Unit Plan on Walter Dean Myers' "Monster"

Instructions*Priority Instructions*1Saving - Save each unit separately under a different name to preserve your template for future use.2Print Area - The number of lines on the lesson plan page has been increased to 100, but the print area is set only for 64 so that it will fit on two pages. If you have more than 64 lines you will need to highlight all the used cells, go under file and press "Print Area" -> "Set Print Area."3Adding Lines to LP Page - Highlight bottom row (3 cells). Copy Cells. Highlight the number of rows you need in this format below. Edit -> Paste.4Adding Lesson Plan Sheets - Before you use the last "clean" LP sheet select EDIT and "move or Copy Sheet." In the Window, check "create a copy," and use the scroll bar to move to the bottom of the pane and check "(move to end)."You will have to enter LP Objectives manually for new sheets.You can rename sheets by simply double clicking on their respective tabs and typing in a new name.5Changing Info on LP Page - You cannot change the automatic copied information (# of days, LP objective, Assessment, Benchmarks or Standards) on the Lesson Plan Sheet. It must be changed on the Unit page so that both have the same information.To BeginEach time you start a new unit, keep the format of the unit template, and add information in the appropriate blank cells.Begin by changing the Header/Footer Information 1. Go to View Header and Footer 2. Custom Header3. Center Section and type the grade and subject area after the existing information. i.e. Unit Plan (Teacher, School, Grade and Subject)Course PageFill in the Course Title, Course Objectives, and elements of each unit.In the Course Outcomes space place the number or numbers of the respective course outcomes that will be addressed.As you type, cells will automatically expand; if they do not, highlight the row, go to Format, and under Row choose Autofit (unless they are merged cells).Unit Page1Begin by changing the Header/Footer Information 1. Go to View Header and Footer 2. Custom Header3. Center Section and type the grade and subject area after the existing information. i.e. Unit Plan (Teacher, School, Grade and Subject)2Replace the text in the top middle cell with your unit title/topic.3Complete the remainder of the top section: Duration, Rationale, Unit Goal, Prior Knowledge, Unit Assessment.Note: The rationale will most often be tied to your course outcomes and where this unit fits in the big picture.4Begin filling in the elements of the lesson plans. The number of days, lesson plan objective, asessment and benchnmarks/standards/ mastery codes will automatically copy to their cells on the appropriate lesson plan sheets.Lesson Plan Pages1Complete the top portion of the template. The left side contains permanent information while the right side contains information that may change from year to year.2Assessment - the formal/informal, formative/summative tools you plan to use to assess your students' mastery of the given objective (these could include tests, projects, observation, participation).3Enrichment and Accommodations - Activities that provide challenge and that recognize the particular needs of exceptional students.4Equipment/Materials - list the materials you will need throughout the lesson (this will aid considerably in organizing yourself).5Student Learning Task or Activity - What the student is doing during the indicated class time, explained in enough detail for a substitute teacher to execute with students.Teacher METHOD or Activity - In CAPS, what instructional method the teacher is employing (e.g., DIRECT INSTRUCTION, GROUP WORK); be sure to note any time the teacher is assessing student learning, and what type of assessment is being used (e.g., INFORMAL ASSESSMENT(IA) or FORMAL ASSESSMENT (FA)). Then if necessary, describe very briefly in lower case letters any additional details about what or how the teacher is executing the particular instructional method.A brief description of content is given in the 2nd column if Students are primarily dealing with that content or in the 3rd column if the Teacher is primarily dealing with the content.Inserting Pictures, Equations, DiagramsIt is easiest to prepare pictures, equations, and diagrams in a separate Word Document. Save the file and then go to the appropriate lesson plan. Click on the cell where you want the information to be placed. Press Insert ->Object - > Create from File - > Then press Browse to find your file and click OK. The object can easily be resized by pulling a corner.

&CInstructions for Unit TemplateRevised 6/2010

CourseCourse TitleCourse OutcomesStandards for Course Outcomes1234567Unit #Estimated # of DaysUnit Conceptor QuestionUnit GoalPrior KnowledgeUnit AssessmentStandards for Units12345678910111213Click on the Unit Number to Jump to that Unit. Concepts, Goals, Prior Know., and Assessments drop into the Unit Page automatically.Total0

&C(Teacher, School, Grade and Subject)&L&8Template authors: Michael Saleeby & Timothy Welsh&R&8Modified V. Garza 07, M. Kloser 0812345678910111213

UnitUnit #Monster UnitEstimated Duration12(Unit Rationale)The unique narrative perspective in Monster brings to light a different side of a common crime archetype prevalent in news and media. The personal insight to the main character will hopefully engage students by way of journal formatting and conversational language throughout this narrative. By pairing this text with relevant media, students will be exposed to multiple perspectives and the inequities that occur in our society based on the narrative perspective and the culmination of the multiple themes across our prior units. This skillset will be applicable to taking a stance on what it means to be an American citizen (Overarching Course Concept).Unit GoalStudents will be able to analyze the narrative structure of Monster to better understand the way bias operates to bring about inequities in society.Prior KnowledgeStudents have an understanding of bias and will be able to note when bias may be present. Students will have background and understanding of inequities across time periods and cultures in American society.Unit AssessmentStudents will choose a current topic or event and do further research including interviews, online content, press releases, media portrayal and accounts that will further complicate or complete a perspective on the topic. With this research, students will create a front page of a newspaper representing their findings to form a specific stance (or viewpoint) of their chosen topic. In addition to the front page project, students will provide a rationale for their position while thinking critically about the biases present within their own work. The rationale must also explain the inequities present in their research, and articulate how their project as a whole expands upon, or eliminates, the perception of inequity.Lesson #estimated # of daysLesson ObjectiveLesson AssessmentRequirements Completed before ClassOverview of LP (Main Activity)(Benchmarks, Standards or Mastery Codes)LP12Objective:Students can critically analyze an image and apply this analysis to discover what the image is "saying" in order to make a prediction about Monster.NoneClass modeling session of image analysis and small group construction of meaning from images.RL.9-10.1Assessment:Students will write about one page in journals predicting what they think the content of Monster will be like based on the group discussion and small group image analysis which will be assessed by verbal presentation and participation.LP21Objective:Students will be able to articulate how the screenplay structure and visual elements associated with it affect their personal connection with Steve and the subsequent bias within that connection.Students will have read the first quarter of the novel.Students will create a visual representation of what they have read so far in the form of a movie poster.RL.9-10.5Assessment:Articulation of the effect of visual elements within the book during class discussion as well as a strong connection between the movie poster and the actual content of Monster.LP31Objective:Students will note the significance of the journal entry format within a text that only offers limited inside perspective. Students will develop a well sequenced and supported narrative.~pg. 100Assume the role of one of the characters from Monster other than Steve Harmon and create three journal entries elaborating on what has occurred so far in the book from the chosen perspective.W.9-10.3Assessment:Successful completion of three journal entries grounded in the same plot details and sequence as Monster.LP41Objective:Create a piece of writing that is intended for a specific audience and explore the choices that factor into addressing a particular audience.Compose several days worth of personal journal entries.Create a journal entry intended only for their own use. Transcribe this entry to fit with peer and teacher audience.W.9-10.4 and W.9-10.5Assessment:Small group discussion of author choices based on audience. Teacher will circulate and spend time with each group noting authentic discussion and discussion as a result of prompted questions.LP52Objective:Differentiate the courtroom roles and how they function in the text. Students are able to internalize the importance of different roles and perspectives through enacting a scene from the text.Reading up to page 200 or further (for day 2).Teacher facilitation of role purposes and student reenactment of a scene from Monster.RL.9-10.3Assessment:Sufficient participation in the court reenactment and completion of character sheet with analysis of function within the text.LP61Objective:Connect the text to real-world events and draw on similarities and differences beginning to note levels of bias present in American society.Further reading to finish the book.Complete a graphic organizer that lays out the perspectives and representation of different roles and participants in Steve's trial and Trayvon's case.RL.9-10.7Assessment:Succesful completion of the graphic organizer with evidence of personal analysis of these representations.LP72Objective:Critique a piece of media in terms of stance, bias and inequity based on the inclusion or exclusion of visual, textual, and narrative format while determining a potential stance the piece is aiming for based on audience.Bring a piece of topical media to class with articulation of a stance based on this specific form of information.Teacher modeling of critical thinking process and student analysis of their chosen piece of media in discussion form leading into an individual writing assignment featuring their evidence.SL.9-10.1.ASL.9-10.2Assessment:Group presentation that includes the examination of stance, bias, and inequities based on visual, textual, and narrative evdence.LP81Objective:Students will present their projects to the class with a brief summary of their cover page and rationale.SL.9-10.4 SL.9-10.5 SL.9-10.6Assessment:Unit rubric components.Completion of the unit assessment..Students present projects and take notes on peer presentations.LP91Objective:Students will articulate connections between their unit assessment projects and Monster with their classmates after a brief period of reflective writing.SL.9-10.1.CAssessment:Participation in group discussion.Thought about possible connections/Circle setup seating and token dialogic tool.LP10Objective:Assessment:LP11Objective:Assessment:LP12Objective:Assessment:LP13Objective:Assessment:LP14Objective:Assessment:

&L&C(Teacher, School, Grade and Subject)&R&RTemplate authors: Michael Saleeby & Timothy WelshModified: Matt Kloser 7/06

LP1Lesson TitleLP 1# of Days2EnrichmentPrior KnowledgeStudents have experience with close reading written text. They have also presented analysis of a text in both oral and written form.AccommodationsLesson ObjectiveStudents can critically analyze an image and apply this analysis to discover what the image is "saying" in order to make a prediction about Monster.(Anticipated Problems)Lesson AssessmentStudents will write about one page in journals predicting what they think the content of Monster will be like based on the group discussion and small group image analysis which will be assessed by verbal presentation and participation.(Changes for next time)(Benchmarks or Standards)RL.9-10.1(What worked well)Materials NeededProjector for bell work image, graphic organizor, MonsterDatesTimeStudent Learning Task or ActivityMETHODTeacher ActivityDay one:5 minutesBell WorkStudents write a caption for an image that is projected on the board.5 minutesDiscussion of Bell WorkStudents share bell work responses.Choose some students to share their captions. Ask why they chose this caption, and note how different perspectives result in different projects.20 minutesHow to analyze an imageUse the Bell Work image to explain different aspects of analyzing an image (perspective, foreground/background, color, space, etc.) and how we can use textual evidence to decipher what an image is saying. Model using graphic organizer.Model using graphic organizer.20 minutesGroup image analysis using graphic organizerEach group will have a different image frommonster to analyze. Students will individually fill out graphic organizer to help them move from simply looking at the different elements of theimage, to a deeper analysis of what the image is saying.Walk around room and assist groups when needed.10 minutesExit CardStudents will sum up their image analysis and write down any additional questions they have about reading an image.Day two: 10 minutesReview Exit CardsWe will review any questions that students had written on theit exit cards.Answer any questions for students.30 minutesGroup ShareEach group will share their image analysis with the class. The other groups will have the opportunity to ask questions to the presenting group.Teacher will guide the students towards discussing main themes of the novel. Such as justice, inequity, identity and race.20 minutesExit WritingStudents will write one page explaining what they believe will happen in Monser based upon all of the groups' image anlysis.

&C(Teacher Name, School, Grade and Subject)&R&RTemplate authors: Michael Saleeby & Timothy WelshModified: Matt Kloser 7/06

LP2Lesson TitleLP 2# of Days1EnrichmentPrior KnowledgeAccommodationsLesson ObjectiveStudents will be able to articulate how the screenplay structure and visual elements associated with it affect their personal connection with Steve and the subsequent bias within that connection.(Anticipated Problems)Lesson AssessmentArticulation of the effect of visual elements within the book during class discussion as well as a strong connection between the movie poster and the actual content of Monster.(Changes for next time)(Benchmarks or Standards)RL.9-10.5(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity

&L&C(Teacher Name, School, Grade and Subject)&R&RTemplate authors: Michael Saleeby & Timothy WelshModified: Matt Kloser 7/06

LP3Lesson TitleLP 3# of Days1EnrichmentPrior KnowledgeAccommodationsLesson Objective0(Anticipated Problems)Lesson AssessmentSuccessful completion of three journal entries grounded in the same plot details and sequence as Monster.(Changes for next time)(Benchmarks or Standards)W.9-10.3(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity


LP4Lesson TitleLP 4# of Days1EnrichmentPrior KnowledgeAccommodationsLesson ObjectiveCreate a piece of writing that is intended for a specific audience and explore the choices that factor into addressing a particular audience.(Anticipated Problems)Lesson AssessmentSmall group discussion of author choices based on audience. Teacher will circulate and spend time with each group noting authentic discussion and discussion as a result of prompted questions.(Changes for next time)(Benchmarks or Standards)W.9-10.4 and W.9-10.5(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity


LP5Lesson TitleLP 5# of Days2EnrichmentPrior KnowledgeJigsaw discussion process.AccommodationsLesson ObjectiveDifferentiate the courtroom roles and how they function in the text. Students are able to internalize the importance of different roles and perspectives through enacting a scene from the text.(Anticipated Problems)Lesson AssessmentSufficient participation in the court reenactment and completion of character sheet with analysis of function within the text.(Changes for next time)(Benchmarks or Standards)RL.9-10.3(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity(Day 1) 5MinutesBell Ringer/Quickwrite.Students will do a quickwrite of their prior knowledge with court or law procedings.Prompt students with a simple slide stating "Please use the first five minutes of class to write about a time where you felt like your story wasn't heard or taken seriously in life"5 MinutesWatch informational videos.Play the following clips. https://www.youtube.com/watch?v=fjkk8NU34lo JURY https://www.youtube.com/watch?v=xAmkdjshLn420 MinutesStudents will read the descriptions of courtroom roles and summarize roles from Monster in their own words in relation to the text.Individual work time.Model how we would personally summarize a role.http://www.readwritethink.org/files/resources/lesson_images/lesson799/Roles.pdf5 MinutesStudents will be assigned groups and a role to focus on within their group.Groupwork- jigsaw.Hand out colored notecards for group assignment. Assign each group one court role. Overview of instructions on jigsaw worksheet.20 MinutesStudents will complete their role's component of the graphic organizer.Collaborative group work.Present model on how to complete the organizer for a minor character.5 MinutesStudents have time to ask teacher or class any pressing questions before continuing the reading.Discussion.Answer or direct searching for any questions or confusion.(Day 2) 5MinutesBell ringer/QuickwriteIndividual work time.Put up the quickwrite prompt "Write about one new discovery or insight into your character from the reading last night"10 MinutesGroup discussion/finishing up graphic organizers from previous day.Collaborative group work.Circulate and answer any questions. Note student participation in discussion.15 minutesJigsaw process; students will form new groups composed of one of each of the roles.JigsawFacilitate process of the new groups and inform of the jigsaw practice which they should already be familiar with.5 MinutesJigsaw debriefing. Any questions or topics that surfaced will be addressed.Whole class discussion.Faciliate discussion.5 MinutesTransition/set-up time for courtoom scene. Students pick roles from a hat.Fishbowl set-up. Half the class observes, other half has active roles.Make sure each "character" is in the correct spot.*Someone to read the staging.**Reflect on how agendas might lead to bias based on what is required of someone in society. **Journal10 MinutesFirst group does designated scene.Read-Aloud10 MintesSecond group does designated scene.Read-Aloud


LP6Lesson TitleLP 6# of Days1EnrichmentPrior KnowledgeAccommodationsLesson ObjectiveConnect the text to real-world events and draw on similarities and differences beginning to note levels of bias present in American society.(Anticipated Problems)Lesson AssessmentSuccesful completion of the graphic organizer with evidence of personal analysis of these representations.(Changes for next time)(Benchmarks or Standards)RL.9-10.7(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity


LP7Lesson TitleLP 7# of Days2EnrichmentPrior KnowledgeStudents have been working with different forms of media and they have been developing the idea of bias and perspective.AccommodationsLesson ObjectiveCritique a piece of media in terms of stance, bias and inequity based on the inclusion or exclusion of visual, textual, and narrative format while determining a potential stance the piece is aiming for based on audience.(Anticipated Problems)Lesson AssessmentGroup presentation that includes the examination of stance, bias, and inequities based on visual, textual, and narrative evdence.(Changes for next time)(Benchmarks or Standards)SL.9-10.1.ASL.9-10.2(What worked well)Materials NeededAssignment SheetDatesTimeStudent Learning Task or ActivityMETHODTeacher ActivityDay One10 minutesSharing media with groupEach student will share the news story they chose with their table group. They will breifly explain the event/topic. They will also share any biases they may have noticed, and their stance or opinion on the issue.Monitor group conversations and provide assistance when needed.15 minutesModeling of Critical AnalysisTeacher will have their own topic to share with students.Teacher will model how to look for visual, textual, and narrative format, audience, and the potential stance the piece is aiming for.5 minutesInstructions for StudentsTeacher instructions and handout with additional directions.Teacher will explain what the student presentations must include.30 minutesStudent Group WorkStudents will choose one of the topics/media. As a group they can do some adittional reasearch on this topic. They will also have to complete the handout as a guide for their presentation.Helps groups and answers any questions.Day Two10 minutesPreperation TimeStudents will go over their work from the previous day and do any final preperation for their presentation.40 minutesPresentationsEach group will give a 5-10 munite presentation of their topic. They will show the class the media (video, news article, etc.) and give adittional information on the topic. They will then discuss the visual, textual, and narrative format, audience, and the potential stance the piece is aiming for.Facilitates timely and professional presentations.10 minutesExit WritingThe students will write in their journals untill the end of class. They will write about what they learned from the presentations.


LP8Lesson TitleLP 8# of Days1EnrichmentPrior KnowledgeAccommodationsLesson ObjectiveStudents will present their projects to the class with a brief summary of their cover page and rationale.(Anticipated Problems)Lesson AssessmentUnit rubric components.(Changes for next time)(Benchmarks or Standards)SL.9-10.4 SL.9-10.5 SL.9-10.6(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity


LP9Lesson TitleLP 9# of Days1EnrichmentPrior KnowledgeAccommodationsLesson ObjectiveStudents will articulate connections between their unit assessment projects and Monster with their classmates after a brief period of reflective writing.(Anticipated Problems)Lesson AssessmentParticipation in group discussion.(Changes for next time)(Benchmarks or Standards)SL.9-10.1.C(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity


LP10Lesson TitleLP 10# of Days0EnrichmentPrior KnowledgeAccommodationsLesson Objective0(Anticipated Problems)Lesson Assessment0(Changes for next time)(Benchmarks or Standards)0(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity


LP 11Lesson TitleLP 11# of Days0EnrichmentPrior KnowledgeAccommodationsLesson Objective0(Anticipated Problems)Lesson Assessment0(Changes for next time)(Benchmarks or Standards)0(What worked well)Materials NeededDatesTimeStudent Learning Task or ActivityMETHODTeacher Activity





&L&C(Teacher Name, School, Grade and Subject)&R&RTTemplate authors: Michael Saleeby & Timothy WelshModified: Matt Kloser 7/06


&L&C(Teacher Name, School, Grade and Subject)&R&RTTemplate authors: Michael Saleeby & Timothy WelshModified: Matt Kloser 7/06

Newspaper Cover Page Project Directions Sheet

During this unit, you have been immersed in various formats, perspectives, and accounts of different problematic situations. With the skills and insight you have gained from this unit, you will create a cover page of a newspaper that aims to present a holistic account of a topic or event of your choosing.

This project will be subjective, in that you as the editor will have the opportunity to choose how the information will be presented. You will be giving a short presentation on your project. Following your presentation there will be a question/answer session on your newspaper cover-page. You should anticipate these questions, and be prepared to answer them as well as preparing a few questions to ask your classmates.

Part I: Newspaper Cover-Page

-Minimum of one 18x24 cover page or digital cover page.

-Minimum of 2 visuals (photo or video)

-Written element - Half of the cover page should be comprised of your written text and/or quotes.

-Format similar to a standard newspaper

(see layouts suggested in resources section)

Part II: Rationale

-Explanation of your thought process during research and creation of the cover page. (Approximately 500 words)

-Articulation of possible perpetuation or elimination of inequity prevalent in the project whether intentional or unintentional. (300-500 words)

-Appropriate citation for images, quotes, and resources utilized in your project. Citations will be in bibliography format at the end of your rationale.

Some questions to guide your rationale:

What components of media, stories, or images influenced your interpretation of the event the most? Why do you think this is?

What types of bias did you see when researching? What types of bias might be present in your project?

How might your project come across to other readers?

Resources

Examples of Newspaper Layout Templates: http://www.brighthub.com/multimedia/publishing/articles/81273.aspx

(Click on an image to bring it full size)

Create a Digital Newspaper:

http://www.newspaperclub.com/make-a-newspaper-online

Newspaper Cover Page Checklist

Format: (15%)

18x24 cover page or digital cover page

Includes at least two visuals (photo or video)

Written work makes up at least half of the cover page.

Obvious newspaper format

Content: (30%)

Topic is current (covered in media within the last month)

Offers multiple perspectives and holistic view of the topic

Evidence is gathered from at least three sources

Paraphrasing and direct quotes are properly cited

Few grammatical and spelling errors.

Rationale: (30%)

Answers all questions provided on assignment direction sheet

Meets word count requirement

Clear effort and thought in reflection on process and potential inequity.

Bibliography page in MLA format with appropriate citation for images, quotes, and resources utilized.

Presentation: (15%)

Present information in a clear and concise manner (3-5 minutes)

Able to answer and pose questions effectively (5 minutes)

Teacher Assessment and additional Comments: (10%)

Student shows obvious effort, insight, and reflection in final class discussion.

Image Analysis Guide

Make notes on the following aspects of your image. These observations should lead to analysis of the meaning of this image.

Perspective:

Foreground/Background:

Color/lighting:

Focus/Spacing:

Characters:

Other:

How do the visual elements of this image help you to come to the conclusion of what this image is saying?

How does this image deal with any of the following themes: Identity, race, justice, inequity, or others you find on your own.

Materials for lesson 7

Media Topic Presentation

Directions:

Your group will be giving a 5-10 minute presentation on one story from the media. You will have time in class to do additional research. Your goal is to identify the visual, textual, and narrative format of this media story. You must also explain to the class the target audience of this story, the potential stance of the piece, any biases you noticed, and any inequities you came across in this story. You must present your form of media to the class and provide us with any additional information we may need to fully understand the story. Everyone must participate in your presentation in some way.

Steps:

1. What is your media (News Video, Article, etc.)? Provide the link, name of the article, or other information to access this media.

0. Additional information about this story. Do research to help the class get a holistic perspective on this story.

0. Format

How is this visually formatted?

How is this textually formatted?

What is the narrative format of this story?

0. Who is the target audience?

0. What is the potential stance of this piece?

0. What biases were presented in this story?

0. Did you find any inequities within this story? If so, explain.

0. How will you present this information? Who will say what?

0. What are some questions my classmates may have?

Documents

Unit Plan on Walter Dean Myers' "Monster"