What is Freedom?

Manifestations Targeted: SSC #1: Uses language/talk to communicate and to learn KF3- Interacts with peers and teachers in specific context. M#2- Participates in collaborative action research groups using an inquiry process. M#4- Contributes to team efforts as an interactive and critical listener. Learning Intentions: Students will be introduced to the novel Forbidden City, they will learn about the author and the theme of the book. Students will think more deeply about freedom and understand that it is not a black and white concept but a multifaceted one that deserves a great deal of consideration. They will discuss their opinions on freedom in a meaningful way with their peers. They will learn that the ability to do what one wants is not necessarily the best option and they will begin to appreciate different freedoms that are often taken for granted. Students will learn to discuss opinions in a mature and non-judgmental fashion. Materials What do you think handout (see appendix _____) Copies of Forbidden City for each student Cue cards (to use for exit cards) Observation checklists for teacher (see appendices____) Activities: Activity 1 ~ What do you think? Discussion Questions: 25 Minutes On their own, students will go through the series of controversial statements that touch on freedom from the What do you think? worksheet. In groups of four they will discuss why they agreed or disagreed with each statement and then decide on four that they either strongly disagree or agree with to present to the class. They will record findings on four statements (1 page per group). Activity 2 ~ Presentation of opinions & class discussion: 25 minutes Groups will present their opinions on different statements Activity 3 ~ Class brainstorm: 15 minutes In a think/pair/share format the class will brain storm an initial definition, with the preceding activity in mind, students will brainstorm the elements to an initial definition of freedom.

Activity 4 ~ Intro to Book: 5 Minutes A student will give a short presentation for extra credit on the author of Forbidden City as well as the theme of the book. Books will be handed out. Activity 5 ~ Exit Card Before leaving class, students will answer write an exit card answering the following question: What is freedom? Assessment for Learning: The teacher will observe dynamics of each group and fill out a checklist evaluating students contribution to the discussions. The teacher will also fill out a checklist during the presentations observing students competency in the use of rhetoric. Each group will hand in their findings on 4 statements. Each individual will hand in an exit card with their own definition of freedom. Rational: The purpose of this class is to get students to start thinking about freedom and how it relates to them. They will refer back to their answers to the What do you think? questionnaire as well as their definition of freedom throughout the course of the LES in order to reflect on how their thinking has changed or been reinforced. The teacher will use his/her observations of the group work to help make decisions when forming literature circle groups. The purpose of the presentations is: to give students practice speaking in front of their peers, to encourage class-wide discussion, to allow the teacher to begin to compile evidence of students proficiency in the talk competency as well as to become aware of what areas students will need more guidance. The purpose of handing in their findings is to create accountability. The exit card will be used to gage students understanding of the concept of freedom and in order to help the teacher know where to go next.

Class: ________

Observation Checklist for Group Work

Date:_____

Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic

Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic - Clarifies groups discussion - Asks meaningful questions Student Name - Makes meaningful contributions - Appears to be actively listening to group - Creates distractions - Is off topic

- Clarifies groups discussion - Asks meaningful questions

- Clarifies groups discussion - Asks meaningful questions

Class: ________

Observation Checklist for Presentations

Date:_____

Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation

Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation Student Name - Makes meaningful points - Points are not relevant - No eye contact - Improper Intonation

On a scale of 1-5, indicate the extent to which you agree with the following statements: (1 strongly disagree 5 strongly agree) ____ ____ ____ ____ ____
____ 6.

1. 2. 3. 4. 5.

____ 7. ____ 8. ____ 9. ____ 10. ____ ____ ____ ____ ____ 11. 12. 13. 14. 15.

____ 16. ____ 17.

____ 18.
____ 19. ____ 20.

Anyone should be allowed to own his/her own property. Everyone should be able to choose his/her own religion. Children should be required to go to school. Teachers should be allowed to go on strike. Everyone should be allowed to express him or herself. You should not be allowed to dump toxic waste into lakes and streams. Marijuana should be illegal in Canada. Parents should be able to send their children to any school they fit, regardless of race or religion. Everyone should be required to wear his/her seatbelt. All adult citizens should be allowed to vote, whether they are men or women. Teachers should be allowed to make racist remarks. Children should be allowed to vote. Everyone should have a fair trial before being punished. Alcohol should be illegal in Canada. Individual citizens should be allowed to vote for important issues like continuing the war in Afghanistan and gay marriages. Newspapers should not be allowed to make homophobic remarks. Canada should not use military personnel against its own people. Factory workers should be allowed to go on strike. Doctors and policemen should not be allowed to go on strike. Canadian companies should not be allowed to import goods from countries where basic human rights are ignored for the people working in the factories the goods came from.

Group Instructions:
(I) o o Go through each statement one at a time. One person should read the statement and then say whether they agree or disagree with it and why. Those who disagree with the first person should explain why, and those who agree with that person may add to what they said. Everyone should have an opportunity to speak, but you may pass up to five times. Take turns being the first person to speak.

(II) o After you have gone through all the statements, choose 4 that you either strongly agree or disagree with and write down your reasons for thinking this way. o Each group will present their reasons to the class, and the question will then be opened up to the audience.

o If the statement has been dealt with by another classmate there

will be no need to do it again.