Darragh McDermott

12/3/2013
CI 403
Revised Lesson Plan A:C

Title Genocide Pre- Reading Lesson: They Poured Fire on Us From the Sky
Time One sixty minute class period
Setting There are 24 students in a 9
th
grade English class at a High School in Illinois. There are
10 boys and 14 girls with a variety of reading levels from 7
th
grade to 12
th
grade. All students
speak English except for one. This student speaks Mandarin. Student ethnicities are composed of
Caucasian and one Chinese American. These students are from an affluent area in the Northwest
Suburbs. There is one student that is visually impaired.
Conceptual Framework
The theoretical framework and implications mostly derive from Samuel Tottens
Teaching about Genocide: Issues, Approaches, and Resources. Two main ideas from his book
have shaped this lesson. First, Totten encourages an interactive student-centered approach. The
pedagogy used in such a study should be one that is student-centered-one in which the students
are not passive but rather actively engaged in the study. It should be a student that, in the best
sense of the word, complicates the students thinking, engages them in critical and creative
though, and involves in-depth versus superficial coverage of information (Totten 215). Students
will be looking at primary sources and discovering what exactly a genocide is through a teacher
led discussion; clearly expressing themselves with the ability to build off of their peers ideas as
well. This discovery will complicate student thinking and make them aware of what is going on
in the world outside their realm.
Second, Totten encourages the use of secondary sources. Secondary sources, as well,
should not be overlooked-particularly those that were issued/published during the period of
genocide, such as newspaper articles and editorials, newsreels and political cartoons (Totten
216). Students will be looking at secondary sources about the Lost Boys and Sudan to piece
together what is happening in Sudan as well as to the Lost Boys before they begin reading the
text. The book is a series of primary sources from three Lost Boys because it is their own
personal narrative. I agree with Totten in exclaiming that secondary sources are beneficial to
student understanding of the background information to better understand the context of the story
as well as the genocide.
Primary sources offer insight into an event or time period that allows a reader to be able
to connect with the characters and be able to empathize. Students will read a primary source
novel that is comprised of accounts from Lost Boys who share their first hand experiences.
Before they jump into the novel it is essential for students to be able to understand and interpret
the events that happened in Sudan and with the Lost Boys. The students will be looking at
secondary sources to get an understanding of the historical context and politics that were
developing that affected the Lost Boys and their families. In doing research, analyzing and
summarizing secondary sources, students will then be able to further understand and empathize
with the characters during their readings of their first-hand accounts.
The teacher will be transparent with students when explaining the activity during part III
of the lesson plan. The teacher will explain why it is important that students grasp the historical
context, political implications and be able to interpret motivations as well as effects in order to
help their reading the novel. The teacher will give a real life example to relate to the students.
For example, we can read someones account from their experience on September 11, 2001, but
unless we understand the historical and political context the primary sources might not make
much sense to the reader. The teacher will explain that the world we live in isnt like a vacuum
and the genocide in Sudan has implications that are pertinent the students understand.
Background/Foreground
The Teacher has already demonstrated good jigsaw discussion/expectations as well as set
expectations for students to participate in full class discussions. These expectations will be
reinforced, but not necessary to model for students again. They have already practiced and
performed these expectations. The students have written their own personal narratives, but have
yet to look at it primary sources of personal narratives in the form of a novel. Students will be
exploring the feeling of what it would be like to be a refugee through the do now in the
beginning of class. Teacher will then lead a full class discussion that guides students to come up
with a definition of genocide and recognize and define the phases of genocide. Students will then
be placed in groups by the teacher and do a jigsaw activity where each student has a different
secondary source and is then able to share out and summarize with their peers. The last two
activities are credited to Ellen Dahlkes CI 403 class. This lesson is linked to the students own
personal narratives and future lessons will include students making their own primary sources
through the eyes of a Lost Boy.
Objectives
1) Students will begin to understand the stages of genocide and what needs to be in place in
order for it to happen
2) Students will be able to effectively summarize and share information with their peers
Common Core English Language Arts
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
- During the jigsaw discussion the last thirty minutes of class students will read a
secondary source and then follow up with a discussion with their peers, giving them an
objective summary as well as providing details. Other students will be responsive and
recall their peers information to write an exit slip at the end of class.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task
-The main skill students will be practicing and demonstrating in the lesson will be their
ability to summarize and explain information effectively to their peers. Students will also begin
to explore the stages of genocide in a teacher led discussion. Following this, students will break
into groups, each reading a different secondary source article to later present to their group. This
standard parallels the objective because the expectation for students is to present their findings
logically so their classmates can follow and actively listen to gather information.

Materials
Projector
Computer
Prompt for Whatcha gonna do
4 articles/secondary sources for Jigsaw discussion
Written student groups for jigsaw discussion
Preparation
-The teacher will prepare a document containing the spark journal prompt to place on the
projection screen for the students
- The teacher will have the projection screen and a blank document to type on the computer for
student notes during part II: Defining Genocide. (After class teacher will print the notes and give
a copy to each student)
-The teacher will make six copies of each of the four articles for the students in the class.
- The teacher will construct student jigsaw groups before class
-The teacher will prepare for Language and Special Ed Accommodations:
-Directions written in Mandarin
-Directions written in English for each activity
-Translation of one article into Mandarin
-Recorded/audio version of one article

Procedure
1) Teacher will start lesson with a Whatcha gonna do spark journal writing prompt: (total
ten minutes with discussion)
Imagine you were from an English speaking planet called Wantrump and after a
long journey you end up in Naperville, Illinois without a clue as to what humans do
on this planet in Naperville. What are things you are unfamiliar with? What causes
anxiety to you as a foreigner? What tools and technology confuse you? What are you
comfortable with? What is one word or phrase that you have trouble comprehending
even though you speak a dialect of English?
Share with the whole class while writing student answers on the board
2) Defining Genocide(20 minutes): The class will then come up with a definition and define
the phases of genocide. The teacher will type notes on the overhead while students
define what they think genocide is and what are the stages and outcomes of it. The
teacher then organizes the notes into a chart on the overhead and gives the students
access to the chart to have throughout the unit
3) Jigsaw article discussion: (30 minutes)Students will be placed into six groups of four.
Each group will have eight minutes to read a different secondary source about the Lost
Boys or the civil war in Sudan. Each member of the table will have a different article. For
the next fifteen minutes students will share and summarize their article for the other
group members. The last seven minutes of class will be reserved for a full class
discussion and predictions for what They Poured Fire on Us From the Sky . Questions
to ask during this section include:
o When did the news of this become public or common knowledge?
o What is the relationship between Sudan and its surrounding neighbors as a result of
the war/genocide?
o whose voices are heard, whose not; do we hear their stories un-edited or are they
filtered through external editorial lenses. Students could also be encouraged to ask
the same question regarding crises in the U.S. e.g. reporting on Katrina, 9/11, etc.
4) Exit Slip:Students will fill out an exit slip with a short summary from their conversation
from the jigsaw article discussion with peers.
Discussion Ideas Discussion ideas can be found throughout the procedure, but others are as
follows:
1) How does genocide happen?
a. This will fit in during part II when students are discussing the phases of genocide.
2) How does genocide snowball-what factors need to be in place in order for it to occur?
a. This will fit in during part II when students are discovering and organizing the
phases of genocide. This will be asked during the latter half of the conversation
when students are discovering what perpetuates a genocide.
3) How can you compare your answers from the do now compare with what the Lost Boys
went through as they arrived in the United States?
a. This question will be posed during part III during the whole class discussion when
students have read articles and summarized for their classmates about the
experience of the Lost Boys. The teacher will ask students to recall what they
wrote about in their spark journal and compare it to their new knowledge about
what the Lost Boys discovered in America.
b. This question can also be addressed when the students have read the beginning of
the book in which they can understand a first-hand account from the Lost Boys in
the novel. Students can continue to develop their understanding of the Lost Boys
experience through a comparison of their own written work and thinking.
Language Accommodations There is one student that is a native Mandarin speaker while the
rest of the students are native English speakers. Language accommodations will include an
article written in Mandarin during the Jigsaw article discussion as well as directions for each
activity written in both Mandarin and English. Some native speakers will need language
accommodations as well. For students below reading level, accommodations will include visual
as well as written instructions.
Special Education Accommodations There is one visually impaired student in the classroom.
Accommodations made for this student will include a recorded version of the article so the
student will be able to listen to the reading. I would also have this student at the front of the
classroom and stay seated while group members moved around him/her during the jigsaw
discussion. Teacher will also learn details about the implications of vision loss for this specific
student. Such as the need to adjust lighting, colors of bulletin boards and papers to maximize
what the student can see.
Assessment The formative assessment for todays lesson will be composed of the exit slip which
will address the second objective, Students will be able to effectively summarize and share
information with their peers. Students will be summarizing and sharing information so that
information can be shared and accessed by all students. The formative assessment of an exit slip
will allow students to reflect on the new information, build on prior knowledge and demonstrate
the second objective: effectively summarizing and sharing information with peers.
Future assessments include making a webquest, making a Lost Boys newspaper, making a class
timeline to organize the overlapping stories.
Illinois Professional Teaching Standards
STANDARD 5 - Learning Environment: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
Knowledge Indicator: 5C. Understands how to help students work cooperatively and
productively in groups.
The teacher will remind students of his/her expectations on cooperative and productive group
work. The teacher will demonstrate what a good summary looks like before the students share
out their information with their peers. The teacher will walk around, monitor, and discuss with
students during their group work. The teacher also purposefully places students in groups that
he/she believes will be most effective.
Performance Indicator: 5H. Analyzes the classroom environment and makes decisions to
enhance social relationships, student motivation and engagement in productive work through
mutual respect, cooperation, and support for one another.
The teacher purposefully places students in specific groups to enhance social relationships and
student motivation. The teacher will ask students what productive and respectful groupwork
looks like to be sure student expectations of group work are aligned with teacher expectations.
As the teacher walks around during class discussion he/she monitors the environment and makes
changes if necessary. The teacher will check in with each group, listen, offer insight, and pose
new questions.
Extension Ideas There are a lot of different directions the teacher can take after introducing
genocide as a theme for the unit. In They Poured Fire on Us From the Sky the story is told
through personal narratives and overlapping stories. It would be beneficial to include a unit on a
class timeline to organize the characters as well as the stories. I think it would also be interesting
for the class to make their own primary sources such as a diary entry or make a class newspaper
with different sections and updates as told by the Lost Boys. Another extension idea is to make a
webquest in groups similar to CI 403 genocide websites. It would also be amazing if we could
get a Lost Boy to speak at our school.
Source of Activity The source of the Jigsaw activity comes from my CI 403 instructor Ellen
Dahlke. We modeled this in my CI 403 class. Also, the discussion and definition of genocide is
drawn from a model we used in Ellen Dalhkes 403 class. As a class we came up with the stages
of genocide and organized it into four different phases. I feel like this will be beneficial for
students studying genocide in a high school classroom as well.
Resources and References
Ellen Dalhke's CI 403 Class. N.d. Champaign, Illinois.
Totten, Samuel. Teaching about Genocide: Issues, Approaches, and Resources. Greenwich, CT:
Information Age Pub., 2004. Print.