h.+Lesson+5+Kelly

How to Tell a True War Story (Lesson Two, Day Two)
//By the end of this unit…// - 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 practice different writing styles through modeling an author's style. - Students will be able to identify elements of language and description unique to a text. - Students will be able to explore multiple meanings of words and the implications of word choice. - Students will be able to explore the connotations of words. // - Students will listen while the teacher reads the paragraph on p. 80 out loud (see below). Two students will also read it out loud. “War is hell, but that’s not the half of it, because war is also mystery and terror and adventure and courage and discovery and holiness and pity and despair and longing and love. War is nasty; war is fun. War is thrilling; war is drudgery. War makes you a man; war makes you dead.” - Students will collaborate with the teacher and the entire class to make a chart on the board about the connotations of Tim O’Brien’s words. - Students will choose a one-word topic or concept and free-write for five minutes about it. - Next, the students will write a generalization poem in the style of Tim O’Brien’s paragraph. They will work for the rest of the class period on their poem and finish it for homework. It will be due in two days with some sort of illustration or decoration. - At the beginning of class when it the poems are due, students will be able to tie up any loose ends about the subject—students could volunteer to read their poems, share an epiphany that came from writing the poem, or ask a question. **D. Process / Procedures for Teachers** //Before - The teacher will explore the connotations of Tim O’Brien’s paragraph in preparation to do the same with the class. - The teacher will prepare a list of a few words that students who cannot think of an idea or concept to write about could use for inspiration. ////During// - The teacher will open to page 80 and tell students to listen as she reads the paragraph out loud. Next she will ask the students to open to the page and choose two students to read the same paragraph out loud. - The teacher will make two columns on the board labeled “positive” and “negative.” She will ask students to label the connotations of Tim O’Brien’s words in the paragraph. She will lead the students to discussion. For example, she will ask for the connotation of the word “mystery.” When a student explains one connotation, she will ask if anyone had another view. From here, the class will understand that most words can have multiple meanings and connotations. - The teacher will tell students that they are going to make their own “generalization poems” modeling the style of Tim O’Brien’s paragraph. She will ask students to think of a one-word idea, or concept to write about. She will give examples of a few different words, concepts, or ideas that students could use to help scaffold their thought process. - The teacher will tell the students to free-write for five minutes about their words. She will remind them that this really is a free write—they must write the entire time. They can write words or phrases or anything that comes to mind. - After the free-write, the teacher will tell them that for the rest of the period, they are to create a generalization poem following the format of O’Brien’s paragraph. - She will tell them that the final version of the poem is due in two days. It will have to be in Tim O’Brien’s style, neat, and illustrated in some way. - As the students write, she will be available for questions. She will also walk around to offer assistance and help students with their writing. //Closing / Summation - With five minutes left in class, the teacher will remind students to finish their poems for homework due in two days. She will remind them that it must be neat and illustrated in some way. As usual, she will say that if anyone needs assistance, they can meet with her before or after school or during lunch. - At the beginning of class on the day that the poem is due (Friday), the teacher will ask students to share any new ideas or lingering questions. She will also offer this time for students who wish to share their poems with the class to do so. // - pen/pencil, paper - dry erase board - imaginations - colored pencils, pens, magazines, construction paper (anything students might need to illustrate) - teacher's notes
 * A. Purpose of the Unit and Concept (Long Term)**
 * B. Objectives for this lesson (Short Term)**
 * C. Process / Procedures for Students**
 * E. Materials Needed**
 * -** Tim O’Brien’s The Things They Carried

- Formative assessment will also occur as the students are working on their poems. The teacher will walk around the classroom make sure that students are on the right track. - Students will be assessed with the final poem products. The poems will be graded partially for completion, partially for quality. The poems must follow Tim O’Brien’s format, neat, and illustrated in some way.
 * F. Assessment**
 * -** Formative assessment will occur throughout as the teacher engages in discussion. If the teacher feels like the students aren’t understanding through their discussion, she will be more active in leading the discussion.

- Students with special needs, ELLs, and struggling readers who might feel barraged by the vocabulary will thrive as we break down the paragraph, word-by-word, to discuss connotation. - Scaffolding and brainstorming will support learning for all students—especially students with special needs and ELLs. - As students are given time to work on their poems in class, the teacher can provide individual assistance to ELLs and students with special needs. - When students turn in their poems and tie up loose ends, students with special needs or ELLs will have an opportunity to share ideas that they may not have come to before. - Students with special needs and ELLs will receive extra time to complete their poems, as long as they ask the teacher (I do not foresee this happening, as students will have time in class as well as two days to work on it). - ELLs will have access to dictionaries to support learning.  - LA.1112.1.6.4 -  categorize key vocabulary and identify salient features;  - LA.1112.1.6.9 -  determine the correct meaning of words with multiple meanings in context;  - LA.1112.3.1.1 -  generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;  - 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.
 * G. Modifications or Accommodations**
 * -** Students with special needs, ELLs, and struggling readers will be able to listen to Tim O’Brien’s words. As they listen, they will be able to focus on the story instead of using all of their conscious energy to figure out how to read the words.
 * H.** **Sunshine** **State** **Standards Met**
 * -** LA.1112.1.6.2 -  listen to, read, and discuss familiar and conceptually challenging text;