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DARE TO ACT! ! ! EXPLORING HUMAN RIGHTS THROUGH LITERATURE ! ! ! ! ! Danielle
DARE TO ACT!
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EXPLORING HUMAN RIGHTS THROUGH LITERATURE
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Danielle Wright
FSU English Education
Fall 2012
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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!

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$TwentyBOne

51!

Day$TwentyBTwo

53!

Day$TwentyBThree

55!

Day$TwentyBFour ...........................................................................................................................................................................

57!

Day$TwentyBFive

58!

Week!Six

59!

Day$TwentyBSix

59!

Day$TwentyBSeven

60!

Day$TwentyBEight

61!

62!

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Appendix!of!Selected!Materials

64!

Appendix!A

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.....................................................................................................................................................................................

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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!

 
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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!it’s!just!a!whisper.!Even!the!lowest!whisper!can!be!

heard!–over!armies–!when!it’s!telling!the!truth.”!

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$Charles$Randolph$$–$

 

This!conceptual!unit!entitled,!Dare$to$Act!$Exploring$Human$Rights$Through$Literature$

was!designed!for!an!11 th !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!youngaadult!

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,!

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and!the!answers!that!evolve!from!the!connections!formed!through!inquiryabased,!studentaled!

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!unit’s!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!focusalessons!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!Butt’s!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.!(80a83)!

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! Intended!Learning!Outcomes! ! Goals& &
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Intended!Learning!Outcomes!
!
Goals&
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Students!will!be!able!to…!

 
 

Create!a!working!definition!of!human!rights!through!exploration!and!discussion!of!relevant!

literature,!multiamedia,!and!art.!!

 
 

Actively!participate!in!varied!discussion!forums!to!collaboratively!analyze!thematic!elements!

presented!in!texts!and!media.!

 
 

Form!thoughtful!textatoaself,!textatoatext,!and!textatoaworld!connections!to!answer!each!

week’s!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!one’s!personal!belief!system.!!

 
 

Identify!and!analyze!an!author’s!structural!and!stylistic!choices!as!they!relate!to!the!unit’s!

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.!!!

 
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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 authorʼs 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 authorʼs 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.

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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 authorʼs 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 nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolnʼs 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

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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 11–12 topics, texts, and issues, building on othersʼ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakerʼs 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 wordʼs 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!Else’s!Genocide”!–!Sherman!Alexie!

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12!
 

Unit!Assessment!

 
 

Writer’s&Notebook&

100&

 

Literature&Discussion&Weekly&Posts&

200!

 

Human&Rights&Speech:&Outline&

20!

 

Human&Rights&Speech:&First&Draft&

40!

 

Human&Rights&Speech:&Second&Draft&

40!

 

Group&Presentation&Score&

75!

 

Speech&Hard&Copy&Submission&

75!

   
 

Human&Rights&Speech&Total:&

!!out!of!250!

 

Individual&Score&based&on&Peer&Review&

50!

Evaluations&

 

Class&work&

150!

 

Participation&

100!

   
 

TOTAL&

!!!out!of!850!

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13!
 

Unit!Outline!

 

Essential!

         

Questions!

Monday!

Tuesday!

Wednesday!

Thursday!

Friday!

         

Jane%Experiment%

 

Week!1:!What!

are!Human!

Rights?!

Unit%Opening:%%

Housekeeping%Left2

handed%Rights%

Post2It%Poll:%

"Story%of%Human%

Rights"%Video%

Declaration%of%

Human%Rights%

Jigsaw%

Literary%Lingering%2

Free?%Article%One%

Youth%for%Human%

Rights%video%%

Discussion%

Exit%Slip%

Tagxedo%

Unit%Vocabulary%

Activity%

Book%Pass%

Video%

Left2handed%

culminating%

discussion%

Book%Club%

announcement%and%

 

book%response%

 

tutorial%

       

Lit%Circle%Meetings:%

 
 

Week!2:!To!what!

extent!does!

power,!or!the!

lack!of!power,!

affect!

individuals?!

Writer’s%Notebook%

Lit%Circle%Meeting%

Post%Due%by%

Midnight%

Literary%Analysis2%

Short%Story:%

“Desiree’s%Baby”%

SIFT%Method%

Speech%Analysis%–%“I%

Will%Fight%No%More%

Forever”%%

Begin%watching%Life%

Discuss%online%

responses%%

work%on%

collaborative%

speeches%

Life%is%Beautiful%

Discussion%relating%

to%essential%

question%and%texts%

covered%this%week%

 

is%Beautiful%

Life%is%Beautiful%

           
 

Literary%Lingering:%

       
 

Week!3:!Why!is!it!

“Someone%Else’s%

essential!to!

commemorate!

difficult!histories,!

and!raise!

awareness!of!

Genocide”%

Lit%Circle%Meeting%

Post%Due%by%

Midnight%

Diigo%Tutorial%

NPR%Talk:%Surviving%

the%Killing%Fields%

One%Million%Bones%

Tallahassee%

Writer’s%Notebook:%

Speech%Analysis%2%%

"The%Perils%of%

Indifference"%

Lit%Circle%Meetings:%

Discuss%online%

responses%%

work%on%

collaborative%

speeches%

TED%TALK:%One%

Million%Bones%

Begin%Creating%

Bones%

 
 

current!

injustices?!

Speech%Outlines%Due%

 
 

Essential!

         

Questions!

Monday!

Tuesday!

Wednesday!

Thursday!

Friday!

Week!4:!What!

         

are!the!causes!

and!

Lit%Circle%Meetings:%

consequences!

Lit%Circle%Meeting%

Discuss%online%

of!prejudice!

and!injustice,!

Post%Due%by%

Midnight%

“The%Flowers”%

“Strange%Fruit”%

Speech%2%Analysis%2%

Nelson%Mandela's%

“Release%From%

responses%%

work%on%

Grammar%Mini2

Lesson%

and!how!does!

Hot%Seat%Character%

Thematic%Analysis%%

Prison”%

collaborative%

an!individual’s!

analysis%activity%

speeches.%

Soundtrack%Activity%

response!to!

First%Draft%Due%%

 

them!reveal!

his/her!true!

character?!

Week!5:!When!

Lit%Circle%Meeting%

“Anonymous%

 

Lit%Circle%Meetings:%

Discuss%online%

 

should!an!

Post%Due%by%

Havtivists%Take%

individual!take!a!

stand!against!

what!he/she!

Midnight%

Silent%discussion%

strategy%

Down%Israeli%

Websites”%

Speech%Analysis%

Compare%and%

contrast:%“On%the%

responses%%

work%on%

collaborative%

Born%into%Brothels%

believes!to!be!an!

GIST%Strategy%

Death%of%John%

speeches.%

Discussion%

injustice?!What!

Art%as%Activism%

Brown”%and%“Quiet%

First%Draft%Due%%

India”%%

are!the!most!

effective!ways!to!

poetry/song%

Analysis%

Four%Corners%

Debate%

Begin%Born%into%

Brothels%

do!this?!

 

Grammar%Lesson%

       

Week!6:!Unit!

“Letter%From%

Birmingham%Jail”%

Complete%Bones%for%

upcoming%

Workshop%Day%

Presentations%

One%Million%Bones%

Ceremony%

WrapXUp!

Culminating%Unit%

ceremony%

Discussion%

Week!by!Week!Lesson!Plans!

Week!One!

!

Essential&Question:&What&are&human&rights?&

 

Day!One!

 
 

Objectives&

 
 

Students$will$be$able$to…$

 
 
 

a Write!an!informal!definition!of!human!rights!based!on!prior!knowledge.!

a Provide!a!written!reflection!in!response!a!very!brief!excerpt!from!Incarceron$by!

Catherine!Fisher!

 
 
 

Materials&

 
 

a PostaIts!

a Pens/Pencils!

a Letter!to!Parents!(See!Appendices)!

 

a Unit!Assessment!guidelines!and!rubric!(See!Appendices)!

a Classroom!Experiment!Guidelines!(See!Appendices)!

 

a Writer’s!Notebooks!

 
 

Time!

The&teacher&will…!

The&student&will…!

 

5&Minutes&

Ask!students!to!form!two!groups:!

Join!the!group!that!corresponds!with!

 

leftahanded!&!rightahanded.!

their!dominant!writing!hand.!

Ambidextrous!students!will!join!the!

leftahanded!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!writer’s!

notebooks:!

“Only!those!who!have!known!

freedom!can!define!their!prison.”!

a!Catherine!Fisher,!Incarceron!

 

5&Minutes&

PostaIt!Poll:!Provide!students!with!

Complete!postait!poll.!

 

postait!notes!and!ask!them!to!finish!

! 16!
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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.!!

 

15&Minutes&

 

Introduce!unit!and!go!over!

Listen!carefully!and!ask!questions!

 

housekeeping!details:!

when!clarification!is!needed.!

a Letter!to!parents!(see!

appendix!A)!

a Unit!assessments,!project!

guidelines!and!rubric!(See!

appendix!B)!

 

15&Minutes&

 

Introduce!classroom!social!

Listen!carefully!and!ask!questions!

 

experiment!(without!giving!motives!

when!clarification!is!needed.!

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!

Elliot’s!“Blue!Eyes,!Brown!Eyes”!

experiment!viewed!on!day!5.)!

 
 

Homework&

 
 

N/A!

! 17!
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17!
 

Day!Two!

 
 

Objectives&

 
 

Students$will$be$able$to…$

 
 
 

a Summarize!articles!from!“The!Universal!Declaration!of!Human!Rights”!!

a Demonstrate!understanding!of!!“The!Universal!Declaration!of!Human!Rights”!by!

providing!an!example!of!how!articles!might!be!violated!

 

a Deliver!information!in!a!clear!cohesive!manner!by!present!their!summaries!to!the!class!

 
 

Materials&

 
 

a PostaIt!Flags!

a Computer!with!internet!access!

 

a Projector!

a Leftahanded!classroom!experiment!guidelines!(See!Appendices)!

a “Story!of!Human!Rights”!YouTube!video!(See!Appendices)!

a 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.!Leftahanded!

based!on!their!dominant!hand.!Go!

students!may!only!speak!after!all!

over!guidelines!again!if!needed.!!

rightahanded!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!rightahanded!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.!Lefta

handed!students!may!not!speak!

unless!invited!to!speak!by!a!righta

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!
!
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!“Don’t!Look!

Back”!summarizing&strategy,&which!

they!will!use!to!quickly!summarize!

their!articles.!!

The!teacher!briefly!remind!students!

that!it’s!a!wellaknown!fact!that!lefta

handed!people!slow!down!the!

process!because!they!aren’t!as!

intelligent!and!it!takes!them!longer!

to!complete!tasks.!(For!the!purposes!

of!the!classroom!experiment.)!

 

15&Minutes&

Circulate!the!classroom!and!provide!

 

Use!the!“Don’t!Look!Back”!

 

assistance!to!groups!as!needed.!

summarizing!strategy:!

Provide!comments!to!fuel!the!

 

classroom!experiment!and!create!

 

Students!will!individually!read!each!

friction!within!each!group!dynamic.!

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!onea

sentence!summary!of!each!article.!!

They!will!create!a!brief!fictional!

example!of!how!each!article!could!be!

violated.!

 

15&minutes&

Facilitate!group!jigsaw!

 

Jigsaw!group!presentations,!following!

 

presentations.!Order!presentations!

classroom!experiment!guidelines.!

by!the!amount!of!rightahanded!

 

students!that!each!group!contains.!

Leftahanded!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.!

 
 

Homework&

 
 

N/A!

! 19!
!
19!
 
 

Day!Three!

 
 

Objectives&

 
 

Students$will$be$able$to…$

 
 

a Analyze!the!theme!of!freedom!expressed!in!“Klaus!Vogel!and!the!Bad!Lads”!through!

written!reflection.!

a Discuss!the!connections!between!a!short!story!and!a!video!presentation!

 
 

Materials&

a Classroom!Experiment!Guidelines!(See!Appendices)!

a “Klaus!Vogel!and!the!Bad!Lads”!by!David!Almond!(a!short!story!from!Free?$Stories$

About$Human$Rights!–!Various!Authors,!Edited!by!Amnesty!International)!

a Computer!with!internet!access!!

a Projector!

a “Human!Right!Number!One:!We!are!All!Born!Free!and!Equal”!(See!Appendices)!

a Writer’s!Notebooks!

a Pencils/Paper!

a 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!righta

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!

writer’s!notebooks.!Invite!them!to!

writer’s!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:!

 
 

a How!does!today’s!literary!

! 20!
!
20!
! lingering!story!connect!to! Article!One!of!They!Universal! Declaration!of!Human! Rights?”! ! a Let’s!explore!the!following! passage!on!pages!15a16!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!father’s!imprisonment,! despite!his!mother’s!death,!despite!
!
lingering!story!connect!to!
Article!One!of!They!Universal!
Declaration!of!Human!
Rights?”!
!
a Let’s!explore!the!following!
passage!on!pages!15a16!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!father’s!imprisonment,!
despite!his!mother’s!death,!despite!
Joe’s!gripping!his!collar.!He!has!said!
no.!He!was!free.”!(Almond,!15a16)!
Pass!Around!Exit!slips!
!
!
2&Minutes&
Ask!students!to!write!one!question!
Complete!exit!slips!
on!their!exit!slips!that!they!wish!to!
have!answered!throughout!the!unit.!!
&
Homework&
!
N/A!
! 21!
!
21!
! Day!Four! ! ! Objectives& & Students&will&be&able&to…& & a Research!the!meaning!of!key!vocabulary!! a Construct!a!visual!vocabulary!representation!for!key!unit!vocabulary! a Examine!a!selection!of!texts!to!choose!a!preferred!book!club!selection!!! & Materials&
!
Day!Four!
!
!
Objectives&
&
Students&will&be&able&to…&
&
a Research!the!meaning!of!key!vocabulary!!
a Construct!a!visual!vocabulary!representation!for!key!unit!vocabulary!
a Examine!a!selection!of!texts!to!choose!a!preferred!book!club!selection!!!
&
Materials&
&
a Computer!with!internet!access!
a Vocabulary!words!(See!Appendices)!
a At!least!5!laptops!with!internet!access!(one!for!each!group)!
a Classroom!virtual!graffiti!wall!(See!Appendices)!
!
a 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!
!
a Book!Pass!Worksheet!(See!Appendices)!!
a Timer!
a 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!rightahanded!and!lefta
(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!
!
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.!

 

15&Minutes&

 

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.!

 

15&Minutes&

 

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.!!

! 23!
!
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.!! 10&minutes& Ask!students!to!rank!their!book! Rank!their!selections!and!turn!them!in!to! club!selections!1a5.!! the!teacher.!!! ! Explain!that!these!selections!will! be!used!to!create!book!clubs,! which!will!be!explained!in!greater!
!
!
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.!!
10&minutes& Ask!students!to!rank!their!book!
Rank!their!selections!and!turn!them!in!to!
club!selections!1a5.!!
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.!
&
Homework&
!
N/A!
! 24!
!
24!
! Day!Five! ! Objectives& &
!
Day!Five!
!
Objectives&
&

Students!will!be!able!to…!

 

a Form!connections!between!personal!experiences!and!those!expressed!in!“A!Class!

Divided”!by!participating!in!“Two!Cent”!discussion.!

 
 
 

Materials&

 
 

a Computer!with!internet!access!

 

a “A!Class!Divided!Video”!(http://www.pbs.org/wgbh/pages/frontline/shows/divided/)!

a Paper!

a Pens/pencils!

 

a 60!Pennies!

a Book!Club!Guidelines!(See!Appendices)!

 

a Book!Club!Response!Rubric!(See!Appendices)!

 
 

a 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&

 

TwoaCent!Discussion:!

Participate!in!TwoaCent!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!
!
25!
 
   

students!have!tossed!their!second!

 

penny!into!the!pile!in!middle!of!the!

floor,!they!will!assume!a!listener’s!

role.!!

 
 

Invite!students!to!share!the!

connections!they’ve!found!between!

the!“classroom!experiment”!they’ve!

taken!part!in!all!week,!and!to!use!

their!quote!and!question!to!guide!

their!studentaled!discussion.!

 
 

She!will!only!intervene!if!absolutely!

necessary!to!facilitate!discussion.!

     

20&Minutes&

 

The!teacher!will!announce!each!book!

 

Listen!attentively!and!complete!

group,!and!instruct!students!to!

paperwork!as!teacher!goes!over!the!

quietly!get!into!those!groups.!!

book!club!guidelines!and!rubric,!

 

asking!questions!when!clarification!is!

 

The!teacher!will!pass!out!the!Book!

need.!

Club!guidelines!and!rubric!(See!

 

materials!list)!student’s!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.!!

 

5&Minutes&

 

Instruct!groups!to!“chunk”!out!their!

 

Exchange!contact!information!with!

books!to!figure!out!how!many!pages!

group!members.!

they!will!need!to!read!before!each!

 

session.!!

 

Chunk!out!their!books!and!fill!the!

 

pages!into!their!Book!Club!Guidelines!

 

Remind!students!that!they!may!want!

log.!!

to!use!the!twoYcolumn&readerY

Students!will!add!this!paperwork!to!

response&journal!strategy!as!they!

their!binders!and!refer!to!it!as!needed!

complete!their!outaofaclass!readings.!

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!group’s!discussion.!They!may!wish!to!follow!

! 26!
!
26!

!

the!twoacolumn!response!log!strategy!that!they’ve!used!previously!this!semester.!Each!

student!should!write!ONE!discussion!question!for!his!or!her!Book!Club!Discussions.&

! 27!
!
27!
 
 

Week!Two!

 
 

Essential&Question:&&

 
 

To&what&extent&does&power&or&lack&of&power&affect&individuals?&

Day!Six!!

 
 

Objectives&

 

Students!will!be!able!to…!

 

a Write!a!reflection!based!on!a!specified!quotation!about!Human!Rights!

a Discuss!and!analyze!their!Book!Club!texts!in!small!groups!

 
 

Materials&

 
 

a Writer’s!Notebooks!

 

a Copies!of!Book!Club!texts!

a Handwritten!readeraresponse!journals!(optional)!

 
 

Time!

The&teacher&will…!

The&student&will…!

 

10&Minutes&

Introduce!this!weeks!essential!

Respond!to!the!quote!in!their!Writer’s!

 

question,!and!ask!students!to!

Notebooks.!

respond!the!following!quote!in!their!

Writer’s!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!A$Long$Way$Home,!Ishmael!Beah!

! 28!
!
28!
 
   

The!teacher!will!pass!out!book!club!

 

discussion!questions!as!students!

complete!this!task&

5&Minutes&

 

Ask!volunteers!to!share!their!

Participate!in!class!discussion!

responses!and!lead!a!brief!class!

discussion!on!the!theme!of!power!

expressed!within!the!quote!

 

25&Minutes&

 

Circulate!throughout!classroom!as!

Participate!in!Book!Club!Discussion.!

students!conduct!book!club!

discussions!

10&Minutes&

 

Reiterate!Book!Club!Response!

Ask!questions!regarding!online!book!

instructions,!and!handle!any!

club!responses.!

technical/communication!issues!that!

may!have!arisen.!!!

Remind!students!that!responses!are!

due!every!Monday!by!midnight.!

Homework&

Book!Club!Responses!are!due!by!midnight.!

! 29!
!
29!
! Day!Seven! ! Objectives& &
!
Day!Seven!
!
Objectives&
&

Students!will!be!able!to…!

 

a Identify!literary!elements!within!a!short!story!

 

a Analyze!literary!elements!to!identify!the!theme!within!a!short!story!

 
 

Materials&

 
 

a SIFT!Bookmarks!(See!Appendices)!

 

a SIFT!PowerPoint!Notes!(See!Appendices)!

a “Copies!of!Desiree’s!Baby”!by!Kate!Chopin!

a DocCam!

a Projector!

a Highlighters!

a 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!“Desiree’s!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!readathrough!

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!wholeaclass!

! 30!
!
30!
 
   

What!role!does!power!play!in!the!

discussion.!

plot!of!the!short!story?!

How!does!irony!affect!the!overall!

theme!within!the!story?!

 
 

Explain!Homework!Assignment!

Homework:&

Complete!assigned!Book!Club!reading.!

&

! 31!
!
31!
 
 

Day!Eight!

 
 

Objectives&

 
 

Students$will$be$able$to…$

a Identify!the!characteristics!of!an!effective!speech!through!participation!in!a!teacheraled!

presentation.!

a Identify!key!ideas/events!within!a!film!and!question/reflect!upon!their!relevance!to!

the!overall!theme!of!a!film.!

 
 

Materials&

&

a Chief!Joseph’s!Surrender!Speecha!“I!Will!Fight!No!More”!a!Audio!and!transcription!(See!

Appendix)!

a Chief!Joseph!rhetorical!devices!PowerPoint!!(See!Appendices)!

a Copies!of!PowerPoint!slides!for!student!notes!

a Projector!

a Computer!

a Life$is$Beautiful$DVD$

a Paper!$

a 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!

noteYtaking&strategy!instructions!

! 32!
!
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!noteY

taking&strategy:!

Write!this!week’s!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”!!aa!How!is!this!

an!appropriate!title!with!the!given!

contextual!information!(Holocaust!

Film)?!!

 

14&Minutes&

 

Begin!film,!taking!notes!along!with!

Watch!film!and!take!notes!for!the!

students!

remainder!of!the!period.!

Homework&

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

! 33!
!
33!
 

Day!Nine!

 
 

Objectives&

 
 

Students$will$be$able$to…$

 
 
 

a Brainstorm!topics!for!collaborative!speeches!

 

a Identify!key!ideas/events!within!a!film!and!question/reflect!upon!their!relevance!to!

the!overall!theme!of!a!film.!

 
 
 

Materials&

 
 

a Culminating!assessment!packet!(See!Appendices)!

 

a Paper!

a Pencils!

a Life$is$Beautiful!DVD!

 

a Computer!

a 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!today’s!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!
!
34!
 
   

packet.!

 

10&Minutes&

 

Circulate!throughout!classroom!

Participate!in!Book!Club!meeting!

during!Book!Club!meeting!

30&Minutes&

 

They!are!to!take!out!one!sheet!of!

 

paper!and!use!the!following!notea

taking!strategy:!

Write!this!week’s!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”!!aa!How!is!this!

an!appropriate!title!with!the!given!

contextual!information!(Holocaust!

Film)?!!

 

Homework&

Continue!reading!Book!Club!text.!

! 35!
!
35!
 
 

Day!Ten!

 
 

Objectives&

 
 

Students$will$be$able$to…$

 
 

a Identify!key!ideas/events!within!a!film!and!question/reflect!upon!their!relevance!to!

the!overall!theme!of!a!film.!

a Analyze!similarities!across!texts!and!genres!through!classroom!discussion!

 
 

Materials&

a Life$is$Beautiful!DVD!

a Paper&

a Pens/Pencils&

a Beach!Ball!with!discussion!questions!on!each!segment&

Time!

 

The&teacher&will…!

The&student&will…!

35&Minutes&

 

Provide!students!with!the!following!

Follow!noteataking!strategy!

instructions:!

instructions.!Watch!Life!is!Beautiful!

 

and!take!notes.!

 

They!are!to!take!out!one!sheet!of!

paper!and!use!the!following!notea

taking!strategy:!

Write!this!week’s!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”!!aa!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,!today’s!

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!
!
36!
! fashioned!tossing!game.!! beach!ball!to!answer.!! ! 1. What are the defining characteristics of Guido’s character? How does the
!
fashioned!tossing!game.!!
beach!ball!to!answer.!!
!
1.
What are the defining
characteristics of Guido’s
character? How does the
author convey these to the
audience? How Does Guido’s
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 Guido’s death?
Why is this scene so
powerful?!
5.
What then, is the meaning of
the title? How does the title
connect to this week’s
essential question?!
&
Homework&
&
N/A!
! 37!
!
37!
! Week!Three! ! Essential&Question:& &
!
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…$

 
 
 

a Listen!to!an!essay!and!reflect!upon!it’s!meaning!through!a!written!response.!

a Summarize!and!analyze!Book!Club!texts!through!studentaled!discussion!

a Differentiate!credible!sources!from!inadequate!sources!by!completing!a!WebQuest.!

 
 

Materials&

 
 

a “Someone!Else’s!Genocide”!by!Sherman!Alexie!(See!Appendices)!

a Writer’s!Notebooks!

 

a Book!Club!Texts!

a At!least!5!laptops!with!internet!access!

a Credible!sources!WebQuest!(See!Appendices)!

a Projector!

a Diigo.com!tutorial!(See!Appendices)!

 
 
 

Time!

The&teacher&will…!

The&student&will…!

 

15&Minutes