k.+Lesson+8+Kara

//For homework from the previous night, students will have read the chapters “Stockings” and “Church.”//
 * 

"Stockings" and "Church" Lesson ** //By the end of this unit… //
 * __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. **

 1) LA.1112.1.5.1 Benchmark Description: The student will adjust reading rate based on purpose, text difficulty, form, and style. 2) LA.1112.1.7.3 Benchmark Description: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts;
 * __Objectives for this lesson (Short Term): __**
 * *Sunshine State Standards: **

1) LA.C.1.4.3 Student will use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 2) LA.D.2.4.2 Student will understand the subtleties of literary devices and techniques in the comprehension and creation of communication. 3) LA.D.2.4.3 Student will recognize production elements that contribute to the effectiveness of a specific medium. 4) LA.E.2.4.4 Student will understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. 5) LA.E.2.4.5 Student will analyze the relationships among author’s style, literary form, and intended impact on the reader.
 * FLDOE Standards for English III:**

-Students will be able to use visualizations enhance their understanding of a story. -Students will be able to identify elements of irony in a text. -Students will be able to identify dichotomies and juxtaposition in the text as a continuation from a previous lesson. -Students will be able to use juxtaposition to create an effect in a piece of writing.

- Students will write their responses to a reading check.
 * __ Process for Students: __**

-Students will take out highlighters and their books. Students will highlight salient imagery and details of the chapter “Churches.”

-As students listen to songs from the era, students are to draw a scene from the chapter. They are to use what they have highlighted to help them to choose what to draw.

-When students are finished drawing, they are to get into pre-determined groups of four or five. Each student will take turns sharing their pictures with their group. They are to point to evidence in the text that explains why they drew what they drew. As a group, students are to look at their pictures collectively to identify juxtaposition of dissimilar objects/images.

-Students will re-group into normal class format. Using their drawings, students will discuss the effects of the juxtaposition of images of war and images of church. Using their drawings, students will discuss elements of irony within the chapter.

-For situated practice, students will choose one of the dichotomies highlighted in the first chapter “The Things They Carried” (beauty/horror, order/chaos, etc.) Students will represent one of these dichotomies in a drawing in which they juxtapose images that are representative of the two concepts.

- For homework, from these drawings, students are to write a paragraph in which they juxtapose images of beauty with horror, order with chaos, or any dichotomy of their choosing.


 * __ Process for Teachers: __**

//Before the lesson:// -Teacher will put together a playlist of music from the Vietnam era with songs like ‘‘Goodnight Saigon,” by Billy Joel, “Gimme Shelter” by the Rolling Stones, etc. -Teacher will pre-determine groups for group work making sure weak and strong readers get mixed together.

//To introduce the lesson:// - Teacher will put up the following quote on the board for a reading check: “Henry Dobbins made a washing motion with his hands. ‘You’re right,’ he said. “All you can do is be nice. Treat them decent, you know?’” She will instruct students to take five minutes to write a reaction to this quote on a piece of paper. She will collect the reading checks when students are finished responding.

//During the lesson:// - The teacher will instruct students to take out their highlighters and books. The teacher will instruct students to open to the chapter “Churches” and to take a few minutes to read over the chapter and to highlight salient, vivid, or surprising images or details in the text (because the chapter is short, this is appropriate). When students are finished, the teacher will instruct students look over what they have highlighted and will ask "Were there any patterns in what you highlighted? What kinds of images stuck with you?" Students do not need to respond, they should just be reflecting on what they have highlighted.

-The teacher will hand out colored pencils and paper. The teacher will instruct students to use their highlighted sections within the chapter to help them choose a scene/image to draw. As students draw, the teacher will turn on music from the Vietnam playlist to prime students’ creative faculties. She will allow about 15-20 minutes for drawing. The teacher should be drawing, too.

-When students are finished drawing, the teacher will divide students into groups; she will instruct the groups to take turns sharing what they have drawn with their group and what evidence from the text supports their artistic choices. The teacher will instruct the groups to look collectively at their pictures and to identify elements of juxtaposition of unlikely objects/images. -As students are discussing, the teacher should walk around to the groups to scaffold their discussions, making sure that each student has a chance to share. The teacher will also use this as an opportunity to perform formative assessment to see whether students have drawn/identified images of war/church. If students' drawings do not seem to reflect juxtaposition, this would be a good opportunity for the teacher to intervene in group discussion to read aloud the sentences where the monks are cleaning the machine guns.

-The teacher will call the class back together. The teacher will ask each group to offer their findings. The teacher will write these findings on an overhead using the students’ words. (By this point in the lesson, students should have identified the juxtaposition of peace/church with images of war/violence such as the monks holding machine guns or the foxholes in the churchyard. If students have trouble identifying these elements of juxtaposition, the teacher should direct students' attention to these images).

-The teacher will parlay this discussion into a discussion of irony. The teacher will ask students about how O’Brien’s use of juxtaposition creates a sense of irony (Students have studied the various forms of irony in a previous unit).

-As the discussion wraps up, the teacher will direct students towards an activity (situated practice) to practice using juxtaposition to create an effect. The teacher will remind students about the dichotomies that they examined in “The Things They Carried," and will instruct students to take out their dichotomy charts that they have been filling in since the first lesson. -The teacher will instruct students to choose one of these dichotomies to represent in a drawing. She will explain that students should first choose images that are somehow representative of the ideas of horror/beauty, order/chaos, and then they should draw a scene in which they relate those images. Then, the teacher will turn on the music as students draw. Thus, students practice juxtaposing symbols that are antithetical via drawing.

//To conclude the lesson:// -The teacher will assign homework in which the students are to write one or two paragraphs in which they juxtapose images of beauty with horror, order with chaos, or any dichotomy of their choosing. The teacher will remind students that this is one characteristic of O’Brien’s writing that they will want to keep in mind as they approach their culminating writing project. -The teacher should model this process by holding up her own drawing of a dichotomy and giving an example of a scene in which she would write using these images (for example, she could hold up a picture that she drew of a sunflower and a machine gun, and she could offer that she would write a paragraph about a hippie at a protest putting a flower into the end of a cop's machine gun). She will explain that these paragraphs could simply describe a scene or they could read more like a story. -She will explain that she will be looking for two elements when she reads them over: clear imagery (use of sensory details) and the illustration of some sort of dichotomy.

-Paper -Colored Pencils -Highlighters -Vietnam playlist
 * __ Materials: __**

In order to assess students’ envisionment processes, students will be drawing the salient images from the text. As the teacher walks around during the drawing process, the teacher can perform a formative assessment to determine whether students are struggling with the envisionment building process (English language learners or struggling readers might have difficulty choosing something to draw), and can scaffold these students by opening the book and performing a one-on-one think aloud.
 * __ Assessment: __**

In order to assess the effects of the lesson, the teacher will collect the students’ homework in which they write a paragraph using juxtaposition of imagery. This lesson was intended to draw students’ attention to the effects of juxtaposing antithetical or surprising images. Ultimately, using O’Brien’s use of juxtaposition as a model, students should be able to demonstrate this literary device in their own writing. The teacher will read the students’ paragraphs to see whether or not they have been successful. Assessing this process is important because students will be using O’Brien’s style as a model for their writing in their culminating project. When looking over these paragraphs, the teacher will check for evidence of dichotomies and take note of whether the student juxtaposed images to create the effects of dichotomy. Because this writing project serves to scaffold students in skills that they can use for their final writing project, the teacher will look at this as a chance to check for student understanding and to remediate students who have difficulty with this process. For this reason, the next class period, the teacher will offer extra help for struggling students and will write feedback on all paragraphs that are turned in. Students will receive a "check plus" for writing that uses clear imagery and details that illustrates a dichotomy; students will receive a "check" for writing that uses imagery and details but does not succeed in representing a dichotomy; students will receive a "check minus" if they turn in work that lacks imagery or details altogether; students who do not turn in anything (or who do not bring in anything for extra help) will receive a 0 for the activity. All students will be offered feedback and the opportunity to revise.

Because the language of the chapter “Churches” is generally accessible, struggling students or ELLs might struggle not with the literal meanings of the language, but with making the connections to irony. These kinds of leaps might be difficult, so I provided much scaffolding through adopting visual representations of the text. When students attempt to draw these images, students will slow their reading and notice the details of the work. By examining these images in the context of a drawing, juxtaposition of images is more recognizable. Thus, I had designed this exercise with ELLs and struggling students particularly in mind. At many points in the lesson, there are opportunities for students to negotiate meaning within a group setting—for this reason, I decided to pre-determine groups of students so that struggling readers and ELLs could receive scaffolding from their interactions with peers. I also plan to use time in group-work to sit in on groups to assess how //all// students are coming along on the tasks. For students with visual impairments or difficulties with motor skills, I could have these students work on computers to use pictures from the internet for visual representations. Because some students might need more scaffolding through the writing process, the teacher will allow students to bring in drafts for extra help at the beginning of the following class period.
 * __ Modifications/Accommodations: __**