p.+Wrap-up+Lesson+Jessica

//Students will be given time to reflect on the work as a whole to help them prepare for their final project. Students should be working on their final projects, have brainstormed ideas, and have a set conference time with the teacher absolutely no later than this lesson.//

// The Things They Carried // Wrap-Up 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 understand and relate similar perspectives from two different historical events in a critical manner. -Students will be able to rewrite an author’s words based on textual evidence and inferences. -Students will be able to identify key scenes, quotes, and images to overarching themes in a text.
 * B. Objectives for this lesson (Short Term)**

-Students will prepare for class by taking out a piece of paper, a pencil and their book -Students will take notes on the brief Ransom lesson -Students will open their books to the page after the Table of Contents to see Ransom’s excerpt in the book -Students can also refer to the board if they prefer, however they still need their book to do the activities in class for the day -One student will volunteer to read the excerpt for the class -Students will be instructed to rewrite this text with their partner in their own words that demonstrates their understanding of Ransom’s perspective as well as the overarching themes and issues in O’Brien’s text -One student from each pair will read their rewrite for the class -Students will then link a central theme to a key scene, quote, or image of their choosing that they feel best represents this theme to their ‘opening statement’ rewrite -Students will be able to draw or write their choices on the materials provided by the teacher for a brief, informal presentation to the class -Once time is up, students will present their choices to the class, discussing what they chose, what theme their key moment illustrates, and why they chose this moment over all others in the text -During these presentations, students are to take notes on what themes and moments were selected by each pair -Students will then reconvene as a whole to discuss why the book began with a passage from Ransom’s //Diary// -Students will discuss any other key moments that perhaps did not get mentioned -Students will then be reminded of their Socratic Seminar the following day (answer questions on wiki and bring in their annotated text to support their inferences, thoughts, and contributions to the discussion)
 * C. Process / Procedures for Students**

//Before// -Teacher will research John Ransom’s //Andersonville Diary// for a brief historical lesson for the students -Teacher will organize this information into a brief historical presentation -Teacher will write the excerpt on the board, legibly -Teacher will bring blank paper, markers, crayons, and colored pencils to class //During// -Teacher will begin class by presenting basic information on John Ransom’s //Andersonville Diary// (see additional for lesson plan notes; the lesson will be informal, with a visual of the book) -Teacher will instruct students to open their books to the page just after the Table of Contents (with the excerpt from //Diary//) -Teacher will ask one student to read this passage aloud -Teacher will ask students to begin thinking about why this passage was chosen to open the book -Teacher will then ask the students to meet with their partner to rewrite this opening section in their own words, demonstrating their understanding of Ransom’s words //and// their overall assessment of what O’Brien’s story is about -Teacher will give the students 5 minutes to do this exercise (calling time if everyone finishes before 5 minutes is up) -Teacher will walk around during this exercise to make sure students are on task and understanding the assignment properly -After 10 minutes, the teacher will ask each pair to share their opening statement -Next, teacher will instruct students to, in their pairs, find //one// key scene, image, or quote that they think embodies a central theme and their ‘opening’ statement -If students choose to draw, the teacher will supply the materials -If students choose to pick a quote or scene, they have the option to use the white board or an overhead transparency -Teacher will provide 15 minutes for this activity to be completed -After 15 minutes, the teacher will ask each pair to present their choice, relevant themes, and how they relate together -Class members will take notes on each presentation, indicating which theme was chosen and which quote, scene, or image was chosen to represent it //Closing / Summation// -After the presentations are finished, the class will reconvene as a whole -Teacher will ask the students why, they believe, the book opens with this passage from Ransom’s civil war work -Teacher will ask the students to reflect on the important themes, images, scenes, or quotes that perhaps did not get mentioned (if time allows) -Teacher will ask the students to ponder their remaining questions, issues, or inferences for the Socratic Seminar tomorrow -Teacher will remind students of their assignment – to answer wiki questions, bring notes, and bring books with annotations for support -Teacher will also remind students that the Socratic Seminar tomorrow is specifically centered around the //book//, namely why Tim O’Brien chose to end his book the way he did, important themes, and the ways he chose to illustrate those themes throughout his text
 * D. Process / Procedures for Teachers**

-Historical information on John Ransom’s //Andersonville Diary// -Picture of the book and John Ransom -Text excerpt from //Andersonville Diary// -Blank paper -Markers, crayons, colored pencils -Pencil -Paper -Overhead transparency -Dry erase markers / chalk -//The Things They Carried//
 * E. Materials Needed**

-There are opportunities for formative assessment -During the rewrite activity, the teacher can walk around the room to take note of what the students are writing and discussing -It will show their basic understanding of the assignment and the text excerpt; if there are glaring issues and misunderstandings throughout the class, this part can be broken down as a whole class -During the theme and key moment activity, the teacher can also walk around to see the choices students are making during their discussion -If students are struggling, the teacher can remind them to refer to their previous notes for help finding central themes or the moments that are particularly interesting to them -During the closing discussion, the teacher can listen to the students’ thoughts and connections between Ransom’s excerpt, their understanding of it, and the relationship that has with the larger work -Understanding why the text began with Ransom’s excerpt is important in understanding the type of story within the rest of the book; students must be able to make this connection to make the proper progress in learning how to tell a story -If students do not make this connection, the teacher can intervene with guiding questions or phony examples to make students think about why //this// piece was chosen above all others -They can also refer to their notes from the brief presentation -The students and class as a whole can be formally assessed as well -The rewrites must be on task and demonstrate the students’ understanding of the excerpt in relation to the whole novel -Rewrites that do not do this will lose half the participation points for the day -The theme and moments activity should also demonstrate an understanding of the larger issues prevalent in the text; the key moment should also demonstrate a deeper understanding of those issues -The theme must be relevant and, if called into question, have textual support to back up the pair’s choice -Despite the creativity involved here, the moment used to illustrate this theme must also be relevant to the theme itself in an obvious manner or be well-explained by the students in their presentation -Art work will not be judged by the quality of the art but rather what the image represents in the text -Students will be given half of their participation grade based on proper handling of this in-class activity
 * F. Assessment**

-For students with special needs, such as ELLs, accommodations can be made -ELL students with similar language backgrounds can be paired together and use dictionaries, translators, or a thesaurus to aid in their comprehension of the text while negotiating meaning together in their native language (during the rewrite) -Students can choose which medium to use when presenting their theme and moment activity to the class – students do not have to draw or write, it is up to the pair’s preference or ability level -Students who do not understand the content covered in class can always meet with the teacher individually to discuss the material in a way that makes sense to the student -Additional work may be added here to ensure the student understands the important themes, moments, and stylistic elements in the text (this will become important when doing their final project)
 * G. Modifications or Accommodations**

-LA.1112.1.7.3: 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 -LA.1112.1.7.6: The student will analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections -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 -LA.1112.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining)
 * H.** **Sunshine** **State** **Standards Met**

Information for the Presentation on Ransom’s //Andersonville Diary// Biographical Information -Born 1843 -Joined the Union Army in 1862 during the Civil War -Captured in 1863 by Confederate troops and brought to Andersonville, GA -Wrote diary entries about his time there, namely about the horrors of the prison and the horrible conditions the men were being kept in -Men gave him possessions to bring back to the North if they died before he did -Ransom was released from the prison when it was liberated in 1865 -Ransom’s diary was published in 1881 -Died Sept 23, 1919 at 76 years old
 * Appx 50,000 men entered the prison and 13,000 died of starvation, malnutrition, or disease

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