Name: Vanessa Grapes Grade: 11th School: Morgantown High School

Day 1

What is your ESSENTIAL QUESTION for the day?

How does analyzing an authors word-choice enhance our understanding

of their purpose and tone?

How might we define empathy and what are its implications for the ways
in which we perceive and interact with others?

What are your TARGET STANDARDS for the day?

ELA.11.7 will be addressed: Determine the meaning of words and phrases as they are used in
the literary text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

What do you want your students to be able to know/do at the end of the
day?

Students will demonstrate an understanding of diction, denotation, and connotation

and how they serve to construct a speakers tone

Students will practice their close-reading and rhetorical skills through reading a text
through the lens of word-choice

Students will apply their understanding of diction, rhetorical appeals, and devices in
the analysis of Leslie Jamisons nonfictional creative writing piece The Empathy
Exams

How will you assess their learning?

Synonym Connotation Activity & Class Discussion

Writing Workshop comprehension questions and class discussion on word-choice

Class Discussion and word-cloud on Empathy

Exit ticket synthesizing annotations from first two pages of The Empathy Exams

What resources will you need?

Smart Board

Student Notebooks

Class copies of the Empathy Exams

Colored pencils/markers/highlighters

Student cell phones

 Hook/ Introduction to the Lesson

1. As students enter the classroom, instruct them to take out their notebooks and turn to the next free page of their
academic vocabulary charts. On the board, display the following words on a blank chart: diction, denotation, and
connotation and encourage them to write the new terms on the chart and remind them that they should be copying
down the definition from the glossary of their textbook, paraphrasing it in their own words, and then copying down
the provided example in each respective column. From the time that students begin entering the classroom,
announce that they will have 10 minutes to fill out their charts. Explain that now that we have experience analyzing
speeches, advertisements, and political cartoons using our knowledge of figurative language and rhetorical appeals,
and rhetorical devices and have consistently practiced using the SOAPSTONE rhetorical analysis strategy (Speaker,
Occasion, Audience, Purpose, Subject, Tone) as a basis for our close-readings and writing outlines, that we are going
to be digging deeper into how to draw themes from a text through analyzing how an author manipulates their
language to construct a particular tone. We are at a point where everyone has a solid grasp of how to identify
rhetorical devices and appeals within a text and explaining/summarizing what the text is saying. But now we really
need to work on connecting everything back to the authors purpose. Weve been working a lot with analyzing
visual techniques in images, the tone of the speakers voice in videos of speeches, and with the tone and mood in
music. Now were going to get back into written language, and thats where it gets trickier. But as we discussed,
authors are always trying to communicate an idea or to make an argument, and they have their own set of tools that
they can use in order to convey their messages to their audiences. One of the techniques that will help us to gain a
clearer idea of a writers tone and purpose is finding patterns in the words that they choose to use when describing
or speaking about their subject.

2. After the 10 minutes is up, ask for volunteers to read the definition for diction and prompt them to share what it
means to them in their own words. Repeat the students definition and display it on the chart on the Smart Board, A
speakers choice of words. Analysis of diction looks at these choices and what they add to the speakers message.
Explain to students, though this may seem obvious, a lot of the time we fail to realize how carefully selected all of
a writers words are. When we are reading texts from now on, we are going to start asking ourselves Why did the
author use that particular verb? Why did they use that particular adjective instead of a synonym?. An authors word
choice gives us a better idea of their tone. Ask for a volunteer to remind the class of the meaning of tone, and
explain that it is an authors attitude towards a subject. After discussing diction, call on a different student to read
the definition of denotation and their paraphrase of its meaning. Then, call on another student to read the definition
of connotation and their paraphrase of its meaning. Display the definitions on the board: denotation the dictionary
definition of a word. And Connotation: Meanings or associations that readers have with a word beyond its
dictionary definition. They are often positive or negative, and they often greatly affect the authors tone. Explain to
students, You see, synonyms are not really synonyms when it comes down to it. Different words automatically
bring different associations/images/feelings/ideas to the minds of readers, and writers are extremely aware of this
and intentional about which words they choose because these slight differences in association could end up greatly
influencing the ways in which we interpret their texts. Remind students of our previous discussion of how an
authors tone can gradually change over the course of a text. When we grow accustomed to finding patterns in
word-choice, it will help us gain an even better understanding of where these tonal shifts are occurring and their
effect within the context of the work as a whole.

3. Explain that in order to get our minds geared towards the right direction, we are going to do a warm-up activity
where we are going to be distinguishing between which pairs of synonyms have a more positive vs. negative
connotation. On the board, display the following list: childlike/childish, gaunt/thin, clever/sly, energetic/hyperactive,
strong-willed/stubborn, studious/nerdy, headstrong/determined, challenging/difficult
Have the students break into partners to discuss their associations with each word. Instruct them to write
down their consensus for which synonym has a more positive connotation on their notecard. Allow students
about 5 minutes to complete this activity in their partners.
4. After the 5 minutes, discuss the responses to each pair as a class. Call on partners randomly and prompt them to
explain their reasoning. Expand on the students associations with each word and provide contexts in which you
would describe someone using each. Allow the discussion to last around 5 minutes.

5. Next, explain that we are going to work more with analyzing the impact of diction within the context of an excerpt
from a literary passage. Instruct students to turn in their notebooks to the next blank page in their Writing
Workshop section. Display the following on the Smart Board and remind students to copy down the quote and to
answer the questions in complete sentences on the other side of their note card:

Consider: Art is the antidote that can call us back from the edge of numbness, restoring the ability to feel
for another

-Barbara King Solver, High Tide in Tucson

Discuss: By using the word antidote, what does the author imply about the inability to feel for another?

-If we changed the word antidote to gift, what effect would it have on the meaning of the sentence? Allow
students about 7 minutes to copy down the text and to answer the questions.

After the 7 minutes, as a student to read the quote aloud. Discuss the answers to each question as a class,
calling on a variety of students and emphasizing that everyone will still interpret this diction slightly
differently. Guide the discussion towards the idea that through this word-choice, the author is equating a
humans inability to feel for another to a deathly illness/sickness/plague. Ask a student to share their
response to the second question, Substituting gift into the sentence still makes perfect sense, right? So
now we need to think about how the meaning is changed. Ask students to share their answers and guide
them towards the idea that saying antidote rather than gift suggests that numbness is a form of brokenness
and not the way that things should be/there is a problem that needs to be solved/fixed. Saying a gift would
make us more inclined to interpret it as things being okay before, but just better now. It also suggests that it
was specifically designed and created in response to a problem..and that it is the only solution to the
problem because antidotes are usually very specific to the illness that they are curing.. rather than an
automatic means of combating it. Ask the class for additional interpretations. Discuss for about 3 minutes.

Lesson Procedure/ Practice

Instruct students to take out their journals. Emphasize the importance of journal entries because they are where
students can practice developing their own style and voice in writing without worrying about/trying too hard to
sound overly academic. On the board display the following prompt: What is Empathy? Define it in your own words.
What is its function?/purpose?/effect? How does it contrast with sympathy? What happens if humans lack empathy?
Is it automatic, or something we have to actively try to do? Explain that students will have 10 minutes for this
journal entry and that they will be expected to write at least a page. Remind students that they do not have to follow
any set paragraph structure, they can write free-association or in stream of consciousness if theyd like. As the
students write, sit at a students desk and complete the journal activity as well.

After the 10 minutes, explain that we are going to share our responses in a bit. But first instruct students to take out
their cell phones and type in the url for Word-Cloud and type in the class code displayed on the board. Once the
students are signed in, display EMPATHY in the middle of the word-cloud and instruct students to review their
journal entry and to think about the words that they associate or CONNOTATE with Empathy. Have each student
send in two words. Allow them 5 minutes to get logged in and to think about/submit which words they would like.
 After all of the words are sent in, discuss any patterns that appear. Which word was the most frequent? Are there any
that dont seem to fit? Ask students to explain their responses and to provide their definitions for empathy that they
wrote in their journals/prompt them to explain the difference between empathy and sympathy and ask if anyone can
think of any examples. Then, display the following definition on the board: The action of understanding, being
aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either
past or present without having the feelings, thoughts, and experience fully communicated in an objectively explicit
manner Ask the students what they think of this definition and if any of them would be willing to try to paraphrase
it. Explain that we are going to be exploring different functions and interpretations of what it means to be empathetic
throughout this unit by analyzing texts which focus on themes relating to connecting with and understanding others
and perceiving things through multiple perspectives. (about 5 minutes)

Closure/ Wrap Up

1. Pass out copies of Empathy Exams and explain that we are going to be practicing reading through the lens of
word-choice. Pass out slips of paper including the templates: Frames for thinking about word-choice for the
students to glue in their notebooks. Go over each template verbally and remind them that because word-choice plays
a large role in constructing tone that they might want to look back at their tone-words sheet and their introducing
what an author says sheet (strong verbs) so that we can better discuss the passages

2. As students are gluing in their templates, display the following close-reading/annotating protocol for word-choice on
the board: RED= strong images (Review Imagery, explain that this could include figurative language) BLUE=
Strong Emotions (reference prior knowledge of pathos/ask for examples) ORANGE/YELLOW= a clear idea
(claims/points/speakers argument/main ideas) Instruct students to grab highlighters or markers from the back of the
room if they do not have any. Explain we have been working on several different annotating techniques throughout
the semester, this one is going to help us focus in on diction to see if we can notice any patterns while we read. We
are going to look specifically at words that help us gain a better understanding of the authors attitudes towards:
People/the way humans converse/interact, her job, empathy. Display the guiding questions on the board as a
reference.

3. Display the first page of the text on the projector and model the color-coding/annotation process while reading the
first paragraph aloud to the class and speaking in stream of consciousness to explain every mark. Instruct students to
copy down your annotations. Towards the bottom of the page, call on a student to read the next paragraph and
continue calling on students to read the following paragraphs while you continue modeling annotations on the board
as they read. At the bottom of page two explain that that is a good stopping point (10 minutes)

4. In the last 15 minutes of class, ask the students to summarize what weve read so far and to share if they have
noticed any patterns/if any lines in particular stood out to them. Explain, now lets look back at our annotations and
see if we can find any patterns. Go through each underlined/circled word and expand on their significance in the
margins of the text. Discuss the significance/meaning of our annotations and refer back to the word-choice frame
templates/encourage students to use this type of language to explain the diction. Emphasize the effect on the larger
themes of the text.

5. As an exit ticket, instruct the students to write a sentence using one of the word-choice framework templates
concerning the annotations that we made and discussed as a class. Ask students to share their responses. As the
provide answers, summarize each one and verbally make connections between answers (if possible). On the board,
have the students call out phrases in order to collaboratively construct a few sentences that synthesize our ideas
brought up through the word-choice analysis of the passage.

Ex: Throughout her narrative, Jamison describes her job as a medical actor using consistently childish
diction. While she is working, she is play[ing], inhabiting a fictive life, and surrounded by individuals
 who are trying to remain straight-faced amidst plastic baby-doll toys. Through this, Jamison is suggesting
that her line of work, and perhaps even general human conversations are nothing more than an immature,
fabricated game.

6. Before the students leave, instruct them to turn in their notecards to their designated bin. For Homework, explain
that they should independently read the entire story over the weekend and to complete their annotations for word-
choice, specifically concerning her perception of empathy. Explain that they will just be expected to read for
understanding and to annotate their texts, but to try to start thinking about potential patterns.

Day 2

What is your ESSENTIAL QUESTION for the day?

How can we apply our close-reading skills through the lens of word-choice
to enhance our understanding of a texts tone and purpose

How might we define and interpret empathy and what it means to practice
it with others?

What are your TARGET STANDARDS for the day?

ELA.11.7 will be addressed: Determine the meaning of words and phrases as they are used in
the literary text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

ELA.11.12 will be addressed: Determine an authors point of view or purpose in an

informational text in which the rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text.

What do you want your students to be able to know/do at the end of the
day?

Students will complete a SOAPSTONE rhetorical analysis chart on Empathy Exams

Students will practice identifying and interpreting the significance of diction within
the context of a literary text

Students will collaboratively construct paragraphs synthesizing their close-reading

analysis of an assigned passage from the text. Students will use strong verbs,
content-specific language, and connect their analysis of word-choice to the higher
themes of the text.

How will you assess their learning?

 Reviewing and discussing exit slip sentences from last class

SOAPSTONE charts

Collaborative synthesis paragraphs

What resources will you need?

Student notebooks

Copies of the text Empathy Exams

Writing Utensils

Smart Board

Hook/ Introduction to the Lesson

1. In the first 15 minutes of class, instruct students to take out their annotated text that they were to complete for
homework. Give homework points to students who have clearly followed the color-coding protocol while annotating
for diction. As you walk around the room to check the homework, have the students complete a brief admission
ticket slip with the following short-answer prompt: How did annotating the text using this protocol influence your
reading experience? Ask students to share any issues/frustrations/benefits/positive experiences with the process.
Challenge students to reflect on why it helped/didnt help

2. Display the collaborative paragraph that we constructed last class and review the ideas that we covered in the class
discussion. Encourage students to copy this paragraph down in their notebooks under their writing workshop tab so
that they will be able to use it as a reference in the future. If there were any particularly impressive exit tickets from
last class, anonymously display these as well.

3. Pass out SOAPSTONE charts and review the meaning of all of the boxes (speaker, occasion, audience, purpose,
subject, tone) review what they should be looking for when it comes to filling out each box and again emphasize
that we are going to be focusing on purpose and tone. Allow the students 15 minutes to fill out the chart with a
partner. Encourage them to refer back to their notes and focus on the authors attitude towards empathy. Prompt
students to consider whether her perception of it changed over the text? Cite textual evidence to support each detail.
After the time is up, explain that we are going to be practicing more close-reading strategies in order to enhance our
understanding and that we will be revisiting the SOAPSTONE charts and reviewing them as a class later.

Lesson Procedure/ Practice

1. For the next 25 minutes, perform a close-reading, annotation, and discussion as a class. Using the projector,
display the last paragraph of the narrative on pg. 18. Explain that we are going to do a close reading of this
specific paragraph as a class. Read the paragraph aloud and ask for volunteers to come to the board to
highlight/circle the diction that they found. Summarize what the students are finding and prompt them to
identify any patterns that might be arising. Additionally point out and discus figurative language and
rhetorical devices (accessing prior knowledge) and expand on/prompt students to interpret their significance.
Slowly guide students towards noticing the contrast between the cold, mechanical diction and the bright,
natural diction she is using to characterize empathy. What is the effect of this juxtaposition? What is she
trying to say? Add to the SOAPSTONE as ideas arise, instruct students to copy down responses on their own
sheets.

After discussing the passage in depth, display the following example of a synthesis paragraph:

When analyzing the storys discussion of how humans express empathy to one
another, I noticed that much of the authors diction creates a mechanistic, robot-
like impression in the readers minds. For example, she consistently brings up
ideas concerning human behavior like going through the motions, rote actions,
synaptic responses to stimuli (which may be defined as both electrical energy
or a brief current), and hollow caring. This diction, as juxtaposed with words of
agency and life such as birth, choice, attention, dancing, effort, labor,
and waking up serve to bring a common misconception to light. She argues that
though the idea of going through the motions is often times equated with being
disengenuine or disengaged, that it can also be an extremely selfless act. Being
aware of our own emotions and actively making the decision to pay attention to
something outside of ourselves despite our changing moods is something that
should not be discounted. Sometimes you truly do have to be a robot or fake it
till you make it, because we are not always going to feel in the moment, but we
can still (try to) choose to act as if we were for the sake of other individuals. Gaining
an awareness of the fact that genuine is not always equated with unwilled can
result in a birth of real, human connection. The author additionally draws a
parallel between going through the motions and dancing. This suggests that in
any relationship, the effort must be two-sided but might necessitate that we take
turns in lifting each other up. It also suggests that though this results in a form of
beauty, that it is something that is tiring (physically and mentally), something that
is difficult that we must slowly and patiently learn to master. When referring to
acting automatically based on our own inclinations, she uses diction which depicts
humans as childish and selfish. Rather than being genuine in acting on our attitudes
and feelings that come naturally, she equates us as undisciplined children who are
indulgent, fragile, and ultimately self-serving when we try to express empathy
through imagining ourselves so far into anothers pain instead of remaining true
to ourselves and allowing them to truly be heard.

Closure/ Wrap Up

Break students up into groups of 3 or 4 based on mixed-ability levels. Assign each group with a specific passage
from the text. Instruct the students to discuss their thoughts and annotations of their assigned paragraphs in their
groups, using their homework and SOAPSTONE as a reference. Instruct the students to read their passage again
through the lens of word-choice and to collaboratively construct a paragraph which synthesizes the impact of the
 word choice on the authors message. On the board display guiding questions: How does it inform our
understanding of how Jamison perceives empathy? How do the patterns in word-choice speak to her purpose and
effect the readers perception of empathy? Encourage students to refer back to their tone words sheet, their frames
for word-choice templates, and their introducing what an author says sheets when constructing their paragraphs.
Remind them to include the context in their introductory sentence (introduce the author/title/subject)

Allow students the last 30 minutes of the class period to work on their paragraphs. If they do not finish, encourage
them to make arrangements to do it for homework because they will be presenting their analyses In front of the class
next block.

Day 3

What is your ESSENTIAL QUESTION for the day?

How can we apply our close-reading skills through the lens of word-choice to
enhance our understanding of a texts tone and purpose
How can we use our understanding of rhetorical devices in order to synthesize our
interpretations of a text into a well-written rhetorical analysis
What does it mean to practice empathy in the ways that we approach our
relationships with others?
How does Point of View influence the ways in which we tell and interpret stories?

What are your TARGET STANDARDS for the day?

ELA.11.7 will be addressed: Determine the meaning of words and phrases as they are used in
the literary text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

ELA.11.12 will be addressed: Determine an authors point of view or purpose in an

informational text in which the rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text.

What do you want your students to be able to know/do at the end of

the day?

Students will collaboratively construct paragraphs synthesizing their close-

reading analysis of an assigned passage from the text. Students will use
 strong verbs, content-specific language, and connect their analysis of word-
choice to the higher themes of the text.

How will you assess their learning?

Collaborative synthesis paragraphs

What resources will you need?

Student notebooks

Copies of the text Empathy Exams

Writing Utensils

Notecards

Smart Board

Hook/ Introduction to the Lesson

Remind the class that they will each be presenting their rhetorical analysis paragraphs. Explain that each group will
have 5-7 minutes to summarize/walk the class through their passage and to read their passage aloud. The members
of the audience will be required to think of one question to pose to each presenting group concerning word-
choice/rhetorical techniques/major themes of their particular passage. Ask for volunteers to go first. If nobody
volunteers, call on a group at random.
After each group presents, offer verbal feedback and call on students to pose their questions to the group. This
should take about an hour of the class period.

Lesson Procedure/ Practice

After everyone has gone, have them complete an exit-ticket style prompt in which they respond to the
following question in a short-answer format: How did working with a group influence your interpretation of your
groups passage? Reflect on your experience. Was it helpful? Did it expose you to other perspectives that you hadnt
seen before? How did it influence your writing process? Explain that students can answer these in a bullet-point
format. Allow them 3-5 minutes to respond and then collect their responses. Encourage them to share their thoughts
on the experience/how it could be improved/whether they found it to be personally beneficial to see other groups
presentations as well
Explain that another important aspect of word-choice that we should get into the habit of taking into consideration is
the point of view that speakers are using when addressing their audience/telling a story. I.E what kind of pronouns is
the speaker using? Instruct students to take out their journals and display the following prompt on the board: Tell
me a true Story Allow students about 12 minutes to write. Periodically announce how much time they have left so
that they will know when to start concluding their story.
 Closure/ Wrap Up

After the end of the 12 minutes, call on a student to share their story. After they tell it, emphasize the pronouns that
they used because they were speaking from personal experience. Review what types of texts are told from this POV.
Call on another student to tell the first students story TO the first student. (2nd person) emphasize the effect of you
you you when would a speaker speak to the audience in second person?
Call on another student to tell the first students story to the rest of the class (third person) he/she/they,etc. Discuss
what stories are typically told in third person and its possible impact.
If there is time remaining, allow more students to share their stories
Explain that we are going to be working with texts later this week where the POV will be extremely important and
will sometimes change throughout the course of the text. Prompt the students to consider what POV might have to
do with empathy. Discuss possible connections and explain that we will be starting a new text next class.

Day 5

What is your ESSENTIAL QUESTION for the day?

How can we apply our close-reading skills through the lens of word-choice to
enhance our understanding of a texts tone and purpose
How can we apply our understanding of rhetorical devices in our interpretation of
the fictional literary text, Flight using the lens of post-colonial literary theory
How can we gain an understanding of Sherman Alexies attitude towards empathy
through analyzing the thoughts, feelings, and actions of his main character while
citing textual evidence?
How does Point of View influence the ways in which we tell and interpret stories?

What are your TARGET STANDARDS for the day?

ELA.11.7 will be addressed: Determine the meaning of words and phrases as they are used in
the literary text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

ELA.11.12 will be addressed: Determine an authors point of view or purpose in an

informational text in which the rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text.
What do you want your students to be able to know/do at the end of
the day?

Students will develop a deeper understanding of the significance of the word-choice,

structure, and text-evidence presented throughout Flight and how it enhances our
understanding of empathy and the impact of westernization on Native identity
Students will compare and contrast the characters Zits and Justice and consider how
our understanding of their relationship influences our interpretation of the text as a
whole
 How will you assess their learning?

Class discussion of homework/characterization of Zits

Venn Diagram Journal activity

What resources will you need?

Copies of Sherman Alexies Flight

Writing Utensils

Quote Journal packets

Student Journals

Smart Board

Hook/ Introduction to the Lesson

For the first 10 minutes of class, instruct the students to take out their homework. Walk around the room and
check to see if students completed all three of the required quote journal entries and give them credit. As you
walk around the room, lead a class discussion summarizing what they thought of the weekends reading and
their initial impressions of the story and Sherman Alexies writing style.
Take 15 minutes and have the students volunteer to share what they included in their quote journals. As the
students share their responses, project a quote journal chart on the board and fill it out based on student-
generated responses. Be sure to expand wherever necessary and to focus the final column which requires a
connection to the texts themes/post-colonialism/empathy. Provide three models so that students have a firmer
idea of their expectations for the assignment

Lesson Procedure/ Practice

Instruct students to take out their journals and display a venn diagram on the board labeled with the names
Zits and Justice explain to students that they will have 15 minutes to compare and contrast the characters. Ask
students what type of characteristics they think they should be looking for ex: physical characteristics, attitudes,
perceptions of themselves, perceptions of each other, goals, how they got their names. Explain that students must
cite textual evidence for each of the traits that they include on their diagram.
Allow students 15 minutes to fill out their charts and encourage them to reference their texts and their quote
journals.
After the allotted time, display a blank diagram on the board and invite students to come to the board to write what
they included on their charts. Once the majority of the chart is filled, model transferring the information over to the
quote journal format. Challenge students to consider how their contrasting personalities/appearances/stories speaks
to the questions brought up through post-colonialism. what is Sherman Alexie trying to say through contrasting
these two characters? in order to fill the last column. Model for the class how to take the information included in a
quote journal and synthesize it into a paragraph (still student-generated, write it as a class)
have the students take their own quote journals and synthesize it all into a paragraph describing the ways in which
Alexies characterization of Zits serves to enhance our understanding of some of the novels larger
themes/arguments. Explain that they will have 15 minutes to work on this activity and walk around and assist
students as needed
Read Chapter four of the novel. Throughout the reading engage students in a discussion of what Sherman Alexie is
trying to say about empathy/prejudice/responsibility through literally placing zits into the shoes of people who he
hates and who hate him. How does Zits feel about the crime he committed? How does Zits describe himself? How
does this contrast with how he feels about being in Hanks body? Note the increasing blending of POV pronouns.
 How does this relate to empathy as well?

Closure/ Wrap Up

In the last 10 minutes of class, display the following quote from the story on the board Do evil people know theyre
evil? Or do they just think theyre doing the right thing?. In a think-pair-share format, have the students discuss the
question: What does this thought show us about Zits changing understanding of people? How could this quote be
applied to the Red Jacket passage?
For homework, assign students with reading chapters 5 and 6 of the novel and instruct them to complete 5 journal
entries. This time, they do not have to be specifically focused on Zits.
Pass out a slip of paper with the following guiding questions:
1. How do other characters in this chapter talk about Native Americans?
2. What does Zits learn about himself and other people in these chapters?
3. What is Zits perception of good and evil? Has it changed throughout these chapters?
4. THINK ABOUT THE IMPACT OF RHETORICAL QUESTIONS, POV, PARALLEL STRUCTURE, PATHOS in
these chapters!