Kara+Lesson+Plans

//For homework from the previous night, students will have read the chapters “Stockings” and “Church.” On the wiki, students were to have discussed one of following questions:

*Have you ever had a lucky charm? Describe your views on superstition, luck, or fate. // //“There is no atheists in foxholes”—drawing from either evidence from The Things They Carried or your own experiences, defend, refute, or qualify this quote.// Lesson 1: ** //By the end of this unit… //
 * 
 * __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. **

 1) LA.1112.1.5.1 Benchmark Description: The student will adjust reading rate based on purpose, text difficulty, form, and style. 2) LA.1112.1.7.3 Benchmark Description: 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;
 * __Objectives for this lesson (Short Term): __**
 * *Sunshine State Standards: **

1) LA.C.1.4.3 Student will use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 2) LA.D.2.4.2 Student will understand the subtleties of literary devices and techniques in the comprehension and creation of communication. 3) LA.D.2.4.3 Student will recognize production elements that contribute to the effectiveness of a specific medium. 4) LA.E.2.4.4 Student will understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. 5) LA.E.2.4.5 Student will analyze the relationships among author’s style, literary form, and intended impact on the reader.
 * FLDOE Standards for English III:**

-Students will be able to visualize the details of a story. -Students will be able to identify elements of irony in a text. -Students will be able to identify dichotomies and juxtaposition in the text as a continuation from a previous lesson. -Students will able to use juxtaposition to create an effect in a piece of writing.

- Students will write their responses to a reading check.
 * __ Process for Students: __**

-Students will take out highlighters and their books. Students will highlight salient imagery and details of the chapter “Churches.”

-As students listen to songs from the era, students are to draw a scene from the chapter. They are to use what they have highlighted to help them to choose what to draw.

-When students are finished drawing, they are to get into pre-determined groups of four or five. Each student will take turns sharing their pictures with their group. They are to point to evidence in the text that explains why they drew what they drew. As a group, students are to look at their pictures collectively to identify juxtaposition of dissimilar objects/images.

-Students will re-group into normal class format. Using their drawings, students will discuss the effects of the juxtaposition of images of war and images of church. Using their drawings, students will discuss elements of irony within the chapter.

-For situated practice, students will choose one of the dichotomies highlighted in the earlier chapter “How to Tell a True War Story” (beauty/horror, order/chaos, etc.) Students will represent one of these dichotomies in a drawing in which they juxtapose images that are representative of the two concepts.

- For homework, from these drawings, students are to write a paragraph in which they juxtapose images of beauty with horror, order with chaos, or any dichotomy of their choosing.


 * __ Process for Teachers: __**

//Before the lesson:// -Teacher will put together a playlist of music from the Vietnam era with songs like ‘‘Goodnight Saigon,” by Billy Joel, “Gimme Shelter” by the Rolling Stones, etc. -Teacher will pre-determine groups for group work making sure weak and strong readers get mixed together.

//To introduce the lesson:// - Teacher will put up the following quote on the board for a reading check: “Henry Dobbins made a washing motion with his hands. ‘You’re right,’ he said. “All you can do is be nice. Treat them decent, you know?’” She will instruct students to take five minutes to write a reaction to this quote on a piece of paper. She will collect the reading checks when students are finished responding.

//During the lesson:// - The teacher will instruct students to take out their highlighters and books. The teacher will instruct students to open to the chapter “Churches” and to take a few minutes to read over the chapter and to highlight salient, vivid, or surprising images or details in the text (because the chapter is short, this is appropriate). When students are finished, the teacher will instruct students look over what they have highlighted and will ask "Were there any patterns in what you highlighted? What kinds of images stuck with you?" Students do not need to respond, they should just be reflecting on what they have highlighted.

-The teacher will hand out colored pencils and paper. The teacher will instruct students to use their highlighted sections within the chapter to help them choose a scene/image to draw. As students draw, the teacher will turn on music from the Vietnam playlist to prime students’ creative faculties. She will allow about 15-20 minutes for drawing. The teacher should be drawing, too.

-When students are finished drawing, the teacher will divide students into groups; she will instruct the groups to take turns sharing what they have drawn with their group and what evidence from the text supports their artistic choices. The teacher will instruct the groups to look collectively at their pictures and to identify elements of juxtaposition of unlikely objects/images. -As students are discussing, the teacher should walk around to the groups to scaffold their discussions, making sure that each student has a chance to share. The teacher will also use this as an opportunity to perform formative assessment to see whether students have drawn/identified images of war/church. If students' drawings do not seem to reflect juxtaposition, this would be a good opportunity for the teacher to intervene in group discussion to read aloud the sentences where the monks are cleaning the machine guns.

-The teacher will call the class back together. The teacher will ask each group to offer their findings. The teacher will write these findings on an overhead using the students’ words. (By this point in the lesson, students should have identified the juxtaposition of peace/church with images of war/violence such as the monks holding machine guns or the foxholes in the churchyard. If students have trouble identifying these elements of juxtaposition, the teacher should direct students' attention to these images).

-The teacher will parlay this discussion into a discussion of irony. The teacher will ask students about how O’Brien’s use of juxtaposition creates a sense of irony (Students have studied the various forms of irony in a previous unit).

-As the discussion wraps up, the teacher will direct students towards an activity (situated practice) to practice using juxtaposition to create an effect. The teacher will remind students about the dichotomies that they examined in “How to Tell a True War Story," and will instruct students to take out their dichotomy charts that they have been filling in since the first lesson. -The teacher will instruct students to choose one of these dichotomies to represent in a drawing. She will explain that students should first choose images that are somehow representative of the ideas of horror/beauty, order/chaos, and then they should draw a scene in which they relate those images. Then, the teacher will turn on the music as students draw. Thus, students practice juxtaposing symbols that are antithetical via drawing.

//To conclude the lesson:// -The teacher will assign homework in which the students are to write one or two paragraphs in which they juxtapose images of beauty with horror, order with chaos, or any dichotomy of their choosing. The teacher will remind students that this is one characteristic of O’Brien’s writing that they will want to keep in mind as they approach their culminating writing project. -The teacher should model this process by holding up her own drawing of a dichotomy and giving an example of a scene in which she would write using these images (for example, she could hold up a picture that she drew of a sunflower and a machine gun, and she could offer that she would write a paragraph about a hippie at a protest putting a flower into the end of a cop's machine gun). She will explain that these paragraphs could simply describe a scene or they could read more like a story. -She will explain that she will be looking for two elements when she reads them over: clear imagery (use of sensory details) and the illustration of some sort of dichotomy.

-Paper -Colored Pencils -Highlighters -Vietnam playlist
 * __ Materials: __**

In order to assess students’ envisionment processes, students will be drawing the salient images from the text. As the teacher walks around during the drawing process, the teacher can perform a formative assessment to determine whether students are struggling with the envisionment building process (English language learners or struggling readers might have difficulty choosing something to draw), and can scaffold these students by opening the book and performing a one-on-one think aloud.
 * __ Assessment: __**

In order to assess the effects of the lesson, the teacher will collect the students’ homework in which they write a paragraph using juxtaposition of imagery. This lesson was intended to draw students’ attention to the effects of juxtaposing antithetical or surprising images. Ultimately, using O’Brien’s use of juxtaposition as a model, students should be able to demonstrate this literary device in their own writing. The teacher will read the students’ paragraphs to see whether or not they have been successful. Assessing this process is important because students will be using O’Brien’s style as a model for their writing in their culminating project. When looking over these paragraphs, the teacher will check for evidence of dichotomies and take note of whether the student juxtaposed images to create the effects of dichotomy. Because this writing projects serve to scaffold students in skills that they can use for their final writing project, the teacher will look at this as a chance to check for student understanding and to remediate students who have difficulty with this process. For this reason, the next class period, the teacher will offer extra help for struggling students and will write feedback on all paragraphs that are turned in. Students will receive a "check plus" for writing that uses clear imagery and details that illustrates a dichotomy; students will receive a "check" for writing that uses imagery and details but does not succeed in representing a dichotomy; students will receive a "check minus" if they turn in work that lacks imagery or details altogether; students who do not turn in anything (or who do not bring in anything for extra help) will receive a 0 for the activity. All students will be offered feedback and the opportunity to revise.

Because the language of the chapter “Churches” is generally accessible, struggling students or ELLs might struggle not with the literal meanings of the language, but with making the connections to irony. These kinds of leaps might be difficult, so I provided much scaffolding through adopting visual representations of the text. When students attempt to draw these images, students will slow their reading and notice the details of the work. By examining these images in the context of a drawing, juxtaposition of images is more recognizable. Thus, I had designed this exercise with ELLs and struggling students particularly in mind. At many points in the lesson, there are opportunities for students to negotiate meaning within a group setting—for this reason, I decided to pre-determine groups of students so that struggling readers and ELLs could receive scaffolding from their interactions with peers. I also plan to use time in group-work to sit in on groups to assess how //all// students are coming along on the tasks. For students with visual impairments or difficulties with motor skills, I could have these students work on computers to use pictures from the internet for visual representations. Because some students might need more scaffolding through the writing process, the teacher will allow students to bring in drafts for extra help at the beginning of the following class period.
 * __ Modifications/Accommodations: __**

//For homework, students will complete their paragraphs assigned in the last class. Also, they were to have read “The Man I Killed” and “Ambush.” //

//By the end of this unit… //
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Lesson 2: **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">
 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Purpose of the Unit and Concept (Long Term) __** :
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Students will be able to explore the social, ethical, and civic implications of war. **
 * <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Students will be able to develop an understanding of the art of story-telling. **
 * <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Students will be able to write their own story. **
 * __ Objectives for this Lesson: __**

1) 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; 2) LA.1112.4.1.1 Benchmark Description: The student will write in a variety of expressive and reflective forms that uses a range of appropriate strategies and specific narrative techniques, employs literary devices, and sensory description; and
 * Sunshine State Standards:**

1) LA.C.1.4.3 Student will use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 2) LA.D.2.4.2 Student will understand the subtleties of literary devices and techniques in the comprehension and creation of communication. 3) LA.D.2.4.3 Student will recognize production elements that contribute to the effectiveness of a specific medium. 4) LA.E.2.4.4 Student will understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. 5) LA.E.2.4.5 Student will analyze the relationships among author’s style, literary form, and intended impact on the reader.
 * FLDOE Standards for English III:**

-Students will be able to recognize the author’s use of repetition and its effects on story-telling.
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Students will be able to describe the functions/limitations of language to capture the horror of death. **


 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: normal; mso-hansi-theme-font: minor-latin;">Process for Students: __**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Students will take out their drawings from the previous day and the paragraphs that they wrote for homework. Students will share either their drawings or what they have written (whichever they are more comfortable with) with a partner. Those students who needed more scaffolding through this writing process will take this time to get extra help from the teacher. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- When students have finished, they will hand in their papers to the teacher. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Students will open their books to the chapter “The Man I Killed” and re-read the chapter carefully and slowly. When they finish, students will close their books and write down everything that they can remember from the text including details, images, etc. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Students will organize themselves into groups of four or five. They will each read what they have remembered from the chapter. As a group, students will identify any commonalities among their responses. On a sheet of paper, they will list the commonalities in their groups’ responses. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Looking at this list of commonalities, the groups will open their books to try to decide why these details/images/ideas were most salient in their memories, paying special attention to use of literary devices and organization. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Students will group back together, and as a whole class, groups will share three salient things that their group pulled from the text. Then, the class will brainstorm a list of devices or “language tricks” that O’Brien uses in an attempt to capture the horror of death in war. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- Students will then be given scissors, paper, and glue for constructing a found poem. They will cut up what they wrote in reaction to their slow-motion reading activity from the beginning of class. They should also feel free to refer back to the chapter to pull more language for use in their found poems. As students put together phrases or stanzas, they are to choose one or two phrases or stanzas to repeat throughout the poem in order to create and effect of their choice. They should choose a title that somehow relates to the effect they have chosen to create. If students are made uncomfortable by working with the images/details of this chapter, they may choose another chapter for which to complete the assignment. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- Students will take these poems home to play around with word choice and structure. They are to complete the assignment as homework and bring back their poems for class the next day. **

//Before the lesson://
 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: normal; mso-hansi-theme-font: minor-latin;">Process for Teachers: __**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Teacher will pre-determine groups for group work that integrate strong readers/writers with weaker readers/writers and ELLs with native speakers. **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">//To introduce the lesson:// **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Teacher will instruct students to take out the paragraphs that they wrote for homework with their drawings. They will instruct students to choose a partner and to share either their drawings or what they have written for their paragraphs. The teacher will ask students to raise their hand if they needed more help on writing their paragraphs. As students are sharing with their partners, teachers will address the needs of those who have struggled with this assignment (especially ELLs or struggling writers). **

//During the lesson://
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- The teacher will collect these papers from students who have finished and will instruct those with whom she gave extra help to bring their papers back the next day. **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- Teacher will instruct students to take out their books and a clean sheet of paper. She will instruct them to silently re-read “The Man I Killed” and to put their books away when they finish. She will tell them to immediately write anything that they can remember from the chapter as soon as they are finished. While students are reading, the teacher should also read the chapter and write down salient details (in order to be a good example/model). **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- As students finish, the teacher will assist students in organizing themselves into groups of four or five. Once students are in groups, the teacher will explain that each student should take a turn to share what he/she wrote down. Then, the teacher will instruct the groups to assign a secretary who will record commonalities that the group discovers in their findings. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- As the groups are discussing, the teacher will sit in on groups to encourage healthy group interactions and to make sure that all students have a turn to share. When each group has a list of common memories from the chapter, the teacher will instruct students to re-open their books to the chapter. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- The teacher will then instruct groups to draw conclusions about why certain memories of the text stuck with them. She will encourage groups to open their books to examine how O’Brien’s writing style might have contributed to the salience of their memories. She will ask students to examine how literary devices, organization, or other elements of O’Brien’s writing have worked together to make these details/images/ideas memorable. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- While groups are working, the teacher will move among groups to scaffold students’ discussions with suggestions like, “Ok, so you guys all wrote down the image of _, why don’t you find where that image occurs in the chapter and think about what is memorable about the language or how it is framed. How many times does he use that image? Is it reoccurring?” **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- When groups have finished discussing the text, the teacher will regroup the students back into their normal class structure. She will ask each group to offer three salient things that they pulled from the text—hopefully groups will share some things in common. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- Then, the teacher will turn on the overhead projector with a blank transparency. She will ask students about what they have determined to be some of O’Brien’s “language tricks” or devices that he uses to create a memorable/lasting effect. The teacher should provide a point of departure by saying, “There are limitations in language’s ability to capture emotional truth. We might feel a certain way when we read this chapter, but language can only capture so much. O’Brien, therefore, has to be skillful in crafting this portion of the story. What are some of the elements of craftiness? What tools does he have at his disposal that makes parts of this story haunting? How does he capture the horror of killing a man?” As students speak, the teacher will write what students say in **<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">//their// **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;"> own words. It is reasonable to expect that students will note the author’s use of repetition, but if students overlook this, the teacher should make this explicit to students. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- The teacher will then hand out scissors, paper, and glue for constructing a found poem. She will instruct her students to cut up what they wrote in reaction to their slow-motion reading activity. She should encourage them to also open their books to draw from the language of the chapter. She should explain that when students put together phrases or stanzas, they are to choose one or two phrases or stanzas to repeat throughout the poem in order to create and effect of their choice. She should also point out that their use of repetition is one criterion on which she will grade their poems. She should also point out that their poem must have a title that somehow relates to the effect that they have chosen to create in their use of repetition, and that they will not receive full credit without a title (mainly because titles are so crucial in book itself). **

//To conclude the lesson:// <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- The teacher should also make clear that she understands the graphic nature of the chapter, and offer students who are made uncomfortable by working with the images/details of this chapter the opportunity to choose another chapter for which to complete the assignment. **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- The teacher will tell students to bring their found poems home with them to play around with word choice and structure. They are to complete the assignment as homework and bring back their poems for class the next day. **


 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: normal; mso-hansi-theme-font: minor-latin;">Materials: __**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Scissors **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Glue **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Construction paper **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Overhead projector **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Blank transparencies. **


 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: normal; mso-hansi-theme-font: minor-latin;">Assessment: __**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">There will be opportunities for formative assessment throughout the lesson. The teacher should play an active role in group discussions when students seem to be stuck or confused. This is an opportunity for the teacher to assess whether students are noticing patterns of repetition, unusual/striking imagery, or use of dialogue. Even as students are able to identify patterns in the text, the teacher must also listen for discussion on what effect these elements have on the message of the chapter. If students are not connecting evidence with analysis, the teacher should step in and ask questions such as “So why do you think O’Brien repeats that phrase throughout the chapter?” or so on. In addition to formative assessment, the teacher will collect students’ found poems to assess whether they can translate the use of repetition that they noticed into their own writing. As stated above, the teacher should make her grading criteria transparent for students so that they understand that they must use repetition in their poems and that they must include a title. Students who do these two things will receive ten points. Students who do not use repetition will be deducted five points. Students who do not include a title will be deducted two points. Students who fail to turn in a poem get a zero for the assignment. The purpose of assessing the use of repetition is so that students have another tool in their writing toolbox to use when they write their own stories at the end of the unit. **


 * __ Modification/Accommodations: __**


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">The beginning of class is meant to offer opportunities for struggling students to express their frustrations/difficulties with the assignment from the night before. Students who struggle with writing might need help with how to start the piece, how to organize their thoughts, how to conclude their piece, etc. Other students might have moved through the writing process quickly and easily. Allowing these students to show their work to a peer gives them a real audience for their writing and allows them to move on while struggling students are receiving additional help. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">As students move on into group work, the teacher has students sitting in set groups so that ELLs are integrated with native speakers and so that struggling readers are grouped with strong readers. Grouping students this way ensures that students of differing abilities work together to construct meaning. Pre-determining groups also takes the pressure off of students to choose groups (which sometimes creates the risk that a student will not be chosen by anyone’s group). **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Students are also offered the choice of writing their poems on this chapter or another chapter due to the graphic content of the chapter. While all students will have to confront the violent images in the chapter when they read it, some students might be more successful in writing a poem from a chapter with which they are more comfortable. **

//<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">By the end of this unit… //
 * Lesson 3: **
 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Purpose of the Unit and Concept (Long Term) __** :
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">-Students will be able to explore the social, ethical, and civic implications of war. **
 * <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Students will be able to develop an understanding of the art of story-telling. **
 * <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">- ****<span style="font-family: 'Calibri','sans-serif'; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Students will be able to write their own story. **


 * __ Objectives for this lesson: __**

1) LA.1112.4.1.2 The student will incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format. 2) LA.1112.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests; 3) 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;
 * Sunshine State Standards:**

1) LA.C.1.4.3 use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others 2) LA.D.2.4.2 understand the subtleties of literary devices and techniques in the comprehension and creation of communication. 3) LA.D.2.4.3 recognize production elements that contribute to the effectiveness of a specific medium. 4) LA.E.2.4.4 understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. 5) LA.E.2.4.5 analyze the relationships among author’s style, literary form, and intended impact on the reader.
 * FLDOE Standards for English III:**

-Students will be able to recognize elements of characterization in a text. -Students will be able to use their imaginations to write a character sketch. -Students will be able to recognize the importance of emotional truth in war stories. -Students will be able to explain the humanizing effects of O’Brien’s depiction of the man in “The Man I Killed”


 * __ DAY 1 __**
 * __ Process for Students: __**

-Students will offer their background knowledge about what kinds of information an author would include in a character sketch as teacher writes these ideas on an overhead.

-Students will read the chapter “Style” two times (“Style” is a page-and-a-half long). On the second time they will take notes on the details that O’Brien provides about the dancing girl. They will also write three questions that they have about this character.

-Students will look through the chapter “The Man I Killed” to identify what kinds of details O’Brien uses to characterize the dead man. They will call out their answers as the teacher adds these to the class list of elements of characterization.

-Students will take out a sheet of paper and begin writing their character sketch for the dancing girl from the chapter “Style.” They will use the class list on characterization and develop five or six aspects from the class list.

-Before students leave, they will choose a partner with whom they will exchange the three questions that they wrote in reaction to the character. For homework, they will answer their own and their partner’s questions about the dancing girl.

//To introduce the lesson://
 * __ Process for Teacher: __**

-In order to activate background knowledge, the teacher will ask the students about what kinds of information an author would include in a character sketch. She should define “character sketch” for the purpose of this lesson as a tool for the author to develop a character outside of the writing of the story (not to be confused with the character sketch that introduces a character in a story, necessarily) She will compile a class list of students’ answers on a blank transparency on an overhead projector.

-She will then tell students that they will be creating their own character sketches, and will say that Tim O’Brien will be giving them a brief introduction to their character, but that they must use fill in the details of her background and details about who she is.

//During the lesson://

-Next, the teacher will ask students to open their books to the chapter called “Style.” She will ask that they read the chapter twice (this is a very short chapter). She will suggest that the second time the students read the chapter, they are to take notes on the details of this character (the dancing girl) that O’Brien has already provided. She will also instruct students to write three questions that they would ask Tim O’Brien about this character.

-When students have finished these tasks, the teacher will ask students to turn back to the chapter “The Man I Killed.” She will suggest that O’Brien has offered a type of character sketch for the man who he killed. She will ask students to look through the chapter for the <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">//kinds// of details that O’Brien provides about the man’s background. She should point out that students should be coming up with classifications or generic statements about what kinds of details O’Brien provides.

-As students come across details, the teacher will ask students that they go ahead and shout them out. Students might be confused an offer specific details such as “The man liked mathematics.” In this case, the teacher must recast students’ responses by saying something like, “Okay, so O’Brien described some details of what the man liked or enjoyed.” As students shout out answers, the teacher will add these to the list from the beginning of class in which they listed what an author would include in a character sketch.

-By the end of this activity, the class will have compiled a class list of details that they could include in their character sketch that they will write about the girl from the chapter “Style.”

-Next, the teacher will ask that students take out a sheet of paper to begin creating their character sketch that they will be finishing at home. She should suggest that each student develop five or six points from the list to start off. She should remind students that they should use their imaginations and be creative as they want to. She should also point out that they need not pay attention to formatting and that students could just use bullet-points. The teacher should allow ample time for students to write five or six points from the list.

//To conclude the class:// -When students are finished, the teacher will ask that the students return to their initial notes that they took while reading and look over their three questions. They are to choose a partner with whom they will exchange questions. For homework, each student must answer his own questions about the character as well as the questions he received from his partner.

-The next class period, students will share their answers to each other’s questions. She should point out that she will be collecting their character sketches, and that she will mainly be looking for creativity, but that she will specifically look to see some development of character background, motivation, and personality. She should also note that she will take off points if something in the character sketch contradicts something written in the chapter, so students must take special consideration in re-reading the chapter to double-check their work.


 * __ DAY 2: __**


 * __ Process for Students: __**

-Students will get back into pairs to share the answers to each others’ questions that they asked the day before.

-As a class, students will take turns sharing one character detail that they wrote about the dancing girl.

-The students will take turns answering the question “How would the background information you provided change the way someone would read the story?”

-Students will move into groups of four or five where they will answer another question: “Why did Tim O’Brien use this kind of in depth description of the dead man in ‘The Man I Killed’?” and “Does it matter that what the speaker says about the dead man is something that he made up? Why or why not?”

-Students will journal in order to reflect on the emotional truth of a story and to think about why O’Brien structures “The Man I Killed” differently from “Style.” As students leave class, they will hand in their journals to the teacher.

//To introduce the lesson:// -The teacher will have students pair up with their partners from the day before to share the answers to each others’ questions.
 * __ Process for Teachers: __**

-When pairs have finished sharing, the teacher will offer each student the opportunity to share some of the background details that they wrote about the dancing girl. This should be done in an orderly fashion so that each person has the opportunity to share. Afterwards, the teacher will collect these character sketches. //During the lesson:// -The teacher will pose a question for the class: “How would the background information you provided change the way someone would read the story?” The teacher should encourage multiple responses to this question.

-The teacher will then parlay this discussion into a discussion of Tim O’Brien’s chapter “The Man I Killed.” She will ask that students divide into groups of four or five (pre-determined in order to integrate students of differing abilities).

-When students are in their groups, the teacher will ask that groups discuss another question: “Why did Tim O’Brien use this kind of in depth description of the dead man in ‘The Man I Killed’?” She will explain that students should move in a circle to each take a turn offering their interpretation. She should move between groups to make sure that every student has a chance to speak, and she should also assess whether students are having trouble with answering the question.

-When a student seems to be having difficulty, the teacher should step in and recast by saying “Tim O’Brien could have written the chapter without the details about the man on the trail, but would that version differ from the one he offers?”

-As groups finish their discussion of this question, the teacher should pose another question: “Does it matter that what the speaker says about the dead man is something he made up? Why or why not?” The teacher should probably expect a wide range of answers within groups while students might think that their answer is wrong if it differs from others. Thus, the teacher should remind the class that having many answers to this question is to be expected.

//To conclude the lesson://

-The teacher will ask students to take out their journals for the last five minutes of class. She should tell the students that this is a time for them to reflect on what they have discussed in their groups. She will ask that they revisit the idea of the emotional truth of a story and to think about why O’Brien structures “The Man I Killed” differently from “Style.” As students leave class, the teacher will collect their journals on their way out the door.

-Overhead projector -Blank transparencies
 * __ Materials: __**

The teacher will assess the students’ character sketches mainly to see whether students have thoughtfully considered various aspects of background, motivation, and personality of their characters. She will deduct points if students included any details that contradicted the information of the chapter. Because this assignment was mainly intended to get students to generate ideas about character development, the teacher should not be strict in offering feedback, but rather encouraging of creativity (students need to “let the mad woman out”).
 * __ Assessment: __**

The teacher will also perform formative assessment as students engage in thoughtful discussion about “The Man I Killed”—the teacher should move through groups to determine whether students are addressing the issues of <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">//why// O’Brien writes this way about the man on the trail. She should be looking for students to have their books open and for them to be pulling information from the text in order to assess whether they are supporting their ideas. The teacher can scaffold groups that are stuck by recasting questions in multiple ways.

The teacher will also use students’ journals to assess whether <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">//every// student had gleaned and interpretation from the text. Because some students may dominate group conversations, this is the teacher’s opportunity to assess students’ final thoughts after working extensively with a chapter. Asking students to revisit the idea of the emotional truth of a story and to think about why O’Brien structures “The Man I Killed” differently from “Style” is an appropriate journal topic at this point in the unit because students have been working through these issues in previous lessons as well. The teacher will use these journals as feedback on whether students’ discussion was effective. If certain groups seemed to fall short in developing interpretations, she should rearrange groups for future rounds of small group discussions.


 * __ Modifications/Accommodations: __**

Even though the teacher provides instructions on group discussion (that each student should take a turn to share their thoughts), some students may still dominate group discussion to the point that quieter students will take a backseat in discussion (as is often the case with ELLs or weaker readers). Thus, the teacher should take special care to move through the groups to act as an “encourager” and model of good group behavior. She should model such behaviors as asking students genuine questions for clarification, asking students who have not spoken for their interpretations, and offering praise for groups who work together to negotiate meanings.

Additionally, some students might need additional time to write in their journals because they are slower in writing or because they want more time to flesh out their ideas. The teacher should mention that students who would prefer to bring the journals back the next day may feel free to do so.

At first glance, this lesson may seem like a simple exercise of imagination—and this is partly true. Developing characters is a central component in writing a story. Because students will be writing a “true” story at the end of the unit, they need to think about how a writer would develop a character before writing a story. While an author must carefully choose which details to reveal about a character in order to create an impression on the reader, the author must first generate ideas about who that character is. This exercise is designed to decrease students’ inhibitions, stimulate their imaginations, and to get them interested in developing interesting characters.
 * __ Rationale: __**

This exercise is also designed to make students think more deeply about Tim O’Brien’s purpose for writing such an extensive character sketch for the dead man in “The Man I Killed.” By creating their own character sketches for the dancing girl, students are forced to think about the details that create a human being. This is a similar process that O’Brien undergoes when creating a fictive background for the man on the trail. In war, soldiers do not know the backgrounds of the people they kill. Tim O’Brien humanizes the man on the trail, and, in turn, the loss of a human life is made all the more apparent. The speaker of the chapter dreams up these details of the dead man’s life, but somehow, whether these details are true or not is irrelevant. This reinforces the idea that the emotional truth extends beyond historical fact. These are all ideas that students at which students will arrive to some extent.