Julie+Lesson+Plans


 * Lesson Plan 1: Stepping Into //The Things They Carried// **
 * 1. ****Purpose of the Unit/Concept (Long Term Goals)**

· Students will explore the social, ethical, and civic implications of war · Students will be able to develop an understanding of the art of story-telling · Students will be able to write their own story.


 * 2. ****Objectives for This Lesson (Short Term Goals)**

· Students will be able to identify elements and methods of characterization. · Students will be able to identify narration strategies and patterns. · Students will be able to explain connections between their personal lives and communities using the characterization methods discussed in class.


 * 3. ****Processes/Procedures for Students**

· Before the lesson begins, students will be able to briefly voice comments and questions regarding the reading of Chapter 1, “The Things They Carried." ·  Students will receive a Unit Packet containing the following worksheets: o  a homework and topic schedule for the unit o  a blank character chart o  a blank dichotomy chart ·  Two students will volunteer for the following envisionment-building activity. One student will be the “recorder,” and the other will wear the “backpack.” ·  As the teacher reads the text excerpt out loud, the teacher will put the items named (or representative substitutes) into the backpack that one volunteer is wearing. The other student will record the items on the board in a chart mirroring the character charts the students have in their packets. ·  The seated students will follow along with the reading in their books and copy the information on the board into their character charts. · After the teacher is finished reading the excerpt, students will be asked to comment on their impressions of this “second” reading (as they should have read the section for the first time as homework) and will be able to come try on the backpack in order to get a sense of the physical weight that the soldiers in the story carried on their backs.
 * Activity 1: Slow Reading/Envisionment-Building to “Step Into” the Novel; Modeled Use of Character Chart Worksheet**

· The class will be then broken up into six groups (with 3-4 students in each group), and each group will receive an excerpt from the chapter. · The students will work together to fill in the character chart in the way that was demonstrated on the board using the information in their excerpt. The students will also identify the “topic sentence” the author uses to categorize the items listed in each selection. One member of the group will be asked to write this information on the board. · Students will also work together to highlight the excerpt. They will use one color to indicate text where the author lists information (such as the items carried by the soldiers) and another color to indicate the text where the author tells a short story about the characters. Students will record short summaries of these stories in the appropriate places in their character charts and on the board. · Students will use the information in the chart on the board to further fill in their charts. · After each group is finished, the teacher will collect the highlighted excerpts and tape them in a line across the board so that the students can visually see the pattern of the author’s narration tactics. · Students will be able to voice comments or questions related to these activities.
 * Activity 2: Working in Groups to Identify Elements of Characterization and Narration**

· Students will be called on to orally answer questions regarding chapter content (see “Processes/Procedures for Teachers”) · Students will receive separated overt instruction on characterization and the author’s use of personal items to imply character traits and values. · Students will be called on to orally answer questions regarding the author’s style and organization (see “Processes/Procedures for Teachers”) · Students will receive separated overt instruction on the author’s use of narrative tactics and patterns · For homework, students will be assigned to make a “representative collage” of their “backpack” that they would take if they were going to war or on a long and difficult journey. The actual visual can be a collage of images, drawings, or any other type of visual representation. On the back of the collage the students will write a short paragraph naming the personal items they chose to take with them and briefly describing their reasons for choosing those items. · The students will receive an assignment sheet detailing the activity and the elements that students are required to include (see attached).
 * Activity 3: Scaffolded Discussion to Formatively Assess and Support Student Understanding of Author’s Characterization and Narration Strategies**


 * 4. ****Processes/Procedures for Teacher**

· As preparation before class: o The teacher will assemble the Unit Packets for students (see attached). o The teacher will collect the items (or representative substitutes) that are listed in the excerpt to be put in the backpack. o The teacher will draw the character chart on the board as it appears on the worksheet. · As an introduction to class, the teacher will ask students to briefly voice comments and questions regarding the reading of Chapter 1, “The Things They Carried” (read for homework). · The teacher will distribute the Unit Packets and will give a brief introduction to the worksheets contained within it. Only the Character Chart will be used for this lesson. · The teacher will give separated overt instruction on how to fill in the Character Chart. · The teacher will ask two students to volunteer. One will be the “recorder” and another will wear the backpack. · The teacher will read the excerpt (see attached), and will instruct the “recorder” to fill in the Character chart on the board with the information in from the excerpt. · The teacher will instruct the other students to follow along with the reading in their books and to fill in their own character Charts form the packet. · As the teacher reads the lists of items found in the Excerpt, she will place the corresponding items (or representational substitutes) in the backpack that the other volunteer will wear. · When the teacher has finished reading the excerpt, she will ask students to comment on what they have experienced in this second reading and while filling out the charts, and she will invite students to come up and try on the backpack to be able to physically experience the weight that the soldiers in the novel carry. · The teacher will also ask students to orally identify the intangible things named in the list that that the soldiers “carry.”
 * Activity 1: Slow Reading/Envisionment-Building to “Step Into” the Novel; Modeled Use of Character Chart Worksheet**

· The teacher will divide the class into six groups (of 3-4 students each), and each group will receive a different excerpt from the chapter (see attached). · The teacher will instruct the students to work together to fill in their Character Charts using the information from the excerpt in the way that was modeled on the board. · The teacher will identify the “topic sentence” from the excerpt that she read and will instruct students to find the “topic sentence” in each of their excerpts. · The teacher will instruct each group to choose a member to record their notes in the appropriate columns on the board chart. · The teacher will also instruct the students to will work together to highlight the excerpt. Using the excerpt that she has read, she will model the highlighting activity. She will use one color to indicate text where the author lists information (such as the items carried by the soldiers) and another color to indicate the text where the author tells a short story about the characters. She will instruct students to make the sane distinctions on their excerpts and to record short summaries of the stories in the appropriate places in their character charts and on the board. · When the groups have all recorded their notes on the board, the teacher will instruct all students to fill in their charts using the information on the board chart. · The teacher will ask students to voice any comments or questions relating to this activity. · The teacher will then collect the highlighted excerpts (one from each group) and tape them in a horizontal (and chronological) line across the board so that the students can visually see the patterns of the author’s narration tactics.
 * Activity 2: Working in Groups to Identify Elements of Characterization and Narration**

· The teacher will call on students to orally answer the following questions regarding chapter content: o Which character does this chapter focus on? o Why do you think the author chooses to focus on this character in the first chapter? o How does the author categorize the things that the soldiers carried? o How could you categorize these things differently? o Why might the soldiers carry items that were not “necessary”? o What do the items reveal about the personalities of the soldiers? · The teacher will provide separated overt instruction on characterization and the author’s use of personal items to imply character traits and values. · The teacher will call on students to orally answer the following questions regarding the author’s style and organization: o Is the chapter as a whole more like a story or a list? o How does the chapter combine the use of stories and listing? o What effects does this combination produce? o What element or recurring theme does the author use to unify the chapter? o How can you describe the author’s narration pattern so far? o What might you predict to see in future chapters? · The teacher will provide overt instruction on the author’s use of narration tactics and patterns of organization. · For homework, the teacher will instruct students to make a “representative collage” of their “backpack” that they would take if they were going to war or on a long and difficult journey. The actual visual can be a collage of images, drawings, or any other type of visual representation. On the back of the collage the teacher will tell students to write a short paragraph naming the personal items they chose to take with them and briefly describing their reasons for choosing those items. · The teacher will give students an assignment sheet detailing the activity and the elements that students are required to include (see attached).
 * Activity 3: Scaffolded Discussion to Formatively Assess and Support Student Understanding of Author’s Characterization and Narration Strategies**

· Large backpack · Items in backpack (or representational substitutes) to correspond with: can opener, pocket knife, heat tabs, wristwatch, dog tags, mosquito repellent, chewing gum, candy, cigarettes, salt tablets, packets of Kool-Aid, lighters, matches, sewing kits, Military Payment Certificates, C Rations, 2-3 canteens of water (15-20 lbs); canned peaches and pound cake, toothbrush, dental floss, bars of soap, tranquilizers, steel helmets (5 lbs.), standard fatigue jackets and trousers, jungle boots (2.1 lbs.), 3 pairs of socks, can of Dr. Scholl’s foot powder, dope (6-7 oz.),condoms, diary, comic books, illustrated New Testament, hatchet, flak jacket (6.7 lbs.), compress bandage, poncho (2 lbs.) · Worksheets for Unit Packet (see attached): o a homework and topic schedule for the unit o a blank character chart o a blank dichotomy chart · Copy of excerpt to be read and highlighted by teacher (see attached) · Copies of 6 excerpts to be read and highlighted by students (see attached) · 20 (or number sufficient for students in the class) assignment sheets (see attached) · 6 highlighters of one color · 6 highlighters of a different color · dry-erase markers or other tool for writing on the board · tape · (optional) class glossary and resource station (described in greater detail in unit rationale)
 * 5. ****Materials Needed**


 * 6. ****Assessment**

The concepts introduced in this lesson will be quantifiable assessed through the creative representation of a “backpack” that the students will make and the paragraph that they will write accompanying their visual. The backpack will be graded on the following criteria: quality of visual representation: sufficient number of items included in representation, presence of one abstract concept visually represented, visible creative effort applied to assignment; quality of paragraph: explanation of objects and concepts represented, explicit connections made between personal values and objects, correct use of conventions. This grade for this assignment would not constitute a large percentage of the student’s grade, as the purpose of this activity is to make connections between what the student has learned about characterization and manifestations of personal and community values through objects.

Student understanding will be formatively assessed over the course of the lesson through the teacher’s monitoring of student comments, student work in groups, and student answers to the conceptual questions asked at the end of the lesson. The overarching aim of this lesson is to help students step into the story world of the book and to begin to prepare to meet the author’s unique and potentially unfamiliar narrative style. This lesson is therefore in many ways an extension of the introduction to the unit, and focuses on envisionment and inciting student curiosity and awareness in regard to the text. The work that the students do for the worksheets in the Unit Packet will be periodically assessed for completion through notebook checks over the course of the unit.


 * 7. ****Accommodations**

This assignment at the end of the lesson is particularly designed to accommodate the expression of the multiple cultural backgrounds of the class community. It is possible that some students will be offended by some of the content of this lesson and of the book as a whole. Accommodations for those students are discussed in the larger rationale for the unit. Accommodations can also be made for students with special needs during the group work section of the lesson. During this time the teacher will be able to individually assist those students who may be having difficulty with the assignments or concepts behind them. The visual demonstration at the beginning of the lesson will be helpful to ESOL students who might have difficulty with the specialized vocabulary. The class glossary and resource station described in the unit rationale will be helpful to ESOL and other students who have difficulty with the vocabulary of the novel or with the cultural references present throughout. The teacher might also explain to students that understanding every detail of every military term is not essential for understanding the concepts of the novel, and she might want to review strategies for using context clues to understand text sections with unfamiliar vocabulary. On an individual level, this sort of review would help a student develop confidence early on in the reading and prepare him or her for further readings in the unit. The teacher should be available to discuss the assignment with students at some point either before or after class or during lunch/break.


 * 8. ****Rationale**

The objectives for this lesson are a response to the importance of the envisionment-building “Stepping Into” stance described by Judith Langer. The first chapter of the novel contains a high density of specialized vocabulary and lists of items that may confuse or overwhelm students, therefore inhibiting their entry into the story world. The visual demonstration with the backpack slows down the reading so that students can contemplate each of the objects that the soldiers carry. This slowing down is especially important with reading lists because the structural nature of a list accelerates reading. Actually seeing the objects and being able to feel their physical weight allow students to place themselves in the position of the soldiers. The contents of the lists in the chapter now take on visceral meaning, and students begin to connect themselves with the characters of the novel.

The chapter also introduces a relatively high number of characters in association with specific objects and anecdotes, and yet the style of organization provides for a very disconnected characterization process. The activities of this lesson are designed to slow the reading down and give students directive in their second reading of certain sections of the chapter. The Character Chart is an organizational tool that condenses the elements of characterization found in the chapter into a manageable space and format. The chart also provides a resource that students can refer back to as they re-encounter characters throughout the book. They can use the chart to quickly review character traits and will be able to synthesize character descriptions and developments over the course of the novel. From this point of synthesis they can then use the textual evidence they have gathered in the chart to infer themes or concepts embodied by the characters and their experiences. Students will also develop a sense of continuity that will contrast with the author’s fragmented construction of the book, and this contrast can later be a jumping off point for thematic inference.

The elements of characterization and structure of narration were chosen for this lesson because they pose the biggest threat to the understanding and reading flow of the students. However, though elements of the narrative style (lists and short anecdotes) are identified and a visual tracking of the organizational pattern is presented, the narration style is not overly explained in this lesson. This is so as not to overload the students with technical or theoretical information when they are just beginning the book. This lesson aims to simply make students aware of the narrative style so that they are prepared for unfamiliar tactics and therefore will not be completely disoriented when they encounter them (such as in the very next chapter of their reading). Addressing this potential disorientation helps with the “Stepping Into” process of reading.

The lesson plan provides periodic opportunities for students to voice comments or questions on the readings. No scaffolding is provided during these “mini discussions” because work as been done over the course of the first semester to orient students to this practice. (See TLA Chapter?)

The activity for which students create their own “backpacks” is designed to allow students to express their personal and cultural values while forging an emotional connection with the characters. By placing themselves in the position of “choosing,” they will see gain an understanding of objects as representations of emotion/personality/value, and will be able to translate this experiential knowledge into an understanding of literary characterization that will enhance their envisionments of the characters in the novel.


 * 9. ****Sunshine State Standards Met**

**Ch. 2 & 3: Love and Spin **  For the day covering these two chapters, the students will be introduced to the Dichotomy Chart, and will receive brief separated overt instruction on the definition of dichotomies. They engage in a class brainstorming session to explore possible meanings of the words “Love” and “Peace,” and will compare their definitions to those of the author in these chapters. They will be asked to continue to fill in the columns for other conceptual words with their own ideas and examples from the text. This will be an ongoing process throughout the course, and the purpose of this class is to prepare students to critically evaluate the author’s use of these conceptual words. This lesson will also introduce students to the idea of creation of memory through storytelling. The author uses the operative word “Spin” as a title chapter, and some students may need clarification of this term. The students will have the opportunity to voice any questions or comments regarding the reading so far, as the narrative structure has gotten tricky and there are some graphic images in the third chapter that may be distressing for students. This class period will allow for informal discussion of any student concerns, and extra time will be dedicated to silent reading.

** Lesson: “On The Rainy River” Day 1 **
 * Purpose of the Unit/Concept (Long Term Goals)**

· Students will explore the social, ethical, and civic implications of war · Students will be able to develop an understanding of the art of story-telling · Students will be able to write their own story.


 * Objectives for This Lesson (Short Term Goals)**

· Students will be able to define challenging vocabulary found in the excerpt. · Students will be able to define the cultural reference terms contained in the excerpt and describe personal and cultural values that are attached to these references. · Students will be able to identify personal and cultural influences in their own lives, and will describe how these influences reveal certain values. · Students will be able to apply the critical lens of Deconstruction to their reading.


 * Processes/Procedures for Students**

· Prior to the lesson, the students will have been assigned the reading of this chapter for homework, so the context and material of this lesson will not be unfamiliar. · At the beginning of class students will be able to briefly voice any comments or questions they have regarding the reading thus far. · One student will be asked to volunteer to //slowly// read the excerpt out load to the class. · As the student in reading, the teacher will record the cultural references from the excerpt in a column on the board in the first column of a previously drawn four-column chart. · The other students will make their own charts mirroring the chart drawn on the board, and will fill in the first column of the chart with the terms the teacher records as they follow along with the reading. · After the student is done reading the excerpt, the students will voice any comments or questions they have regarding the excerpt, and will be asked to offer any knowledge they have regarding the terms listed on the board. · The teacher will go down the list of terms and ask students for brief definitions of each, supplying explanations where the class appears to be unfamiliar with a reference. · Students will be told to take brief notes in the second column and to ask for clarification when needed so that the teacher and class collaborate together to create a cultural context for the excerpt.
 * Activity 1: Overt Instruction and Discussion to Establish Cultural Context**

· Students will be divided up into small groups (about 4 students in each group). · The students will observe as the teacher models the following process for the first term on the list and describes how the students will categorize the terms by highlighting them with different colors. · Students will then collaborate with their groups to write (in the corresponding place in the third column) the cultural/personal values that they think each item on the list represents. · Students will highlight each term (using different colors for classification) based on whether it refers to: 1) the narrator’s personal life; 2) the cultural time period in which this part of the story takes place; 3) something that is stereotypically representative of “American life;” 4) something that goes beyond the American cultural setting/is more universal. The teacher will be sure to emphasize that these classifications are subjective, and that group members should discuss their reasons for the possible categorization of each term. · In the fourth column the students will then indicate which “shore” this person or reference would be on in terms of persuading the narrator in his decision. Again, students will be reminded that there are not necessarily “right” answers and students will benefit from being able to discuss their reasoning. · When the groups have finished, the class will reconvene to compare the various charts. Students will engage in informal discussion and sharing of the discoveries they have made during this process, and will respond to the differences between their charts and those of other groups.
 * Activity 2: Group Work to Investigate Embedded Meanings in Cultural Terms**

· To end this lesson, the teacher will ask the class to brainstorm controversial issues/difficult decisions that students are facing today. Ideas will be recorded on the board. · Students will make their own charts listing the people/cultural characters that influence them and make up the “audience” of their own lives. · Students will identify several people/cultural elements that represent all the four categories described in Activity 2. · Students will write some of the values and expectations associated with each person on their list. · Students will select one of the issues from the brainstorming list (or will be allowed/encouraged to think up another). · Students will determine which side of the issue each person on their list would be on, and will identify those on the list that would be neutral or ambivalent. · Students will write a one-page reflection in which they discuss the effect of cultural and community influence on their personal value systems and decision-making processes, and in which they compare these understandings with the situation of the narrator in the excerpt. · Students will observe as the teacher briefly models these procedures with an example from his or her own life. ·  This assignment will be finished for homework. · For extra credit, students can turn in a drawing/collage/song (or some other artistic representation) of their “Audience.”
 * Activity 3: Homework: “Audience of My Life” Assignment**


 * Processes/Procedures for Teachers**

· The teacher will prepare for this lesson beforehand by researching any terms from the excerpt that he or she does not already know. · The teacher will devise an example of the “audience” of his or her life to be used in modeling the assignment in Activity 3. · The teacher will draw the “audience” chart on the board as a model for the students.
 * Preparation**

· At the beginning of class, the teacher will ask students to briefly voice any comments or questions they have regarding the reading thus far. · The teacher will ask one student to volunteer to //slowly// read the excerpt out loud to the class. · As the student in reading, the teacher will record the cultural references from the excerpt in a column on the board in the first column of a previously drawn four-column chart. · The teacher will instruct the other students to make their own charts mirroring the chart drawn on the board, and will fill in the first column of the chart with the terms the teacher records as they follow along with the reading. · After the student is done reading the excerpt, the teacher will ask students to voice any comments or questions they have regarding the excerpt. · The teacher will go down the list of terms and ask students for brief definitions of each, supplying explanations where the class appears to be unfamiliar with a reference. · The teacher will tell students to take brief notes in the second column of their own charts after the descriptions on the terms. · The teacher will offer clarification where students appear to be confused about certain terms.
 * Activity 1: Overt Instruction and Discussion to Establish Cultural Context**

· The teacher will divide students into small groups (about 4 students in each group). · The teacher will model the following process for the first term on the list and will describe how the students will categorize the terms by highlighting them with different colors. · The teacher will instruct the students to collaborate with their groups to write (in the corresponding place in the third column) the cultural/personal values that they think each item on the list represents. · The teacher will instruct students to highlight each term (using different colors for classification) based on whether it refers to: 1) the narrator’s personal life; 2) the cultural time period in which this part of the story takes place; 3) something that is stereotypically representative of “American life;” 4) something that goes beyond the American cultural setting/is more universal. The teacher will be sure to emphasize that these classifications are subjective, and that group members should discuss their reasons for the possible categorization of each term. · The teacher will instruct the students to indicate in the fourth column which “shore” this person or reference would be on in terms of persuading the narrator in his decision. Again, the teacher will remind students that there are not necessarily “right” answers and students will benefit from being able to discuss their reasoning. · While the groups are working on their charts, the teacher will visit each group individually to formatively assess the understanding a progress of the group. The teacher will be able to help groups and individual students that are having difficulty with the assignment, and he or she will be able to determine if students are making connections between the influences of the listed personalities on the decision of the character. · When the groups have finished, the teacher will ask members of the groups to share some of the conclusions and difficulties they experienced in making the charts. The teacher will scaffold students in discussing the discoveries they have made during this process and responding to the differences between their charts and those of other groups. · The teacher will then ask students to comment on how they think the ideas developed in the chart relate to the decision-making process of the narrator.
 * Activity 2: Group Work to Investigate Embedded Meanings in Cultural Terms**

· To end this lesson, the teacher will ask the class to brainstorm controversial issues/difficult decisions that students are facing today. Ideas will be recorded on the board. · The teacher will model the following procedure for students with an example from his or her own life. · The teacher will instruct students to make their own charts listing the people/cultural characters that influence them and make up the “audience” of their own lives. · The teacher will instruct students to identify several people/cultural elements that represent all the four categories described in Activity 2. · The teacher will instruct students to write some of the values and expectations associated with each person on their list. · The teacher will instruct students to select one of the issues from the brainstorming list (or will be allowed/encouraged to think up another). · The teacher will instruct Students to indicate which side of the issue each person on their list would be on, and to identify those on the list that would be neutral or ambivalent. · The teacher assign students a one-page reflection paper in which they discuss the effect of cultural and community influence on their personal value systems and decision-making processes, and in which they compare these understandings with the situation of the narrator in the excerpt. · This assignment will be finished for homework. · For extra credit, students can turn in a drawing/collage/song (or some other artistic representation) of their “Audience.” The teacher will explain that this extra credit can be turned in any time before the end of the unit.
 * Activity 3: Homework: “Audience of My Life” Assignment**

· The teacher will end the lesson by allowing students to begin the assignment described above. The teacher can therefore be available to assist students that might have questions or difficulty with the assignment. · The teacher may set out examples of previous classes’ extra credit projects to help inspire students in their own charts and potential projects.
 * Closing/Summation**

· Background research (if necessary) on the cultural terms found in the excerpt · Previously constructed example from the teacher’s own “life audience” to be modeled for the assignment · Assignment sheet for “Audience” reflection? (see attached?) · Dry-erase markers or other tool for writing on the board · 6 highlighters each for 4 colors (24 total) if students will not have their own · (optional) construction paper/magazines/other art materials for drawing/collage · (optional) example projects from previous years
 * Materials Needed**


 * Assessment**

Students will be formatively assessed throughout these activities based on their in-class and group responses. The teacher will collect the charts completed in class and those assigned for homework and will grade them for completion only. The teacher will then be able to determine if students are making the connections between culture and value systems, and if they have a grasp on the cultural context that is the setting for the novel. This is not an evaluation of students’ knowledge, but rather an exercise in critical thinking and personal engagement.

The teacher will grade the reflection paragraph on these criteria: 1) analysis of connections between “life audience” and personal value systems; 2) assessment of role of “life audience” in personal decision-making 3) comparison between personal experience during this activity and that of the narrator on the excerpt scene; 4) sufficient length of paper (one page) and quality of analysis; (5) grammar and conventions.

The reflection paper will not constitute a large portion of the students’ overall grade for the unit, as the goal of this assignment if to engage students in critical reflection on the ideas introduced by the lesson and to help them make connections between their personal lives and communities and those of the narrator of the novel.


 * Accommodations**

This lesson is especially beneficial for ESOL students as they negotiate cultural connotations found in the English language. This lesson will acquaint them with characteristically American cultural components and will help them explore and understand cultural elements that contribute to present and historical atmospheres. However, they may need more structured explanation from the teacher or other classmates regarding the nuances or the references or the value systems they imply. The nature of the lesson is beneficial in that it slows down the reading and focuses attention on the detail of the text, so ESOL or other struggling students will be able to concentrate on smaller pieces of information at one time. Working in small groups benefits ESOL students because they have more opportunities to speak and are faced with less personal risk than if they were speaking in front of the whole class. The negotiation of meaning within a group is also an essential literacy community practice. Furthermore, during the group-work portion of the activity, the teacher will be able to visit groups and individuals to assist them personally with difficulties in understanding or in completing the activity.


 * Rationale**

This text selection is potentially problematic for students because of the density of potentially unfamiliar cultural references. These references might be unfamiliar because they deal with past cultural moments and nuances that present students may not have been exposed to. It is important for students to at least somewhat understand these references because they are not merely descriptive elements; they are components in the larger commentary the O’Brian is making about this historical moment and the expectations created through myths of “American life.” The first section of the lesson provides separated overt instruction. The teacher identifies and explains unfamiliar terms with potential input from the students. This section should be kept as brief as possible as to not become too tedious for students and so that the overall purpose of literary analysis is not obscured through excessive note taking. The second part of the lesson involves group work so that the students can negotiate meaning and implied values of the cultural references. A class review session is also essential afterwards so that the teacher can intervene in any misunderstandings of cultural values that may have been caused by connotations that may have changed in the contemporary time period. The purpose of this activity is for students to see how cultural elements reflect cultural values, and that these values can consciously or subconsciously influence personal action and belief. The final activity has students analyze the elements of their own culture, its inherent values, and how those values may influence the students in their personal lives. This activity will allow independent practice of analyzing cultural characteristics, and will provide a link between the text and the lives of the students. Ultimately, students should realize that no text (or human) operates in a vacuum; we are all affected by the cultural moment in which we live.


 * Sunshine State Standards Met**

**Lesson: “On the Rainy River:” Day 2**
 * Purpose of the Unit/Concept (Long Term Goals)**

· Students will explore the social, ethical, and civic implications of war · Students will be able to develop an understanding of the art of story-telling · Students will be able to write their own story.


 * Objectives for This Lesson (Short Term Goals)**

· Students will be able to describe literary devices, identify these devices in texts, and explain the purposes and effects of the devices as they are used in the text. · Students will be able to describe characteristics of the Postmodern style, identify elements of this style in a text, and explain the purposes and effects of these elements as they are used in the text. · Students will be able to apply the Deconstructive critical lens to the text in order to help create meaning from the text.


 * Processes/Procedures for Students**

· Students will take a short quiz to begin the lesson: o Students will refer to the excerpt from the previous lesson in their personal copies of //The Things they Carried//. o Students will be told to find examples in the text excerpt of the following literary devices: repetition, foreshadowing, listing, purposeful manipulation of grammar/conventions. o Students will record on a piece of paper the quoted example from the text, the literary device concerned, and a brief explanation of the effect this device has (on the purpose or tone of the writing, the emotional state of the reader, etc.). This will be done for each device. o Students will have fifteen minutes to complete the quiz, and then the teacher will collect it. · Students will take notes from an overhead projection that describes the main points Postmodernism and the Deconstructive critical approach. · Students will be invited to ask questions or for clarification by the teacher during the introduction of these concepts.
 * Activity 1: Literary Devices Quiz**
 * Activity 2: Overt Instruction on Postmodernism and Deconstruction**

· Students will be divided into small groups (or about 4 students each). · The students will refer to the excerpt in their books and will take appropriate notes as the teacher extensively models the annotation activity that follows. · Students will be invited to ask for clarification at any time during this activity. · The group will then chose one member to //slowly// read the text out loud, and he or she will stop when an element of Postmodern style is identifies, either by the student reading or by the other students in the group. · Each student will record what the group decides are examples of Postmodern style. Students will be encouraged to collaborate in the identification and evaluation of potential examples. · Another group member will read the text out loud again and the group will now analyze the lines of the text through the Deconstructive critical lens**.** · Students will again collaborate in their groups to take notes. · For each annotation that students make, they will converse with the group on the effects of each element recorded on the excerpt as a whole and on the novel as they know it so far. Students will record these effects next to their respective annotations. · When the groups have finished with their annotation, the class will reconvene and the students will be able to briefly voice comments or questions regarding the activity and its concepts.
 * Activity 3: Group Investigation of Postmodernism and Deconstruction of Text**

· Students will participate in a class brainstorming of ideas surrounding the concepts of “cowardice” and “courage.” They will take notes in the respective columns of their Dichotomy Charts in the Unit Packet. · They will recall an incidence where they felt either brave or cowardly, and will reflect briefly in writing on this experience through a Deconstructive lens by questioning the absolutism of dichotomies. · For homework students will synthesize this reflection with the notes from the Dichotomy chart and with the “life audience” charts they completed the previous night for homework to write a short essay in which they model the text excerpt to describe an ambiguous event in their own lives. · In the essay student will include three literary devices (not necessarily those discussed in this lesson) and one element of Postmodern style.
 * Activity 4: Brainstorming for Homework Assignment**


 * Processes/Procedures for Teachers**

· Compose the overhead notes on Postmodernism and Deconstruction. · Prepare examples of Postmodernist style and Deconstructive elements to reference in the text excerpt during modeling for Activity 3. · Write the literary devices that students will have to identify for the quiz on the board.
 * Preparation:**

· To begin the lesson, the teacher will administer the quiz on literary devices by instructing students to: o Refer to the excerpt from the previous lesson in their personal copies of //The Things they Carried//. o Find examples in the text excerpt of the following literary devices: repetition, foreshadowing, listing, purposeful manipulation of grammar/conventions. o Record on a piece of paper the quoted example from the text, the literary device concerned, and a brief explanation of the effect this device has (on the purpose or tone of the writing, the emotional state of the reader, etc.). This will be done for each device. · The teacher will inform students that the quiz will last fifteen minutes. · After fifteen minutes, the teacher will collect the quiz. · The teacher will place the sheet that contains the notes on Postmodernism and Deconstruction on the overhead. · The teacher will tell the students to take notes on what is on the sheet and on the further explanations that the teacher offers during this brief segment of separated overt instruction. · The teacher will invite students to ask questions or for clarification during the introduction of these concepts.
 * Activity 1: Literary Devices Quiz**
 * Activity 2: Overt Instruction on Postmodernism and Deconstruction**

· The teacher will divide students into small groups (of about 4 students each). · The teacher will extensively model the following procedures before students are expected to engage in group work. · The teacher will instruct the students to refer to the excerpt in their books and to take appropriate notes. · The teacher will encourage students to ask for clarification at any time during this activity. · The teacher will instruct each group to chose one member to //slowly// read the text out loud, and to stop when an element of Postmodern style is identified, either by the student reading or by the other students in the group. · The teacher will instruct each student to record what the group decides are examples of Postmodern style. The teacher will encourage students to collaborate in the identification and evaluation of potential examples. · The teacher will instruct another group member to read the text out loud again and the group will now analyze the lines of the text through the Deconstructive critical lens**.** Students will again collaborate in their groups to take notes. · The teacher will instruct students to converse with the group about the effects of each element recorded on the excerpt as a whole and on the novel as they know it so far. · The teacher will instruct students to record these effects next to their respective annotations. · While the groups are working, the teacher will visit each group to formatively assess the understanding of individual students and to assist students with any difficulties. · When the groups have finished with their annotation, the class will reconvene and the teacher will invite the students to able to briefly voice comments or questions regarding the activity and its concepts.
 * Activity 3: Group Investigation of Postmodernism and Deconstruction of Text**

· The teacher will draw two columns on the board with the titles “Bravery” and “Cowardice.” · The teacher will ask students to verbally contribute ideas and words that they associate with these two concepts. · The teacher will record these ideas and words under the respective columns on the board. · The teacher will instruct the students to fill out the appropriate columns on their Dichotomy Charts as they participate in this activity. · After several ideas/words have been listed in each column, the teacher will tell students to recall an event in their own lives where they felt either brave or cowardly, and to reflect briefly in writing on this experience through a Deconstructive lens by questioning the absolutism of dichotomies. · For homework, the teacher assign students an essay in which they synthesize this reflection with the notes from the Dichotomy chart and with the “life audience” charts they completed the previous night for homework in order to write a short essay in which they model the text excerpt to describe an ambiguous event in their own lives. · The teacher will explain that the essays must include three literary devices (not necessarily those discussed in this lesson) and one element of Postmodern style.
 * Activity 4: Brainstorming for Homework Assignment**


 * Materials Needed**

· Overhead notes on Postmodernism and Deconstruction · Dry-erase marker or other writing implement for writing on the board · Dichotomy charts from the Unit Packet


 * Assessment**

As with the first lesson, the assessment here is for the most part formative. Because a new concept is being introduced, I am mostly concerned with whether or not the students have understood what I was trying to teach. The quiz at the beginning will be worth a nominal amount of points and will let me know that the students continue to identify literary devices. Likewise, the essay will be graded on the attempt to integrate the concepts covered. It would likely be worth around ten points, with one point for each of the three devices, two points for the Postmodern style element, two points for analysis of the dichotomy, two points for grammar and structure, and one point for content. Students will also be asked to turn in their notes on elements in the passage, and this will be counted as a completion grade. For the two lessons combined, students will have three completion grades, one quiz grade, and one writing grade. I would like to reiterate that none of these grades represent a major percentage of the students’ overall grade because the point of the lessons is to have students engage with the text, enrich their background knowledge regarding the cultural moment of the text, approach new literary concepts, and apply analysis skills to their present lives.


 * Accommodations**

Lesson 2 poses significantly more challenges to ELLs than does the first lesson because it deals with abstract concepts rather than the comparatively concrete “facts” of vocabulary and history. Care should be taken to group these students in regard to their level of English fluency with abstractions. ELLs that have the same home language are often able to help each other by explaining complicated concepts first in that home language. The most important issue is the understanding of the concept, and once this is reached ELL students can explore ways to express this understanding in English. Because the class will be divided into groups, the teacher could potentially spend more time with groups of ELLs to break down the concepts in greater depth or to repeat modeling of their application. I do not necessarily mean that ELLs should be separated from other students in the class, and feel that they should be integrated into native English speakers’ groups when those groups are beneficial to learning. This would be the case particularly in the first lesson, because participation in peer groups is essential for cultural understanding. In the second lesson however, ELLs may benefit more from instruction specific to their needs and from interaction with other students trying to manage abstract concepts in a new language.


 * Rationale**

Knowledge of literary devices, styles, and critical lenses enhances the experience of reading literature and the depth of understanding gained from a text. It is reasonable to expect that eleventh and twelfth grade students can comprehend these abstract concepts, provided that they receive explicit instruction and modeling. Helping students learn to think critically about how texts are constructed will help them in their own writing, and an awareness of how social and cultural structures contribute to meaning in a text can be applied to the structures that students navigate through in their own lives. Modeling their form of their essays in this lesson on that of O’Brian while providing personal content will help students link the text to real experience, and will also help show students how writing and literature are means of conveying experience. Overt instruction dominates this lesson because the concepts covered are highly abstract and potentially unfamiliar to students. Students are assumed to have prior knowledge of literary devices (such as repetition and listing) and traditional narrative structures (such as described by Freytag’s triangle), and so are at least mildly acquainted with the use of literary metalanguage. Because they are aware of narrative structures, they can be expected to be able to compare those traditional structures with the fragmented one of //The Things They Carried//. Because they will have engaged in close-reading activities, they will know how to slow their reading process to look more deeply at a text. It therefore progresses naturally that they should be able to look for elements of style (once those elements have been defined) and that they will be able to apply a lens on a small scale. The activities of this lesson are specifically suited to making that progression because they build on what students know (the process for identifying literary devices through close reading) by giving them new aspects of the text to pay attention to. The teacher models the process of identifying these aspects, and then the students practice this identification in small groups before they are asked to synthesize what they have learned in their own writing. The writing component of the lesson is crucial because it helps students to develop personal definitions for the concepts and to integrate the application of these concepts into their critical thinking processes.


 * Sunshine State Standards Met**