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Unit Name: What Affects Our Identity

Lesson #10
Name of Lesson: The Attack Game
Goals and Objectives:
Goals: Students will review and discuss the book in detail.
Objectives: Students will review questions about the book and discuss with their group what the
correct answer is for the question.
State Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explici

tly as well as inferences drawn from the text. (910.RL.1)


By the end of grade 9, read and comprehend literature, including stories, dramas, and poe
ms, in the grades 9 text complexity band proficiently, with scaffolding as

needed at the high end of the range. (9.RL.10)


Delineate and evaluate the argument and specific claims in a text, assessing whether the r
easoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning. (910.RI.8)
Materials and Tools:

Materials: Students will need dry eraser markers, a white board, sheets of construction paper, and
crayons.
Procedures:
Motivational/ Anticipatory Set: (8 minutes)

The teacher will write on the board What do you think about the book so far? What are

common predictions that you are making about the book?


Students will walk in the classroom, complete their daily journal prompt and quickly talk
to their dialogue partners about the previous reading.

When they have completed both of those tasks, the teacher will start putting students into
groups randomly. Seven students in a single group and there should be about four groups
total.

Activity 1: The Attack Game (42 Minutes)

After students are placed in their groups, the teacher will give five minutes to the groups
to draw a shape, object, or castle on a piece of paper. After completing this, students will

place their drawing on the white board with regular tape.


The teacher will discuss the game with the students. The teacher is going to have the
review questions and the answers.
o The teacher will randomly pick a group to go first and ask them a review question
for Graceling. The group gets the question right then they chose another group to
attack (to signal an attack, the teacher will draw an X next to the groups picture).
If the group gets the question wrong, their group will be attacked instead.
Whoever has the least attack points wins and will be awarded with candy, free
homework passes, or something that the students agree on (that fits the budget).

Closing: Exit Ticket (5 minutes)

Students will write on a piece of paper if this game was a good review or if they think it
did not go well. Students will also write suggestions to improve this game, like more time

or less time or better prizes.


Homework: Students will read chapter 21 and chapter 22.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The assessment will be the attack game because students are going to
have to answer questions about their readings in order to do well.
Troubleshooting: Provide an extra copy of the questions and answers and if students are being
too rowdy, their group will be attacked for misconduct.

Reflection:

The Attack Game: Questions and Answers


(Answers can be similar and not exact, just focus on the main point)
1. What is the relationship between Po and Katsa?
a. Acceptable answers: couple, dating, or a no strings attached relationship
2. Why does Katsa finally decide to leave King Randas court?
a. Acceptable answers: she did not want to kill people anymore or she did not want
to be controlled by him anymore
3. What is Pos actual gift?
a. Acceptable answers: mind reader or reads thoughts that are about him
4. What does Giddon want to ask Katsa and her response?
a. Acceptable answers: He wants to marry her, she refuses
5. How does Katsa figure out that Po is a mind reader?
a. Acceptable answers: She figures it out when she hears Giddons opinion of Po
6. What does Randa do when Katsa leaves his court?
a. Acceptable answers: He threatens her but does nothing to stop her
7. Why did Katsa not follow Randas orders about arranged marriage?
a. Acceptable answers: She doesnt believe that the man should be punished for the
kings benefits
8. Why did Po hide his true grace from Katsa and the others?
a. Acceptable answers: His mother thought his life would never be his own and he
would never have friends
9. Who is being considered for kidnapping Pos grandfather?
a. Acceptable answers: King Leck or people from Sunder
10. What does the markings on Pos arms mean?
a. Acceptable answers: They are decoration for his future wife.
11. What does the rings on Pos fingers mean?
a. Acceptable answers: They symbolize his parents, siblings, future wife or future
children
12. What does Katsa think about the father and brothers being responsible to protect the
young women?
a. Acceptable answers: She thinks every woman should be able protect herself
13. Describe the peoples reaction to King Leck and Pos reaction to him.
a. Acceptable answers: They believe he is a fair and just king, Po knows they are
lying when they state he is not responsible for the kidnapping.
14. What is King Lecks suspected grace?
a. Acceptable answers: That every word that comes out of his mouth is true, even if
it is lies.
15. What is Katsas view on marriage and children?
a. Acceptable answers: She never wants to marry and never wants to bear children

Unit Name: What Affects Our Identity


Lesson #10
Name of Lesson: From an Atlas of a Different World Poem
Goals and Objectives:
Goals: Students will be analyzing poems and connecting them to the reading.
Objectives: Students will analyzing a poem and discuss what they think it means. Students will
also create their own poetry, using blackout poetry.
State Standards:

Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of

specific word choices on meaning and tone (910.RI.4)


Determine an authors point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose. (910.RI.6)
Materials and Tools:

Materials: Students will need copies of the poem, what it means handouts, and pens or pencils
with black markers.
Procedures:
Motivational/ Anticipatory Set: (8 minutes)

The teacher will write How does your perspective of Katsa change when you figure out
that her grace is not killing? on the white board. The teacher will be handing out both

the poem and handouts before the students walk in.


The students will write about their prompt in their daily journals and quietly discuss with
their dialogue partners about the reading.

Activity 1: Reading of From an Atlas of a Different World (10 minutes)

The teacher will quietly play background music while reading the poem aloud to the

students. Students will be listening and not writing.


The second time reading through the poem tell the students to highlight or underline any
phrases or words that they like and give a brief comment on why.

Activity 2: What it Means Activity (15 minutes)

Students will meet with the person closest to them to discuss the poem, while filling out
the handout. Students will share what they liked or disliked about the poem and go over
the sections they highlighted or underlined.

Activity 3: Blackout Poetry (12 minutes)

Students will work with the partners they are already paired with and will blackout some
of the words with a black marker. They can blackout anything they like and they will try
to make a poem from the remaining words with their partner or individually if they like.

Closing: Presentation (10 minutes)

Each student or group will share their blackout poetry with the class. After presenting, the
students will write a sentence or two about how their poem changed or if it still had the
same message. Homework will be to read chapter 23 and chapter 24
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The evaluation will be the students presenting their blackout poetry and
turning in their what does it mean handouts.
Troubleshooting: The teacher will quickly model with the classroom if the students are having
difficulties with the assignment.
Reflection:

From an Atlas of the Different World:


By Adrienne Rich
I know you are reading this poem
late, before leaving your office
of the one intense yellow lamp-spot and the darkening window
in the lassitude of a building faded to quiet
long after rush-hour.
I know you are reading this poem
standing up in a bookstore far from the ocean
on a grey day of early spring, faint flakes driven
across the plains' enormous spaces around you.
I know you are reading this poem
in a room where too much has happened for you to bear
where the bedclothes lie in stagnant coils on the bed
and the open valise speaks of flight
but you cannot leave yet.
I know you are reading this poem
as the underground train loses momentum and before running
up the stairs
toward a new kind of love
your life has never allowed.
I know you are reading this poem by the light
of the television screen where soundless images jerk and slide
while you wait for the newscast from the intifada.
I know you are reading this poem in a waiting-room
of eyes met and unmeeting, of identity with strangers.
I know you are reading this poem by fluorescent light
in the boredom and fatigue of the young who are counted out,
count themselves out, at too early an age.
I know
you are reading this poem through your failing sight, the thick
lens enlarging these letters beyond all meaning yet you read on
because even the alphabet is precious.
I know you are reading this poem as you pace beside the stove
warming milk, a crying child on your shoulder, a book in your
hand
because life is short and you too are thirsty.
I know you are reading this poem which is not in your language
guessing at some words while others keep you reading

and I want to know which words they are.


I know you are reading this poem listening for something, torn
between bitterness and hope
turning back once again to the task you cannot refuse.
I know you are reading this poem because there is nothing else
left to read
there where you have landed, stripped as you are.

What it Says:

What it Means:

Why it Matters:

Unit Name: What Affects Our Identity


Lesson Number #11
Name of Lesson: The Details
Goals and Objectives:
Goals: Students will observe the overall details in Graceling, then start writing their details for
their final project.
Objectives: Students will analyze, discuss, and observe the details in the required text. Then
students will focus on the details in their story.
State Standards:

Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objecti

ve summary of the text. (910.RI.2)


Analyze in detail how an authors ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (910.RI.5)
Materials and Tools:

Materials: Students will need a copy of Graceling, the details handouts, and writing utensils.
Procedures:
Motivational/ Anticipatory Set: Daily Journaling (8 minutes)

The teacher will write What is your favorite part of the book so far? What do you enjoy
the most? on the whiteboard, while passing out the details handout to students as they

walk in.
Students will complete their daily journal and quietly meet with their dialogue partners to
discuss the reading.

Activity 1: The Details Activity (12 minutes)

The teacher will be modeling this assignment along with the students. The teacher will
ask volunteers to talk about characters, plot, themes, quotes, and symbolism in the book

Graceling.
Students are encouraged to make similar notes based off the teachers or they can just
copy the notes exactly. This activity will be beneficial for the students when they are
creating their own story.

Activity 2: The Details activity Students (20 minutes)

Students will work individually to create their own fictional story, using the handout as a

helping guide for their own story.


The teacher will be monitoring the classroom, helping students whoever needs a little
additional help.

Closing: Reflection Paragraph (5 minutes)

Students will write a reflection on their brainstorming activity and will need to at least
write four or five sentences on their ideas.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The evaluation will be the handout students will be turning in.
Troubleshooting: The teacher will spend extra time on explaining the worksheet and comparing
it to the model if students are having difficulties.
Reflection:

Unit Name: What Affects Our Identity


Lesson #12
Name of Lesson: Criminal Minds Profiling
Goals and Objectives:
Goals: Students will identify terms, analyze them, and create a brainstorm web.
Objectives: Students will identify and analyze criminal minds profiling terms for serial killers.
Students will then create their villain/ serial killer, analyze the perfect victim for that killer, and
start working on a part of their final project.
State Standards:

Use words, phrases, and clauses to link the major sections of the text, create cohesion, an
d clarify the relationships between claim(s) and reasons, between reasons and evidence, a

nd between claim(s) and counterclaims.


Develop the topic with chosen, relevant, and sufficient facts, extended definitions, concre
te details, quotations, or other information and examples appropriate to the audiences kn
owledge of the topic.
Materials and Tools:

Materials: Students will need a profiling terms handout, laptop for video clip, and a copy of
Graceling.
Procedures:
Motivational/ Anticipatory Set: Daily Journal and Video Clip (8 minutes)

The teacher will write What do you think of King Lecks true motives? What strikes you
as the most disturbing about this character? on the white board. The teacher will start
handing out the profiling terms for each student and making sure that the video clips
plays correctly.

The students will complete their journals and quietly discuss with their dialogue partner

about the previous reading.


Once that has been completed, the teacher will show the video clip to the class and
explain that King Leck is a kind of serial killer. The students will be profiling him just

like the profilers on Criminal Minds.


Link: https://www.youtube.com/watch?v=LPNvATtE3vA&index=3&list=WL

Activity 1: Profiling Terms Activity (12 minutes)

Warn students ahead of time, stating that this activity will be about serial killers and
descriptive terms to analyze that said killer. If a student is very uncomfortable with this
activity, they will be able to leave and go to the library, however they will have to turn in
a makeup assignment, such as brainstorming their final project or a worksheet that goes

over the chapters covered.


Students will group into pairs by whoever is closest to them or by numbering off the
students. The students will then read over the terms and pick at least five terms that can
be used to describe King Leck. His serial killer tendencies show up on page 293-294. The
students need to use a quote for each term to support their claim.

Activity 2: Creating their own Serial Killer/ Villain and Victim Activity (25 minutes)

Students will then work individual and start working on their villain/ serial killer for a
part of their final project. Students will pick terms from the profiling page and start
creating said fictional character. After they have a main idea of what terms they are going

to use, they are going to create the perfect victim that goes along with their killer.
Remind students that this is a fictional creative writing assignment. They are going to
create a good versus evil story using their scenes and hero/ heroine from previous
activities started. Students will write how the hero found the villain and how the hero
saves the victim, like how Po and Katsa saves Bitterblue. It is not expected to be graphic

nor is it expected to go into great detail about these serial killer tendencies. It is expected

to simply use the terms mentioned while making sure the victim fits.
When it appears that everyone has decided on terms, students are going to start
brainstorming their fictional story by focusing on beginning, rising action, climax, falling
action, and the ending. It has to be at least five pages.

Closing: Exit Ticket (5 minutes)

Students will write on a piece of paper what terms they are planning to use for their story

and their overall map of their story.


Homework will be to continue working on their story.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The evaluation will be what the students turn in to the teacher and the
exit ticket.
Troubleshooting: Make copies of worksheet if students are uncomfortable with this assignment
and check that the video works before class.
Reflection:

Criminal Minds Profiling Terms:


Anger Excitation Behavior A classification of sexual violence motivated by arousal at the
suffering of the victim.
Anger Retaliatory Behavior A classification of excessive sexual violence motivated by revenge
over imagined wrongs.
Anthropophagy Cannibalism. This often occurs in murders that incorporate vampirism.
Arranged Crime Scene A disposal site where an offender has arranged the body and other items
to serve as a ritual fantasy, sometimes done to humiliate the victim and/or shock whoever might
find the body.
Assault An unlawful physical attack on someone often indicating a sexual assault or serious
injuries due to blunt force.
Behavioral Evidence Forensic evidence which suggests certain behaviors used to profile an
UNSUB.
Bipolar Disorders A group of mood disorders which consist of recurrent cycles of manic and
depressive behavior.
Blitz Attack The delivery of overpowering force, usually performed in a manner of surprise so
as to incapacitate a victim or deliver a death blow.
Borderline Personality Disorder Instability in relationships, job, mood, and self-image,
including uncontrolled flashes of anger, impulsive behavior, and self-mutilation.
CODIS Combined DNA Index System used by the FBI for data/information center.
Compulsion A strong, usually irresistible urge to perform a particular act, especially one which
is irrational and/or contrary to ones will.
Criminal Profiling The use of observation of a crime scene, or crimes scenes, and the pattern of
crimes to determine investigatively relevant characteristics of the perpetrator; it is used as a
guide for police and other authorities to narrow down a list of suspects and devise a strategy for
questioning.
Delusion A false belief based on an incoherent inference about reality.
Devolution The process by which an UNSUB begins to lose control, falling in a downward
spiral, unable to control their urge to perform a particular offense brought about by the trauma of
their offenses. The rapid movement from Organized to Disorganized.

Disorganized Offender a person who commits a crime haphazardly or opportunistically, using


weapons found at the scene and often leaving clues. (MOs are typically more difficult to
discover, and Signatures harder to find.)
Dissociation Detachment from an idea or location which alters normal organization of
thinking. This can lead to a loss of identity and/or consciousness.
Dissociative Identity Disorder/Multiple Personality Disorder This disorder is characterized by
more than one personality sharing the same body; it is often used by defense attorneys to relieve
their client of the responsibility of any wrong-doing.
Eviscerate To disembowel. This is generally done as a means of sexual excitement for a killer
and as a way for an offender to shock whoever will discover the body.
Geographic Profiling Using aspects of a geographical relationship among crime scenes and
victims to infer offender characteristics.
Home Invasion An offense occurring while the residents are home.
Homicidal Triad The three things all serial killers have in common in their background. They
are, arson (setting small fires when young), urinesis (bedwetting), and harming animals.
Insanity A legal term for a mental disease or defect that if present at the time of a crime
absolves the person of responsibility.
Kevlar Vest - bullet proof vest designed to "catch" a bullet in a web of very strong fibers. These
fibers absorb and disperse the impact energy that is transmitted to the vest from the bullet,
causing the bullet to deform or "mushroom". Additional energy is absorbed in each successive
layer of material in the vest, until such time as the bullet has been stopped.
LDSK Long Distance Serial Killer, is an offender who shoots their victims in order to create
panic and fear; often improperly referred to as a sniper.
Love Map The developmental representation or template formed in ones mind depicting the
idealized lover or idealized situation for which intimate relationships occur. In Serial Offenders
(such as rapists and serial killers) the love map is adversely affected during puberty by
environmental and biological occurrences, creating a skewed and distorted perception of love
and how it should occur.
Masochism A psychological disorder in which sexual gratification is derived from receiving
emotional and/or physical abuse.
MO (Modus Operandi) An offenders method of carrying out an offense.

Narcissistic Personality Disorder An enduring pattern of behavior characterized by excessive


attention to oneself, grandiose thinking, and need for admiration. It can include a high level of
vanity, and manifests itself in extreme acts of selfishness, with an inability to admit fault.
NCAVC National Center for the Analysis of Violent Crimes.
NCMEC National Center for Missing and Exploited Children.
Necrophilia Erotic attraction to, and sexual contact with, dead bodies.
Obsession A compulsive preoccupation with an idea or an unwanted feeling or emotion, often
accompanied by symptoms of anxiety.
Organized Offender A person who commits a planned crime, in a premeditated manner, leaving
few to no clues. This type of offender may also carry a kit to a potential crime scene, and will
generally choose their victims with precise specifications.
Paraphilia Any group of psychosexual disorders characterized by feelings, fantasies or
activities involving non human objects, or non consenting partners, such as children or pain and
humiliation administered to ones self and/or partner, and other sexual deviations.
Philia A tendency toward a particular thing which border on, or are, full blown obsessions,
preoccupations, that tend to be anti-social.
Post Traumatic Stress Disorder (PTSD) A psychiatric disorder that can occur following the
experience or witnessing of life-threatening events such as military combat, natural disasters,
terrorist incidents, serious accidents, or violent personal assaults like rape.
Power Assertive Behavior Using aggression to restore an offenders self-confidence, authority,
and control.
Power Reassurance Behavior Behaviors used to restore self-confidence through low aggression
means, suggestive of a sense of inadequacy.
Profiler In this case, a Criminal Profiler, is a mental health professional and/or law enforcement
officer with behavioral science training who helps determine the traits of an Unknown offender
from aspects of the victim and crime scene.
Psychopath Personality disorder defined by long-term unsocialized criminal behavior by a
person who feels no guilt or remorse and is inclined to never stop such behavior.
Psychosis A major medical disorder in which a persons ability to think, respond,
communicate, recall, and interpret reality is impaired. The person shows inappropriate moods,
poor impulse control, and delusions. Often confused with insanity, which is a legal term, and
psychopathy, which is a character disorder.

Sadism A psychological disorder where sexual pleasure is derived from inflicting pain on
others.
Schizophrenia A group of disorders manifested in delusions, disturbances in language and
thought, mood shifts, and maladaptive behaviors.
Script The specific things an offender forces a victim to say and/or perform in order to fulfill a
ritual scenario.
Signature Evidence found at a crime scene which is a specific need of the offender but is not
necessary for the crime itself.
Sociopath A person with behavior identical/similar to a psychopath, but the personality was
forged by social forces and environment during the maturing process.
Souvenir See Trophy.
Staged When a crime scene is set up to look like one type of crime in order to mislead and
investigation and cover up another crime, i.e. when a fire is set to cover up a murder.
Stalker One who follows and observes, persistently, another, usually out of obsession or
derangement.
Stressor The specific incident which drives an offender over the edge to commit a crime.
Threat Assessment The process by which Profilers research a particular threat, and determine
the intent, scope and magnitude of a particular threat or offender.
Token See Trophy.
Trophy A personal item taken from a victim and kept by the offender in order to be used as a
memory aid for the offender to relive the crime.
Try-Sexual A term used to describe an offender who has no preference or type of sexual victim.
They will try anything.
UNSUB (Unknown Subject) The term used by Profilers in lieu of a suspects name.
ViCAP (Violent Criminal Apprehension Program) A data information center used by the FBI to
collect, sort and analyze information about crimes and their perpetrators.
Victimization An act that exploits someone or makes a victim of them, such as child
pornography, molesting a child or sexually assaulting any person or child.
Victimology The study of a victim, or all victims, in order to discover clues and information in
regard to the offenders opportunity and selection process. (Why this particular victim at this
particular time?)
Vivisect To dissect a living body, human or animal

Unit Name: What Affects Our Identity


Lesson #13
Name of Lesson: Peer Review of Creative Fiction Story
Goals and Objectives:
Goals: Students will analyze and discuss their final papers.
Objectives: Students will analyze and offer suggestions about another students paper to help
them improve their writing. Students will discuss what they really enjoyed or what confused
them about their partners paper.
State Standards:

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or tryi
ng a new approach, focusing on addressing what is most significant for a specific purpose
and audience. (Editing for conventions should demonstrate command of Language standa

rds 13 up to and including grades 910.) (910.W.5)


Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifyin
g any fallacious reasoning or exaggerated or distorted evidence. (910.SL.3)
Materials and Tools:

Materials: Students will need a completed rough draft of their final creative story and peer
review handout.
Procedures:
Motivational/ Anticipatory Set: Daily Journaling (8 minutes)

The teacher will write what do you think is the best part about your story? The part that
needs the most work? on the white board and start passing out the peer review handout.

Students will come into the classroom and complete their daily journal. Students will then
be divided into four groups and pass their paper to a member of the group until everyone
has received a different persons paper.

Activity 1: Peer Review (45 minutes)

Students will read and complete the peer review handout, while mentioning small
comments about the things they enjoyed or the things they were confused on, while being

supportive and offering suggestions.


The teacher will supervise the classroom and will keep an eye on time. When the students
have commented and finished reading the students paper, they will rotate and receive a
new paper to comment on. The teacher will aim for ten or fifteen minutes before
suggesting that they rotate.

Closing: Exit Ticket (5 minutes)

Students will write a sentence or two about what they would like to improve about their
paper or what they learned from this process.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The evaluation will be the peer review handouts that they will turn in to
the teacher and their exit ticket.
Troubleshooting: Students will provide extra copies of the handout for students, with multiple
colors of pens.
Reflection:

Peer Review Handout:

Unit Name: What Affects Our Identity


Lesson #14
Name of Lesson: Final Project Presentation
Goals and Objectives:
Goals: Students will present their presentations to the classroom.
Objectives: Students will analyze and comment on other students presentations respectfully.
State Standards:

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence

and to add interest. (910.SL.5)


Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each sour
ce. (910.SL.2)
Materials and Tools:

Materials: Students will both their final creative story that has seen multiple peer reviews, along
with their visual representation of their story.
Procedures:
Motivational/ Anticipatory Set: Daily Journaling (8 minutes)

The teacher will write after completing the entire book, what do you think is Katsas true

identity is in the novel? What influences the change of identity? on the white board.
Students will complete their final daily journal and turn in the entire notebook to the

teacher.
Students will also turn in their previous dialogue letters along with their finished copy of
their creative fiction story.

Activity 1: Presentation (42 minutes)

Students will start sharing their presentations with their classmates, each presentation
should be about five minutes or less. Students will be listening respectfully and the
teacher will intervene if students are not paying attention and being respectfully.

Closing: Exit Ticket (2 minutes)

Students will write a sentence about a presentation they enjoyed the most and why.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The evaluation will be the presentations along with the students
finished creative story.
Troubleshooting: If there is a computer problem, the teacher will have someone look at it while
students with no technology required will go first.
Reflection:

Visual Aid/ Media Presentation Rubric (Teachers Only)


Visual Aid Rubric
Name: __________________________________________________________________________

Category
Presentatio

10 Points

9-8 Points

7-5 Points

4-2 Points

0 Points

THE VISUAL

THE VISUAL

THE VISUAL AID

THE VISUAL

THE VISUAL

AID IS VERY

AID IS

IS

AID MAKES

MAKES NO

SMOOTH AND

SMOOTH

UNDERSTANDA

SOME SENSE

SENSE OR IS

EFFECTIVE.

AND

BLE BUT IS A

BUT IS

NONEXISTED

THE AID IS

EFFECTIVE
THE AID IS

BIT JUMBLED
THE AID IS

CONFUSING.
THE AID

THERE DOES

WELL

MOSTLY

PLANNED

LOOKS HASTY

NOT SEEM TO

PLANNED

WELL

AND RUSHED

BE AN AID AT

AND LOOKS

PLANNED.

Effort

ALL.

IT.

Connection THE AID

THE AID

THE AID IS

THE AID'S

THE AID HAS

REALLY

REALLY

CONNECTED TO

CONNECTION

NO

HELPS

HELPS

RESEARCH.

TO RESEARCH

CONNECTION

AUDIENCE TO

AUDIENCE

IS CONFUSING

TO RESEARCH

UNDERSTAN

UNDERSTAN

OR SLIGHTLY

OR THERE

D RESEARCH.

HARD TO

SEEMS TO BE
NO AID
THIS AID

to Topic

Creativity

THIS AID IS

RESEARCH.
THIS AID IS

IT'S OBVIOUS

UNDERSTAND.
CREATIVITY,

SO

CREATIVE!

THAT

SHMEATIVITY

DOES NOT

SOME THOUGHT

SEEMS TO BE

EXIST OR

WENT INTO IT,

THIS AID'S

COULD HAVE

BUT NOT TOO

ATTITUDE.

JUST AS

CREATIVE!!

MUCH EFFORT.

EASILY BEEN
DONE BY
BLINDFOLDE

Overall

NEAT!

NEAT! OH!

NEAT! HMMH!

HMMH!

D HAMPSTERS
HUH???

NEAT!

COOL!

NOT PERFECT,

WHAT?

TOTALLY

NEAT!

BUT GETTING

CONFUSING

CONFUSING

OOHH!!

THERE

AND

OR MISSING

UNCLEAR

IN ACTION

WOW!!

WHY THIS
WAS THE
VISUAL

Total

Unit Name: What Affects Our Identity


Lesson #15
Name of Lesson: Final Project Presentation Continued and Discussion
Goals and Objectives:
Goals: Continuation of the presentations and students will have a small discussion.
Objectives: Students will analyze the presentations and will participate in discussion about
anything about the required text.
State Standards:

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence

and to add interest. (910.SL.5)


Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally), evaluating the credibility and accuracy of each source. (9
10.SL.2)

Materials and Tools:


Materials: Students will need their finished projects, stories, and will need a laptop.
Procedures:
Motivational/ Anticipatory Set: Turning in Projects (5 minutes)

Students that will present today will be turning in their final papers to the teachers.

Activity 1: Presentation (10- 15 minutes)

The students will present their visual representation of their own story as other classmates
will listen respectfully.

The teacher will intervene if students are not paying attention and fill out the rubric from
the lesson above.

Activity 2: Discussion (25 minutes)

The teacher will ask the students what they enjoyed the most from the unit,

presentations, or favorite part of the book and why.


Students will discuss these questions by mostly volunteer based and if students do not
want to participate or discuss these questions, they will start working on the reflection
paper.

Closing: Reflective Paper (10 minutes)

As an exit ticket, students will write two paragraphs about the overall unit and focus on
identity. How did their opinions change and how they did not change on identity.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The evaluation will be the overall project and their completed stories,
along with their paper.
Troubleshooting: Students will decide whether to participate in the discussion or start working on
their reflection.
Reflection: