Lesson Plan 1

Unit Topic: Friendship

Unit Rationale: Teenage years are hard for students. They are trying to figure out who
they are, while at the same time trying to fit in and be part of a group. The desire to be
accepted, coupled with peer pressure often results in a child acting in a way that is
contrary to their values. This unit provides students the opportunity to reflect on the idea
of friendship and examine how friendships can either negatively or positively affect an
individual’s life. Students will be able to relate this unit to their own lives and
relationships, thus, helping them to identify the nature of their friendships. Students need
to realize that it is ok to reject negative friendships and embrace the positive friendships.

Grade Level: Grade 9

Lesson Topic: What is friendship?

Length of Lesson Period: 50 minutes

 Lesson Rationale: This lesson provides students with an opportunity to explore

the idea of friendship and the possibility that there is a negative friendship and
positive friendship. It allows students to see that just because you fit into a
particular group it does not mean that the people in that group are really your
friends. This lesson will allow students to make connections between their own
lives and the text.

Learning Objectives:
 Students will be able to define what friendship means to them.
 Students will be able to recognize the negative effect of peer influence.
 Students will be able to relate their own experience to the text (movie).
 Students will be able to share their personal experiences with other members of
the class.
 Students will be able to participate in small group discussion.
 Students will be able to participate in large class discussion.

Learning Outcomes from English Language Arts Curriculum Guide:

General Curriculum Outcomes:
 Speaking and Listening
(1) Speak and listen to explore, extend, clarify and reflect on their thoughts, ideas,
feelings and experiences. P20
(2) Communicate information and ideas effectively and clearly, and to respond
personally and critically. P20
 Reading and Viewing
(2) Interpret, select, and combine information using a variety of strategies,
resources, and technologies. P21
(3) Respond personally to a range of texts. P21

1
  Writing and Representing
(1) Use writing and other forms of representation to explore, clarify, and reflect
on their thoughts, feelings, experiences and learning; and to use their
imagination.

Specific Curriculum Outcomes:

 Speaking and Listening
(1) Examine others’ ideas in discussion to extend their own understanding. P26
(3)Articulate, advocate, and support points of view, presenting viewpoints in a
convincing manner. P26
(4) Listen critically to assess the adequacy of the evidence speakers give to
evaluate the integrity of information presented. P26
(5) Participate constructively in conversation, small group and whole group
discussion, and debate using a range of strategies that contribute to effective talk.
P27
(9) Demonstrate active listening and respect for the needs and rights, and feelings
of others. P28
 Reading and Viewing
(1) Select text that address their learning needs and range of special interests. P29
(8) Express and support points of view about text and about issues, themes, and
situations within text, citing appropriate evidence. P31
(9) Critically evaluate information presented in print and media text. Assess
relevance and reliability of available information to answer their questions. P32
 Writing and Other Ways of Representing
(1) Use a range of strategies in writing and other ways of representing; to extend
ideas and experiences, explore and reflect on their feelings, values and attitudes,
consider others’ perspectives, reflect on problems ad responses to problems,
describe and evaluate learning processes and strategies, reflect on their growth as
language learners and language users. P33
(3) Make informed choices of language to create a range of interesting effects in
imaginative writing and other ways of representing. P33
(6) Analyze and assess responses to their writing and media production. P34
(11) Integrate information from several sources to construct and communicate
meaning. P35

Materials/Resources Needed for Lesson:

 35 blue cue cards
 Chart paper
 Colored Markers
 Movie: Mean Girls
 T.V
 DVD player

Organizational Approach: This lesson will include individual work, group work and
whole class discussion. First, students will work individually to create a definition of

2
friendship. Secondly students will discuss the definitions in groups of 4. Thirdly, students
will watch the video clip as a class. Fourthly, students will break off into their groups to
discuss the video. Finally there will then be whole class discussion about what each
group discovered. The same procedure will follow for the second video clip. The students
will watch the video as a class, discuss the video and the definition in groups of 4 and
then there will be class discussion. The journal that is to be passed in the next class is to
be completed individually.

Step-by-Step Lesson Activities and Estimated Times:

 Activity 1: The lesson will begin with students creating his/her own definition of
what they think “friendship” means. Each student will be given a blue cue card to
write their definition on. (5 min)
 Activity 2: When students have completed writing their definition of friendship
on the cue cards they will be placed in groups of 4. Within the groups they will
discuss what friendship means to them and they will combine their ideas to form
list of all the characteristics you need to have before you can be labeled a “good
friend”. Each group will be given a piece of chart paper and a colored marker to
record their lists. ( 7-10 min)
 Activity 3: Next each group will share the characteristics of friendship they came
up with to the class. The teacher will write each group’s response on the white
board. Once every group has had chance to share the class will group the
characteristics that are on the white board into categories which the teacher will
record on a sheet of chart paper. The chart paper as well as the blue cue cards will
be stuck on the classroom wall for reference during the unit. ( 15-20 min)
 Activity 4: Upon completion of the discussion students will watch a video clip
from the movie “Mean Girls”. (This video has been okayed by administration)
The clip that students will watch is when Regina (Rachel Adams), the leader of
“the plastics” or “A list girls”, invites Cady (Lindsay Lohan), a new student who
was raised in the African bush, to have lunch with “their” table. During the clip
Regina (Rachel Adams) is extremely nice to Cady (Lindsay Lohan). Cady
(Lindsay Lohan) is very excited about her new friends because growing up in the
African bush she did not have had many friends, not to mention, popular friends.
(7-10 min)
 Activity 5: After the video students are going to return to their groups and discuss
whether the clip from the video coincides with the classes definitions of
friendship. Each group will create a compare and contrast chart using chat paper
and in point form explain why they think that the video clip fits the definition or
why they do not think that the video clip fits the definition. (7-10 min)
 Activity 6: Next each group will report back to the class why they thought that
the definition of friendship fit the movie or why it did not. ( 7-10 min)
 Activity 7: Next the class will watch another clip from the same video. However,
this time Regina (Rachel Adams) is not so nice to Cady (Lindsay Lohan). In this
clip Regina (Rachel Adams) tricks Cady (Lindsay Lohan) into saying mean things
about another one of their friends while they are all on three way calling.
(7-10 min)

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  Activity 8: After the movie students will return to their groups again and discuss
whether this clip from the video coincides with thee class definition of friendship.
Again each group will create a compare and contrast chart using chart paper and
in point form explain why they think that the video clip fits the definition or why
they do not think that the video clip fits the definition. ( 7-10 min)
 Activity 9: Next each group will report back to the class and explain why they
thought that the definition of friendship fit the movie or why it did not.
 Activity 10: Upon completion of the discussion students will have to complete
either a journal entry or a drawing. The drawing or journal can be but is not
limited to: a personal experience when a friend was really nice or really mean to
you, a time when a friend convinced you to do something you would not
regularly do, a description of how you felt when you watched the video clips. Or
the students can write/draw about something that they learned, found interesting,
liked/disliked, surprised them, or they did not understand. If there is time students
will start this assignment in class but if not then it will be assigned as homework
to be finished and passed in the next class.

Assessment:
 Students will complete Class Participation rubrics at the end of class.
 The teacher will evaluate 5-7 students with a Collaborative Participation Rubric
 Refer to Appendix C for a copy of the Rubrics

Plans for Reflection:

 What went well?
 What went poorly?
 What do I need to do differently next time?
 Were the students engaged in discussion?
 How can I better engage the students in discussion?
 Was the movie and effective text to use?

Plans for Follow up Lesson(s): The next lesson will be What is Friendship to me? This
lesson will begin by students filling out a Sequential Roundtable Alphabet worksheet
which they will share with the class. The students will be read a poem called Friend is…”
by William Arthur Ward. After the reading of the poem the students will create their own
poems, and be given an opportunity to share their work.

4
 Lesson Plan 2

Unit Topic: Friendship

Unit Rationale: Teenage years are hard for students. They are trying to figure out who
they are, while at the same time trying to fit in and be part of a group. The desire to be
accepted, coupled with peer pressure often results in a child acting in a way that is
contrary to their values. This unit provides students the opportunity to reflect on the idea
of friendship and examine how friendships can either negatively or positively affect an
individual’s life. Students will be able to relate this unit to their own lives and
relationships, thus, helping them to identify the nature of their friendships. Students need
to realize that it is ok to reject negative friendships and embrace positive friendships.

Grade Level: Grade 9

Lesson Topic: What Friendship Is To Me

Length of Lesson Period: 50 minutes

Lesson Rationale:
 This lesson will allow students to explore what friendship means to them
personally. It will allow students to think back to previous experiences, their
friends, and the qualities these people possess or lack. It will also give students an
opportunity to look at themselves and decide whether they have the qualities to
make them a good friend to someone else. This lesson will allow students to
identify the nature of the friendships they are a part of and decide whether the
people they are friends with have the necessary qualities desired in a friend.
Therefore opening student’s eyes to the fact that some of the friendships they have
are negative.

Learning Objectives:
 Students will be able to brainstorm terms and associations connected to friendship
 Students will be able to work in a group
 Students will be able to share their ideas with the class
 Students will be able to recognize the nature of their own friendships
 Students will be able to reflect how they are as friends
 Students will be able relate the poem to their own life
 Students will be able to work individually
 Students will be able to create their own meaningful poem
 Students will share feel comfortable sharing their poems with the class.

5
Learning Outcomes from English Language Arts Curriculum Guide:
General Curriculum Outcomes:
 Speaking and Listening
(2) Communicate information and ideas effectively and clearly, and to respond
personally and critically. P20
(3)Interact with sensitivity and respect, considering the situation, audience, and
purpose. P20
 Reading and Viewing
(4) Interpret, select, and combine information using a variety of strategies,
resources, and technologies. P21
(5) Respond personally to a range of texts. P21
 Writing and Representing
(2) Use writing and other forms of representation to explore, clarify, and reflect
on their thoughts, feelings, experiences and learning; and to use their
imagination.

Specific Curriculum Outcomes:

 Speaking and Listening
(2) Examine others’ ideas in discussion to extend their own understanding. P26
(5) Participate constructively in conversation, small group and whole group
discussion, and debate using a range of strategies that contribute to effective talk.
P27
 (9) Demonstrate active listening and respect for the needs and rights, and feelings
of others. P28
 Reading and Viewing
(2) Select text that address their learning needs and range of special interests. P29
(4)Using cuing systems and a variety of strategies to construct meaning in reading
and viewing increasingly complex print and media text. P29
(7)Respond to some of the material they read or view by questioning, connecting,
evaluating and extending. Move beyond initial understanding to more thoughtful
interoperations. P31
(11)Respond critically to text of increasing complexity. Analyze and evaluate a
text in terms of its form structure, and content. Recognize how their own ideas
and perceptions are framed by what they read and view. Demonstrate awareness
that personal values and points of view influence both the creation of text and the
readers/viewer’s interpretation and response. Explore and reflect on culture and
reality as portrayed in media text. Identify the values inherent in a text. P32
 Writing and Other Ways of Representing
(3) Make informed choices of language to create a range of interesting effects in
imaginative writing and other ways of representing. P33
(5)Demonstrate an awareness of the effect of context on writing and other forms
of representing. Make appropriate choices of form, style, and content for specific
audiences and purposes. P34
(8)Consistently use the conventions of written language in final products. P35

6
 (10)Demonstrate a commitment to crafting pieces of writing and other
representations. P35
(11)Integrate information from several sources to construct and communicate
meaning. P35

Materials/Resources Needed for Lesson:

 35 Copies of Sequential Roundtable Alphabet (refer to Appendix B)
 1 Transparency of Sequential Roundtable Alphabet
 1 Overhead projector
 35 copies of the poem “Friend is…” by William Arthur Ward (refer to Appendix
A)

Organizational Approach:
 This lesson will include group work, whole class work and individual work. The
lesson will begin as a whole class in which I will model the Sequential
Roundtable Alphabet strategy. Then students will work in groups of four and as a
team complete the rest of the work sheet. Next one member of each group will
share their answers with to the rest of the class. Following this we will read the
poem “Friend is…” by William Arthur Ward. After reading the poem students will
individually write their own poems. Finally, each student will be given an
opportunity to share their poem with the class.

Step-by-Step Lesson Activities and Estimated Times:

Activity 1: To introduce the topic of what friendship means to each student we will begin
the lesson with a Sequential Round Table Alphabet worksheet. Students have extensive
background knowledge about friendship and this worksheet will help get their creative
juices flowing. I will model the first couple of letters and show students that they need to
generate a related term or association that begins with each letter of the alphabet (5 min)
Activity 2: After I have modeled a couple of letters and the students understand what
they have to do they will be put into groups of 4. In these groups students will fill in as
many boxes as possible with terms or associations. Although students are working in
groups each students is responsible for filling out his/her own Sequential Roundtable
Alphabet worksheet because he/she will need it for a later activity. (15-20 min)
Activity 3: When the groups have completed their Sequential Roundtable Alphabet
worksheets one student from each group will share with the class the term or association
that they have come up with for each letter. This will help the students who were part of
another group that had problems with a difficult letter. (10-15 min)
Activity 4: Now that students are familiar with numerous terms and associations related
to friendship, as a class we will read the poem “Friend is…” by William Arthur Ward. I
will read the poem aloud to the students and they are expected to follow along and pay
attention to vocabulary and structure. (5 min)
Activity 5: When the reading the poem is completed students will work individually to
create their own poem based on their personal experiences. Students can either write a
poem about another friend or write about themselves as a friend. Students can choose to
follow the form of the poem read aloud in class and begin every sentence with “A friend

7
is….” or if they can write the poem in any form they are comfortable with. When
students write their poems they will be encouraged to refer back to their Sequential
Roundtable Alphabet worksheets. (20-25 min)
Activity 6: Before the class is over students will be given a chance to share their work. It
does not matter if the poem is finished or not, if students want to share their work in
progress will be encouraged to do so. Students who are not finished their poems are to
take them home and finish them for homework Poems are to be displayed around the
classroom so students are encouraged to use colorful markers and drawings on their
poems. (10-15 min)

Assessment:
 The teacher will evaluate 5-7 students with a Collaborative Participation Rubric
 Students will also be evaluated on their poems using the Assignment Refer to
Appendix C for rubrics

Plans for Reflection:

 What went well?
 What went poorly?
 What do I need to do differently next time?
 Did the Sequential Roundtable Alphabet sheet stimulate students thinking?
 Would it be better for students to work on them individually?
 Were the students engaged in group discussion?
 Was the poem an effective text to use?
 Were students given enough time to write their own poems?
 Were students willing/excited to share their own pomes?

Plans for Follow up Lesson(s):

 The next lesson will be Friends are Forever. In this lesson we will look at the
short story “A Mason-Dixon Memory” By Clifton Davis. The class will begin
with student having an opportunity to decide what they would do if they were a
character in the story. In groups student will answer a Problematic Situation
worksheet, then we will read the story. After we read the story students will be
given a chance to compare their endings to that of the author. We will finish the
lesson by generating some questions to ask the characters in the stories and giving
the students a chance to role play

8
 Lesson Plan 3

Unit Topic: Friendship

Unit Rationale: Teenage years are hard for students. They are trying to figure out who
they are, while at the same time trying to fit in and be part of a group. The desire to be
accepted, coupled with peer pressure often results in a child acting in a way that is
contrary to their values. This unit provides students the opportunity to reflect on the idea
of friendship and examine how friendships can either negatively or positively affect an
individual’s life. Students will be able to relate this unit to their own lives and
relationships, thus, helping them to identify the nature of their friendships. Students need
to realize that it is ok to reject negative friendships and embrace positive friendships.

Grade Level: Grade 9

Lesson Topic: Friends are Forever

Length of Lesson Period: 50 minutes

Lesson Rationale:
 This lesson provides students with the opportunity to explore how an individual’s
values can strengthen a friendship. It allows students to see that when you have a
good friend and something unjust is being done to them then you stand up for that
friend. You need to stand by that friend, stick to you values and beliefs, even if it
means you are going to have to give up something that you love or are looking
forward to. This lesson will show students how friendship can positively affect
their lives and that they need to embrace these friends.

Learning Objectives:
 Students will be able to come up with possible solutions to a problem
 Students will be able to consider other students solutions to the problem
 Students will be able to work in groups
 Students will be able to jot down notes while a story is read aloud
 Students will be able to support their opinions with parts of the text
 Students will be able to generate questions regarding the text and it’s characters
 Students will be able to relate to the characters
 Students will be able to role play
 Students will be able work in pairs
 Students will be ale to participate in whole class discussion
 Students will be able to articulate the characters thoughts and feelings

9
Learning Outcomes from English Language Arts Curriculum Guide:
General Curriculum Outcomes:
 Speaking and Listening
(1)Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings and experiences. P20
(2) Communicate information and ideas effectively and clearly, and to respond
personally and critically. P20
(3)Interact with sensitivity and respect, considering the situation, audience and
purpose. P20
 Reading and Viewing
(3)Respond personally to a range of texts. P21
(4)Respond critically to a range of texts, applying their understanding of
language, form, and genre. P21
 Writing and Representing
(1) Use writing and other forms of representation to explore, clarify, and reflect
on their thoughts, feelings, experiences and learning’s; and to use their
imaginations. P21
(2) Create texts collaboratively and independently, using a variety of forms for a
range of audiences and purposes. P21

Specific Curriculum Outcomes:

 Speaking and Listening
(1)Examine others’ ideas in discussion to extend their own understanding. P26
(2)Ask relevant questions calling for elaboration, clarification, or qualification
and respond thoughtfully to such questions. P26
(3)Articulate, advocate, and support points of view, presenting view points in a
convincing manner. P26
(4)Listen critically to assess the adequacy of the evidence speakers give to
evaluate the integrity of information presented. P26
(5)Participate constructively in conversations, small group and whole group
discussions, and debate, using a range of strategies that contribute to effective
talk. P27
(6)Adapt vocabulary, sentence structure, and rate of speech to the speaking
occasion. P27
(9)Demonstrate active listening and respect for the needs, rights, and feelings of
others. P27
 Reading and Viewing
(2)Read widely and experience a variety of young adult fiction and literature from
different provinces and countries. P29
(4)Use cueing systems and a variety of strategies to construct meaning in reading
and viewing increasingly complex print and media texts. P29

10
 (7)Respond to some of the material they read or view by questioning, connecting,
evaluating and extending. Move beyond initial understanding to more thoughtful
interpretations. P31
(8)Express and support points of view about texts and about issues, themes, and
situations within texts, citing appropriate evidence. P31
 Writing and Other Ways of Representing
(1)Use a range of strategies in writing and other ways of representing; to extend
ideas and experiences, explore and reflect on their feelings, values, and attitudes,
consider others’ perspectives, reflect on problems and responses to problems,
describe and evaluate their learning processes and strategies, reflect on their
growth as language learners and language users. P33
(2)Use note making to reconstruct knowledge and select effective strategies
appropriate to the task. P33
(3)Make informed choices of language to create a range of interesting effects in
imaginative writing and other ways of representing. P33
(4)Demonstrate facility in using a variety of forms of writing to create texts for
specific purposes and audiences, and represent their ideas in other forms
(including visual arts, music, and drama) to achieve their purpose. P34
(10)Demonstrate a commitment to crafting pieces of writing and other
representations. P35

Materials/Resources Needed for Lesson:

 35 Copies of Problematic Situation (refer to Appendix B)
 2 Pads of chart paper
 Colored markers
 35 Copies of the short story “A Mason-Dixon Memory” by Clifton Davis (refer to
Appendix A)
 35 journals

Organizational Approach:
 This lesson will include group work, whole class discussion, pair work and
individual work. Students will begin by working in groups of 3-4 to fill out
Problematic Solution worksheet. Then as a class we will read the short story “A
Mason-Dixon Memory” by Clifton Davis, determine which group’s solution to
the problem best matches the author’s solution, and generate questions we would
like to ask the characters in the story. Next students will work in pairs and
interview each other using the questions generated by the class. Finally the
students will individually complete a journal entry which will be assigned for
homework if it is not completed in class.

Step-by-Step Lesson Activities and Estimated Times:

Activity 1: The lesson will begin with students working cooperatively in groups of 3-4
on the Problematic Solution worksheet. The groups will be responsible for brainstorming
as many possible results or solutions as possible. Each group will have a recorder who

11
will record the group’s responses on a piece of chart paper with a colored marker and a
reporter who will share with the class the best solution the group came up. (10-15min)
Activity 2: As a class we will read the short story “A Mason-Dixon Memory” by Clifton
Davis. I will read the story aloud and the students will follow along jotting in the margin
anything in the story that supports or contradicts the solutions they came up with for the
problematic situation. (15-20 min)
Activity 3: After reading the story we will revisit each group’s solution and try to
determine which solution best matches the ending provided by the author and which
group thinks that their ending is better than the authors. Students will use the information
they jotted down in the margin of the story to support their claims. (7-10 min)
Activity 4: After discussing the ending of the story, the class will generate 20 questions
that they would like to ask one of the characters on the story. They will generate 10
questions they would like to ask Dondre or Clifton and 10 questions they would like to
ask one of the members of Dondre’s golf team or Frank, Clifton’s best friend. I will write
these questions on a piece of chart paper in the front of the class but, students will also be
expected to write down the questions because they will need a copy for the next exercise.
(7-10 min)
Activity 5: Students will work in pairs and use the class generated questions to interview
each other. In this activity the students will role play, one student will be the interviewer
and the other will be one of the characters from the story. After about 7 minutes the
teacher will tell the students to switch roles. (10-15 min)
Activity 6: This lesson will end with students having a debriefing session about how they
felt being in the characters shoes. For this activity students will write in their journals.
They can write about but are not limited to how it felt to be the character, what they
expected the character to be like, what they learned about the character, or what they
would have done differently if they were the character or anything that sparked their
interest either in the story or when they were doing the interview. This activity will be
started in class, however if we run out of time it is to be finished for homework.
(15-20 min)

Assessment:
 The teacher will evaluate 5-7 students with a Collaborative Participation Rubric
 Students will evaluate each other using the Interview Rubric
 Refer to Appendix C for copies of the rubrics

Plans for Reflection:

 What went well?
 What went poorly?
 What do I need to do differently next time?
 Were the students interested in the story before they read it?
 Were students enjoying Problematic Situations?
 Was talking notes while the story was read effective?
 Were students engaged in the discussion after the story?
 Were students able to come up with thoughtful questions?
 Did students work well in pairs?
 Should I select the pairs next time?

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  Did students have enough time to complete each exercise?

Plans for Follow up Lesson(s):

 The next lesson will be “Friends Come and Friends Go”. In this lesson we will be
looking at a short story called “After Twenty Years” by William Porter O Henry.
The friendship this story is negative and questions the values of one of the
characters. I will set a purpose for reading the story by using Anticipation Guides.
I will read the story to the students but I will stop about half way through and
have the students writes their own ending. I will end the class by having students
reflect on the story in their journal or with a skit.

13
 Lesson Plan 4

Unit Topic: Friendship

Unit Rationale: Teenage years are hard for students. They are trying to figure out who
they are, while at the same time trying to fit in and be part of a group. The desire to be
accepted, coupled with peer pressure often results in a child acting in a way that is
contrary to their values. This unit provides students the opportunity to reflect on the idea
of friendship and examine how friendships can either negatively or positively affect an
individual’s life. Students will be able to relate this unit to their own lives and
relationships, thus, helping them to identify the nature of their friendships. Students need
to realize that it is ok to reject negative friendships and embrace positive friendships.

Grade Level: Grade 9

Lesson Topic: Friends Come and Go.

Length of Lesson Period: 50 minutes

Lesson Rationale:
 This lesson provides students the opportunity to explore how a contrast in values
can weaken or destroy a friendship. It allows students to see that you may think
you have a good friend but that friend does something that is unjust and contrary
to your beliefs. Therefore, you need to reject that friend, stick to your values and
beliefs, even if it means that you are going to tell on that friend and get them in
trouble. This lesson will show students how friendships have the potential to
negatively affect their lives and that they need to abandon these so called friends.

Learning Objectives:
 Students will be able to access prior knowledge using the Anticipation Guide.
 Students will be able to generate opinions on the topic.
 Students will be able to follow along with the story.
 Students will be able to formulate their own expectations of what will happen in
the story.
 Students will be able discuss their expectations in relation to the real ending with
other members of the class.
 Students will be able to compare their opinions on the Anticipation Guide to those
of the author of the story.
 Students will be able to defend their own/authors opinions.

14
  Students will be able to argue against their own/authors opinions.

Learning Outcomes from English Language Arts Curriculum Guide:

General Curriculum Outcomes:
 Speaking and Listening
(1)Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings and experiences. P20
(2) Communicate information and ideas effectively and clearly, and to respond
personally and critically. P20
 Reading and Viewing
(3)Respond personally to a range of texts. P21
(4)Respond critically to a range of texts, applying their understanding of
language, form, and genre. P21
 Writing and Representing
(3) Use writing and other forms of representation to explore, clarify, and reflect
on their thoughts, feelings, experiences and learning’s; and to use their
imaginations. P21
(4) Create texts collaboratively and independently, using a variety of forms for a
range of audiences and purposes. P21

Specific Curriculum Outcomes:

 Speaking and Listening
(1)Examine others’ ideas in discussion to extend their own understanding. P26
(3)Articulate, advocate, and support points of view, presenting view points in a
convincing manner. P26
(4)Listen critically to assess the adequacy of the evidence speakers give to
evaluate the integrity of information presented. P26
(5)Participate constructively in conversations, small group and whole group
discussions, and debate, using a range of strategies that contribute to effective
talk. P27
(9)Demonstrate active listening and respect for the needs, rights, and feelings of
others. P27
(10)Demonstrate an awareness of the power of spoken language to influence and
manipulate, and to reveal ideas, values, and attitudes. P28
 Reading and Viewing
(4)Use cueing systems and a variety of strategies to construct meaning in reading
and viewing increasingly complex print and media texts. P29
(7)Respond to some of the material they read or view by questioning, connecting,
evaluating and extending. Move beyond initial understanding to more thoughtful
interpretations. P31
(8)Express and support points of view about texts and about issues, themes, and
situations within texts, citing appropriate evidence. P31

15
  Writing and Other Ways of Representing
(10)Demonstrate a commitment to crafting pieces of writing and other
representations. P35
(11)Integrate information from several sources to construct and communicate
meaning. P35

Materials/Resources Needed for Lesson:

 35 Anticipation Guides (refer to Appendix B)
 Transparency of Anticipation Guide
 Overhead Projector
 35 copies of the short story “After Twenty Years” by William Porter O Henry
(refer to Appendix A)
 35 Students journals
 35 Yellow highlighters

Organizational Approach:
 This lesson will involve individual work, group work and whole class discussion.
First as a whole class I will model how to use an Anticipation Guide, and then
students will individually fill out their Anticipation Guides. Secondly, students
will work in groups if four to discuss their responses to the Anticipation Guides.
Then, as a whole class we will read the story. Next, will have a choice of working
individually or collaboratively to complete a journal entry. After that, we will
return as a class to read the end of the story and discuss the ending the author
gave the story and the ending the students gave the story. Then, students will
individually return to the Anticipation Guides to see if their opinion changed or
stayed the same. Finally, in groups students will have to compare their opinions to
other students and the authors. If the final activity is not completed in class it is to
be competed individually for homework.

Step-by-Step Lesson Activities and Estimated Times:

 Activity 1: The lesson will begin with students individually filling out
Anticipation Guides. The Anticipation Guide will forecast the major ideas in the
story, thus, activating student’s thoughts and opinions. (5 min)
 Activity 2: Students will be put into groups of four, where they will explain or
elaborate on their responses to the Anticipation Guide. This will arouse interest,
set purpose for reading and encourage higher level thinking. (7-10 min)
 Activity 3: Next as class we will read the short story “After Twenty Years” by
William Porter O Henry. I will read the story aloud and the students will be
expected to follow along highlighting things that they do not understand. We will
only read the first two pages of the story, and we will stop just before the two
friends are united. We will address any issues that students have with the text thus
far.(7-10min)
 Activity 4: Upon completion of reading the first section of the story students will
complete a journal entry either individually or collaboratively in pairs (which ever
they prefer). In the journal entry they will explain what they think happens after
the two friends meet and are walking down the road together arm and arm.

16
 ( 15-20 min)
 Activity 5: When students have finished writing their journal entries then we will
return to the story and read the ending. ( 5 min)
 Activity 6: Next we will have a short class discussion about the ending of the
stories. Students will be given an opportunity to share the endings they wrote in
their journals for the story. (7-10 min)
 Activity 7: After completing the reading and discussing the possible endings
students will return to their Anticipation Guides to determine whether they have
changed their minds regarding any of the statements. (5min)
 Activity 8: Once students have confirmed their opinions on the statements, they
will get back into their groups of four. In these groups they will be asked to
compare their opinions to that of the author. This will illustrate how well students
have understood the material and encourage a level of thinking that goes beyond
just what the words say. If students do not have time to complete this in class they
will have to take it home and individually complete it for homework.
( 15-20min)
 Activity 9: For homework students will have to complete a short journal entry on
either what they think happened to the two friends after the story, what they
would have done if they were in a similar situation or write about a similar
experience they had.

Assessment:
 The journals that are to be completed for homework will be evaluated using the
Assignment Rubric
 The teacher will evaluate 5-7 students with a Collaborative Participation Rubric
 Refer to Appendix C for a copy of the Rubrics

Plans for Reflection:

 What went well?
 What went poorly?
 What do I need to do differently next time?
 Did students like or dislike the story?
 Was the story too hard/easy or suitable?
 Was the Anticipation Guide effective in getting students excited/interested in
reading the story?
 Were students engaged in discussion?
 How can I better engage students in discussion?
 Was the journal an appropriate means of evaluation?
 What alternatives can I use next time for evaluation?

Plans for Follow up Lesson(s):

 The next lesson will be “Me My Friend and I”. In this lesson students will create
their own friend (character). The lesson will begin with students answering some
general questions about character, then move to them turning their character from

17
 flat to round and followed by them giving their character a personality. The class
will end with students writing a story/skit/poem about another student’s character.

Lesson Plan 5

Unit Topic: Friendship

Unit Rationale: Teenage years are hard for students. They are trying to figure out who
they are, while at the same time trying to fit in and be part of a group. The desire to be
accepted, coupled with peer pressure often results in a child acting in a way that is
contrary to their values. This unit provides students the opportunity to reflect on the idea
of friendship and examine how friendships can either negatively or positively affect an
individual’s life. Students will be able to relate this unit to their own lives and
relationships, thus, helping them to identify the nature of their friendships. Students need
to realize that it is ok to reject negative friendships and embrace positive friendships.

Grade Level: Grade 9

Lesson Topic: Me My Friend and I

Length of Lesson Period: 100 min

Lesson Rationale:
 This unit provides students with an opportunity to explore the qualities which they
see as positive for a friend to have and those which they see as negative for a
friend to have. This will allow students to see that just because someone is their
friend it does not mean that they contain all positive qualities since no one in real
life is perfect. However, because they are our friends we take the good with the
bad. This lesson will teach students that in order for a character to be believable
they can not be picture perfect. In order to be realistic characters need to have
faults and problems and they need to make mistakes.

Learning Objectives:
 Students will be able to create a character from scratch
 Students will be able to give their character descriptive character traits
 Students will be able to create round characters
 Students will be able to create a conflict for their character
 Students will be able to analyze and come to conclusions about another students
character
 Students will be able to work collaboratively
 Students will be able to share ideas with one another
 Students will be able to connect their prior knowledge and experience to creating
a character and conflict

18
  Students will be able to participate in whole class discussion

Learning Outcomes from English Language Arts Curriculum Guide:

General Curriculum Outcomes:
 Speaking and Listening
(2) Communicate information and ideas effectively and clearly, and to respond
personally and critically. P20
(3)Interact with sensitivity and respect, considering the situation, audience, and
purpose. P20
 Reading and Viewing
(2)Interpret, select, and combine information using a variety of strategies,
resources and technologies. P21
 Writing and Representing
(2)Create text collaboratively and independently, using a variety of forms for a
range of audiences and purposes. P21
(3)Use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision and effectiveness. P21

Specific Curriculum Outcomes:

 Speaking and Listening
(2) Ask relevant questions calling for elaboration, clarification, or qualification
and respond thoughtfully to such questions. P26
(5)Participate constructively in conversation, small group and whole group
discussions, and debate, using a range of strategies that contribute to effective
talk. P27
(7)Give and follow instructions and respond to questions and directions of
increasing complexity. P27
(9)Demonstrate active listening and respect for the needs, rights, and feelings of
others. P28
 Reading and Viewing
(7)Respond to some of the material they read or view by questioning, connecting,
evaluating, and extending. Move beyond initial understanding to more thoughtful
interpretations. P31
 Writing and Other Ways of Representing
(1) Use a range of strategies in writing and other ways of representing; to extend
ideas and experiences, explore and reflect on their feelings, attitudes and
values, consider others’ perspectives, reflect on problems and responses to
problems, describe and evaluate their learning processes and strategies, reflect
on their growth as language learners and language users. P33
(3)Make informed choices of language to create a range of interesting effects in
imaginative writing and other ways of representing. P33

19
 (4)Demonstrate facility in using a variety of forms of writing to create text for
specific purposes and audiences, and represent their ideas in other forms
(including visual arts, music, and drama) to achieve their purpose. P34
(8)Constantly use the conventions of written language in final products. P35
(10)Demonstrate a commitment to crafting pieces of writing and other
representations. P35
(11)Integrate information from a variety of sources to construct and communicate
meaning. P35

Materials/Resources Needed for Lesson:

 35 yellow copies of Character Qualities questions (refer to Appendix B)
 1 Character Qualities Transparency
 35 green copies of Character Graphs (refer to Appendix B)
 1 Character Graph Transparency
 35 purple copies of Developing Characters (refer to Appendix B)
 1 Developing Character Transparency
 1 Overhead projector
 35 brown folders
 35 journals
 17 packages of colored markers
 35 sheets plain white paper
 Construction paper
 Tickle trunk full of costumes and props

Organizational Approach:
 This lesson will include individual work, group work and class sharing. We will
start as a whole class and I will model how to create your own character. Students
will then work in pairs and create their own characters. Secondly we will return as
a class and I will model the second strategy Character Graphs. Then student will
break off into pairs and apply this strategy to the characters they just created. Next
as a class we will go through the Developing Characters strategy and when this is
finished students will return to their pairs and apply this strategy to the characters
they just created. Next I will model the Stress Point and What If strategies to the
whole class and then they will break in to pairs and try the strategy themselves. In
pairs students will have to try to draw conclusions from another classmate’s
character and then each pair will have to share their findings with the class.

Step-by-Step Lesson Activities and Estimated Times:

 Activity 1: As a class we are going to create a character from scratch, a character
which we would want as a friend. We will start with a name, a gender, a physical
appearance and so on until we have created a character. (5-10 min)
 Activity 2: After I have modeled how to create our “friend” students should be
energized by the possibilities and ideas they now have for their own characters.
Students are given the Character Quality Question worksheets are put in pairs and
told to create their own “friends” (15-20 min.)

20
  Activity 3: Once students have completed creating their own “friends” we are
going to work on creating precise descriptions of character traits. We are going to
use a Character Graph worksheet to help describe characters. I am going to model
this strategy to the class using the “friend” we created at the beginning of class. I
am going to show the students that they need to come up with five character traits,
one for each piece of the pie and then underneath the trait they need to write a
sentence or two explaining why this character has this particular trait. (5-10 min)
 Activity 4: After seeing the strategy modeled, in their pairs, students will use
their “friends” to fill out the Character Graph. By placing precise descriptive
adjectives in each piece of the pie the students will be moving away from
unspecific descriptions of character traits. (15-20min)
 Activity 5: The final activity students will engage in using the “friends” they
created is a Developing Characters worksheet. In this activity students will be
challenged to show rather then tell about their characters. Each student will be
given a handout with eight scenarios they are to write a paragraph on a separate
piece of paper indicating their characters/friends response. ( 20-25 min)
 Activity 5: After students have finished creating their characters then we needed
to engage those characters/friends in some kind of conflict. So the first thing we
did was come up with a list stress points based on important relationships,
pressures and expectations that the characters/friends had. We did this as a class
and then each individual student was told to divide their sheet of paper in half and
in one half create their own list that was appropriate to their character. (15-20
min)
 Activity 6: When every student has completed writing their stress points down I
had them go to the second half of their sheet of paper and write what if. In the
second column I will model for the students what they need to do. I will write
hypothetical conflicts that could develop as a result of the stress points in the first
column. I will show students that these are possibilities for story starters. (10-15
min)
 Activity 7: Students will brainstorm their own conflict possibilities in the, what if
column, based on the stress points column and record them directly on the sheet.
Students will be encouraged to generate as many possibilities as they can rather
then coming up with the perfect conflict right away. (20-25 min)
 Activity 8: Once students have created their characters and conflicts, then they
have to take the three work sheets place them in a folder and write the characters
name on the front of the folder. Each pair will be given someone else’s folder and
they have to either draw a picture of that character and give a brief description of
what he/she is doing, write a journal entry of how the character engages in one if
the conflicts or create a short skit based on the information in the folder.
(10-15 min.)

Assessment:
 The teacher will evaluate 10-12 students with a Collaborative Participation
Rubric
 Students will have to complete Self Evaluation Rubric at the end of class
 Refer to Appendix C for a copy of the Rubrics

21
Plans for Reflection:
 What went well?
 What went poorly?
 What do I need to do differently next time?
 Were the students engaged in the activities?
 Did students work well in pairs?
 Should there be more individual work next time?
 Was there enough or too much time for each activity?
 Did students enjoy sharing their work?
 How else can I get students to engage in each others work?

Plans for Follow up Lesson(s):

 The next lesson will be “What does friendship look like?” In this lesson students
will be encouraged to participate in drama and show to the rest of the class how
friendships can negatively affect you and how they can positively effect you. This
activity will focus on the students.

22
Appendix A

23
 Friend Is…..
by William Arthur Ward

A friend is one who is not hard to find when you are penniless.
A friend is one who makes your grief less painful, your adversity more bearable.
A friend is one who joyfully sings with you when you are on the mountaintop, silently walks beside
you through the valley.
A friend is one with whom you are comfortable, to whom you are loyal, through whom you are
blessed, and for whom you are grateful.
A friend is one who warms you by his presence, trust you with his secrets, and remembers you in
his prayers.
A friend is one who gives you a spark of assurance when you doubt your ability to fulfill your
noblest aspiration, climb your special mountain, or reach your secret goal.
A friend is one who help you bridge the gaps between loneliness and fellowship, frustration and
confidence, despair and hope, setbacks and success.
A friend is one who is available to you, understanding of you, and patient with you. A friend is no
less a gift from God than is a talent; no less a treasure than life itself.
A friend is also someone who listens.

24
 A Mason-Dixon Memory
by Clifton Davis

Dondre Green glanced uneasily at the civic leaders and sports figures filling the hotel
ballroom in Cleveland. They had come from across the nation to attend a fund-raiser for
the National Minority College Golf Scholarship Foundation. I was the banquet’s featured
entertainer. Dondre, an 18-year-old high school senior from Monroe, Louisiana, was the
evening’s honored guest.

"Nervous?" I asked the handsome young man in his starched white shirt and rented
tuxedo.

"A little," he whispered, grinning.

One month earlier, Dondre had been just one more black student attending a
predominately white school. Although most of his friends and classmates were white,
Dondre’s race was never an issue. Then, on April 17, l991, Dondre’s black skin provoked
an incident that made nationwide news.

"Ladies and gentlemen," the emcee said, "our special guest, Dondre Green."

As the audience stood applauding, Dondre walked to the microphone and began his story.
"I love golf," he said quietly. "For the past two years, I’ve been a member of the St.
Frederick High School golf team. And though I was the only black member, I’ve always
felt at home playing at mostly white country clubs across Louisiana."

The audience leaned forward; even the waiters and busboys stopped to listen. As I
listened, a memory buried in my heart since childhood fought its way to life.

"Our team had driven from Monroe," Dondre continued. "When we arrived at the
Caldwell Parish Country Club in Columbia, we walked to the putting green."

Dondre and his teammates were too absorbed to notice the conversation between a man
and St. Frederick athletic director James Murphy. After disappearing into the clubhouse,
Murphy returned to his players.

"I want to see the seniors," he said. "On the double!" His face seemed strained as he
gathered the four students, including Dondre.

25
"I don’t know how to tell you this," he said, "but the Caldwell Parish Country Club is
reserved for whites only." Murphy paused and looked at Dondre. His teammates glanced
at each other in disbelief.

"I want you seniors to decide what our response should be," Murphy continued. "If we
leave, we forfeit this tournament. If we stay, Dondre can’t play."

As I listened, my own childhood memory from 32 years ago broke free.

In 1959, I was 13 years old, a poor black kid living with my mother and stepfather in a
small black ghetto on Long Island, New York. My mother worked nights in a hospital,
and my stepfather drove a coal truck. Needless to say, our standard of living was
somewhat short of the American dream.

Nevertheless, when my eighth-grade teacher announced a graduation trip to Washington,

D.C., it never crossed my mind that I would be left behind. Besides a complete tour of the
nation’s capital, we would visit Glen Echo Amusement Park in Maryland. In my
imagination, Glen Echo was Disneyland, Knott’s Berry Farm and Magic Mountain rolled
into one.

My heart beating wildly, I raced home to deliver the mimeographed letter describing the
journey. But when my mother saw how much the trip cost, she just shook her head. We
couldn’t afford it.

After feeling sad for 10 seconds, I decided to try to fund the trip myself. For the next
eight weeks, I sold candy bars door-to-door, delivered newspapers and mowed lawns,
Three days before the deadline, I’d made just barely enough. I was going!

The day of the trip, trembling with excitement, I climbed onto the train. I was the only
nonwhite in our section.

Our hotel was not far from the White House. My roommate was Frank Miller, the son of
a businessman. Leaning together out of our window and dropping water balloons on
tourists quickly cemented our new friendship.

Every morning, almost a hundred of us loaded noisily onto our bus for another adventure.
We sang our school fight song dozens of times, en route to Arlington National Cemetery
and even on an afternoon cruise down the Potomac River.

We visited the Lincoln Memorial twice, once in daylight, the second time at dusk. My
classmates and I fell silent as we walked in the shadows of those 36 marble columns, one
for every state in the Union that Lincoln labored to preserve. I stood next to Frank at the
base of the 19-foot seated statue. Spotlights made the white Georgian marble glow.
Together, we read those famous words from Lincoln’s speech at Gettysburg remembering
the most bloody battle in the War between the States: "...we here highly resolve that these

26
dead shall not have died in vain - that this nation, under God shall have a new birth of
freedom..."

As Frank motioned me into place to take my picture, I took one last look at Lincoln’s
face. He seemed alive and so terribly sad.

The next morning, I understood a little better why he wasn’t smiling. "Clifton," a
chaperone said, "could I see you for a moment?"

The other guys at my table, especially Frank, turned pale. We had been joking about the
previous night’s direct water-balloon hit on a fat lady and her poodle. It was a stupid,
dangerous act, but luckily nobody got hurt. We were celebrating our escape from
punishment when the chaperone asked to see me.

"Clifton," she began, "do you know about the Mason-Dixon line?"

"No," I said, wondering what this had to do with drenching fat ladies.

"Before the Civil War," she explained, "the Mason-Dixon line was originally the
boundary between Maryland and Pennsylvania - the dividing line between the slave and
free states." Having escaped one disaster, I could feel another brewing. I noticed that her
eyes were damp and her hands were shaking.

"Today," she continued, "the Mason-Dixon line is a kind of invisible border between the
North and the South. When you cross that invisible line out of Washington, D.C., into
Maryland, things change."

There was an ominous drift to this conversation, but I wasn’t following it. Why did she
look and sound so nervous?

"Glen Echo Amusement Park is in Maryland," she said at last, "and the management
doesn’t allow Negroes inside." She stared at me in silence.

I was still grinning and nodding when the meaning finally sank in.

"You mean I can’t go to the park," I stuttered, "because I’m a Negro?"

She nodded slowly. "I’m sorry, Clifton," she said, taking my hand.

"You’ll have to stay in the hotel tonight. Why don’t you and I watch a movie on
television?"

I walked to the elevators feeling confusion, disbelief, anger and a deep sadness. "What
happened, Clifton?" Frank said when I got back to the room. "Did the fat lady tell on us?"

27
Without saying a word, I walked over to my bed, lay down and cried. Frank was stunned
into silence. Junior-high boys didn’t cry, at least not in front of each other.

It wasn’t just missing the class adventure that made me feel so sad.

For the first time in my life, I learned what it felt like to be a "nigger."

Of course there was discrimination in the North, but the color of my skin had never
officially kept me out of a coffee shop, a church - or an amusement park.

"Clifton," Frank whispered, "what is the matter?"

"They won’t let me to go Glen Echo Park tonight," I sobbed.

"Because of the water balloon?" he asked.

"No, I answered, "because I’m a Negro."

"Well, that’s a relief!" Frank said, and then he laughed, obviously relieved to have
escaped punishment for our caper with the balloons. "I thought it was serious."

Wiping away the tears with my sleeve, I stared at him. "It is serious. They don’t let
Negroes into the park. I can’t go with you!" I shouted. "That’s pretty damn serious to
me."

I was about to wipe the silly grin off Frank’s face with a blow to his jaw when I heard
him say, "Then I won’t go either."

For an instant we just froze. Then Frank grinned. I will never forget that moment. Frank
was just a kid. He wanted to go to that amusement park as much as I did, but there was
something even more important than the class night out. Still, he didn’t explain or
expand.

The next thing I knew, the room was filled with kids listening to Frank. "They don’t
allow Negroes in the park," he said, "so I’m staying with Clifton."

"Me, too," a second boy said.

"Those jerks," a third muttered. "I’m with you, Clifton." My heart raced. Suddenly, I was
not alone. A pint-sized revolution had been born. The "water-balloon brigade," 11 white
boys from Long Island, had made its decision: "We won’t go." And as I sat on my bed in
the center of it all, I felt grateful. But, above all, I was filled with pride.

Dondre Green’s story brought that childhood memory back to life. His golfing
teammates, like my childhood friends, faced an important decision. If they stood by their
friend it would cost them dearly. But when it came time to decide, no one hesitated.

28
"Let’s get out of here," one of them whispered.

"They just turned and walked toward the van," Dondre told us. "They didn’t debate it.
And the younger players joined us without looking back."

Dondre was astounded by the response of his friends - and the people of Louisiana. The
whole state was outraged and tried to make it right. The Louisiana House of
Representatives proclaimed a Dondre Green Day and passed legislation permitting
lawsuits for damages, attorneys’ fees and court costs against any private facility that
invites a team, then bars any member because of race.

As Dondre concluded, his eyes glistened with tears. "I love my coach and my teammates
for sticking by me," he said. "It goes to show that there always good people who will not
give in to bigotry. The kind of love they showed me that day will conquer hatred every
time."

My friends, too, had shown that kind of love. As we sat in the hotel, a chaperone came in
waving an envelope. "Boys!" he shouted. "I’ve just bought 13 tickets to the Senators-
Tigers game. Anybody want to go?"

The room erupted in cheers. Not one of us had ever been to a professional baseball game
in a real baseball park.

On the way to the stadium, we grew silent as our driver paused before the Lincoln
Memorial. For one long moment, I stared through the marble pillars at Mr. Lincoln,
bathed in that warm, yellow light. There was still no smile and no sign of hope in his sad
and tired eyes.

"...We here highly resolve...that this nation, under God, shall have a new birth of
freedom..."

In his words and in his life, Lincoln made it clear, that freedom is not free. Every time the
color of a person’s skin keeps him out of an amusement park or off a country-club
fairway, the war for freedom begins again. Sometimes the battle is fought with fists and
guns, but more often the most effective weapon is a simple act of love and courage.

Whenever I hear those words from Lincoln’s speech at Gettysburg, I remember my 11

white friends, and I feel hope once again. I like to imagine that when we paused that
night at the foot of his great monument, Mr. Lincoln smiled at last.

from A 4th Course of Chicken Soup for the Soul

Copyright 1997 by Jack Canfield, Mark Victor Hansen, Hanoch McCarty & Meladee
McCarty

29
Extracted from "Chicken Soup for the Soul: Home Delivery" email series

After Twenty Years

By William Porter O Henry
The policeman on the beat moved up the avenue impressively. The impressiveness was
habitual and not for show, for spectators were few. The time was barely 10 o'clock at
night, but chilly gusts of wind with a taste of rain in them had well nigh depeopled the
streets.

Trying doors as he went, twirling his club with many intricate and artful movements,
turning now and then to cast his watchful eye adown the pacific thoroughfare, the officer,
with his stalwart form and slight swagger, made a fine picture of a guardian of the peace.
The vicinity was one that kept early hours. Now and then you might see the lights of a
cigar store or of an all-night lunch counter; but the majority of the doors belonged to
business places that had long since been closed.

When about midway of a certain block the policeman suddenly slowed his walk. In the
doorway of a darkened hardware store a man leaned, with an unlighted cigar in his
mouth. As the policeman walked up to him the man spoke up quickly.

"It's all right, officer," he said, reassuringly. "I'm just waiting for a friend. It's an
appointment made twenty years ago. Sounds a little funny to you, doesn't it? Well, I'll
explain if you'd like to make certain it's all straight. About that long ago there used to be a
restaurant where this store stands--'Big Joe' Brady's restaurant."

"Until five years ago," said the policeman. "It was torn down then."

The man in the doorway struck a match and lit his cigar. The light showed a pale, square-
jawed face with keen eyes, and a little white scar near his right eyebrow. His scarfpin was
a large diamond, oddly set.

"Twenty years ago to-night," said the man, "I dined here at 'Big Joe' Brady's with Jimmy
Wells, my best chum, and the finest chap in the world. He and I were raised here in New
York, just like two brothers, together. I was eighteen and Jimmy was twenty. The next
morning I was to start for the West to make my fortune. You couldn't have dragged
Jimmy out of New York; he thought it was the only place on earth. Well, we agreed that
night that we would meet here again exactly twenty years from that date and time, no

30
matter what our conditions might be or from what distance we might have to come. We
figured that in twenty years each of us ought to have our destiny worked out and our
fortunes made, whatever they were going to be."

"It sounds pretty interesting," said the policeman. "Rather a long time between meets,
though, it seems to me. Haven't you heard from your friend since you left?"

"Well, yes, for a time we corresponded," said the other. "But after a year or two we lost
track of each other. You see, the West is a pretty big proposition, and I kept hustling
around over it pretty lively. But I know Jimmy will meet me here if he's alive, for he
always was the truest, stanchest old chap in the world. He'll never forget. I came a
thousand miles to stand in this door to-night, and it's worth it if my old partner turns up."

The waiting man pulled out a handsome watch, the lids of it set with small diamonds.

"Three minutes to ten," he announced. "It was exactly ten o'clock when we parted here at
the restaurant door."

"Did pretty well out West, didn't you?" asked the policeman.

"You bet! I hope Jimmy has done half as well. He was a kind of plodder, though, good
fellow as he was. I've had to compete with some of the sharpest wits going to get my pile.
A man gets in a groove in New York. It takes the West to put a razor-edge on him."

The policeman twirled his club and took a step or two.

"I'll be on my way. Hope your friend comes around all right. Going to call time on him
sharp?"

"I should say not!" said the other. "I'll give him half an hour at least. If Jimmy is alive on
earth he'll be here by that time. So long, officer."

"Good-night, sir," said the policeman, passing on along his beat, trying doors as he went.

There was now a fine, cold drizzle falling, and the wind had risen from its uncertain puffs
into a steady blow. The few foot passengers astir in that quarter hurried dismally and
silently along with coat collars turned high and pocketed hands. And in the door of the
hardware store the man who had come a thousand miles to fill an appointment, uncertain
almost to absurdity, with the friend of his youth, smoked his cigar and waited.

About twenty minutes he waited, and then a tall man in a long overcoat, with collar
turned up to his ears, hurried across from the opposite side of the street. He went directly
to the waiting man.

"Is that you, Bob?" he asked, doubtfully.

31
"Is that you, Jimmy Wells?" cried the man in the door.

"Bless my heart!" exclaimed the new arrival, grasping both the other's hands with his
own. "It's Bob, sure as fate. I was certain I'd find you here if you were still in existence.
Well, well, well! --twenty years is a long time. The old gone, Bob; I wish it had lasted, so
we could have had another dinner there. How has the West treated you, old man?"

"Bully; it has given me everything I asked it for. You've changed lots, Jimmy. I never
thought you were so tall by two or three inches."

"Oh, I grew a bit after I was twenty."

"Doing well in New York, Jimmy?"

"Moderately. I have a position in one of the city departments. Come on, Bob; we'll go
around to a place I know of, and have a good long talk about old times."

The two men started up the street, arm in arm. The man from the West, his egotism
enlarged by success, was beginning to outline the history of his career. The other,
submerged in his overcoat, listened with interest.

At the corner stood a drug store, brilliant with electric lights. When they came into this
glare each of them turned simultaneously to gaze upon the other's face.

The man from the West stopped suddenly and released his arm.

"You're not Jimmy Wells," he snapped. "Twenty years is a long time, but not long enough
to change a man's nose from a Roman to a pug."

"It sometimes changes a good man into a bad one, said the tall man. "You've been under
arrest for ten minutes, 'Silky' Bob. Chicago thinks you may have dropped over our way
and wires us she wants to have a chat with you. Going quietly, are you? That's sensible.
Now, before we go on to the station here's a note I was asked to hand you. You may read
it here at the window. It's from Patrolman Wells."

The man from the West unfolded the little piece of paper handed him. His hand was
steady when he began to read, but it trembled a little by the time he had finished. The
note was rather short.

~"Bob: I was at the appointed place on time. When you struck the match to light your
cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn't do it
myself, so I went around and got a plain clothes man to do the job. JIMMY."

32
Appendix B

33
 Sequential Roundtable Alphabet

Instructions: In groups brainstorm a related term or association that

begins with each letter of the alphabet. Fill in as many boxes as
possible. Be sure to fill in your own sheet because you will need it later.

A B C D E F G

H I J K L M N

O P Q R S T U

V W X Y Z

34
 Problematic Situation

Instructions: As a group students are to brainstorm possible solutions

to or results of the problematic situation described below. Record as
many solutions as possible and explain why each is appropriate or
would be successful.

Situation:

You and your friend have worked very hard and saved a lot of
money to go on a class trip. When you to your destination get you find
out that one of the other students, one of you friends is bared from one
of the planned activities because of their race. What do you, the rest of
your classmates and the teacher do?

Name: Date:
Period: Miss Janes

Anticipation Guide

35
Directions:
 Read the following statements about the topic of divorce.
 Place a check next to those statements with which you agree.
 In the column labeled “you”, briefly support your opinion on the given statement.
 Read the short story “Twenty Years Later” By: William Porter OHenery
 In the column “You” provide evidence to support you opinion
 In the column labeled “OHenery”, provide statements from the story which either
support or reject your original opinion.
 Consider how your opinion has changed after reading the short story “Twenty
Years Later” By: William Porter OHenery

Statements Check You OHenery

(1)A friendship can

last 20 years.

(2)You are still

considered friends
even if you have not
spoken for a while.

36
(3) Commitments
must be kept even if
they were made 20
years ago.

(4) You should never

turn your back on a
friend.

(5) It is important to
stick to you values
even if it means
losing a friend

Character Qualities Questions

(1) Name?

(2)Age?

(3)Grade?

(4)Gender: male or female?

(5)Parents?

(6)Siblings?

(7)Things he/she likes? Dislikes?

(8)Places where he/she is happy? Scared?

(9)Things he/she is good at? Not so good at?

(10) Relationships with parents? Siblings? Grandparents?

(11) Friends? Who are they? What are they like?

(12) Enemies? People he/she is scared of or intimidated by?

(13) Things about him/her people make fun of?

37
 (14) Fears? Worries?

(15) Things that make him/her feel proud? Embarrassed?

(16)Favorite Memories? Favorite objects?

Character Graph
Directions: Inside each of the pieces of the pie write one descriptive character
trait. If the trait was shown then briefly explain when, if it was stated just
write “stated”.

Characters Name:

38
 Developing Characters
Instructions: For each of the following scenarios, use separate paper to write
a paragraph indicating your character’s response.

1. Your character has just put on his/her favorite outfit. Explain what they are
wearing and where they are going.

2. Your character has just sat down to eat his/her favorite meal. Describe
what they are eating, where they are eating and whom.

39
3. Your character has just got off of a Circus Ride. Describe how he/she is
feels.

4. Your character is planning a weekend outing. Describe where he/she is

going, who they are going with and what they are planning to do.

5. Your character has just left the hospital. Describe why he/she was at the
hospital and why he/she is leaving.

6. Someone hiding in the bushes has just hit your character with a snowball.
Describe how you character reacts.

7. Your character has just inherited 10 million dollars. Explain what he/she will
do with the money.

8. Your character is describing how he/she spent their weekend.

Appendix C

40
 Self Evaluation Class Participation Rubric

Criteria Points
1 2 3 4
Participating: I
contribute to the
project. None of the Some of the Most of All of the
Time Time the Time. Time.
.

Sharing: I offer
ideas and report my None of the Some of the Most of All of the
findings to others. Time Time the Time Time
Listening: I work
from each other's
ideas. None of the Some of the Most of All of the
Time Time the Time Time

Persuading: I
exchange, defend,
and rethink ideas. None of the Some of the Most of All of the
Time Time the Time Time

41
Respecting: I
encourage and None of the Some of the Most of All of the
support the ideas and Time Time the Time Time
efforts of others.
Total Points

Teacher Evaluation: Group Work Rubric

Catagory 4 3 2 1 Total
Contribution Routinely Usually Sometimes Rarely provides
provides useful provides useful provides useful useful ideas
ideas when ideas when ideas when when
participating in participating in participating in participating in
the group and the group and the group and the group and
in classroom in classroom in classroom in classroom
discussion. A discussion. A discussion. A discussion. May
definite leader strong group satisfactory refuse to
who member who group member participate.
contributes a tries hard! who does what
lot of effort. is required.
Time Routinely uses Usually uses Tends to Rarely gets
time well time well procrastinate, things done by
Management throughout the throughout the but always gets the deadlines
project to project, but things done by AND group has
ensure things may have the deadlines. to adjust
get done on procrastinated Group does not deadlines or
time. Group on one thing. have to adjust work
does not have Group does not deadlines or responsibilities
to adjust have to adjust work because of this
deadlines or deadlines or responsibilities person's
work work because of this inadequate
responsibilities responsibilities person's time
because of this because of this procrastination. management.
person's person's
procrastination. procrastination.
Working Almost always Usually listens Often listens to, Rarely listens

42
With Others listens to, to, shares, shares with, to, shares with,
shares with, with, and and supports and supports
and supports supports the the efforts of the efforts of
the efforts of efforts of others, but others. Often is
others. Tries to others. Does sometimes is not a good
keep people not cause not a good team player.
working well "waves" in the team member.
together. group.
Focuses on Consistently Focuses on the Focuses on the Rarely focuses
stays focused task and what task and what on the task and
the task on the task and needs to be needs to be what needs to
what needs to done most of done some of be done. Lets
be done. Very the time. Other the time. Other others do the
self-directed. group group members work.
members can must
count on this sometimes nag,
person. prod, and
remind to keep
this person on-
task.
Quality of Provides work Provides high Provides work Provides work
Work of the highest quality work. that that usually
quality. occasionally needs to be
needs to be checked/redon
checked/redon e by others to
e by other ensure quality.
group members
to ensure
quality.
Total
*This Rubric was created with the help of Ruba-Star

Pair Evaluation: Interview Rubric

Category 4 3 2 1 Total
Sound Both the Both the The person being The sound
Quality interviewer and interviewer and interviewed can quaity is poor
the person being the person being be making it hard
interviewed can interviewed can heard/understood to
be be very clearly on hear/understan
heard/understood heard/understood the tape but the d the person
very clearly on very clearly on interviewer's being
the tape with no the tape but there voice is not easily interviewed.
wind or is some wind or heard.
background background
noise. noise.
Knowledge Student can Student can Student can Student cannot
Gained accurately accurately accurately accurately
answer several answer a few answer a few answer
questions about questions about questions about questions about
the person who the person who the person who the person who
was interviewed was interviewed was interviewed. was
and can tell how and can tell how interviewed.
this interview this interview
relates to the relates to the
material being material being
studied in class. studied in class.

43
Labeling The student put The student The student The student
the date of the included the date included the date forgot to put the
interview, place of the interview, of the interview date of the
of the interview, place of the and full name of interview OR
full name of the interview, and full the person being the full name of
person being name of the interviewed on the person
interviewed, and person being the videotape, being
the full name of interviewed on audiotape, or interviewed on
the person being the videotape, report. the videotape,
interviewed on audiotape, or audiotape, or
the videotape, report. report.
audiotape, or
report.
Total

 This Rubric was created with the help of Ruba-Star

Teacher Evaluation: Assignment Rubric

1 2 3 4 Total
(No) (Somewhat) (Satisfactory) (Excellent)
Student
completes the
assignment.
Students
response
shows
understandin
g of the topic
Student
presents
information
in interesting,
creative way

Work is
neatly done.

Meets the

44
requirements
of the
assignment

45