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A Thematic Unit on Making Difficult Moral Decisions For 11th grade ELA
Presented by Rachael Moore On 12/14/12 for AED 341
Table of Contents --------------------------------------------------------------------------------------2 Overview of Unit Summary--------------------------------------------------------------------------------------------------3 Rational----------------------------------------------------------------------------------------------------3 Project-Based learning--------------------------------------------------------------------------------3-4 Interdisciplinary justification-------------------------------------------------------------------------4 Respect for difference---------------------------------------------------------------------------------4 Assessments---------------------------------------------------------------------------------------------4 Text set----------------------------------------------------------------------------------------------------5 Unit Plan schedule-------------------------------------------------------------------------------------6-24 Handouts------------------------------------------------------------------------------------------------25-28
Overview Summary: Overarching Essential Question: “When is it justifiable to break the rules in order to do what is right?” Essential Understanding: sometimes an individual must go against the popular majority and make a stand based on what is right or just. The topical understanding discusses various literary elements and their role in the novel and the topical question asks how do techniques such as mood and imagery enhance you writing? The culminating project involves students designing and writing a book in which the characters are placed in a situation where they must break the rules for justice and the students will read the book to middle school students. Rationale: 1. Administrators: Students will be able to meet numerous common core standards by engaging in the culminating project as well as engaging in the writing exercises in this unit. By partaking in these assignments, students will develop essential literary techniques such as mood, tone, character development, transitions, and sequencing which will aid them in their writing for the regents. By doing these writing exercises are discussing the unit topic, the students will be able to relate to a relevant situation which interests them and will improve their writing. This will ensure they will perform better on a high stakes assessment. The presentations will also improve speaking skills which are also included in the Common Core Standards. 2. Students: Students will find the topic relevant and relatable because most people are faced with numerous instances in which they must make difficult decisions based on what is right and what is easy. It gives them creative freedom to express their stories and explore a topic that goes beyond a simple textbook theme that stays in the classroom. It can be applied to the real world. By engaging in this unit topic, students can feel a part of the story because they most likely have been through it and they can also have the opportunity to be inspired by other individuals in history who were also faced with these difficult choices and overcame injustice. Students will also be able to utilize essential literary techniques to develop their writing skills as life-long writers and readers. 3. Your colleagues/practitioners of critical pedagogy/empowering education: This unit promotes life-long literacy because it is stepping outside the classroom and forcing students to engage in questions that are difficult and do not have a definite answer. It is promoting empowering literacy because students are being given the chance to instill valuable morals are become role models for the children they are creating these stories for and for each other with their own experiences and beliefs. It is also authentic learning. The skills that are attached to the unit focus on learning how to write a story as well as identify particular elements so that students can develop a better understanding which will carry them throughout their education.
Project-based learning: The culminating project is exclusively problem/project based learning. Having the students grapple with dilemmas without a clear answer is a way for students to go beyond simply regurgitating information from a textbook. Students have an opportunity to become better-rounded and better problem solvers. Barrell explains in Problem Based-Learning: An Inquiry Approach, that problem-based learning is “a way of challenging students to become deeply involved in a quest for knowledge—a search for answers to their own questions, not just answers to questions posed by a textbook or a teacher” (3). He also states that “PBL engages students in life as we know it, full of fascinating problematic situations worth thinking about, investigating, and resolving” (3). He also mentions that students will build from one another’s findings. Interdisciplinary justification: This unit extends perfectly into history. The students research and learn about various historical individuals including Holocaust survivors, a soldier from My Lai, and civil rights activists. This unit plan could be used specifically in conjunction with a U.S. history class in which they discussed the topics of the Civil Rights movement and discuss individuals who broke the laws of segregation in order to obtain equality. Students would watch documentaries and put on a play as those individuals or host a tea party discussing their accomplishments. Respect for Difference: I will provide opportunities for students to analyze how social context affects language by have students read and engage in numerous activities. For example: I would have the students engage in an activity about perspectives in which they would take turns participating from perspectives that included the oppressed and unjustly treated. I will have students reflect on their feelings and empathize with their characters. I will also provide students with readings in which they read propaganda, hate speech, liberating texts of the oppressed, and gain a wider understanding of what it means to respect each other and practice tolerance and acceptance. Assessments: I will know that students are mastering literary skills through their classroom participation and their writing assignments. I will know that they are grappling with and understanding the concept of the unit based on their classroom discussions of the readings. I will incorporate self-assessment for the students by having them reflect on their writing and learning of concepts. I will assess their summative reading skills by having the students take several short quizzes to make sure they are reading. I will also use rubrics so the students, parents, and administrators know what the students are learning and are expected to know based on the instruction from the unit.
Text Set: Oliver, Lauren. Delirium . New York: Harper, 2011. Print. This novel is about a world in which love has been diagonsed as a disease and everyone must be given a cure when they turn eighteen. Lena, Alex, and Hana make numerous sacrifices for each other and are faced with numerous instances in which they must break the rules for what they believe to be right. Baekgaard, Ole. "The Cost of Whistleblowing." Matters of Corporate Conscience (1984). Print. This journal article describes the decision of Stanley Adams to leak information about the unlawful practices of a company he worked for. He was charged with espionage and treason and arrested. This article is relevant because it chronicles the story of a man who was punished for breaking the law in order to do the right thing. Pawluk, Adam, et al. SNCC 1960-1966 Six Years of the Student Nonviolent Coordinating Committee. 24 November 2012 <http://www.ibiblio.org/sncc/lewis.html>. Print. This biography of John Lewis explains how this man challenged segregation laws and was badly beaten and arrested 24 times. This man stood up for what he believed in which was equality of African Americans even though in put his life in jeopardy. He also reflects the goal of the unit which is to demonstrate that sometimes it is necessary to go against what is popular or easy, in order to do the right thing. Rovics, David. David Rovics "Song for Hugh Thompson". 24 November 2012 <http://www.youtube.com/watch?v=ba5y8G_t0BE>. Digital. This song and music video tells the story of Hugh Thompson who was a U.S. soldier and flew a helicopter. He witnessed innocent civilians being massacred in My Lai and disobeyed orders to save many civilians. He broke the rules in order to save the lives of men, women, and children, which is another example in this unit which proves that sometimes it is necessary to break the rules. Scholastic. Interview Transcript: Miep Gies. May 1997. 24 November 2012 <http://teacher.scholastic.com/frank/tscripts/miep.htm>. Print. This interview is of Miep Gies, the woman who hid Anne Frank who was Jewish in Nazi Germany. Gies did this at great personal risk because she could have been shot and killed for doing so. She went against the government’s rules in order to save the life of an innocent child, which again, is the idea behind the unit of breaking rules to do what is right.
Topical or Overarching Understanding And Essential Question
Common Core Standards
Introduction to the unit. Hand out books. Have pictures hung around the classroom of significant figures in history that have broken rules in order to do the right thing such as Rosa Parks. Have students write a description of what they think is occurring and how it makes them feel. Then share what they wrote and have them figure out a common factor. Have students discuss what they know about oppression and unjust situations.
CCSS.ELAOftentimes life is Literacy.W.11-12.3. filled with difficult Write narratives to decisions we must develop real or make and can imagined experiences lead to problems. or events using effective technique, How do you well-chosen details, and decide what is the well structured event right decision to sequencing make? - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
Chapters 1-4 (38 pages) *pages have large text and are relatively short Reading questions: 1. In what ways is love described as a disease? Does this sound like the true effects of love that may be experienced? How or how not? 2. Do you think it is right for individuals to be forced to have the vaccination against love? Why or why not? 3. “You can’t really be happy unless you’re unhappy sometimes” (23). What does this quote mean? Chapter 5 (30 pages) 1. Who are the
Discuss previous There must be a nights reading. “good” and “bad” Introduce concept character in order
CCSS.ELALiteracy.W.11-12.3. Write narratives to
of protagonist versus antagonist and give students worksheets with pictures of a situation in which there is a problem, protagonist, and antagonist and have them identify each. Have them identify the protagonist in Delirum and create their own scenario and identify each.
for the story to be develop real or entertaining. imagined experiences or events using What would the effective technique, world be like if well-chosen details, and there wasn’t any well structured event conflict or sequencing antagonists?
Invalids and what did they do? 2. Do you think the sympathizers did the right thing? Why or why not? 3. What do the sympathizers actions against the vaccination of love say about their beliefs? 4. Do you think Alex is a sympathizer? Provide examples from the chapter for your response.
Have students discuss the reading and reflect on why the sympathizers chose to break the law and why? Have them give examples. Introduce the John Lewis biography text set and have students compare and contrast his actions with that of the sympathizers. Introduce character traits
Sometimes we have to choose between doing what is easy and what is right and an individual’s character determines if or when they will do this. When is it acceptable to break the rules and why?
CCSS.ELALiteracy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate element’s of a story or drama
chart and have students fill out characters in Delirum and their traits. Relate character traits to above discussion and readings. Thursday Continue discussion on character traits. Students will use computers to research articles describing everyday instances in which ordinary people fought for a controversial cause. The students can then present the articles and share their thoughts and relate them to the character traits of these individuals. Students will also write a reflection in their journals. Everyday people CCSS.ELA.Literacy.W.11- Chapters 6-7 can make a (29 pages) 12.7 difference. Conduct short as well as 1. Why do you think Lena is more sustained Is it okay to go risking research projects to against popular breaking answer a question or belief? curfew to meet solve a problem; Alex? narrow or broaden the 2. Do you think inquiry when this supports appropriate; synthesize the idea that multiple sources on the love is subject, demonstrating dangerous, or understanding of the is it a natural subject under part of the investigation human mindset? 3. Do you think Lena is becoming a sympathizer? Why or why not? 4. All the girls in Lena’s class look forward to becoming of age to receive the cure because society has deemed it the right thing to do. Is it ever okay to go against the
Discuss readings. Introduce character development. Distribute a photo to each student from a magazine clipping and have the students give them a name, identify their age, occupation, etc. then pass the sheet and picture to the next student, therefore creating a character and practicing character development.
Thoroughly developing a character makes it easier for a reader to connect with them. Is it better to know everything about a character, or leave some mystery?
CCSS.ELALiteracy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate element’s of a story or dram CCSS.ELALiteracy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation, and its significance, establishing one or multiple points of view, and introducing a narratorand/or characters; create a smooth progression of characters or events
social norm? Why or why not? Chapters 8-9 (35 pages) 1. In this society, the government decides what music, books, and movies you are allowed to watch based on whether or not they mention love. Do you think this infringes upon your personal freedom? Why or why not? 2. What happens at Hana’s house? What reasons does she give for wanting to break the rules and why does Lena disagree? 3. Why does Lena really go to the unauthorized co-ed party?
Topical or Common Core Overarching Standards Understanding And Essential
Discuss the reading and clarify questions. Give a presentation on expositions. Explain the definition and give examples. Students can then create their own expositions of any character they desire. Students may share their creations.
Question Authors use expositions to help an audience connect and develop a relationship with a character. How dose our past define us? Does it?
CCSS.ELALiteracy.RL.1112.3 Analyze the impact of the author’s choices regarding how to develop and relate element’s of a story or drama CCSS.ELALiteracy.W.1112.3b Use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters CCSS.ELA.Literacy.SL.1112.1c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
Chapter 10 (26 pages) 1. Provide an example of exposition in this chapter. What does this character development do for the reader? 2. What does the last sentence in the chapter reveal about Lena and the majority of society? “Curfew [was] about to come down like a giant warm embrace, keeping us all in our places, keeping us all safe” (172).
Discuss readings and point out examples of exposition in the previous night’s homework. Discuss Climax and explain how all sequencing connects with each other and
The climax is like the explosion of a firework. What actually makes something exciting and is it subjective?
Have students bring poems or short stories and have read them.
that it usually is very short and rushed. Give examples through fairy tales and short stories in which students identify the climatic moments. Discuss what makes it climatic. Wednesday Present the students with a presentation on reliable narrators and biasness. Give examples. Have the students use the short stories or poems they brought to detect if the narrator is reliable or not. Explain biasness and how it can affect writing. Give examples of propaganda such as WWII posters. Have the students create their own. Discuss Thursday readings. Students will be presented Narrators can be reliable or unreliable and authors and characters can have various biases which affect the text. To what extent do individuals beliefs weigh on others?
propositions on a topic or issue; clarify; verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELALiteracy.RI.1112.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to power, persuasiveness of beauty of the text.
Chapters 11-12 (24 pages) 1. The government plays a massive role in the control of individual’s lives. What are the pros and cons of this arrangement? 2. What is another example of exposition in chapter 11? 3. What do you think the excerpts in the beginning of every chapter are an example of? Are they informative or perhaps biased? 4. Should we believe everything the government tells us?
Authors manipulate a setting by the use of mood
CCSS.ELALiteracy.RL.1112.3 Analyze the
Create a picture of a scene in the book and portray the mood of the scene.
with opportunities to explore mood and tone after a presentation and explanation by observing examples via movie clips. Then students could be given prompts in the forms of pictures, magazine adds, etc. and from them they can create a scene in which they develop mood and tone.
and tone. To what extent does mood and tone play a part in everyday life?
impact of the author’s choices regarding how to develop and relate element’s of a story or drama CCSS.ELALiteracy.W.1112.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters CCSS.ELALiteracy.W.1112.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome
Students will take a quiz on reading comprehension from the novel thus far. When they are finished, introduce rising action by having students act out a scene. For example, a student is walking to the store. Then continue walking and it starts to get
The climax cannot be reached without the use of rising action. What is the rising action in life and what is the climax?
Chapters 13-14 (35 pages) 1. What is the mood and tone of the raid scene? 2. In what way does the author portray the regulators? 3. What metaphor does the author use to describe the way the teenagers are being beaten? 4. Do you think the regulators used necessary or excessive force? Why?
cloudy. Then it begins to thunder. Next it starts to rain. Continue by building until a climax is reached. Have students read examples from texts and create their own examples with a partner.
Discuss the reading. Hand back quizzes. Have students read the song from the Text set on Hugh Thompson and watch the video as well which is complete with images from My Lai. Have the students discuss and relate his actions and the violence to the regulators. Introduce
Topical or Overarching Understanding And Essential Question Violence is a common occurrence, but sometimes it only takes one person to stand up against it. What would you do in the face of injustice?
Common Core Standards
CCSS.ELALiteracy.RI.1112.5 Analyze and evaluate the effectiveness of the structure an author uses in his/her exposition or argument, including whether the argument makes points clear, convincing, and engaging CCSS.ELALiteracy.RI.11-
Have students write several paragraphs explaining what they would do if they saw someone being treated unfairly and why.
conflict via PowerPoint presentation by demonstrating arguments between individuals and opposing viewpoints as well as conflicting actions. Introduce falling action and explain that it is shorter than rising action, winds down the climatic action because if it stopped after the climax, it would be no real ending. Demonstrate through examples from popular stories and movies. Have students read Roald Dahl’s “Lamb to the Slaughter” and decipher each sequential event. Discuss the reading and describe Lena’s transformation from a conforming member of society, to a law breaker. Students will
12.7 Integrate and evaluate multiple sources of information presented in different media or formats
Falling action is like a flower beginning to lose its petals after it has bloomed. What in our lives constitutes as a falling action?
CCSS.ELALiteracy.RI.1112.2 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
Chapters 15-16 (30 pages) 1. In what ways has Lena’s character transformed? 2. How has the mood changed since the last two chapters?
Characters, just like people, change and adapt when introduced to new variables. Is an individual’s life a
CCSS.ELALiteracy.RI.1112.2 Analyze a complex set of ideas or sequence of events and explain how specific
Write about a transformation in your life or a friend or family member’s.
use a character chart to follow this transformation using character traits. Students will then host a talk show in which they interview Lena, Alex, Hana, and several minor characters, asking them a series of questions. Introduce resolution by explain how it is a conclusion that ties up loose ends in a story. Give example by pointing out texts conclusions such as “Jack and the Beanstalk.” Have students use a piece of construction paper and divide them into sections and label each block with the cooresponding sequential events in a story. Then have them illustrate and write a
individuals, ideas, or events interact and develop over the course of the text
Resolution is like making up with a friend after an argument. Why do humans desire resolution?
CCSS.ELALiteracy.W.1112.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome CCSS.ELALiteracy.W.1112.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or
sentence for each one. Students can have a workshop in which they have stations with all the literary components they have learned in the unit thus far. Students will have worksheets with prompts and helpful hints and practice problems. Students can share and write and practice at each station then reflect at the end of the class. Students will write journal entries explaining what they learned, how/if their writing improved, etc.
characters Without a structured and sequential way of telling a story, it wouldn’t make much sense or be able to capture a reader’s attention. What makes a piece of writing “good?” CCSS.ELALiteracy.W.1112.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome CCSS.ELALiteracy.W.1112.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters CCSS.ELALiteracy.W.1112.3a Engage and orient the reader by setting out a problem, situation, or observation, and its significance, establishing one or multiple
Chapters 17-18 (38 pages) 1. What has Lena began to question about society in chapter 17? 2. What is Lena beginning to realize about the world? 3. In chapter 18, what forbidden activities is Lena experiencing in the Wilds? How is this shaping her character?
points of view, and introducing a narratorand/or characters; create a smooth progression of characters or events
Discuss the readings. Discuss imagery and setting used in the chapters. Then have students write a short poem in What makes which they the perfect incorporate setting? imagery, setting, mood, and tone from the perspective of a character in the novel. Then have the students share and comment on what the literary elements did for their poems.
Topical or Overarching Understanding And Essential Question The setting is affected by mood and imagery. Literary elements feed off each other.
Common Core standards
CCSS.ELALiteracy.RL.1112.3 Analyze the impact of the author’s choices regarding how to develop and relate element’s of a story or drama Literacy.W.1112.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
Chapters 19-20 (35 pages) 1. How does the quote on page 302, “Live free or die” apply to the novel thus far? What does it mean? 2. What type of sacrifice did Alex make for Lena?
Discuss readings. Introduce dialogue by having students speak to one another and demonstrating dialogue. Have students write on the board what it means to live free of die. Have them discuss a time in their lives where they felt their freedoms were at risk. Students will then watch a short documentary on Rosa Parks who is an example of an individual whose freedoms were at stake. Students can compare her story with their own and the novel’s examples and create a dialogue. Discuss reading. Have students perform a skit in which they are forced to make a decision
Having control over one’s life is important for the quality of it. Is life worth sacrificing for freedom?
CCSS.ELALiteracy.RI.1112.7 Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or problem CCSS.ELALiteracy.RL.1112.9 Demonstrate knowledge of eighteenth, nineteenth, and early twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Chapters 21-22 (31 pages) 1. Describe Alex’s exposition that is revealed in chapter 21. 2. What type of sacrifice is Alex making this time for Lena and at what personal risk? What does this say about his character? 3. Chapter 22 reveals that Lena’s mother is alive and is imprisoned for life for refusing the cure. Do you think this is noble for her mother to stand up for her beliefs, or unreasonable? Why?
It is up to an individual to choose whether or not to make a sacrifice for another person. Do morals play
CCSS.ELALiteracy.SL.1112.1 Initiate and participate effectively in a range of collaborative
Write a dramatic monologue in which you explore a moral dilemma.
whether or not to make a significant sacrifice in order to help another person. Then have a discussion why the students made the decision they did. Introduce dramatic monologue and demonstrate through examples by reciting an viewing an example from a play. Then have them turn their responses in the discussion into dramatic monologues for homework. Have students read a text set in which Miep Gies chronicles her story about hiding Anne Frank at extreme personal risk. Discuss what it means to put your life on the line for another human being. Have the students write letters to an individual about
a part in choosing whether or not to make a sacrifice for a person?
discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
An ordinary person can alter a person’s life. Can one person change the world?
CCSS.ELALiteracy.RI.1112.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Chapters 23-24 (25 pages) 1. Lena’s family lied to her about her mother’s death. Is ignorance really bliss? 2. When discussing escaping into the wilds with Alex for good, Hana questions whether or not it would be better to go ahead with the
a time where they made a sacrifice for another person explaining what they did and why? Introduce components of a letter including the opening and closing and how to speak in a formal tone versus an informal tone. Give examples by speaking to students in both ways.
Discuss the reading. Work with the idea of perspectives. Discuss how people and characters are all different and opinionated and have different beliefs and motives. Have students write from different perspectives facing a moral dilemma. For example: have students write from the point of view of an individual who
Gaining a new perspective helps a reader understand the text better. How does empathy make us human?
CCSS.ELA.Literacy.SL.1112.1c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of propositions on a topic or issue; clarify; verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. CCSS.ELALiteracy.W.1112.1 Write arguments to support your claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
cure so that emotions and pain would be dulled. Do you think it would be? Why or why not? 3. “Love: It will kill you and save you, both” (395). Explain this quote.
Read the article from the text set about whistleblowers and write several paragraphs from both Adams and LaRoche’s perspective explaining their actions and motivations.
has no money and who just stole food from the grocery store. This helps students develop empathy and strengthens their writing abilities. Week Five Lesson Topical or Overarching Understanding And Essential Question Perspectives alter a text and provide the reader with a broader view of a topic. Would your perspective change in a different setting? Common Core Standards Homework
Give students a reading quiz. Afterwards, continue to work with perspective by having the students get into groups and take a character from the novel and change their gender or their occupation. Have students present and reflect on how this changed the tone and plot. Discuss the reading. Distribute excerpts from Romeo and Juliet and have the students
CCSS.ELALiteracy.SL.1112.1b Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed
Chapters 25-26 (20 pages) 1. How is Shakespeare’s Romeo and Juliet similar to Alex and Lena’s journey in these chapters? 2. What sacrifice does Hana make for Lena while she is strapped to her bed after being caught with Alex? Why does Hana make this sacrifice?
Emotions are a powerful human characteristic especially love which can make us
CCSS.ELALiteracy.RL.1112.9 Demonstrate knowledge of eighteenth, nineteenth, and
Chapter 27 (23 pages) 1. Alex stood up against society and did what he thought was right. What did he do for Lena? How has he helped her?
make a Venn diagram expressing the similarities and differences. Discuss why love makes us act irrationally at times. Have students give examples of other texts where love makes us act “crazy.” Students can free write about what it means to be human and have emotions and relate it to the text. Discuss reading. Have students brainstorm individuals who have made a sacrifice for what they believed in or for love. Introduce how to write an article and how to remain politically correct by giving examples. Have the students write opinion articles on what would or would not
sacrifice for the ones we love. What are we capable of when under emotional stress?
early twentieth century foundational works of American Literature, including how two or more texts from the same period treat similar themes or topics
2. What would you do if you were Alex? Lena?
Doing what is right is not always easy. How far would you go to stand up for your beliefs?
CCSS.ELALiteracy.W.11121d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Watch a documentary on Martin Luther King Jr. and relate it to the novel or write or illustrate a connection to the text.
have happened if they decided not to take a stand. Have students reflect on the power of fighting for what is right and for what they believe in. Introduce the structure and purpose of an epilogue by distributing excerpts of epilogues and having students take notes. Students will spend the class period writing an epilogue explaining what happened after Lena escaped into the Wilds as Alex was killed. Students will use the same tenses and tone as well as the same language as the character. Show YouTube video demonstrating and explaining what a documentary is and how to create one. Students will create a mini
Students will learn that a character’s language and the grammatical writing style affect the book. Is it possible for a character to change if his/her language style changes?
CCSS.ELALiteracy.W.11121d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Students have opinions and stories which can contribute to a discussion because their beliefs and experiences are valuable.
CCSS.ELALiteracy.SL.1112.5 Make strategic use of digital media in presentations to enhance understanding of findings,
video documentary in which they explain what it means to do the right thing, if it is right to break the rules to do what is right, and the students will also give an example from their lives or a friend or family members.
What do we have to offer one another from our life experiences?
reasoning, and evidence to add interest.
Illustrate A Role Model
Project: o Write and illustrate your own book centering on a character facing a situation in which he or she must choose to break the rules to do the right thing. You will present these stories to eighth children from a local middle school. Step 1: o Create a moral lesson for the eighth grade students to follow by choosing from a variety of dilemmas that a child can relate to. - Example: You see a classmate being bullied, but the bell is about to ring and you will be late for class and penalized by your teacher. Step 2: o Provide an explanation why it is okay for your character to break or bend the rules under their specific circumstance Step 3: o Write a story centered on this character and their moral dilemma which includes the essential components of a story such as: plot, rising and falling action, exposition, setting, character development, a conflict, and a resolution. o Your story needs to be appropriate for your audience and engaging Step 4: o Illustrate your book Step 5: o In addition to a rubric, you will be assessed through a reflection after you have completed your book and presented to the middle school students. o The reflection will include a detailed description of your writing process, what you have learned, and what lessons can be taught from this assignment.
Objectives: You should be thinking about how to convey the answers the following questions in your book as you write: o o o o o o Goals: o o o o o o o o To improve creative writing To use visual elements to supplement your writing To use sequences (rising and falling action, climax, resolution, etc.) To write for a purpose and an audience To practice public speaking To interact with the community To achieve a sense of ownership and pride in your writing To broaden your sense of morality through listening to your classmates stories How do authors get me to feel like I am following the story smoothly? How does an author make me feel attached to and identify with a character? How do authors get a book to make sense? How does an author make me feel upset or happy in a book? What does it mean to make a sacrifice? When is it alright to break the rules?
5 Exceeding expectations
4 Above expectations
3 Meets Expectations
2 Approaching expectations
1 Below expectation
CLARITY COHESION THESIS ENLIGHTENMENT ON TOPIC
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s) Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s)
- an excellent and wellthought out moral dilemma exists with an excellent understanding
- a considerably well-thought out moral dilemma exists with a solid understanding
- a partially wellconstructed dilemma exists but there are some moderate flaws
-little understanding is demonstrated with the moral dilemma or there is no clear dilemma
- There is no central moral dilemma in the book
SUPPORT: DEVELOPMENT RELEVANCE CONTROL
- scenes are well developed with excellent detail
-scenes are considerably well-developed with good detail
-scenes are somewhat developed but lack significant detail
- scenes are not well-developed and lack detail
-scenes are not developed and are incomplete with no detail
GLBOAL ORGANIZATION/ COHESION CONTROL TRANSITION Organization: the extent to which the response exhibits direction, shape, and coherence
-demonstrates excellent use of transitions - Use of sequencing shows excellent understanding and makes book easy to follow - Book includes a rising action, conflict, plot, character development, climax, falling
- demonstrates considerable fluency using transitions - Use of sequencing is considerably fluent with only minor errors - Book includes almost all of the essential elements
-demonstrates a partial use of transitions and book is lacking fluency in some spots - Use of sequencing is partially fluent and readable with several errors - Book is missing 2 elements
-demonstrates little understanding of transitions leading to a book which is somewhat difficult to follow -use of sequencings is only partially understood and makes book difficult to follow -book is missing 3 or more
-demonstrates no usage of transitions and book is almost impossible to follow - concept of sequencing is not understood and book is very difficult to follow - Book includes none or almost no elements
action, and resolution VOICE AUDIENCE/PURPOSE/TONE SENTENCE VARIETY USAGE - Book is written with the correct target audience in mind - Word choice demonstrates complete understanding and appropriatene ss for audience demonstrates an excellent use of various sentences and structures No grammatical, spelling, or punctuation errors in book. - Book is pretty well targeted towards correct audience with some minor discrepancies - word choice demonstrates considerable understanding of target audience -demonstrates a almost excellent use of variety of sentences and structures - book is somewhat targeted towards the correct audience with several discrepancies -word choice demonstrates partial understanding of the target audience - demonstrates a satisfactory use of sentence variety
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety
elements making the book confusing - Book has no distinct audience or has numerous serious discrepancies. - Word choice demonstrates little understanding of target audience - demonstrates little variation of sentences often repeating and using incorrectly
- Book is inappropriate for target audience - Word choice is inappropriate for target audience Demonstrates little to no sentence variety
Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage
1-3 grammatical, spelling, or punctuation errors in book.
Several grammatical, spelling, or punctuation errors in book.
Many grammatical, spelling, or punctuation errors in book.
Unacceptable amount of grammatical, spelling, or punctuation errors in book.
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