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Unit Content: Points of View in Literature

Lesson Plan for 11th Grade English Language Arts
Unit Theme: World War 2
Tuesday Feb. 24-25, 2015
I.

Content and Standards:

This lesson is the first of a unit lesson designed to encompass 4 weeks of classes which
culminate in a final project that will explore points of view within literature pertaining to World
War 2.
CCSS.ELA-LITERACY.RI.11-12.1
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.
CCSS.ELA-LITERACY.RI.11-12.2
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.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
II.

Prerequisites:

A new unit begins with this introductory class. This unit requires no prerequisites; however,
students will have benefitted from previous lessons designed to lay a foundation for this unit
which studies the relevance of points of view in literature. Previous units studied persuasion
techniques and presentation skills. The last day of the lesson on presentation was concluded with

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final student presentations however, the remaining class time allowed for a Socratic seminar to
be conducted that explored multiple quotes on the topic of war.
Socratic Seminars are conducted in a two stage process. After sentences/topics are introduced,
students are allowed 15-20 minutes to think about the quotes, and then write a paragraph
defending, opposing, or qualifying one of the quotes. They will then be expected to take part in a
class discussion of all quotes, making relevant comments or insight about the quote chosen for
the writing assignment.
This Socratic seminar serves as a precursor a soft opener of sorts - to the next unit which
begins by exploring the meaning of war. Past participation in the Socratic seminar is not required
to fully engage within the unit opener; however, it may serve to plant seeds of relevant,
thoughtful insight on the topic and to recall prior knowledge.
Socratic Seminar Topic sentences for thought:
Appear weak when you are strong, and strong when you are weak. Sun Tzu, The Art of War
War is peace. Freedom is slavery. Ignorance is strength. George Orwell, 1984
War is what happens when language fails. Margaret Atwood
If you win, you need not have to explain...If you lose, you should not be there to explain! Adolf Hitler
"God created war so that Americans would learn geography. Mark Twain
I know not with what weapons World War III will be fought, but World War IV will be fought with sticks and
stones. Albert Einstein

III.

Instructional Objective:

Students will exhibit an understanding of multiple concepts and definitions of war through
discussion, writing, research, group project. Students will consider the kinds of human activity
we define as war, what activities we might describe as warlike, and what activities are neither.
Students will examine various definitions of war and types of warfare, especially as these
descriptions relate to the kinds of war we are witnessing at the beginning of the twenty-first
century.
IV.

Instructional Procedures:

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10 min. Whole Class Brainstorming Strategy: Instructor will start a web chart, placing the word
"war" in the center. Ask students to brainstorm all the words and phrases that they think of
related to the idea of "war." Specify this interpretation can be a personal definition. These words
and their relationship to each other will be discussed as they are placed on the web chart.
20 min. Partner Activity: The concepts of War versus warlike activity will be introduced but not
defined in absolute terms. Questions will be posed to students to stimulate deeper thought and
higher levels of understanding such as what constitutes war versus war like?; how can an act of
war be determined?; why do we use the word war when war hasnt been officially declared?; can
war be waged on a concept?
The following list of events or concepts will be handed and placed on the smart board for
students to consider as either a war or war like action. Students will work in pairs but create
individual lists for a daily assignment grade. Pairs will be free to access the internet on
workstations to research unknown events. As students consider whether they would categorize
each item as "War," "Warlike," or "Neither" they will be expected to be able to explain why.
Uprising of Palestinians in Gaza and the West Bank
The bombing of the Federal Building in Oklahoma City
Cronulla riots in 2005
U.S. invasion of Panama in 1990
Drug wars in Columbia and Mexico
"War on Poverty"
2014 Ferguson unrest
Attack on World Trade Center and the Pentagon, 2001
Vietnam War
The 2014 Crimean Crisis
Labor Strikes
Occupy Wall Street protests
Urban street violence
"War on Drugs"
Trade wars over tariffs and open markets
L.A. riots in 1992
Assassination of terrorist leaders
The invasion of Iraq in 1991
Terrorist bombing of Pam Am Flight 407 over Scotland
Protests in Tienamen Square in China in 1989
Civil Rights movement in America
Democratic Revolution in Russia in 1990
The Cold War
Assassination of a state leader

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Animal liberation efforts

Armed conflict in Bosnia-Herzegovina, Albania, Macedonia
Political chaos in Somalia
The conflict among Hutus and Tutsis in Rwanda
Israeli bombing of nuclear facilities in Iraq in 1988
Protests against the policies and practices of global capitalism (WTO Seattle 1999)
Apartheid policies in South Africa
Womens Rights Movement

20 min. Class Activity: After students have completed the list with a partner, open up discussion
with the whole class. Make three lists on board to represent the majority of students answers. As
students share their selection where they placed each item discuss what students perceive to be
the differences between each the three categories of activities and events.
15 min. Reading for understanding: Pass out copies of the handout 1 Defining War and
Aggression to each student. Class will read through the definitions of war and the descriptions of
various kinds of warfare together, soliciting examples and illustrations from students using the
web charts, the list from the previous exercise, and current conflicts with which students might
be familiar.
15 min. Class Discussion: Ask students to define terrorism. After various responses are realized,
discuss pros and cons of different definitions. Some thoughts to consider: What differentiates
terrorists from warriors, freedom fighters, or patriots? Is any attack on civilians a terrorist act?
What specifically is a civilian? Is it in any way similar to the American Revolution and the
militia of civilians that fought the British consider that the British wee accustom to fighting a
specific way and the Americans relied on unorthodox means of combat. When governments
bomb cities, is it terrorism? Was the attack on the Pentagon on September 11, 2001 an act of
terrorism? Was the dropping of atomic bombs on Hiroshima and Nagasaki an act of terrorism?
10 min. Homework: Students will use current pictures and headlines from online newspaper
sources and online news magazines to make a document containing a collage of current conflicts
on one standard size sheet of paper, labeling each item using descriptions from the handout. This
assignment if not finished in class will be required as homework. Finished pieces will be
presented and discussed the following class period and assist determination of level of
progression.

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V.

Materials and Equipment:

Handout: Defining War and Aggression (See Attached)

Handout: Three categories Activity War/War like/Neither (See Attached)
Class room workstations
Internet connection
Smart board
VI.

Assessment/Evaluation:

Evaluation takes place in multiple forms throughout the lesson. Observation of students
participation during class discussion is the first method. Pair work is assessed during Three
categories handout some students may choose to work individually if desired. All in class
assignments will be turned in before the end of class. Individual assessment will take place
during review of homework assignments.ESL students have the option of using read along
software for all online research to assist comprehension. Teacher will also work closely with the
Special Education instructor to determine specific needs of Special Education students.
VII.

Accommodations and Modifications/Differentiation:

The lesson is conducted through many different formats to accommodate different learning
styles. Ideas are conveyed with Smartboard, handouts, and through verbal explanation and
continued discussion. There are three ESL students and two Special Ed students for whom these
multiple methods and approaches are crucial. Students with difficulty understanding will be
assisted in group and pair work activities. In class review of the pair work assignment will also
allow students with extra needs to review work once more. Additional material will be provided
during class to assist in the homework assignment specifically for use with ESL students and
those with an IEP. Copies of the Stars & Stripes and online resources will be suggested.
VIII.

Technology:

Work stations within the class allow students to research on the internet for in class assignment
and some class time will be provided for initial work toward assigned homework.

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IX.

Self-Assessment:

As the lessons progressed students were monitored closely for adherence to the assignment and
full participation. Verbal feedback was used throughout the activity as were task based activities
that required student action and demonstrated results. Success of the lesson was determined by
the quality and accuracy of student feedback. Further determination of success will be found in
homework assignments received next class period. These assignments will be used to determine
the level of procedure in the next lesson of the unit. Students that exhibit difficulties may need
additional methods of interpretation to understand the unit material.
Reflection:
The first lesson was conducted Tuesday, February 23rd. The lesson was completed successfully
and exhibited many of the components of Domain 3 of Danielsons Framework at a high level of
accomplishment. Students were actively engaged in the conversation and fully invested while
exploring the material. The initial web chart on the board produced many interesting associations
from nearly the entire class with the exception of one student. Regan (name changed), showed
some difficulty maintaining focus and required considerable motivation to maintain interest and
engagement. I assisted him multiple times to make suggestions and to foster participation
resulting in some small benefit. Regan is one of the more problematic students in the class and
while he participated, he was never fully on target with his level of conceptual understanding.
Additional efforts are required to assist his comprehension however the topics are well within his
cognitive ability. As a student with ASD Asperger Syndrome, Regan has a very limited range of
interest in which he will commit himself.
The partner activity and subsequent class discussion was lively. During the research and
categorization lesson all students were fully engaged and determined to have their opinion be
heard by their partner, and later the entire class. Unfortunately some students were seen to have
difficulty grasping the concept of respecting points of view other than their own which required
additional instruction on elements of verbal debate to remedy. Extreme nationalism is a
commonly found trait among military dependents such as those found within Department of

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Defense schools. The debates that ensued regarding categorization of war and war like actions
was heated and only overshadowed by the later discussion of terrorism.
Defining War and Aggression using the terms on the handout often brought the class discussion
back to the earlier list of historic events; students had vehement discussions revolving around
their classification and reasons for such determination. While many of the students seemed
willing to move on, there were three that were unwilling to accept views other than their own on
why such actions as terrorism might be considered war like rather than war. Further examples
were required to adjust their outlook on the topic.
The homework assignment was fully understood by all students with the exception of Regan and
Yujeon (name changed), an ESL student. With further explanation and examples, Yujeon seemed
capable of completing the homework assignment. Regan maintained his unwillingness to
consider the topic in any way other than literally it remains a problem in the class. Regan was
very interested in the topic, he simply refused to stay on task during times that required him to
produce results.
Reflection on Domain 3 performance:
This lesson was almost entirely communication based so there is an inherent advantage to it
being used for the Domain 3 assignment.
Domain 3a was met multiple times throughout the lesson during instructional delivery of
procedures, content and expectations. Through in class discussion students engaged in new
concepts, introduced to historic events, and able to make connections to current events. During
class discussions I was able to let the class guide itself and develop insights that even I had not
considered prior to their examination of the topic.
Domain 3b was engaged on two very distinct points in the lesson. During the web chart activity
there were minimal questions posed however essential questions were posed during the
introduction of the pair work activity and also during the final thoughts when discussing
terrorism.

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Domain 3c, engaging students in learning, was established primarily during the pair work
activity in which students were asked to critically evaluate historic events and classify them in
terms of how they constitute an act of war. I exoect the next class to have some difficulty with
the concepts provided in this activity so there will possibly be additional time devoted to
discussing the events before students are free to work in pairs. The lesson also provided many
opportunities throughout for students to engage in learning such as during the introduction of
various definitions of war and aggression and also while conducting the homework assignment
in which they are able to interpret the assignment in personal and meaningful ways.
Domain 3d was met throughout the lesson in the form of verbal feedback, completion of the in
class activity, observation and direct interrogation. One of the advantages of a class size
comprised of 13 students is that it allows for direct one on one interaction with many of the
students. Questions were addressed immediately and used as an opportunity to elaborate or
further illustrate an idea or concept for the benefit of all students. Assessment criteria determined
the speed of progression of the lesson ensuring students were able to comprehend the somewhat
abstract concepts presented before moving to the next level of instruction.
Domain 3e was a component of the class closely related to 3d. As students expressed difficulty
with an idea or concept further explanation was given with analogies or anecdotes. Many
correlations were made to sports interaction between this school and a rival school. Specific
students requiring special attention were attended to as needed, often resulting in a modified
expectation of an assignment. One of the reasons for the second handout (three categories) was
due to multiple students requests after realizing that Yujeon and Regan were both given the
document rather than expected to work from a list on the smart board. After the request I decided
to make the handout a part of the lesson to simplify expectations of the students.
I considered the lesson quite successful in sharing abstract thoughts about war and conflict. A
sophisticated view of the concept of war will serve the students when they approach future
material in the unit. A broad level of understanding will be required as we tackle literature such
as Jarrells, Death of a Ball Turret Gunner; and excerpts from Heresys, Hiroshima; Weisels,
Night, and Jacksons, Speech at the Nuremberg Trials.

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References:
This introductory lesson was borrowed from a lesson on War found at Teachervision.com. It has
been modified to meet the needs of the unit lesson studying Points of View through World War 2
Literature, and to comply with the material found within the class textbook, Holt Elements of
Literature 5th Course. https://www.teachervision.com/war/peace/19774.html

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Handout: Defining War and Aggression

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Handout: Three Categories Task