Four Week Vietnam War UnitJulia J. Ridgway

Target Audience: The lesson is designed for a (24-person) 12th grade English class.

Placement within Overall Year: This will be a unit on the Vietnam War that will take place in the fall semester.

Unit Objectives:Students Will Be Able To (at the conclusion of the unit):(Ideas from the vision statement for the English Language Arts established in the Michigan content standards about a literate individual)

1. communicate skillfully and effectively through printer, visual, auditory, and technological media in the home, school, community, and workplace;

2. think analytically and creatively about important themes, concepts, and ideas;3. use the English language arts to identify and solve problems4. use the English language arts to understand and appreciate the commonalities and

differences within social, cultural, and linguistic communities;5. understand and appreciate the aesthetic elements or oral, visual, and written texts;6. use the English language arts to develop insights about human experiences;7. use the English language arts to develop the characteristics of lifelong learners

and workers, such as curiosity, persistence, flexibility, and reflection; and8. connect knowledge from all curriculum areas to enhance their understanding of

the world.

Genres:Book: “The Things They Carried” by Tim O’Brien (literature circles)Songs: Black Eyed Peas/Justin Timberlake “Where is the Love?,” Patriotic Song of Your Choice, Vietnam Protest Song of Your ChoiceMovies: “Forrest Gump”, “Platoon”Poem: “Whispers from the Wall” by Brian J. MueggeWeb Site: http://www.vietnampix.com/intro.htm

Curriculum Connections:Math: Weights of gear and equipmentGeography: Southeast AsiaBiology: RainforestsHistory: Vietnam conflict, Civil Rights MovementMusic: Songs of ProtestCinema: Films about Vietnam

LESSON ONE 11/03 - INTRODUCTION

Students Will Be Able To:1. Conduct “culturally significant conversations” - Applebee

2. Apply popular music to the theme of war3. Apply popular movies to the theme of war4. Consider others opinions about war as well as their own5. Understand their responsibilities for the unit

Materials Needed:1. CD Player/CD of Black Eyed Peas (Words on Handout)2. Overhead Projector/Overhead Marker3. TV/VCR/Tape of “Forrest Gump”4. “The Wall” Picture Book5. Chalkboard/Chalk

Preparation: I will write the directions for the journal prompt, the genres the class will study throughout the unit, the concepts we will be covering and how they apply to all of their classes, as well as the class breakdown on the board/overhead before class begins.

Journal Prompt:What are your thoughts on war in general? What are the reasons for going to war? How does it affect the world? The nation? Individuals? When is it necessary to go to war? Is it ever necessary? Any thoughts on the Vietnam War specifically?

Something to Think About:You will be writing a piece called “The Things I Carry” essay. As you are reading and responding, keep this in mind and jot ideas down in your notebook.

Breakdown:A. Welcome class, Go over breakdown on board, give journal prompt, and ask for questionsActivity: Journal writing (5 minutes)B. Introduce song as a text on war, pass out words,Activity: Play Song (3-4 minutes)Analyze verse by verse (10 minutes)C. Introduce movie that paints a picture of the Vietnam War specifically, Activity: Play “Forrest Gump” Movie Clip (5 minutes)Discuss Vietnam War in general (10 minutes)D. Introduce the effects of war, get into circle, introduce picture book Activity: Read “The Wall” (5 minutes)Discuss the after-effects of a major war like the Vietnam conflict (10 minutes)E. Point out the scaffolding from the big picture, the Vietnam War specifically, then the after-effects of war. Activity: Discuss journal entry responses (6 minutes)F. Teach Talk Time:* Go Over Genre List, Go over Curriculum Connections, Major Assignment (2 minutes)* Read: Tim O’Brien’s The Things They Carried (1990) is composed of 22 interwoven stories that detail the experiences of Alpha Company, an infantry platoon in Vietnam. O’Brien’s fictional work begins by cataloging the weapons and equipment that the

soldiers carry: grenade launchers, candy, extra socks, matches, bandages, etc. However, the greatest burdens that Rat Kiley, Ted Lavender, Henry Dobbins, and the other grunts bear are invisible: images of loved ones, the fear of death, the weight of family expectations, the loneliness of sleepless nights, the shame of cowardice, and the hope of eventually returning home. (1 minute)* End class with quote on Page 198 (1 minute)* Remind Class to start reading, Chapter 1-5 by WednesdayG. Collect journal entries at the end of class

Assessment: Turn in journal entries at the end of class.

LESSON TWO 11/04 – HISTORY OF VIETNAM WAR

Students Will Be Able To:1. Draw on prior knowledge of the Vietnam War2. Prepare questions that they have about Vietnam 3. Summarize what they have learned4. Understand where the author is coming from5. Apply their knowledge to “The Things They Carried”

Materials Needed:1. History Summary/Tim O’Brien Summary2. Chalkboard/Chalk3. Map

Breakdown:A. Welcome Class, review previous days material, Go Over Breakdown on board,

ask for questions (5 minutes)B. Activity: Know-Want To Know-Learned Journal (K-W-L) (10 minutes)Introduce Activity; Students divide paper into three columns1. What I know about the Vietnam War2. What I want to know about the Vietnam War3. What I learned about the Vietnam WarHave students take 10-15 minutes to complete columns 1 and 2 C. Class Report on Board (10 minutes)Each student reads one thing they had in either column 1 or 2, I write them on the board, they record things they didn’t have in their own chartsD. History Sheet (10 minutes)Read brief history sheet with background informationHave students record any answers that they came up with in column 3Record answers to questions in column 2 in column 3Circle questions that still need to be answered – We will answer them throughout the unitE. Pull Out Map (5 minutes)Talk about where the war took place, give visual representation with mapF. Tim O’Brien Context Sheet

Read through the Tim O’Brien Hand OutG. Introduce Literature Circles (10 minutes)Divide class of 24 into 4 groups of 6, Have students sit in their groupsRead through the “Overview of the Roles” SheetRead through the “Examples and Reminders” SheetHave students assign roles for tomorrow’s literature circle sessionPass out role sheets to groupsAsk if anyone has questionsH. Remind Class that the literature circles will be covering Chapters 1-5, Pg 1-68

Assessment: Collection of K-W-L Journals

LESSON THREE 11/05 – LITERATURE CIRCLES Chapter 1-5, Pg. 1-68

Students Will Be Able To:1. Demonstrate Knowledge of what they read2. Discuss the meaning of the text3. Analyze the text from six different lenses of literature circle roles4. Compare their interpretations5. Review, retell, or reflect on what they read so far

Materials Needed:1. The Things They Carried book2. Chalkboard/Chalk3. Literature Circles Handouts4. Desks arranged in groups of six5. 24 Note cards

Breakdown:A. Welcome Class, Go over breakdown on board, Direct students to their groups, ask

for questions (5 minutes)B. Literature Circles (40 minutes)Students will sit in groups and discuss what they have read.Each student will get a chance to share their discussion questions, quotations, drawing, and words. As a group they will come up with a paragraph to review, retell, or reflect what they have read so far.Each group will come up with one or two interesting things they discussed to share with the class.Each group will reassign different roles to each member for literature circles Monday.C. Share with the Class (10 minutes)Each Group will share what they discussedD. Note Card Exit SlipHave each student write three questions they have either about the history or the specific text of “The Things They Carried” as an exit slipWrap up Class; we will answer these questions in class tomorrow

As well as get started on outline for “The Things I Carry” PaperE. Collect Literature Circle Sheets/Note Cards, Excuse Class

Assessment: Collection of Literature Circles Sheets/Note Cards

LESSON FOUR 11/06 – ANWSER QUESTIONS/BEGIN PAPER

Students Will Be Able To:1. Demonstrate knowledge of the first six chapters of the text2. Analyze answers to their questions from the previous day3. Use their knowledge to fill out more on their K-W-L sheets4. Organize an outline for their “Things I Carry” paper

Materials Needed:1. K-W-L Journals2. Chalkboard/Chalk3. Note Cards with questions and ANWSERS4. “Things I Carry” paper assignment sheet

Breakdown:A. Welcome Class, Go over breakdown on board, ask for questions, Review what

they learned in their literature circles (5 minutes)B. Answer Questions (20 minutes)Hand-out the K-W-L journalsAnswer questions from the note cards (some will be combined answers)Have students fill out more in the “What I Learned” Column in a different colorC. Handout/Review “Things I Carry” Paper Assignment Sheet (10 minutes)Thoroughly go over the expectations for the paperAsk if anyone has questionsD. Begin outline for paper (20 minutes)Have students work individually, solidify their topic, and begin an outlineConference if they have questions need help coming up with ideasInitial their outlines before they leaveE. Collect K-W-L Journals, Initial Outlines, Excuse Class

Assessment: Collect the K-W-L Journals, Initial their outlines

LESSON FIVE 11/07 – INTERACTIVE WEB SITE DAY

Students Will Be Able To:1. Examine/Interpret an interactive web site on the Vietnam War2. Transfer their knowledge into web site summary3. Associate the knowledge they gain to existing schemas

Materials Needed:1. Computer Lab (25 computers)

2. Web Site ~ http://www.vietnampix.com/intro.htm3. Chalk/Chalkboard

Breakdown:A. Welcome Class, Go Over Breakdown, Ask for questions, move to lab (5 minutes)B. Web Site Exploration (35 minutes)Have http://www.vietnampix.com/intro.htm written on the boardStudents will individually explore the site and read the text They will hit the continue bottom and read/look at pictures until they reach the endThen review the site sections (Background, Machines, Faces, Hippies, under Fire, Life & Sorrow, Time Line, Site Map, Region Map, Acknowledgments, and Links)C. Complete a one-page typed description of what the site is about (15 minutes)** If they finish early, they will be asked to look at other Vietnam War sites (extra credit given to those who find very informative sites)D. Collect descriptions, ask for questions, Hand out Role Sheets, Remind them that Chapters 6-11 are to be read, role sheets filled out by Monday, Excuse Class

Assessment: Collect one-page summaries

LESSON SIX 11/10 – LITERATURE CIRCLES Chapters 6-11, Pg. 69-136

Students Will Be Able To:1. Demonstrate Knowledge of what they read2. Discuss the meaning of the text3. Analyze the text from six different lenses of literature circle roles4. Compare their interpretations5. Review, retell, or reflect on what they read so far

Materials Needed:1. The Things They Carried book2. Chalkboard/Chalk3. Literature Circles Handouts4. Desks arranged in groups of six

Breakdown:A. Welcome Class, Go over breakdown on board, Direct students to their groups, ask

for questions (5 minutes)B. Literature Circles (40 minutes)Students will sit in groups and discuss what they have read.Each student will get a chance to share their discussion questions, quotations, drawing, and words. As a group they will come up with a paragraph to review, retell, or reflect what they have read so far.Each group will come up with one or two interesting things they discussed to share with the class.

Each group will reassign different roles to each member for literature circles Monday.C. Share with the Class (10 minutes)Each Group will share what they discussedD. Wrap up Class, We will begin with class discussion tomorrowAs well as get started on the Curriculum Connections AssignmentE. Collect Literature Circle Sheets, Excuse Class

Assessment: Collection of Literature Circles Sheets

LESSON SEVEN 11/11 – DISCUSSION/JOURNAL/INTRODUCE CURRICULIM CONNECTIONS ASSIGNMENT

Students Will Be Able To:1. Demonstrate knowledge of Chapters 1-11 of the text2. Analyze answers to teacher/class generated questions3. Connect to each others comments4. Select a topic to pursue for their curriculum connections assignment

Materials Needed:1. Chalkboard/Chalk2. Baby Chain Connector Pieces (42 total pieces)3. Journal Prompt4. Overhead/Overhead marker5. Curriculum Connections assignment sheet

Breakdown:A. Welcome Class, Go over breakdown on board, ask for questions, Review what

they learned in their literature circles (5 minutes)B. Class Discussion Using Baby Chain (20 minutes)Each Student given 2 baby chain connector piecesClass sits in a circle; one student starts the conversation, When a student has a connection to make, they get the chain and connect their pieceThen they say their comment and how it connectsDiscussion ends when all the pieces are connectedThings to Think About for Discussion:What are your reactions to “The Things They Carried” so far? What do you like? What do you dislike? What does it make you think about? What are your reactions to the stories?C. Journal Entry (10 minutes)Put Journal Prompt on Overhead: Discuss the use of the third-person in the book. Since most of the book is very personal and written in the first-person, what purpose does the third-person serve? Why is the book titled in the third-person plural?C. Handout/Review Curriculum Connections Assignment Sheet (10 minutes)Thoroughly go over the expectations for the assignmentAsk if anyone has questionsE. Choose a Topic for Curriculum Connections (10 minutes)

Curriculum Connection Topic Ideas:Math: Weights of gear and equipmentGeography: Southeast AsiaBiology: RainforestsHistory: Vietnam conflict, Civil Rights MovementMusic: Songs of Protest/Patriotic SongsCinema: Films about Vietnam* Have Students work individually, solidify their topic, and begin their workLook in Book for Quotes that relate to their curriculum connection topicConference if they have questions or need help coming up with ideasF. Initial their ideas before they leave, Remind that these are due Friday, Will Have time to Research in Class tomorrow (or use time to read), Excuse the class (5 minutes)

Assessment: Collect Journal Entries, Initial on curriculum challenge assignment

LESSON EIGHT 11/12 – ANALYZE POETRY

Students Will Be Able To:1. Analyze “Whispers From the Wall” for textuality aspects2. Establish connections to the text 3. Visualize the wall memorial4. Prepare for curriculum connections presentations

Materials Needed:1. “Whispers from the Wall”2. Chalkboard/Chalk3. “The Things They Carried” book

Breakdown:A. Welcome Class, Go over breakdown on board, Ask for questions (5 minutes)B. Read “Whispers From the Wall” poem (10 minutes)Read poem, have student read poemGo over initial reactionsC. Textuality (20 minutes)Have categories written on the board ~Audience, Visual, Emotions, Location, Language, Demographics, AssumptionsBrainstorm Answers for each category based on the poemBrian J. Muegge wrote this in 1986C. Computer Lab WorkI. Give Web Site: http://thewall-usa.com/literary/ (20 minutes)Students must each select a poem from the site to analyze as we did with MueggesFill out the seven columns on a sheet of paper* If they finish early, do another poem

D. Remind that the curriculum connections presentations will be tomorrow and Friday, should have a typed outline for a 4-5 minute presentation, Collect both textuality sheets, Excuse the class

Assessment: Collection of two textuality breakdowns

LESSON NINE 11/13 – CURRICULUM CONNECTIONS PRESENTATIONS

Students Will Be Able To:1. Consider others curriculum connections to “The Things I Carry”2. Reflect on one of the presentations

Materials Needed:1. Chalkboard/Chalk2. Overhead/Overhead Markers3. Grading Rubric for 12 students

Breakdown:A. Welcome Class, Co over breakdown on board (12 presenters), (3-5 minutes)B. 12 Curriculum Connections 4-5 minutes each (50-55 minutes)First half of the alphabet presentsC. Note Card Exit Slips (3-5 minutes)Have students reflect on one presentation they thought was interesting, or they had not considered, hand it in as an exit slip, excuse the class

Assessment: Graded 12 presentations, Note Card Exit Slips

LESSON TEN 11/14 – CURRICULUM CONNECTIONS PRESENTATIONS

Students Will Be Able To:1. Consider others curriculum connections to “The Things I Carry”2. Reflect on one of the presentations

Materials Needed:1. Chalkboard/Chalk2. Overhead/Overhead Markers3. Grading Rubric for 12 students

Breakdown:A. Welcome Class, Co over breakdown on board (12 presenters), (3-5 minutes)B. 12 Curriculum Connections 4-5 minutes each (50-55 minutes)Last Half of the alphabet presentsC. Note Card Exit Slips (3-5 minutes)Have students reflect on one presentation they thought was interesting, or they had not considered, hand it in as an exit slip, Hand out Literature Circle Role Sheets, Remind the class to read Chapters 12-17 and fill out role sheets,

Hand out Permission Slips to see “Platoon”, excuse the class

Assessment: Graded 12 presentations, Note Card Exit Slips

LESSON ELEVEN 11/17 – LITERATURE CIRCLES Chapters 12-17, Pg. 137-200

Students Will Be Able To:1. Demonstrate Knowledge of what they read2. Discuss the meaning of the text3. Analyze the text from six different lenses of literature circle roles4. Compare their interpretations5. Review, retell, or reflect on what they read so far

Materials Needed:1. The Things They Carried book2. Chalkboard/Chalk3. Literature Circles Handouts4. Desks arranged in groups of six5. 24 Note cards

Breakdown:A. Welcome Class, Go over breakdown on board, Direct students to their groups, ask for questions (5 minutes)B. Literature Circles (40 minutes)Students will sit in groups and discuss what they have read.Each student will get a chance to share their discussion questions, quotations, drawing, and words. As a group they will come up with a paragraph to review, retell, or reflect what they have read so far.Each group will come up with one or two interesting things they discussed to share with the class.Each group will reassign different roles to each member for literature circles Monday.C. Share with the Class (10 minutes)Each Group will share what they discussedD. Note Card Exit SlipHave each student write two questions they have either about the history or the specific text of “The Things They Carried” as an exit slipWrap up Class; we will answer these questions in class tomorrowRough Drafts due Tomorrow, Peer Revision SessionsE. Collect Literature Circle Sheets/Note Cards, Remind students to bring back their permission slips, Excuse Class

Assessment: Collection of Literature Circles Sheets/Note Cards

LESSON TWELVE 11/18 – ANSWER QUESTIONS/ROUGH DRAFT DAY

Students Will Be Able To:1. Demonstrate knowledge of Chapters 1-17 of the text2. Analyze answers to their questions from the previous day3. Read and review, reflect, respond to a peers paper4. Gather suggestions for Revision

Materials Needed:1. Note Cards with questions and ANSWERS2. Chalkboard/Chalk3. Peer Response Questions Sheet4. Peer Reader Response Form

Breakdown:A. Welcome Class, Go over breakdown on board, ask for questions, Review what they learned in their literature circles (5 minutes)B. Answer Questions (10 minutes)Go Over the Questions and AnswersRespond to new questionsC. Peer Revision Introduction (5 minutes)

Go over “Questions to Use in Writing Conferences over Writing-In-Progress” Sheet as well as “Peer Reader Response Sheet”Review Order of Importance:

1. Content2. Organization3. Appropriate Audience4. Student Voice5. Sufficient Details6. Grammar, “red pen” issues

E. Peer Response Partners (30 minutes)Partner Up, Go anywhere in the room, Sit together, Read your papers to each other, Make positive comments/constructive criticism, go over all the major issues,E. Write a reader response sheet (8 minutes)F. Collect Rough Drafts as well as reader response sheets, Remind students to bring in their permission slips, Excuse Class

Assessment: Rough Drafts and Reader Response Sheets

LESSON THIRTEEN 11/19 – PLATOON

Students Will Be Able To:1. Better Understand the themes discussed in “The Things They Carried”2. Apply knowledge across texts3. Relate to a different genre (video)4. Analyze the new ideas brought up in “Platoon”

Materials Needed:

1. Chalkboard/Chalk2. VCR/Video of “Platoon”3. List of Questions for Movie4. Note cards

Breakdown:A. Welcome class, Go over breakdown on board, ask for questions (5 minutes)MAKE SURE ALL PERMISSION SLIPS HAVE BEEN RETURNEDB. Hand Out Discussion Questions (5 minutes)These questions will be the basis of our discussion on Friday

Things to Pay Attention To:~ Do you agree that “the first casualty of war is innocence”?~ Who were the soldiers? Why this group of people? Was Taylor there for the same reasons or not?~ What does the word “politics” keep surfacing for? What does it mean?~ Is there any particular scene where you feel the soldiers have completely lost their minds?~ What do you make of the relationship between Alias and Barnes?~ What do you think about Taylor’s decision in the end?~ What do you think about Taylor’s comment “We fought ourselves and the enemy was in us?”

Jot some notes down as you goDo not feel limited by these questionsWrite down anything that you would like to discuss that peaks your interestC. Watch Platoon (45 minutes)D. Note Card Exit SlipsEach student writes a few sentences about something that interested youHand it in as an exit slip

Assessment: Note Card Exit Slip, Participation in Discussion Friday

LESSON FOURTEEN 11/20 – PLATOON

Students Will Be Able To:1. Better Understand the themes discussed in “The Things They Carried”2. Apply knowledge across texts3. Relate to a different genre (video)4. Analyze the new ideas brought up in “Platoon”

Materials Needed:1. Chalkboard/Chalk2. VCR/Video of “Platoon”3. List of Questions for Movie4. Note cards

Breakdown:A. Welcome class, Go over breakdown on board, ask for questions (5 minutes)B. Reminder: Discussion Questions (3 minutes)C. Watch Platoon (45 minutes)D. Note Card Exit SlipsEach student writes a few sentences about something that interested youHand it in as an exit slip

Assessment: Note Card Exit Slip, Participation in Discussion Friday

LESSON FIFTEEN 11/21 – PLATOON/DISCUSSION Students Will Be Able To:

1. Better Understand the themes discussed in “The Things They Carried”2. Apply knowledge across texts3. Relate to a different genre (video)4. Analyze the new ideas brought up in “Platoon”5. Pull apart the textuality of the video

Materials Needed:1. Chalkboard/Chalk2. VCR/Video of “Platoon”3. List of Questions for Movie

Breakdown:A. Welcome class, Go over breakdown on board, ask for questions (5 minutes)B. Finish Platoon (30 minutes)C. Go over Discussion Questions (10 minutes)D. Analyze Categories (10 minutes)Topics to Consider ~ Audience, Visual Effects, Music, Emotions, Location, Language, Demographics, AssumptionsEach Student fills out sheet with a sentence or two about the topicE. Remind class to Finish Chapters 18-22 and fill out final role sheets, Hand in

textuality analysis, excuse class

Assessment: Collection of Textuality Sheets

LESSON SIXTEEN 11/24 – LITERATURE CIRCLES Chapter 18-22, Pg. 203-273

Students Will Be Able To:1. Demonstrate Knowledge of what they read2. Discuss the meaning of the text3. Analyze the text from six different lenses of literature circle roles4. Compare their interpretations5. Review, retell, or reflect on what they read so far

Materials Needed:

1. The Things They Carried book2. Chalkboard/Chalk3. Literature Circles Handouts4. Desks arranged in groups of six

Breakdown:A. Welcome Class, Go over breakdown on board, Direct students to their groups, ask

for questions (5 minutes)B. Literature Circles (40 minutes)Students will sit in groups and discuss what they have read.Each student will get a chance to share their discussion questions, quotations, drawing, and words. As a group they will come up with a paragraph to review, retell, or reflect what they have read so far.Each group will come up with one or two interesting things they discussed to share with the class.Each group will reassign different roles to each member for literature circles Monday.C. Share with the Class (10 minutes)Each Group will share what they discussedD. Wrap Up Class, We will begin with class discussion tomorrowE. Collect Literature Circle Sheets, Excuse Class

Assessment: Collection of Literature Circles Sheets

LESSON SEVENTEEN 11/25 – GROUP DISCUSSION/JOURNAL

Students Will Be Able To:1. Cite quotations from the reading2. Conclude “The Things They Carried” with a critical eye3. Analyze dominating themes in the novel4. Make critical connections to present day5. Examine their favorite character

Materials Needed:1. Chalkboard/Chalk2. Journal Prompt3. Deck of Playing Cards

Breakdown:A. Welcome class, Go over outline on board, Ask for questions (5 minutes)B. Journal Writing (15 minutes)Prompt: Who is your favorite character in “The Things They Carried”? (This does not necessarily mean the character that is most like you, but perhaps one you are just intrigued by) Why? Cite 2 quotes from the book that backs up your reasoning.

Options: The narrator, Jimmy Cross, Mitchell Sanders, Kiowa, Norman Bowker, Henry Dobbins, Bob “Rat” Kiley, Curt Lemon, Ted Lavender, Lee Strunk, Dave Jensen, Azar, Kathleen, Mary Anne BellC. Share a few journals (5 minutes)D. Class DiscussionHand out 3 playing cards to the class, which are “turns” during discussionEveryone is required to use at least “two” turnsPrompts: Discussing the important Themes* Discuss the idea of carrying, what things are carried, by whom?* What are some of the painful things the soldiers went through?* Discuss the suddenness and absurdity of war presented in the novel* Discuss the idea of shame and embarrassment that O’Brien discusses* Why do you think O’Brien chose to discuss the cowardice rather than the strength and bravery of the soldiers?* Discuss the themes of loneliness and isolation, how was this expressed?* What does O’Brien mean by “story-truth is truer sometimes than happening-truth”?

E. Wrap up Class, Remind Students to bring final drafts of papers tomorrow Assessment: Comments during Class Discussion

LESSON EIGHTEEN 11/26 – WORKSHOP ON PAPERS

Students Will Be Able To:1. Assess where they are at with their final papers2. Critique each others papers3. Determine what needs to be done to finalize their papers

Materials Needed:1. Chalkboard/Chalk2. Paper Checklist

Breakdown:A. Welcome Class, Go over Breakdown on board, Ask for questions (5 minutes)B. Individually workshop papers (20 minutes)Read your paper to yourself – Go over the Checklist:Is your content appropriate?Is your paper clearly organized?Does your paper address the appropriate audience (your peers/teacher)?Is your voice clearly heard?Are there sufficient details for each topic presented?Are your grammar issues worked out?Where do you need help? Suggestions? Feedback?C. Peer Workshop (35 minutes)Get together with 2 or 3 people and exchange papers

Explain your questions you came up withPeers write comments in margins (put your name by them)Write a few sentences with last minute suggestionsAddress the issues the author brought upYou will be turning this copy in with your final draft tomorrowI will be looking for your peers commentsRemember that you do not always need to take their adviceCan use this time to conference with teacher about concernsD. Any last minute comments?Class is excused

Assessment: Comments from peers

LESSON NINETEEN 11/27 – PAPER SHARINGStudents Will Be Able To:

1. Consider others reflections in their “Things I Carry” papers2. Respond to three of the presentations

Materials Needed:1. Chalkboard/Chalk2. Grading Rubric for paper presentations3. Note Cards

Breakdown:A. Welcome Class, Co over breakdown on board (12 presenters), (3-5 minutes)B. 12 “Things I Carry” presentations 4-5 minutes each (50-55 minutes)

Last half of the alphabet presentsC. Note Card Exit Slips (3-5 minutes)

Have students write praise for three of the presentationsHand it in as an exit slip, excuse the class

Assessment: Exit Slips, Graded Rubrics for 12 presenters

LESSON TWENTY 11/28 – PAPER SHARING

Students Will Be Able To:1. Consider others reflections in their “Things I Carry” papers2. Respond to three of the presentations

Materials Needed:1. Chalkboard/Chalk2. Grading Rubric for paper presentations3. Note Cards

Breakdown:A. Welcome Class, Go over breakdown on board (12 presenters), (3-5 minutes)B. 12 “Things I Carry” presentations 4-5 minutes each (50-55 minutes)First half of the alphabet presentsC. Note Card Exit Slips (3-5 minutes)Have students write praise for three of the presentationsHand it in as an exit slip, excuse the classGreat Work on a very difficult unit!

Assessment: Exit Slips, Graded Rubrics for 12 presenters

Four Week Unit: 11/03-11/28

Goal Number One: The “Things I Carry” Personal NarrativeDue Date: Rough Draft 11/18, Final Draft 11/26 Assignment:* Write a 3-5 page double spaced essay about The Things You Carry* 12 point Times New Roman font* Must include Three Invisible Things* It is suggested that one of the items be burdens from the current war* This paper will be worth 30 points – 5 points for each of the following components:

~ Ideas and Content: This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme.~ Organization: The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text.~ Voice: The writer speaks directly to the reader in a way that is individual, compelling and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing.~ Sentence Fluency: The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading.~ Word Choice: Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging.

~ Conventions: The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touch-ups would get this piece ready to publish.

Goal Number Two: Literature Circles Due Date: Chpts. 11/5, Chpts. 6-11 11/10, Chpts. 12-17 11/17, Chpts. 18-24 11/24Assignment: You will be split into groups of six. You will each have the opportunity to perform four out of six roles for you literature circle group (Discussion Director, Illuminator, Illustrator, Connector, Word Watcher, and Summarizer). You will be responsible for filling out the appropriate role sheet for each of the four literature circle days (the dates

are listed above) that correspond to the chapters covered. Each literature circle day will be worth 10 points.

You will be assessed according to:* The quality of your contributions to your literature circle discussion* The extent to which you keep up with you responsibilities for your group* The quality of your ideas on your literature circle notes* The quality of your group’s discussion

Your group must:* Assign roles for each member prior to the meetings* Hold each member accountable for work, contributions to discussion, and respectful participation* Rotate the assigned roles so that for each meeting someone has a different responsibility

Goal Number Three: Interactive Web Site SummaryDue Date: Write-up due at the end of classAssignment:Go to http://www.vietnampix.com/intro.htmIndividually read the article and view pictures by clicking “Continue” until the endNext, review the site sections on the top and bottom toolbars

(Background, Machines, Faces, Hippies, under Fire, Life & Sorrow, Time Line, Site Map, Region Map, Acknowledgments, and Links)

Finally, complete a 1-page typed, double spaced description of what you learnedThis will be graded on a check-scale:Check-Plus ~ Very informative and detailed description of the information presentedCheck ~ Minimum description of the information presentedCheck-Minus ~ Lacking information and description of the information presented0 – little or no information and description of the information presented

Goal Number Five: Curriculum Connection Due Date: 11/14Assignment:Establish a Curriculum Connection to The Things They CarriedThese connections should be equivalent to one-page typedSuggestions for Connections:Math: Weights of gear and equipment * Do a write up of how much weight the soldiers carried * Find out how much soldiers in Iraq carryGeography: Southeast Asia * Draw/Paint a map of Vietnam and the surrounding countriesBiology: Rainforests * Study the climate of Vietnam, write about itHistory: Vietnam Conflict, Civil Rights Movement * Write a historical piece on part of the war that peaks your interest

* Write about the civil rights movementMusic: Songs of Protest, Patriotic Songs * Select a song to play for class, write about what it means to youCinema: Movies about Vietnam * Watch a Movie about the Vietnam War (excluding Platoon), write about itOther: Please clear other topics with meThe curriculum connection assignment will be worth 10 points

Goal Number Six: Curriculum Connection PresentationDue Date: 11/13-11/14Assignment:Prepare a 4-5 minute presentation on your curriculum connectionThis will be graded on a check-scaleCheck-Plus ~ Highly Organized, Informative, Relevant presentationCheck ~ Organized, informative, relevant presentationCheck-Minus~ Lacks organization, information, or relevance0 – unorganized, uninformative, irrelevant

Goal Number Seven: Poem Textuality BreakdownDue Date: At the end of class on 11/12Assignment: Analyze a poem from http://thewall-usa.com/literacy/ for intended audience, visual effects, emotions, location, language, demographics, and assumptions like we did in class with “Whispers from the Wall”This will be graded on a check-scale:Check-Plus ~ Very detailed descriptions of all componentsCheck ~ Detailed descriptions of all componentsCheck-Minus ~ Many components lack detail0 – All components lack detail

Goal Number Eight: Platoon Discussion Questions/Textuality AnalysisDue Date: At the end of class on 11/21Assignment: Fill in answers to “Platoon Discussion Questions” and “Platoon Textuality Analysis” worksheets.This will be graded on a check-scale:Check-Plus ~ Very detailed descriptions of all componentsCheck ~ Detailed descriptions of all componentsCheck-Minus ~ Many components lack detail0 – All components lack detail

Goal Number Nine: “The Things I Carry” PresentationDue Date: 11/27-11/28Assignment:Prepare a 4-5 minute presentation on your “Things I Carry” PaperYou can read your paper, read parts of your paper, or discuss your paper

This will be graded on a check-scaleCheck-Plus ~ Highly Organized, informative, relevant presentationCheck ~ Organized, informative, relevant presentationCheck-Minus~ Lacks organization, information, or relevance0 – unorganized, uninformative, irrelevant