DARE TO ACT!

EXPLORING HUMAN RIGHTS THROUGH LITERATURE

Danielle Wright FSU English Education

Fall 2012

Table of Contents
Rationale .....................................................................................................................................4 Intended Learning Outcomes .......................................................................................................6 Common Core Standards .............................................................................................................7 List of Selected Text and Media .................................................................................................11 Unit Assessment ........................................................................................................................12 Unit Outline...............................................................................................................................13 Week by Week Lesson Plans ......................................................................................................15 Week One.......................................................................................................................................................................................... 15 Day One .............................................................................................................................................................................................. 15 Day Two ............................................................................................................................................................................................. 17 Day Three .......................................................................................................................................................................................... 19 Day Four ............................................................................................................................................................................................ 21 Day Five.............................................................................................................................................................................................. 24 Week Two......................................................................................................................................................................................... 27 Day Six ................................................................................................................................................................................................ 27 Day Seven .......................................................................................................................................................................................... 29 Day Eight ........................................................................................................................................................................................... 31 Day Nine............................................................................................................................................................................................. 33 Day Ten............................................................................................................................................................................................... 35 Week Three...................................................................................................................................................................................... 37 Day Eleven......................................................................................................................................................................................... 37 Day Twelve........................................................................................................................................................................................ 39 Day Thirteen .................................................................................................................................................................................... 41 Day Fourteen ................................................................................................................................................................................... 42 Day Fifteen........................................................................................................................................................................................ 43 Week Four ........................................................................................................................................................................................ 44 Day Sixteen ....................................................................................................................................................................................... 44 Day Seventeen ................................................................................................................................................................................. 45 Day Eighteen.................................................................................................................................................................................... 47 Day Nineteen.................................................................................................................................................................................... 48 Day Twenty....................................................................................................................................................................................... 49 Week Five ......................................................................................................................................................................................... 51 Day Twenty-One ............................................................................................................................................................................. 51 Day Twenty-Two ............................................................................................................................................................................ 53 Day Twenty-Three ......................................................................................................................................................................... 55 Day Twenty-Four ........................................................................................................................................................................... 57 Day Twenty-Five............................................................................................................................................................................. 58 Week Six............................................................................................................................................................................................ 59 Day Twenty-Six ............................................................................................................................................................................... 59 Day Twenty-Seven ......................................................................................................................................................................... 60 Day Twenty-Eight .......................................................................................................................................................................... 61 Day Twenty-Nine............................................................................................................................................................................ 62 Day Thirty ......................................................................................................................................................................................... 63

Appendix of Selected Materials .................................................................................................64 Appendix A ....................................................................................................................................................................................... 64 Appendix B ....................................................................................................................................................................................... 71 Appendix C ....................................................................................................................................................................................... 72 Appendix D ...................................................................................................................................................................................... 74 Appendix E ....................................................................................................................................................................................... 75 Appendix F ....................................................................................................................................................................................... 76 Appendix G ....................................................................................................................................................................................... 78 Appendix H ...................................................................................................................................................................................... 79 Appendix I ........................................................................................................................................................................................ 82 Appendix J ........................................................................................................................................................................................ 86 Appendix K ....................................................................................................................................................................................... 87 Appendix L ....................................................................................................................................................................................... 93 Appendix M ...................................................................................................................................................................................... 94 Appendix N ...................................................................................................................................................................................... 98 Appendix O....................................................................................................................................................................................... 99 Appendix P .....................................................................................................................................................................................100 Appendix Q.....................................................................................................................................................................................101 Appendix R .....................................................................................................................................................................................102 Appendix S .....................................................................................................................................................................................103 Appendix T .....................................................................................................................................................................................104 Appendix U.....................................................................................................................................................................................105 Appendix V .....................................................................................................................................................................................106 Appendix W ...................................................................................................................................................................................107 Appendix X .....................................................................................................................................................................................108 Appendix Y .....................................................................................................................................................................................108 Appendix Z .....................................................................................................................................................................................109 Appendix AA..................................................................................................................................................................................110

Rationale

The gunfire around us makes it hard to hear, but the human voice is different from other sounds. It can be heard over noises that bury everything else, even when is not shouting, even if its just a whisper. Even the lowest whisper can be heard over armies when its telling the truth. Charles Randolph
This conceptual unit entitled, Dare to Act! Exploring Human Rights Through Literature

was designed for an 11th grade English class, and is intended to give students a lens through which to understand and analyze Human Rights issues and to inspire students to make conscientious decisions as global citizens. Human Rights atrocities such as genocide can seem incomprehensible to students because it is outside of their realm of experiences. Literature used throughout the unit will give students a context or vehicle with which to comprehend the magnitude of social justice issues through the individual experiences of young-adult characters. It is through these stories of survival that students will find inspiration in stories of human resilience, and the resulting classroom climate will be that of tolerance, with lessons focused on the cultivation of compassion, empathy, and agency to promote social justice. Analysis of the United Nations Universal Declaration of Human Rights and other informational texts will provide students with clear definitions of thematic terms as well as a social justice framework that will be used to build upon students prior knowledge to a achieve a more accurate and cohesive understanding of Human Rights. Book clubs will be utilized throughout this unit to explore thematic concepts and essential questions, and student engagement will be increased through participation in a Book Pass, an activity that allows them to select texts based on their interests. These collaborative experiences will serve as bridges between the moral and ethical questions posed by each text,

and the answers that evolve from the connections formed through inquiry-based, student-led discussions. According to Beach and Myers, because social worlds are constructed, contested, and maintained through language and symbols in social activity, it is imperative that we help students reflect on their participation in their own social worlds, as well as the representations of social worlds in literature and the media (3). The power of the individual is an essential concept within this unit, and students are introduced to the myriad ways in which humans have advocated for change. Students will explore literature, poetry, essays, visual art and music to analyze the ways in which art can connect people with issues in personal and profound ways. Classroom activities and discussions will help students understand the necessity of the human voice to propagate change, ultimately preparing them for the units culminating assessment: a collaborative speech written to convince their audience to advocate for the Human Rights issue presented within their selected book club text. With teacher guidance, students will analyze highly effective social justice speeches given throughout history, with focus-lessons given on each speeches use of rhetorical devices, syntax, and figurative language. In an effort to avoid traditional problems that can arise during the collaborative process, several strategies suggested by Butts in Overcoming Student Resistance to Group will be utilized within this unit. Students will be permitted to voice their negative feelings about working on a group assignment during a class discussion, and the teacher will explain how choice, responsibility, and communication are crucial to the success of this project. Students were able to exercise agency by choosing their topic (through their book club selections) and their project roles, and are held accountable through peer evaluation that is used when assigning individual and collaborative grades. (80-83)

Intended Learning Outcomes

Goals
Students will be able to Create a working definition of human rights through exploration and discussion of relevant literature, multi-media, and art. Actively participate in varied discussion forums to collaboratively analyze thematic elements presented in texts and media. Form thoughtful text-to-self, text-to-text, and text-to-world connections to answer each weeks essential question(s). Demonstrate the ability to respectfully discuss controversial issues in an online forum by focusing on ideas presented within unit texts without attacks on ones personal belief system. Identify and analyze an authors structural and stylistic choices as they relate to the units essential questions. Collaboratively research and write a speech persuading their audience to take action on the Human Rights issue presented within their chosen Book Club text. Explore the myriad ways in which artistic expression can been used to propagate change and promote equality.

Common Core Standards

Reading: Literature

CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors 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.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Reading: Informational Text

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. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 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.

CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty 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.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features.
Writing:

CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 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.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
Listening and Speaking

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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 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. Language 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.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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.

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CCSS.ELA-Literacy.L.11-12.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase.

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List of Selected Text and Media

Book Club Texts:
Sold by Patricia McCormick Before we Say Goodbye by Gabriella Ambrosio When My Name was Keoko by Linda Sue Park Revolution is Not a Dinner Party Maus I & II by Art Spiegelman

Supplementary Texts and Media

A Long Way Gone: Memoirs of A Boy Soldier Ishmael Beah Free? Stories about Human Rights edited by Amnesty International Life is Beautiful (Film) Born into Brothels (Documentary) Lotus Christina Aguilera (clip from American Music Awards Performance) I was Here Beyonce (Performance at World Humanitarian Day) Freedom Rage Against the Machine (song) 1 Million Bones Naomi Natale (TED Talk) Letters to a Playground Bully Andrea Gibson (Spoken Word) Say Yes Andrea Gibson (Spoken Word) The Perils of Indifference Ellie Wiesel (Speech) I Will Fight No More Forever Chief Joseph (Speech) Release From Prison Nelson Mandela (Speech) On the death of John Brown William Lloyd Garrison Quit India Mahatma Gandhi (Speech) Someone Elses Genocide Sherman Alexie

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Unit Assessment

Writers Notebook Literature Discussion Weekly Posts Human Rights Speech: Outline Human Rights Speech: First Draft Human Rights Speech: Second Draft Group Presentation Score Speech Hard Copy Submission Human Rights Speech Total: Individual Score based on Peer Review Evaluations Class work Participation TOTAL

100 200 20 40 40 75 75 _____________ out of 250 50 150 100 _____________ out of 850

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Unit Outline

Essential Questions

Monday

Tuesday

Wednesday

Thursday

Friday

Week 1: What are Human Rights?

Unit Opening: Housekeeping Left- handed Rights Post-It Poll: "Human rights are..."

"Story of Human Rights" Video Declaration of Human Rights Jigsaw

Literary Lingering - Free? Article One Youth for Human Rights video Discussion Exit Slip

Tagxedo Unit Vocabulary Activity Book Pass

Jane Experiment Video Left-handed culminating discussion Book Club announcement and book response tutorial

Week 2: To what extent does Writers Notebook power, or the Lit Circle Meeting lack of power, Post Due by affect Midnight individuals?

Lit Circle Meetings: Speech Analysis I Discuss online Life is Beautiful Literary Analysis- Will Fight No More responses Discussion relating Short Story: Forever work on to essential Desirees Baby collaborative question and texts SIFT Method Begin watching Life speeches covered this week is Beautiful Life is Beautiful

Literary Lingering: Week 3: Why is it Someone Elses Lit Circle Meetings: essential to Genocide Discuss online NPR Talk: Surviving Writers Notebook: commemorate Lit Circle Meeting the Killing Fields Speech Analysis - responses difficult histories, Post Due by One Million Bones "The Perils of work on and raise Midnight Tallahassee Indifference" collaborative awareness of Diigo Tutorial speeches current Speech Outlines Due injustices?

TED TALK: One Million Bones Begin Creating Bones

Essential Questions

Monday

Tuesday

Wednesday

Thursday

Friday

Week 4: What are the causes and Lit Circle Meetings: consequences Lit Circle Meeting Discuss online Post Due by Speech - Analysis - of prejudice responses The Flowers Grammar Mini- Midnight Nelson Mandela's and injustice, Strange Fruit work on Lesson Release From collaborative and how does Hot Seat Character Thematic Analysis Prison speeches. Soundtrack Activity an individuals analysis activity First D raft D ue response to them reveal his/her true character?
Week 5: When Lit Circle Meeting should an Post Due by individual take a Midnight stand against Silent discussion what he/she strategy believes to be an injustice? What Art as Activism are the most poetry/song effective ways to Analysis do this? Anonymous Havtivists Take Down Israeli Websites GIST Strategy Four Corners Debate Lit Circle Meetings: Discuss online Speech Analysis responses Compare and work on collaborative contrast: On the Born into Brothels speeches. Death of John Discussion Brown and Quiet First Draft Due India Begin Born into Brothels Workshop Day

Week 6: Unit Wrap-Up

Grammar Lesson Letter From Complete Bones for Birmingham Jail upcoming Culminating Unit ceremony Discussion

Presentations

One Million Bones Ceremony

Week by Week Lesson Plans

Week One
Essential Question: What are human rights?

Day One
Objectives Students will be able to - Write an informal definition of human rights based on prior knowledge. - Provide a written reflection in response a very brief excerpt from Incarceron by Catherine Fisher Materials - Post-Its - Pens/Pencils - Letter to Parents (See Appendices) - Unit Assessment guidelines and rubric (See Appendices) - Classroom Experiment Guidelines (See Appendices) - Writers Notebooks Time The teacher will The student will 5 Minutes Ask students to form two groups: Join the group that corresponds with left-handed & right-handed. their dominant writing hand. Ambidextrous students will join the left-handed group. Instruct students to find a seat at a desk on their side of the room. 10 Minutes Ask students to respond the Provide a written reflection following quote in their writers notebooks: Only those who have known freedom can define their prison. - Catherine Fisher, Incarceron 5 Minutes Post-It Poll: Provide students with Complete post-it poll. post-it notes and ask them to finish

16 the following sentence: Human rights are . The teacher will collect responses, which will be compiled into a Tagxedo word cloud to be used on day 4. Introduce unit and go over housekeeping details: - Letter to parents (see appendix A) - Unit assessments, project guidelines and rubric (See appendix B) Introduce classroom social experiment (without giving motives away to students, as this would defeat the purpose of the exercise) Rules and guidelines will be provided to students (See appendix C) and the teacher will outline the structure of the weeklong activity. (This section will look similar to Jane Elliots Blue Eyes, Brown Eyes experiment viewed on day 5.)

15 Minutes

Listen carefully and ask questions when clarification is needed.

15 Minutes

Listen carefully and ask questions when clarification is needed.

Homework N/A

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Day Two
Objectives Students will be able to - Summarize articles from The Universal Declaration of Human Rights - Demonstrate understanding of The Universal Declaration of Human Rights by providing an example of how articles might be violated - Deliver information in a clear cohesive manner by present their summaries to the class Materials - Post-It Flags - Computer with internet access - Projector - Left-handed classroom experiment guidelines (See Appendices) - Story of Human Rights YouTube video (See Appendices) - The Universal of Declaration of Human Rights (See Appendices) Time The teacher will The student will 2 Minutes Remind students of the rights and Listen and ask questions if limitations afforded to students clarification is needed. Left-handed based on their dominant hand. Go students may only speak after all over guidelines again if needed. right-handed students have been called on. 6 Minutes Introduce and watch first 6 minutes Watch Story of Human Rights video. of Story of Human Rights YouTube video. Explain that students will revisit the latter half of the video later on in the unit. 3 Minutes Invite right-handed students to share Participate in classroom discussion something they learned from the while following the classroom video aloud and lead a brief class experiment guidelines. discussion about the first half. Left- handed students may not speak unless invited to speak by a right- handed student, or the teacher. 5 Minutes Have students count off and get into Count off and get into groups. 6 groups. Distribute 5 Articles from The Universal Declaration of Human Rights to each group. Explain that they will be Jigsawing (they are

18 familiar with this strategy) and presenting their articles to the class with one example of a way in which each article might be violated. (Ex: Torture: A prisoner of war being tortured for information.) Provide instructions for the Dont Look Back summarizing strategy, which they will use to quickly summarize their articles. The teacher briefly remind students that its a well-known fact that left- handed people slow down the process because they arent as intelligent and it takes them longer to complete tasks. (For the purposes of the classroom experiment.) Circulate the classroom and provide assistance to groups as needed. Provide comments to fuel the classroom experiment and create friction within each group dynamic.

15 Minutes

15 minutes

Facilitate group jigsaw presentations. Order presentations by the amount of right-handed students that each group contains. Left-handed members of each group must never make direct eye contact with members of the audience; they should look down and only speak if directed to do so by the teacher.

Use the Dont Look Back summarizing strategy: Students will individually read each article twice, writing down two words they find particularly important from each article on a separate flag. They will then turn their papers over and reconvene with their group members. Each group will use their key words to assist the group with creating a one- sentence summary of each article. They will create a brief fictional example of how each article could be violated. Jigsaw group presentations, following classroom experiment guidelines.

Homework N/A

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Day Three
Objectives Students will be able to - Analyze the theme of freedom expressed in Klaus Vogel and the Bad Lads through written reflection. - Discuss the connections between a short story and a video presentation Materials - Classroom Experiment Guidelines (See Appendices) - Klaus Vogel and the Bad Lads by David Almond (a short story from Free? Stories About Human Rights Various Authors, Edited by Amnesty International) - Computer with internet access - Projector - Human Right Number One: We are All Born Free and Equal (See Appendices) - Writers Notebooks - Pencils/Paper - Exit Slips (See Appendices) Time The teacher will The student will 5 Minutes Inform students that recent Listen and ask questions for research has indicated that right- clarification handed students are truly the ones who are inferior. Explain that roles will now switch, going over guidelines again. 15 Minutes Literary Lingering: Read Klaus Listen to story being read aloud. Vogel and the Bad Lads aloud. 10 Minutes Ask students to reflect in their Provide a written reflection in their writers notebooks. Invite them to writers notebooks, exploring the focus on the idea of freedom this concept of freedom as it is expressed short story explores, and write as within the vignette. students are writing. 3 Minutes Play Youth for Human Rights video: Watch video. Human Right Number One: We are All Born Free and Equal 15 Minutes Lead Classroom Discussion. Potential Participate in classroom discussion. questions: - How does todays literary

20 lingering story connect to Article One of They Universal Declaration of Human Rights? -

2 Minutes Homework

Lets explore the following passage on pages 15-16 in relation to the video we just watched: He is free, I said. And in that moment, I knew that he was free, despite his fathers imprisonment, despite his mothers death, despite Joes gripping his collar. He has said no. He was free. (Almond, 15-16) Pass Around Exit slips Ask students to write one question on their exit slips that they wish to have answered throughout the unit.

Complete exit slips

N/A

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Day Four

Objectives Students will be able to - Research the meaning of key vocabulary - Construct a visual vocabulary representation for key unit vocabulary - Examine a selection of texts to choose a preferred book club selection Materials - Computer with internet access - Vocabulary words (See Appendices) - At least 5 laptops with internet access (one for each group) - Classroom virtual graffiti wall (See Appendices) - Six copies of the following texts: Sold by Patricia McCormick Before we Say Goodbye by Gabriella Ambrosio Never Fall Down by Patricia McCormick Revolution is Not a Dinner Party Maus I & II by Art Spiegelman - Book Pass Worksheet (See Appendices) - Timer - Pencils/Paper Time The teacher will The student will 5 Minutes Present students with Tagxedo Participate in class discussion, following from their compiled responses rules outlined for right-handed and left- (reference day one procedures). handed students. Lead brief class discussion about key words, explaining that the biggest words are those that were used most often in student responses. 5 Minutes Introduce Wall wisher Graffiti Listen to directions and ask questions if Wall vocabulary activity: clarification is needed. Explain that students will be creating a visual representation

22 of key terms that may at times seem abstract. She will remind students to look for credible sources when locating their definitions. She will briefly discuss the difference between .com, .org, .net, and .com websites, and remind students to be respectful and appropriate in their responses. Circulate throughout the Students will count off into groups of 5 classroom, providing assistance and be given three words. to groups when needed. They will then use the provided laptops to research the definition of each word. Students will then go to the link provided (http://wallwisher.com/wall/lfg32fwgwz) And look at the examples provided. They will then look for a visual (photograph, painting, video) that represents their vocabulary word. Book Pass: Remind students that Listen to instructions and follow choice is a valuable component to directions. individual freedom, and for this component of the lesson ALL Spend two minutes reading the first students (regardless of dominant chapter of a book in from of them, and hands) will have the equal right upon teachers cue they will their initial to choose their book club text. responses/reactions on the sheet provided for 30 seconds. Instruct students to stay in their groups, and pass a copy of the They will then pass their books to their left five book club books to each and begin the process again when the group, along with individual teacher provides the next cue. response sheets (see materials list) Inform students that they will spend two minutes reading the first chapter of each book, and will record their initial responses and reactions on the sheet provided.

15 Minutes

15 Minutes

23 The teacher will then keep a timer going so that each student has a chance to read each book for 2 minutes and write a 30 second response for each. Ask students to rank their book Rank their selections and turn them in to club selections 1-5. the teacher. Explain that these selections will be used to create book clubs, which will be explained in greater detail tomorrow during their first club meeting.

10 minutes

Homework N/A

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Day Five

Objectives Students will be able to - Form connections between personal experiences and those expressed in A Class Divided by participating in Two Cent discussion. Materials - Computer with internet access - A Class Divided Video (http://www.pbs.org/wgbh/pages/frontline/shows/divided/) - Paper - Pens/pencils - 60 Pennies - Book Club Guidelines (See Appendices) - Book Club Response Rubric (See Appendices) - Six copies of the following texts: Sold by Patricia McCormick Before we Say Goodbye by Gabriella Ambrosio When My Name was Keoko by Linda Sue Park Revolution is Not a Dinner Party Maus I & II by Art Spiegelman Time The teacher will The student will 10 Minutes Play A Class Divided video and ask Watch video and write down one students to write down one quote quote and one question to be used in and one question that they find discussion particularly important. 15 Minutes Two-Cent Discussion: Participate in Two-Cent Discussion, sharing their personal experiences The teacher has set up desks in a and notes from video to guide the horseshoe shape prior to students classroom dialogue. arrival. The teacher will pass out two pennies to each student. She will then indicate that the purpose of this discussion is to hear as many perspectives as possible, so once

25 students have tossed their second penny into the pile in middle of the floor, they will assume a listeners role. Invite students to share the connections theyve found between the classroom experiment theyve taken part in all week, and to use their quote and question to guide their student-led discussion. She will only intervene if absolutely necessary to facilitate discussion. The teacher will announce each book group, and instruct students to quietly get into those groups. The teacher will pass out the Book Club guidelines and rubric (See materials list) students copies of their chosen text, and go over requirements with students. Provide students with their Wiggio usernames and passwords. Provide a tutorial to demonstrate how and where they will post their responses each week. Instruct groups to chunk out their books to figure out how many pages they will need to read before each session. Remind students that they may want to use the two-column reader- response journal strategy as they complete their out-of-class readings.

20 Minutes

Listen attentively and complete paperwork as teacher goes over the book club guidelines and rubric, asking questions when clarification is need.

5 Minutes

Exchange contact information with group members. Chunk out their books and fill the pages into their Book Club Guidelines log. Students will add this paperwork to their binders and refer to it as needed throughout the unit.

Homework Students should read and summarize the first section of their Book Club texts, and come to the next class period prepared to participate in their groups discussion. They may wish to follow

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the two-column response log strategy that theyve used previously this semester. Each student should write ONE discussion question for his or her Book Club Discussions.

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Week Two
Essential Question: To what extent does power or lack of power affect individuals?

Day Six
Objectives Students will be able to - Write a reflection based on a specified quotation about Human Rights - Discuss and analyze their Book Club texts in small groups Materials - Writers Notebooks - Copies of Book Club texts - Handwritten reader-response journals (optional) Time The teacher will The student will 10 Minutes Introduce this weeks essential Respond to the quote in their Writers question, and ask students to Notebooks. respond the following quote in their Writers Notebooks: How many more times do we have to come to terms with death before we find safety?" he asked. He waited a few minutes, but the three of us didn't say anything. He continued: "Every time people come at us with the intention of killing us, I close my eyes and wait for death. Even though I am still alive, I feel like each time I accept death, part of me dies. Very soon I will completely die and all that will be left is my empty body walking with you. It will be quieter than I am. - A Long Way Home, Ishmael Beah

28 The teacher will pass out book club discussion questions as students complete this task Ask volunteers to share their responses and lead a brief class discussion on the theme of power expressed within the quote Circulate throughout classroom as students conduct book club discussions Reiterate Book Club Response instructions, and handle any technical/communication issues that may have arisen. Remind students that responses are due every Monday by midnight.

5 Minutes

Participate in class discussion

25 Minutes 10 Minutes

Participate in Book Club Discussion. Ask questions regarding online book club responses.

Homework Book Club Responses are due by midnight.

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Day Seven
Objectives Students will be able to - Identify literary elements within a short story - Analyze literary elements to identify the theme within a short story Materials - SIFT Bookmarks (See Appendices) - SIFT PowerPoint Notes (See Appendices) - Copies of Desirees Baby by Kate Chopin - DocCam - Projector - Highlighters - Pens/Pencils Time The teacher will The student will 5 Minutes Literary Analysis: Briefly review Review their PowerPoint notes on the the SIFT method for critically SIFT method, asking questions when analyzing literature. appropriate. She will instruct students to take out their SIFT bookmarks and PowerPoint slide notes from their binders. Pass out highlighters so that each student has four different colors. 8 Minutes Model the SIFT method within the Follow along and highlight the first first paragraph of Desirees Baby paragraph along with teacher. by Kate Chopin. 15 Minutes Instruct students to read through the Read through the short story once story once without annotating. And without applying the SIFT method, then apply the SIFT strategy to their and then read again to apply the second read-through strategy. 2 Minutes Instruct students to get into groups Get into groups of five. of 5 by counting off. 10 Minutes Instruct students to discuss their Discuss their SIFT findings in small findings. How does this story relate groups. to our essential question of the week? 10 minutes Lead class discussion on group Discuss their SIFT findings and small findings. group discussion during whole-class

30 What role does power play in the plot of the short story? How does irony affect the overall theme within the story? Explain Homework Assignment discussion.

Homework: Complete assigned Book Club reading.

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Day Eight
Objectives Students will be able to - Identify the characteristics of an effective speech through participation in a teacher-led presentation. - Identify key ideas/events within a film and question/reflect upon their relevance to the overall theme of a film. Materials - Chief Josephs Surrender Speech- I Will Fight No More - Audio and transcription (See Appendix) - Chief Joseph rhetorical devices PowerPoint (See Appendices) - Copies of PowerPoint slides for student notes - Projector - Computer - Life is Beautiful DVD - Paper - Pens/Pencils Time The teacher will The student will 2 Minutes Introduce this weekly activity: Listen as teacher introduces lesson. Students will be given the opportunity to analyze effective speeches as a class to assist them with their culminating assessment (which will be gone over in much greater detail tomorrow. Pass Out I Will Fight No More to students and ask that they annotate as we go over rhetorical devices. 20 Minutes Provide background contextual Listen to speech and annotate along information about speech with presentation. Play audio of I Will Fight No More Speech Guide students through analysis of rhetorical devices using PowerPoint. Check for understanding: What makes this speech effective? 4 Minutes Transition Students into next Take out a sheet of paper and follow activity. Introduce Life is Beautiful note-taking strategy instructions

32 film, explaining that we will be watching it over the next three class periods. They are to take out one sheet of paper and use the following note- taking strategy: Write this weeks essential question on the top line Draw a line down the center of their page. The left side is for Key Ideas main points or quotations. Key events or conflicts within the film The right side is for questions, interpretations, and connections. Model an example: Ex: Life is Beautiful -- How is this an appropriate title with the given contextual information (Holocaust Film)? Begin film, taking notes along with students

14 Minutes

Watch film and take notes for the remainder of the period.

Homework Complete book club reading and bring notes/discussion questions to class.

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Day Nine
Objectives Students will be able to - Brainstorm topics for collaborative speeches - Identify key ideas/events within a film and question/reflect upon their relevance to the overall theme of a film. Materials - Culminating assessment packet (See Appendices) - Paper - Pencils - Life is Beautiful DVD - Computer - Projector Time The teacher will The student will 10 Minute Ask students to take out Culminating Listen attentively and ask questions assessment packet given out on day when appropriate. two. Give packets to students who need them. Reintroduce the assignment, and go over packet once again. Inform students from now on the second Book Club meeting of each week will be dedicated to briefly discussing their novels, and primarily devoted to workshopping their collaborative speeches. Outline todays Book Club agenda: Brief discussion Prewriting Strategy: Brainstorm topic ideas using webbing strategy (Human Rights issues that are PRESENT in your groups Book Club texts) Select Collaborative Speech Roles as outlined in culminating assessment

34 packet. Circulate throughout classroom during Book Club meeting They are to take out one sheet of paper and use the following note- taking strategy: Write this weeks essential question on the top line Draw a line down the center of their page. The left side is for Key Ideas main points or quotations. Key events or conflicts within the film The right side is for questions, interpretations, and connections. Model an example: Ex: Life is Beautiful -- How is this an appropriate title with the given contextual information (Holocaust Film)?

10 Minutes 30 Minutes

Participate in Book Club meeting

Homework Continue reading Book Club text.

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Day Ten

Objectives Students will be able to - Identify key ideas/events within a film and question/reflect upon their relevance to the overall theme of a film. - Analyze similarities across texts and genres through classroom discussion Materials - Life is Beautiful DVD - Paper - Pens/Pencils - Beach Ball with discussion questions on each segment Time The teacher will The student will 35 Minutes Provide students with the following Follow note-taking strategy instructions: instructions. Watch Life is Beautiful and take notes. They are to take out one sheet of paper and use the following note- taking strategy: Write this weeks essential question on the top line Draw a line down the center of their page. The left side is for Key Ideas main points or quotations. Key events or conflicts within the film The right side is for questions, interpretations, and connections. Model an example: Ex: Life is Beautiful -- How is this an appropriate title with the given contextual information (Holocaust Film)? Play Life is Beautiful. 15 Minutes In the spirit of the film, todays Participate in class discussion. When a discussion will be a large group ball is tossed to a student they choose discussion focused on a good old a question written on a segment of the

36 fashioned tossing game.

1. What are the defining characteristics of Guidos character? How does the author convey these to the audience? How Does Guidos character compare to the protagonist in your Book Circle Text? 2. 2. Why does Guido set up the game for Joshua? What is he hoping to accomplish? 3. Even though Guido and Dora never see each other while in the camp, how does he try to maintain their connection? How does the director maintain that connection for the audience? Why is this connection important to us? 4. Why do you think the director chose to have Guido die at the end of the film? How would it be different if he did not die? How does the director film Guidos death? Why is this scene so powerful? 5. What then, is the meaning of the title? How does the title connect to this weeks essential question?

beach ball to answer.

Homework N/A

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Week Three
Essential Question: Why is it essential to commemorate difficult histories and raise awareness of current injustices?

Day Eleven
Objectives Students will be able to - Listen to an essay and reflect upon its meaning through a written response. - Summarize and analyze Book Club texts through student-led discussion - Differentiate credible sources from inadequate sources by completing a WebQuest. Materials - Someone Elses Genocide by Sherman Alexie (See Appendices) - Writers Notebooks - Book Club Texts - At least 5 laptops with internet access - Credible sources WebQuest (See Appendices) - Projector - Diigo.com tutorial (See Appendices) Time The teacher will The student will 15 Minutes Literary Lingering: Listen, reflect, and respond to literary lingering. Read Someone Elses Genocide by Sherman Alexie aloud And allow students to reflect in their journals for five minutes Ask students to share their reflections aloud. 10 Minutes Facilitate Book Club Meeting: Participate in Book Club discussion. Agenda: 10 minute discussion 15 Minutes Instruct students to complete the Complete WebQuest on credible

38 Credible sources WebQuest in their book club groups. Students have created WebQuests in the past, so they should not need explicit instructions. The teacher will walk around while students complete the task. Provide Diigo tutorial. Students will use this resource to collaboratively research, annotate and organize speech information. sources.

10 Minutes

Listen attentively, participating when appropriate.

Homework Speech outlines are due on Thursday, along with at least 3 confirmed sources.

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Day Twelve
Objectives Students will be able to - Identify important details in NPR talk - Participate in classroom discussion - Analyze thematic questions presented within multi-media through a written response. Materials - NPR Talk: Never Fall Down: Surviving the Killing Fields - Never Back Down by Patricia McCormick - One Million Bones Tallahassee YouTube video - Computer with internet access - Projector - Writers Notebooks - Pens/Pencils Time The teacher will The student will 8 Minutes Ask students to carefully listen to Listen to NPR talk and write down key NPR talk: Never Fall Down: quotes. Surviving the Killing Fields and write one or two quotes that they connect with. 5 Minutes Lead brief class discussion on Participate in discussion students reactions to the video. How many students are aware of the Cambodian genocide? Provide students with background information on the book, asking students why survivor stories and memoirs are an important part of our English classroom. 5 Minutes Play One Million Bones Tallahassee Watch video. video Remainder Ask students to spend the remainder Respond to prompt in Writers of period of the class writing in their writers Notebooks. notebooks. Place the following prompt on the board. Why is it important to commemorate and raise awareness for human rights violations throughout the world?

40 Why is it dangerous to forget or disregard our histories? Think about the statement made in the final video: I asked him, Do you think this matters? Survivors response: I think this is the most important thing we can do. In my country, the skeletons are all in the closet. The rulers and former rulers all bear terrible responsibility for crimes and no one ever sees those crimes. The evidence is completely hidden. When you make these bones and you put them out in public then people can see for the first time the evidence of these crimes. You are making it possible with these bones; I think this is the way that change will happen.

Homework Continue reading Book Club text and working on Human Rights speech outline.

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Day Thirteen
Objectives Students will be able to - Write a brief reflection in response to a thematically relevant quotation. - Identify rhetorical devices used in The Perils of Indifference by Ellie Wiesel - Complete a rhetorical devices graphic organizer with a partner. Materials - The Perils of Indifference by Ellie Wiesel (See Appendices) - Rhetorical devices graphic organizer (See Appendices) Time The teacher will The student will 10 Minutes Ask students to respond to the Respond to quotation in their Writers following quote in their Writers Notebooks. Notebooks: Those who do not remember the past are doomed to repeat it.
Life of Reason, Reason in Common Sense, Scribner's, 1905, p. 284

15 Minutes

2 Minutes 23 Minutes

Provide each student with a copy of The Perils of Indifference by Ellie Wiesel. Read the contextual information provided, and then allow students to read the speech independently, highlighting rhetorical devices as they come across them. Have students get pairs and provide instructions on how to complete the provided graphic organizer. Circulate throughout the classroom and provide assistance when needed. Remind students that their speech outlines are due tomorrow.

Read speech critically, highlighting Wiesels use of rhetorical devices.

Get into pairs. Work with group members to complete graphic organizer.

Homework Complete speech outlines, which are due tomorrow.

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Day Fourteen
Objectives Students will be able to - Analyze themes and plot developments within their Book Club texts by participating in group discussion - Revise collaborative speeches through peer review Materials - At least 5 laptops with internet access Time The teacher will The student will 10 Minutes Circulate throughout the classroom Book Club meeting: Discuss their as students take part in Book Club responses to group members posts. discussions. 35 Minutes Meet with each group individually to Workshop Human Rights Speeches. provide feedback on their human Begin the drafting process rights speech. 5 Minutes Announce to students that a Pack up and listen to announcement spokesperson from One Million Bones will be visiting our school during the culminating week of our project and is bringing a guest speaker. In preparation for our own schools visual petition, our art department has agreed to assist us tomorrow with the construction of bones for the next installation. Homework

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Day Fifteen

Objectives Students will be able to - Discuss key elements of a speech - Create a symbolic representation to advocate for social justice Materials - Computer - Projector - Bone supplies Provided by Art Department Time The teacher will The student will 10 Minutes Watch One Million Bones TED talk Watch TED talk and participate in and lead brief class discussion. discussion. 40 Minutes Lead class to Art lab and assist them Create bones for on campus visual in creating bones for the installation petition. project. Homework

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Week Four

Essential Question: What are the causes and consequences of prejudice and injustice, and how does an individuals response to them reveal his/her true character?

Day Sixteen
Objectives Students will be able to - Conduct character analysis through Hot Seat activity - Compare and contrast character differences between texts Materials Time The teacher will The student will 15 Minutes Book Group Meeting: Listen to instructions and decide who will be in the hot seat. Other group Provide instructions for this members will begin thinking of meetings Hot Seat character analysis questions they might ask writing activity. down 4-5 potential questions. 25 Minutes Circulate and take part in the activity Participate in hot seat activity when possible, asking questions that link back to this weeks essential Treat one group member as if they are question. a character on a talk show/news program. That character will be in the hot seat and will need to provide instances from the text to back up their answers. 10 Minutes Lead whole class discussion on each Participate in class discussion, characters similarities and listening to the experiences of differences, but ultimately leading to characters in other groups novels. our similarities linked though our human experiences. Homework

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Day Seventeen

Objectives Students will be able to - Define authors purpose - Analyze figurative language within song lyrics Materials The Flowers by Alice Walker (See Appendices) Strange Fruit YouTube performance (See Appendices) Time The teacher will The student will 10 Minutes Have students read The Flowers by Read the short story individually Alice Walker individually. 2 Minutes Ask students what they believe the Attempt to identify authors purpose authors purpose was in writing this without contextual information short story. What is it about? (This story will likely be difficult for students who lack contextual information.) 4 Minutes Play Strange Fruit by Billie Holiday Form connections between the song for students, which should assist and short story, answering the students with building connections teachers questions when appropriate. to the previous story. Ask students what strange fruit was a metaphor for in the song. 7 Minutes Ask students to reread the short Reread short story again focusing on story again, paying particular imagery. attention to the imagery. 10 Minutes Ask students to brainstorm aloud Brainstorm aloud potential symbols what they believe the flowers within the story. symbolized within the short story. How did the ending of the story (and its implications) affect the character? What about the Author? Remainder Play Authors Remember the Civil Participate in class discussion of class Rights Movement YouTube Video And conclude discussion by addressing the broad spectrum of personal ramifications of

46 discrimination.

Homework

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Day Eighteen
Objectives Students will be able to - Identify rhetorical devices within a speech - Explain what those rhetorical devices do for the overall effectiveness of the speech - Form connections between texts through class discussion Materials - Nelson Mandela Biography - Release From Prison Speech by Nelson Mandela - DocCam Time The teacher will The student will 5 Minutes Play mini-bio video about Nelson Watch video Mandela to provide students with brief background information to provide contextual information. 15 Minutes Allow students to read Mandelas Volunteer to read speech aloud, speech aloud reminding them of the remaining respectful and appropriate. necessity of appropriateness and respect. 20 Minutes Use DocCam to highlight rhetorical Identify the rhetorical devices devices throughout the speech. Have highlighted by the teacher explain students identify which rhetorical what makes them effective device is being highlighted and explain how theyre effective (See analysis in appendix). 10 Minutes Discussion relation to the weeks Participate in discussion by making essential question. What does this inferences and forming connections to speech seem to indicate about Book Club texts. Mandelas character traits? What is resilience? How does Mandela demonstrate in within this speech? How have characters within your novels demonstrated the resilience of the human spirit? Homework

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Day Nineteen
Objectives Students will be able to - Analyze literature through classroom discussion - Revise and edit a collaborative speech Materials - At least 5 Laptops with internet access - Pens/pencils - Paper Time The teacher will The student will Book Club Meeting Students will provide responses to 10 minutes Discussion and responses to groups group-members online postings and online responses. discuss the assigned reading. Book Club Speech Workshop Work with group members on Human 40 Minutes The teacher will visit each group to Rights speech. provide feedback on their drafts. Homework Prepare for upcoming speech.

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Day Twenty
Objectives Students will be able to - Identify and use correct punctuation during classroom activity - Create a Human Rights soundtrack for a character based on a chosen theme within their Book Club texts. Materials - Computer with internet access - Projector - Lotus video clip - At least 5 laptops with internet access Time The teacher will The student will 10 Minutes Upon reading students drafts, it has Listen and volunteer when become apparent that students need appropriate. a focus-lesson on punctuation. The teacher will play short humorous Punctuation Sa!esman YouTube video, and then present punctuation Prezi. 5 Minutes Introduce soundtrack activity. Play Listen and identify the theme of the Christina Aguilera AMA video clip speaker. and ask students to identify the theme or message conveyed by the speaker in the Lotus performance. 5 Minutes Have students get into groups of 5. Get into groups and listen to Inform students that today they will instructions. be able to create a Human Rights soundtrack. They may choose one theme (peace, resilience, perseverance, equality, unity, etc.) but they must provide a rationale for how each song works within their selected theme. 20 Minutes Create her own soundtrack along Create Human Rights Soundtrack with class, helping students when needed. Remainder Allow groups to volunteer their Volunteer to share soundtracks.

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of period themes and 1-2 songs with rationale. Homework Prepare for upcoming speech.

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Week Five

Essential Question: When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this?

Day Twenty-One
Objectives Students will be able to - Engage in a written dialogue during book club meetings silent-discussion activity. - Analyze poetry using the SIFT method Materials - Paper - Pencils - Markers - SIFT bookmarks - At least 5 Laptops with internet access - Say Yes by Andrea Gibson YouTube video - Letters to a Playground Bully by Andrea Gibson YouTube Video - Freedom by Rage Against the Machine Video - I was here by Beyonce Video Time The teacher will The student will 15 Book Club Discussions: Participate in Silent Book Club Silent Discussion Strategy briefly discussions. explain that students will be conducting their discussions quietly by passing notes back and forth to discuss key events/questions/passages from this weeks reading. Collect discussions at end of Book Club meeting, 5 Minutes Explain that today we will be Choose a candy, get into appropriate exploring multimedia artistic groups and wait for further representations of social justice instructions. advocacy. Ask students to choose a candy. (there will be 5 choices) The teacher will ask students to join up with their candy group and sit at a

52 laptop table. Each computer has been pre-loaded with a poem/song and will be ready to go. Pass out lyrics and ask students to listen (an output device has been hooked to each laptop and they have 5 headphones) to their poem/song. Students will then work collaboratively to perform the SIFT method on the poems/lyrics using chart paper Ask students to present their piece to the class in a Jigsaw fashion, post their charts on the wall for everyone to see

20 Minutes

Listen to performance/song. They will then work collaboratively to complete the SIFT method on their selections to identify the theme within the given text on chart paper.

10 Minutes

Present their analyses to classmates, posting their charts in a visible place.

Homework Prepare for upcoming speech.

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Day Twenty-Two
Objectives Students will be able to - Write an informal letter to an artist outlining what rhetorical devices made their artist statements effective/ineffective - Summarize a non-fiction text using the GIST strategy Materials - Computer with internet access - Anonymous Havtivists Take Down Israeli Websites article (See Appendixes) Time The teacher will The student will 10 Minutes Remind students that the last lesson Write a letter to the artist they was an exploration of art as activism. analyzed yesterday, asserting whether Students will now refer to charts on they thought their use of literary and board to write a letter to the artist rhetorical devices were effective, and they analyzed yesterday, asserting if they believe this was the best whether they thought their use of method to get their message across. literary and rhetorical devices were effective, and if they believe this was the best method to get their message across. 20 Minutes Provide students with Anonymous Listen to instructions and summarize Hactivists Take Down Israeli text. Websites article. Hand out GIST worksheet and remind students how to complete this summarizing strategy. Ask them to complete their GISTS individually. 5 Minutes Allow group with Before we Say Listen to what their classmates have Goodbye as their Book Club text to to say. briefly share what their research has taught them about the conflict in question. Play Anonymous YouTube Video 15 Minutes Hold a Four Corners debate about Participate in the activity. human rights as they pertain to the article. She will ask controversial questions with no absolute right or wrong answer and allows students

54 to walk to the corners according to their level of agreement with each statement.

Homework Prepare for Upcoming Speech.

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Day Twenty-Three
Objectives Students will be able to - Identify rhetorical devices within two speeches - Compare and contrast two speeches using a Venn Diagram Materials - On the Death of John Brown by William Lloyd Garrison. - Quiet India by Mahatma Gandhi. - Whiteboard - Markers Time The teacher will The student will 20 Minutes Pass out On the Death of John Read, highlight and annotate the Brown by William Lloyd Garrison. speech with a partner. Provide students with contextual information surrounding the speech. Ask students to pair up and Complete read through one time, and then reread, searching the text for rhetorical device by highlighting and annotating. 20 Minutes Pass out Quiet India Mahatma Read, highlight and annotate the Gandhi. speech with a partner. Provide students with contextual information surrounding the speech. Ask students to pair up and Complete read through one time, and then reread, searching the text for rhetorical device by highlighting and annotating. 10 Minutes Draw a Venn Diagram on the board Volunteer to come to the board and and label each side with a speech write a similarity or difference title. Provide a couple examples to between the two speeches. model the process of comparing and contrasting rhetorical devices and overall message.

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Homework Prepare for upcoming speech.

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Day Twenty-Four

Objectives Students will be able to - Discuss the culmination of the their book club texts - Revise Human Rights speeches - Identify key concepts within a documentary Materials -At least 5 laptops with internet access - Born into Brothels DVD - Paper - Pencils/Pens Time The teacher will The student will 15Minutes Book Club Meeting Book Club Meeting: Provide students will novel specific Provide feedback to group members book club discussion questions and weekly posts and discuss the ending ask them to discuss the culmination of your novel using provided of their text. discussion questions. 15 Minutes Circulate and provide assistance as Workshop collaborative speeches. needed. 2Minutes Introduce the documentary Born Take out paper and prepare for film Into Brothels. Ask students to follow the same note taking format that they used for Life is Beautiful (two column) 28 Minutes Ensure students are on task Watch Born into Brothels documentary and take notes. Homework Prepare for upcoming speech.

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Day Twenty-Five

Objectives Students will be able to - Identify key concepts within a documentary - Discuss the Human Rights violations observed within documentary - Analyze the role art played within the film as a catalyst for change. Materials - Computer - Projector - Born into Brothels DVD - Paper - Pens/Pencils Time The teacher will The student will 2 Minutes Instruct students to take out paper to Take out paper and set up notes. take the same style notes as the previous lesson 35 Minutes Finish Watching Born into Brothels Finish Watching Born into Brothels 23 Minutes Facilitate classroom discussion Participate in class discussion Homework Prepare for upcoming speech.

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Week Six

Unit Wrap-Up

Day Twenty-Six
Objectives Students will be able to - Identify the function of a semi-colon within a text - Discuss the role this stylistic choice has on the overall theme of a text - Participate in culminating unit discussion Materials - Letter From Birmingham Jail by Martin Luther King Junior Time The teacher will The student will 20 Minutes Review the purpose and function of a Participate in grammar lesson. semi-colon. Provide students will a copy of Letter from Birmingham Jail by Martin Luther King Jr. Have students circle all semi-colons within the text. Ask students to analyze the function of these stylistic choices. What does this punctuation choice do to emphasize the over all theme (of equality) within the text? Pass out copies without semi-colons and ask students to place them in their appropriate places within the text. 30 Minutes Facilitate Unit-Wrap Up Discussion Participate in Fish-Bowl Discussion in Fishbowl format. Homework Prepare for upcoming speech.

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Day Twenty-Seven
Objectives Students will be able to - Create a symbolic representation to commemorate victims of genocide and provide a visual petition to promote social justice. Materials - Bone supplies provided through Art Department Time The teacher will The student will Minutes This class period will be dedicated to Students will complete their bones in finishing students bones for One preparation for the upcoming Million Bones Ceremony. ceremony Homework Prepare for upcoming speech.

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Day Twenty-Eight
Objectives Students will be able to - Assess the contributions of their peers through peer-evaluations - Revise and edit final draft of Human Rights speech Materials - At least 5 laptops with internet access - Peer Evaluation forms - Charlie Chaplin The Great Dictator speech clip Time The teacher will The student will 10 Minutes Ask students to complete Peer Complete peer-evaluations Evaluations for their participation in Book Club meetings 5 Minutes Play Charlie Chapmans speech from Watch speech The Great Dictator to get students excited and passionate about their upcoming speeches! 30 Minutes Circulate as students complete their Complete final revisions for speeches. final in-class workshop. Students Students may want to begin practicing may want to begin practicing their their speeches as a collective unit if speeches as a collective unit if they they have not done so. have not done so. Homework Prepare for TOMORROWS speech.

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Day Twenty-Nine
Objectives Students will be able to - Utilize rhetorical devices to deliver a Human Rights speech that persuades the audience to take action to promote social justice. Materials - Story of Human Rights YouTube Video Time The teacher will The student will 45 Minutes SPEECH PRESENTATIONS! SPEECH PRESENTATIONS! 5 Minutes The teacher will use the final five Watch video and reflect upon unit. minutes to present the final half of The Story of Human Rights YouTube video. This half of the video focuses on the difference an individual can make in the lives of others through compassionate action. Homework N/A

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Day Thirty

Objectives Students will be able to N/A Materials N/A Time The teacher will 50 Minutes ONE MILLION BONES CEREMONY Homework N/A

The student will ONE MILLION BONES CEREMONY

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Appendix of Selected Materials

Appendix A
Culminating Assessment Packet:

Retrieved from: http://www.davis.k12.ut.us/2657201131149087/lib/2657201131149087/7th%20Grade%2 0Assignments/Human%20Rights%20Speech%20Rubric.pdf

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Retrieved from http://speakingcenter.uncg.edu/resources/speakingchange/pdfs/creatingaPersuasive.pdf

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Monroe's Motivated Sequence

Monroes Motivated Sequence (MMS) is an organizational pattern used to develop a sense of want or need in the audience, satisfy that want or need, and to help the audience get enthused about the advantages of that solution. Need versus Want Before presenting MMS, it is important to understand the difference between a need and a want. A need, according to Webster, is a necessity. A want, also according to Webster, is a desire for. Note the difference. --A need is something that fills a significant, life-impacting void. For example, we need food, water, and shelter. We need money to secure our needs. We need other people. --A want, on the other hand, is something we would like to have, but does not impact our lives in a significant way. An IPod may be nice to have, but it does not impact our lives in significant ways. Why is this distinction important? Knowing whether to build a need or want tells you what your focus of the speech is going to be. If your persuasive goal is to fulfill a want, and you present it as if it were fulfilling a need, your audience may be offended. If, on the other hand, you sell a need as a want, you may miss some strong persuasive appeals. Thus, you need to determine and adhere to what kind of appeal you are going to build--a need or a want.

MONROES MOTIVATED SEQUENCE-THE FIVE STEPS

STEP Attention Need Satisfaction Visualization Action FUNCTION To get audience to listen To get audience to feel a need or want To tell audience how to fill need or want To get audience to see benefits of solution To get audience to take action IDEAL AUDIENCE RESPONSE "I want to hear what you have to say" "I agree. I have that need/want "I see your solution will work" "This is a great idea" "I want it"

Retrieved from: http://www.sanjuan.edu/webpages/mikeberry/speech.cfm?subpage=66682

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Roles
Leader/Editor

Expectations
This student is in charge of organizing the final product of the project, be it a paper, a presentation, etc. That doesn't mean technical details, but of making sure that the project meets the standards set out by the instructor (often as a rubric), plus any extras stipulated by the group. These standards generally include punctuality and completeness. Recorder/Secretary: This person takes notes whenever the group meets and keeps track of group data/sources/etc. This person distributes these notes to the rest of the group highlighting sections relevant for their parts of the project. Responsible for finding 5 credible and topic appropriate sources and annotating them through Diggio.com This person needs to double-check data, bibliographic sources, or graphics for accuracy and correctness.

Recorder/Secretary (2)

Researcher (2) Checker

Adapted from: http://serc.carleton.edu/introgeo/cooperative/roles.html

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Retrieved from: edu221spring12class.wikispaces.com

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Appendix B
The Story of Human Rights uploaded by Ultralized on September 26, 2009. (http://www.youtube.com/watch?v=oh3BbLk5UIQ)

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Appendix C
The Universal Declaration of Human Rights (Retrieved from http://www.un.org/events/humanrights/2007/hrphotos/declaration%20_eng.pdf)

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Appendix D
Youth for Human Rights Article One Video (Retrieved from http://www.youthforhumanrights.org/what-are-human-rights/videos/born-free-and- equal.html)

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Appendix E
Exit Slip:

One thing I hope to learn from this unit ..

One question I still have about The Universal Declaration of Human Rights is

*Adapted from example retrieved from http://www.readwritethink.org/files/resources/printouts/Exit%20Slips.pdf

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Appendix F

Human Rights Unit Key Vocabulary

Convention- Agreement concluded between states; synonym of treaty. It is legally binding on the states which ratify it. Covenant- Synonym of treaty, convention; agreement between states. Declaration- A document whose signatories express their agreement with a set of objectives and principles. It is not legally binding but carries moral weight. Democracy- A form of government which requires the participation of the people. A political system which is characterized, inter alia, by the independence of the executive body, the legislative body and the judiciary, as well as free elections. Disadvantaged- Refers to all groups that encounter structural obstacles (i.e., obstacles created by society) to access to resources, benefits and opportunities. Those obstacles derive from the relationships of power which exist in all societies and the relative value which society gives to each group. Discrimination- Any distinction, exclusion, restriction or preference based on race, colour, sex, language, religion, opinion, descent, or national or ethnic origin which discourages or prevents equal recognition, enjoyment or exercise of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life. illiteracy (adult)- An illiterate person cannot, with understanding, both read and write a short, simple statement on their everyday life. A person who can only write figures, his or her name or a memorized ritual phrase is not considered literate. Participation- A process by which people take an active and influential role in shaping decisions that affect their lives. Peace-making- Action to settle conflicts through peaceful means such as negotiations, judicial settlements, sanctions or cease-fire agreements. Protocol- Agreement which completes an international treaty or convention, and which has the same legal force as the initial document. Public freedoms- Freedoms which are guaranteed and protected by the state.

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Rapporteur- A representative who reports on a situation. In this case, a special rapporteur is a representative who gathers facts, visits prisons, interviews victims, and makes recommendations on how to increase respect for human rights. Ratification- Approval of a treaty, convention or other document by a countrys competent bodies, thereby securing that countrys commitment to it. Recommendation- International text which, in theory, does not constitute an obligation. Refugee- Person who has left their country due to a well-founded fear of persecution because of race, religion, nationality, political opinion, or social group. Resolution- Text adopted by a deliberative body, an international organization (for example, by the United Nations General Assembly or the General Conference of UNESCO). Rule of law- The requirement that the state provide legal guarantees for rights which uphold the dignity of the individual. List retrieved from www.un.org/cyberschoolbus/humanrights/resources/vocabulary.asp

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Appendix G
Classroom Virtual Graffiti Wall Classroom Virtual Graffiti Wall created by Danielle Wright

(Can be retrieved from http://wallwisher.com/wall/lfg32fwgwz)

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Appendix H
Book Pass Review Sheet Name: Period: Title: Interest Rating: Great 5 Difficulty: Really Hard 5 Comments: Title: Interest Rating: Great 5 Difficulty: Really Hard 5 Comments:

OK 3

Yuck 1

Really Easy 1

OK 3

Yuck 1

Really Easy 1

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Title: Interest Rating: Great 5 Difficulty: Really Hard 5 Comments: Title: Interest Rating: Great 5 Difficulty: Really Hard 5 Comments: Title: Interest Rating: Great 5

OK 3

Yuck 1

Really Easy 1

OK 3

Yuck 1

Really Easy 1

OK 3

Yuck 1

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Difficulty: Really Hard 5 Comments:

Really Easy 1

Adapted from Book Pass Sheet retrieved from http://www.heinemann.com/shared/onlineresources/E00702/minilessons.pdf

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Appendix I

Retrieved from: http://bonniecampbellhill.com/Handouts/Handouts/NESALitCircleHandoutAthens07.pdf

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Book Club Response Guidelines - - - - Written responses should contain at least 250 words, should include at least one in-text citation (following MLA format) and are due by midnight each Monday. Comments and feedback should be hand-written and brought to even number class meetings (2,4,6 and 8); these will be used to guide book club discussions. Remember to use academic language and to keep posts school appropriate. Remember that throughout this unit we will be discussing ideas that are often considered controversial; it is important that we respects others views and opinions. Direct attacks on individuals will result in disciplinary action. Bring one or more discussion question(s) with you to your Book Club Meetings.

Comments and feedback should be hand-written and brought to even number class meetings (2,4,6 and 8); these will be used to guide book club discussions. Post your response in your groups designated thread on our classroom Wiggio: http://wiggio.com/#tpl=posts_0 Wiggio Username: Wiggio Password: Title: Author: Book Chunking Log: I am responsible for reading the required number of pages PRIOR to each in-class meeting. Meeting One: Meeting Two: Read Pages __________ to _____________ Read Pages __________ to _____________ Meeting Three: Meeting Four: Read Pages __________ to _____________ Read Pages __________ to _____________ Meeting Five: Meeting Six:

84 Read Pages __________ to _____________ Meeting Eights Read Pages __________ to _____________

Read Pages __________ to _____________ Meeting Seven: Read Pages __________ to _____________

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Book Club Online Responses Part One: Summarize Summarize the plot from your selected reading.

Somebody

Wanted

But

So

Somebody/Someone = main character or a group of people Wanted/Because = main events or a groups motivation But = the conflict or problem So = the resolution of the problem

Part Two: Forming Connections Text to Self: What I just read reminds me of the time when I... I agree with/understand what I just read because in my own life... I don't agree with what I just read because in my own life... Text to Text: What I just read reminds me of another story/book/poem I read because... Text to World: What I just read reminds me of this thing that happened in history because... What I just read reminds me of what's going on in the world now because...

(Adapted from questions retrieved from http://www.facing.org/resources/strategies/deepening-literacy-text-self-text-texttext-world)

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Appendix J

Book Club Response Wiggio: http://wiggio.com/#tpl=posts_0

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Appendix K

Discussion Starters for Book Club Meetings

What did you enjoy about this book? What have you read that is similar to this book? What are some of the major themes of this book? What do you think the author was trying to accomplish with this novel? Who was your favorite character? What did you appreciate about him/her? Consider the main character: what does he or she believe in? What is he or she willing to fight for? At the end of the book, do you feel hope for the characters? What is stronger in the book: plot or character development? Why? Do you think this was intentional on the part of the author? Have you ever experienced anything similar to the action of this novel? Did you find this book a quick read? Why or why not? What are your concerns about this book? How did you feel about the main character? What are the most important relationships in the book? What makes a minor character memorable? What are the most revealing scenes? Are any of the events in the book relevant to your own life? What did you think of the style of the writer? Was the story credible? The characters credible? Did you find any flaws in the book?
Questions retrieved from: http://blogs.wilps.wlwv.k12.or.us/library/?page_id=803

88 Possible Book Club Discussion Questions for When My Name Was Keoko by Linda Sue Park

Which characters showed courage in this story? How did they show it? Describe Abuji. Do you know anyone like him? What part does the Rose of Sharon tree play in this book? Is it a symbol? How does Tae-yul's interest in mechanical things like bicycles and airplanes influence what happens in his life? Do you have an interest that might shape your life? How is the family in this story similar to yours? How is it different? After the Japanese soldiers burned her diary, Sun-hee writes, "You burn the paper but not the words." (p. 106). What does she mean? She goes on to write, "You silence the words, but not the thoughts. You silence the thoughts only if you kill the man. And you will find that his thoughts rise again in the minds of others-twice as strong as before!" Does this remind you of any other events in the history of our country or another? How are females treated differently than males in this story? How is that similar to or different than our culture? On page 142, Sun-hee describes one way that war "turned everything inside out." What are some other ways? Describe how the conditions in her country impacted Sun-hee's friendships. Have you ever had a friendship strained by outside forces? We heard this story from the voices of Sun-hee and Tae-yul. How might the story have been different from Tomo's point of view? Sun-hee wonders, "How could an alphabet - letters that didn't even mean anything by themselves be important?" (p. 107) Can you respond to her question? How are the kamikaze pilots like the 9/11 attackers? Why did Tae-yul volunteer? What other kinds of things might lead people to make that sort of choice? How do you feel when you read that a Japanese soldier talks about "the sickly pale Americans?"(p.108) How do you think many of the Koreans to whom he spoke responded? When Tae-yul is speaking to a Japanese officer (p. 120), he makes a distinction between lying and acting. What do you think about that? What do you think of Sun-hee's question, "If a war lasts long enough, is it possible that people would completely forget the idea of beauty?" (p. 110) What did you learn that you did not know before about Korea and Japan? Does this author show a bias?

Questions written by Janet Goulston and retrieved from: http://www.multcolib.org/talk/guides- when.html

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Possible Book Club Discussion Questions for Maus I & II by Art Speigelman

What is Speigelman's purpose in writing Maus? Is he motivated by history? By art? By family obligation? By ambition? What does Spiegelman benefit from using the graphic form to accomplish that goal? Where do you see evidence of this in the book? Where and why does it succeed? Where and why does it fail? What makes this form particularly successful or unsuccessful at telling a holocaust narrative? How does it compare to famous holocaust narratives produced in other forms, such as the film Schindler's List or The Diary of Anne Frank? Do the animals used to represent different nations -- French frogs, Jewish mice, German cats, Polish Pigs, American Dogs, Swedish stags -- work metaphorically? What is the effect of that visual simplification? To what degree is Vladek's survival based on luck versus skill, character or other merit? What message does this send? Spiegelman tells us that Vladeks second wife Mala was a survivor too, like most of his parents friends. Why does Spiegelman call Mala a survivor? What does it mean to be a survivor? What kind of relationship does Spiegelman have with Vladek? Is it healthy? Why or why not? Could a relationship like this improve as time goes on? Why Vladek embodies miserly tendencies and other negative Jewish stereotypes that make Spiegelman uncomfortable. Why does he have these traits? Why doesn't Spiegelman edit them out? Why does Anja kill herself? Particularly, why does she do so after surviving the camps? Why is the suicide section of the book so different visually? How do you interpret the details of those differences? (The hands, the black trim, the use of actual human figures and a photograph.) How reliable is Vladeks memory? Why? How reliable is his interpretation? Would he alter the story for his son? Who is the real narrator of the story? At the end of Book I, Art calls his father a "murderer" for destroying his mother's diaries after her suicide. What does he mean by that? Why is it so important for Art to find out about Auschwitz? Do you believe Vladek destroyed them? Why would he? Why would he lie about it? What difficulties does Spiegelman have growing up as the child of Holocaust survivors? As an adult, why does he have a hard time coming to terms with

90

his success as a cartoonist and the author of the widely acclaimed Maus? When they are returning from the Catskills near the end of the story, Spiegelman gets angry when Vladek takes a racist attitude toward an African American hitchkiker. How can you make sense of Vladek's racist outburst? Maus contains several moments of comedy. Most of these take place during the exchanges between Artie, Vladek, and Mala. What is the effect of this humor? Is it inaccurate or wrong of Spiegelman to include such episodes within his survivors tale? Compare Vladek's marriage to Mala with his previous marriage to Anja. Why is Vladek's relationship with Mala so contentious, while his relationship with Anja is so filled with love? Though Maus focuses largely on the Jewish people, the narrative generally avoids issues of religion. To what extent are the major characters religious? What role does religion play in their lives?

Questions written by Shelly Blanton-Stroud - Retrieved from http://www.examiner.com/article/book-club-101-discussion-questions-for-art- spiegelman-s-graphic-memoir-maus-i-ii

91

Possible Book Club Discussion Questions for Revolution is not a Dinner Party by Yin Chang Compestine

Retrieved from http://media.us.macmillan.com/teachersguides/9780805082074TG.pdf

92

Possible Book Club Discussion Questions for Sold by Patricia McCormick

Retrieved from http://cdn.dolimg.com/explore/PMPages/DCOM/books/catalog/Printable/Sold.pdf

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Appendix L

SIFT Method for Analyzing Literature S SYMBOL An object, person, or place that has meaning within itself but stands for something else in the context of the story I IMAGERY When an image is evoked through the use of really descriptive language F FIGURATIVE LANGUAGE Includes (but is not limited to) simile, metaphor, hyperbole, repetition, alliteration, etc. T TONE AND THEME Tone is the attitude and author takes on the subject he/she is writing about Theme = Plot + Tone by Megan Berkowitz. Retrieved from Adapted from a bookmark made
http://nancymcneal.blogspot.com/2012/08/the-sift-method-for-literature-analysis.html

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Appendix M

Example of a PowerPoint that would have been used to introduce SIFT method. For the purposes of this unit, we will presume this strategy has already been introduced and practiced.

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96

97

PowerPoint retrieved from: mrsprimm.weebly.com/uploads/3/7/5/8/3758401/sift_ppt.ppt

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Appendix N

Retrieved from: http://www.youtube.com/watch?v=WEMdN_4GAs4 and

99

Appendix O

Retrieved from: mhslitcircles11.wikispaces.com/file/view/RhetoricProjectNATE.ppt

100

Appendix P

Retreived from http://vrhsroom414.wikispaces.com/file/view/microsoft-word-rhetorical- devices-single-chart1.pdf

101

Appendix Q

Retrieved from https://www.creativenonfiction.org/brevity/past%20issues/brev31/alexie_genocide.html

102

Appendix R

Retrieved from http://www.diigo.com/

103

Appendix S

Retrieved from http://www.npr.org/2012/05/19/153010795/never-fall-downsurviving-the-killing-fields

104

Appendix T

Retrieved from http://www.youtube.com/watch?v=7Zhd8bt4xG0

105

Appendix U

Retrieved from http://www.sojust.net/speeches/elie_wiesel_perils.html

106

Appendix V

Retrieved from http://www.youtube.com/watch?v=SRbdfkPlt7k

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Appendix W
Hot Seat

Name of character _______________________________________________________ Your age and physical appearance: Your house, city/area, favorite place: Your passions, "soap box" topics, deepest desires -- (these may not be mentioned in the text): Your main goal: Your biggest obstacles and problems: Your biggest influences: Your greatest strengths: Your greatest weaknesses: What one or two words best describe you -- give examples from the text that demonstrate these traits: Members of your group not being Hot-Seated will get to ask the first two questions. What will they be? And how will your character respond? How do you know that these responses are good ones?  Question 1: Question 2: What other questions might the audience ask? What will they want to know? How will your character respond and why will s/he respond that way? Rehearse a few with your group.

Questions retrieved from http://www.mcte.org/resources/hotseat.html

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Appendix X

Retrieved from http://theliterarylink.com/flowers.html

Appendix Y

Retrieved from http://www.youtube.com/watch?v=h4ZyuULy9zs

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Appendix Z

110

Appendix AA

Prezi created by Eric Carroll. Retrieved from http://prezi.com/carxqegwqqc4/punctuation/

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