l.+Lesson+9+Kara

//For homework, students will complete their paragraphs assigned in the last class. Also, they were to have read “The Man I Killed” and “Ambush.” //

 //By the end of this unit… //
 * "The Man I Killed" Lesson: **
 * __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. **
 * __ Objectives for this Lesson: __**

1) LA.1112.2.1.7 The student will analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader's emotions; 2) LA.1112.4.1.1 Benchmark Description: The student will write in a variety of expressive and reflective forms that uses a range of appropriate strategies and specific narrative techniques, employs literary devices, and sensory description; and
 * 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 identify literary devices and their effects, specifically repetition. -Students will be able to describe the functions and limitations of language describing difficult issues. -Students will be able to integrate a knowledge of literary devices in their own writing.


 * __Process for Students: __**


 * -Students will take out their drawings from the previous day and the paragraphs that they wrote for homework. Students will share either their drawings or what they have written (whichever they are more comfortable with) with a partner. Those students who needed more scaffolding through this writing process will take this time to get extra help from the teacher. **


 * - When students have finished, they will hand in their papers to the teacher. **


 * -Students will open their books to the chapter “The Man I Killed” and re-read the chapter carefully and slowly. When they finish, students will close their books and write down everything that they can remember from the text including details, images, etc. **without looking


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Students will organize themselves into groups of four or five. They will each share what they have remembered from the chapter. As a group, students will identify any commonalities among their responses. On a sheet of paper, they will list the commonalities in their groups’ responses. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Looking at this list of commonalities, the groups will open their books to try to decide why these details/images/ideas were most salient in their memories, paying special attention to use of literary devices and organization. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Students will group back together, and as a whole class, groups will share three salient things that their group pulled from the text. Then, the class will brainstorm a list of devices or “language tricks” that O’Brien uses in an attempt to capture the horror of death in war. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- Students will then be given scissors, paper, and glue for constructing a found poem. They will cut up what they wrote in reaction to their slow-motion reading activity from the beginning of class. They should also feel free to refer back to the chapter to pull more language for use in their found poems. As students put together phrases or stanzas, they are to choose one or two phrases or stanzas to repeat throughout the poem in order to create and effect of their choice. They should choose a title that somehow relates to the effect they have chosen to create. If students are made uncomfortable by working with the images/details of this chapter, they may choose another chapter for which to complete the assignment. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- Students will take these poems home to play around with word choice and structure. They are to complete the assignment as homework and bring back their poems for class the next day. **

//Before the lesson://
 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">Process for Teachers: __**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">-Teacher will pre-determine groups for group work that integrate strong readers/writers with weaker readers/writers and ELLs with native speakers. **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">//To introduce the lesson:// **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">-Teacher will instruct students to take out the paragraphs that they wrote for homework with their drawings. They will instruct students to choose a partner and to share either their drawings or what they have written for their paragraphs. The teacher will ask students to raise their hands if they needed more help on writing their paragraphs. As students are sharing with their partners, teachers will address the needs of those who have struggled with this assignment (especially ELLs or struggling writers). **

//During the lesson://
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- The teacher will collect these papers from students who have finished and will instruct those with whom she gave extra help to bring their papers back the next day. **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- Teacher will instruct students to take out their books and a clean sheet of paper. She will instruct them to silently re-read “The Man I Killed” and to put their books away when they finish. She will tell them to immediately write anything that they can remember from the chapter as soon as they are finished. While students are reading, the teacher should also read the chapter and write down salient details (in order to be a good example/model). **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- As students finish, the teacher will assist students in organizing themselves into groups of four or five. Once students are in groups, the teacher will explain that each student should take a turn to share what he/she wrote down. Then, the teacher will instruct the groups to assign a secretary who will record commonalities that the group discovers in their findings. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- As the groups are discussing, the teacher will sit in on groups to encourage healthy group interactions and to make sure that all students have a turn to share. When each group has a list of common memories from the chapter, the teacher will instruct students to re-open their books to the chapter. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- The teacher will then instruct groups to draw conclusions about why certain memories of the text stuck with them. She will encourage groups to open their books to examine how O’Brien’s writing style might have contributed to the salience of their memories. She will ask students to examine how literary devices, organization, or other elements of O’Brien’s writing have worked together to make these details/images/ideas memorable. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- While groups are working, the teacher will move among groups to scaffold students’ discussions with suggestions like, “Ok, so you guys all wrote down the image of _, why don’t you find where that image occurs in the chapter and think about what is memorable about the language or how it is framed. How many times does he use that image? Is it reoccurring?” **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- When groups have finished discussing the text, the teacher will regroup the students back into their normal class structure. She will ask each group to offer three salient things that they pulled from the text—hopefully groups will share some things in common. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- Then, the teacher will turn on the overhead projector with a blank transparency. She will ask students about what they have determined to be some of O’Brien’s “language tricks” or devices that he uses to create a memorable/lasting effect. The teacher should provide a point of departure by saying, “There are limitations in language’s ability to capture emotional truth. We might feel a certain way when we read this chapter, but language can only capture so much. O’Brien, therefore, has to be skillful in crafting this portion of the story. What are some of the elements of craftiness? What tools does he have at his disposal that makes parts of this story haunting? How does he capture the horror of killing a man?” As students speak, the teacher will write what students say in **<span style="font-family: 'Calibri','sans-serif';">//their// **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;"> own words. It is reasonable to expect that students will note the author’s use of repetition, but if students overlook this, the teacher should make this explicit to students. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- The teacher will then hand out scissors, paper, and glue for constructing a found poem. She will instruct her students to cut up what they wrote in reaction to their slow-motion reading activity. She should encourage them to also open their books to draw from the language of the chapter. She should explain that when students put together phrases or stanzas, they are to choose one or two phrases or stanzas to repeat throughout the poem in order to create and effect of their choice. She should also point out that their use of repetition is one criterion on which she will grade their poems. She should also point out that their poem must have a title that somehow relates to the effect that they have chosen to create in their use of repetition, and that they will not receive full credit without a title (mainly because titles are so crucial in book itself). **

//To conclude the lesson:// <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">- The teacher should also make clear that she understands the graphic nature of the chapter, and offer students who are made uncomfortable by working with the images/details of this chapter the opportunity to choose another chapter for which to complete the assignment. **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">- The teacher will tell students to bring their found poems home with them to play around with word choice and structure. They are to complete the assignment as homework and bring back their poems for class the next day. **


 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">Materials: __**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Scissors **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Glue **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Construction paper **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Overhead projector **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">-Blank transparencies. **


 * __<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">Assessment: __**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">There will be opportunities for formative assessment throughout the lesson. The teacher should play an active role in group discussions when students seem to be stuck or confused. This is an opportunity for the teacher to assess whether students are noticing patterns of repetition, unusual/striking imagery, or use of dialogue. Even as students are able to identify patterns in the text, the teacher must also listen for discussion on what effect these elements have on the message of the chapter. If students are not connecting evidence with analysis, the teacher should step in and ask questions such as “So why do you think O’Brien repeats that phrase throughout the chapter?” or so on. In addition to formative assessment, the teacher will collect students’ found poems to assess whether they can translate the use of repetition that they noticed into their own writing. As stated above, the teacher should make her grading criteria transparent for students so that they understand that they must use repetition in their poems and that they must include a title. Students who do these two things will receive a check plus. Students who do not use repetition will given a check minus. Students who do not include a title will a check. Students who fail to turn in a poem get a zero for the assignment. The purpose of assessing the use of repetition is so that students have another tool in their writing toolbox to use when they write their own stories at the end of the unit. **


 * __ Modification/Accommodations: __**


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">The beginning of class is meant to offer opportunities for struggling students to express their frustrations/difficulties with the assignment from the night before. Students who struggle with writing might need help with how to start the piece, how to organize their thoughts, how to conclude their piece, etc. Other students might have moved through the writing process quickly and easily. Allowing these students to show their work to a peer gives them a real audience for their writing and allows them to move on while struggling students are receiving additional help. **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">As students move on into group work, the teacher has students sitting in set groups so that ELLs are integrated with native speakers and so that struggling readers are grouped with strong readers. Grouping students this way ensures that students of differing abilities work together to construct meaning. Pre-determining groups also takes the pressure off of students to choose groups (which sometimes creates the risk that a student will not be chosen by anyone’s group). **


 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Students are also offered the choice of writing their poems on this chapter or another chapter due to the graphic content of the chapter. While all students will have to confront the violent images in the chapter when they read it, some students might be more successful in writing a poem from a chapter with which they are more comfortable. **