International Mindedness Links to TOK Development of Learner Prole

Theme: Different countries response to

trauma/fear
- Countries to include: Syria, Thailand
(tsunami), USA (Katrina), Sudan, WWII
Germany, Mexico (drug cartels)
- Questions:
- What events happened/are happening in
each of these countries?
- What did the average citizen do to
respond to this?
- What was the government!s involvement
before, during, and after?
- Initial fear vs. long-lasting fear: How did
fear contribute to decisions made in those
moments and in the years following?
- How does that country!s culture play into
their response to this event?
Students will be analyzing how media
informs knowledge and how that
knowledge has a bias depending on the
news source. We will be looking at different
articles focusing on the same event and
talking about what the knowledge in those
articles are different. Articles will \ include
terrorist attacks and how they are perceived
worldwide. We will not only look at different
countries ideas on knowledge, but also at
how different groups in a country can have
different perspectives on these events, such as
Democratic vs. Republican perspective.
Caring: Students will empathize with the
character based on their own experiences
growing up in a country post-9/11. Using that
empathy, students will be expected to defend
those going through the psychological trauma
going through 9/11.
Thinkers: Students will have to discuss the
ethical implications of government decision
making. Students will have to provide a
logical argument for or against the
government!s decisions in the book as well as
the decisions our country!s government has
made.
Teacher Shannon Walsh Subject group Language A: Literature
Unit Title Incendiary DP year 1 Unit length (hrs) 17
Common Core Standards Essential Questions
- RL.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
- RL.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.
- RL.3: Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama.
- RL.6: Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant.
- S.1: Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively.
- S.4: Present information, ndings, and supporting evidence, conveying a clear and distinct
perspective, such that one can follow the line of reasoning, opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate.
- W.1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufcient evidence.
- W.9: Draw evidence from literary or informational texts to support analysis, reection, and
research.
- How does fear alter or impact a
community!s perception of a different
culture?
- Is it a government!s responsibility to decide
who or what to sacrice for the benet of the
community?
- How does growing up in a post 9/11 United
States affect how the reader makes
connections and draws meaning from the
novel?
- What is society!s expectation for dealing
with traumatic experiences?
Key Concepts Links to Catholicism DOK Level
Major Concept:
Communication: Students will be analyzing
how the narrator uses communication to deal
with her trauma. They also will be analyzing
how letter-writing is a form of communication
and how it is different than ways most authors
try to communicate their ideas. Students will
also be expected to communicate their ideas
effectively, both written and oral.
Related Concepts:
Character, style, setting, and context
The main character has a strong sense of
forgiveness for Osama Bin Laden,
considering he is responsible for killing her
family. As a class, we will discuss the
Catholic idea of forgiveness and whether or
not their is a limit to that. Students will debate
what types of wrongs deserve forgiveness and
which ones, if any, do not.
DOK 1: Identify key events in the novel and
explain these events.
DOK 2: Determine cause and effect of
events, specically looking at how events
effect the main character.
DOK 3: Differentiate between different
character responses to trauma as well as
different countries responses to trauma.
DOK 4: Analyze in writing how the
characters personality is shaped using textual
evidence in order to make inferences.
Objectives Formative Assessments Summative Assessment
Students will be able to...
- Analyze the style in which the text was
written and its effectiveness of conveying
ideas and themes.
- Investigate how cultural ideas are
represented in the novel and connect those
ideals to cultures we see today.
- Develop a logical argument through writing
with organized ideas and appropriate style
and structure.
- Critique the text in terms of effectiveness of
conveying different themes and in character
development.
- Identify pieces of irony throughout the novel
and determine author!s purpose of its use
throughout the text.
- Make inferences using character responses
to events, people, and ideas in order to
identify different aspects of that character!s
personality.
- Journals relating themes to personal
experiences
- Articles in which students determine the
main ideas and supporting details
- Letter writing from two different characters,
one from Incendiary and one from
Persepolis
- Cause and effect timeline
- Letters as a genre activity
- Lead discussion on quote through in depth
analysis and questioning of other students
- Informal debate on the celebration of Osama
Bin Ladens death: was celebrating moral?
what would the character have done?
1,000 word essay focusing on cause/effect
- Choose three different events in the novel
and explain what effect these specic events
had on the character.
- Students will be graded on a rubric that
focuses on their ability to do the following:
- Choose signicant events with quotes
that reect the characters reaction to
those experiences
- Analysis of these quotes in terms of
ability to make inferences and deeply
describe the characters development.
- Explanation of the authors purpose in
these specic character developments
- Organization of ideas, including format
and transitions
Resources
Incendiary by Chris Cleave, news clips from 9/11 and other terrorist attacks, news paper articles on Islamic extremists, articles on responses to
trauma in multiple countries, computer carts for research and summative assessment, letters from history for analysis of letters as genres, and
clips of Americans celebrating Bin Ladens death.
Content Delivery
- Islamic extremism and the logic it uses for
its attacks
- Quote analysis using appropriate language
- Irony and how it inuences the text, as well
as authors purpose for irony
- Themes: racism, fear and traumas effect on a
community, governmental bias,
- Analysis of how the genre of letters is
different from other genres
- Writing in the genre of letters while taking on
the point of view of a character
- Differences in characterization in the major
characters in the story.
- Debate skills particularly structure of a debate
Technology, Media, Library: Various YouTube clips giving news footage from the day of
9/11 as well as the weeks following, YouTube clips from reactions to Bin Ladens death,
computer carts, library reservation for day we do international mindedness
Accommodations: Students who require accommodations to assignments will be allowed to
do the following: have extra time to complete summative assessments (including more work
time in class), be allowed to present oral assignments in a one-on-one setting instead of in
front of the whole class, partner work instead of individual work for certain formative
assessments done in class
Differentiation: For the summative assessment, students requiring differentiation will be
asked to create a detailed outline (created by me) in order to convey the same ideas analyzing
cause and effect in the novel. Outline will have a similar rubric, but without the grammar and
sentence structure aspect.
Reection: Prior Reection: During Reection: After
I think this will be an engaging unit for our
students because it relates so strongly to
American ideas post 9/11. In addition, the
informal writing style of the novel will make
comprehension for our students easier. One
thing I want to make sure to do with this unit
is open up our students eyes to how fear has
really shaped our culture, and ask them how
we change that. How do we make sure as a
community that we arent too strongly
inuenced by fear? I also want them to
prevent themselves from being too strongly
inuenced by their own fears.