Jessica+Lesson+Plans

Sweetheart of Song Tra Bong” Lesson Plan 1 //By the end of this unit…//
 * A. Purpose of the Unit and Concept (Long Term)**
 * -Students will be able to 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. **

//By the end of this lesson…// -Students will be able to analyze multiple genres, song and text, to develop an understanding of characterization -Students will be able to identify elements that develop a specific character in a given text -Students will be able to interpret the significance of a character in relation to the larger story -Students will be able to make textually support predictions about the unknown future of a character
 * B. Objectives for this lesson (Short Term)**

-For homework the night before, students will write their reactions to this chapter in note form, informally -Students will begin class by listening to “Ballad of the Green Berets” -Students will tell the teacher their impressions about the song, the images it conjures up, and the significance they think it has in relation to //The Things They Carried// -Students will then take out their books and turn to “Sweetheart of Song Tra Bong” -Students will orally list the characteristics //they// notice about Mary-Anne when she first arrives in Vietnam, taking notes from the board -Students will then orally list the changes in character they notice when Mary-Anne begins to change, taking notes from the board -Students will then orally list the characteristics of Mary-Anne at the end of the chapter, taking notes from the board -Students will then work with their partner to discuss the overall significance of Mary-Anne to the chapter and to the greater work -They will summarize their ideas into one sentence or phrase to present to the class in approximately five minutes -Students will listen to the presentations, taking notes on what each group said Mary-Anne’s function and purpose is to the story -Students will then be given their homework assignment (bring their reaction notes to class, reread the chapter, and draw / write what they believe happens to Mary-Anne at the end of her story) -Students will be given the rest of the period to begin their drawing or writing with the supplies in class
 * C. Process / Procedures for Students**

//Before// -Teacher will reread the chapter “Sweetheart of Song Tra Bong” to be as familiar with the chapter as possible -Teacher will take notes on Mary-Anne’s role in the story, specifically her changes in character, dress, attitude, speech, and relationship with Mark Fossie -Teacher will bring in blank paper, markers, crayons, and colored pencils for the students to use during the activity -Teacher will also find a visual and aural version of the song “Ballad of the Green Berets” to play during the start of class (http://www.youtube.com/watch?v=LH4-tOqLH94) //During// -Teacher will begin class by playing the song “Ballad of the Green Berets” for the class to watch and listen to -Teacher will explain that the Green Berets are what O’Brien calls the “Greenies” in the text (i.e. the group Mary-Anne joins) -Teacher will explain the class activity -The class will generate a list of textual support and quotes from the song or chapter to develop an understanding of how Mary-Anne functions in this chapter (students will take notes) -Teacher will begin by asking students to list the characteristics and description they heard in the song and why they think it relates to the chapter they read -Teacher will write their ideas on the board -Teacher will ask students to then turn to the “Sweetheart of Song Tra Bong” to list the way Mary-Anne is described when she first arrives in Vietnam -Teacher will write their ideas on the board -Teacher will then ask students to describe Mary-Anne as soon as //they// begin to notice a change in her character -Teacher will write their ideas on the board -Teacher will then ask for the ways Mary-Anne is described at the end of the chapter, or when they feel she has become an entirely different person -Teacher will write their ideas on the board -Teacher will then instruct the students to talk with their partner (the person sitting next to them; they know who their partner is) about what they think Mary-Anne’s purpose is in the text -Teacher will allow 5 for this discussion -Teacher will also walk around during their conversation to see what kinds of comments and inferences students are making -Teacher will bring the students together to share what they believe happens to Mary-Anne -Each pair must present their idea in a one sentence or less synthesis of their thoughts //Closing / Summation// -Teacher will write their ideas on the board for students to take notes on -Teacher will then give their homework assignment, which will allow the students to begin working in class -For homework, students should reread the chapter again and bring their reactions notes from the night prior to class tomorrow -For homework, the teacher will tell students that they must either draw a picture or write a short paragraph describing what really happened to Mary-Anne
 * D. Process / Procedures for Teachers**

-Blank paper -Markers, colored pencils, crayons -Tim O’Brien’s //The Things They Carried// -Paper / Pencil -Ballad of the Green Berets link
 * E. Materials Needed**

-There are many opportunities for formative assessment for the teacher during this lesson -During the class list generation, the teacher will be able to see the kinds of characteristics the students recognize -If students choose elements that are not entirely important to Mary-Anne’s character development or if the students miss huge components, the teacher will be able to direct their attention to specific page numbers or directly to the characteristic itself to highlight important elements -While of course it is important for the students to see themselves, pointing out these elements for them in one list-generation should help students with generating the rest of the lists and characteristics -During the paired discussion, the teacher can listen to student conversations and notice the ways students are interpreting Mary-Anne’s function -If students miss the point entirely, either in paired discussion or in their presentation of ideas, there should be time enough in class to refocus their thoughts to get a better understanding of Mary-Anne’s purpose as a whole class -The formal assessment for this lesson is their art work or creative writing regarding what really happens to Mary-Anne at the end of the chapter -Students will not be graded on the quality of their drawing, nor will their paragraph be graded for stylistic elements of their writing -The focus here is for students to have the freedom to creatively apply their understanding of Mary-Anne’s character developments and shifts to write another part of O’Brien’s story (thus developing their ability to tell stories individually) -They have enough evidence to make some predictions about what became of her, especially because they ended the lesson by focusing on her function to the whole novel -Students have freedom to be creative but their ideas should be textually rooted -Students who obviously draw or write out of context, without focusing on the text or class discussion, or who clearly put no thought into what happened to Mary-Anne //after// Tim O’Brien finishes telling the reader about her will be penalized -The grade will be a daily participation grade in the form of a check plus, check minus, or zero -Students who get a zero will be asked to speak with the teacher after class to determine if they misunderstood the lesson or if they simply did not give it any thought or attention
 * F. Assessment**

-This lesson incorporates several different learning styles to try to accommodate all students comfortably in some portion of the lesson -Students who have special needs regarding speaking in the class do not have to speak during the list-generation activity or the pair-presentation -These students are able to simply take notes and follow along in their book, having freedom to ask questions along the way if they do not understand something in particular -These students can also meet with the teacher before or after class at a scheduled time to discuss the activity -Students who have difficulty taking notes can either use a computer, laptop, or simply get the notes from another student (or the teacher) -These students should notify the teacher so they can best assist them and to make sure the student receives the right information for future reference -Students have the ability to choose their homework assignment, giving them the ability to express themselves as comfortably as possible -ELL students or students with special needs can use drawing to represent their ideas -Students who feel uncomfortable with drawing can rely on a written reflection for their homework assignment -ELL and special needs students can also refer to dictionaries or a thesaurus during the list-generation activity if there are words or phrases that are confusing -ELL and special needs students who need more time on their homework assignment (although I do not foresee this being an issue as they have class time to do the work) can be given additional time, as long as they meet with the teacher
 * G. Modifications or Accommodations**

-LA.1112.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection -LA.1112.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts -LA.1112.2.1.7: The student will analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader's emotions;
 * H.** **Sunshine** **State** **Standards Met**

“Sweetheart of Song Tra Bong” Lesson Plan 2 //By the end of this unit…//
 * A. Purpose of the Unit and Concept (Long Term)**
 * -Students will be able to 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. **

//By the end of this lesson…// -Students will be able to apply common literary structures, specifically Freytag’s Triangle and Todorov’s Theory of Equilibrium, to a text -Students will be able to analyze the variations in the literary structure of text excerpts as it relates to the meaning of a whole work -Students will be able to explore the function of broken narration and interruptions in a text
 * B. Objectives for this lesson (Short Term)**

-Prior to this lesson, students have been made familiar with Freytag’s Triangle and Todorov’s Theory of Equilibrium -Each student has worksheets on this material for reference -For homework, students had to read the chapter “Sweetheart of Song Tra Bong” and write a reaction in a brief paragraph to the chapter -Yesterday in class, students analyzed Mary-Anne’s character, her function, and the ‘listening’ motif -Today students will begin by reviewing Freytag’s Triangle and Todorov’s Theory of Equilibrium as a group -Students will take out their handout on these literary devices for reference during the class activity -Students will be told to take out their homework from the night before as well -Students will receive the directions for the class assignment (to apply Freytag’s Triangle or Todorov’s theory to Sweetheart of Song Tra Bong in small groups) -Students will be broken up into groups of 4 to do work -During the activity, ALL students should write down their interpretation of the events of the chapter -Students should have page numbers on their work for textual support -Students will decide on one student to present their work to the class in an informal presentation -After the presentations, the class will have a brief discussion about the differences, similarities, disagreements within the group, and why they think these elements are important in the way they interpret and read a text -Students will then refer back to the text to add in the interruptions made by Rat Kiley throughout the chapter, placing them on their diagrams as they occur in the story’s structural context -Page numbers should also be placed on the chart for Rat’s interruptions for textual support -After 15 minutes, the students will come together as a whole class to discuss their findings and opinions about the ways the story and Rat’s interruptions function in the chapter and in the ways they read / understand the story -Important words and phrases will be written on the board for students to add to their notes, on the same page as their diagrams -Once the general findings, issues, and discussion has yielded enough information on the board (approximately 10 minutes of group discussion), students will be given their homework assignment -Students will need to write a short paper synthesizing the two activities from class, discussing the ways the story’s structure and Rat’s interruptions affect the meaning of the story, the way the story is read, and what effect that creates for the larger work thus far -Students will be allowed to ask questions about the assignment and the class activities until the period is over
 * C. Process / Procedures for Students**

//Before// -Prior to this lesson, teacher will have taught and explored the concepts in Freytag’s Triangle, Todorov’s Theory of Equilibrium, and Langer’s reading processes to allow students to better understand story structure and how they read -Students have worksheets on this material for future reference; the teacher also references this material regularly when reading texts -Teacher will reread the chapter for clarity and familiarity with the text -Teacher will prepare for a brief review of Freytag’s Triangle and Todorov’s Theory of Equilibrium //During// -Teacher will begin class by doing a brief review session, based on student contribution, about Freytag’s Triangle and Todorov’s Theory of Equilibrium (absolutely no more than 5 minutes; students are familiar with this concept) -Teacher will ask students to take out their homework from two nights before (writing a brief reaction to the chapter) for discussion -Teacher will tell the students to refer to their reaction notes during the activity -Teacher will tell students that they will refer to their notes on Freytag’s Triangle and Todorov’s Theory of Equilibrium and apply it to the structure of “Sweetheart of Song Tra Bong” in small groups -Teacher will remind the students to refer to the text for support for their choices -Teacher will divide the class into random, small groups of 4 students -Teacher will walk around the room while students are working on the story structure activity to ensure students are on-task and understand the assignment -After approximately 15 minutes, teacher will stop the class from working on this assignment to have one member present their group’s work -Once the presentations are complete, the students should discuss their findings, noting the differences in groups, any disagreements within their group, and why they think it is so varying (or, if magically they are all the same, why they all think it fits perfectly into the structure) -After the presentations, the teacher will ask the students to stay in their groups and then refer to the interruptions by Rat Kiley in the chapter, placing them in their story structure for the chapter as well -Teacher will walk around and check for comprehension and students being on task during the assignment -After approximately 15 minutes, the teacher will bring the class together as a whole to discuss their findings and their individual reactions -During this discussion, the teacher will put key words and phrases on the board for students to write below their structure activity //Closing / Summation// -Once the class has discussed their ideas as a group, the teacher will ask the students to synthesize both activities, the structure of the Mary-Anne story and Rat Kiley’s interruptions -For homework, the class will write a short 1-2 page synthesis of how the structure and Rat’s interruptions affect their reading as well as the meaning for the particular story and the larger work -Teacher will end class by asking for questions about the assignment and remind students to read “Stockings” and “Church” for homework
 * D. Process / Procedures for Teachers**

-Worksheets discussing Freytag’s Triangle and Todorov’s Theory of Equilibrium -Tim O’Brien’s //The Things They Carried// -Paper -Pencils -Dry erase markers / chalk
 * E. Materials Needed**

-In class, the teacher has many opportunities for formative assessment -The discussion about Freytag’s Triangle and Todorov’s Theory shows whether the students are comfortable with that information or not -Students have been working with these structures prior to this class so it should not be a problem however if students are struggling, the teacher can offer them further assistance during the group work -During the “structure” group work, the teacher can listen to group conversations, look at their work, and offer suggestions or clarifications if there is confusion -The teacher needs to formatively assess each group rather than the students because the students can and //should// help one another understand the assignment -During the Rat interruptions group work, the teacher can also listen to group conversations, check their work, and offer suggestions or clarifications if there is confusion -The teacher needs to formatively assess this component of the activity because it relates to one of the higher objectives for the unit: learning how stories are told -The conversations held in class, however brief, can also act as a benchmark for student understanding of the activities and the effect it has on the story -After the lesson, students will write a brief reflection synthesizing the class activities -This will be a quick but formal assessment of their work and understanding -The grade will be rather minimal as it is a short paper reflecting on the class work and their understanding of it -In the paper, the teacher can see how well the students are grasping the variations in story structure, the implications those variations have, how O’Brien tells his stories, and how well they are understanding how that affects the work as a whole -If student papers are showing obvious signs of confusion, the teacher will revisit these activities and the ideas immediately because they are necessary to reaching the objectives for the unit -Students will be graded on the quality of their work, references to their work in class, and addressing the components laid out in the instructions
 * F. Assessment**

-If there are students of a particularly high or low understanding of this work, the teacher will pair high and low achieving students together for the group activities -Special needs students can also rely on their group members and conversation to be included in the process -If the student cannot write their own notes, someone in class can take notes for them or they can get the notes from the teacher -The teacher will also check each group to ensure the group is working together and not excluding members, particularly those with special needs -If the student has needs that impact the completion of homework from two nights prior or writing the paper after this lesson, additional time and assistance will be offered by the teacher. -Students will also be able to refer to their notes from the night prior, reference worksheets, the text, or other resources (upon clarification with the teacher) if they are struggling to understand some aspect of the activity -If the student is still struggling they can either work with the teacher or receive additional assistance at another time as this lesson is //very// important to their understanding of the book as a whole
 * G. Modifications or Accommodations**
 * -**These activities allow for students of all levels to work together

//This lesson meets the following// //Sunshine// //State// //Standards//: -LA.1112.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection - LA.1112.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; -LA.1112.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining)
 * H.** **Sunshine** **State** **Standards**

“Lives of the Dead” Lesson Plan //By the end of this unit…//
 * A. Purpose of the Unit and Concept (Long Term)**
 * -Students will be able to 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. **

//By the end of this lesson…// -Students will be able to make personal connections from their lives to the text. -Students will be able to discuss the function characters play in a text excerpt and the larger work. -Students will be able to synthesize a text, its significance, and their own lives in a critical manner
 * B. Objectives for this lesson (Short Term)**

-Students will get out their in-class journals when they arrive to class -Students will receive directions to write about their personal “Linda” (i.e. a person who has left a rather significant impression, in any shape or form, on the student) for 10-15 minutes -Students will be able to write freely and openly in their journals -After time is called, the students will be asked to form a circle with their desks, keeping their journals with them -In the circle, students will be asked to share – if they would like to – whoever they chose to write about as their personal “Linda” -There will be no pressure on the students as this may be a very personal matter for some students -Students will then be able to take the conversation wherever they desire, as long as it connects Linda, their personal “Linda,” the chapter’s structure, the function of characters in the chapter, the function of the chapter to the whole work, or the work in general (as this is the last chapter) -The students will be reminded that they should synthesize all they have learned about Tim O’Brien’s style and purpose in telling his stories in the ways he does -At this point in the unit, the students should be familiar enough with his structural elements to make progressive, critically aware, and intellectual connections from their reading -While discussion will be open, the students will be directed to start with how the chapter is structured and how Linda is introduced within that structure -As always, students will be encouraged to discuss what effect this has for the reader and the plot -Students should characterize Linda and her function within the story as well as what significance this has for the work as a whole -Students should also refer to textual examples for support -Students will also be encouraged to compare their personal “Linda” with the Linda in the story to see if they are similar or different and why -If there is enough time, the students should make a connection between the class discussion and the title of the chapter (Lives of the Dead) -By the end of the period, students should understand Linda’s function as a character in relation to the chapter and the characters within it as well as their own personal lives -Students should also recognize the importance of this conversation to the rest of the text and understand the implications of this chapter in relation to the overall significance of the work
 * C. Process / Procedures for Students**

//Before// -Teacher will reread the chapter “Lives of the Dead” -Teacher will make notes about Linda’s character and her function within the chapter -Teacher will highlight important quotes about Linda’s character in the chapter -Teacher will obtain calm, soothing music to play during student writing //During// -Teacher will tell students to get out their journals when they arrive to class -Teacher will explain to students that the first 10-15 minutes of class will be spent reflecting on the students’ personal “Linda” (i.e. a person who has left a rather significant impression on the student) //without// explaining the role Linda plays in the story -Teacher will leave “Linda” a bit ambiguous to allow students the freedom to write about whoever they want, for whatever reasons -During this writing time, the teacher will play soft music to set a calm, almost somber mood to the class -Teacher will also walk around at this time to ensure students are writing and to gauge the time students are taking -During this time, the teacher can also offer help to students with special needs or students who are struggling to find a topic, although the teacher must not guide the student //too// much -After the reflection writing is complete, the teacher will direct students to form a circle with their desks for discussion -Teacher will tell students that discussion today will be rather open because the work students have done with the rest of the text has really led them to this big synthesis moment (i.e. the culminating chapter) -In the circle, the teacher will ask for volunteers to speak about their “Linda” – there will be no pressure as this may be a personal issue for the students -Then, the teacher will ask the students to discuss the role Linda plays in the final chapter as she, clearly, stands out in comparison to the rest of the people mentioned in the chapter -The discussion will be student led, however the teacher will begin by asking how and //why// the students believe O’Brien structured the chapter in the way he did (beginning with the dead Vietnamese people that remind him of his only date with Linda) -Teacher will help students move forward in the chapter as O’Brien moves forward with his story about Linda and ultimately weaving her life in with the lives of his fallen soldier-friends -The teacher will wrap up the discussion by asking the students to interpret Linda’s overall function to the chapter and the text as well as whether //their// “Linda” (the one they wrote about) fits this criteria (why or why not) -If there is enough time, the teacher will direct students to make a connection between their discussion and the title of the chapter (Lives of the Dead) //Closing / Summation// -Teacher will let students make their own connections and discussion points however it is important that the students end with discussing Linda’s overall function as well as making a connection to their own lives (and, therefore, their reflective writing from the start of the period) -Teacher will end by summarizing the points the students brought up to allow them to see the progression of their discussion and for clarity (as discussion can sometimes be a bit choppy, even with the best students) -It is crucial that the teacher leaves students understanding Linda’s role within the chapter as it is the way O’Brien chooses to end his story -Teacher will remind students that they are done with their reading but they should focus on their final projects (due in 8 days) and tomorrow’s class will focus on bringing the whole book together
 * D. Process / Procedures for Teachers**

­-In class journals -//The Things They Carried// -Pencil
 * E. Materials Needed**

-There are two opportunities for formative assessment during this lesson -First, during the writing reflection portion of class, the teacher can walk around the room, making sure students are on task, writing, and seem engaged with their work on a deep level -If students appear confused or their writing has stopped quickly, the teacher should intervene and ask guiding questions to encourage thought -If all students appear to be lost in the reflecting process, the teacher should perhaps alter the lesson and begin with the discussion of Linda, her function, and her significance //before// asking students to reflect about their own lives -This is a last resort, however, because students //should// be making these connections by themselves at this point in the unit -Second, during the class discussion, teachers can ensure students are talking about relevant events, using the text to support their comments, and remaining in the right context for conversation -This not only formatively checks that the students have read the proper chapter, but it also shows their basic comprehension of it individually -If the students are struggling as a whole, the teacher can intervene with guiding questions and references to page numbers to aid the students in making connections individually, instead of the teaching telling their opinion or the ‘right’ answer to the questions -This is a time for synthesis! -The formal grade for this lesson is based on the quality of student discussion -While this can be viewed as a subjective grade, it will be worth a daily participation grade (something the students are used to) -Once the student contributes a thoughtful, well-supported, and relevant comment to the discussion, they will receive full credit -Each additional comment made will earn them a ‘bonus’ point -This is to encourage further conversation and to reward the students who take the time to really think through the discussion on a continuous and critical level -All students are expected to participate at least once in the discussion; if at a certain point the teacher notices the same students talking, the teacher can pause to tell students who still needs to contribute to the discussion to get full credit -This assessment allows the teacher to see what kinds of thoughts and connections the students have as well as given the students the chance to express themselves however they see fit
 * F. Assessment**

-The writing component can be modified for special needs students -ELL or special needs students can refer to a dictionary if it will help them locate and use the right words in their writing -Students can also use a computer or laptop to type if they require technology during written work -The writing is not for a grade, so there is less pressure on special needs students to have a solid final product (it is reflective); however it is still important that the student tries to put their thoughts down on paper -Allowing students to write about their personal “Linda” also allows ELLs to reflect on their home-life, community, family, and background to feel connected to a work that might have little significance to their life so far -The discussion component can also be modified for special needs students -Students who do not feel comfortable or who have difficult speaking can, as long as the teacher has prior knowledge, discuss the material on an individual level with the teacher -Discussion is also based on the direction of student comments to allow students to comfortably discuss their thoughts -This should help special needs students feel more comfortable and relaxed when contributing; they will only interject when they see fit -ELL students with the same language background can also sit next to one another with dictionaries, translators, or a thesaurus if it will help them negotiate meaning in the conversation -Special needs students who do not contribute to the conversation can do an alternative assignment (such as a writing, reflection, drawing, or conversation with the teacher) to demonstrate their understanding of the material in a different setting than class discussion
 * G. Modifications or Accommodations**

-LA.1112.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection -LA.1112.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning -LA.1112.2.1.4: The student will analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme
 * H.** **Sunshine** **State** **Standards Met**

// The Things They Carried // Wrap-Up Lesson Plan //By the end of this unit…//
 * A. Purpose of the Unit and Concept (Long Term)**
 * -Students will be able to 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. **

//By the end of this lesson…// -Students will be able to understand and relate similar perspectives from two different historical events in a critical manner. -Students will be able to rewrite an author’s words based on textual evidence and inferences. -Students will be able to identify key scenes, quotes, and images to overarching themes in a text.
 * B. Objectives for this lesson (Short Term)**

-Students will prepare for class by taking out a piece of paper, a pencil and their book -Students will take notes on the brief Ransom lesson -Students will open their books to the page after the Table of Contents to see Ransom’s excerpt in the book -Students can also refer to the board if they prefer, however they still need their book to do the activities in class for the day -One student will volunteer to read the excerpt for the class -Students will be instructed to rewrite this text with their partner in their own words that demonstrates their understanding of Ransom’s perspective as well as the overarching themes and issues in O’Brien’s text -One student from each pair will read their rewrite for the class -Students will then link a central theme to a key scene, quote, or image of their choosing that they feel best represents this theme to their ‘opening statement’ rewrite -Students will be able to draw or write their choices on the materials provided by the teacher for a brief, informal presentation to the class -Once time is up, students will present their choices to the class, discussing what they chose, what theme their key moment illustrates, and why they chose this moment over all others in the text -During these presentations, students are to take notes on what themes and moments were selected by each pair -Students will then reconvene as a whole to discuss why the book began with a passage from Ransom’s //Diary// -Students will discuss any other key moments that perhaps did not get mentioned -Students will then be reminded of their Socratic Seminar the following day (answer questions on wiki and bring in their annotated text to support their inferences, thoughts, and contributions to the discussion)
 * C. Process / Procedures for Students**

//Before// -Teacher will research John Ransom’s //Andersonville Diary// for a brief historical lesson for the students -Teacher will organize this information into a brief historical presentation -Teacher will write the excerpt on the board, legibly -Teacher will bring blank paper, markers, crayons, and colored pencils to class //During// -Teacher will begin class by presenting basic information on John Ransom’s //Andersonville Diary// (see additional for lesson plan notes; the lesson will be informal, with a visual of the book) -Teacher will instruct students to open their books to the page just after the Table of Contents (with the excerpt from //Diary//) -Teacher will ask one student to read this passage aloud -Teacher will ask students to begin thinking about why this passage was chosen to open the book -Teacher will then ask the students to meet with their partner to rewrite this opening section in their own words, demonstrating their understanding of Ransom’s words //and// their overall assessment of what O’Brien’s story is about -Teacher will give the students 5 minutes to do this exercise (calling time if everyone finishes before 5 minutes is up) -Teacher will walk around during this exercise to make sure students are on task and understanding the assignment properly -After 10 minutes, the teacher will ask each pair to share their opening statement -Next, teacher will instruct students to, in their pairs, find //one// key scene, image, or quote that they think embodies a central theme and their ‘opening’ statement -Teacher will remind students to refer to their Themes worksheet for help choosing a theme, as it should be completed by now -If students choose to draw, the teacher will supply the materials -If students choose to pick a quote or scene, they have the option to use the white board or an overhead transparency -Teacher will provide 15 minutes for this activity to be completed -After 15 minutes, the teacher will ask each pair to present their choice, relevant themes, and how they relate together -Class members will take notes on each presentation, indicating which theme was chosen and which quote, scene, or image was chosen to represent it //Closing / Summation// -After the presentations are finished, the class will reconvene as a whole -Teacher will ask the students why, they believe, the book opens with this passage from Ransom’s civil war work -Teacher will ask the students to reflect on the important themes, images, scenes, or quotes that perhaps did not get mentioned (if time allows) -Teacher will ask the students to ponder their remaining questions, issues, or inferences for the Socratic Seminar tomorrow -Teacher will remind students of their assignment – to answer wiki questions, bring notes, and bring books with annotations for support -Teacher will also remind students that the Socratic Seminar tomorrow is specifically centered around the //book//, namely why Tim O’Brien chose to end his book the way he did, important themes, and the ways he chose to illustrate those themes throughout his text
 * D. Process / Procedures for Teachers**

-Historical information on John Ransom’s //Andersonville Diary// -Picture of the book and John Ransom -Text excerpt from //Andersonville Diary// -Blank paper -Markers, crayons, colored pencils -Pencil -Paper -Overhead transparency -Dry erase markers / chalk -//The Things They Carried//
 * E. Materials Needed**

-There are opportunities for formative assessment -During the rewrite activity, the teacher can walk around the room to take note of what the students are writing and discussing -It will show their basic understanding of the assignment and the text excerpt; if there are glaring issues and misunderstandings throughout the class, this part can be broken down as a whole class -During the theme and key moment activity, the teacher can also walk around to see the choices students are making during their discussion -If students are struggling, the teacher can remind them to refer to their previous notes, specifically their Themes Worksheet for help finding central themes or the moments that are particularly interesting to them -During the closing discussion, the teacher can listen to the students’ thoughts and connections between Ransom’s excerpt, their understanding of it, and the relationship that has with the larger work -Understanding why the text began with Ransom’s excerpt is important in understanding the type of story within the rest of the book; students must be able to make this connection to make the proper progress in learning how to tell a story -If students do not make this connection, the teacher can intervene with guiding questions or phony examples to make students think about why //this// piece was chosen above all others -They can also refer to their notes from the brief presentation -The students and class as a whole can be formally assessed as well -The rewrites must be on task and demonstrate the students’ understanding of the excerpt in relation to the whole novel -Rewrites that do not do this will lose half the participation points for the day -The theme and moments activity should also demonstrate an understanding of the larger issues prevalent in the text; the key moment should also demonstrate a deeper understanding of those issues -The theme must be relevant and, if called into question, have textual support to back up the pair’s choice -Despite the creativity involved here, the moment used to illustrate this theme must also be relevant to the theme itself in an obvious manner or be well-explained by the students in their presentation -Art work will not be judged by the quality of the art but rather what the image represents in the text -Students will be given half of their participation grade based on proper handling of this in-class activity
 * F. Assessment**

-For students with special needs, such as ELLs, accommodations can be made -ELL students with similar language backgrounds can be paired together and use dictionaries, translators, or a thesaurus to aid in their comprehension of the text while negotiating meaning together in their native language (during the rewrite) -Students can choose which medium to use when presenting their theme and moment activity to the class – students do not have to draw or write, it is up to the pair’s preference or ability level -Students who do not understand the content covered in class can always meet with the teacher individually to discuss the material in a way that makes sense to the student -Additional work may be added here to ensure the student understands the important themes, moments, and stylistic elements in the text (this will become important when doing their final project)
 * G. Modifications or Accommodations**

-LA.1112.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts -LA.1112.1.7.6: The student will analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections -LA.1112.2.1.4: The student will analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme -LA.1112.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining) Information for the Presentation on Ransom’s //Andersonville Diary// Biographical Information -Born 1843 -Joined the Union Army in 1862 during the Civil War -Captured in 1863 by Confederate troops and brought to Andersonville, GA -Wrote diary entries about his time there, namely about the horrors of the prison and the horrible conditions the men were being kept in -Men gave him possessions to bring back to the North if they died before he did -Ransom was released from the prison when it was liberated in 1865 -Ransom’s diary was published in 1881 -Died Sept 23, 1919 at 76 years old
 * H.** **Sunshine** **State** **Standards Met**
 * Appx 50,000 men entered the prison and 13,000 died of starvation, malnutrition, or disease

Images to use: http://www.audiobooksonline.com/media/John_Ransoms_Diary_Andersonville_unabridged_MP3_CD.jpg

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