n.+Lesson+11+Kelly

Speaking of Courage (A Two-day lesson)
//By the end of this unit…// - Students will be able to explore the social, ethical, and civic implications of war. //By the end of this lesson…// - Students will be able to apply a psychological critical lens to a text. - Students will be able to describe important psychological issues affecting veterans. - Students will be able to explore literary devices and their implications. - Students will receive a handout with information about Post Traumatic Stress Disorder. Students with prior knowledge of PTSD will be asked to share their knowledge. Students will take turns reading the handout out loud and discuss. - Students will take notes on a Psychological Critical Lens from what the teacher shares on the overhead projector. - Students will brainstorm techniques that an author might use to represent PTSD. - Students will receive a blank Psychological Lens chart. They will work with the teacher (raising their hands and sharing ideas) as she models one of the sections. - Students will separate into groups of three and work to fill out their Psychological Lens charts. - When the teacher pauses the students and asks them to share their opinions, each group will share one of their findings from the charts. As each group shares, the rest of the class will listen and note any differences. - Students will continue to work on this chart for the rest of the period and will pick up where they left off the following day. - Half-way through the second day of class, students will share more detailed explanations of what they found in their Psychological Lens charts. As other groups share, students will write techniques that they missed in their charts. They will participate in the class discussion. - For homework on the second day, students will write a sophisticated paragraph detailing one of the sections of their charts. It will be a detailed examination of one literary technique or device and how it could be a representative of PTSD.
 * A. Purpose of the Unit and Concept (Long Term)**
 * -** Students will be able to develop an understanding of the art of story-telling.
 * -** Students will be able to write their own story.
 * B. Objectives for this lesson (Short Term)**
 * C. Process / Procedures for Students**

//Before// - The teacher will prepare a handout about Post Traumatic Stress Disorder to give to each student. The handout will include basic facts, statistics, and symptoms of PTSD. - The teacher will do a close reading of “Speaking of Courage,” looking for literary devices and techniques that represent symptoms of PTSD. - The teacher will create a chart for the students to fill in using the text and what they know about PSTD. It will have space for the literary device or technique, examples, psychological aspect, inferences and questions. //During// - The teacher will distribute the PTSD handouts to students. She will ask any students who know about PTSD to share what they know. Next, she will have students take turns reading the page out loud. She will point out the statistic about PTSD and Vietnam veterans and compare it to the average percentage of men with the disorder. - The teacher will ask the students to take notes. She will overtly instruct students on what a psychological critical lens is and how to apply it to a text. The teacher will ask students to consider PTSD as a way to psychologically analyze “Speaking of Courage.” - Next, the teacher will distribute the Psychological Lens chart to the students. She will then model an example of what the students can do when they separate into groups of three and fill out the chart. - She will ask the students to take their time and to be as thorough as possible—the students will have the rest of the period today and more time to finish it in class tomorrow. - As the students work in groups, she will walk from group to group to assess progress and understanding. With about fifteen minutes left in class, she will ask each group to share one technique or device that they noticed—this will help other students to see what other techniques they can look for and let the teacher formatively assess the group. - The next day, students will continue working on their charts and the teacher will continue to walk from group to group offering assistance, asking important questions. - The teacher will judge how far the students are on their chart and in their understanding. About halfway through class, she will ask students to share one thing they’ve found in detail. As each group shares something that they found, the entire class will be urged to ask questions or make comments, jumping off of the other groups’ work. //Closing / Summation// - With about five minutes left of the second day of class, the teacher will assign homework. Each student is to individually use the chart to write a focused, sophisticated paragraph about one of O’Brien’s literary techniques and how it could be a psychological expression of PTSD. She will explain that this is not a full-blown essay, it is one paragraph that shows a detailed examination of one literary technique or device. She will ask the students for questions, and explain that it will be due the next day.
 * D. Process / Procedures for Teachers**

- - Overhead projector with Psychological lens slide - Psychological lens chart slide - Pscyhcological lens chart handout for each student
 * E. Materials Needed**
 * -** PTSD handout and slide

- As the teacher roams the class and checks on progress, she will also assess where the students are in understanding. When she pauses midway through to have each group share one device/technique, that is another way for her to assess understanding to see how much assistance the groups need. - Students will be assessed through their psychological lens charts. They will receive credit for completion, and students who filled out the entire chart extremely well will receive a few bonus points. - Students will assessed for their individual understanding through their paragraphs. The paragraph must be stylistically sophisticated and clear. It must examine one literary device or technique and how it could be a psychological expression of PTSD.
 * F. Assessment**
 * -** Students will be formatively assessed as the teacher models how to fill in the chart with the students. As they share ideas of what to write where, she will be able to assess their understanding and decide whether to move forward or spend more time modeling.

- As usual, ELLs and students with special needs will be allowed extra time to complete their work as long as they talk to the teacher before or after school, or during lunch. - ELLs who speak the same language will be paired together if they wish so that they can translate meaning in their home language and help each other to reach understanding. **H.** **Sunshine** **State** **Standards Met** - LA.1112.2.1.4 -  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.1112.2.1.7 - 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; - LA.1112.3.2.3 -  analyzing language techniques of professional authors (e.g., ﬁgurative language,   denotation, connotation) to establish a personal style, demonstrating a command of language with conviction of expression. - LA.1112.6.1.1 -  explain how text features (e.g., charts, maps, diagrams, sub-headings, captions,   illustrations, graphs) aid the reader’s understanding;.
 * G. Modifications or Accommodations**
 * -** All students will be scaffolded throughout this lesson. The teacher will let the students think on their own, but will help to guide them through difficult territory with modeling.
 * -** LA.1112.1.7.2 -  analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning;