Thematic Unit: ConflictFayzah Yahya

23 October 2013

Rationale

I have chosen the theme of “Conflict” for this thematic unit because everyone encounters

this theme in their life. There are many types of conflict in life and the two general ones are

internal conflict and external conflict. Internal conflict is a struggle within a person’s mind

especially when faced with a difficult decision or conflicting feelings. External conflict is a

struggle between a person and an outside force whether it is a person or nature itself. Within

these conflicts are many specific conflicts that take place such as: good versus evil, right versus

wrong, people versus nature, person versus person, person versus society, person versus himself,

and person verses fate. One person may experience some of these conflicts in their lifetime while

another may experience all of them. Nevertheless, everyone experiences at least one of these

conflicts and that is what makes it a universal theme.

The theme of “Conflict” relates to the human condition because everyone experiences

conflict in their life with different things and at different times. When a person suffers from

internal conflict, they learn more about who they are afterwards. When a person struggles with

outside forces, the person is taught many lessons.

The theme relates to teens who are in 10th grade because at their age, they are struggling

through many things whether it is problems with their parents, conflicting feelings within

themselves, clash from society, struggle with friends and so on. It is in high school that students

experience these conflicts and the end result is what makes them who they are. One struggle may

teach them a lesson while another might help them figure out who they are and what they want.

The students for whom this unit is designed for are juniors in a Detroit high school. They

are almost an equal mix of males and females. The students are capable learners but they don’t

find school interesting and would rather mess around. Some are on a higher level while some

will need extra help and guidance. However, with only one or two exceptions, the class is below

reading level by two grades. Because of this level learning ability, the students will require more

easy to read material to be used with the unit. The students are somewhat socially adjusted with a

few who like to refuse to complete assignments and pay attention at all. It could be that the ones

acting up are depressed, struggling with friends, having a hard time learning the material, having

problems at home, or suffering from health issues. These students will need additional help and

patience from the class and teacher.

Students are racially diverse with 60% being African American, 20% being Latino, 10%

being Caucasian and 10% other. Some seem well off than others when it comes to their social

status but a majority of the class is in the working class. Two students seem to be living under

the poverty level and don’t realize the importance of an education for their future. Moreover,

students in the class have a wide range of interests. While some have taken up hobbies with

sports, music, art, others would rather hang out with friends or not come to school at all. Most of

the males in the class like to listen to rap and hip-hop music in the hallway, during lunch and

even during their classes. Two boys are on the basketball team and another boy wanted to be on

the team but was rejected due to his size and health. Many of the males enjoy hanging out and

talking about their adventures in different places with different animals. As for the females,

many of them are into their personal appearance. One female is into art so she draws often during

classes especially when the lecture is boring. Another female always seems depressed because

her father is a war veteran who had been handicapped from the war in Iraq. Nonetheless, all the

students are at that point in their lives where drama is happening at a daily basis and many

conflicts are occurring. Many students are struggling with other students, with their parents, with

their teachers, with society and most importantly with themselves. They have to make choices

everyday such whether they want to be peer pressured or learn to think for themselves. Whether

they want to pay attention in class or mess around. Whether they want to complete class work or

listen to music on their phones. Whether they want to pass the class or just show up, do nothing,

and wait till they can drop out. A big factor at this age is starting to decide what to do with one’s

future plans. The students are struggling with their future and what choices they want to make.

Some are just waiting long enough to be able to drop out of school while a few are trying their

best to learn something. Therefore the teacher of this struggling class will need to use interesting

material in order to attract the students’ attention and interest.

The selections I have chosen fit into the unit because each selection highlights a different

type of struggle or conflict with different kinds of characters and settings. This will help expand

the knowledge of the students on the theme and also attract their attention to other peoples’

experiences. The first selection is a short story titled “Through the Tunnel.” The story is about an

eleven-year-old boy, Jerry, who decides he wants to be able to swim through the tunnel like the

other boys, but he doesn’t know if he can make it. The conflicts in this story are person vs. self,

person vs. person, and person vs. nature. Jerry struggles within himself on whether or not to do

it. He also interacts with people when he tries to prove to the boys how tough he is. He then

competes against nature when he fights against the current while in the tunnel. In the end, Jerry

feels a certain victory when he successfully swims through the tunnel. Therefore this story is full

of conflict and the class will be able to read and analyze what they are. Using this story will

allow the students to think back to when they were eleven and to all the things they used to try to

do even though they couldn’t. Even at their age, they are experiencing times when they are being

rejected from certain groups, teams, etc. The second selection is another short story titled "The

Dog That Bit People." It is the story of James Thurber's pet dog, Muggs-- the worst of the many

pet dogs he had during his lifetime. Not only did Muggs bite family members, neighbors, and

salesmen, he also bit a congressman and Lieutenant-Governor Malloy while they were visiting

Thurber's father. The family gave boxes of candy at Christmas to all those the dog had bitten

during the previous year. The conflicts in this story are between Muggs and other characters

which is considered external conflict. This is a great story to use because it’s humorous and takes

on different characters with different conflict. The class would enjoy reading about Muggs’

conflict with others and they will be able to relate to their own experiences with angry dogs. The

third selection is yet another short story titled "Heart and Hands." This story takes on a whole

new setting in a whole new time period with a different type of characters. It is about two men

handcuffed together who end up sitting across from a young woman. The conflict seems to be

between Easton, the prisoner, and Miss Fairchild. Miss Fairchild recognizes Easton while on the

train; however, Easton is handcuffed to another man at the moment, and he does not want to

draw her attention to it. When Miss Fairchild is horrified at seeing the handcuffs, the other man

quickly jumps in to state that Easton is the marshal who is bringing him in to do 7 years of prison

for counterfeiting. Another conflict could be person vs. fate because Easton’s fate is to go to

prison and he can’t do anything about it. This story is interesting and short. The students will

enjoy it because they need to understand the embarrassment that comes with being arrested and

found out by friends. Also, they will enjoy the surprise ending. The fourth selection is a poem

titled “A man.” This short poem is about a man, presumably a soldier, who describes his life

after losing his arm during a war. He starts out listing all the negatives but ends on a positive

note. The conflicts in this poem are physical and emotional. The students will enjoy reading this

poem because it is easy to read and understand and sends out the message about finding the

positive within the negative. The one female in the class whose father is a veteran will find much

meaning from reading this poem. The last selection is rap song by Eminem titled “8 Mile.” In

this rap song, Eminem talks about his inner struggle to leave 8 Mile road and make a new life for

himself. He conflicts with his mom, enemies and society as a whole. The class will definitely

interested in this selection because they can relate to Eminem and due to the location being in

Detroit. They will appreciate the fact that school can include rap songs and music.

The selections contribute to the unit because they are interesting, easy to read, have

many follow up activities to choose from, vary in their characters, setting and conflict and most

importantly can help students relate to them. Each selection that has been chosen tackles down a

different struggle in a different tone, in a different setting and with different characters. Some

selections are humorous, while others are sad. “8 Mile” is written in a determined, angry tone

while “The Dog that Bit People” is humorous. Also, the selections are diverse in their characters

and in the time periods they were written in. While “Through the tunnel” is about an 11-year-old

boy, “Hearts and Hands” is mainly about a prisoner. Students will explore the adventure of a

boy, the anger of a dog, the embarrassing situation of a prisoner, the realization of a war veteran

and then the determination of a rapper. Therefore, by reading these stories and analyzing their

conflicts and struggles, students will be able to understand that they are not alone when it comes

to conflict. They will experience the different struggles within each selection and be able to

further their knowledge on the theme of conflict.

Objectives

1. Students will analyze the word “conflict.”2. Students will play a conflict charade game.3. Students will discuss and complete the types of conflict worksheet.4. Students will view a photo of a tunnel, write about it and discuss it with the class. 5. Students will define vocabulary6. Students will complete and discuss content, interpretation, and application questions after

reading the story, “Through the Tunnel.”7. Students will choose one activity from the following two activities:

a. Role-playb. Water-safety manual

8. Students will analyze and compare news headlines and discuss the accompanying questions.

9. Students will draw a picture that relates to the title of the story “The Dog That Bit People.”

10. Students will complete and discuss content, interpretation, and application questions after reading the story, “The Dog That Bit People.”

11. Students will choose one activity from the following two activities:a. Radio showb. Biographical sketch

12. Students will answer and discuss the journal question.13. Students will complete and discuss content, interpretation, and application questions after

reading the story, “Hearts and Hands.”14. Students will choose one activity from the following two activities:

a. Prisons researchb. Role play

15. Students will analyze and discuss different photos.16. Students will write and discuss what it would be like to be without an arm.17. Students will complete and discuss content, interpretation, and application questions after

reading the poem, “A Man.”18. Students will choose one activity from the following two activities:

a. Story b. Biographical sketchc. Poem

19. Students will view and discuss photo of Eminem.20. Students will complete a worksheet while listening to the song “8 Mile.” 21. Students will complete and discuss content, interpretation, and application questions for

“8 Mile.”22. Students will choose one activity from the following two activities:

a. Memorize and perform rap songb. Biographical sketch of Eminemc. Rap song writing

23. Students will choose and complete one culminating activity for the unit.

Five Major Works

1. “Through the Tunnel” (short story) (internal/external conflict)

2. “The Dog That Bit People” (short story) (external conflict)

3. “Hearts and Hands” (short story) (person vs. person/fate)

4. “A man” (poem) (physical and emotional conflict)

5. “8 Mile” (rap song) (internal Conflict and external conflict)

List of Supplementary Materials

1. “Through the Tunnel”- Photo worksheet- YouTube video: Trailer

2. “The Dog That Bit People” - Headline news- Photo worksheet

3. “Hearts and Hands” - Photo of train seats- Introductory worksheet

4. “A man”- Photos of War veterans- Introductory worksheet

5. “8 Mile”- Photo of Eminem- YouTube: Rap song - Lyrics worksheet

Name___________________________________________________Date______________

Vocabulary Worksheet

POS WORD DEFINITION SENTENCE SYMBOL

Name:______________________________________________Date:______________

"8 Mile"

Directions: Fill in the blanks while listening to the song.

[Intro]It's alright, it's OK, I'm gonna make it anyway,

I'ma make it, I'ma make it, I'ma make it.., somehow...

[Eminem]Sometimes I just feel like, quitting I still mightWhy do I put up this fight, why do I still write

Sometimes it's hard enough just dealing with real lifeSometimes I wanna jump on stage and just kill mics__________________________________________

But I'm still white, sometimes I just hate lifeSomething ain't right, hit the brake lights

Case of the stage fright, drawing a blank likeDa-duh-duh-da-da, it ain't my fault

Breaking eye balls, my insides crawland I clam up (wham) I just slam shut

___________________________________________just been stripped, I have just been vicked

So I must then get off the bus then splitMan --- this --- yo, I'm going the--- home

World on my shoulders as I run back to this 8 Mile Road

[Chorus]I'm a man, I'ma make a new plan

________________________________________Time for me to just take matters into my own handsOnce I'm over these tracks man I'ma never look back

(8 Mile Road) And I'm gone, I know right where I'm going_______________________________________________

ain't gon' follow the footsteps I'm making my ownOnly way that I know how to escape from this 8 Mile Road

[Eminem]I'm walking these train tracks, trying to regain back

the spirit I had 'fore I go back to the same crapTo the same plant, and the same pantsTrying to chase rap, gotta move ASAP

And get a new plan, momma's got a new manPoor little baby sister, she don't understand

Sits in front of the TV, buries her nose in the pad

And just colors until the crayon gets dull in her handWhile she colors her big brother and mother and dadAin't no telling what really goes on in her little headWish I could be the daddy that neither one of us had

______________________________________________Sometimes I get upset, cause I ain't blew up yet

It's like I grew up, but I ain't grow me two nuts yetDon't gotta rep my step, don't got enough pep

_________________________________________________And I try, sit alone and I cry

Yo I won't tell no lie, not a moment goes by______________________________________________________

Please don't let me be pigeon holed in no regular jobYo I hope you can hear me homey wherever you are

Yo I'm telling you dawg I'm balling this trailer tomorrowTell my mother I love her, kiss baby sister goodbyeSay whenever you need me baby, I'm never too farBut yo I gotta get out there, the only way I knowAnd I'ma be back for you, the second that I blow

On everything I own, I'll make it on my own______________________________________________

[Chorus]

[Eminem]You gotta live it to feel it, you didn't you wouldn't get it

Or see what the big deal is, why it wasn't the skillestTo be walking this borderline of Detroit city limits

It's different, it's a certain significance,A certificate of authenticity, you'd never even see

But it's everything to me, it's my credibilityYou never seen heard smelled or met a real MCwho's incredible upon the same pedestal as me

________________________________________________________Sit on the porch with all my friends and kick dumb rhymes

Go to work and serve MC's in the lunchlineBut when it comes crunch time, where do my punchlines go

Who must I show, to bust my flowWhere must I go, who must I know

Or am I just another crab in the bucketCause I ain't having no luck with this little rabbit's foot, -- it_______________________________________________

I'm feeling a little skeptical who I hang out withI look like a bum, yo my clothes ain't about -

At the Salvation Army trying to salvage an outfitAnd it's cold, trying to travel this road

_________________________________________________

My defenses are so up, but one thing I don't wantIs pity from no one, the city is no fun

There is no sun, and it's so darkSometimes I feel like I'm just being pulled apart

From each one of my limbs, by each one of my friendsIt's enough to just make me wanna jump out of my skinSometimes I feel like a robot, sometimes I just know not

What I'm doing I just blow, my head is a stove topI just explode, the kettle gets so hot

Sometimes my mouth just overloads the acid I don't got_____________________________________________

Yo it only takes one time for me to get burnedAin't no calling her next time I need a new girl

I can no longer play stupid or be immatureI got every ingredient, all I need is the courage

Like I already got the beat, all I need is the wordsGot the urge, suddenly it's a surge

Suddenly a new burst of energy has occurredTime to show these free world leaders the three and a third

_________________________________________________Then I turn and cross over the median curve

Hit the 'burbs and all you see is a blur from 8 Mile Road

Name___________________________________________________Date______________

“Hearts and Hands”By: O. Henry

Have you ever been in an embarrassing situation? Describe the situation in detail. Draw a picture that portrays the situation.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name___________________________________________________Date______________

“A Man”By: Nina Cassian

Imagine you lose one of your arms. How would you feel? What would you not be able to do anymore?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name___________________________________________________Date______________

“The Dog That Bit People”By: James Thurber

Draw a picture that relates to the title of the story

Name___________________________________________________Date______________

“Through the Tunnel”By: Doris Lessing

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What do these photos have in common? How do they make you feel? Do you know any war veterans?

What is common amongst these news events? Who is involved? Have you ever been bitten by a dog?

What is the setting of this photo? What can you predict the story “Hearts and Hands” might be about by looking at this photo? How many characters might be involved in the story

based on the photo?

Who is this man? What does he do? What do you know about him? If you know him, how do you feel about him?

Why?

Introductory Activity for Entire Unit

Objectives:

24. Students will analyze the word conflict25. Students will play a conflict charade game26. Students will discuss and complete the types of conflict worksheet

Activities:

1. Teacher will write the word “conflict” on the board and ask the students to give synonyms or definitions of it. Teacher will write out all the ideas the students give until everyone is done. (5 min.)

2. Charade/Impromptu acting/activity: Teacher will mention that there are different types of conflict but will not reveal them. Teacher will ask random students to act out the five different types of conflict and the rest of the class will guess what each one is. Students will be asked if they want to participate and if no one does, teacher will choose. When the student is chosen, the teacher will show the student(s) what is to be acted out. It is up to the students to be creative. They will have a minute to prepare. The class will then be asked to answer: who is the conflict between? (15-20 min)

o Acting ideas:a. One student is sitting and thinking to himself (person vs. himself)b. Two students are arguing about something (person vs person)c. Three students are bullying a fourth kid and the kid is an outcast

(person vs society) d. Two students act out a person swimming in the ocean with a shark

swimming after him/her (person vs. nature)e. Student will act out a death scene (person vs. fate)

3. Students will receive copies of the conflict worksheets to discuss and complete in class/homework. (25 min)

Lesson plan 1

Literary Selection: “Through the Tunnel”

Objectives:

1. Students will view a photo of a tunnel, write about it and discuss it with the class. 2. Students will define vocabulary3. Students will complete and discuss content, interpretation, and application questions after

reading the story, “Through the Tunnel.”4. Students will choose one activity from the following two activities:

c. Role-playd. Water-safety manual

Introductory Activity:

Pass out photo of the tunnel and allow students to write a prediction of what the story might be about.

Vocabulary:

ContritionPromontoriesLuminousSupplicationFrondConvulsiveGout

Plan to use Questions

Students will work with partners after being numbered off.

Name___________________________________________________Date______________

Content Questions “Through the Tunnel”

1. Who is the main character in the story?

2. With what two opposing feelings does the mother struggle?

3. How old is Jerry? How many siblings does he have?

4. Where would Jerry rather go than with his mother?

5. What happens when Jerry encounters the local boys?

6. What do the other boys do that Jerry is not able to do?

7. How many seconds were the boys under water?

8. Why did the boys leave?

9. Why did Jerry cry himself out?

10. What did Jerry want his mother to buy him?

11. Why does Jerry practice holding his breath?

12. What does Jerry dream about all night?

13. What is Jerry’s physical reaction to holding his breath for long periods?

14. Why was it difficult to swim through the tunnel?

15. What were his eyes full of when he drifted to the surface?

16. What does Jerry declare to his mother while they sat down for lunch together?

17. At the end, does Jerry find it important to go to the bay?

Name___________________________________________________Date______________

Interpretation Questions “Through the Tunnel”

1. What is the internal conflict that Jerry is struggling with?

2. Is Jerry’s mom an understanding one? Give evidence.

3. How do you think Jerry felt when the boys left him?

4. What often happens when a person feels left out by others?

5. What is there about human nature that causes us to take risks?

6. What is the resolution of the conflict suggested by the title?

7. What is the climax of the story?

8. Identify three steps that escalate the story to its climax?

9. How does the climax resolve Jerry’s inner conflict?

10. How does the physical challenge make the internal conflict more exciting?

11. What do the lapses in consciousness, the feeling of dying, the pain, thee explosion of light, and the entry into the open sea suggest about Jerry’s journey?

12. What internal conflict does Jerry’s mother face?

13. Why do many young people set up situations to test themselves, as jerry does? Give examples.

14. How does the writer explain why Jerry makes faces and shows off?

15. How do the quotations from the story support the writer's point about the importance of the goggles?

16. What was the main kind of conflict in this story: person versus self or person versus nature?

17. How does Jerry's new goal differ from his original goal of fitting in with the older boys? Why does the writer think this change is significant?

18. According to the writer, what are the important life lessons Jerry has learned through his experience?

Name___________________________________________________Date______________

Application Questions “Through the Tunnel”

1. Would you have made the same decision that Jerry made? Explain.

2. Do you think Jerry’s victory is worth the pain and risk it entails? Why or why not?

3. How do you think his success in meeting this challenge will affect other aspects of his life?

4. Should Jerry’s mother have allowed him to go to the bay alone? Why or why not.

5. If you were the boys, would you have warned Jerry not to try swimming through the tunnel? Why or why not.

6. If you were in Jerry’s place when he was losing his breath while swimming through the tunnel, what would have been going through your mind?

7. Have you ever tried testing how long you can hold your breath underwater? If so, how long can you hold your breath?

8. What are some sad things about human nature that you discovered from reading “Through the Tunnel?”

Concluding Activity

Choose one of the following:

1. Imagine that one of Jerry’s friends has discovered Jerry’s plans to master the underwater tunnel and decides to talk him out of it. Role-play the dialogue that might take place between them. The friend should use the following tools to argue against Jerry’s plans and to refute each claim or argument that Jerry offers.

Emotional appeals Facts Personal experiences

2. Find out more about underwater swimming and the breathing apparatus and other gear that could have made Jerry’s swim safer. Use reliable, up-to-date print or internet sources to obtain your information. Then share your findings in the form of a water safety manual.

3. Rewrite the story. Change the setting to a big city high school and make Jerry a teenager. Do, however, deal with the themes of inner/external conflict and risk-taking.

Lesson plan 2

Literary Selection: “The Dog That Bit People”

Objectives:

1. Students will draw a picture that relates to the title of the story “The Dog That Bit People”

2. Students will define vocabulary3. Students will complete and discuss content, interpretation, and application questions after

reading the story, “The Dog That Bit People”4. Students will choose one activity from the following two activities:

c. Radio showd. Biographical sketch

Introductory Activity:

Students will draw a picture that relates to the title of the story “The Dog That Bit People”

Vocabulary:

IncredulityCholericIrascibleJangleIndignantEpitaph

Plan to use Questions

Questions will be completed by students in groups of 3-4.

Name___________________________________________________Date______________

Content Questions “The Dog That Bit People”

1. What is the name of the dog that gave the most trouble?

2. Who bought Muggs?

3. In Mugg’s presence, what is the advantage of being one of the family?

4. When did Muggs try to bite Mother?

5. How did the mice act like?

6. What did Mother send out to the people who Muggs bit?

7. How many names did the list contain?

8. Who did Muggs bite that Mother thought it was for the best?

9. Why did Muggs bite Roy on his leg?

10. Why does mother defend Muggs?

11. What does the narrator of the story say he did to Muggs after he bit him slightly?

12. Who does Muggs bite twice?

13. Who else has Muggs bitten?

14. When does Muggs not eat?

15. Which three people wouldn’t come near the house?

16. What is Muggs afraid of?

17. What did Mother do when her sons got into a fight?

18. When did Muggs die?

19. What was written on Muggs’ grave board?

Name___________________________________________________Date______________

Interpretation Questions “The Dog That Bit People”

1. What is Thurber’s primary purpose in writing the story?

2. What type of conflict is present in the story?

3. Why does Thurber start with anecdotes about other dogs at the beginning of the story?

4. How does Mother deal with Muggs?

5. Explain how the exaggeration of the mice’s boldness adds humor to this scene?

6. Why does Mother attend the lecture on “Harmonious Vibrations”?

7. Why doesn’t the family get rid of Muggs?

8. Why doesn’t Muggs bite the family members?

9. What does Mother feel about the Congressman?

10. Why do the mice act like pets?

11. Why would Mother send a box of candy to people that were bitten by Muggs?

12. How do you think Muggs feels when he bites someone? What might he be thinking in his head?

13. What is an Airedale?

14. What details help you form a mental picture of the incident between the narrator and Muggs? How does that make it humorous?

15. How many people in all does Muggs bite and how many fight back?

16. Identify three situations in which Muggs and another character are involved in an external conflict. What is the outcome?

Name___________________________________________________Date______________

Application Questions “The Dog That Bit People”

1. What would you do if you had a dog like Muggs? Would you keep it or throw it out? Explain.

2. Have you ever been bitten by a dog. If so, what happened?

3. Have you ever owned a pet that bit or bothered people?

4. What solution might you have about Muggs’ biting problem?

5. Do you think that this story could be effectively adapted into an episode of a television situation comedy? Why or why not?

6. Do you think what the narrator did to Muggs was cruel? Why or why not?

7. If you were the mother, would you have defended Muggs?

8. What is another inscription that could have been written on Muggs’ grave board?

9. Which of Muggs’ incidents with people did you find the most amusing? Why?

Concluding Activity

Choose one of the following:

1. With a group, produce a radio show. One person can play the part of Thurber, calling in with pet problems. Other group members should give advice. Use these tips:

o Choose specific incidents from the selection to write your questionso Research ways to modify animal behavior so that you can give advice.

When the show is ready, perform it for the class, using music and sound effects.

2. Research the life of James Thurber, focusing on an aspect you think may have helped him see the world in such a humorous way. Write a biographical sketch of Thurber, emphasizing key points of his life.

3. Write a news article about the neighborhood’s quest to put a stop to Muggs’s menacing ways. Answer the five standard W questions (who, what, where, when and why) in your article.

Lesson plan 3

Literary Selection: “Hearts and Hands”

Objectives:

1. Students will answer and discuss the journal question 2. Students will define vocabulary3. Students will complete and discuss content, interpretation, and application questions after

reading the story, “Hearts and Hands”4. Students will choose one activity from the following two activities:

c. Prisons researchd. Role play

Introductory Activity:

Journal question: Have you ever been in an embarrassing situation? Describe the situation in detail. Draw a picture that portrays the situation.

Vocabulary:

InfluxForestalledCounterfeitingSidledVenerableInfestedSullen

Plan to use Questions

Students will answer the content questions with the teacher.Students will answer the interpretation and application questions by themselves.

Name___________________________________________________Date______________

Content Questions “Hearts and Hands”

1. Where does this story take place?

2. Who are the characters in this story?

3. Why did the two men sit facing the young woman?

4. Which of Mr. Easton’s hands is handcuffed?

5. Why does the young woman’s face change into horror?

6. What is the woman’s name?

7. What is Mr. Easton reason for working as a marshal?

8. What does Miss Fairchild love?

9. What is the man’s reason for leaving?

10. What do the two passengers in a seat nearby question?

Name___________________________________________________Date______________

Interpretation Questions “Hearts and Hands”

1. Why are the two men handcuffed?

2. What do you predict is the reason that Mr. Easton feels embarrassed?

3. In what ways do the two men look different and act differently from each other?

4. Under what circumstances did Mr. Easton and Miss Fairchild know each other in the past?

5. What do the details of their conversation suggest was the nature of their relationship?

6. Why does Miss Fairchild think the glum-faced man is the prisoner?

7. What does the final exchange between the two other passengers reveal about the actual identities of the two men?

8. Why do you think the marshal deceives Miss Fairchild?

9. How does the title of the story help explain the marshal’s actions?

Name___________________________________________________Date______________

Application Questions “Hearts and Hands”

1. Would you have bailed Mr. Easton out of his uncomfortable situation? Why or why not.

2. If the marshal had not bailed Mr. Easton, what would have happened?

3. Based on his behavior, do you admire the marshal? Explain.

4. Did you catch the twist without being told by the two passengers at the end? How?

5. Have you ever bailed someone out of an embarrassing or uncomfortable situation? Explain in detail what happened.

6. Should Mr. Easton have revealed the truth? Why.

7. Imagine the marshal had not bailed Mr. Easton, what would have been the reaction of Miss Fairchild?

8. What have you learned about conflict from this story?

Concluding Activity

1. Use resources to find out more about what Leavenworth and other American prisons were like in the late nineteenth century, the setting of “Hearts and Hands.” Then, present your findings in an American prisons chart. Include headings for prison location, number of prisoners, and prison conditions.

2. Role play the story in groups of five and be sure to include the setting and characters:a. Mr. Eastonb. marshalc. Miss Fairchildd. Two passengers

Lesson plan 4

Literary Selection: “A man”

Objectives:1. Students will write and discuss what it would be like to be without an arm.2. Students will define vocabulary3. Students will complete and discuss content, interpretation, and application questions after

reading the poem, “A Man.”4. Students will choose one activity from the following two activities:

d. Story e. Biographical sketchf. Poem

Introductory Activity:

Imagine you lose one of your arms. How would you feel? What would you not be able to do anymore?

Vocabulary:

ReapHarvestTuneAccompanimentEnthusiasmTorn

Plan to use Questions

Students will answer all questions on their own.

Name___________________________________________________Date______________

Content Questions “A man”

1. What was the man doing when he lost his arm?

2. How does the man feel?

3. List all the things the soldier said he would do in halves?a.b.c.d.e.f.

4. What is the worst thing the man won’t be able to do?

5. What will the man not be able to do at all?

6. What does the man set himself to do at the end?

7. What does the man say had replaced his arm?

Name___________________________________________________Date______________

Interpretation Questions “A man”

1. How do you think the man feels like at the beginning at the poem? At the end?

2. What kind of person is the man?

3. What does the poet suggest about the man in saying that his arm was replaced by a wing?

4. What does the speaker in each poem say about the importance of living?

5. What type of conflict is the man struggling with?

6. How does the conflict make the poem interesting?

7. What can be concluded about the priorities of the man when he lists all the things he will be doing in halves? Which are more significant than others

Name___________________________________________________Date______________

Application Questions “A man”

1. How would you feel if you lost an arm? Explain.

2. What are the types of things that you would be unable to do if you lost an arm?

3. Would you be optimistic like the man in the poem or pessimistic?

4. Do you agree with the man’s philosophy on the importance of living? Why or why not?

5. Would you fight for your country? Why or why not.

6. What would you say to the man to make him feel better?

7. How does this poem make you think of your own life and decision making?

Concluding Activity

1. Write a story about how the soldier lost his arm. Include:a. Settingb. Charactersc. Climaxd. Resolutione. Conflict

2. Write a poem about something or someone you have lost.a. How did you feel?b. What changed afterwards?c. What conflict did you suffer from?d. Have you gotten over it?

3. Write a biographical sketch on the author, Nina Cassian. Include key events in her life and explain why she would have written this poem.

Lesson Plan 5

Literary Selection: “8 Mile”

Objectives:1. Students will complete a worksheet while listening to the song “8 mile” 2. Students will complete and discuss content, interpretation, and application questions for

“Lose Yourself”3. Students will choose one activity from the following two activities:

d. Memorize and perform rap songe. Biographical sketch of Eminemf. Rap song writing

Introductory Activity:

Students will complete a worksheet while listening to the song “8 mile”

VocabularyClam PepRepAuthenticity CredibilityPity

Plan to use Questions

Students will complete questions with partnersWhen finished, class discussion will take place

Name___________________________________________________Date______________

Content Questions “8 Mile”

1. What is the title of the rap song?

2. What city does this rap mention?

3. List all the locations this rap song mentions?

4. Who is rapper of the song?

5. In the first line after the intro, what does the writer feel like doing?

6. Why does the writer hate life?

7. Where does the writer keep running back to?

8. What does the writer say it’s time to do?

9. Why does writer apologize to his momma?

10. What does the writer’s little sister do?

11. Why does the writer kiss his baby sister goodbye?

12. What does the writer sit on the porch and do with his friends?

13. Where does the writer buy his clothes from?

14. What metaphor does the writer use to describe his head when it’s about to blow?

15. What does the writer say he got? What does he need?

16. What simile does the writer use to describe how he is free?

Name___________________________________________________Date______________

Interpretation Questions “8 Mile”

1. What are the different types of conflicts that this character is dealing with? Explain.

2. What are the writer’s feelings at the beginning of the song and at the end? How do his feelings change? From positive to negative or vice versa? Explain.

3. Why does the writer want to walk away from 8 mile road? Explain.

4. What does the writer want to achieve or be good at?

5. What does the writer decide to do and who will he be leaving behind?

6. Why does the writer “keep running from something I never wanted so bad?” Who does he grow up without?

7. What makes this rap song so serious and interesting?

8. From all the descriptions, how do you think is the life of the writer?

9. Describe the writer’s feelings at the end.

10. What does the writer end up doing at the end? Give evidence of why you think so.

Name___________________________________________________Date______________

Application Questions “8 Mile”

1. Did you like this rap song? Why or why not.

2. What decision would you have made if you were the writer? Explain.

3. If you would give advice to the writer, what would you tell him? Explain.

4. What part of the song did you like the most? Why?

5. Do you think it was wise for the writer to walk away from his mother and sister?

6. How would you feel if you lived in a mobile home with no father and the conditions described in the poem?

7. Can you relate to the writer in any ways? If any, list them and explain why.

8. Have you ever been to 8 mile road or know anyone that does? If so, how is it and has it changed? If not, would you want to visit this place? Why or why not?

9. Are there any places in the US that are similar to 8 mile road in Detroit? Explain.

10. Do you know any songs that are similar to this one?

Concluding Activity

1. Memorize and perform the song in front of the class.

2. Write a biographical sketch of Eminem’s life. Include important events and detail. You may use PowerPoint, moviemaker, Prezi or any type of visual presentation. You will be required to present it to the class.

3. Write a rap song similar to “8 mile” and perform it in front of the class.

Overall Culminating Activity for Entire Unit

As a culminating activity, students will be able to choose one project from the following:

1. Create a Newscast/news article with “The Dog That Bit People.” Include: a. 2-3 news stories, b. a man-on-the street interviewc. an editorial, d. a commercial.

2. Write a poem about conflict.

3. Draw photos of five major scenes in “Through the Tunnel” and describe what is happening

4. Make a travel Brochure for “Through the Tunnel” using details from the story.

5. Write and act out an imaginary interview with speaker of one of the poems “A Man” or “The Weary Blues” Props and costumes should be used.

6. Letter to the Editor about the marshal in “Hearts and Hands.” Explain what the marshal had done and why it is praiseworthy and should not go unacknowledged.

7. Create a PowerPoint presentation on the major scenes in “Through the Tunnel.” Add photos and effects.

8. Write a rap song about a inner conflict you’ve experienced or are experiencing.

9. Write a story about a teenager that struggles with a type of conflict in school. Be sure to include:

a. characters,b. setting,c. rising action, d. climax, e. falling action, f. and resolution.

10. Direct a movie using a video camera that deals with a certain type of conflict or make a movie for one of the poems or short stories. Props and costumes should be used.

11. Write and act out an interview with one of the authors. Props and costumes should be used.