups they will be continuing to build knowledge about stereotyping in order to be able to challenge the accepted assumptions regarding gender and relationships.
Inclusive Instruction	Students will have chosen their possible debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also be working in pairs, and so can bounce ideas off of their partner. Student will be discussing a book that they chose to read with their group.  This makes it more likely that they will be engaged with their own interests.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Realtionships

Lesson Title Thursday: Writing Mini-Research Paper & Prep for Debate

Purpose/Goals	Students will be preparing for the debates next week by finding articles to work with, writing abstracts, developing a reasoned opinion statement, and making notes to speak from.
Objectives	I can: Include appropriate documentation for my sources Analyze and defend the credibility of my sources. Explain the main supporting details in a text.
National and Ohio Standards	Writing Process 4.  Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. 10. Use available technology to compose text. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Writing Applications 4.  Write informational essays or reports, including research, that: a. develop a controlling idea that conveys a perspective on the subject; b. create an organizing structure appropriate to purpose, audience and context; c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; d. make distinctions about the relative value and significance of specific data, facts and ideas; Writing Conventions 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation 3. Use correct grammar Research 1.  Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3.  Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
Assessment	Summative Abstracts: Students will have 2 abstracts due at the end of the block today.  They will need to print this off and hand them in.  They will be graded on the MLA documentation, separating and providing key facts from opinion, well thought summary and analysis of articles, and mechanics.
	Formative I will be checking on students throughout the block, helping them focus their writing and format their documentations.
Community Knowledge and Experience	Students will be brainstorming ideas for the debate issues, so they will have a chance to work with something they either already have some knowledge of that they can access, or with something they are interested in or passionate about.  They are also likely to be working with current event and issues.
Procedures including: • Opening • Activities • Closure	Early Release Day Opening: Explain what they’ll responsible for by the end of the block. Write abstract for 1 supporting article Write abstract for 2 opposing article Have MLA documentation for both these articles Activities: In the writing lab working on abstracts Closing: Collect 2 article abstracts
Resources	Mini-research assignment sheet Debate assignment sheet computers w/ internet access
Applications, Connections, Extensions	Students will continue researching articles regarding various gender issues in order to prepare for a mini-research paper and debate on their chosen topic.  They will be writing abstracts to gain information on their chosen topic.  This will lead them into writing an opinion statement and help them gain information for their debate.
Inclusive Instruction	Students will have chosen their possible debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also be working in pairs, and so can bounce ideas off of their partner.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Women, Men, and Realtionships

Lesson Title Friday: Writing Mini-Research Paper & Prep for Debate

Purpose/Goals	Students will be preparing for the debates next week by finding articles to work with, writing abstracts, developing a reasoned opinion statement, and making notes to speak from.
Objectives	I can: Anticipate and address a reader’s potential biases, misunderstandings and expectations. Make my position/opinion clear in my writing using specific details/evidence
National and Ohio Standards	Writing Process 4.  Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. 5.  Use organizational strategies (e.g., notes and outlines) to plan writing. 6.  Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 10.  Use available technology to compose text. 12.  Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. 16.  Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Writing Applications 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; 4.  Write informational essays or reports, including research, that: a. develop a controlling idea that conveys a perspective on the subject; b. create an organizing structure appropriate to purpose, audience and context; c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; d. make distinctions about the relative value and significance of specific data, facts and ideas; e. anticipate and address a reader’s potential biases, misunderstandings and expectations; and f. provide a sense of closure to the writing. Writing Conventions 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation 3. Use correct grammar Research 1.  Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3.  Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). 4.  Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. 5.  Integrate quotations and citations into written text to maintain a flow of ideas.
Assessment	Summative Reasoned Opinion Statement: Students will have a reasoned opinion statement due at the end of the block today.  They will need to print this off and hand it in.  They will be graded on the separating and providing key facts from opinion, how convincing their argument is, how interesting/original their report is, and mechanics.
	Formative I will be checking on students throughout the block, helping them focus their writing and develop convincing arguments. I will also be available to students to help them develop their argumentative statements for the debate and prepare their notes and questions.
Community Knowledge and Experience	Students will be brainstorming ideas for the debate issues, so they will have a chance to work with something they either already have some knowledge of that they can access, or with something they are interested in or passionate about.  They are also likely to be working with current event and issues.
Procedures including: • Opening • Activities • Closure	Opening: Tell students that we’ll be in the lab the first half of the block, and in the library for the second half of the block. Explain what they’ll responsible for by the end of the block. Reasoned opinion Notes for debate SSR Notes for the debate (each person must have) Prepared 2-3 minute argument (different from your partner’s) At least 5 Crossfire questions written down (different from your partner’s) Briefly explain Debate format (we’ll go over this in more detail on Monday) Assign Debate Days:  notes for the debate are due the day you are debating. Activities: In the writing lab 1&3, working on the reasoned opinion statement In the library 2&4, finishing reasoned opinion statement and preparing for the debate. SSR if finished with other work. Closing: Collect reasoned opinion statement
Resources	Mini-research assignment sheet Debate assignment sheet Debate schedule independent reading books Ms. Hamrick’s presentation materials computers w/ internet access notecards paper/pencil
Applications, Connections, Extensions	Students will continue researching articles regarding various gender issues in order to prepare for a mini-research paper and debate on their chosen topic.  They will be writing abstracts to gain information on their chosen topic.  They will be writing an opinion statement and preparing notecards and questions for the debate.
Inclusive Instruction	Students will have chosen their possible debate issues, so they’ll be working with a topic that they at least have some passion for.  They will also be working in pairs, and so can bounce ideas off of their partner.