o.+Lesson+12+Jessica

//After the lesson on the chapters “Speaking of Courage” and “Notes,” students will engage in their second Socratic Seminar. They will have to answer questions from the wiki site and bring their notes and textual support to class. After the Socratic Seminar, for homework, they will read Steinbeck’s “Mediterranean Theater.” This lesson will analyze the media portrayal of war, specifically the differences between the events and the way the events are reported. Students will be able to apply this analysis when they expand upon a modern war report. For “In the Field,” the lesson will be focused on concepts of blame and the ‘shit’ motif in relation to the whole work. For “Good Form,” students will return to the concepts of narrative construction and O’Brien’s specific narrative structure as they negotiate his representation of truth in writing. For “Field Trip,” the lesson will be focused on closure and how O’Brien presents this issue. For “Ghost Soldiers” and “Night Life” students will use colormarking to understand how O’Brien’s language conveys the psychological aspects and the brutality of war. In this lesson, the class will return to the chapter “How to Tell a True War Story” to further analyze the relationship between brutality and the language used to represent it (specifically, the water buffalo story). These lessons will be primarily discussion based because students will have been scaffolded in prior activities to be able to handle these issues.// “Lives of the Dead” Lesson Plan //By the end of this unit…//
 * A. Purpose of the Unit and Concept (Long Term)**
 * -Students will be able to explore the social, ethical, and civic implications of war. **
 * -**** Students will be able to develop an understanding of the art of story-telling. **
 * -**** Students will be able to write their own story. **

//By the end of this lesson…// -Students will be able to make personal connections between their lives to the text. -Students will be able to discuss the function characters play in a text excerpt and the larger work. -Students will be able to synthesize a text, its significance, and their own lives in a critical manner
 * B. Objectives for this lesson (Short Term)**

-Students will get out their in-class journals when they arrive to class -Students will receive directions to write about their personal “Linda” (i.e. a person who has left a rather significant impression, in any shape or form, on the student) for 10-15 minutes -Students will be able to write freely and openly in their journals -After time is called, the students will be asked to form a circle with their desks, keeping their journals with them -In the circle, students will be asked to share – if they would like to – whoever they chose to write about as their personal “Linda” -There will be no pressure on the students as this may be a very personal matter for some students -Students will then be able to take the conversation wherever they desire, as long as it connects Linda, their personal “Linda,” the chapter’s structure, the function of characters in the chapter, the function of the chapter to the whole work, or the work in general (as this is the last chapter) -The students will be reminded that they should synthesize all they have learned about Tim O’Brien’s style and purpose in telling his stories in the ways he does -At this point in the unit, the students should be familiar enough with his structural elements to make progressive, critically aware, and intellectual connections from their reading -While discussion will be open, the students will be directed to start with how the chapter is structured and how Linda is introduced within that structure -As always, students will be encouraged to discuss what effect this has for the reader and the plot -Students should characterize Linda and her function within the story as well as what significance this has for the work as a whole -Students should also refer to textual examples for support -Students will also be encouraged to compare their personal “Linda” with the Linda in the story to see if they are similar or different and why -Students should make a connection between the class discussion and the title of the chapter (Lives of the Dead) -By the end of the period, students should understand Linda’s function as a character in relation to the chapter and the characters within it as well as their own personal lives -Students should also recognize the importance of this conversation to the rest of the text and understand the implications of this chapter in relation to the overall significance of the work
 * C. Process / Procedures for Students**

//Before// -Teacher will reread the chapter “Lives of the Dead” -Teacher will make notes about Linda’s character and her function within the chapter -Teacher will highlight important quotes about Linda’s character in the chapter -Teacher will obtain calm, soothing music to play during student writing //During// -Teacher will tell students to get out their journals when they arrive to class -Teacher will explain to students that the first 10-15 minutes of class will be spent reflecting on the students’ personal “Linda” (i.e. a person who has left a rather significant impression on the student) //without// explaining the role Linda plays in the story -Teacher will leave “Linda” a bit ambiguous to allow students the freedom to write about whoever they want, for whatever reasons -During this writing time, the teacher will play soft music to set a calm, almost somber mood to the class -Teacher will also walk around at this time to ensure students are writing and to gauge the time students are taking -During this time, the teacher can also offer help to students with special needs or students who are struggling to find a topic, although the teacher must not guide the student //too// much -After the reflection writing is complete, the teacher will direct students to form a circle with their desks for discussion -Teacher will tell students that discussion today will be rather open because the work students have done with the rest of the text has really led them to this big synthesis moment (i.e. the culminating chapter) -In the circle, the teacher will ask for volunteers to speak about their “Linda” – there will be no pressure as this may be a personal issue for the students -Then, the teacher will ask the students to discuss the role Linda plays in the final chapter as she, clearly, stands out in comparison to the rest of the people mentioned in the chapter -The discussion will be student led, however the teacher will begin by asking how and //why// the students believe O’Brien structured the chapter in the way he did (beginning with the dead Vietnamese people that remind him of his only date with Linda) -Teacher will help students move forward in the chapter as O’Brien moves forward with his story about Linda and ultimately weaving her life in with the lives of his fallen soldier-friends -The teacher will wrap up the discussion by asking the students to interpret Linda’s overall function to the chapter and the text as well as whether //their// “Linda” (the one they wrote about) fits this criteria (why or why not) -If there is enough time, the teacher will direct students to make a connection between their discussion and the title of the chapter (Lives of the Dead) //Closing / Summation// -Teacher will let students make their own connections and discussion points however it is important that the students end with discussing Linda’s overall function as well as making a connection to their own lives (and, therefore, their reflective writing from the start of the period) -Teacher will end by summarizing the points the students brought up to allow them to see the progression of their discussion and for clarity (as discussion can sometimes be a bit choppy, even with the best students) -It is crucial that the teacher leaves students understanding Linda’s role within the chapter as it is the way O’Brien chooses to end his story -Teacher will remind students that they are done with their reading but they should focus on their final projects (due in 8 days) and tomorrow’s class will focus on bringing the whole book together
 * D. Process / Procedures for Teachers**

­-In class journals -//The Things They Carried// -Pencil
 * E. Materials Needed**

-There are two opportunities for formative assessment during this lesson -First, during the writing reflection portion of class, the teacher can walk around the room, making sure students are on task, writing, and seem engaged with their work on a deep level -If students appear confused or their writing has stopped quickly, the teacher should intervene and ask guiding questions to encourage thought -If all students appear to be lost in the reflecting process, the teacher should perhaps alter the lesson and begin with the discussion of Linda, her function, and her significance //before// asking students to reflect about their own lives -This is a last resort, however, because students //should// be making these connections by themselves at this point in the unit -Second, during the class discussion, teachers can ensure students are talking about relevant events, using the text to support their comments, and remaining in the right context for conversation -This not only formatively checks that the students have read the proper chapter, but it also shows their basic comprehension of it individually -If the students are struggling as a whole, the teacher can intervene with guiding questions and references to page numbers to aid the students in making connections individually, instead of the teaching telling their opinion or the ‘right’ answer to the questions -This is a time for synthesis! -The formal grade for this lesson is based on the quality of student discussion -While this can be viewed as a subjective grade, it will be worth a daily participation grade (something the students are used to) -Once the student contributes a thoughtful, well-supported, and relevant comment to the discussion, they will receive full credit -Each additional comment made will earn them a ‘bonus’ point -This is to encourage further conversation and to reward the students who take the time to really think through the discussion on a continuous and critical level -All students are expected to participate at least once in the discussion; if at a certain point the teacher notices the same students talking, the teacher can pause to tell students who still needs to contribute to the discussion to get full credit -This assessment allows the teacher to see what kinds of thoughts and connections the students have as well as given the students the chance to express themselves however they see fit
 * F. Assessment**

-The writing component can be modified for special needs students -ELL or special needs students can refer to a dictionary if it will help them locate and use the right words in their writing -Students can also use a computer or laptop to type if they require technology during written work -The writing is not for a grade, so there is less pressure on special needs students to have a solid final product (it is reflective); however it is still important that the student tries to put their thoughts down on paper -Allowing students to write about their personal “Linda” also allows ELLs to reflect on their home-life, community, family, and background to feel connected to a work that might have little significance to their life so far -The discussion component can also be modified for special needs students -Students who do not feel comfortable or who have difficult speaking can, as long as the teacher has prior knowledge, discuss the material on an individual level with the teacher -Discussion is also based on the direction of student comments to allow students to comfortably discuss their thoughts -This should help special needs students feel more comfortable and relaxed when contributing; they will only interject when they see fit -ELL students with the same language background can also sit next to one another with dictionaries, translators, or a thesaurus if it will help them negotiate meaning in the conversation -Special needs students who do not contribute to the conversation can do an alternative assignment (such as a writing, reflection, drawing, or conversation with the teacher) to demonstrate their understanding of the material in a different setting than class discussion
 * G. Modifications or Accommodations**

-LA.1112.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection -LA.1112.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning -LA.1112.2.1.4: The student will analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme
 * H.** **Sunshine** **State** **Standards Met**