Hughes-Blaum-Individual+Unit+Plan

Back to personal page. WHAT IS JUSTICE?

__Lesson 1:__
** Title: ** Introducing the “What is Justice?” Unit **Unit Goal‍‍‍‍‍‍‍‍s‍‍‍‍‍‍‍‍‍‍‍:‍‍‍** 2. Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. 3. Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. 4.Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. ** Standards (Common Core): **
 * ** 1. **** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍ **
 * 5.Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. ** ||  ||
 * RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍
 * RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

** Rationale: **
====In this lesson I will build ‍‍‍‍‍‍‍‍‍‍‍‍lay the foundation ‍‍‍‍‍‍‍‍‍‍‍‍ for the first and fifth overall unit goals: defining and conceptualizing “justice” and experiencing these theme through multiple genres. ‍‍‍‍‍‍‍‍‍‍‍‍Students will form their own definition of justice prior to viewing the official definition and uses of the term ‍‍‍‍‍‍‍‍‍‍‍‍. With this knowledge, students will be able to identify justice and injustice in a short video clip. Due to the fact that this is an introductory lesson, students will be presented with an informational PPT that will give them a better understanding of how justice is perceived and utilized in the real world. To keep students engaged, I will call on them to read some of the slides and ask questions about each one to generate a kind of discussion for clarification. After learning through the PPT about ordinary people who have sought justice, students will have the opportunity to read “Letter from Birmingham Jail” collaboratively, allowing them to ask questions and discuss its impact as a group. Not only will the students read collaboratively, but they will also compose a response collaboratively. This is to prep them for today’s collaborative work ethic that is seen not only in high school and college but in many career fields. Because the writing students are doing revolves around their interests and questions from LFBJ, I will be able to see what they are understanding and engaging in within the document as well as what they need more clarification o<range type="comment" id="399263">‍‍‍‍‍‍‍‍‍‍‍‍n. ‍‍‍‍‍‍‍‍‍‍‍‍ Their homework assignment, rereading LFBJ actively (evidence of highlighting, writing in margins –this will have been previously explained early on in the semester), may seem repetitive. However, in order to cater to multiple learning styles, an individualized method of conveying information is the key to ensuring understanding for each student<range type="comment" id="772919">‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍ This active reading will also prepare them for the reading comprehension questions they are also to complete for homework (which I will collect). ====

<span style="font-family: Arial,Helvetica,sans-serif;">** Lesson Objectives‍‍‍‍‍: **
====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">1. Given a video on justice, students will be able to form their own working definition of justice in order to locate instances of this within the video. ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">2. Given a PPT on justice, students will be able to identify the official definition of justice and all of its various uses in order to apply their knowledge to prominent examples in the history of our country. ====

====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">3. After having read “Letter from Birmingham Jail”, students will be able to apply their knowledge of justice to a historical artifact in order to write collaboratively and answer key questions on the topic. ====

-**Motivational device** (10 minutes)- Show youtube video on justice ([]). Place the following prompt on the board/PPT:
====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">“What is justice? How is it different from injustice? Did you see any justices or injustices in the video clip? If so, describe this instance and why it is considered one or the other” ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Ask students to reflect on these questions in their daily journals for five minutes. Once students complete their entry, ask them to “Think/Pair/Share” with their neighbor for five minutes<range type="comment" id="877671">‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍ ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-**Justice Demystified (PPT) and Discussed (10 minutes)**- Begin with Justice PPT (have students read some of the slides to keep them engaged and promote literacy). Ask students if the provided definitions line up with their journal response. Explain that it is not uncommon to have a hazy answer written in their journal because as the PPT depicts, “justice” is a complex term to define. Identify which use of justice is being depicted in the examples on slide as to reinforce the many uses of the term. Using slide three, explain to students that “justice” is a term that dates all the way back to the 12th century. Ask them why they think this term may have applied to this time period<range type="comment" id="458312">‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍ ==== ====<span style="font-family: Arial,Helvetica,sans-serif;"> -“**Letter from Birmingham Jail” Reading Activity (30 minutes)**- Assign students to separate groups of five. Pass out LFBJ packets ( []). Each student in the group will read a page of the letter aloud while the others listen. After the reading is complete students will discuss and write collaboratively about what stuck out to them the most<range type="comment" id="661203">‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍ ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-**Closure (5 minutes)**- Ask each group to share what they felt to be the most interesting or impacting aspect of the letter. Assign homework worksheet and note that it will be collected next class. ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">** -Assessment ** - Students will hand in their collaborative writing assignment as their pass out the door. It will be evaluated for understanding and help me to locate what really struck the students – which will be the key to good class discussion for the next class. One a more individual level, I will assess the students by collecting their homework next class and checking for active reading (highlighting, notes in the margin etc.)<range type="comment" id="109332"><range type="comment" id="281490">‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍ ====

=__ Lesson 2 __=

**Unit Goals:**

 * 1) ====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **====
 * 2) ==== Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. ====
 * 3) ==== Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. ====
 * 4) ** Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. **
 * 5) ** Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. **
 * Standards (Common Core): **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


 * * CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ||


 * * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them ||


 * * CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts. ||

1. Given a PPT on MLK's writing techniques, students will be able to define opposing arguments, ethos, logos, and pathos in future reading<range type="comment" id="351979">. 2. Given a rhetorical analysis of LFBJ, students will be able to identify MLK's writing tecniques in action in order to <range type="comment" id="222722">form a better understanding of each term. 3. Given a persuasive prompt, students will be able to write collabroatively while utilizing the rhetorical devices above. -Journals -Voices & Bodies -LFBJ handout -"I Have a Dream" Handout ====** -Motivational Device- (10 minutes) ** Place the following prompt on the board: "Injustice anywhere is a threat to justice everywhere" - Martin Luther King, Jr. Ask students to reflect on this question in their journals. Do they agree or disagree with this quote? <range type="comment" id="339137">Students must explain their reasoning. Think/Pair/Share with a neighbor for two minutes. Call on students to volunteer their answers. Collect students homework sheets (they will be returned for use as a study guide).==== **-Rhetorical Analysis of LFBJ PPT/handout- (20 minutes), **Ask students why they think MLK's writing is so effective. Pass out color coded analysis of LFBJ prior to beginning PPT so students can interact with the material being presented. Ask students to flip over their LFBJ copies and identify the mystery exerpts as a class. -**Persuasive Writing Activity-(20 minutes)** split students up into five groups of four (as dictated on the back of their handout earlier). Within each group there will be a <range type="comment" id="308193">1. Opposition Outlooker 2. Logos Locater 3. Pathos Finder 4. Ethos Uncoverer. Each group will be assigned to a specific persuasive writing prompt (last slide of PPT). They will have to take a stand on their assigned argument. In doing so, they are responsible for appealing to the four techniques discussed above. Have students share their responses. [] In your reading, look for and highlight King's use of rhetorical techniques that we discussed in today's class<range type="comment" id="53572">. Show students youtube clip ( [] ). Ask for <range type="comment" id="42935">2 volunteers to name something they learned in today's class.
 * Rationale: ** In this lesson, I will be working towards unit goals 1 and 4. Students will gain a better understanding of LFBJ as well as of Martin Luther King, Jr.'s effective writing techniques. Students will have multiple opportunities to work with these rhetorical devices through means of a PPT, handout, and through identifying and utilizing the devices on their own. <range type="comment" id="216088">By learning to appeal to ethos, pathos, and logos in persuasive writing, students are preparing for their persuasive paper which is a part of their final assessment . By showing the <range type="comment" id="275723">current events clip at the end of the lesson, students can get an idea of the impact MLK has had on our world and in turn, have an even deeper appreciation for all he has does and his "I have a dream" speech in particular (homework).
 * Lesson Objectives: **
 * Matierials: **
 * Activities: **
 * -Assessment- ** Collect students collaborative writing in order to assess their understanding of rhetorical writing techniques as well as other aspects of the lesson.
 * -Closure- (5 minutes) ** Assign homework: Read "I Have A Dream" by MLK jr.

= = = **__ Lesson 3 __** =

**Unit Goals**:

 * 1) ====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **====
 * 2) ==== Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. ====
 * 3) ==== Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. ====
 * 4) ** Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. **
 * 5) ** Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. **
 * Standards (Common Core): **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


 * * CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ||


 * * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them ||

1. Students will watch MLK's "I Have a Dream" in order to apply their knowledge of rhetorical devices. 2. Students will have a discussion about "I Have a Dream" in order to gain a better understanding of how justice appears in the speech and it's effects on today's world. 2. Students will create a MLK collage, in order to apply their understanding of our readings and how they relate to justice. -"I Have A Dream" -"Letter from Birmingham Jail" -Posters, magazines, computers -Minds, Voices, & Bodies -Scissors
 * * CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts. ||
 * Lesson Objectives: **
 * Rationale: ** In this lesson, I will be working towards unit goals 1,4, and 5. This lesson is designed to help students tie together Martin Luther King's works in order to see how they relate to our overall theme, justice. A collage is an excellent way for students to do this because they are making a visual interpretation of both "I Have a Dream" and "Letter from Birmingham Jail". Aside from this concrete representation of MLK's pursuit of justice, students will <range type="comment" id="61249">also experience his speech (auditory/visual) . The reason I am opening with this youtube clip of "I Have a Dream" is so that students can see the many rhetorical devices we have previously discussed in action. I will collect the students' collages at the end of class to check for accuracy and understanding then I will display them around the classroom. One of the final assessments for this unit is a "Journal Check" which will be collected at the end of the fifth lesson. This assesses both the students writing ability and their knowledge of class materials.
 * Materials: **

5.) How do our various definitions of justice appear in this clip? Discuss student answers<range type="comment" id="391455">.
 * Activities:**
 * -Motivational Device:(25 minutes)** Play "I Have a Dream" []. Write the following questions on the board for the students to answer in their journals: 1) Describe the atmosphere in which the speech is being presented. 2.) Summarize a portion of Dr. King's "Dream". 3.) Name one instance where he utilizes either logos, pathos, or ethos. 4.) What moment stands out to you the most?
 * - Collage Activity (25 minutes)** : Students will be broken up into six groups. Each group will be assigned one exerpt from "I Have a Dream" as well as an important quote from "Letter from Birmingham Jail" [[file:L3handout.docx]][[file:L3handout2.docx]]. Students will be provided with magazines, newspapers and access to the classroom computers as means of obtaining images that depict MLK's quest for justice as defined in their assigned quotes. Students will each present their collage and explain why it depicts this ques<range type="comment" id="927988">t.
 * -Assessment:** Observe students in groups. Is each student participating? Does each student demonstrate understanding of topic? Collect student work. Journal collection will occur at the end of the fifth lesson -- remind students.
 * -Closure (5 minutes):**Ask students what they learned about justice through studying Martin Luther King, Jr.? Without MLK's work, what injustices would exist in todays world? Assign homework: read the introduction to Monster and answer the following questions: 1) Why did Walter Dean Meyers write Monster in screen play format? 2) What is the guiding principle of the U.S. legal system? 3) How does a trial work<range type="comment" id="329552">?

= **__Lesson 4__** =

Title: Introduction to "Monster" by Walter Dean Meyers
Unit Goals:
 * 1) ====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **====
 * 2) ====** Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. **====
 * 3) ==== Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. ====
 * 4) Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments.
 * 5) ** Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. **
 * Standards (Common Core): **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">1. Given an <range type="comment" id="339328">anticipation guide on the novel, students will answer questions in order to <range type="comment" id="528675">prepare them for reading //Monster //. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">2. Given a reading session/discussion on //Monster//, students will <range type="comment" id="9893">engage in the various characters as an introduction to the novel and court system. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">3. Given a matching worksheet, students will gain a better understanding of the terms utilized in //Monster// and in today's justice system. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">-Minds, Voices, & Bodies <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">-//Monster// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">//-//Handouts <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Activities: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Discuss student responses and go over homework.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Objectives: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Rationale: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">In this lesson, I will be working towards unit goals 1,3, and 5. This lesson also serves as preparation for the final assessment for this unit. In order for students to understand the mock trial assessment they will need to not only know the proper terms (vocabulary lesson) but also how the trial process works (as seen in //Monster//). By completing the anticipation guide students are being introduced to many of the concepts discussed in the novel. This also serves as key information for me because it allows me to see what my students already know. I feel that the first reading of the novel should take place in class so students can engage in the text (by filling the parts of various characters) and because they may have questions about //Monster'////s// unique format and structure<range type="comment" id="811103">.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Materials: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">-Motivational Device (10 minutes): **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Journal Prompt: What if you and your best friend look alike, talk alike, dress alike, etc. But, your best friend gets in trouble alot. Nobody seems to understand that just because you are close to your friend, you are not the same person. Now everyone thinks you are a trouble maker too. On Tuesday, a week after you and your bff visited the computer lab, it is reported that the lab has been vandalized. You know it was your best friend but the school thinks it was you! The principal has proof you were there because you e-mailed a teacher.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">What would you do?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Is it possible to be judged fairly in this situation?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Would you believe that you were innocent until proven guilty<range type="comment" id="198696">?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">-Monster Background Info. (10 minutes): **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Hand out anticipation guide and allow students to fill it in.

([]) Discuss ( concepts addressed-
[]). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This novel fits very well into our theme of "Justice." It is written from the perspective of a 16 year old African American teenager who finds himself in jail. Prior to being arrested, he took a film class and therefore, decides to write everything that happens to him in jail and during his trial as if it were a film. You will see some camera directions throughout our reading such as: Cut To, CU (close up), VO (voice over), Fade out and Fade in (discuss as a class what each of these mean so students have a clear picture throughout reading). ====**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">-Think/Pair/Share Vocab- (10 minutes) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Hand vocab matching sheets (created from the first section of this handout []) Allow students <range type="comment" id="997593">to work in pairs to try to match each term to the defintion. The only reference the students will have is //Monster//.====
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">-Reading Monster (20 minutes) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Read pages 1-21 of //Monster//. Teacher will serve as narrator (or voice over) and will read Steve's journal entries. Select students to read the parts of: Steve, Prisoner Sunset, Defense Atty. Kathy O'Brien. Guard 1, Prosecutor Sandra Petrocelli, the Judge, Asa Briggs, and Mr. Sawicki. Discuss the characters and events as a class.

**-Closure-(5 minutes)** Go over vocab worksheet. Assign homework: read to page 52 of //Monster//. Look for vocab words! Ask two students what they learned in class.
= **__Lesson 5__** =

**Unit Goals:**

 * 1) ==== Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. ====
 * 2) ====** Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. **====
 * 3) ==== Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. ====
 * 4) ** Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. **
 * 5) ** Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. **

**Standards (Common Core):**

 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
 * * CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. ||

1. Students will complete a reading check worksheet in order to clarify any misconceptions and demonstrate their understanding of //Monster//.
====2. Students will complete a Venn Diagram of the opening statements in order to paint a clearer picture of the opposing views and how/if they overlap<range type="comment" id="14972">. ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">3. Given a matching worksheet, students will gain a better understanding of the terms utilized in //Monster// and in today's justice system. ==== ====**Rationale:** This lesson will build towards unit goals 2, 4, and 5. Once again, students will expand their judicial vocabulary in order to gain a better understanding of both the text and today's justice system. The Venn Diagram serves the purpose of showing students, with clarity, the opposing sides of Steve's trial. They also have to use the text to complete this and in doing so will be exposed to the various rhetorical devices previously discussed. They can then use this as a reference throughout the unit. The reading check worksheet helps students to narrow in on the key details of the text and allows me to see who is reading and grasping the material and who is not.====

**Activities:**
====**-Motivational Device (10 minutes):** Show students the following clip ([]). Then, have students write in their journals on the following prompt: "O'Brien tells Steve that he has to believe in himself if he is going to convince a jury of his innocence. Do you agree that people have to believe in themselves in order for others to believe in them?". Discuss answers.==== ====-**Reading Check (15 minutes):** Hand out reading check work sheets and ask students to complete them individually. Once students are finished have them think/pair/share with their neighbor. Once this is complete, discuss the answers as a class.==== ====-**Venn Diagram Project (15 minutes):** This project is based on the lawyer's opening statements in Monster. Students will create a Venn Diagram using the text that depicts O'Brien's main points, Petrocelli's main points, and their overlapping elements. Emphasize that studenst should <range type="comment" id="777860">keep an eye out for rhetorical devices as well. What are these lawyers appealing to? This project is to be completed in <range type="comment" id="598571">groups of two. Once students finish diagram, discuss findings and pose the following question: If you were Steve, how would these opening statements make you feel and why? Talk with a neighbor and then ask for volunteers to respond to the class<range type="comment" id="274365">. ==== ====-**Think/Pair/Share Vocab2 (10 minutes):** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Hand vocab matching sheets (created from the second section of this handout []) Allow students to work in pairs to try to match each term to the defintion. The only reference the students will have is //Monster.// Go over answers - quiz Tuesday.====

-**Assessment**- Collect reading check and venn diagram and evaluate for student understanding.
====**-Closure (2 minutes)-** Ask <range type="comment" id="689572">two students to list something that they learned today. Assign homework- read pages 53-98 of //Monster.// Look for vocabulary words! Also tell students to pick a partner and divide the vocab words between them. Each student will make flashcards for their half of the words.====

__**Lesson 6**__

 * Title**: Tying Monster to the Real World

**Unit Goals:**

 * 1) =====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **=====
 * 2) =====Students will gain a bette**r understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities.**=====
 * 3) =====** Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. **=====
 * 4) ===== Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. =====
 * 5) =====** Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. **=====
 * Standards:**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
 * RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

1) Students will watch a video and analyze an article in order to have an informed discussion on injustice in today's world.
 * Objectives:**

2) Students will complete a reading check worksheet in order to clarify any misconceptions and demonstrate their understanding of //Monster//.
3) Given a discussion of recent events and a work sheet on Monster, students will be able to make connections between happenings in the novel and in today's world.

In this lesson, I want to show students how what we are reading about in Monster, while being a fictional piece, does happen in today's world. Controversial issues regarding justice and injustice surface practically everyday. Through showing a clip of such an event and discussing it as a class, students will be able to see how Monster is a fairly accurate account of what goes on. Next, I am going to continue with the Monster Reading Check work sheets. A nice balance with the journal activity which asks students to think outside the box and reflect, these work sheets help students to narrow their focus on the key aspects of the text. By going over them as a class, students get to revise their answers and ask questions allowing them to clear up any misunderstandings. These worksheets will always be collected and then handed back next class. I will evaluate them based upon completion and look for understanding (or address a lack thereof). Once returned, these worksheets will serve as an excellent study guide. Next, students will review their vocabulary cards. By splitting the work up with a partner, students can share their work in a fun way that holds them accountable for their end of the bargain. This brief activity, paired with the returned vocabulary matching sheets, will help students to internalize their knowledge of the term. This will benefit them on tomorrow's vocabulary quiz and when we hold the mock trial. -News article -Monster -Reading Check Handout -Review flash cards -Minds, bodies, & voices -Motivational Device (10 minutes): Have students watch the following video clip: http://edition.cnn.com/2007/POLITICS/11/16/justice.rally/index.html#cnnSTCVideo. Have students write their initial reactions to this video in their daily journals. Next, the following article will be distributed http://www.npr.org/templates/story/story.php?storyId=12353776 . Give the students a few minutes to read ACTIVELY (highlight, write notes, etc.) in order to prepare for a discussion. -Whole Class Discussion (15 minutes) : Use the following questions to generate and moderate discussion among the class. 1) Do you think that the six African American students should have been charged with attempted murder? 2) If not, then what do you think should have happened to them instead? 3) Should the white students who hung the noose be arrested? 4) What other injustices have been recently publicized? Do you think these instances being blown up in the media help to put a stop to such acts or provoke them even more? 5) What do you think can be done to stop such injustice whether in the home, school, community, etc? -Monster Reading Check (20 minutes): After students complete sheet individually, go over the answers as a class. Clarify any questions students may have. - Vocabulary Review Activity (8 minutes): Have students quiz each other back and forth using their flash card arrangement in order to prepare for tomorrow's quiz. Remind students that now is the time to ask any questions regarding the words. Ask for volunteers to share a few instances in the text where our vocab words pop up -Assessment: Collect worksheets -Closure (2 minutes): Ask for a few volunteers to share how our discussion earlier relates to what we are working with in //Monster//. Assign homework- study for vocab quiz, read pages 99-149 in //Monster//.
 * Rationale**:
 * Materials**:
 * Activities**:

__**Lesson 7**__

 * Title**: Vocabulary Quiz & Beginning of Mock Trial
 * Unit Goals:**
 * 1) =====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **=====
 * 2) =====** Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. **=====
 * 3) ===== Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. =====
 * 4) ===== Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. =====
 * 5) =====** Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. **=====


 * Standards:**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
 * RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

1) Given a quiz on legal terms, students will demonstrate their knowledge of the terms in order to relate them to Monster.
 * Objectives:**

2) Students will complete a reading check worksheet in order to clarify any misconceptions and demonstrate their understanding of //Monster//.
3) Given a journal prompt, students will reflect and write about how their lives are connected with the main character in Monster. This lesson focuses primarily on the vocabulary quiz. I want students to really understand the legal terminology presented within the text in order to fully comprehend Monster as well as to excel in our rapidly approaching mock trial activity/paper. Their connection of the legal terms with Monster will be reinforced in our closure activity as well. Next, like I previously stated --I plan to keep using the reading check quizzes. It may seem kind of bland to include, however, it is important for students to achieve an understanding of the core issues presented in the text. It will also serve as a great means of discussion and study guide. In order to save time next class period, I have assigned the students to read up on their designated "charge". Next class students will be ready to get in groups and begin working with the testimonies, evidence, etc. -Monster -Reading check -Charge handout -Minds, bodies, & voices -Motivational Device (10 minutes): Journal Prompt " Steve's mother is the one person who believes he is innocent. Have you ever had an experience where there was only one person who believed in you? How did that person makes things better for you?" Allow students time to reflect in their daily journals. -Reading Check (15 minutes): After students complete sheet individually, go over answers as a class. Discuss and clarify any misunderstandings. -Vocabulary Quiz (25 minutes). If students finish early, allow them to read quietly. -Assessment: Evaluate quiz for understanding of vocabulary terms. -Closure (5 minutes): Ask students to apply their new understanding legal terminology to Monster. Give them a few minutes to find one of our terms in the text and share as a class. Assign homework - read pages 150-209 and designated charge handout (photocopied from pages 424-434 of //Teaching English Through Principled Practice)//. First two rows will master the murder section, next two will master the voluntary manslaughter section, and the next two will focus on self defense.
 * Rationale:**
 * Materials:**
 * -**Quiz
 * Activities:**

= __**Lesson 8**__ =

Title: Mock Trial Introduction 1) Students will be provided with criteria for being charged for different crimes in order to collaboratively come up with working definitions and categories for each term to apply it to our Mock Trial testimony. 2) Students will be given a testimony in order to analyze it for evidence and make a decision as a jury. 3) Given a discussion on Monster and the mock trial case, students will be able to make connections between Monster and the mock trial as well as be able to identify with jury members. This lesson is the beginning of our Mock Trial. Students will become familiar with three different charges in order to apply them to the case at hand. Once they have mastered these three categories by presenting them in groups and filling out their charts, we, as a class, will go over the testimony. This way, we can address general questions prior to splitting up into groups. In order to limit chaos, students will be put into groups of 6-8. As "juries" the students will evaluate the evidence and events more closely in the next class. Students will also have their final reading check in this lesson. By this point all of their other RC's will have been handed back to study for their upcoming quiz. Journals will be collected and graded based upon completion. Students will also receive their essay packet prompt now in order to start thinking about their paper. -Reading check -Mock Trial Packets -Minds, voices, and bodies -Monster -Motivational Device (3 minutes): Write the top three things you learned about justice on the inside of your journals..COLLECT JOURNALS! -Final Reading Check (15 minutes): Complete individually, discuss, and clarify as a class. -Mock Trial Prep (15 minutes): The following information will have been photocopied from pages 424-434 of //Teaching English Through Principled Practice//. Set the scene for the Mock Trial by asking students to get in their assigned groups. Group 1 will summarize the criteria for "Murder", Group 2 will summarize the criteria for "Voluntary Manslaughter", and Group 3 will summarize the criteria for "Self-Defense". The groups will be provided with posters on to which they will record the key criteria. Once these are complete, students will present their findings to the class so everyone can become knowledgeable on each charge and what criteria it involves. Students will have summarized their criteria on the following worksheet and will fill in the blanks once the other groups present. -Reviewing the Case (15 minutes): As a class, we will read the testimony (pg 427-432) aloud using the popcorn method which relies on students calling on someone new to read each time. Tell students that they will be split into groups of 6-8. In these groups, they will act as a jury. In the following classes, they will have time to review the possible charges and the evidence in order to determine what actually happened and which charge applies. The decision must be unanimous. -Assessment: Collect Reading Check and evaluate group presentations and completion of charge definitions. -Closure (5 minutes): Discuss the testimony we just covered. What is it like to be on a jury? What would be hard about it? Several opposing statements, pieces of evidence, and legal terminology can make being a jury member hard work. What new insights do we have about the jury members decision in Monster? Pass out Unit paper assignment and remind class about their final quiz. For homework, have students study their RCs and ACTIVELY read over the testimony once more.
 * Unit Goals:**
 * 1) =====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **=====
 * 2) =====** Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. **=====
 * 3) =====** Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. **=====
 * 4) ===== Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. =====
 * 5) ===== Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. =====
 * Standards:**
 * RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
 * RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 * RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * Objectives:**
 * Rationale:**
 * Materials:**
 * Activities:**

= __**Lesson 9**__ =

1) Given a court case, students will analyze evidence and testimonies in order to reach a unanimous verdict. 2) Given a court case, students will classify the crime in order to place it into one of three categories based upon its criteria. 3) Given a prewriting period, students will be able to use their newly acquired information in order to outline their persuasive paper. This lesson asks students to apply all of their knowledge about the justice system that they have acquired thus far. Through this mock trial activity they will gain a better understanding of what goes on in the courtroom, specifically for the jury. I decided to hold the students accountable for prewriting in this lesson because all of the information from the case is fresh in their minds and this will help them get started with their paper over the weekend. -Voices, minds, & bodies -Case materials -review sheet -Motivational Device (3 minutes): Have students get into their groups. Play youtube video depicting jury member announcing verdict []. - What is the verdict? (30 minutes): In their groups, students will try to figure out what really happened in our case. Then, they will make a decision about how to classify the killing. What charge applies to this case and how is it justified? Each group will have a jury foreperson to ensure that members stay on task and keep track of all the evidence provided. They also take all the vote and make sure that they remain secret until the time comes. Remind students that the verdict must be unanimous. Once each group is done, allow their foreperson to announce their verdict using their legal terms. Discuss outcomes. -Pre-writing (15 minutes): Allow students to consult their packets, documents, text, and assignment sheet to begin prewriting their paper. -Monster Review: Ask students if they have any final questions regarding Monster for their quiz on Monday. Hand out review sheets. -Assessment: Observe juries. Is everyone participating? Is the foreperson doing their job? Is the decision unanimous? Does the verdict match the criteria of the crime/is there sound evidence? Check for prewriting. -Closure (7 minutes): Discuss "themes" section of review sheet as a class. Pose the questions "What did this book tell us about Justice?"
 * Title:** And the verdict is...
 * Unit Goals:**
 * 1) =====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **=====
 * 2) =====** Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. **=====
 * 3) =====** Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. **=====
 * 4) =====** Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. **=====
 * 5) ===== Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. =====
 * Standards:**
 * RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
 * RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 * W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * Objectives:**
 * Rationale:**
 * Materials:**
 * Activities:**

= __**Lesson 10**__ =


 * Title**: Wrapping up the Justice Unit
 * Unit Goals:**
 * 1) =====** Students will be able to conceptualize and define “justice” in order to apply it to foundations of society, as well as to their everyday lives. **=====
 * 2) =====** Students will gain a better understanding of what constitutes a crime and how crime is justly related to punishment in order to apply this to our readings and activities. **=====
 * 3) =====** Students will be able to separate justice from mercy and learn to comprehend this complex relationship in order to apply it to our class readings, society, and their everyday lives. **=====
 * 4) =====** Students will learn rhetorical devices in order to identify them in our readings and apply them in persuasive writing assignments. **=====
 * 5) =====** Students will gain a better understanding of justice by experiencing it as a theme in multiple forms of literature: historical documents, a speech, a novel, and poetry. **=====
 * Standards:**
 * RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text<range type="comment" id="3509">‍‍‍‍‍‍‍‍‍‍‍‍. ‍‍‍‍‍‍‍‍‍‍‍‍
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

1) Given a review of Monster, students will clarify any issues or misunderstandings in order to better succeed on their Monster quiz. 2) Given a quiz on Monster, students will demonstrate their knowledge of the text by completing several multiple choice and short answer questions. 3) Given a peer review session, students will trade their papers with their peers in order to further perfect their essay packets. This lesson is designed to wrap up the Justice unit. We will go over the review sheet as a class to clear up any misconceptions and provide a last minute study session. Today was supposed to be the due date" of their essay packet. So their papers should be hand-in ready. BUT, as my field study teacher taught me, this is the best opportunity for peer-editing because typically when students know their paper is only going to be read by a friend first they don't try as hard to make it the best the can. This way, the students will have a chance to get their paper evaluated in a way that allows them time to make adjustments for the next class. To bring the unit to a close, I have decided to include a discussion on what we've accomplished asking the students to reflect on what they've learned from this unit. -Quiz -Essay packets -Colored pens -Peer edit sheets -Monster Review (10 minutes): Go over review sheet and clarify any questions students may have -Monster Quiz (20 minutes) - Surprise! Peer Review (20 minutes) Align students by row and have them trade their paper with a neighbor for peer editing. Hand out colored pens for revision. Use the following check list as a guide http://go.hrw.com/resources/go_ss/teacher99/toolkit/TOOLKT17.pdf. -Assessment: Monster Quiz, check peer editing groups for participation and completion of checklist. -Closure (5 minutes): Power clap for completion of the unit. Discussion on what have we learned about justice through out our unit. Ask students to write down on a piece of paper what have MLK, Monster, the mock trial, and the various articles we've read shown them about the way our society works? What did they learn about Justice that they didn't previously know? How can we promote justice in today's world? Collect it as their pass out the door. Homework: final revisions for paper
 * Objectives:**
 * Rationale:**
 * Materials:**
 * Activities**