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How does one rise above the judgments of others?

A thematic unit on labeling for 12th grade ELA.

Presented by Molly Colgan 27 November 2012

AED 341

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Table of Contents

Overview...................................................................................3-5

Summary...................................................................................3

Rationale...................................................................................3-4

Project Based Learning...........................................................4-5

Interdisciplinary Justification................................................5

Respect for Difference.............................................................5

Assessments..............................................................................5

Text Set.....................................................................................6-8

Unit Plan Schedule..................................................................9-26

Culminating Project Handout...............................................27-30

Culminating Project Rubric..................................................31-32

Presentation Handout............................................................33

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OverviewSummary:

Overarching Essential Question: How does one rise above the judgments of others?Overarching Essential Understanding: There are various ways in which one can overcome the judgements of others. Confidence and self respect are key.

This unit explores the issue of labeling, embedded in the anchor text, The Scarlet Letter. The main overarching question is “How does one rise above the judgements of others?” The overar-ching understanding that coincides with this is that there are many ways in which an individual can go about defeating and rising above a label and those who enforce it. Students will have an authentic culminating activity in which they must use what they have learned about labeling through additional research, The Scarlet Letter, and the sources in the text set to write a newspaper article for the school newspaper or an op-ed piece for one of the local papers. Stu-dents will be learning how to write a news article, conduct interviews, research their ideas, and present them in a way that grabs and holds the attention of their audiences.

Rationale:Administrators: The culminating activity, combined with the smaller activities that will scaf-fold up to this assignment, has students working with nearly all of the NYS Common Core State Standards for writing in ELA. Additionally, the reading of The Scarlet Letter, along with the respective assignments, will adhere to the NYS Common Core State Standards for reading litera-ture. Though scaffolding projects and the culminating project, students will be working with in-formational texts as well. Therefore, many of the NYS Common Core State Standards pertaining to informational texts will also be met. Students will also be working to build their communica-tion skills during the drafting process of this assignment, in which they will be presenting their work aloud and providing constructive criticism for one another. The final newspaper article as-signment has students working on their research and citation skills. Additionally, the way in which they must present their articles needs to be organized and targeted towards a specific audi-ence. This helps students with standardized testing and essay writing; they need to be organized, provide evidence, and be persuasive.

Along with meeting standards, students will be conducting meaningful work: exploring the issue of labeling. Students are constantly labeling not only each other but themselves as well. Through the inquiry of the overarching essential question “How do we rise above the judgments of others?” students are learning about how judgments are formed, how to overcome them, and how to avoid administering them in the first place by understanding the impacts they have on others. This unit will force students to empathize with this issue, and thus become more socially aware of the severity of labeling others and oneself.

Students: Labeling is everywhere. We see it on the clothes we buy and on the foods we eat. However, the most common form of labeling is not so obvious or physical. As human beings, we

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are not only constantly labeling each other, but ourselves as well. Labeling can lead to serious is-sues, such as bullying. Just as it is in any other American high school, our students are labeled and judged on a daily basis. By writing a newspaper article on the issue, you get the opportunity to inform others and provide them with potential ways in which they can rise above labels. This project is not about a grade, but about what you can do with your literacy skills to change current social environment we live in. By learning how to read and write critically and politically, stu-dents are learning how to observe texts with a critical eye. They will not only be able to interpret the language practices of others; they will be able to use their own language practices to the best of their abilities.

Colleagues/Practitioners of Critical Pedagogy/Empowering Education: This unit is not “teaching a book,” and it does not end with a typical “book report” in which students must regurgitate information to be read by their teacher alone. Instead, students are taking their liter-acy skills and using them to promote change. As the unit progresses, their literacy skills are en-hanced as they learn to write in the specific genre of a news article. The students are writing for a purpose to an authentic audience. This unit will not only change and enhance the ways in which students use their literacy skills, but it will also be teaching them life-lessons about the issue of labeling through the overarching essential question “How do we rise above the judgments of oth-ers?”. This topic can be transferred to other subjects and life-experiences, thus enhancing under-standing. It is especially relevant to them as well; being high school students, they view labeling and the affects it has on others on a daily basis. Through this unit, students will change the ways in which they view labeling and the ways in which they think abut writing. Literacy skills will be enhanced, and students will realize that they can use these skills critically throughout life.

Project Based LearningSince students are being given an authentic task and audience to work with, their culminating as-signment is immediately meaningful. They have the choice to explore a specific topic, which al-lows them to take control of their own learning. They’re learning about what is important to them and what they find interesting at the same time. When students are able to have this kind of control, they are much more interested in the work and willing to learn throughout the future. Through project based learning, students are using their literacy skills for a legitimate purpose, which enhances the overall meaning of the assignment; they’re writing about real issues to a real audience. Student motivation is enhanced with a meaningful, personal assignment. The overarch-ing essential question that the students are grappling with throughout this unit is relevant to them, since labeling is a major issue for high school students. Since the students are taking part in a meaningful assignment, they are more likely to genuinely understand, remember, and transfer what they’re learning to other aspects of life, including other classrooms. Students are constantly asking and answering questions through the process of project based learning, a skill that has great potential to resonate with them, carrying them through adulthood as life long learners.

Interdisciplinary JustificationThe Scarlet Letter is a piece of historical fiction that explores the culture and society of the Puritan Era. Students could use this text in a history classroom as a way to explore the Puritan beliefs and religion of this time period. They could also look at the social issues in an anthropol-ogy or geography class to explain why labeling issues were so extreme and abundant. Chilling-worth’s depression could link to a health or psychology class. The way in which Pearl acts as a

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defiant child could also be related to a psychology course. The issue of labeling that is depicted throughout The Scarlet Letter continues to be extremely common in today’s world. There-fore, students have many opportunities to transfer what they have learned from this unit to other subjects and their lives outside school.

Respect for DifferenceThrough the reading of The Scarlet Letter, stereotyping, labels, and injustices are prominent. By exploring the issue of labeling and the harsh effects it has on people, students are learning how to empathize with one another. During the interviewing and researching processes of the culminating assignment, the overall understanding about social issues is enhanced. They must talk to and read about people who have been profoundly affected by a label; regardless of race, class, gender, or otherness, students are learning about how labels affect and hold serious poten-tial to hurt anyone.

AssessmentsStudents will be assessed throughout the unit to ensure that they are on track with the

reading through the reading questions. These questions are then discussed in class. Even if a stu-dent is wrong, he/she will not be penalized at all as long as it is clear that the reading has been done and they have attempted to answer and discuss these questions. Therefore, these serve as formative assessments. Through class discussion, students are learning from and building off of one another’s understandings about labeling and The Scarlet Letter.

The final assignment will be assessed according to rubric, while taking into account the progress that has been made between drafts. Students need to prove that they have researched la-beling and that they have come up with some potential solutions, which draw upon the essential understanding. They will also be graded on their ability to successfully write a news article. They will have plenty of examples to draw from, and activities will be done in order for students to be prepared. This is their summative assessment.

Students will have the chance to self-evaluate on the writing process for the culminating assignment through the drafting and peer-review stages. Additionally, they will do a reflective piece on their experience with this project as a way in which they can evaluate themselves and take a close look at how much they have learned. Why is that important? This is a summative as-sessment that will be graded.

Text Set and Annotated Bibliography

Hawthorne, Nathaniel. The Scarlet Letter. Irvine, CA: Saddleback Pub., 2006. Print.

The Scarlet Letter works as the anchor text for this unit on labeling.

Dylan, Bob. "Hurricane." Desire. Sony Music Entertainment, 1976. MP3.

If read fictionally, Bob Dylan’s song, "Hurricane," relates to the overarching understanding about stereotyping/labeling and how it affects others. It tells the story of a wrestler who is sent to jail for a murder he didn't commit. The fact that he's black is seen as the main reason why he was

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incarcerated. The color of his skin, similar to the "A" on Hester's chest, is the main reason why others judge him and assume he is guilty. The fact that a song was written about this case (a real case, but Dylan's lyrics are not necessarily correct) reinforces the idea that writing for a purpose, to an authentic audience, can raise awareness and/or promote change. This is displayed in some of his final lines: "This is the story of the Hurricane, / But it won't be over 'til they clear his name..." This connects to our culminating project in which the students are writing about a rele-vant issue to an authentic audience.

Ellen DeGeneres Talks To Extremely Inspiring 14-Year-Old Graeme Taylor . Perf. Ellen Degeneres and Graeme Taylor. Ellen, 2010. YouTube . Web.

This excerpt from an episode of "Ellen" is about a boy who stands up for a teacher who was sus-pended for having a students who stated anti-gay remarks to leave the room. The boy tells his story about being a gay teen and how he overcame the pressures of owning up to his sexuality. There are a couple different labels touched upon in this clip, including gay/homophobic labels and Southern/racist ones. This video works to push students in the direction of the overarching essential question "How do we overcome the judgments of others?" and also provides some in-sight about how to conduct an interview properly.Five Hour Energy Commercial . YouTube, n.d. Web.

This commercial builds upon critical reading skills. There are many discrepancies in this com-mercial that one may not notice without watching it with a critical eye. This allows students to understand how to look at research and surveys critically. This will allow them to not only find good research for their culminating assignment, but pose it in a way that does not cause readers to question it.

Gardiner, Sean. "In Name Game, Loser Wins and Brother Winner Loses." Chicago Tri - bune 31 July 2002: n. pag. Web.

This is the news story about the brothers named Winner and Loser, and how Loser became suc-cessful and Winner ended up being a criminal. In regards to their essential question, students could look at how even positive labels can be harmful, assuming that Winner's name may have something to do with his fate. They could examine how a negative label, such as Loser's was overcome at an early age, and how that could have worked in determining his future. He could be related to both Pearl and Hester. Students could also look at the way in which the journalist grabs and holds the attention of the audience. Students could also investigate the journalist's title, lead, and conclusion statement, and the overall structure of the news article for their culminating project.

Hogan, Kate. "Demi Lovato Is Ambassabor of New Anti-Bullying Campaign." Demi Lovato Reveals Bullying Story, Program . People, 20 Sept. 2012. Web. 27 Nov. 2012.

This online article from People Magazine has potential to capture the interest of students be-cause Demi Lovato is a current celebrity. Similarly to Hester, Demi was ridiculed for who she is. The author mentions the many ways in which Demi was bullied and the effects of the bullying (an eating disorder and cutting, which are two of Dimmesdale's issues). The frustrated, sad, and

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overwhelmed emotions Lovato describes relate to those shared by both Hester and Dimmesdale. Since Demi is an artist, who was originally ridiculed for her work, she has yet another connec-tion to Hester. Hester is a seamstress, and was ridiculed for the dazzling "A" on her chest, which she had embroidered herself. The article then goes on to describe the bullying program she is in-volved with, which could serve as some inspiration for students in coming up with answers to their essential question. There are many opportunities to transfer ideas between this article and The Scarlet Letter in regards to their essential questions/understandings. Additionally, they could look at the title, lead, words, and overall structure used throughout the article to help them in writing their own news articles.

Nichols, Heather. "The Human Label Machine." The Anchor: Independent Student Newspaper of Rhode Island College 26 Nov. 2012, Lifestyles sec.: n. pag. Print.

This article, written by a college student, is an interesting reflection about labeling. Nichols be-gins by describing a dream in which literal labels are being stuck all over her, by everyone; she's covered in them, and everyone around her is too. This connects to The Scarlet Letter and the essential question on labeling. She describes how she was labeled as being a "fat" kid in middle school, but it didn't even matter when she lost weight (which she did by eating only one meal a day, which resonates with Dimmesdale's eating disorder), because she was then labeled as a "nerd." She comes to the understanding that everyone labels, and that everyone is a victim of la-beling. She even mentions how people label themselves (such as Dimmesdale). This article pro-vides many ways in which students get the opportunity to transfer information across texts. They could also study this article to look at ways in which to capture a reader's attention because it is quite compelling. They could also look at the photo Nichols includes and examine how/why it works; this would help them with the culminating project as well. Additionally, Nichols provides ways in which she has come to understand how to combat the issue of labeling, which students could use to expand upon their overarching essential understanding.

Plath, James. "Writing Effective Leads." Plath Country . Illinois Wesleyan University, n.d. Web. 13 Dec. 2012. Plath is a profesor at Illinois Wesleyan University, is the advisor of the college's newspaper, and the former president of the Illinois College Press Association. His online guide to writing leads has great examples for the many ways in which one could go about writing an effective lead. This will help students create their own leads for the culminating project.

"Remembering the Holocaust." History.com. A&E Television Networks, n.d. Web. 11 Dec. 2012.

This website has pictures of Jews with Star of David patches and tattoos from the Holocaust. It also has pictures of nazis wearing swastikas. This is relevant to the unit because it allows stu-dents to read photos critically. It also shows them the power of an image; if they're able to read an image critically they could then choose one to accompany their articles for the culminating project. Also, this is relevant to the overarching essential question because students will be learn-ing about physical labels and their effects (comparable to Hester's "A").

Sinclair, Upton. The Jungle. Cambridge, MA: R. Bentley, 1971. Print.

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Upton Sinclair's yellow journalism piece on the meat packing industry changed America for the best. Students can use this example to see how writing is political. Additionally, there are strik-ing photos that accompany this excerpt, which could be used in a gallery walk. This would work to give students an example of how photos pull the reader into an article.

What Do College Students Wish More People Understood? YouTube . N.p., n.d. Web. 10 Dec. 2012.

This is a video inspired by "50 People One Question," in which an array of people are asked the same question: "What is something that you wish more people understood?" Nearly every re-sponse was something along the lines of "each other" Another individual adds the comment that "communication" is the answer to understanding one another. This is planned to be shown to stu-dents at the end of the unit because labels stem from misunderstandings, stereotypes, and the lack of knowledge/empathy for others. One of the many answers to the overarching essential question ("How do we rise above the judgments of others?) is to understand the repercussions of labeling well enough so as to not judge others. Hester does this, regains respect and thus rises above her stereotype.

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Unit Plan Schedule

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Week One: Monday

Lesson Introduction: Label Unit and The Scarlet Letter. Explore how Bob Dylan tackles the issue of labeling (political literacy)Anticipatory Set: “Hurricane” - Bob DylanBrainstorm: Stereotypes/labels on the board. Write to Learn: Thoughts about “Hurricane.” Thoughts about stereo-types. Answer: “How do you think one can rise above a stereotype?”

*Students are given handout for final assignment just to start thinking about possible labels they may want to explore*

Essential Question

and Under-standing

EQ: What can we do to change this issue of labeling?EU: Writing politically to raise awareness can gain the attention of others.

Overarching Essential Question& Under-standing

EQ: How do we rise above the judgments of others?EU: There are many ways in which one can rise above a label or stereotype. Some examples: Not sinking to the level of labeling others, self confidence, understanding others, having a support system, self respect...

Assigned Reading and

Writing Questions

Read: Part of “The Custom House” and Ch. 1-2 (22-44)Questions: 1.) The mock-author of The Scarlet Letter finds inspiration for his novel in the Custom House. What does he find, and how can these materials be con-sidered accurate/verifiable sources?2.) Consider the amount of time the mock-author brainstorms his writing of The Scarlet Letter, along with the angles he considers telling the story from. What does this tell you about the writing process? 3.) Prior to writing The Scarlet Letter, how does the mock-author label him-self as a writer? Does he consider himself to be a romantic? What does this tell you about specific-genre writing and who is capable of being published?4.) What is Hester’s label? How does she present it for the first time in pub-lic? How do you think she feels?

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Week One: Monday

Standards Reading Literature:1.Cite strong and thorough textual evidence to support analysis of what the text says explic-itly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.2.Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.3.Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).5.Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.10.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and pro-ficiently.11.Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically andphilosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations.Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of in-terest to formulate an argument.4. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflection, and re-search.

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Week One: Tuesday

Lesson Introduction to critical reading. Students will learn how to critically “read” a photo. This will help them understand the power of an image and thus choose a working photo for their articles.Gallery Walk: Holocaust LabelsWrite to Learn: Would the Holocaust have happened without labels? How is Hester’s “A” like one of these tattoos/stars/swastikas?

Essential Questions and Under-standings

TEQ: How can we read a photo?TEU: Photographs are texts that can be interpreted just as literature can. They have the potential to be equally as important as written text in cap-turing the attention of an audience and/or portraying an idea.EQ: What kind of power does a physical label hold?EU: Physical labels have potential to change the way a person acts and/or the way in which others view that person.

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of in-terest to formulate an argument.4. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Week One: Wednesday

Lesson *Reading Questions Due*Bouncing off of the question about the mock-author’s research, students will be learning about what qualifies as “good research.”Anticipatory Set: Students watch the “5 Hour Energy” commercial crit-ically and go over why it is not a reliable/credible source. Critical Reading: Groups will receive multiple different sources and have to determine whether they are credible or not. There will be an array of credible and non-credible sources. Students will be equipped with high-lighters and can mark whatever proves an article to be credible in one color, and what makes other articles not credible in another.

Essential Questions and Under-standings

EQ: How do we know a source is reliable?EU: Reading research critically is important, while paying attention to any possible bias the author may have. Additionally, internet sources are best found through reliable search engines, scholarly articles, etc.

Assigned Reading and

Questions

Reading: Chapters 3-5Questions:1.) When Hester refuses to reveal the father of her child, she states: “It is too deeply branded. Ye cannot take it off. And would that I might endure his agony, as well as mine!” What larger message is Hester stating about labeling?2.) Describe the mixed/complicated/various emotions Hester is experienc-ing on the scaffold.3.) Chillingworth makes a pact with Hester that his real identity will not be revealed. Instead, he labels himself as a doctor. Why does he do this?4.) How does Hester begin to regain some acceptance from the public in chapter five?

Standards Reading:10. Cite strong and thorough textual evidence to support analysis of what the text says ex-plicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

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Week One: Thursday

Lesson Students will learn how to write for a specific audience. Critical Reading: They will look at the Demi Lovato article and work in groups, reading critically, to determine who the audience(s) is that the writer is targeting. They will then list key words and phrases to prove their reasoning.Critical Writing/Listening: Students will stay in groups and each will be given a specific audience to write for. They will then take turns pre-forming their pieces, and the rest of the class, after each one has been read, will guess the audience. The readers will then clarify who the audience is. Then the class will pull out examples that proved the speaker was writing for that specific audience.

Essential Questions and Under-standings

TEQ: How does one target and thus write for a specific audience?TEU: Knowing the audience that an author is writing for is key; his/her word choice, the content of the piece, and other literary decisions must be made in regards to the audience that will be reading it.EQ: What is a major reason why people are labeled by others?EU: Otherness. Both Hester and Demi were labeled and thus ridiculed for going against the norm.EQ: How does one rise above the judgments of others?EU: By being yourself and through self-respect and determination. Both Demi and Hester were originally harassed for being different. Demi was bullied for her singing, and yet now she is a pop star. Hester’s “A” was a sign for adultery that caused her years of torment from members of the Pu-ritan society. However, as time went on, people began to appreciate the beauty in Hester’s “A.” Hester was a great seamstress, and people began paying for her embroidery. At this same time, Hester’s “A” begins to mean “able” as opposed to “adulteress.”

Standards Reading:10. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Speaking/Listening:4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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Week One: Friday

Lesson *Reading Questions are Due*Students will now be learning how to maintain the attention of an audience.Critical Reading: As a class, students will read “The Human Label Ma-chine”Write to Learn: How did the author of “The Human Label Machine” keep you interested (or not)? What does this tell you about labeling oneself and/or others? Do you see any correlation between this article and Hester, Pearl, or Dimmesdale?Critical Reading: Students get into groups and work together to find a piece of The Scarlet Letter in which Hawthorne loses their attention. Make a list of reasons why this is. Ex: words you don’t understand, long sentences, arrays of different thoughts, etc. Then, re-write the excerpt to-gether into a statement that the group finds easier to follow and understand, thus working to maintain a reader’s attention. Read the different examples aloud to the class.

Essential Questions and Under-standings

TEQ: How do we make sure our readers keep reading?TEU: Writers need to write about something relevant/important to their au-dience in order to hold the audience’s attention. The writer’s language must also coincide with that of the audience’s; it cannot be too advanced or way below reading level. EQ: Who is “the labeler?”EU: We all label. We label ourselves and those around us, even though we may not notice it.EQ: How does one overcome the judgments of others?EU: By understanding where those judgments come from and that the la-bels don’t actually mean anything; they don’t determine your fate unless you let them

Assigned Reading

Questions

Reading: Chapters 6-8 (P 61-79)Questions:1.) What is Pearl’s label? How is Pearl treated by the general public? By other children?2.) How has this stereotyping affected Pearl’s behavior? How do you think she is defying and/or reinforcing them?3.) Why is Pearl almost taken away from Hester? What does this tell you about the power of a label?4.) In attempt to sway government officials into allowing Hester to keep custody of Pearl, she states that she will teach Pearl what she has learned from the “A.” What do you think Hester is really teaching Pearl in regards to her label?

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Week One: Friday

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of in-terest to formulate an argument.4. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflection,

and research.Reading:10.Cite strong and thorough textual evidence to support analysis of what the text says ex-plicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Week Two: Tuesday

Lesson Students will learn how to write an effective lead, using this site for exam-ples and clarifications.In class writing: Students will write leads that correlate with their titles from yesterday’s class. They will be read aloud and the class will work to-gether to strengthen a lead if needed.

Essential Questions and Under-standings

TEQ: What is the most important sentence in a news article?TEU: The lead. Aside from the title, this is the part of the article that makes or breaks whether the reader will continue reading.

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of in-terest to formulate an argument.4. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflection,

and research.

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Week Two: Wednesday

Lesson *Reading Questions are Due*Students will learn about the positive and negative effects of labels by reading Gardiner’s article. They will analyze the way in which Gar-diner’s research is presented.Write to learn: What does this article tell you about the effects of la-beling? Do you think it is merely a coincidence that Loser rises above his label and Winner becomes a failure?

Essential Ques-tions and Un-derstandings

TEQ: How does one present research effectively?TEU: Research needs to be presented in an unbiased manner, sticking to the facts. Conducting one’s own research is especially important. Primary sources and interviews enhance credibility. EQ: How does one defeat a label?EU: By proving the label to be wrong.EQ: Can negative labels have positive effects and vice versa?EU: Yes, they seem to work as motivators when the individual is deter-mined to overcome them. Ex: Hester eventually regains public accep-tance by embracing her label. Loser claims he never let his name both him, and others respected him and insisted on calling him “Lou.” On the other hand, too many positive labels seem to inflate egos, which can yield negative results, such as Winner becoming a criminal. An example of this in literature could be any epic hero with the hubris flaw.

Assigned Reading and

Questions

Reading: Chapters 13-16 (P 104-122)Questions:1.) How has the public’s interpretation of the “A” changed? What has Hester done up to this point that has worked in changing the ways in which people view/label her?2.) Reading The Scarlet Letter can be difficult. In what parts of the novel, so far, have you had trouble understanding what was going on, or lost interest? Look back to one of these passages, and explain why it is difficult to follow.3.) When does Hawthorne capture and hold your attention? Why?

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.4. Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Week Two: Thursday

Lesson Students will learn how to write persuasively.In Class Persuasive Writing/Preforming: Using what they have learned through critical reading and writing, each student will be given something to write about that is clearly false. They will then use their vo-cabulary and tone effectively in attempt to persuade the audience, citing false research, etc. This will build upon all of the critical writing and journalism skills learned thus far. They will try to persuade the class that their false statements are true. They will present and pay special attention to the way in which they verbally articulate their statements.

Essential Ques-tions and Un-derstandings

TEQ: How do I persuade my readers?TEU: Know your facts/research and what you’re writing about. Obvi-ously, present truthful information. Additionally, pay special attention to word choice and tone.

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.4. Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflec-

tion, and research.Speaking/Listening:4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

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Week Two: Friday

Lesson *Reading Questions Due*Class Brainstorm: Students work together to brainstorm what they’ve learned about critical writing and news articles to go review what they have learned thus far.Review: Students state anything that they’re still having trouble with. I open up the question to the class. If no one else is able to provide a good explanation, I review the topic.Write to Learn: What is a particularly important/significant label to you? Why is this? Write to learn about which label you want to write your piece on any why.

Essential Questions and Understand-

ings

TEQ: How do I even begin this article?TEU: Brainstorming and pre-writing gives me the opportunity to put my thoughts into perspective and organize my thinking. This particular activ-ity also helps me figure out what I genuinely want to write about.

Assigned Reading and

Questions

Reading: Chapters 17-20 (P 122-144)Questions:1.) The narrator states that Hester “... had wandered, without rule or guid-ance, in a moral wilderness...The scarlet letter was her passport into re-gions where other women dared not tread. Shame, Despair, Solitude! These had been her teachers,—stern and wild ones,—and they had made her strong, but taught her much amiss.” Explain this quotation in regards to labeling and how people can potentially rise above a stereotype.2.) What writing technique does Dimmesdale use at the end of chapter 20?

*Students are to begin researching (if they haven’t done so already)*

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.4. Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflec-

tion, and research.

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Week 3: Monday

Lesson *Reading Notes are Due*Students will learn how to conduct interviews.Watch and Respond: Students will watch Ellen Degeneres’s inter-view from the text set and write down whenever they hear a different la-bel mentioned, or ways to overcome a label. They will also pay particular to Ellen’s interview process.Critical Reading of the Text: Class works to pull out words and phrases that Graem uses during his speech to gain the attention of his au-dience (ex: the word “holocaust”)Write to Learn: What does Graem have to say about judgements? What sense do you make about his statement towards the end of the inter-view about speaking up? In his speech, how does his research work to benefit his statements? What kinds of words

Essential Questions and Understand-

ings

TEQ: Who should I interview for my article and what do I ask?TEU: Interview someone relevant to your topic. If you are doing a piece about how jocks are labeled, interview a local athlete (or multiple). Ask them relevant questions, with the goals of the culminating assignment in mind (what is the label, issues associated, and possible ways to over-come). Make sure the person you are interviewing is willing to participate and knows that he/she is going to be published.EQ: How does one overcome the judgments of others?EU: Stand up for what you believe in, speak up for yourself and those who aren’t being heard. Speak and write politically. Aim for change. Be yourself.

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Week 3: Monday

Assigned Reading and

Questions

Reading: Chapters 21-24 (P 144-166)Questions:1.) Describe how Chillingworth could be viewed as a bully and an en-forcer of labels.2.) How has Dimmesdale used his label to make himself a stronger writer/orator, despite his physical and mental fragility? Compare the mock-author’s passion about Hester’s story (in the introduction) to Dimmesdale’s obsession with his sin. How do you think an author’s pas-sion/beliefs towards a topic/idea affects his/her writing?3.) How have both Hester and Pearl defeated and risen above their labels by the end of the novel? What have they done, over the course of their lifetimes, in order to rise above?4.) Do you think Dimmesdale has also defeated his stereotype, despite the fact that he dies right after he makes his confession? What does this tell you about the difference between labels that are created/enforced by oth-ers (Hester) and those that an individual enforces upon oneself? Which do you believe is more painful or harder to overcome?

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.4. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, reflec-

tion, and research.

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Week 3: Tuesday

Lesson Students will build upon interviewing skills.In Class Interview: Students will create and preform interviews in pairs. One student will be the interviewer and the other will be a charac-ter from The Scarlet Letter. They will work together to create both sides of the script. They are encouraged to include some diction about la-beling.

Essential Questions and Understand-

ings

TEQ: What makes an interview special?TEU: Personal/genuine responses from the interviewee.

Standards Speaking/Listening4. Present information, findings, and supporting evidence, conveying a clear and

distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Reading:1.Cite strong and thorough textual evidence to support analysis of what the text says ex-plicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.2.Determine two or more themes or central ideas of a text and analyze their develop-ment over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.3.Analyze the impact of the author’s choices regarding how to develop and relate ele-ments of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Writing:3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

•

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Week 3: Wednesday

Lesson *Final Reading Questions Due*Debate: It is Puritan Era New England and Arthur Dimmesdale has ad-mitted he is Pearl’s father on the scaffold-and lives. Does he go to jail for adultery and face the consequences that Hester did? Half of the class works as the prosecutors and the other half is the defense. They must cite textual quotes to back up each point they make. At the end they must cre-ate final statements to their case. Winners will be chosen.

Essential Questions and Understand-

ings

EQ: Can a label determine one’s fate?EU: In Hester’s case, the label of being an adulteress did determine her fate in some aspects: she had to go to jail and was shunned. However, she still managed to overcome. So, the answer to this question comes back to whether the individual is ready/willing/able to overcome.

Assignments Students need to begin researching and creating a first draft for their cul-minating assignment. Draft is due on Monday.

Standards Listening/Speaking:4. Present information, findings, and supporting evidence, conveying a clear and

distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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Week 3: Thursday

Lesson News story: With all the critical reading and article writing skills the students have learned, the students will take out the titles and leads they had created earlier in the unit and finish their articles. These will then be compiled into a newspaper version of the first half of The Scarlet Letter. Students may work together and help one another when needed.

Essential Ques-tions and Under-

standings

TEQ: How do I pull together all of these different components of a news article?TEU: Take it step by step and make revisions where needed.

Standards Writing:11. Create interpretive and responsive texts to demonstrate knowledge and a sophis-ticatedunderstanding of the connections between life and the literary work.a. Engage in using a wide range of prewriting strategies, such as visual representa-tions and the creation of factual and interpretive questions, to express personal, so-cial and cultural connections and insights. b. Identify, analyze, and use elements and techniques of various genres of literature, such as allegory, stream of consciousness, irony, and ambiguity, to affect meaning.c. Develop innovative perspectives on texts, including historical, cultural, sociologi-cal, and psychological contexts. d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).

Week 3: Friday

Lesson Roundtable: Students discuss the power of labels in The Scarlet Letter and other texts, including their own research. They brainstorm and discuss ways in which one can overcome a label. Write to Learn: As the unit begins to wind down, what are some new things you have learned about labels through discussions with your peers, your own research, and the texts we have read.

Essential Ques-tions and Under-

standings

EQ: How does one rise above the judgments of others?EU: Having a support system, knowing where judgments come from, speaking up, writing politically, being true to oneself, finding a trade, defying the label...

Standards Speaking/Listening:1. Engage effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Week Four: Monday

Lesson *Draft One is Due*Peer Revision: Students get into pairs and peer review each other’s drafts, providing constructive criticism. There will be a form that each student has to fill out for the other. I will make my way around the room and work with students as this goes on.

Essential Ques-tions and Under-

standings

TEQ: How can you improve your work after you have already re-viewed it yourself?TEU: Peer-revisions.

Standards Writing:5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a spe-cific purpose and audience.7.Conduct short as well as more sustained research projects to answer a question (in-cluding a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating under-standing of the subject under investigation.10. Write routinely overextended time frames (time for research, reflection, and re-vision)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Week Four: Tuesday

Lesson Gallery Walk: Each student brings in the photo they’re planning on using for their article for a gallery walk. Students will leave a re-sponse on each one, utilizing their critical reading skills to analyze their thoughts on the power of the photo.Write to Learn: What photo really spoke to you and why? What made it powerful? How does it make you think about labels?

Essential Ques-tions and Under-

standings

TEQ: How are photos aesthetic?TEU: Pictures can work to emotionally pull a reader into an article.

Standards Writing:1.Write arguments to support claims in an analysis of substantive topics or texts, us-ing valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.4. Produce clear and coherent writing in which the development, organiza-

tion, and style are appropriate to task, purpose, and audience.9. Draw evidence from literary or informational texts to support analysis, re-

flection, and research.

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Week Four: Wednesday

Lesson *Second Draft Due*Students will sign up for the different newspapers they will be writing for. Read Alouds: Students will read their drafts aloud to the class and receive constructive criticism from the entire class as a whole. Stu-dents (and I) will be writing notes on each article, which will then also be given to the presenter. Students and I will pay special attention to the audience that will be reading each article and provide constructive criticism about aspects that may need to be changed depending on au-dience (ex: the school newspaper vs. The New York Times)

Essential Ques-tions and Under-

standings

TEQ: How can I further develop what I have so far?TEU: Constructive criticism from the teacher and class. Make needed changes according to the audience.

Standards Listening/Speaking:4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, sub-stance, and style are appropriate to purpose, audience, and a range of formal and in-formal tasks.

Week Four: Thursday

Lesson Read Arounds: Students take turns reading portions of Upton Sin-clair’s The Jungle aloud.Gallery Walk: of pictures from Sinclair’s exposure of the meatpack-ing industry.Discussion: How did Sinclair’s journalism work to change the world? Emphasis on political writing.

Essential Ques-tions and Under-

standings

TEQ: What is the purpose of political writing?TEU: To promote change, which is being done through the pieces on labels to expose how they work and how people can rise above them.

Standards Listening/Speaking:1.Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

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Week Four: Friday

Lesson *Final Draft Due*Students send out copies of their final drafts to their respective papers.Students are given Reflection AssignmentClass discussion: Students discuss what they’ve learned, along with highlights, difficulties met, etc.

Essential Ques-tions and Under-

standings

TEQ: What does peer discussion do to aid in the reflection process?TEU: Allows students to share ideas that may be mutual, that one may forget about or overlook without this brainstorm/discussion.

Standards Writing:10. Write routinely over extended time frames(time for research,reflection, and

revision)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Listening/Speaking:1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

Week Five: Monday

Lesson Students have class time to finish their reflections on the process and continue to share ideas with one another. I will help as well.

Essential Ques-tions and Under-

standings

TEQ: Why reflect?TEU: Reflection allows the student to see what progress has been made and to make the skills learned available for transfer.

Standards Writing:10. Write routinely over extended time frames(time for research,reflection, and revi-sion)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Week Five: Tuesday

Lesson *Reflection is Due*Unit ends with closing video “What Do College Students Wish More People Understood?” Write to Learn: What do you wish more people understood? If it is that people understood one another, do you think that would have been your answer prior to watching this video?

Essential Ques-tions and Under-

standings

EQ: Why do labels exist when so many people are against them?EU: There is no one real answer; people judge others for tons of rea-sons, but many deal with physical appearance.

Standards Writing:10. Write routinely over extended time frames(time for research,reflection, and revi-sion)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Culminating Project Handout

Congratulations, you are about to be published!

It’s time to step into the role of a journalist. Building upon what you’ve learned about newspaper writing and labeling, write an article for the school or one of the many local papers on the issue of labeling in our school district. Pose the problems, explain, and offer some possible solutions. Interview other students, teachers, guidance councilors, and/or locals about how labeling affects our students. Research the psychological impacts of labeling. We’ll scatter the articles amongst multiple different papers so there’s a greater chance that they’ll be published, and so one paper isn’t being bombarded by 30 articles on labeling. You may choose one specific label to write about, or just write about the overall issue of labeling in general. This assignment will be as-sessed based upon the corresponding rubric. You will have the opportunity to self-assess through a reflection piece and during the drafting process.

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Objectives:• Students will understand and work with the components of a news article.• Students will be able to create their own news article.• Students will be able to write for a specific audience.• Students will be able to grab and hold the attention of their audiences.• Students will be able to go through the drafting process.• Students will be able to present their work.• Students will be able to give and receive constructive criticism during the peer review

process.• Students will be able to create compelling titles and leads.• Students will be able to write to inform.• Students will demonstrate their understanding about stereotypes and ways in which an in-

dividual can rise above them.• Students will be able to use proper citation skills.• Students will be able to conduct interviews and incorporate them into their articles.

NYS Common Core State Writing Standards:• 1.Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of in-terest to formulate an argument.

• a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an orga-nization that logically sequences claim(s), counterclaims, reasons, and evidence.

• b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most rel-evant evidence for each while pointing out the strengths and limitations of both in a

30

manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

• c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

• d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• e. Provide a concluding statement or section that follows from and supports the ar-gument presented.

• 2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analy-sis of content.

• a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include format-ting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid-ing comprehension.

• b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

• e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• f. Provide a concluding statement or section that follows from and supports the in-formation or explanation presented (e.g., articulating implications or the significance of the topic).

• 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• 6.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or informa-tion.

• 7.Conduct short as well as more sustained research projects to answer a question (includ-ing a self-generated question) or solve a problem; narrow or broaden the inquiry when appro-priate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• 8.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a stan-dard format for citation.

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• 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and au-diences.

• 11. Create interpretive and responsive texts to demonstrate knowledge and a sophisticated understanding of the connections between life and the literary work.

• a. Engage in using a wide range of prewriting strategies, such as visual representations and the creation of factual and interpretive questions, to express personal, social and cultural connections and insights.

• b. Identify, analyze, and use elements and techniques of various genres of literature, such as allegory, stream of consciousness, irony, and ambiguity, to affect meaning.

• c. Develop innovative perspectives on texts, including historical, cultural, sociological, and psychological contexts. d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).

NYS Common Core State Standards for Reading Informational Texts

• 1.Cite strong and thorough textual evidence to support analysis of what the text says ex-plicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).

• 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

• 3.Analyze a complex set of ideas or sequence of events and explain how specific individ-uals, ideas, or events interact and develop over the course of the text.

• 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her ex-position or argument, including whether the structure makes points clear, convincing, and en-gaging.

• 6.Determine an author’s point of view or purpose in a text in which the rhetoric is partic-ularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

• 7.Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

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Culminating Project Rubric

33

Below Expecta-tions

Approaching Ex-pectations

Meets Expecta-tions

Above Expecta-tions

Exceeding Expec-tations

Title - No title, or title is irrele-vant

- Many grammar errors

-Title is bland - Title relates to and explains arti-cle

-Creative, on topic, very intrigu-ing title.

-Title is flawless and extremely cre-ative.

-Grabs audience’s attention

Lead - No lead.- Lead is

irrelevant

-Lead does not capture attention of the audience

-lead is on topic and meets stan-dards

-lead is on topic and captures the reader’s attention

-lead is very inter-esting, accurately sets the stage for the rest of the arti-cle, and has no grammatical errors

Research -Little to no re-search done

-Research is not relevant

-Some research done; not all from reliable sources

-Research is not consistent

-Verifiable, con-sistent research

-Reliable, consis-tent, interesting research is pre-sented smoothly

-No errors or flaws in introducing/incor-porating research

-Research is com-pelling and relat-able to the audi-ence

Interviews -No interview -Interview isn’t in-tergrated well into the article; is choppy

-Interview works well, not very in-teresting

-interesting inter-view that has a smooth transition into the article

-compelling inter-view, smooth tran-sition, interviewee is a well-known member of the community

Grammar & Body of the

article

-Article is off topic-Excessive grammatical er-rors

-There’s room for more information in the body; not developed enough OR the article is way too long and repetitive-Many grammati-cal errors

-Little to no gram-matical errors.-Body of the arti-cle is on topic and is supported though research. Not too short or too long.

-No grammatical errors.-Body para-graphs do not lose reader’s in-terest. Is not too long or too short.-Language used is inviting

-No grammatical errors.-Body is extremely interesting, flows smoothly & holds reader’s attention throughout.-Language adheres to the audience

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Below Expecta-tions

Approaching Ex-pectations

Meets Expecta-tions

Above Expecta-tions

Exceeding Expec-tations

Drafting Process

-Only turned in fi-nal draft-Did not partici-pate in peer re-view process

-Did some, but not all drafts.-minimum partici-pation in peer re-view process.

-All drafts were submitted and re-vised. -Genuine attempt to help class-mates in peer re-view process

-All drafts done and show im-provement/effort.- Big contributor in peer review process.

-All drafts done and show genuine ef-fort/improvement.- Helped others during peer review process. Offered keen insights. Pro-vided great con-structive criticism that fellow students appreciated.

Under-standing

about E.Q. and E.U.

-No mentioning on how to over-come

-One example of how people can rise above a la-bel.

-Multiple sup-ported ways in which one can overcome

-Ways in which one can over-come coincide with other re-search/interviews that are in the ar-ticle. -All techniques are backed up with examples/evidence

-Extremely cre-ative, different ways in which one can overcome a la-bel is demon-strated. -Understanding is clear to the writer, and through the ar-ticle, it becomes clear to the reader as well.-All techniques are backed up with ex-amples/evidence

Presentation Handout

How does one rise above the judgements of oth-ers?

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A thematic unit on labeling with The Scarlet Letter as the anchor text for 12th grade ELA

The culminating assessment and lessons: Students will write an article for the school newspaper or an op-ed piece for one of the local papers about the issue of labeling in the school district. Stu-dents will have to conduct interviews and research. They will learn the components of a news ar-ticle, including how to create a lead and title. They will also be examining how to capture and maintain the attention of an audience, and how to write for a specific audience. Students may write their article on labeling in general, or focus on one specific label and how it is being used locally. Students will not only be building upon literacy skills, but learning how to empathize with those who are different, how to overcome a label, and who creates labels. All of these fac-tors are eligible to be transferred to real, everyday life scenarios. The fact that students are writ-ing about labeling makes the project personal and meaningful because it is an issue high school-ers witness on a daily basis. The culminating assessment and the different lessons in class will be exploring a majority of the NYS Common Core Standards.

Text set: Ancillary texts will be used to guide students in the direction of their overarching un-derstanding along with the topical understandings pertaining to the writing standards. The texts include Bob Dylan’s “Hurricane,” an article about Demi Lovato’s struggle with bully-ing, a newspaper article about the brothers named “Loser” and “Winner,” a news video about a little girl who raised awareness in her school to end bullying, and a reflective school-newspaper article written by a college student about labels.

Assessments: Students will be assessed based on the progress made with the culminating assign-ment, along with daily activities and homework questions. They do a reflective self-evaluation after the culminating assignment has been turned in as a way to self-assess.