Week Five Plans

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Peace and War

Lesson Title Monday: True War Story

Purpose/Goals	In this lesson students will be reading “How to Tell a True War Story” and be pulling criteria from the chapter.  They will then use this criteria to judge the quality of the war stories we have looked at so far.
Objectives	I can: Determine evaluative criteria based on readings Apply specific criteria to evaluate a piece of text
National and Ohio Standards	Reading Applications: Informational, Technical and Persuasive Text Standard 2.  Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. 5.  Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. 6.  Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. Reading Applications: Literary Text Standard 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. Writing Process Standard 1.  Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Writing Applications Standard 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.
Assessment
	Formative Students will be developing a list of criteria for judging war stories and then using that criteria to evaluate whether or not Saving Private Ryan is a true war story.  I’ll be assessing them on how well they can apply the criteria we discussed as a class to their own interpretation of the movie.
Community Knowledge and Experience	With the opening discussion students will be linking applications of criteria they probably already use to be able to find criteria for judging the war stories.  They may also end up being able to evaluate war stories told by friends and family members for truth.
Procedures including: • Opening • Activities • Closure	Opening: Discuss rating things based on criteria.  How do you determine if a song is “good?”  How about a “car?” Music based on lyrics, drumbeat/rhythm, overall message, band record label, etc. Car based on price, gas mileage, make, model, color, passengers, radio, etc. Activities: Read Chapter: Have students get copies of The Things They Carried. Read “How to Tell a True War Story” During reading have students notate (write down quote, or page number) every criteria they come across. After reading, ask students to volunteer the criteria they found.  Write this on the SmartBoard (so it can be saved for later use). Remind students that this criteria will be useful for some of the choice projects, so they may want to copy down the list. Judge Saving Private Ryan: Have students pick at least 5 criteria to use in explaining why Saving Private Ryan is or is not a true war story.  Should be about a  page response Have students underline the 5 criteria they are using in their response. Closing: Remind student to put their names on their responses and turn them in. Remind students that their first 10 points are due by Wednesday, and that Wednesday will be a project work day, so they should bring any materials they need with them.
Resources	SmartBoard Audio recording of chapter Novels Paper/pencil
Applications, Connections, Extensions	Students will be learning criteria for judging the validity and truth of war stories.  This may be useful for some of their choice projects or their final paper.  They may also be able to judge the truth of family members’ or friends’ war stories.
Inclusive Instruction	The nature of the student choice projects is inclusive.  Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them. Students will also be able to make their own decisions about whether or not the movie is a true war story.  Also, since we’ll be listening to the audio recording of the chapter, it will aid those students who are better aural learners.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Peace and War

Lesson Title Tuesday: Historical Lens Notes, “Tommy,” and Veteran Discussion

Purpose/Goals	In this lesson students will be learning how to analyze a text through the historical lens.  They will get to practice the strategies we learn by reading the poem “Tommy” in both its original form and its updated form. We will then move onto a discussion regarding the treatment of veterans and watch a movie clip that connects to this discussion as well as provides students with an exemplary model for one of the choice projects.
Objectives	I can: Explain the assumptions and strategies for analyzing a text through the historical lens. Apply the strategies for analyzing a text through the historical lens. Make connections to multiple texts and knowledge sources in a discussion
National and Ohio Standards	Reading Applications: Literary Text Standard 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. 5.  Analyze variations of universal themes in literary texts. 7.  Compare and contrast varying characteristics of American, British, world and multi-cultural literature. 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 Applications Standard 6.  Produce informal writings (e.g., journals, notes and poems) for various purposes. Communications: Oral and Visual Standard 1.  Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 5.  Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.
Assessment
	Formative Students will be turning in their thoughts on how the time period may have changed the poem “Tommy.”  This will show an application of the historical lens. Students will also be turning in their discussion notes.  This will allow me to see how they progressing with their understanding of veterans of wars
Community Knowledge and Experience	Many students have friends and family members who are currently in the armed forces or are veterans of war.  The discussion about veterans will be especially applicable to them, and as there are veterans in the community at least partially applicable to everyone.
Procedures including: • Opening • Activities • Closure	Opening: Activities: Historical Lens Notes: Have students get out their guided notes sheets.  Project notes onto the SmartBoard Walk through the 3 Assumptions about the Historical Lens and the 3 Strategies for analyzing a text through the Historical Lens, having students fill out their notes sheet at the appropriate spots. Ask if there are any questions about the historical lens right now. “Tommy” Have student get textbook and turn to page 1020 for the poem “Tommy” Read the biographical information from the text book.  Share additional information from http://www.kipling.org.uk/rg_tommy1_p.htm and  http://www.kipling.org.uk/kip_fra.htm Share information on the background of the term/name Tommy and the time frame of the text. Listen to recording of “Tommy” by Rudyard Kipling Have students talk with a partner to come up with ideas on how reflected the views of people at that time (WWI).  Write these ideas down on a sheet of paper (each person) Share ideas as a class. Read updated version of “Tommy” by Patrick Campbell RM Ask students to think about how the updated poem compares to the original by Kipling.  Have them write down 3 ways new context may have changed the poem, referring to specific quotes from the poem. Discussion of Veterans of War: Lead from the discussion of the two “Tommy” poems into a discussion about how veterans are treated when they come home from war.  Some possible questions: Ask for background knowledge.  How were WWI vets treated?  WWII?  Korean War? Vietnam War?  Gulf War?  War on Terror? What effect did the war have on the soldiers?  The families?  The U.S.?  The foreign country? Have students write down they’re best contribution to the discussion or something new that they learned through the discussion. Movie Clip (10 min): Project Example: Segue from discussion of veterans to “Do you want to know more?”  One of the choice projects is an interview, or a movie.  Here’s an example of a short movie that a high school student made for a scholarship contest in California. Show “A Vietnam Veteran’s Experience” Closing Remind students to put their names on “Tommy” and discussion notes and turn them in. Remind students that their first 10 points are due tomorrow, and that it will be a project workday, so they should bring any materials they need to work with them.
Resources	Textbook “Tommy” recording updated “Tommy” text SmartBoard Len Guided Notes file Extra copies of guided notes handouts Movie clip projector
Applications, Connections, Extensions	Students will be applying what they’re learning about veterans to the texts we’re reading later in the unit.  Also the movie clip will serve as an exemplar of one of the students choice projects.
Inclusive Instruction	The nature of the student choice projects is inclusive.  Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them. We will also be listening to a recording of the “Tommy” poem, which will aid students who learn better aurally.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Peace and War

Lesson Title Wednesday: Lab Work Day

Purpose/Goals	Today is a work-day for students.  They have their first 10 points of choice projects due at the end of the block.  This is also the only workday/planned lab time before the choice project presentations.  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	Summative Students will be turning in their first 10 points of choice projects today.  This is part of their final unit grade.
	Formative Students will be turning in their first 10 points of choice projects today.  This will give me a chance to give them some feedback before they turn in the rest of their points for the unit.
Community Knowledge and Experience	Students are working with topics related to war.  They are all likely affected in some way by war and are being given the opportunity to express that in a variety of ways.  Allowing students to manage their own time is also an important skill for them to have in the real world.
Procedures including: • Opening • Activities • Closure	Opening Remind students they’ll be working on choice projects today.  At least 10 points are due by the end of the block. Let students know there are no more in-class work days between now and presentations on the 28th. Show some project exemplars.  Visual poem, comic strip, maybe others? Students will need to be able to tell me what they’re working on in order to head down to the lab. Activities Students will be working in the lab both periods.  At the end of 1&3 they will need to show me their progress.  We will be going back to the room to work if students aren’t working and move ahead with tomorrow’s readings. Due at the end of the block is at least 10 points worth of choice projects. Closing Have students turn in choice projects. Remind students there are no more in-class work days between now and presentations on the 28th.
Resources	Computer lab Extra copies of choice project options Rubrics for choice projects
Applications, Connections, Extensions	Students will be working on their choice projects.  Depending on what the project is they can expand on it in different ways.
Inclusive Instruction	The nature of the student choice projects is inclusive.  Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.  Students will be able to work at their own pace during this lab time.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Peace and War

Lesson Title Thursday: “On the Rainy River,” draft journal

Purpose/Goals	Students will be listening to this chapter.  They will then be working groups and applying some of the criteria we discussed on Monday for what makes a true war story to determine why this chapter is included in the novel, or why O’Brien had never told it before.  Students will then be connecting the story to their own life’s by writing a journal response to the idea of the draft.
Objectives	I can: Apply criteria for a true war story to evaluate a text. Make personal connections to a text and write a response based on those connections.
National and Ohio Standards	Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard 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 Standard 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. 5.  Analyze variations of universal themes in literary texts. Writing Process Standard 1.  Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2.  Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 5.  Use organizational strategies (e.g., notes and outlines) to plan writing. Writing Applications Standard 1.  Write reflective compositions that: a. use personal experiences as a basis for reflection on some aspect of life; b. draw abstract comparisons between specific incidents and abstract concepts; c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and d. move from specific examples to generalizations about life. 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.
Assessment
	Formative Students will be turning in a response journal for the chapter.  They will be connecting their lives and beliefs to the text
Community Knowledge and Experience	When the males in the class register to vote (which many of them are old enough to have done already) they will also register for the draft.  If the draft were ever reinstated it is also quite possible that women would also have to register.  This will provide students with an opportunity to consider what would happen if the draft were reinstated while making connections to the text.
Procedures including: • Opening • Activities • Closure	Opening Remind students of the criteria for a true war story, and that in novels, every chapter is included for a deliberate reason.  They should think about this while we’re listening to the chapter. Activities “On the Rainy River” Have students get books and open the chapter “On the Rainy River” on page 39. Listen to the audio recording of the chapter (44 min) Stop recording at annotated places in the text and have students write responses. Overflow: Have students get with a few people around them and discuss for a few minutes to brainstorm ideas for why they think this chapter was included in the novel.  Then have them share their top reason with the class.  Let the class discuss. Have students write a journal with the prompt “If the draft were reinstated today and you were drafted to go to war in the Middle East, what would you do?  Why?  How would you feel about going to war?  Why? Closing Remind students to put their names on their reading responses and other work and turn it into the tray.
Resources	Audio recording of chapter Copies of novel Pencil/paper
Applications, Connections, Extensions	This will give students a chance to develop brainstorming for a possible extension for a choice project such as a short story or movie.
Inclusive Instruction	The nature of the student choice projects is inclusive.  Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them. We’re listening to the audio recording of the chapter.  This will aid students who are better aural learners.

Subject Area Contemporary Literature

Title of unit (of which this lesson is a part) Peace and War

Lesson Title Friday: Deconstruction Notes, “Spin,” “Dulce Et…”

Purpose/Goals	Students will be learning about the deconstruction lens and applying the strategies they learn to the chapter “Spin”.  They will then being using the TPCASTT and a previously learned lens to analyze “Dulce Et Decorum Est”
Objectives	I can: Explain the assumptions and strategies for analyzing a text through the deconstruction lens. Apply strategies for examining a text through tan appropriate lens
National and Ohio Standards	Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard 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 Standard 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. 5.  Analyze variations of universal themes in literary texts. Writing Process Standard 1.  Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2.  Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 16.  Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Writing Applications Standard 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; 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; 6.  Produce informal writings (e.g., journals, notes and poems) for various purposes.
Assessment
	Formative Students will be turning in their analysis of “Spin.” This will give me a chance to look at these and give them feedback before they write their critical lens paper next week. Students will also be turning in their TPCASTT sheet on “Dulce Et…” which will give them practice tying all sorts of analysis together and practice choosing which lens they want to choose for analysis.  I will be able to give them feedback on this sheet.
Community Knowledge and Experience	The deconstruction lens is a useful tool for students to have when they are determining the reliability of various stories, including news in the media.  It gives them some idea of how to identify things that don’t necessarily match up or make sense.
Procedures including: • Opening • Activities • Closure	Opening Activities Deconstruction Notes Have student get out their guided notes sheet.  Project notes onto SmartBoard. Walk through the 3 Assumptions about the Deconstruction Lens and the 3 Strategies for analyzing a text through the Deconstruction Lens, having students fill out their notes sheet at the appropriate spots. Ask if there are any questions about the deconstruction lens right now. “Spin” Have students get copies of The Things They Carried out and open to “Spin” on page 31. Read “Spin.”  During the reading students should be focusing on the strategies for deconstruction listed on their guided notes. After reading have students analyze “Spin” through the deconstruction lens by answering the following questions: What things are opposed in the chapter?  Give several examples. Of those oppositions, which things seem to be favored, carry more weight, or have more power?  Why? What are some examples of evidence that proves that the favoring you found is wrong? How would the chapter read differently if the oppositions were reversed? Why? What is left out of the text?  What are the gaps and contradictions that make the text confusing or difficult to understand? What in the text is vague, or indeterminate, and doesn’t lead you to a solid conclusion?  Give several specific examples. Remind students to put their names on the questions sheet and turn it into the tray “Dulce Et Decorum Est” Have students put away The Things They Carried and get a text book.  Open to the poem on page 989. Read the bio info preceding the poem. Read the poem aloud. Pass out TPCASTT sheets.  Students should pick one of the three lens we’ve learned about and use that as well as any other strategies we’ve practiced to guide them in filling out the TPCASTT sheet.  They need to write extended responses to each heading and say what lens they are using to guide them. Closing Remind students to put their names on their TPCASTT sheet and turn it in. Anyone who didn’t finish can complete the sheet for homework over the weekend and turn it in on Monday.
Resources	The Things They Carried novels “Spin” questions textbooks TPCASTT worksheets
Applications, Connections, Extensions	Working with the deconstruction lens is a preliminary step for students to prepare them for writing their critical lens paper.
Inclusive Instruction	The nature of the student choice projects is inclusive.  Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them. We’ll be working with guided notes, helping those students who need some help with processing and remembering that kind of heady information.  The practice applying the strategies in class will help students.