EDSC 433

Tina Newmiller

Unit Plan- Biography and autobiography

Final Research Paper

Subject- Honors English

Grade- 11

Students will complete a unit on autobiographies using the novel Let Me Go by Helga Schneider and poems- “Refugee Blues” by W.H. Auden, “Theme for English B” by Langston Hughes, short story Oranges by Gary Soto (this story is not being used as an autobiography or biography, but is being used to help students understand the story map concept) and the song “We Didn’t Start the Fire” by Billy Joel

Warm-ups and lessons will incorporate informational prompts, grammar exercises and story related journal prompts.

Text Set for Supplemental Reading

The story we are reading deals with a very difficult time in history and it may be hard for some students to read and understand all that happened during that time or why it happened. I worry that the students will think that all autobiographies/biographies are depressing or deal with people who have died or have had terrible things happen to them that they could not overcome.

I have compiled a list of text sets that are examples of autobiographical/biological novels, poems and websites that will help students understand there are many different stories that might pique their interest in regards to reading biographies. There is a biography about a very loyal and loving dog that missed his owner. The biographies are multicultural and cover a wide range of skill levels. I have also included a website that gives tips on how to write their own autobiography for their last lesson at the end of the unit.

1. United States Holocaust Memorial Museum website-

http://www.ushmm.org/holocaust/

This is a wonderful website that offers students numerous opportunities to learn about the holocaust. It allows students to explore and follow threads that interest them and this will enhance their learning of the subject. This site contains survivors’ stories, news articles and many pictures- of Jewish families who survived and did not survive, as well as pictures of the different camps. This website appeals to all levels of readers. This site can be read in many different languages which will make it accessible to ELL students.

2. I Wonder as I Wander: An Autobiographical Journey, 1993 by Langston Hughes ISBN13: 9780809015504)

This text is mainly intended for students reading at a higher level. It goes into some details on politics and policies from the 1930s that will encourage students to further investigate those

policies to explore the similarities to today’s policies. This novel will further enhance the multicultural elements established within this unit as it allows students to glimpse the world from another’s viewpoint.

3. Soul Surfer: A True Story of Faith, Family, and Fighting to Get Back on the Board, by Bethany HamiltonThis is a book that will appeal to all reading levels and genders. While it is heavy on Christian faith, it will appeal to most other religions as well that put stock in their own faiths. This is an easy to read novel that highlights that people can prevail after a difficult situation occurs.

4. A Stolen Life: A Memoir, 2012 by Jaycee Dugard This is a book that will appeal to all reading levels and genders. It has some sensitive topics that should be cleared by a parent before reading. This book was written from actual journal pages written by the author during her captivity.

5. How to Write Your Autobiography: Your Life Is More Interesting Than You Know! By Grace Flemming. Website http://homeworktips.about.com/od/paperassignments/a/autobiography.htmThis is a website that gives easy to read and follow tips on writing your own biography. This is for all levels and can be used to help students who may become stuck while writing their own autobiography.

6. The True Story of the Faithful Dog Hachiko, by Monika Zoltany. Web article http://voices.yahoo.com/the-true-story-faithful-dog-hachiko-3454768.html?cat=37

This is a simple article about the true story of a faithful dog and his love for his owner. This should appeal to all readers and shows that it is not only humans who have remarkable stories to tell. Should students become interested in this story there is a movie that was made that loosely follows the story called Hachi: A Dog’s Tale.

7. “Fifth Grade Autobiography”, by Rita DoveThis is an example of an autobiographical poem that can easily be understood by all readers. It is taken from the memory of the author from a single moment in time. This shows that autobiographies can be in poetic form as well as in a novel.

8. A Long Way Gone: Memoirs of a Boy Soldier, by Ismael BeahThis book will appeal to middle and advanced readers. This book contains hard to pronounce words that require the reader to take their time and look them up to fully understand the meaning of the word. This book also touches on tough subject matters that may need to be approved by a parent.

Day 1- Introduce Autobiography and Biography and Story Mapping Concept

Objectives- SWBA to understand what a biography is and

Language Objectives- SWBAT understand the concepts of biography and autobiography as well as understand the difference between the two. Use a story map for reading-using beginning, middle and end guidelines. Become familiarized with difficult vocabulary.

Standards- CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Vocabulary-

Autobiography- the biography of a person narrated by himself or herself.

Biography- a usually written history of a person's life.

Characters- Major – main charactersMinor-supporting (less important) charactersProtagonist – Main character

Antagonist- Character or force that is working against the main character

Setting- time and place of where story takes place

Conflict – main problem that the character(s) deal with (Can be internal or external)Internal – an emotional or mental conflict that happens within a characterExternal- An outside force or character creates a problem

Conflict Resolution – How the conflict is resolved. What ultimately happens?Theme- Main meaning of the story.

Resolution- the act determining upon an action or course of action, method, procedure, etc.; the act of resolving.

Resources- Gary Soto’s “Oranges”, Let me Go and story mapping

Lesson 1-

Warm up- students will create a KWL chart on biography/autobiography.

Lesson sequence- Teacher and students will discuss KWL Chart.

Class will discuss vocabulary terms and how they will apply to unit plan. Teacher will lead class discussion on autobiographies/biographies.

Teacher will introduce story mapping concept Class will popcorn read “Oranges,” teacher will ask essential questions to tie in concept

and vocabulary words. Students will be given story map for use with poem to understand concept. Teacher will prepare class for novel Let Me Go.

Strategies- Bloom’s Taxonomy, scaffolding, co-operative learning, direct instruction, Story mapping, KWL Chart ((Billmeyer and Barton p. 97, 116)

Accommodations- teacher will follow IEP accommodations, as well as any teacher deems appropriate for class.

Assessment- Story map

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 2-3 Introduce Let Me Go by Helga Schneider and Introduce Research Paper

Objectives-

SWBA to read biography and use story map and understand there is more than one side to a story.

Student will conduct research based on the non-fiction literature using print and digital media.

Student will be able to write a paper based on the compiled research using correct grammar, punctuation and citation.

Student will gain knowledge about a particular event/object in history.

Language objectives-

SWBA to read along with story. Use before and after reading strategies. Be able to fill out story map while reading story. Help students with self-discovery (how would you react in this situation?) and to realize that history can and does repeat itself and gives the students a global understanding. Students will begin research paper at same time as reading novel.

Standards-

CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Vocabulary- Concentration Camp- a guarded compound for the detention or imprisonment of aliens, members of ethnic minorities, political opponents, etc., especially any of the camps established by the Nazis prior to and during World War II for the confinement and persecution of prisoners.

Nazi- a member of the National Socialist German Workers' party of Germany

Teaching strategies- direct instruction, essential questions, Bloom’s Taxonomy, before and after

Lesson Sequence- (I will be using the lesson plan submitted on story mapping)

Use before and after strategies:

Before- before we begin this lesson, the teacher will remind students about concentration camps and SS soldiers. What was the importance of the camps? Who was placed in the camps? What happened within the camps? What role did the SS soldiers play?

The teacher will remind students about biographies and autobiographies.

The students will be given a copy of the Story Map to use while they are reading as this particular map will be easier to fill as they read. (Students are free to create their own if they so choose as well outside of class.)

Now the students are ready to begin reading the story. The teacher will give each student a copy of the book. Students will bring in their story maps each week during the lesson for progress checks to ensure they are reading and filling out the map.

After- (After will be completed at the end of unit when books have been finished by students) after the students have read the story and filled out their maps, the students will be broken into groups of 3-4 to discuss their maps and their response and relevance of the story. The teacher will walk around and observe the groups. The groups will all participate within a class discussion in regards to the book and their story maps. The teacher will ask essential questions and lead the discussion. The students will turn in their maps for individual grades and they will be assessed on class participation and interaction.

Side note- this particular lesson will be broken in half- first half will be filled out at the beginning of unit. The after will be completed at the end of the unit and the before will be at the beginning to help students with reading and research paper.

Research Paper Introduced- Students will be given book and paper requirements at the same time. The paper is an I-Search paper that requires them to first write about what they think/assume about the topic and then finish with what they learned. Unit will follow timeline stated on paper outline- see attached.

Accommodations- teacher will follow IEP accommodations, as well as any teacher deems appropriate for class.

Assessment- informal

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 4- Popcorn Reading of Let Me In .

Warm up- Journal- We are reading about mother/child relationships in this story. What do you think is an important component to having a great relationship with your mother/father?

Lesson Sequence- Students and teacher will popcorn read chapter 2 of story as a class.

Teacher will answer any student questions.

Students will spend last 10 minutes reflecting on research paper topic. If ready, students may have topic approved by teacher.

Accommodations- teacher will follow IEP accommodations, as well as any teacher deems appropriate for class.

Assessment- Students will be evaluated based upon preparedness and participation.

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 5- Metacognition Lesson

Content Objective(s): SWBAT use reflective thinking to answer questions based on their thinking and understanding of what is happening within the story.SW begin to understand how war changes people.SW practice Think Aloud and Read AloudSWB able to understand there are different connotations to words.

Language Objective(s):SWBAT listen to reading and reflect on reading and how they would act/feel in same situation.SWBAT write about an incident from the book from the characters point of view.SWBAT participate in both group and class discussion.

Nevada Standards: CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives

Key Vocabulary: Concentration camp- A camp where civilians, enemy aliens, political prisoners, and sometimes prisoners of war are detained and confined, typically under harsh conditions.

Frau- German for a married womanPropaganda- Information, esp. of a biased or misleading nature, used to promote or publicize a particular political cause or point of view.Extermination- To get rid of by destroying completely.Solution-A means of solving a problem or dealing with a difficult situation.Connotation- An idea or feeling that a word invokes for a person in addition to its literal or primary meaning.Teaching Strategies: (all Billmeyer and Barton)KWL (p.116)Think Aloud/Concept Question Chain (142)Read AloudDear Diary (156)

Warm Up Activity:Students will fill out a KWL chart on chapters 1-2 using what they have read as well as their graphic organizer. * During warm-up students will turn in research paper topic to be approved.

Lesson Sequence: Warm up Break students into groups of 3-4 TW Read Aloud 2 passages from story (pgs.15-16 and 18-19) - after first passage ask questions, let

students discuss as a group, taking notes, and then participate in class discussion. Right There- Who is being discussed? Where are they? Why are they there? Think and Search questions- What do you notice is happening in in this passage? Why do you think

it is happening in this manner? Why did the Nazis use the terminology they used? On My Own- What do you think about when you read this? What would you do in this situation and

why? Read second passage and discuss in same manner again.

Students will complete a Dear Diary based on one of the passages and can choose 1 of the following characters:

Person being sent to the camp that endures forced separation from child Guard that works in camp Doctor who must decide who lives, who dies Helga- from either passage Helga’s mother- from either passage as a guard or later meeting with her daughter. Person from one of the surrounding villages near Auschwitz.

Student may choose the form in which they want to write their diary entry- past or present and may include a picture if they choose to include one- chronicling their thoughts about what is happening. Diary passage must have a written submission- this may be in the form of a poem, song lyric, or letter.

Accommodations: Teacher will follow all required accommodations.

Review/Assessment: Informal assessment will be given during discussion and students will receive participation points.

Students will turn in their Dear Diary papers at the end of class or beginning of next class if they did not finish. Students will be assessed on ability to reflect on the situation from the characters point of view and how it relates to the story.

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 6-11- Non-Fiction Lesson Plan on Let Me Go

During this week students will be working on a small research project based on an article and 3 short You Tube clips. Students will choose a name from the list of rescuers; do basic research on person and present information to class. Students will write a 1-2 page paper based on research but they may choose the method on how they present their chosen person to the class. Presentations should last 2-3 minutes only. Students may choose from:

PowerPoint Poem Picture- drawn, painted, or collage of found pictures Any method student chooses- teacher approved.

Content Objective(s) - (Same for all 5 days)SWBAT read an article and answer prompted question.SWBAT do online research.SWBAT present research to classSWBAT analyze video clips and discuss the differences.Students will use critical thinking to answer a question based on their thinking and understanding of a text material.

Language Objective(s) - (same for all 5 days)S will participate in class discussions.SWBAT present research to class in chosen manner.SWBAT write a 1-2 page paper.

Key Vocabulary- Aggrandized: Increase the power, status, or wealth of, Enhance the reputation of (someone) beyond what is justified by the factsAllies: During World War II, the group of nations including the United States, Britain, the Soviet Union, and the Free French, who joined in the war against Germany and other Axis countries.Bystander: One who is present at some event without participating in it.Collaboration: Cooperation between citizens of a country and its occupiers.

Teaching Strategies-Essential/reflective questions, journals, prereading strategy, research and write based on topic, read out loud, group discussion, class presentation

Day 6-

StandardsCCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Warm-up- SW answer prompt question in their journal- "Do you think that a bystander is guilty of the crime s/he stands by and lets it happen?"

- Students will each be given a copy of article to quickly read- article will end after quote- http://fcit.usf.edu/holocaust/people/rescuer.htm.

- Class will watch 3 short video clips- http://www.youtube.com/watch?v=J8A0uUYuId8, http://www.youtube.com/watch?v=tGaJrgi_SpE, http://www.godvine.com/Security-Cams-Catch-People-Doing-the-Most-Amazing-Acts-of-Kindness-1938.html.

- Students will be broken into groups to discuss each video. Then they will participate in group discussion regarding clips.

- Teacher will ask students to analyze what they see in each video- are they similar? How? Are they different? How? Why are they different and are they real? Does it matter? What makes the bystanders different from those who help? Why?

- Students will then reread the article and discuss in their groups to analyze if their response to the article had changed.

- Students will participate in group discussion with initial prompt question- “Who would you consider responsible for Nazi crimes, those who made the laws of persecution, those who carried them out, or those who did not interfere?” Teacher will facilitate discussion with essential/reflective questions.

- Students will be given a copy of map and a copy of list of names of people- German and non-German- who risked everything to save Jewish people. Map- http://fcit.usf.edu/holocaust/MAPS/map009b.PDF. List of Rescuers will be a separate handout.

- Students will be able to take both handouts home to research to do some initial research about who is on the lists and where the camps were located. Students should preview list to be ready to choose a name.

Accommodations- Teacher will follow all recommended accommodations.

Strategies-Wilhem p. 93 Connecting Literature to Life, Group work, essential questions, scaffolding

Review/Assessment- Students will be given participation points for the first day.

Supplementary Materials-Map handout, List of Rescuers handout,

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 7- Research day

Standards- CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Warm-up – Journal- Why is research in any topic important? Research can be boring, how can it be made more interesting?

Library day- students will use computers/books to research name from list of rescuers and begin initial writing. Students will be given presentation requirements and rubric for presentation day.Accommodations- teacher will follow IEP accommodations, as well as any teacher deems appropriate for class.Assessment- Students will be evaluated based upon participation as well as having done substantial research on topic.

Day 8- Writing workshop

Standards- CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Students will spend class period organizing research and writing rough-draft.

Teacher will provide guidance and help needed in regards to paper.

Day 9- Peer Editing

*Research Paper sources/outline due!

Warm Up- Journal- We have heard that the ‘Golden Rule’ is to treat others as we wish to be treated. Why is this important? What does it mean to you and how will you apply it?

Standards- CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Strategies- Bloom’s Taxonomy, Co-Op learning, Reciprocal Teaching, QAR (On My Own- Warm Up)

Lesson Sequence- Students will bring in copy of this week’s paper for peer editing.Student will pass paper to classmate behind them, last person to the front.Students will look for specific items only- paper will be edited for spelling corrections and punctuation only.Student will look to see if key vocabulary terms have been used.Papers will be returned to students for remaining time to go over corrections to be made.

Accommodations- IEP and ELL students will be given all special accommodations documented on their plans, as well as, any other strategies that teacher deems appropriate in the learning process.

Assessment- Students will put student number on paper they edited and will assessed on participation and turning in paper.

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 10/11- Presentation on Choice of Rescuer

*Last day to bring in research paper outline!

Standards- CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Rubrics- See attached for paper rubricPresentation rubric-

Creative __/5Prepared __/5Knowledge of Topic __/5

__/15

If there is time remaining on the 11th day, students will work on their research project.

Accommodations: Teacher will follow all required accommodations.

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 12- Group Activity Day- Poem “Refuge Blues’ by W.H. Auden

Standards-CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)Objectives- Students will read and listen to poem “Refugee Blues” by W.H. AudenStudents will analyze poem and explain how certain phrases enhance the poem.Students will examine photographs or paintings to determine the effect of poem.Teaching Strategies- Scaffolding, modeling, Essential questions, group work (Tovani p. 89 Group Work that Works)Group activity-

1. Teacher will pass out copy of poem and display poem on overhead. Teacher will read poem aloud while students follow along. See attached for poem and pictures.

2. Teacher will have copies of paintings and photographs for students to choose from.3. Students will then be broken into small groups of 3-4 where students will draw a role:

Note taker/ facilitator- this student will facilitate group discussion and take notes on discussion and will make sure each student contributes to group. Notes will be turned in.

Presenter- this student will present groups findings to class during presentation. If group has 4 students- there will be 2 presenters. Notes will be turned in.

Creator- this student will gather supplies (markers, paper, and crayons) to create poster to present to class. Grade will be based on creativity and clarity.

4. Students will have a copy of poem and they will choose a picture to use for their poem comparison.

5. Students will answer questions for presentation: The poet uses some startling images in the poem. Look at the following examples

and comment on their effectiveness: blossoming passports

officially dead fish swimming as if they were free a building with a thousand floors

Students will answer questions- Why did you choose the photograph/painting you chose? What elements in the painting connect you with the poem? Does the painting affect you differently from the poem? In general, do you feel that your understanding of and feeling for the

subject of the Jewish Refugees in World War II is enhanced by your contact with the poem, the photograph/painting presented to you in this lesson?

6. Teacher will walk around observing groups, answering questions and giving directions as needed.

7. Students will have 15 minutes to complete this in-class assignment before presentations begin. Presentations should last no longer than 3-5 minutes.

Assessment- Students will be given a grade based upon their individual performance as well as a grade on how well they function as a group.

Reflection- I was able to actually teach this lesson for observation hours. This lesson went over really well with the honors English 11th graders. I taught the class using candy as treats rather than a grade and had them grade their classmates on whether they proved their point through analysis. They were very involved and found items within the pictures that I was unable to find. The 2nd class I taught did not respond as well and needed constant guidance and redirection. The 3rd class did very well with the lesson, but was very adamant that their classmates fully support their findings with textual support.I would change this lesson in that there is just not enough time in an average class period to fully attain the goals I have outlined. This lesson really does require 2 days as the students were very engaged and liked this lesson. This lesson should definitely be used with a class that is used to group activities as it requires the entire group to be involved. I taught this lesson without assigning roles as they class did not require it. It is definitely a keeper.

Day 13- We Didn’t Start the Fire, Billy Joel

Standards- CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Teaching Strategies- Group work, essential questions, journals, Think Alouds (Billmeyer and Barton 139)

Warm Up- Journal- Remind students we are still in autobiography/biography unit and that these can take the form of novel, poetry, photography or song. What are some major world events that have happened in your lifetime that you will always remember? Why do you think you will always remember them?

Lesson- “We Didn’t Start the Fire” by Billy JoelStudents will watch You Tube clip- http://www.youtube.com/watch?v=E8lrRvuwczk&feature=youtu.beStudents will break into groups and discuss video- is it a biography? Why/not? The song spans the time from author’s birth to age 43. Students will change the words and use events from their birth to this current year. As a class we will discuss these events and make a list to start the students off.

Accommodations- Teacher will follow all required accommodations.

Assessment- students be informally assessed based upon group participation and class interaction.

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 14- 1st Rough Draft Due- Writing Workshop

Warm Up- No warm up today.

Standards- CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Objectives- Students will use in-class time to work on research paper.Student will use in-class time to seek help as needed in organizing paper, gathering needed research, or for vocabulary usage.Teacher will use this time to guide students as needed.Teaching Strategies- direct instruction, essential questions

Assessment- students must come to class prepared with work to be done on research paper for participation points.Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 15, 16 &17Introduction to Autobiographical Poetry using “Theme for English B” by Langston Hughes

Content Objective(s): The students will realize that each person is unique and special. The students will gain a greater understanding of themselves and their cultures. The students will compare their cultures with those of the other students. Language Objective(s):Student will be able to analyze self to provide an introduction to the rest of the classStudent will listen and respond to other student’s poems.Student will write a poem about self and their cultural heritage.

Nevada Standards: CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Key Vocabulary: Multicultural- Of, relating to, or constituting several cultural or ethnic groups within a society.Heritage- Something that is passed down from preceding generations; a tradition. An expression of the ways of living developed by a community and passed on from generation to generation, including customs, practices, places, objects, artistic expressions and values.Teaching Strategies: Writing journal, think aloud, critical, thinking, active learning, group work, Gardner’s Multiple Intelligences, whole group and independent group learningWarm Up Activity:

Remind students we are still in autobiography/biography unit and that these can take the form of novel, poetry, photography or song, as well as being multicultural.Students will answer writing prompt in their writing journal- "What are some ways we can tell a large group of people about ourselves?"Lesson Sequence: Warm-up- Have students read poem by Langston Hughes “Theme for English B”

Ask essential questions- What do you notice about this poem? Does it fit within current unit? How? Why?

Explain to students that they will be writing their own autobiographical poem that must include their own cultural heritage. Show students teacher’s poem using “I Am” outline

Pass out “I Am” worksheet. Students may use this general outline or they may create their own poem- poem must contain family traditions and background as well as tell about them.

Students will break into groups of 2-4 to check each other’s poetry outline Is it autobiographical? Cultural?

Students must write a poem but may choose how they present poem to class. Poems will be presented on day 17. Students may choose one:

Present poem as written- own poem or using “I Am” outline Create PowerPoint presentation of poem Make poem into song lyrics with music Paint/draw picture expressing self and cultural heritage Use photography to express self and cultural heritage- use minimum of 2 pictures Create a video clip- using pictures, family interviews, etc.

Accommodations: Teacher will follow all required accommodations.Supplementary Materials:Paper, pencils, pictures, PowerPoint, thumb-drive, colored pencils, paintReview/Assessment:Students will be graded on poem and poem presentation. Creativity points will be given based on student’s creative approach to presenting poem.

Poem outline __/10 pts.

Finished poem __/20 pts.

Presentation __/20 pts.

Creativity __/10 pts.

__/60 pts.

Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 16- 2nd Rough Draft Due. Peer Editing.

Warm Up- Journal- What is “To Be” verbs? What are some alternatives that can be used in their place? What do you do when you come across a word you do not understand? KWL chart on “To Be” verbs

Standards-CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Objectives- Students will be able to correctly identify and circle all “To Be” verbs in a paper.Students will be able to identify unknown words to look up the definition to make sure word is being used correctly.Teaching Strategies- essential questions, KWL Chart, journals, co-op learning, Bloom’s Taxonomy, Whole group and independent learning

As a class we will go over KWL Chart to remind students about “To Be” verbs and discuss alternatives for these words.Students will have access to dictionaries to identify unknown words and make a list of those words.Students will pass their papers to the person on their left for peer editing. Editors will circle all “To Be” verbs and identify unknown words only. Students will sign at the bottom of paper identifying that they did the peer editing by using their student numbers.Students will return papers and make any needed corrections to their own papers. Students will use remaining time to work on their corrections as they can turn in their completed papers the next day for extra credit for finishing early.If their corrections are finished- students may work on their “I Am” poem presentations for the next day.Assessment- students will be assessed on their peer editing at the end of the project. Students without signed peer edited papers will be docked 10% off final paper grade.Reflection- Did the lesson work? If not, why not? What changes need to be made and what areas can remain.

Day 17 Presentations of “I Am” Poem See above in day 15 for standards and objectives.

Day 18 Research Paper Due- End of UnitStudents will be given first 10 minutes of class to make sure they have everything in order and then papers are due.

Assessment- see attached documents students were given at the beginning of unit in regards to paper guidelines.

Research Paper DocumentCommon Core Standards

CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate

information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Objectives:

Student will conduct research based on the non-fiction literature using print and digital media.

Student will be able to write a paper based on the compiled research using correct grammar, punctuation and citation.

Student will gain knowledge about a particular event/object in history.

Research Paper

We are just beginning the reading of the nonfiction novel Let Me Go by Helga Schneider. You have been introduced to the German concentration camps and to SS soldiers and to the damage they have caused to all involved- both Germans and Jews. Now I am giving you the opportunity to learn more about the subjects you are reading about in the novel.

Your research project will be based upon a particular subject you find interesting within the novel by Schneider. There are many different topics you may choose from. Here are just a few examples:

Concentration camps- Auschwitz Birkenau and Ravensbrück, what happened in the camps, how did the camps originate and by whom? How many people died/survived?

SS Army and Soldiers The Third Reich What interests you from the story?

Instructions:

You will write an I-search paper and it must follow a certain format:

You choose the topic and write it in the First Person (“I”)

The paper should be written in three sections:* this can be broken into labelled sections or flow seamless- however you choose to write it.

I. What I Know/Assume/Imagine- this section is written before any research. Write about what you know about the topic and why it interests you.

II. The Search- begin your research. Use the internet, write letters, read books, go to museums, watch documentaries, etc. Write in the narrative and do not feel obligated to tell everything you found, but give the facts crucial understanding of information. Use documentation.

III. What I Discovered- after you are finished, compare what you thought you knew to what you actually discovered and draw conclusions by putting it all together. Make sure to include person commentary about what you learned.

Paper Requirements:

Use MLA format, 12 font, New Times Roman. You must use a minimum of 6 sources, not including the novel by Schneider. Include in-text citations and include a works cited page. There is no length requirement, but paper should show considerable research.

Due Dates:

March 13: Selection of topic. Teacher approved

March 18: List of sources- minimum of 6. MLA format- may use bibme.org

March 21: Outline due.

March 25: 1st rough draft due. Writing workshop

March 27: 2nd rough draft due. Peer editing.

March 28: 3rd rough draft due- include all notes, research, and peer editing. Early due date- for EXTRA CREDIT!!

March 29: Due date-

I-Search Paper (100 pts.)

9-10 Excellent 7-8 Good 5-6 Fair 0-4 Poor

Data Gathering Data gathering methods were well conceived to inform the questions posed

Data gathering methods satisfactorily informed the questions posed

Data gathering methods were not well conceived to inform the questions posed

Data gathering methods were no evident

Content Theme is well-defined. Paper discusses what the student already knew, what they wanted to find out, further research and what they learned

Theme is defined. Paper discusses most of the four components.

Theme is vague. Paper discusses the four items very briefly

One of more components of the paper are missing

Research Excellent background, context and idea development

Good background, context, and idea development

Adequate background, context and idea development

Poor background, context and idea development

Organization Student presents information in logical, interesting sequence

Student presents information in logical sequence

Reader has difficulty following paper

Reader cannot understand paper because there is no sequence of information

Comprehensibility Can understand all of what is being communicated

Can understand most of what is being communicated

Can understand less than half of what is being communicated

Can understand little of what is being communicated

Bibliography Is Complete Is included but not well organized

Is missing some components

Is almost or completely missing

Style Meets MLA or APA style requirements

Meets most of MLA or APA style requirements

Meets little of MLA or APA style requirements

Meets none of the requirements

Effort Exceeds the requirements of the assignment and have put care and effort into the p process

Fulfills all of the requirements of the assignment

Fulfills some of the requirements of the assignment

Fulfills little of the requirements of the assignment

Grammar, Mechanics, Spelling and Sentence Structure

Presentation is highly polished; no grammar or spelling errors

Presentation is polished; maximum of one grammar or spelling error

Presentation is adequate; maximum of two grammar or spelling errors

Inadequate presentation; more than two spelling or grammar errors

Conclusion Included thoughtful reflections on results

Included satisfactory reflections on results

Did not include thoughtful reflection of results

Was not presented

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Rubric for essay on Rescuers