11/3/22 Lesson Internalization

Teacher: Kapp Course: ELA 11

Project/Unit Title: Los Angeles Uprising ‘92
Twilight: Los Angeles, 1992
Essential Question for Unit/Project:
Was what happened in LA in ‘92 a riot, rebellion or revolt?
How do we change racist systems, particularly generational systems?
Who’s telling the story and how do we know what’s true?
What is documentary theater?
Focus Standards for Unit:
● CCSS.ELA-LITERACY.RL.11-12.1
● 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.
● CCSS.ELA-LITERACY.RL.11-12.2
● Determine two or more themes or central ideas of a text
and analyze their development over the course of the
text, including how they interact and build on one
another to produce a complex account; provide an
objective summary of the text.
● CCSS.ELA-LITERACY.RL.11-12.5
● Analyze how an author's choices concerning how to
structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
● CCSS.ELA-LITERACY.W.11-12.1
● Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
● CCSS.ELA-LITERACY.SL.11-12.1.C
● Propel conversations by posing and responding to
questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.

Unit Final Product/Summative Assessment:

Choose : Research and write a short story (historical fiction) that takes place during the uprising (including
specific literary devices and elements) or
Choose an essay topic:
1. Explore the idea of one of the section titles in the play Twilight: Los Angeles, 1992 and how that
idea plays out through 3 interviews.
2. Using evidence from interviews in the text to argue whether the uprising was a revolt, rebellion or
riot.

Focus Standard(s) for Lesson: Learning Objective:

● CCSS.ELA-LITERACY.SL.11-12.1.A
● Come to discussions prepared, ● I will ask provocative questions and engage in
having read and researched deep discussion of the “War Zone” section of
Twilight: Los Angeles,1992 while listening and
 material under study; explicitly draw
on that preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, well-
reasoned exchange of ideas.
● CCSS.ELA-LITERACY.SL.11-12.1.C
● Propel conversations by posing and
responding to questions that probe
reasoning and evidence; ensure a
hearing for a full range of positions
on a topic or issue; clarify, verify, or
challenge ideas and conclusions;
and promote divergent and creative
perspectives.
Time Learning Experiences
10 min Go over socratic seminar
questions and ask the teacher
about anything students might
not understand beforehand
10 min Go over Learning Objective
Go over proper Discourse
engagement procedures
45 minutes Students engage in Socratic
Seminar asking questions and
referencing evidence to back up Students do:
their discussion points
Be sure to include some
translations for ELL to allow
them to ask questions
10 minutes Students reflect on their
participation in the Socratic
Seminar
interacting in discussion with my colleagues.
Guiding Question:
How can I remain most present and listening?
How can I respectfully engage with my colleagues in
deep discourse?
Teacher & Student Actions
Teacher does:
● Checks in with students to see if there are any
additional questions
Students do:
● Students go over questions and evidence on the
worksheets they filled out the day before
Teacher does:
● Asks students about the learning objective
● Go over proper procedures for Socratic Seminar
and successful discourse -- provide sentence
stems and have them projected on board
Students do:
● Students explain how the learning objective is
relevant and possible purpose.
Teacher does:
● Guides the discussion
● Students each ask a question and engage in the
discussion
Teacher does:
● Presents questionnaire to have students reflect
on what they have learned
Students do:
 ● Reflect on their experience with the discussion

Resources
Student Facing Resources: Filled out Socratic Seminar Question Sheets, Twilight: Los Angeles,
1992 text
Teacher Facing Resources: Socratic Seminar instructions, Twilight: Los Angeles, 1992 text