When is breaking the rules justified?

A Thematic Unit on Injustice & Civil Disobedience

For 11th grade ELA

Presented by Erica Guja

On 12.14.12 for AED 341

Table of Contents

Overview of unit.....3-6 Text Set.7-11 Unit Plan schedule....12-24 Culminating Project handout..25-27 Culminating project rubric...28-32

Overview of Unit
Summary: The unit serves as a guide to introduce civil disobedience as a counter to injustice in our world. By integrating both our historical world and the major figures and events that have taken place to either change our world, and the present world, students are given the resources to fully comprehend the issue of injustice. With the use of the ELA standards of reading comprehension and writing, the students will progressively work towards their final project, where they will create a Public Service Announcement video where they use their research of injustice in the past, to take civil disobedience into action and present their case for change and justice on a current issue they are passion about. Rationale: Administrators: Administrators will approve of this unit because the lessons for the students will be complying with the ELA standards, which will aid them on standard tests. The academic writing that will be instructed for the persuasive essay will aid the students on writing for the regents exams. The in-depth analysis of different texts that is discussed in class will also aid the students with their regents preparation. By working through texts in class, the students will become familiar with the techniques of a critical reader, which can be applied to the reading parts of standardized tests. In addition, the different literary elements discussed in the narrative part of the unit plan will also help students with short story reading and listening that exists in standardized tests. Equipped with the skills found in this unit, the students will be adequately prepared for the regents exams. Preparation for the regents exams will lead to high scores and increased chances of getting into college. Lastly, the final project, which is aired on the school television program, will help the morals of the school grow. Students: Students will enjoy this unit because it will incorporate something that the student has a personal connection with. This PSA is a chance for students to have an opportunity to change something that has been bothering them. No matter what law, rule or topic the student chooses to do their PSA on, it will have value to the student, so their passions will be incorporated into the project. The theme of civil disobedience gives the students the skills to fight anything in life that they do not agree with. The students will be engaged with the unit because it will be giving them the tools to take action against 3

something that they do not agree with, which can be applied to any aspect of their lives. The narrative component of the unit will be a chance to express their creativity to the issue and the persuasive piece will be a chance to make an argument. The persuasive skills learned through the essay will equip the students will the language tools to make a sound argument, something very useful in their lives. In addition, the skills learned from the persuasive essay will have personal relevance because the students will be able to use those skills to influence others into doing something that they believe in. Your colleagues/practitioners of critical pedagogy/empowering education: The unit is based around the theme of injustice and how civil disobedience, with a focus on language use, can create a change. By teaching students to craft their words for different audiences, how their language variations can draw attention, and how to get a message across to a listener, the students will be equipped with powerful literacy skills. The techniques that the students will learn throughout this unit that deal with language use and how to shape what they say to influence others is an extremely powerful skill that can be applied throughout their lifetime in many different areas. There is a major difference between telling students they could do something, and actually having them get involved and emerge themselves in a project. With this unit plan, students will emerge themselves in something that they do not agree with, and they will use their powerful literacy skills to make a difference in the world. These skills will not end in the classroom; rather, they will continue to be used throughout the students life in a positive way. Project Based Learning: This Unit will directly demonstrate Project-based learning that is explained by Barrell. First of all, this unit utilizes the mainly expressive ELAs, which are writing, speaking and/or composition. For homework each night, the students will write in their journals responding to the question posed for the assigned chapters. Creative writing will be expressed through the narratives that are assigned, and more academic writing will be demonstrated through the persuasive essay. In addition, there will be writing that will need to be done for preparation and planning of the speeches, research, and PSA. The speeches and PSA will directly demonstrate speaking. The classroom discussions that will occur everyday will also demonstrate speaking. This unit will integrate several complex concepts and ELA skills that students have learned up to this point. The students will have prior knowledge on how to write essays, but this unit will guide that knowledge to persuasive writing. Students will also have prior experiences with speechs, but will not know

the skills and techniques that can be used after considering the specific audience, which is discussed in this unit. This unit has many different audiences ranging from the class to the entire town. The first step will be presenting in the classroom, and will then move to the entire school when each PSA is aired on the school television. In addition, one PSA that is considered the most effective will be proposed to the local news channel. As one can see, a real authentic audience, one besides the classroom or teacher, is incorporated into this unit. The authentic audience gives the students additional motivation, because others will be viewing their work and they will want it to be effective because it reflects onto the students personally. Each student will be fighting injustice on its own particular issue, their purpose will be to motivate people, their audience, to take a stand against the injustice and will be giving possible actions for the audience to take. There will be an individual purpose for each person, and that purpose is to enact a reaction in his or her audience. This unit is authentic in that it cannot be fabricated for the purposes of school. Interdisciplinary justification: One way that I could incorporate another teacher into our classroom would be to involve the media teacher. With this said, we could work collaboratively, while a few students from the media class working on the graphic and audio portions of the video, the English student could do most of the writing portions for the project. Another way that another class could be incorporated could be a history class; the history part of this unit had a significant role with injustice in our history, where that separate discipline could come into play. The English discipline could help with relating it to our world through words and expressive literacies. Respect for difference: With this unit the issue of different races, ethnicity, language, cultures, genders and/or ability definitely comes to play because those are also commonly the issues that create injustice, the overall theme of this unit. While we read in-depth into the historical articles or current articles, we can make sure to discuss how the social context of the individuals in those articles affects the language they use. Many of the articles will be from people of a wide variety of cultures, and we will need to make sure to respect their forms of literacy as well. In terms of monitoring our own behavior so that we respect others individual differences, we can ask ourselves as readers to role play as the other individuals life, and to imagine what their life was, since their culture and lifestyles may seem distant. The ancillary texts that are used deal with many issues of differences and calling for social justice for those differences in equality and justice. These texts can aid to the acceptance of differences. In particular, the book Race Rules that is discussed in class, the 5

language differences between cultures and our world is directly addressed, making this text a perfect way to introduce these issues. Assessments: For the self-assessment, when they are researching I will have them highlight what they are not understanding, and turn it into a question. If the students claim they understand everything, I will ask them to create a question that they want to find out. By the end of the unit, they will need to have those questions answered, and this way they are motivating themselves to learn, to find answers, and will be the sole determiner of their grade on the quiz. The formative assessments that will be given daily will consist of journal entries for the reading. The questions will be directed to the reading and the topical understanding for the day. The students will be encouraged to use any form of writing for their response, there will be no instructions further than to show that you have read the chapters and are thinking about what you have read. There will also be the narratives, which will be graded base don the incorporation of the skills that were learned in class. The persuasive writing pieces will be graded based on revisions. For the persuasive essays, their peers will edit their essays, they will have the chance to revise them, and then I will grade them as well, incorporating my assessments, with the average of the two grades being the actual score. In addition, during the research days in class, I will be walking around to each group to assess their progress, and will let them know that they will be given a grade for participation for that day based on what they are showing as a result. A different form of assessment will be made by the school, when they vote on all of the PSAs, in accordance to which one motivated them to take action the most efficiently. By the end of the unit, the students will be demonstrating the highest level of Blooms taxonomy, application, and this will be the sole determiner that my students have fully understood what their purposes have been, why they learned new skills, and the context they have been researching. This is when the community will get involved, and one of the videos is proposed to the local television network. The summative assessment will be found in a combination of the persuasive writing piece and the PSA. Throughout the unit the students will be learning how to use language to influence others and their actions, and as their teacher I will assess how they apply those skills to their work. The transfer of the knowledge learned throughout the unit will need to be applied to the final project, the PSA, in order for it to be an effective piece, and this is why the skills are significant.

Text Set
Anchor Text: Oliver, Lauren. Delirium. New York: Harper, 2011. Print. Delirium is a young adult novel about a dystopia world where love is considered a disease and once young girls turn 18 they are given a treatment to cure the disease. The girls do not have a choice about this treatment that renders them virtually emotionless. In this fascinating and enchanting novel, one brave teenage girl rebels from society and attempts to run away in the Wilds, a place outside of this corrupt society. This novel portrays grand acts of civil disobedience and uncovers the horrors of injustice. Delirium is an excellent anchor text to this unit because it incorporates the themes of injustice and civil disobedience into the unit with exciting and fresh literature that young adults will be able to relate to. Ancillary Texts: Castillo, Gloria. "Protesters Help East Los Angeles Homeowner Fight Foreclosure." EGP News. Eastern Group Publications, n.d. Web. 12 Dec. 2012. Posted on an online newspaper, the story of protesters helping a local homeowner fight their foreclosure in Los Angeles. The article speaks of the six protestors that were demonstrating for the injustice of the local familys unjustified foreclosure. The protesters were illegally locked out of their own home, and the six people were arrested. The individuals involved were arrested for failing to disperse form their acts of civil disobedience. This article goes very well with the introduction of unit because it shows what civil disobedience looks like in our world currently and that it can be something as simple as a foreclosure rather than something complex like racism. "Colonial Williamsburg." Patrick Henry's "Give Me Liberty Or Give Me Death" Speech : The Official History Site. N.p., n.d. Web. 12 Dec. 2012. This speech, in letterform, addresses an army with hope for civil relations. By using words to fight injustice, Patrick Henry spells out

what he wants done and how. Henry organized his argument by stating what he wants accomplished, and then explains further, making speech is a perfect example of how to organize thoughts in terms of writing, which can be applied to teach the introduction, body paragraphs, and conclusion paragraphs of a persuasive essay. Dulgan, Andrew. "Speech Analysis: I Have a Dream by Martin Luther King Jr." Six Minutes RSS. Six Minutes, 18 Jan. 2009. Web. 13 Dec. 2012. This is an extremely useful website that has the video, full text, analysis of the speech, and an in-depth study of the speech in the text. Some of the aspects that are analyzed are the emphasis on phrases through repetition, repetition of key themes or words, utilization of appropriate quotations or allusions, use of specific examples to ground arguments, use of metaphors, and many other aspects. This speech will be extremely appropriate when studying effective speech techniques. The fact that Martin Luther King Jr. is addressing the injustice against African Americans ties in perfectly with the essential understanding as well, furthering its effectiveness. Dyson, Michael Eric. Race Rules: Navigating the Color Line. Reading, MA: Addison-Wesley Pub., 1996. Print. Dyson addresses the interactions between races within the black community in every day life. By starting off his novel with a very strong exaggeration, the reader is instantly intrigued. The chapters are structured like the first sentence of the novel is, with intriguing exaggerations to start, followed up with an analysis of our world that legitimizes some of the aspects of the exaggerated phrase. This book will be a very useful tool in showing examples of how authors grab the attention of their audience. "Give Us Free." WingClips. Motion Picture Artwork, n.d. Web. 12 Dec. 2012. This video is a clip from the movie about slavery and the injustice that African Americans experienced. During a trial, a single slave stands up, nervous and quiet at first, to demand that him and his fellow slaves be freed. The individual who speaks up is quiet and frightened at first, but grows to becoming powerful and passionate. The way that the actors voice changes will be a great demonstration for teaching tone and different speech techniques. "Glory." WingClips. Motion Picture Artwork, n.d. Web. 12 Dec. 2012.

In a clip from the movie Glory, one individual motivates an entire army to take action and protest. After learning that their wages will be less than originally agreed upon because of their skin color, African American soldiers decide to tear up their pay checks in protest. The clip shows how after hearing that their salaries were lowered most men just walk up to receive it, but one man decided to challenge this and walks up to every man and eventually motivates everyone to tear up their vouchers. This video clip shows the relationships between people and how personal conversations cause a reaction. "No Kid Hungry - Public Service Announcement with Jeff Bridges." YouTube. N.p., 26 Oct. 2010. Web. 13 Dec. 2012. A video was made to help raise money for children dying of hunger. The video starts off with a shocking statistic of how many children actually dies a day from hunger, grabbing the audiences attention and making the topic more relative to them. By using an effective grabber to increase the chances to take action makes this PSA a perfect example of how to grab the audiences attention. Pitas, Jeannine M. "School of the Americas Watch Vigil Offers a Vision of Hope amid Struggle." Rabble News. N.p., n.d. Web. 13 Dec. 2012. A news article about a Maryknoll Missionary priest who comes to find that the perpetrators of violene and assiassinations throughout the Western Hemisphere during the 70s and 80s had been trained in the prestigious School of America. Each year mourners ecite the names of the deceased and willingly cross the line onto the military base to sentence themselves to six months in jail. This article demonstrates how some individuals have the courage and bravery to take a stand against something by acting through civil disobedience. Due to the fact that this occurance happens once a year and remains a strong example of civil disobedience, this would be perfect example of civil disobedience in our world today. "President Barack Obama Full DNC Acceptance Speech 2012." YouTube. N.p., 06 Sept. 2012. Web. 12 Dec. 2012. This video is a recording of President Obama giving his acceptance speech. President Obama is a phenomenal public speaker, who uses voice change, tone, pitch, and many other techniques to install hope and faith in the people of our country. By viewing this video and paying particular attention to those technigues that craft the effectiveness of a speech, this video is a great example of how

changing the way you speak in a speech will retain attention of the audience. "PSA Texting While Driving U.K. Ad [HD]." YouTube. N.p., 25 Aug. 2009. Web. 13 Dec. 2012. This PSA was made to show the horrors that can be the result of texting while driving. The video is crafted to scare the audience, but showing explicit images of a car crashing in slow motion and what would happen. The content is gory and horrifying and contiains a warning for the viewer before the video is able to be played. The message that the PSA gives the viewer is powerful and very benefical, but the content may need to be censored depending on the audience. Due to the fact that the video is effective, but may not be appropriate for all audiences, makes it a great piece to talk about when teaching how to craft PSAs with consideration of the audience. "Sept. 20, 2001 Bush Declares War on Terror." YouTube. N.p., 3 Sept. 2010. Web. 13 Dec. 2012. A recording of when George Bush declared the War On Terror in 2001. The speech is given to the grieving nation after the terrorist attacks. This speech is a great piece to work with when teaching what information needs to be explained, and what can be assumed to be alrady known. The President was addressed an entire nation with this speech, so the range of knowledge was endless. Bush does a very effective job at explaining foreign affairs to civilians and choosing information that needs to be discussed, which makes this video a great asset to the unit. "Video Blog: Get Creative with Your Visual Aids." YouTube. N.p., 04 May 2012. Web. 12 Dec. 2012. Decker Communications, professional communications company, posted a blog about how to effectively use visual aids in many different areas of life, some examples being presentations, discussions, interviews or speeches. The video discusses what makes an effective visual aid, as well as showing clips from different presentations. The combination of actual examples of clips paired with the expert advice and reflective discussions from one of the leaders of the company, works perfectly to enhance the students knowledge. Walker, Margaret. "For My People." Poetry Foundation. Poetry Magazine, n.d. Web. This is a poem about slavery and addresses the hardships through a personal connection. The poet addresses different groups of people in 10

her life in separate stanzas, where she characterizes these people in terms of their hope, faith, and determination. At the end of the poem Walker asks the future generations to rise and take control with loving freedom and healing strength. Since this poem addresses many different people in the world, and Walker describes them through poetry, this poem will fit in perfectly as a different way to look at how an author uses characterization to build personas and aid to an overall message. "War Injustice PSA." YouTube. N.p., 31 May 2012. Web. 13 Dec. 2012. This PSA was crafted to show the effects that war has on the civilians. There is music paired with visual text and pictures. The pictures are vivid images of civilians in emotional and physical pain that create an emotion response in the viewer. The images were chosen to have an influence on the viewer by uncovering the horrors of war, and this is why this video would work perfectly when teaching how pairing images with words can effect a viewers motivation about taking action.

Wells-Barnett, Ida B., and Alfreda Duster. Crusade for Justice: The Autobiography of Ida B. Wells. Chicago: University of Chicago, 1970. Print. Ida B. Wells was one of the primary crusaders against black oppression and her memoir tells the stories of her private life as a mother, teacher, journalist, lecturer and how she fought injustice with public activities. Wells is considered an adamant and passionate leader who aided in establishing more equality for African Americans by challenging segregation. Not only does the theme of acting through civil disobedience to challenge injustice fit perfectly in the essential understanding of the unit, but also can aid as an example of an effective narrative piece that can be worked through.

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Five week Unit Plan Calendar

A Unit on injustice and civil disobedience
Topical Day Task Essential Question 1
FreeWriting How can we use free writing to get our thoughts out about a certain topic?

Topical Understanding
Free writing is a very effective way to brainstorm or get our first thoughts down about a topic that we are discussed.

Incorporation of main text and ancillary texts are italicized -Have the students free write about what injustice and what civil disobedience mean to them -Share out -Write ideas of injustice on the board -Write the players who are acting through civil disobedience in the stories -Have the students write down a few of the practices of injustice that resonate with them (minimum of 3). -Discuss the journal entry for today about how the girl fought injustice and demonstrated civil disobedience. -Bring the issue into realistic terms: -Read articles of injustice going on today: -School of the Americas Watch vigil offers a vision of hope amid

Task Analysis/ Lesson

ELA Standard

Journal Entries for Questions Each Day

Reading Assignment (Due this day)

Differen t perspect ive in writing

How can browsing topics about a particular issue make our future argument more valid?

In order to understand something it its full potential, one needs to view it from all possible perspectives and levels, receiving knowledge and information to its full potential and availability, browsing the issue.

CSS.ELA.Literacy. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (visually, orally)

Chapters 1-2 What was unjust and how was it fought in this chapter? (Some people resist the procedure. One girl broke free at the last moment a nd jumped off the laboratory roof. TV stations broadcast her dead face as a caution against the dangers of the disease of love: Amor deliria

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struggle -Protesters Help East Los Angeles Homeowner Fight Foreclosure -What were other options for them? -Why do you this hey chose this option to fight the injustice? -Why are their actions considered civil disobedience?

nervosa.) Relates to: Civil Disobedience. The girl that jumps off the building can be used as an example to be incorporated.

Writing narrativ es

How do authors use a story to create an emotional response in the reader with stories?

Narratives are created from emotions and specific details of a story that are easily relatable to the audience because they speak to the hearts of the many, so they feel emotionally connected to the piece of writing.

-The class will read a narrative, and then write their own base don a time they experienced injustice or demonstrated resistance through civil disobedience. The narrative can be fictional, based on something they did or watched others do, or heard a story about. -Discuss the emotions Lena was experiencing in her evaluation in this chapter. -Turn to a memoir, a real life story, and read the class a narrative/excerpt from Ida Wells novel/memoir. -Identify an experience you want to write about and why it is significant -How they feel, how others felt, what different emotional journeys did they travel. What emotions lead to others. -Have a conversation about different words in the narrative that were used to describe. For instance compare sad to the word that used; detached. -Have the students brainstorm for 5 minutes about emotions they felt during Idas story, then have

CCSS. ELALiteracy.W.1112.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.

Chapters 3-4 What type of emotions do you experience as a reader as you read this chapter? (Lena is beyond nervous about her evaluation and can not stop practicing. Before entering her evaluations, and eventually has a nervous break down in her evaluation). Discuss how the author crafts an emotional response in the reader in this chapter.

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Writing narrativ es

How do authors craft narratives so that the readers can imagine the story falling into place in front of them?

How to use sensory images to spark pictures in the readers mind so that they feel as if they are a part of the story

Writing narrativ es

How do narratives use language and conversations between characters to make

Conversations and dialogue in narratives aid to the characterization of the individuals, insight into language use, and sequence of events.

them work for 5 minutes finding more emotional words, with help of thesaurus if needed. -Have the students do the same practice with words they first use to describe their narrative, then replace with more effective words. -To look at a different lens of narratives, incorporate the visual aspect of narratives. -Explain different forms of narratives besides simple written words found in a novel. -Discuss the images that popped into your head when you read the part in Delerium about the dream Lena was having. -Show the video of the Afghani girl -Speak about the images that were on the screen, and the images that you imagined from the word choice of the narrator. -Turn off the lights, ask the students to imagine they are in the scene themselves, in their narrative. -Have the students focus on their story and the surroundings, what is around them, smells, what time of day it is, for 3 minutes. -Turn the lights back on and have the students write for 20 minutes about everything the imaged -Discuss how readers can relate to a narrative better if it seems realistic. With that said, conversations should be written out or shown, rather than implied. -Read to the class Ida B. Wells memoir again, this time with a

CCSS. ELALiteracy.W.1112.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting and/or characters

Chapters 5-6 How are sensory images created with words in this chapter? (Lena has a recurring dream that she's on a cliff's edge, and as she's about to fall, she sees her mother dead in the water below before awaking. When Lena wakes, Gracie is in bed with her. Lena knows that Gracie isn't dumb. She can speak, but chooses not to. She is grieving for her mother) Discuss sensory images in this chapter that are described through Lenas dream.

CCSS.ELA.Literac y.W.11-12.3b Use narrative techniques such as dialogue, tone, diction, and pacing to develop images

Chapters 7-8 What types of conversations are talked about in Lenas school? (School ends and Lena goes to graduation parties. Some girls get cured before school ends, and they

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narratives seem more realistic?

Characte rization

How do authors create personas for characters?

Characterization in narratives is key to understanding the individuals and why they act as they do and believe what they do.

Researc hing

What makes certain internet sources reliable while others are less valid?

Researching valid sources using databases, government websites and many other websites that are effective for researching can aid in the arguments or statements we make, whereas using invalid sources can make us seem unreliable.

different excerpt that focuses on dialogue between persons. -Also, show tear it up video clip How does this video define the one slave who chose to stand up and talk everyone else into standing up for himself or herself? What is important about the way he goes up to everyone individually? -Discuss how people are characterized. -Action, inaction, Direct vs. Indirect characterization, conversations, what they say, what others say about them, their choices, people they associate withext. -Discuss how Lena characterizes her mother, how was killed through her memories and stories. -Read the poem For My People by Margaret Walker. How are slaves, her people characterized in this poem? How are future African Americans characterized? -Show video of Gandhi doing hunger strike. How does the director characterize Gandhi, without even having him speak more than a few words? -Have a print out for databases for the students. - Decide if the topic is hard, soft or both research Hard- scientific and objective (facts, statistics) Soft topics that are more subjective, cultural and opinion based Combined- the most work, duality

and characters.

act more mature and distant. Willow Marks, the girl who had the early procedure, does not come back, and the school is full of rumors about what might have happened to her.)

CCSS. ELALiteracy.W.1112.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.

Chapters 9-12 Characterize Lena and her mother based on the way she describes her memories of her mother. (She feels like the disease is all she has left of her mother. She remembers making candy out of maple sap and how her mother sang to her at the beach. She also remembers a woman scolding her mother for comforting Lena when Lena fell off her bike. At home, Lena, her mother, and Rachel would close the curtains and dance in their socks.)

CC.11-12.R.10 -Range of Reading and level of text complexity: distinguish between portions of a text that I understand versus portions that I dont understand.

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broadens search requirements. Soft- blogs, forums, consumer product review, commercial sites, tech and consumer sites Hard- academic journals, government publications, government authorize, scientific and medical content, archived news. -Different key words, good stockpile -Filter author/source/date

Researc h/Citing

How can you use sources effectively without plagiarizing?

Citing sources makes us valid authors and aids to the structure of our writing, avoiding plagiarism.

-While in the library walk the students through Perdue Owl website, where it gives a step-bystep process of how to cite MLA style. -Have the student practice some in class by giving them all the information and have them write it out. -After you show the students how to cite, show them websites that can help them such as Easybib.com -This way they have aids, but know how to make the citations themselves and how to tell if they are correct.

-Have the students mark areas that confuse them or pose questions in their head as they read. - Have the students discuss, after those few minutes of journal writing, with their other 2 group members, who will be working with the same articles, about the areas that confused them and come to a common ground. CC.11-12.W.7 Research to build and present knowledge: conduct short as well as more sustained research projects to answer a question I have or one that is assigned to me -Have the students pose a question that they would like answered about something they believe is unjust - Have the students begin to

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research the topic -Have the students monitor what they are finding in a journal for a short couple minutes each day. Allow room for redefining the question or changing research habits based on the results the students are finding.

Speech

How does a speaker engage his or her audience and simultaneously get their point across?

Grabbing the audiences attention is a major necessity for a speech, and keeping an audiences attention is necessary for a message to get across to the audience.

In order to grab the audience attention a speech needs to have features of an effective gabber: generate curiosity, relevant to the message, unexpected; break the pre-occupation that is pre-existing in minds. -Ask a Question, use an anecdote or story, five a definition, use a quote, use an analogy, use humor, relate a personal experience, give a demonstration, do a survey. -Show the Video of Dr. Martin Luther King and discuss how his grabber drew the attention of his audience and why. If you were Lena, and you had to craft a speech for the regulators, defending the party, what would you say? Write out a few sentences for ideas, but focus on the grabber, what would it be? -Look at the rest of George Bushs

CCSS.ELALiteracy.SL.1112.3 Evaluate a speakers point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, points of emphasis, word choice and tone used.

Chapters 13-14 Why does Lena feel so inclined to go warn the people at the party? (Lena comes home to find that her mother wants to talk about her assigned college and future spouse. There is a bullhorn that announces a raid, the regulators go house to house checking identities and searching houses. Lena is worried about Hana and the possibility her illegal part will be raided, she decides that she has to warn Hana and the other partygoers). If you were Lena, and you had to craft a speech for the regulators, defending the party, what would you say? Write out a few sentences for ideas, but focus on the grabber, what would it be?

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Speech

How do we decide what

There are some facts and information that aid in a speech,

CC.11-12.W.9 Research to build

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information needs emphasis and focus for a speech?

while other information can be assumed to be known by the audience, can be implied, and some information needs emphasis.

speech and discuss why you think he chose to say what he did, and left other information out. -How did he inform the audience? -What did the audience learn? What did they already know?

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Speech

What types of different tactics of presentation methods can aid in an effective speech?

By using different tones, changing pace of speaking, using gestures and using body language, an audience will be able to understand the speaker and retain attention.

-Discuss differences in speaking that one can harness and use to change a message: tone, diction, emphasis, harsh, pitch, volumeext. -Show Obama Speech -How does Obama change is emphasis on words and sentences to emphasis his point in a sentence, and overall message? -Play the Give us Free Speech -What effect did the change of tone, volume and emphasis have on what the main character said? Assign the students a different emotion (anger, hatred, insulting, sad, ecstatic, confused, terrified, paranoidext) have the student craft a short dialogue of what they would say to Alex and perform in front of the class. (Encourage them to have fun with this assignment)

and present knowledge: Draw evidence from literary or informal texts to support analysis, reflection, and research. -Can draw evidence from literary and informational texts to support my analysis, reflection and research. CCSS.ELALiteracy.SL.1112.4 Present information, findings and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience,

Chapters 15-16 What types of emotions do you think Lena was experiencing in these chapters? What are the different ranges of emotions? (When Alex leaves, Lena pretends she gave him the wrong change and runs after him. As she pretends to give him his correct change, she whispers for him to wait five minutes and then knock four times at the door so that she will know its him and to let him in so they can meet secretly to talk because she misses him.) Assign the students a different emotion (anger, hatred, insulting, sad, ecstatic, confused, terrified, paranoidext) have the student craft a short dialogue of what they would say to Alex and perform in front of the class.

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Speech

How do you determine what types of visual aids are necessary and add to a presentation, while others may take away from your message?

By using large, easy to understand, and relative visual aids that are incorporated into your presentation, an audience will be able to visually comprehend your message.

-Spark interest, provide emphasis, reinforce interest, involve audience, increase retention -outline goal, must be simple, brief, copies, charts, graphs, drawings, sketches -flip charts, posters, slideshow, video, photos, handout, overhead -Show the YouTube video about reflection on visual aids and the Bill Gates speech Discuss in class the importance of visual explanation in this plan. If Lenas conversation with Alex was crafted into a speech, what visual aids would you use?

and range of formal and informal tasks. CCSS.ELALiteracy.SL.1112.2. Integrate multiple courses of information presented in diverse formats and media ( visually, orally) in order to make informed decisions.

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Persuasi ve essay

How do you grab the readers interest and attention in a persuasive essay?

A grabber is a chance to spark the audiences interest and has great importance.

-Discuss how grabbers for persuasive essays follow some same guidelines as speeches, but somethings are not appropriate or can not be applied to more academic writing. -Unusual detail or fact, strong statement, quote, anecdote, statistic, question, outrageous statement -Read the first page of Race Rules and discuss with the class if they

CC.11-12.W.9.a Research to build and present knowledge: apply reading standards to literature.

Chapters 17-20 Where do you think there are issues with Lena and Alexs plans? What could go wrong? (Lena knows going to the Wilds would be punishable by death, but though she's afraid, she decides that she wants to go. The next evening, Alex and Lena meet at Back Cove, and he gives her instructions about the plan to cross over. Only some parts of the electric fence that surrounds the city are turned on, most times, Alex tells her. A sympathizer, the wife of one of the fence guards, will drug his coffee at Alex's signal so that Alex and Lena can cross over. Lena makes arrangements with Hana to cover for her, pretending that she's going to a sleepover.) Discuss in class the importance of visual explanation in this plan. How could maps help Lena? Chapters 21-24 Why do you think Lena wants to move to the Wilds so bad? What are her reasons, are they valid? (Lena's whole world has turned upside-down. Her mother is alive. Lena wonders to herself why her mother didn't come to find her after she escaped. Alex says that they should get Lena home, but she refuses to go. She thinks Carol

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are interested, what about, and why their interest was sparked. If Lena had to give a persuasive argument about why she wants to go live in the Woods, what would you think should be her grabber?

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Persuasi ve essay

How do you use an introduction to lay out your plans for your essay as well as your main point?

By organizing an introductory paragraphs, the reader will be able to understand the purpose and the layout of the essay if it is organized

-Intro or thesis statement: gives reader your purpose. Should be one or two sentences, brief, and foundation of your essay to guide entire paper. -Thesis objectives tell reader specific topic, imposes manageable limits on topic, suggest the organization of the paper. -Look at Patrick Henrys essay Give me Liberty or give me death. What does he do in his introduction to open his ideas? -Have a discussion on how Lena lost hope at one point, but she found strength and courage and Alex ended up giving his life while fighting injustice, apply this to the historical figures in the persuasive essays and how they found courage, what are the most important things these people didmake it into an outline and pull out parts that would be in your introduction.

CC.11-12.W.10 -Writing, write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. -The students will devise a plan to divide time for research, time for group discussions, an time to write individually.

and Uncle William lied about her mother. Maybe her sister Rachel even knew. She is too angry to ever go back and wants to run away to the Wilds with Alex. Alex wants her to understand how serious the decision is. She can't ever come back. If she's caught, she'll be killed). If Lena had to give a persuasive argument about why she wants to go live in the Woods, what would you think should be her grabber? Chapters 25-end Explain how both Alex and Lean fought injustice, and the act of civil disobedience that was demonstrated, what were the results? (Lena and Alex get caught while trying to escape to the Wilds, Alex is killed, Lena is injured). Lena lost hope at one point, but she found strength and courage and Alex ended up giving his life while fighting injustice, apply this to the historical figures in the persuasive essays and how they found courage, what are the most important things these people didmake it into an outline and pull out parts that would be in your introduction.

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15

Persuasi ve essay

What type of information and level of organization should a persuasive essay include?

How to write a body to a persuasive essay

-Clarify topic sentences, concession statements, transitions. -Continue reading Patrick Hennerys essay and discussion how he organizes his arguments, statements, and topics. How does he transition? Are there concession statements?

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Persuasi ve essay

How can you conclude your ideas in a persuasive essay, leave the reader motivated, and relate the idea to the world today? How can we learn about our own pieces of writing by

How to write a conclusion to a persuasive essay

-Restate your thesis, summarize mains points, write personal comments or call for action (prediction, question, recommendations, quotation) -Continue with Patrick Hennerys essay, which technique does he use to end his argument?

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Peer Editing

How to peer edit

-Peer Editing will be created for groups with the same topic, switched between individual students.

CC.11-12.W.1 Text types and Purposes: write arguments where I make knowledgeable claims based on my analysis of a substantive topic or text with valid reasonings -Create an argumentative reflection of all the articles that were researched - Use quotes, textual references and specific language studies - This will be a resource for the students video piece CC.11-12.W.9.b -Research to build and present knowledge: Apply reading standards to literary nonfiction and the premises, purposes, and argument sin words of public advocacy. CC.11-12.W.5 -Production and distribution of writing:

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reading others?

-Students will highlight the quotes, introduction of the quotes, explanation of the quotes- in different colors. -The thesis will be underlined, as well as the topic sentences of each body paragraph. -If there are opinions or personal information that slips into the essay, this will be noted. -Have the students switch their comments back so that the student knows what to revised. Both drafts will be turned it to see what was reworked.

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PSA

How does one motivate a listener to complete a certain task for a certain purpose through the means of video tied with audio? What type of message do you want to get across through your PSA?

How to craft an effective PSA in terms of language use directed at the audience

-Attract attention of your audience -Speak to audience in their own language, relate to the aduiences lives -one core message, focous on one thing you want the audience to hear, understand, and remember, clarity Show the Child Hunger PSA, what type of grabber is used?

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PSA

PSAs need to crafted with a message and a purpose

-Goal of PSA to get someone to take a specific action, relevant -Motivate the audience to take action -Deliver message with clarity -Relate to audiences lives

-Understand writing as a process of planning, revising, editing, and rewriting - The students will work to revise each others argumentative essays - The students will score each other based on a rubric that we create in class together - The final product will be handed into me and the two scores will be averaged CCSS.ELALiteracy.SL.1112.2. Integrate multiple courses of information presented in diverse formats and media ( visually, orally) in order to make informed decisions. CCSS.ELA.Literac y.SL.11-12.5: Make strategic use of digital media in presentations to enhance

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PSA

How can we pair images and words, through visual text or voice-overs to add to the message we wish to send to the audience?

By effectively pairing images with words and voice-overs, the audience can be visually stimulated to enhance their understanding of the words spoken or read.

-Show texting while driving video. What type of audience do you think this would be appropriate for? Why and why not? Is the message made? -Stimulate emotions through pictures -Relate images to words -Give visual aid -Stimulate the message Show clip of Injustice of War video. How are the images chosen for this video? What do the images make you feel? Would they cause you to take action?

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PSA

How do you craft an effective PSA in terms of audience and clarity?

When crafting a PSA you need to consider the audience and their previous knowledge, the word choice, the pacing and the motives that will spark interest for the audience.

communicate knowledge and information clearly so that the audience understands. -Play the George Bush speech about attack on 9/11. How does he inform the country of what happened? What information does he spell out, what is assumed as already known? What knowledge does he give the audience? -What do they already know? -What do they not know? -What do you need to explain? -What can be assumed, implied? -Stimulate the picture -Make it more interesting -Do not mask the voiceovers -Play Domestic Violence Video. How does the music grab the audiences attention? Where does the music change tempo or tone? How does it

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PSA

How can music or sound effects aid in a PSA?

By pairing music and sound in a PSA, the audience will have a sensory stimulation that can aid in sparking an emotion response, which will help them gain motivation to perform the action or the purpose of the PSA.

understanding of findings and evidence and to add interest. CCSS.ELALiteracy.SL.1112.2. Integrate multiple courses of information presented in diverse formats and media ( visually, orally) in order to make informed decisions. CCSS.ELALiteracy.SL.1112.3 Evaluate a speakers point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, points of emphasis, word choice and tone used. CCSS.ELALiteracy.SL.1112.2. Integrate multiple courses of information presented in

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make you feel?

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PSA

Production Day!

diverse formats and media ( visually, orally) in order to make informed decisions. CC.11-12.W.6 -Production and Distribution of writing: use technology, including the internet, to produce, publish, and update individual or shared writing products - This is where the students will post their videos to: classmates, school television, local news channel.

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If you could challenge one rule

What would it be?

This is your chance to make a difference, to change what you dont agree with.

PSA Assignment

The cumulating project of this unit will be a PSA, which will playing on the school television. You will be tying together the historical aspects of the issue of injustice that you are studying, along with the current issues as well as applying it to the future and motivating the audience to take action. Process: You will work individually on your PSA, so that you can personally choose your own topic that you feel passionate about. Choose a law, rule, activity, or occurrence in society that you do not agree with. You will be applying the skills that have been in incorporated into the Unit thus far to demonstrate your understanding. You PSA will be show to the class and shown over the school television channel. Your PSA is a place for you to: Get creative and have fun with the skills that you have learned. Choose a topic that is relevant to your life and that you feel passionate about. Apply your knowledge to society, where you can inform others. Become a leader and role model in society for fighting injustice. Assessment: Attached is a rubric for your assignment When your PSA is shown to your class, you will receiver a grade from your classmates I will also grade your PSA, and the scores will be averaged 25

The Goals of this Unit: Explore different forms of injustice Explore different forms of civil disobedience To gain knowledge on historical figures involved with an issue of injustice and how they reacted To gain knowledge on current events in the society or surrounding societies To inspire others to stand up against something that is unjust To serve as a strong role model for individuals in your society To challenge assumptions about the norms of society To consider different cultures an their perspectives To learn something about pairing video/images to text and certain audiences To learn how the metrics of speak have certain effects on an audience To learn something about visual literacy by associating images/video with words To learn to write to a specific audience The Obstacles We Will Overcome: The problem of many individuals no seeing the benefits of civil disobedience The problem that many individual being afraid to fight against something that is considered the norm You Have Been Asked To: Find something that is worth taking a stand against Take a stand against something that you believe is unjust and create something to fight it Publically state that you do not agree with something in you society Mediate your work Speak to the public about something that relates to them and motivate change Assignments that will work towards the cumulative project: Narrative: Based on good examples of narratives that deal with injustice, that we will read in class, you will be writing a narrative. Your narrative will be based on a time that you experienced injustice, whether it was against you, you witnessed it, or you did something about it. It can also be a story someone you knew if you werent there, or you can take on the perspective of someone else that experienced injustice. Argumentative Essay: After researching historical figures on injustice and researching the current issues that deal with your issue, you will be writing an argumentative essay based on your opinions and stance on the issue. Objectives: How to craft an effective PSA in terms of language use directed at the audience 26

PSAs need to crafted with a message and a purpose By effectively pairing images with words and voice-overs, the audience can be visually stimulated to enhance their understanding of the words spoken or read. When crafting a PSA you need to consider the audience and their previous knowledge, the word choice, the pacing and the motives that will spark interest for the audience. By pairing music and sound in a PSA, the audience will have a sensory stimulation that can aid in sparking an emotion response, which will help them gain motivation to perform the action or the purpose of the PSA.

ELA Standards that the assignment satisfies: CC.11-12.W.6: Production and Distribution of writing: use of technology, including the internet, to produce, public, and update individual shared products. This is where students will post their videos to their classmates, school, television, local news channel. Assessment: A different form of assessment will be made by the school, when there is a vote on all of the PSAs, in accordance to which one motivated them to take action the most efficiently. By the end of the unit, you will be demonstrating application of your knowledge learned throughout the unit, and this will be the sole determiner that you have fully understood what the purposes have been, why you learned new skills, and the context you have been researching. This is when the community will get involved, and one of the videos will be proposed to the local television network. I will give you a grade, but your motivation will come from presenting your product to a broad audience, I will just be there to monitor your understanding of the skills learned throughout the unit. Self-Assessment: You will be in control of your success through this unit. Since you are working individually you will have to manage your time and effort spent with this project. I assure you that you will learn about yourself throughout this unit in terms of what you knew, and what you have learned. After this unit is over, a reflective paper will be written on your PSA, which will be a place to self assess what you have produced and how your produced it. *Bonus: The school will also vote on the most effective PSA, which will be proposed to the local news channel

You will make a difference.

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Rubric For PSA

Generalization Quality 6 Responses at this level:
-This relates to the main action that the author wishes to enact from the audience. -An opening contains a insightful and catchy grabber to intrigue the audience -The understanding of the issue at hand is clearly stated and easily understood. -The overall message is understood from history to current times, to future. -The author enlightens the audience and motivates

5 Responses at this level:

-The main action or purpose is stated -Includes a catchy grabber -The understandin g of the issue at hand is stated -The overall message is directly stated -The author gives the audience motivation to take action

4 Responses at this level:

-The main purpose is stated -includes a somewhat catchy grabber -The understanding of the issue at hand is apparent -The overall message is somewhat stated -The audience may be motivated to take action

3 Responses at this level:

-There is an attempt to state the main purpose -There is somewhat of an attempt to grab the audiences attention -The understandin g of the topic is not apparent -The overall message is somewhat stated -There is confusion of what action to take.

2 Responses at this level:

-The main purpose is vague -There is no attempt at a grabber -There is a distant understandin g of the issue at hand -The overall message is hard to understand -The audience is not motivated to take action

1 Responses at this level:

-There is no main purpose comprehendibl e -There is no grabber attempted -The author does not prove to have an understanding of the topic at hand -There is no message received by the audience -The audience does not show understanding of the action

CLARITY COHESION THESIS ENLIGHTENMENT ON TOPIC

Meaning: the extent to Which the response Exhibits sound Understandin g, Interpretation , and Analysis of the task And text(s)

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SUPPORT: DEVELOPMENT RELEVANCE CONTROL

Development: the Extent to which ideas Are elaborated using Specific and relevant Evidence from the Text(s)

them for action. -Includes the appropriate amount of content and figures in order to fully comprehend how the issue has existed. -Arguments and statements are well developed with sufficient detail, sources, explanations, and connection to the main message. -The necessary background information is given in order for the audience to understand effectively. -Explanations of what is going on in our world today, in relative terms are given to the audience. -Solutions to the issue of injustice are clearly stated

-Includes the appropriate amount of content to fully comprehend how the issue has existed. -Arguments an statements have sufficient detail and explanations. -The necessary background information is given -There are explanations of what is going on -There are solutions to the issue -The issue is clearly made relevant to the audience -The author remains in control of topic

-There is content based on what the issue is -There is somewhat sufficient detail about explanations -There is background information given -There are some solutions for the issue, briefly stated -The issue is somewhat relevant to the audience, forced -The author is in control

-The content is mostly based on the issue -The detail is lacking about explanations -There is missing background information -There are not many solutions given for the issue -The issue is not that relevant to the audience -The author strays from the topic at points

-The content is loosely around one topic -There is no detail about explanations -There is barely any background information -There are not evident solutions for the issue -The author is not in control of his or her topic

-The content has no main topic -There is no detail -There is no background information -There are no solutions -The author is never in control

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GLBOAL ORGANIZATION/ COHESION CONTROL TRANSITION

Organization: the Extent to which the Response exhibits Direction, shape, and Coherence

and explained to the audience, leaving them with goals and motives. -The issue is clearly made relevant to the audience. -The author remains in control of the topic by taking action as a leader of an issue. -Strong word choice, along with factual choices that are strong. -Demonstrates an awareness and understanding of the audience, and their language practices and previous knowledge. -Sentences are in balance between academic tones as well as conversational. -Active voice is demonstrated.

-Strong word choice and factual choices are strong as well -There is awareness and understandin g of the audience and language practices and previous knowledge. -Sentences are balanced between different tones -Active voice is mostly demonstrated

-There is effective word choices and somewhat strong factual choices made -There is awareness of the understanding of the audiences and language direction -The sentences are balanced but mostly academic -The active voice is somewhat present

-There is not much effective word choices -There is an attempt at understandin g the audience -The sentences are not equally balances well -The active voice is attempting to be used

-There is no effective word choices and an attempt at effective factual choices -There is no apparent understandin g of the audience -The sentences are not equally balanced well -The active voice is not shown

-There is no effective word choices and no facts evident -There is no understanding of the audience or attempt to direction language -There is no sentence structure -There is no active voice.

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VOICE AUDIENCE/PURPOSE/TON E SENTENCE VARIETY USAGE

Language Use: the Extent to which the Response reveals an Awareness of audience And purpose through Effective use of words, Sentence structure, And sentence variety

-Demonstrates a consistent awareness of time, purpose, and audience -Tone is varied depending on the sentences -Word choice is specific, and appropriate for the sentences that are being discussed -Balance between academic tone and conversational tone -The conclusion gives the audience many options to take action. -Demonstrates control of conventions with essentially no errors -Vocabulary is mixed with academic language that

CONVENTIONS

Conventions: the Extent to which the Response exhibits Conventional spelling,

Demonstrates a consistent awareness of time, purpose, and audience -Tone is varied depending on the sentences -Word choice is specific, and appropriate for the sentences -Good attempt at balance between academic tone and conversationa l tone -There are some options given for action in the conclusion Demonstrates control of conventions, with essentially no errors -There is an attempt to mix vocabulary

-There is a good attempt to be aware of time and audience -The tone is varied depending on the sentences -The word choice is mostly appropriate -There is not much balance between tones -There are few options given for action in the conclusion

-There is not much awareness of time or audience -The tone is not varied -The word choice is not that appropriate -There is not much balance between tones -There are few options given for action in the conclusion

-There is no awareness of audience -The tone is not varied -The word choice is not that appropriate -There is not much balance between tones -There are minimal options given for action in the conclusion

-There is no awareness of audience -The tone is confusing -The words are negatively chosen -There is no balance of tones -There are no options given for action ever

-There is control over conventions attempted with some errors -There is an attempt to mix in academic language

-There is not too much control over conventions with errors -There is an attempt to mix in academic language

-There is hardly any control over conventions with many errors -There is no apparent attempt to mix in

-There is no control over conventions, errors throughout the product -There is no mix of language -The format is not followed at

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Punctuation, Paragraphing, Capitalization, Grammar, and usage

is explained, and essentially conversational language. -Format is clearly followed, neatly understood, and easily internalized to the audience -Images are included and are formatted properly to aid to the voice and text. -The sound that is added is complementin g the sentences and subjects that are being talked about.

-The format is followed -images are included and fit with the voice and text -The sound is added to complement the subjects.

-The format is loosely followed -The images are included to fit with the voice and text -The sound is mostly complementin g the subjects

-The format is loosely followed -The images are attempted to fit with the voice and text -The sound does not complement the subjects all the time

academic language -The format is loosely followed -The images are attempted to fit with the voice overs -The sound does not complement the subjects throughout

all -The sound and images do not have correlation

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