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ENG 398

Final Project: Teaching Unit


100 points
Stearns Winter 2017: Adapted from Understanding by Design Template 2.1 - Grant Wiggins & Jay McTighe 2011

Designed by: Jessica Rabine Length of Unit: 2 weeks

Subject/Content/Texts to be Read: Grade Level:

Focusing on shame, poverty, and domestic violence in the book English 12


There are no Children Here.

Unit Overview

I want my students to read a story that is based off true life events and that will change their perspectives about certain things. I truly feel
that this book will do that. Over the course of two weeks, almost every day will consist of a short lesson on issues presented in the novel
and a few students a day doing close readings of assigned passages from the novel. The close readings will be performed out loud in front
of the class and everyone else listening will take notes and ask questions on events and issues that they have trouble with. The second
week of the lesson will include other activities that will ignite understandings and interests about the book.
ENG 398
Final Project: Teaching Unit
100 points
Stage 1 Desired Results
Common Core State Standards met:

Determine two or more themes or The overarching theme/big ideas that will ground the unit. This will include the texts (novels,
central ideas of a text and analyze their short stories, poems, informational texts, etc.) you will be using, and the theme you will use to
development over the course of the text, connect the texts:
including how they interact and build on
one another to produce a complex Big Idea: Where you come from should not determine who you are meant to be. All children can
account; provide an objective summary be successful if given the chance.
of the text.
Themes: Shame, Poverty, Racism, and Domestic violence.
Analyze the impact of the author's
Texts:
choices regarding how to develop and
relate elements of a story or drama (e.g., There are no Children Here by Alex Kotlowitz
where a story is set, how the action is Video Clip from Freedom Writers Diary
ordered, how the characters are Newspaper article on gang violence in Chicago from the New York Times in 1991.
introduced and developed).
Essential Questions:
Analyze a complex set of ideas or
sequence of events and explain how 1. Do you feel like any characters are shameful for your actions?
specific individuals, ideas, or events 2. This novel is a true story. Why do you think Alex Kotlowitz chose to focus on this family?
interact and develop over the course of 3. Why do you think Alex Kotlowitz titled his book, There are no Children Here?
the text. 4. Do you think that a childs environment predicts their future?
5. Can all children be successful if given the chance?
Determine an author's point of view or 6. What are the major differences/similarities between Freedom Writers and There are no
purpose in a text in which the rhetoric is Children Here?
particularly effective, analyzing how 7. Why do you think LaJoe never moved her family out of the Henry Horner Homes?
ENG 398
Final Project: Teaching Unit
100 points
style and content contribute to the Unit Rationale
power, persuasiveness or beauty of the
text. I feel this is of value for my students to learn because it is a challenging novel that will make them
question how they think about certain people. We are living in a time where racism is always on
By the end of grade 12, read and the news in some form and I feel like this novel will help them all approach a subject that is often
comprehend literary nonfiction avoided. I think this novel will also help them be more appreciative about the people and
students around them who may live in poverty or may have grown up in a culture that is different
Analyze and evaluate the effectiveness of from their own.
the structure an author uses in his or her
exposition or argument, including I want the students to do a close reading aloud in class because I want them to show myself and
whether the structure makes points the other students that they put effort in the novel and they want everyone else to understand
clear, convincing, and engaging. that section of the book as well. I want them to close read because I want them to start class
discussions over what they found out while reading the novel. The other activities that I included
Integrate and evaluate multiple sources for the second week will include other mediums that will make the students think more critically
of information presented in different about the novel.
media or formats (e.g., visually,
quantitatively) as well as in words in Works Cited:
order to address a question or solve a
problem. Freedom Writers (film)
There are no Children Here novel by Alex Kotlowitz
Cite strong and thorough textual This Newspaper Article: http://www.nytimes.com/1991/09/24/us/crack-hits-chicago-
evidence to support analysis of what the along-with-a-wave-of-killing.html
text says explicitly as well as inferences http://school-stories.org/2014/04/a-generation-later-there-are-no-children-here-
drawn from the text, including resonates/ This website offers updates on the characters from the book. I wanted to do
determining where the text leaves an update section at the end of my unit.
matters uncertain.

Stage II
Calendar: Outline of lessons, goals, & activities
ENG 398
Final Project: Teaching Unit
100 points
Day Lesson Name Goal/Objective Activities Assessment

1 Introduction to Close Readings Students will be able to Close read an excerpt from a Formative Assessment:
determine ideas of a familiar source so that the Students will have a
central text as well as be students can do the same for worksheet with the
able to Cite strong and the novel. excerpt read in class and
thorough textual evidence will graded on how well
to support analysis of they were able to describe
what the text says specific details of the
explicitly as well as passages. This assessment
inferences drawn from will show me that they
the text can site textual evidence
to support their analysis. I
want them to show me
that they will be able to
do this for the rest of the
book.

2 Beginning to There are No Students will be able to Close Readings of early Students will turn in
Children Here analyze the impact of the passages from the novel. handout with their
author's choices as well Group Discussion (Socratic annotated passages to
as analyze a complex set circle) about a hooking show their understanding
of ideas or sequence of question. of authors choices of the
events and explain how ideas and explain specific
specific individuals, ideas, details.
or events interact and
develop over the course
of the text.

3 Close Readings Group 1 Students will be able to Students pre-chosen will Students will receive
analyze a complex set of present their close readings credit for actively
ideas or sequence of and what they could participating in their
events and explain how comprehend out of it and will classmates presentation
ENG 398
Final Project: Teaching Unit
100 points
specific individuals, ideas, answer questions that other as well as correctly filling
or events interact and students have for that section. out the evaluation forms.
develop over the course Other students will evaluate The students who are
of the text. Determine an the student presenting. presenting throughout
author's point of view or these days will be graded
purpose in a text in which by me using the same
the rhetoric is particularly rubric. The students must
effective, analyzing how show me through their
style and content close readings that they
contribute to the power, are determining the
persuasiveness or beauty authors point of view as
of the text. well as explaining how
characters and events are
developing over the
course of the text.

4 Close Readings Group 2 Students will be able to Students pre-chosen will Students will receive
analyze a complex set of present their close readings credit for actively
ideas or sequence of and what they could participating in their
events and explain how comprehend out of it and will classmates presentation
specific individuals, ideas, answer questions that other as well as correctly filling
or events interact and students have for that section. out the evaluation forms.
develop over the course Other students will evaluate The students who are
of the text. Determine an the student presenting. presenting throughout
author's point of view or these days will be graded
purpose in a text in which by me using the same
the rhetoric is particularly rubric. The students must
effective, analyzing how show me through their
style and content close readings that they
contribute to the power, are determining the
persuasiveness or beauty authors point of view as
of the text. well as explaining how
characters and events are
ENG 398
Final Project: Teaching Unit
100 points
developing over the
course of the text.

5 Close Readings Group 3 Students will be able to Students pre-chosen will Students will receive
analyze a complex set of present their close readings credit for actively
ideas or sequence of and what they could participating in their
events and explain how comprehend out of it and will classmates presentation
specific individuals, ideas, answer questions that other as well as correctly filling
or events interact and students have for that section. out the evaluation forms.
develop over the course Other students will evaluate The students who are
of the text. Determine an the student presenting. presenting throughout
author's point of view or these days will be graded
purpose in a text in which by me using the same
the rhetoric is particularly rubric. The students must
effective, analyzing how show me through their
style and content close readings that they
contribute to the power, are determining the
persuasiveness or beauty authors point of view as
of the text. well as explaining how
characters and events are
developing over the
course of the text.

6 Freedom Writers in relation to Students will be able to Students in a Socratic circle KWL/RAFT write: Both of
There are No Children Here determine ideas of a will discuss the same hooking these assessments will
central text. Integrate and question from Day 2 and show me that the students
evaluate multiple sources discuss if their opinions have understand the central
of information presented changed based upon clip from ideas of the texts.
in different media or Freedom Writers. KWL will Incorporating the video
formats. also be done in class to show clip on their worksheets
what the students have will show me that they
learned. understand how to
integrate and evaluate
ENG 398
Final Project: Teaching Unit
100 points
multiple sources of
information presented in
different media or
formats.

7 Timeline of violence in the novel. Students will be able to Students will make a timeline Students will be graded
analyze a complex set of of the event in the novel thus on said timeline and will
ideas or sequence of far and will have to explain be given credit based on
events and explain how why they chose those events how they explained the
specific individuals, ideas, events they chose. I want
or events interact and them to show me that
develop over the course they understand complex
of the text. As well as cite set of ideas and the
strong and thorough impact of the sequence of
textual evidence to events that have
support analysis of what developed over the text.
the text says explicitly as
well as inferences drawn
from the text, including
determining where the
text leaves matters
uncertain.

8 Newspaper Article! Students will be able to Students will use a newspaper Students will be assessed
analyze a complex set of article to help guide them for of their understanding of
ideas or sequence of making their own article the events and ideas from
events and explain how about one of the events in the the story through their
specific individuals, ideas, novel. newspaper article. I want
or events interact and them to show me that
develop over the course they understand complex
of the text. Students will set of ideas and the
also be able to integrate impact of the sequence of
and evaluate multiple events that have
ENG 398
Final Project: Teaching Unit
100 points
sources of information developed over the text. I
presented in different also want them to show
media or formats me that can work based
off of multiple forms of
media.

9 What have we learned? Students will be able to Students will name the titles Students will be assessed
determine an author's of the chapters based on their based upon how they
point of view or purpose knowledge of the chapter. named their chapters and
in a text in which the why they named it that. I
rhetoric is particularly want the students to show
effective, analyzing how me that through their
style and content understanding of the
contribute to the power, events in the book that
persuasiveness or beauty they could name the
of the text. chapters properly.

10 Conclusion: Where are they now? By the end of grade 12 Socratic Circle discussing the Students will begin to
students will be able to Question; Why do you think write a brief reflection on
read and comprehend Kotlowitz named the novel what the novel/film has
literary nonfiction as well There are no Children Here? taught them. Due the next
as analyze the impact of They will also answer the week. Formative
the author's choices. question: Can all children be assessment is through the
Students will also be able successful if given the discussion. I want them to
to integrate and evaluate chance? show me the impact the
multiple sources of story has had on them and
information presented in that they can comprehend
different media or this example of literary
formats (e.g., visually, nonfiction.
quantitatively) as well as
in words in order to
address a question or
solve a problem and cite
ENG 398
Final Project: Teaching Unit
100 points
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.

Daily Plans

Title of todays lesson: Introduction to close readings and critical thinking. Day 1

Overview: Today I plan on conducting an activity that will help the students practice for the close readings that will occur
throughout the entire unit.

Learning Objectives:

Students will be able to 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.
Students will be able to analyze the impact of the author's choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Anticipated student conceptions or challenges to understanding: I do expect that the students may have some difficulties
ENG 398
Final Project: Teaching Unit
100 points
seeing immediate clues or points of view that the author is trying to get across.

Materials/Sources:

Lecture for the todays class: https://docs.google.com/presentation/d/1Bq7HsWK0OpTBr2-ssKEYw2z-


xsPPk761_SmcGZDKbis/edit#slide=id.g206c5277b1_0_20
Handout with these passages from the lecture:
Your mother died to save you. If there is one thing Voldemort cannot understand, it is love. He didn't realize that love
as powerful as your mother's for you leaves its own mark. Not a scar, no visible sign...to have been loved so deeply,
even though the person who loved us is gone, will give us some protection forever. It is in your very skin.
Knew! Of course we knew! How could you not be, my dratted sister being what she was? Oh, she got a letter just like
that and disappeared off to that--that school--and came home every vacation with her pockets full of frog spawn,
turning teacups into rats. I was the only one who saw her for what she really was--a freak!
Writing utensils
Computer lab/laptops

Step One: Today we are going to try close readings so that you can conduct your own while you read the novel. It is
important to learn how to think critically and point out key points in a story because it will help you when reading any
material throughout college and in your professional life.

Act 1. Demonstrate a close reading for the class using a familiar story. (15 minutes)
Act 2. Have the class break up in groups and have them try their own close readings with another familiar
source. (Using a computer lab or laptops if they are available) (15 minutes)
Act 3. Come back together as a class and have each group explain what details they found out from the close
readings and why they thought those details were important. (20 minutes)
Last Step: Now that we have conducted our own close readings, for homework tonight try close readings of
your own using the first five chapters in There are no Children Here. Tomorrow we will begin to talk about
ENG 398
Final Project: Teaching Unit
100 points
the novel and my expectations for the rest of the unit (5 minutes)

Assessment: Formative Assessment: Students will turn in the annotated passage they found and will be graded based on their
quality of annotated quotes so I can see that they understand the purpose of close readings.

Title of todays lesson: Introduction to There are no Children Here. (Day 2)

Overview: Today I plan on lecturing on the introduction of the novel and then modeling my own close reading from the beginning. I will
spend the rest of class going over the students own close readings together as a class so that they can learn from each other. I will then
assign sections for the novel to each student and the days that they will present their sections to the class.

Learning Objectives:

Students will be able to 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.
Students will be able determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing
how style and content contribute to the power, persuasiveness or beauty of the text.

Anticipated student conceptions or challenges to understanding: I do expect that the students may have some difficulties seeing
immediate clues or points of view that the author is trying to get across.

Materials/Sources:

Lecture for todays class:


https://docs.google.com/presentation/d/1yl1u26Xumb3wvSEWKm4hlu2ozQp2HwMIVcW5PW_6cjw/edit#slide=id.g204d8d41da_0
_61
The handout/passages I will give the students:
Directions: Take a moment to read these passages from There are no Children Here and answer the questions in small groups. You
ENG 398
Final Project: Teaching Unit
100 points
will present your findings to the class.

Nothing here, the children would tell you, was as it should be. Lafayette and Pharoah lived at 1920 West Washington BLVD, even though
their high-rise sat on Lake Street. Their building had no enclosed lobby; a dark tunnel cut through the middle of the building, and the wind
and strangers passed freely along it. Those tenants who receive public aid had their checks sent to the local currency exchange, since the
buildings first floor mailboxes had all been broken into.

Lafayettes summer opened the way it would close, with gunshots. For Lafayette and Pharoah, these few months were to be a rickety
bridge to adolescence.

The second bathroom housed the familys only bathtub. There was no shower, a luxury that children had never experienced.

What do these quotes tell us about the setting of the story?


What can we say the environment is like for the Rivers family?

Lajoe said she learned of Pauls philandering when she was in the hospital. She was admiring day-old Terrance through the glass when a
women came along and pointed at her new arrival. Whos the father? LaJoe asked. Paul Rivers, the women responded...she never quite
forgave Paul (In years later, La Joe, not able to turn away anyone, became like a second mother to Ivan, Pauls son by the other women.

Using evidence from the quote above..


What does this situation say about the character traits of Lafayette and Pharaohs parents LaJoe and Paul?
Writing utensils

Step One: Today we are going to discuss the introduction to the novel including the setting and the main characters. I will also explain the
assignments for the rest of the unit.

Act 1. Show students my Google Slides presentation on the introduction to the novel as well as the characters and setting. My slides
lecture also includes a hooking question that will prepare the students for the novel. (10 minutes)
Act 2. Show the class my own close reading from the beginning of the novel and explain the details I found and why I chose these
particular passages. (10 minutes)
Act 3. Have the students present their own findings and explain why they found those details interesting. (20 minutes)
Act 4. Explain the close reading assignments for the rest of the unit and assign days and sections of the novel that the students
ENG 398
Final Project: Teaching Unit
100 points
oversee. (10 minutes)

Last Step: Now that we have a decent grasp on what to expect from this novel. I want you all to begin reading the novel up until chapter
10. You can go further if you please. Tomorrow we will begin the first group of close reading presentations. My plan is that for the three
days we will cover chapters 5-10, chapters 10-15, and chapter 15-20, within the next three days

Assessment: Formative assessment for the day was turning in the handout to show me their annotated which will show me if they
understand the characters and setting. For Homework the students who were assigned the first section of the book (Chapters 5-10) will
prepare their close readings for their presentations tomorrow. The rest of the students will also read the first section of the novel. I know that
they will have read it depending on who asks questions and participates in the other students presentations tomorrow.

Title of todays lesson: Close Readings. (Days 3)

Overview: These days will consist of the students presenting their close readings from their assigned sections. The other students will
critique the presenter and evaluate them based on the rubric I will provide to them.

Learning Objectives:

Students will be able to 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.
Students will be to analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g.,
where a story is set, how the action is ordered, how the characters are introduced and developed).
Students will be able to 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.
Students will be able determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing
how style and content contribute to the power, persuasiveness or beauty of the text.

Anticipated student conceptions or challenges to understanding: I do expect that the students may have some difficulties seeing
immediate clues or points of view that the author is trying to get across.
ENG 398
Final Project: Teaching Unit
100 points
Materials/Sources:

Just using the novel for today along with a rubric that the other students will evaluate the presenter with.

Rubric:

Category 4 3 2 1

Preparedness Student is completely Student seems pretty The student is somewhat Student does not seem
prepared and has prepared but might have prepared, but it is clear at all prepared to
obviously rehearsed. needed a couple more that rehearsal was present.
rehearsals. lacking.

Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or can
distinctly all (100-95%) distinctly all (100-95%) distinctly most (94- not be understood OR
the time, and the time, but 85%) of the time. mispronounces more
mispronounces no mispronounces one Mispronounces no more than one word
words. word. than one word.

Comprehension Student is able to Student is able to Student is able to Student is unable to


accurately answer accurately answer most accurately answer a few accurately answer
almost all questions questions posed by questions posed by questions posed by
posed by classmates classmates about the classmates about the classmates about the
about the topic. topic. topic. topic

RAFT write with this prompt:

Now That we have read the first 10 chapters of There are no Children Here, please compose a RAFT write. The purpose of this
assignment is to gather your thoughts about the Rivers family living situation and overall violence in the novel. This is for me to know
ENG 398
Final Project: Teaching Unit
100 points
that you understand the setting and characters of the novel.

Directions: Compose a RAFT write using the following criteria

Role: Lafayette or Pharoah. Other members of the Rivers family are acceptable.

Audience: Family out of town, Friend from a different neighborhood, Teacher, etc

Format: Letter, school assignment, any format relatable to the story.

Topic: Whatever you feel is relatable with the book. Could be about the gang violence, quality of home they live in, neighbors, death of a
friend, etc...

Writing Utensils

Step One (introduction to class - what you will say to students): Today we are going to begin close readings with 10 students each day for
the next three days. But first I would like us to discuss this question: Do you feel like any characters are shameful for their actions?

Act 1. Have the students explain their answers. (5-10 minutes)


Act 2. Explain the contents of the rubric being used for the student evaluations. (5 minutes, maybe more if they students have
questions)
Act 3. Students assigned close readings will present them one by one. (30 minutes)
Act 4. After the student is done the other students will ask questions if they have them. (10 minutes)
Act 4. Repeat Acts 3 and 4 until all the students for the day have presented.

Last Step: Now that we have done with the close readings for the first part of the novel, the next few days we are going to do some
activities so we can fully grasp the novel. I expect that you will continue to read the novel because these next activities will work out if you
do not read the novel. For tomorrow please keep the question from three days ago in mind and that was Do you believe that a childs
environment predicts their future? For Homework tonight to help guide your reading I would like you to compose a RAFT write on behalf
of Lafayette or Pharaoh. Here is the handout with the directions you have the whole weekend to work on it.

Assessment: Formative assessment of the day includes the peer evaluations turned in. Students who presented will be graded formatively
ENG 398
Final Project: Teaching Unit
100 points
by me using the same rubric.

Title of todays lesson: Close Readings. (Day 4)

Learning Objectives:

Students will be able to 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.
Students will be to analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Students will be able to 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.
Students will be able determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Anticipated student conceptions or challenges to understanding: I do expect that the students may have some difficulties seeing
immediate clues or points of view that the author is trying to get across.

Materials/Sources:

Just using the novel for today along with a rubric that the other students will evaluate the presenter with.
Rubric (listed above in Day 3)
Handout with the directions for the RAFT write (Listed above in Day 3)
Writing Utensils

Step One: Today we are going to begin close readings with 10 students each day for the next three days. But first I would like us to
discuss this question: Do you feel like any characters are shameful for their actions?

Act 1. Have the students explain their answers. (5-10 minutes)


Act 2. Explain the contents of the rubric being used for the student evaluations. (5 minutes, maybe more if they students have
questions)
Act 3. Students assigned close readings will present them one by one. (30 minutes)
ENG 398
Final Project: Teaching Unit
100 points
Act 4. After the student is done the other students will ask questions if they have them. (10 minutes)
Act 5. Repeat Acts 3 and 4 until all the students for the day have presented.

Last Step: Now that we have done with the close readings for the first part of the novel, the next few days we are going to do some
activities so we can fully grasp the novel. I expect that you will continue to read the novel because these next activities will work out if
you do not read the novel. For tomorrow please keep the question from three days ago in mind and that was Do you believe that a childs
environment predicts their future? For Homework tonight to help guide your reading I would like you to compose a RAFT write on
behalf of Lafayette or Pharaoh. Here is the handout with the directions you have the whole weekend to work on it.

Assessment: Formative assessment of the day includes the peer evaluations turned in. Students who presented will be graded formatively
by me using the same rubric.

Title of todays lesson: Close Readings. (Day 5)

Learning Objectives:

Students will be able to 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.
Students will be to analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Students will be able to 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.
Students will be able determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Anticipated student conceptions or challenges to understanding: I do expect that the students may have some difficulties seeing
immediate clues or points of view that the author is trying to get across.

Materials/Sources:
Just using the novel for today along with a rubric that the other students will evaluate the presenter with.
Rubric (listed above in Day 3)
Handout with the directions for the RAFT write (Listed above in Day 3)
ENG 398
Final Project: Teaching Unit
100 points
Writing Utensils

Step One: Today we are going to begin close readings with 10 students each day for the next three days. But first I would like us to
discuss this question: Do you feel like any characters are shameful for their actions?

Act 1. Have the students explain their answers. (5-10 minutes)


Act 2. Explain the contents of the rubric being used for the student evaluations. (5 minutes, maybe more if they students have
questions)
Act 3. Students assigned close readings will present them one by one. (30 minutes)
Act 4. After the student is done the other students will ask questions if they have them. (10 minutes)
Act 5. Repeat Acts 3 and 4 until all the students for the day have presented.

Last Step: Now that we have done with the close readings for the first part of the novel, the next few days we are going to do some
activities so we can fully grasp the novel. I expect that you will continue to read the novel because these next activities will work out if
you do not read the novel. For tomorrow please keep the question from three days ago in mind and that was Do you believe that a
childs environment predicts their future? For Homework tonight to help guide your reading I would like you to compose a RAFT
write on behalf of Lafayette or Pharaoh. Here is the handout with the directions you have the whole weekend to work on it.

Assessment: Formative assessment of the day includes the peer evaluations turned in. Students who presented will be graded
formatively by me using the same rubric.

Title of todays lesson: Freedom Writers in relation to There are no Children Here. (Day 6)

Overview: Today we are going to focus on the same topic but with a different text. The Freedom Writers Diary is a novel written by Erin
Gruwell and her students at the time.

Learning Objectives:

Students 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.
Students will be able to integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
ENG 398
Final Project: Teaching Unit
100 points
Students will be able to 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.
Students will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Anticipated student conceptions or challenges to understanding: I do expect that the students may have some difficulties seeing
differences between the two texts. I also am considering the effect that asking the same question from Day 2 may not generate any new
opinions.

Materials/Sources:

Lecture for todays class:


https://docs.google.com/presentation/d/18LrciP__loQSGbwKK41Ji8kBxaKAMViEG0DNVkNGJGI/edit#slide=id.g206d42e82d_0_
62
Handout with the KWL (Chart and directions are listed below)
Writing Utensils

Step One (introduction to class - what you will say to students): Today we are going to discuss the introduction to Freedom Writers and
see if the video clip I will show you has any similarities/differences to There are no Children Here. We are also going to do a KWL in class
to show me any information you have learned and what you would like to know in the future. I also would like you all to turn in your RAFT
writes now.

Act 1. Show students my Google Slides presentation on the plot and themes of Freedom Writers. (10 minutes)
Act 2. During the lecture I will have the students watch a video clip from the film. (10 minutes)
Act 3. After watching the clip and concluding the lecture portion, I will ask the students the same question from day 2. Do you
believe a childs environment determines their future? And let them discuss. Students must conduct this discussion in a Socratic
circle so that they can easily bounce ideas off of another and improve their communication.(20 minutes)
Act 4: Distribute the KWL handout and have the students complete for the rest of class (15 minutes)

Last Step: Now that we have looked into a different text with similar concepts. Please continue to read the novel because tomorrow we will
put our knowledge of gang violence in the book out on paper. I am expecting that you will be completing the novel within the next day or
ENG 398
Final Project: Teaching Unit
100 points
two. Remember to focus on five chapters a day.

Assessment: Formative assessment for the day the students will turn in the KWL.

Directions for KWL: Please take this opportunity to complete the chart and tell me what you knew prior to this unit, what you have learned
and what you would like to learn more about in the future.

What I know What do I want to know What have I learned

Title of todays lesson: Timeline of violence in the novel. (Day 7)

Overview: Now that the students are almost done with the book and have looked into another text on the same subject, they are going to
complete a timeline based on the violent events of the novel.

Learning Objectives:

Students will be able to 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.
Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
ENG 398
Final Project: Teaching Unit
100 points
inferences drawn from the text, including determining where the text leaves matters uncertain.

Anticipated student conceptions or challenges to understanding: I expect that the students may have difficulties describing the events of
the novel in full detail.

Materials/Sources:

Handout with this prompt:

Take the rest of the class time to make a timeline of the gang related event of the novel. Use full details of who was killed, by whom
etc.. You can draw it and decorate it however you like. Please use your book to look back at events as you wish. This is an individual
assignment but you may consult with your classmates.

Paper
Markers/crayons/colored pencils
Novel itself to help guide them

Step One: Now that we have discussed the majority of the novel and have looked into another text with the same subject, lets put our
knowledge of the violence in this book out on paper to see how this lifestyle affects the Rivers family. But first lets open with this
question: Based on what you now know about the characters and setting of the book: Why do you think LaJoe has not tried to move her
family out of the Henry Horner Homes? (2 minutes)

Act 1. Have students discuss the question with people around them and then bring their findings back to the class discussion. (10
minutes)
Act 2. Keeping your thoughts in mind, please take out a sheet of paper and spend the rest of the class period making a timeline of
the gang related events in the book. I want you guys to do this so that you can further think about the living conditions that the
family is living in and how it affects their regular life. Feel free to reference the book for any details and talk to each other about the
events. You have until the end of class to turn it in (3 minutes)
Act 3. Have the students spend the rest of the class period making said timeline. (40 minutes)

Last Step: Now that you have turned the timelines in, tomorrow we are going to do another activity based on gang violence in Chicago. I
ENG 398
Final Project: Teaching Unit
100 points
also expect that will finish the novel if not be extremely close to finishing it. If you have followed my advice on reading 5 or more chapters
a night you should be done by now.

Assessment: Formative assessment is the timeline itself. It will show me the students understanding of the living conditions of the Rivers
family as well as show me their understanding of the themes, events, and plot of the story.

Title of todays lesson: Newspaper Article! (Day 8)

Overview: Today the students are going to focus on gang violence some more but we are going to incorporate a different form of media.

Learning Objectives:

Students will be able to 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.
Students will also be able to integrate and evaluate multiple sources of information presented in different media or formats.
Students will be able to analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Anticipated student conceptions or challenges to understanding: I expect that the students may have difficulties wording the newspaper
article to make it sound like a newspaper.

Materials/Sources:

Handout with this prompt:

Today you will use the newspaper article I have handed out to you to write your own newspaper article about one of the events in
the novel that you wrote on your timelines yesterday. You have until the end the class to complete it.

Copy of this newspaper article: http://www.nytimes.com/1991/09/24/us/crack-hits-chicago-along-with-a-wave-of-killing.html


Paper
Markers/crayons/colored pencils
ENG 398
Final Project: Teaching Unit
100 points
Novel itself to help guide them

Step One: Okay everyone, Today we are going to continue on with the same theme from yesterday but we are going to apply it to a
different medium, A newspaper article! We know that the novel itself is a true story and I am going to provide you with another article from
1991 about gang violence in Chicago to help guide make an article of your own. But first lets discuss this question: (2 minutes)

Act 1. Have students discuss the question with people around them and then bring their findings back to the class discussion. (10
minutes)
Act 2. Keeping your thoughts in mind, please take out a sheet of paper and spend the rest of the class period making a newspaper
article about one of the gang related events that you put on your timeline yesterday. Be sure to include names and locations. Feel
free to reference your book to clear up any confusion and this is an individual assignment but please feel free to consult with a
neighbor. I will ask for a few volunteers to read their articles before class is over. (3 minutes)
Act 3. Have the students spend the rest of the class period making the newspaper article. (30 minutes)
Act 4. Have a few students read their articles aloud to the class (10 minutes)

Last Step: Now that you have turned the newspapers in, tomorrow we are going to do another activity based on gang violence in Chicago. I
also expect that will finish the novel if not be extremely close to finishing it.

Assessment: Formative assessment is the newspaper article itself. It will show me the students understanding of the living conditions of
the Rivers family as well as show me their understanding of the themes, events, and plot of the story.

Title of todays lesson: What have we learned! (Day 9)

Overview: Today we are focusing on the novel as a whole and collecting our thoughts towards a summative assessment.

Learning Objectives:

Students will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective.
Students will be able to analyze how style and content contribute to the power, persuasiveness or beauty of the text.
Students will be able to 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.

Anticipated student conceptions or challenges to understanding: I expect that the students may not have finished the book (even though I
ENG 398
Final Project: Teaching Unit
100 points
hope that they have) and they may not be able to complete the activity for the day if they have not finished it.

Materials/Sources:

There are no Children Here book


Writing Utensils
Paper

Step One: So I expect that by now you have finished the book. Lets begin with this question: Why do you think Kotlowitz named this
book, There are no Children Here? (1 minute)

Act 1. Have students discuss in a Socratic circle and talk about a few of their answers. (10 minutes maybe more if the discussion
prolongs)
Act 2. I will begin to discuss the activity for the day by saying I want you to keep all of your answers in mind because I over the
weekend I would like you all to write a brief reflection paper about your overall thoughts on this unit. I will handout the directions
before class ends. (5 minutes)
Act 3. I will continue by saying, But before I do that I want you guys to do a fun activity for the rest of the day that will get your
thoughts rolling for the reflection paper. These chapters do not have any titles. I would like you to name all of the titles of the book. I
want you to take this seriously and have evidence from the chapters to determine why you named the title what you named it. I will
have some volunteers read their titles before class is over. (5 minutes)
Act 4: Have the students conduct the assignment. (30 minutes)
Act 5. Have a few students read their titles aloud and explain why they named it. (10 minutes)

Last Step: Okay everyone on your way out please take a copy of the directions for the reflection paper. I wanted you to complete this
activity today because it will show me that you understand the themes and concepts of the novel because you named the titles using your
own understandings. You will have an opportunity to work on your reflection papers tomorrow. (2 minutes)

Assessment: Formative assessment for the day is a copy of the titles the students came up with.

Directions for the reflection paper:

To wrap up the unit I would like you all to answer the three questions listed below.
ENG 398
Final Project: Teaching Unit
100 points
Based on your knowledge of Freedom Writers and There are no Children Here answer these questions:

Do you think that a childs environment predicts their future?


Why do you think Alex Kotlowitz titled his book, There are no Children Here?
What are the major differences/similarities between Freedom Writers and There are no Children Here? Are there any?

These look familiar, Dont they? You do not have to write this in full essay format; however, I do expect you to answer each
question in full detail using evidence from the texts and I also expect that you will use proper grammar, punctuation and spelling.

Title of todays lesson: Wrap up of the unit! (Day 10)

Overview: Today is the conclusion to the unit. I want to focus on where the characters are now.

Learning Objectives:

By the end of grade 12 students will be able to read and comprehend literary nonfiction
Students will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Students will be able to integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
Students will able to 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.

Anticipated student conceptions or challenges to understanding: I expect that the students may have a hard time taking in what ended up
happening to Pharaoh and Lafayette. I also anticipate that the students may be confused with how to format or write their reflection paper.

Materials/Sources:

Lecture for todays class:


https://docs.google.com/presentation/d/1R0r3JNR5wmeN9SNR9pQckKJWqXL5IT7LfNdGZ7XzGuo/edit#slide=id.g2076ada486_0
_60
Paper
ENG 398
Final Project: Teaching Unit
100 points
Writing Utensils

Step One: So today we are wrapping up the unit and beginning our reflection papers. But before we work on that I want to show you guys
where the characters in both texts are now.

Act 1. Show students my Google Slides presentation about where the characters are at in life today. (10 minutes)
Act 2. After the lecture I will introduce a class discussion by asking, Why do you feel Alex Kotlowitz decided to focus on this
family in particular? Also now that we have read two well-known novels about the same topic I would also like if you answered this
question: Can all children be successful if given the chance? (1 minute)
Act 3. Give the students an opportunity to collect their thoughts and say their opinions in a Socratic circle (15 minutes maybe more
if the discussion prolongs)
Act 4: Okay everyone please use the remainder of your time wisely and work on your reflection papers. (1 minute)
Act 5. Have students work on papers for the rest of class. (25 minutes)

Last Step: The reason I wanted to teach you guys this book is because everything that happens in this book is still happening today. Its
happening in every state and it is such a hot topic in pop culture and politics. I wanted to introduce such a known topic using a novel so that
it could really open your eyes to what is going on not only around the world, but right in our state and neighborhoods. I hope you all learned
something valuable from this. You have until Monday to turn in your papers. (5 minutes)

Assessment: Informal assessment on how they responded to the questions of the day. I am looking to see if they can mention how the texts
have impacted their opinions on poverty and domestic violence. I am also looking to see if they that they can comprehend this example of
literary nonfiction

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