Unit Plan On Walter Dean Myers "Monster"

(Teacher, School, Grade and Subject)
Monster Unit
Unit #
Estimated
Duration
12
(Unit Rationale)
Unit Goal
Prior Knowledge
Unit Assessment
Lesson #
estimate
d # of
days
LP1
The unique narrative perspective in Monster brings to light a different side of a common crime archetype prevalent in news and media. The personal insight to the main characte
Students will be able to analyze the narrative structure of Monster to better understand the way bias operates to bring about inequities in society.
Students have an understanding of bias and will be able to note when bias may be present. Students will have background and understanding of inequities across time periods and cultures in American s
Students will choose a current topic or event and do further research including interviews, online content, press releases, media portrayal and accounts that will further complicate or complete a perspecti
Lesson Objective
Lesson Assessment
Requirements Completed
before Class
None
Objective:
Overview of LP (Main
Activity)
(Benchmarks,
Standards or
Mastery Codes)
Class modeling session of

RL.9-10.1
image analysis and small group
construction of meaning from
images.
Assessment Students will write about one page in journals predicting what they think the content of Monster will be like based on the
:
group discussion and small group image analysis which will be assessed by verbal presentation and participation.
Objective:
LP2
Students will be able to articulate how the screenplay structure and visual elements associated with it affect their personal
connection with Steve and the subsequent bias within that connection.
Students will have read the first Students will create a visual
RL.9-10.5
quarter of the novel.
representation of what they
have read so far in the form of a
movie poster.
Assessment Articulation of the effect of visual elements within the book during class discussion as well as a strong connection between
:
the movie poster and the actual content of Monster.
Students will note the significance of the journal entry format within a text that only offers limited inside perspective. Students ~pg. 100
will develop a well sequenced and supported narrative.
Objective:
LP3
1
Assessment Successful completion of three journal entries grounded in the same plot details and sequence as Monster.
:
Objective:
LP4
Create a piece of writing that is intended for a specific audience and explore the choices that factor into addressing a
particular audience.
Compose several days worth of Create a journal entry intended

personal journal entries.
only for their own use.
Transcribe this entry to fit with
peer and teacher audience.
Assessment Small group discussion of author choices based on audience. Teacher will circulate and spend time with each group noting
:
authentic discussion and discussion as a result of prompted questions.
Differentiate the courtroom roles and how they function in the text. Students are able to internalize the importance of different Reading up to page 200 or
roles and perspectives through enacting a scene from the text.
further (for day 2).
Objective:
LP5
Assume the role of one of the

W.9-10.3
characters from Monster other
than Steve Harmon and create
three journal entries elaborating
on what has occurred so far in
the book from the chosen
perspective.
Teacher facilitation of role

purposes and student
reenactment of a scene from
Monster.
W.9-10.4 and
W.9-10.5
RL.9-10.3
Assessment Sufficient participation in the court reenactment and completion of character sheet with analysis of function within the text.
:
Connect the text to real-world events and draw on similarities and differences beginning to note levels of bias present in
American society.
Further reading to finish the

book.
Complete a graphic organizer

RL.9-10.7
that lays out the perspectives
and representation of different
roles and participants in Steve's
trial and Trayvon's case.
Bring a piece of topical media to

class with articulation of a
stance based on this specific
form of information.
Teacher modeling of critical

SL.9-10.1.A
thinking process and student
SL.9-10.2
analysis of their chosen piece of
media in discussion form
leading into an individual writing
assignment featuring their
evidence.
Completion of the unit

assessment..
Students present projects and

take notes on peer
presentations.
Thought about possible

connections/
Circle setup seating and token

dialogic tool.
Objective:
LP6
1
Assessment Succesful completion of the graphic organizer with evidence of personal analysis of these representations.
:
Critique a piece of media in terms of stance, bias and inequity based on the inclusion or exclusion of visual, textual, and
narrative format while determining a potential stance the piece is aiming for based on audience.
Objective:
LP7
LP8
LP9
LP10
LP11
LP12
LP13
LP14
Assessment
:
Objective:
Assessment
:
Group presentation that includes the examination of stance, bias, and inequities based on visual, textual, and narrative
evdence.
Students will present their projects to the class with a brief summary of their cover page and rationale.
Unit rubric components.
Objective: Students will articulate connections between their unit assessment projects and Monster with their classmates after a brief
period of reflective writing.
Assessment Participation in group discussion.
:
Objective:
Assessment
:
Objective:
Assessment
:
Objective:
Assessment
:
Objective:
Assessment
:
Objective:
Assessment
:
SL.9-10.4
SL.9-10.5
SL.9-10.6
SL.9-10.1.C
Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 7/06
(Teacher Name, School, Grade and Subject)
Lesson Title
LP 1
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
2
Students have experience with close reading written text. They have
also presented analysis of a text in both oral and written form.
0
Day one:5
minutes
5 minutes
Accommodations
(Anticipated
Problems)
Students will write about one page in journals predicting what they
think the content of Monster will be like based on the group
discussion and small group image analysis which will be assessed
by verbal presentation and participation.
(Changes for next

time)
(What worked
well)
RL.9-10.1
Projector for bell work image, graphic organizor, Monster
Time
Enrichment
Student Learning Task or Activity

Bell Work
Discussion of Bell Work
Dates
METHOD
Students write a
caption for an
image that is
projected on
the board.
Students share
bell work
responses.
Teacher Activity
Choose some students to share their captions.

Ask why they chose this caption, and note how
different perspectives result in different projects.


How to analyze an image
20 minutes
Group image analysis using graphic organizer
20 minutes
Exit Card
10 minutes
Day two: 10
minutes
Review Exit Cards
different aspects Model using graphic organizer.

of
analyzing an
image
(perspective,
foreground
/background,
color,
space, etc.) and
how
we can use
textual
evidence to
decipher
what an image is
saying. Model
monster to
Walk around room and assist groups when
analyze.
needed.
Students will
individually fill
out graphic
organizer
to help them
move from
simply looking at
the different
elements of the
image, to a
deeper analysis
of what the
image is
saying.
their image
analysis
and write down
any
additional
questions
they have about
We will review any
questions that
students had
written on theit exit
cards.
Answer any questions for students.


Group Share
Each group will

Teacher will guide the students towards
share their image
discussing main themes of the novel. Such as
analysis with the
justice, inequity, identity and race.
class. The other
groups will have the
opportunity to ask
questions to the
presenting group.
Exit Writing
Students will write

one page
explaining what
they believe will
happen in Monser
based upon all of
the groups' image
anlysis.
30 minutes
20 minutes
Image Analysis Guide

Make notes on the following aspects of your image. These observations should lead to analysis of the meaning of this image.
Perspective:
Foreground/Background:
Color/lighting:
Focus/Spacing:

Color/lighting:
Focus/Spacing:
Characters:
Other:
How do the visual elements of this image help you to come to the conclusion of what this image is saying?
How does this image deal with any of the following themes: Identity, race, justice, inequity, or others you fnd on
your own.

Lesson Title
LP 2
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
Students will be able to articulate how the screenplay structure and
visual elements associated with it affect their personal connection
with Steve and the subsequent bias within that connection.
Articulation of the effect of visual elements within the book during
class discussion as well as a strong connection between the movie
poster and the actual content of Monster.
RL.9-10.5
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
Dates
METHOD
Teacher Activity


Lesson Title
LP 3
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
#VALUE!
Successful completion of three journal entries grounded in the same
plot details and sequence as Monster.
W.9-10.3
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
Dates
METHOD
Teacher Activity


Lesson Title
LP 4
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
Create a piece of writing that is intended for a specific audience and
explore the choices that factor into addressing a particular audience.
Small group discussion of author choices based on audience.
Teacher will circulate and spend time with each group noting
authentic discussion and discussion as a result of prompted
questions.
W.9-10.4 and W.9-10.5
(Anticipated
Problems)
(Changes for next
time)
(What worked well)
Dates
METHOD
Teacher Activity


Lesson Title
LP 5
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
2
Jigsaw discussion process.
Differentiate the courtroom roles and how they function in the text.
Students are able to internalize the importance of different roles and
perspectives through enacting a scene from the text.
Sufficient participation in the court reenactment and completion of
character sheet with analysis of function within the text.
RL.9-10.3
Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
Dates

Bell Ringer/Quickwrite.
(Day 1)
5Minutes
METHOD
Teacher Activity
Students will do a
quickwrite of their
prior knowledge
with court or law
procedings.
Prompt students with a simple slide stating

"Please use the first five minutes of class to write
about a time where you felt like your story wasn't
heard or taken seriously in life"
Watch informational videos.

5 Minutes
Students will read the descriptions of courtroom roles
20 Minutes and summarize roles from Monster in their own words
in relation to the text.
Students will be assigned groups and a role to focus
5 Minutes on within their group.
Individual work
time.
20 Minutes Students will complete their role's component of the

graphic organizer.
5 Minutes Students have time to ask teacher or class any
pressing questions before continuing the reading.
Collaborative
group work.
Discussion.
Groupworkjigsaw.
Play the following clips.

https://www.youtube.com/watch?v=fjkk8NU34lo
JURY https://www.youtube.com/watch?
v=xAmkdjshLn4
Model how we would personally summarize a
role.http://www.readwritethink.org/files/resources/
lesson_images/lesson799/Roles.pdf
Hand out colored notecards for group
assignment. Assign each group one court role.
Overview of instructions on jigsaw worksheet.
Present model on how to complete the organizer
for a minor character.
Answer or direct searching for any questions or
confusion.

(Day 2)
5Minutes
Bell ringer/Quickwrite
10 Minutes Group discussion/finishing up graphic organizers from

previous day.
Jigsaw process; students will form new groups
15 minutes composed of one of each of the roles.
Collaborative
group work.
Jigsaw
5 Minutes
Whole class
discussion.
Fishbowl set-up.
Half the class
observes, other
half has active
roles.
10 Minutes First group does designated scene.

10 Mintes Second group does designated scene.
Read-Aloud
Read-Aloud
5 Minutes
Jigsaw debriefing. Any questions or topics that

surfaced will be addressed.
Transition/set-up time for courtoom scene. Students
pick roles from a hat.
Individual work
time.
Put up the quickwrite prompt "Write about one

new discovery or insight into your character from
the reading last night"
Circulate and answer any questions. Note
student participation in discussion.
Facilitate process of the new groups and inform
of the jigsaw practice which they should already
be familiar with.
Faciliate discussion.
Make sure each "character" is in the correct spot.


Lesson Title
LP 6
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
Connect the text to real-world events and draw on similarities and
differences beginning to note levels of bias present in American
society.
Succesful completion of the graphic organizer with evidence of
personal analysis of these representations.
RL.9-10.7
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
Dates
METHOD
Teacher Activity


Lesson Title
LP 7
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Day One
2
Students have been working with different forms of media and they
have been developing the idea of bias and perspective.
Critique a piece of media in terms of stance, bias and inequity based
on the inclusion or exclusion of visual, textual, and narrative format
while determining a potential stance the piece is aiming for based on
audience.
Group presentation that includes the examination of stance, bias,
and inequities based on visual, textual, and narrative evdence.
SL.9-10.1.A
SL.9-10.2
Assignment Sheet

Sharing media with group
10 minutes
Modeling of Critical Analysis

15 minutes
Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
Dates
METHOD
Each student will
share the news
story they chose
with their table
group. They will
breifly explain the
event/topic. They
will also share any
biases they may
have noticed, and
their stance or
opinion on the
Teacher Activity
Monitor group conversations and provide
assistance when needed.
Teacher will have Teacher will model how to look for visual, textual,
their own topic to and narrative format, audience, and the potential
share with
stance the piece is aiming for.
students.


Instructions for Students
5 minutes
Student Group Work
30 minutes
Teacher
Teacher will explain what the student
instructions and
presentations must include.
handout with
additional
directions.
Students will
Helps groups and answers any questions.
choose one of the
topics/media. As a
group they can do
some adittional
reasearch on this
topic. They will
also have to
complete the
handout as a
guide for their
presentation.
Day Two
Preperation Time
10 minutes
Students will go
over their work
from the previous
day and do any
final preperation
for their
presentation.


Presentations
40 minutes
Exit Writing
10 minutes
Each group will

Facilitates timely and professional presentations.
give a 5-10
munite
presentation of
their topic. They
will show the
class the media
(video, news
article, etc.) and
give adittional
information on the
topic. They will
then discuss the
visual, textual,
and narrative
format, audience,
and the potential
stance the piece
The students will
write in their
journals untill the
end of class. They
will write about
what they learned
from the
presentations.
Materials for lesson 7

Media Topic Presentation
Directions:
Your group will be giving a 5-10 minute presentation on one story from the media. You will have time in class to do additional research. Your goal is
to identify the visual, textual, and narrative format of this media story. You must also explain to the class the target audience of this story, the
potential stance of the piece, any biases you noticed, and any inequities you came across in this story. You must present your form of media to the
class and provide us with any additional information we may need to fully understand the story. Everyone must participate in your presentation in
some way.
Steps:
Media Topic Presentation

Directions:
Your group will be giving a 5-10 minute presentation on one story from the media. You will have time in class to do additional research. Your goal is
to identify the visual, textual, and narrative format of this media
story. You must also explain to the class the target audience of this story, the
potential stance of the piece, any biases you noticed, and any inequities you came across in this story. You must present your form of media to the
class and provide us with any additional information we may need to fully understand the story. Everyone must participate in your presentation in
some way.
Steps:
1. What is your media (News Video, Article, etc.)? Provide the link, name of the article, or other information to access this
media.
2.
3.
Additional information about this story. Do research to help the class get a holistic perspective on this story.
Format
How is this visually formatted?
How is this textually formatted?
What is the narrative format of this story?
4.
Who is the target audience?
5.
What is the potential stance of this piece?
6.
What biases were presented in this story?
7.
Did you find any inequities within this story? If so, explain.
8.
How will you present this information? Who will say what?
9.
What are some questions my classmates may have?

Lesson Title
LP 8
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
Students will present their projects to the class with a brief summary
of their cover page and rationale.
Unit rubric components.
SL.9-10.4
SL.9-10.5
SL.9-10.6
(Anticipated
Problems)
(Changes for next
time)
(What worked well)
Dates
METHOD
Teacher Activity
Newspaper Cover Page Project Directions Sheet

During this unit, you have been immersed in various formats, perspectives, and accounts of different problematic situations. With the skills and insight
you have gained from this unit, you will create a cover page of a newspaper that aims to present a holistic account of a topic or event of your choosing.

This project will be subjective, in that you as the editor will have the opportunity to choose how the information will be presented. You will be giving a
short presentation on your project. Following your presentation there will be a question/answer session on your newspaper cover-page. You should
anticipate these questions, and be prepared to answer them as well as preparing a few questions to ask your classmates.
Part I: Newspaper Cover-Page
-Minimum of one 18x24 cover page or digital cover page.
-Minimum of 2 visuals (photo or video)
-Written element - Half of the cover page should be comprised of your written text and/or quotes.
-Format similar to a standard newspaper
(see layouts suggested in resources section)
Part II: Rationale
-Explanation of your thought process during research and creation of the cover page. (Approximately 500 words)Template authors: Michael Saleeby Timothy Welsh
-Articulation of possible perpetuation or elimination of inequity prevalent in the project whether intentional or unintentional. (300-500 words) Modified: Matt Kloser 7/06
-Appropriate citation for images, quotes, and resources utilized in your project. Citations will be in bibliography format at the end of your rationale.
Lesson Title
LP 9
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
Students will articulate connections between their unit assessment
projects and Monster with their classmates after a brief period of
reflective writing.
Participation in group discussion.
SL.9-10.1.C
(Anticipated
Problems)
(Changes for next
time)
(What worked well)
Dates
METHOD
Teacher Activity


Lesson Title
LP 10
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)
0
0
0
(What worked well)

Dates
METHOD
Teacher Activity


Lesson Title
LP 11
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
0
0
0
Dates
METHOD
Teacher Activity


Lesson Title
LP 12
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
0
0
0
Dates
METHOD
Teacher Activity


Lesson Title
LP 13
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)
0
0
0
(What worked well)

Dates
METHOD
Teacher Activity
TTemplate authors: Michael Saleeby Timothy Welsh


Lesson Title
LP 14
# of Days
Prior
Knowledge
Lesson
Objective
Lesson
Assessment
(Benchmarks
or
Standards)
Materials
Needed
Time
Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)
(What worked
well)
0
0
0
Dates
METHOD
Teacher Activity



Unit Plan On Walter Dean Myers "Monster"

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Unit Plan On Walter Dean Myers "Monster"

Загружено:

Авторское право:

Доступные форматы

(Teacher, School, Grade and Subject)

Class modeling session of

Compose several days worth of Create a journal entry intended

Assume the role of one of the

Teacher facilitation of role

Further reading to finish the

Complete a graphic organizer

Bring a piece of topical media to

Teacher modeling of critical

Completion of the unit

Students present projects and

Thought about possible

Circle setup seating and token

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

(Changes for next

Student Learning Task or Activity

Discussion of Bell Work

Choose some students to share their captions.

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Group image analysis using graphic organizer

Review Exit Cards

different aspects Model using graphic organizer.

Answer any questions for students.

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Each group will

Students will write

Image Analysis Guide

Template authors: Michael Saleeby Timothy Welsh

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Student Learning Task or Activity

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Student Learning Task or Activity

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Student Learning Task or Activity

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Student Learning Task or Activity

Prompt students with a simple slide stating

Watch informational videos.

20 Minutes Students will complete their role's component of the

Play the following clips.

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

10 Minutes Group discussion/finishing up graphic organizers from

10 Minutes First group does designated scene.

Jigsaw debriefing. Any questions or topics that

Put up the quickwrite prompt "Write about one

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)

Template authors: Michael Saleeby Timothy Welsh

(Teacher Name, School, Grade and Subject)