Download - CI 403 Unit Plan
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Lesson Plan 1: The Fear of Literature
Time:
This lesson will take the whole class period. (45 minutes)
Setting:
This lesson will be taught in a senior level elective course, Literature from Around the World,
in a diverse urban school. There are 25 students in the class and the demographics break down as
such: 10 white students, 8 African American students, 1 Asian student, and 6 Latino/a students.Of these students 1 has ADHD and 5 of the Latino/a students speak Spanish but they are
bilingual and not classified as English Language Learners.
Theory Into Practice:
This lesson was designed keeping in mind the theory that Thomas Foster writes about inhis book,How to Read Like an English Professor. Students delve into the religious and political
backlash that Salman Rushdie faced after the publication ofThe Satanic Verses. The content ofthis novel enraged many people and Rushdie was accused of blasphemy and a fatwa was ordered
by Ruhollah Musavi Khomeini, an Islamic religious leader in Iran. A fatwa is a religious order
for someones assassination. But this went beyond a religious conflict when the Iranian
government supported the fatwa. While this controversy did not center aroundMidnights
Children, this experience in Salman Rushdies life can be seen in his later works. Foster writesthat knowing a little something about the social and political milieu out of which a writer
creates can only help us understand her work, not because that milieu controls her thinking butbecause that is the world she engages when she sits down to write (Foster 116). Some teaching
theories call for us to solely focus on the text at hand but what Foster suggests is looking for theworld of the writer reflected in the text.
Through this unit we ask our students to think critically and engage in the practice of
using literature as a vehicle for social change. Examining the authors background and how
society reacted to Rushdies writing (whether that reaction was he was after or not) shows the
power that literature has to bring out both the good and bad in people. The fatwa placed on
Rushdie give students a window into the world that he was living in when he wrote Midnights
Children, a world that when understood brings new insight to the novel. Foster argues that
political and social issues wind up in literature, sometimes masked, when the author is interested
in the worlds around them which contains many things, and on the level of society, part of what
it contains is the political reality of the timepower structures, relations among classes, issues of
justice and rights, interactions between sexes and among various racial and ethnicconstituencies (Foster 115). Adopting this theory I hope to prepare my student to explore the
world that they live in a critical and creative way that can adopt change.
Students will have already gained a comprehensive knowledge of India history in
previous weeks. This knowledge will allow them to draw connections in this lesson between thishistory, own Rushdies background and the text. In addition to historical context students will
have completed and discussed the first two books in Midnights Children. Having already made
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examined the book analytically they will be prepared and possess the necessary skills to make
the connection between the world that Rushdie was writing in and the message that said writingconveys. The next class period will be spent reading the next chapter and completing a short
activity that has students choose a quote or passage from the chapter and connect it to the themes
and ideas we talked about in this lesson.
Objectives:
By the end of the class period:
Students will be able to define fatwa and explain the implications that ordering a fatwa onan author (Rushdie) has.
Students will be able to express their opinions on the topic at hand in a constructive andmeaningful way.
Students will have begun to explore the idea that literature and society have a symbioticrelationship. (They influence and shape one another)
Materials:
Students will need a pen, their copy of Midnights Children, and a notebook
Preparation:
Since we are going to be going over a new concept and they will have to take notes, the class
must turn their desks to face the front of the class if they arent already doing so. Students will
have just started Book III of Midnights Children and will need their books and notebooks out to
draw examples from during out discussion.
Procedure:
Lesson: Discuss the power that the printed word has in our society and the fear it causes amongstsome people.
Briefly go over the last nights reading, checking for comprehensions and asking one ortwo discussion questions about the reading that lead into the topic of the days class. (10
minutes)
Introduce the term fatwa, stopping to ask comprehension check questions: define it,explain the cultural significance and how/why it was placed on Rushdie. (20 minutes)
Think, Pair, Share: Students will spend 3 minutes writing about this prompt and then turnto a partner for 3 minutes. The groups will then share their answers to the class as a
whole for 7 minutes. (13 minutes)
o Reflect on why someone would place a fatwa on an author or why books arebanned in certain schools and libraries. What are they scared of happening ifpeople read these books? What does this tell us about the function of literature insociety, in America and around the world.
Students get a chance to add to what they have written after the discussion. Collectpapers. (2 minutes)
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Discussion Ideas:
Put simply when Saleem loses his memory he is reverted to an animal-like being with notfear or pain, what does this tell us about the narrators view of humanity?
Why is certain literature banned? What does banning literature do for the message of whatever book is banned? Why do you think literature has such power over society? What is the function of literature in todays society, in America and around the world?
Bilingual/ESL and Englishes Accommodations:
Because the students in my class are bilingual, not ESL the accommodations that need tobe made are not as drastic, though necessary nonetheless. For this lesson, students will be asked
to grasp a large amount of knowledge and make deeper connections. A complications for
students who are bilingual is the vocabulary used. I will avoid using confusing or unnecessary
(long, complicated) words and provide assistance if the students are having difficulty with aterm. They can then use these words that they may be unfamiliar with to add to the class
dictionary and expand their own vocabulary and comfort with the language. Circulation, on mypart, between groups allows me clarify the directions and address any additional trouble any ofmy students have. Another accommodation that I have everyone adapt is writing down their
Think, Pair Share, responses. This not only allows me to assess how well my students are
grasping the concept but gives students an opportunity to practice their writing skills. Grammarwill not be graded on these write-ups but their writing can pinpoint common mistakes that are
being made and that should be addressed either individually or as a class.
Special Education Accommodations:
One student in my class has attention deficit- hyperactivity disorder and certain accommodationsmust be implemented in order to ensure that she gets the highest level of education despite her
disability. One accommodation is that I circulate the classroom making sure she is staying ontask giving her cues to help with this. Another accommodation includes choosing who she sitsnext to and pairs up with for the activity. It is my responsibility to know my students and how
they learn best. I notice that when she is working with some students she gets off task frequently
but with others she is on task and is able to reach a deeper level of critical thinking. These are thestudents that I want her working with when group work is necessary. Another accommodation
that I offer for my student is that on days where the usual routine is different, the schedule will
be written on the board. This way they know when transitions are coming and can prepare and
refocus more quickly.
Assessment:
Students will be assessed on whether or not they were able to critically think about the ideal ofliterature a medium with potential to enact social change by writing a paragraph addressing the
topic. This paragraph will be shared with a partner and then the class as a whole giving the
student a chance to add to their writing as their opinion might change. The free writes and their
participation in the class will be worth 10 points. Collecting these paragraphs will show mewhether or not we need to spend more time on this concept. In addition have students write down
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their thoughts on this topic ensure that I get to hear everyones points of view, not just the
students who participate in class a lot.
Extension Ideas:
The idea of using literature as a vehicle for social change runs throughout this unit. The idea of
looking at literature as a power that certain people fear can be turned into a prompt for thatnights reading journal. The day after this lesson is taught students will spend most of the class
period reading and reflecting on parts in Midnights Children that call for social or political
change, and what literary techniques Rushdie uses to make his message clear.
Source of Activity:
When I chose Midnights Children as my top choice for this unit the only thing I knew about it
was that the author, Salman Rushdie had a fatwa placed on him because of one of the books hehad written and that fact had always fascinated me. This lesson grew from this fascination and
the essential question for this unit plan, How can literature serve as a vehicle for social
change? In order to answer this question students need to examine authors and works that haveeither treated literature as such or have been attacked because of the fear of change that literature
could bring.
Resources and References:
"BBC NEWS | Entertainment | Anniversary of Rushdie Book Fatwa."BBC News - Home. 14
Feb. 2009. Web. 12 Dec. 2011. .
Foster, Thomas C. .How to Read Literature like a Professor. New-York: Harper, 2003. Print.
Rushdie, Salman.Midnight's Children. New York [etc.: Penguin, 1991. Print.
Illinois State English Language Arts Goals:
2.A.5c Analyze the development of form (e.g., short stories, essays, speeches, poetry,plays, novels) and purpose in American literature and literature of other countries.
o This lesson is has students analyze Rushdies works and introduces the idea ofliterature being used for social change. This lesson gets students to think about the
purpose of literature in our own country and around the world. After this lesson
students will be prepared to analyze the text directly keeping in mind the purposes
of literature discussed in class.
2.B.5b Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.
o This lesson asks students to tap into their knowledge of India history to drawconclusions about the purpose of this novel and the effects of literature on society
in general.
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Lesson 2: Definition of the self through stories
Time: This lesson will take the full 45 minutes of class time.
Setting:
This lesson will be taught in a senior level elective course, Literature from Around the World,in a diverse urban school. There are 25 students in the class and the demographics break down as
such: 10 white students, 8 African American students, 1 Asian student, and 6 Latino/a students.Of these students 1 has ADHD and 5 of the Latino/a students speak Spanish but they are
bilingual and not classified as English Language Learners.
Theory Into Practice Background:
While designing this lesson I applied the same theory that Jim Burke does in regards to
journals in his bookThe English Teachers Companion: A Complete Guide to the Classroom,
Curriculum, and the Profession. Although the lessons of past weeks have been leading to andpreparing students for their final project, this lesson is the first that puts all of the pieces together
and shows them what is going to be expected of them on a larger scale. This lesson is a practice
session that will be critical for students to go through in order to create a successful final project.
Burke holds that journals, provide students with a space where they can take risks; thinkdifferently, and at times, more honestly than they could if their thinking were public (181). I
modeled the lesson off ofBurkes idea that giving kids space to explore ideas without having to
be worried about embarrassment expand their learning. The final project can seem daunting andthis activity not only gives them practice through a structured free write but the interview with
Salman Rushdie explains the origin of the assessment and puts both literature and their own life
into a different perspective.
Another theory that influenced this lesson was Thomas Fosters idea that a reader should
not read with their eyes. Foster explains: What I really mean is, dont read only from your ownfixed position in the Year of Our Lord two thousand and some. Instead try to find a reading
perspective that allows for sympathy with the historical moment of the story, that understands
the text as having been written against its own social, historical, cultural, and personal
background (Foster 228). This lesson and the final project does just that. It allows students to
take a step back not only from the text and look at it a different way but it has them take a step
back from their own life and define it through objective and historical eyes.
In previous lessons students will have learned more about the background of the author of
this piece and made connections between literature, history and social change. During the lesson
students will watch an interview with the author Salman Rushdie that will tie these mainconcepts together. This lesson will feed into the next reading day in which students will continue
their reading journals and participate in a short activity that has them identify literary element
that they used in their narratives and that Rushdie uses and explore the effect these have on the
story.
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Objectives:
By the end of the class period:
Students will be able to begin to define themselves through a story or series of stories Students will be able to connect this idea of definition through stories to Midnights
Children and analyze how this idea influences or connect to the form the Rushdie uses.
Materials:
I will need a computer, a projector, and internet access to view:http://www.youtube.com/watch?v=5YkaMhnIZ3E
Students will need: notebooks, pen, and a copy of Midnights Children.Preparation: We will be watching selections of video so the class will have to be rearranged sothat all desks face the front of the class and the lights will be dimmed. The projector and
computer need to be set up and an internet connection ensured (this can be done during passing
period so that no class time is wasted).
Procedure:
Explain the video they will be watching is an interview of Salman Rushdie right aroundthe time of the release of Midnights Children. Watch selections of the interview (15minutes)
Give the class time to reflect and write down their ideas before opening up a large classdiscussion about the idea the stories define a person. Students will use the questions inthe Discussion Ideas section below to guide them in their reflection. (10 minutes total)
Their final assessment asks them to see themselves as a figure in history, in essence todefine themselves and the society they live in through stories. Reintroduce the assessment
and have the students free-write connecting themselves to a current event (18 minutes) Check free-writes and assign reading. (2 minutes)
Discussion Ideas:
What do you think that Salman Rushdie means when he says that people are defined bystories?
How would you define yourself? What major historical events have you been compiling in your reading journals? How do
these events or stories define you?
How does Rushdies discussion of free speech complicate the way in which we typicallythink about it?
Does banning anything actually keep people from buying, using, watching, reading it?Explain why you think that is.
Bilingual/ESL and Englishes Accommodations:
The same general accommodations will be in place: me circulating the room and picking
word choice with my students ability in mind. Watching this interview maybe a challenge for
some of the Bilingual students and even for the native English speakers in my classroom becauseof Salman Rushdies accent and complex vocabulary and in order to accommodate these students
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I will provide a typed transcript of the interview complete with brief definitions for words that I
believe they may have trouble with. This can guide them through the difficult language so thatthey can take away the meaning that I want them to instead of struggling to figure out what word
Rushdie just said. Also an accommodation is the free-write activity. This allows them to hone
their writing skills and shows me where they still need to improve. Writing these free-writes
before beginning the drafting process of their final project can help boost their confidence. Burkeargues that this absence of judgment and the opportunity to write are especially helpful for
struggling writers and English language learners who need to develop their fluency free of fear
(Burke 181).
Special Education Accommodations:
The interview with Salman Rushdie is about an hour long and I contemplated playing the whole
thing because he really discusses a lot of the ideas and themes that we have been covering for thepast 8 weeks in this unit. However as an accommodation to the student in my class with ADHD I
cut it down to a clip around 10 minutes long. I did this because sitting through that long of a
video would be tough for any of my students but especially a student who has ADHD. By
making this decision it also forced to to rethink the interview and the important lessons that Iwanted my students to get out of it. Another accommodation is comprehension checks during the
video and activity. The video is split into two main topics and I allowed enough time in mylesson to pause it and discuss what they just saw. This gives the student a change to stay focusedand organize their thoughts before beginning their free write. For the free-write I will give the
student an option of sitting in a different desk. This transition allows the student movement and
burns off energy but also provides the student with an environment that will better accommodate
them and their need to focus. This move should not me mandated though.
Assessment:
Students are asked to free-write connecting a historical event to their own life. This assignmentassesses whether they are able to make the jump from strictly historical context to making real
life connections. These free-writes also give me an opportunity to see if the students are on the
right track for their final assignment which will ask students to do the same thing but in a moreelaborate way. These free-writes will be worth 10 points and will be graded on effort (This is a
rough draft of sorts and so I do not expect it to be well polished or thought completely out. As
long as students made an effort to apply the concept to their writing then they will get full
credit).
Extension Ideas:
This lesson continues to help our students answer the question how can literature serve as a
vehicle for change and expands this idea by asking students to connect their lives to the worldaround them and write about it. This lesson will be continued in the following lessons which will
help the class organize and craft their final assessments. This lesson also connects to the sections
of their reading journals that ask them to reflect on historical events that they have lived through.
Source of Activity:
In researching the fatwa placed on Salman Rushdie for one of my other lessons I came acrossthis video and what he said about people being defined by stories really stuck with me and it was
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through this video that my team and I crafted the final assessment. This activity was designed to
directly to assist and guide students in working on their final assessments.
Resources and References:
Burke, Jim. The English Teacher's Companion: a Complete Guide to Classroom, Curriculum,
and the Profession. Portsmouth, NH: Heinemann, 2003. Print.
Foster, Thomas C. .How to Read Literature like a Professor. New-York: Harper, 2003. Print.
"Midnight's Children Events: "Interview with Salman Rushdie & President Lee Bollinger" -YouTube." YouTube - Broadcast Yourself. Web. 12 Dec. 2011.
.
Illinois State English Language Arts Goals:
3.C.5a Communicate information and ideas in narrative, informative and persuasivewriting with clarity and effectiveness in a variety of written forms using appropriate
traditional and/or electronic formats; adapt content, vocabulary, voice and tone to theaudience, purpose and situation.
o This lesson requires student to communicate complex ideas into a narrativeconnecting their life to the history that they lived through. Their free-writesshould be persuasive in nature and act as a vehicle for social change. This is a
mini-version of the assessment that will ask them expand this narrative and use
various forms.
2.B.5b Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.
o This lesson asks students to use the ideas of Rushdie and the form that his worktook in order to explore the social, political, and economical issues that exist in
their everyday lives.
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Lesson Plan 3: Grammar and Close Reading Activity
Time: This lesson will take the whole 45 minute class period.
Setting:
This lesson will be taught in a senior level elective course, Literature from Around the World,in a diverse urban school. There are 25 students in the class and the demographics break down as
such: 10 white students, 8 African American students, 1 Asian student, and 6 Latino/a students.Of these students 1 has ADHD and 5 of the Latino/a students speak Spanish but they are
bilingual and not classified as English Language Learners.
Theory Into Practice Background:
Grammar is one of the hardest things for me to teach and so in crafting this grammar
lesson I relied on Jim Burkes theory of teaching grammar. According to Burke, grammar is
essential to an English class but they must maintain their balance and serve a coherent purpose(Burke 149). Burke details multiple grammar exercises that he incorporates into his everyday
classroom. These activities that he uses teaches grammar in context and for a specific purpose. Inthis lesson, Salman RushdiesMidnights Children is the context in which we tackle grammarand the purpose is to analyze the tone and meaning that is created in the novel through the use of
this grammar. Burke quotes Edwin Tufte, What is expressed in language through the choice
between different word clauses and semantic structures, is, in visual communication, expressedthrough the choice between, for instance, different uses of color or different compositional
structures (149). This lesson explores grammar just as Tufte explains it, as a type of visual
design. This lesson explores how a small choice of where and when to use a comma or semi-
colon can have a larger effect of the whole passage. This lesson also allows me to address
common mistakes that I have been seeing in my students work but keep the grammar lesson in
context.
Before this lesson students will have done a number of writing exercises and examined
the way in which the choice of certain literary technique changes the meaning and tone of a text.
Students will also have read Midnights Children through the chapter The Shadow of theMosque. Students will use their knowledge of the novel and the mini-grammar lesson to analyze
the text in a new way. This leads into the next lesson that has students close read a passage of the
next chapter using all of the different elements and grammar choices that we have been
discussing.
Objectives:
By the end of the class period:
Students will be able to recognize the affect that the use of commas and semicolons haveon a work and how this use structures the form of a piece.
Students will be able to properly use comas and semi-colons for both technical andstylistic purposes.
Materials:
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Students will need their copy of Midnights Children, notebooks, and a pen, handout ofcomma rules and passage of Midnights Children without commas.
I will need a smart board.Preparation:
The class desks will be arranged as they normally are and students will have finished the chapterof Midnights Children entitled, The Shadow of the Mosque. I will have to create and make
copies of the passage they will be working with and the list comma and semi-colon rules. I also
will need access to a smart board and will have to set the screen up during passing period.
Procedure:
Handout an excerpt from Midnights Children (p. 463) without the commas and semi-colons and explains that what they have in front of them is actually one sentence. As youread the sentence out loud the students must try and place the commas and semi-colons in
the right places based on their previous knowledge. After everyone is finished they can
take out their books and check their answers. (10 minutes)
Distribute comma rules handout and go over them while correcting the passage on thesmartboard (12 minutes)
o http://www.cloudnet.com/~edrbsass/edrules.htm Discuss what the use of commas and semicolons to create long sentences, does to the
tone and structure of the passage. Do close reading the passage on pg.463 keeping inmind the above discussion. (13 minutes)
Exit slip: Students have to write a grammatically correct sentence, of a page long witha partner using commas and semi-colons. (10 minutes)
Discussion Ideas:
What kind of tone is created by using long sentences and catalogues? How would breaking the sentence up into multiple statements changes the passage? Why
do you think this change occurs?
How does the form of this passage add to the over arching themes of the book? What is the function of a comma? What is the function of a semi-colon?
Bilingual/ESL and Englishes Accommodations:
This whole lesson was created as an accommodation for my Bilingual students as well as the
other students who were struggling with comma usage in their writing. This lesson addresses
grammatical difficulties that may result from learning English as their second language. Itreviews the rules that they might not have seen since they were younger. In addition the class
dictionary will be available for the students to reference if they come across words that they areun sure of. Although their learning lays directly on my shoulders working in groups on the
sentence can help student boost their confidence by showing them that they are not the only ones
who struggle with grammar. As always I will be circulating around the classroom to answer
questions and clarify any instructions.
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Special Education Accommodations:
The major accommodation for my student with ADHD is displaying the paragraph they are
working with on the smart board and correcting it as a class. Giving her a visual will help herconcentrate and the opportunity to go up to the board and participate provides a productive way
for her to burn off energy. Focusing long enough writing a sentence that long might be difficult
for her so frontloading the activity with an example and rules to do it will give her the structure
needed to complete the activity. I will also be circulating to answer any questions and to make
sure she remains on task.
Assessment:
I will assess whether my students have an understanding of the many uses of commas and semi-
colons as well as the aesthetic affect that they can have on a piece. These exit slips will be worth
5 points: 3 points the correct use of commas and semi-colons and 2 points for creativity (how the
form affects the tone of the work).
Extension Ideas:
This lesson is both a review and a grammatical foundation. By the time you are a senior in highschool many teachers stop worrying about teaching grammar because they assume that their
students should already know this information. I noticed in my students work that commas and
semi-colons were something that they were struggling with. Rushdie uses both of thesepunctuations artfully and to add meaning. This close reading of the comma usage can be used inthe following lesson to delve deeper into analyzing the text itself and its form. In addition
comma usage can be an ongoing skill that students have to practice in their journals and perfect
for their assessment.
Source of Activity:
I got the idea and rules that will be used in my lesson plan from this website and altered the
activity slightly to fit the theme of my unit and to keep the grammar lesson in context.
http://www.cloudnet.com/~edrbsass/edrules.htm
Resources and References:
Burke, Jim. The English Teacher's Companion: a Complete Guide to Classroom, Curriculum,
and the Profession. Portsmouth, NH: Heinemann, 2003. Print.
"Edrules." Welcome to Cloudnet! Web. 12 Dec. 2011.
.
Rushdie, Salman.Midnight's Children. New York [etc.: Penguin, 1991. Print.
Illinois State English Arts Goals:
3.A.5 Produce grammatically correct documents using standard manuscriptspecifications for a variety of purposes and audiences.
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o Students meet this standard by writing their exit slip assignment. This lessonrequires student to create a grammatically correct document that will in turn beused to guide their future writing and serves as practice.
2.A.4d Describe the influence of the authors language structure and word choice toconvey the authors viewpoint.
oThis lesson has students look directly at the way in which the language structurethat Rushdie uses affects the tone and message that the author is creating. The
comma activity gets students to start analyzing the words in from of them and
choices that the author made.
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Lesson Plan 4: Literature that calls for social change
Time:
This lesson will take a full 45 minute class period.
Setting:
This lesson will be taught in a senior level elective course, Literature from Around the World,
in a diverse urban school. There are 25 students in the class and the demographics break down as
such: 10 white students, 8 African American students, 1 Asian student, and 6 Latino/a students.Of these students 1 has ADHD and 5 of the Latino/a students speak Spanish but they are
bilingual and not classified as English Language Learners.
Theory Into Practice Background:
The lesson was designed with the teaching theories of Burke in mind. Our classs final projectasks them to create a unique narrative in which they use the connection between their life and the
world they live into to mate a commentary on social issues and call for change. It is importantthat they are familiar with what these works usually look like. Using a poem as Burke suggests,
helps us to get inside text and the characters inside those texts. They help us place ourselves in
the world in relation to others. Mostly, however, they give us a different way of thinking about
things (Burke 203). To say thatMidnights Children is dense is an understatement. One mustsift through difficulty vocabulary, repetitive narratives and bizarre plot points to get to the actual
point so it can be hard to miss the social commentary if one is not aware that it is there. Reading
the poem What is Genocide gives students a chance to see another way social commentary canbe played out. It is more accessible for students than Rushdie and it gives them an idea of how
different genres work to get their message across.Creating their own poems or short narratives in practice for their final project is important
as well. It not only prepares them for the final project but writing their own creative works, as
Burke suggests, helps them to become better readers. Having to go through the process ofwriting fiction and choosing genre, setting, word choice all help students to understand how
these element work and to better recognize an authors choice and meaning when they read.
Burke suggests that if we truly want our students to engage in thought than writing is the way to
go: Writing is an activity that forces thought: You cannot write without thinking, for to arrange
language into meaningful unitsis to use the mind (Burke 245). This lesson gets students to
critically think about the society they live in and gives them a vehicle to change the things that
they do not agree with.
By the time this lesson is taught students will have already finished all but one chapter of
Midnights Children and have discussed the idea of literature as a vehicle for change. They also
have defined their lives through stories. This lesson gives them the content they need to create
their own literature and serves as a bridge connecting all the steps leading to their final project.
From here the students will use the work they did with this lesson to help form their first draftswhich will be due in two class periods and that they will work on in class the day after this lesson
is taught.
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Objectives:
By the end of the class period:
Students will be able to recognize techniques used in pieces of literature that areattempting social change.
Students will be able to write their own work using literary techniques discussed in classto bring about social change or call attention to the fact that change is necessary.
Materials:
Students will need a copy of the poem What is GenocidePreparation:
The class will remain in the same formation because students will be working with the person
next to them and can shift their desks when necessary. I need to make copies the poem that the
students will be reading.
Procedure:
Class discussion about the push for social or political change in Midnights Children andhow Rushdie crafts this message (5 minutes)
Hand out copies of What is Genocide. Read the poem out loud and lead discussionabout what the poem is calling for and through what methods this message is created. (10
minutes).
Students will write a poem or flash fiction calling for social change. These will bedisplayed in the school newspaper. (20 minutes)
Share poems and stories with the class and explaining the techniques each groupincorporated to get their message across. (10 minutes)
Discussion Ideas:
How did you feel after reading the poem? Try and pin point what about the poem madeyou feel this way (the language choices, the topic, the tone, etc).
Last year in American Lit. you studied pamphlets and essays that were distributed tobring about change both in the days of the revolution and during the civil rights
movement. How is this practice continued today?
What makes literature a more effective vehicle for social change then a video or pictureadvertisement?
What are some things about the world you live in that you wish were different? Startsmall by thinking about your school community and the broaden your search outward.
What literary techniques were used in the works you read today and Midnights Childrento bring about change or to make a message know?
Bilingual/ESL and Englishes Accommodations:
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One accommodation for this lesson is that students may write their creative pieces in their native
language or a combination of this language and English. This gives them an opportunity toexpress themselves in whatever way they want to and also stay connected to their roots. It will be
my responsibility to find a translator. This lesson itself is an accommodation for my bilingual
students as well as my students who are having difficulty with the language in Midnights
Children. By reading a poem that functions in a similar way these student can better access theconcept of literature as a vehicle for social change. As always I will circulate around the
classroom answering questions and checking to make sure everyone understands the assignment.
Special Education Accommodations:
One accommodation that I incorporated into the lesson is reading the poem out loud. Having the
poem read out loud will help her concentrate. Going over the poem together ensures that she is
focused on the elements that she needs to be. I initially had this as a group activity but I noticedthat when writing creatively this student and a number of others work better on their own. This
allows her to gather her thoughts using what even methods work for her instead of trying to
conform to her partners way of thinking. I will be circulating around the classroom making sure
she is on task and giving her cues when it is time for her to refocus.
Assessment:
I can assess whether my students were able to apply the techniques talked about in discussion by
asking them to create their own short poems/stories that call for social change. This will show
me whether or not my students have the skills that they need to continue with their final
assessments. This assignment is a great comprehension check and gives students practice withthis type of writing. It will be worth 15 points and will be graded on how students used the
techniques discussed and if they address a social issue through their work.
Extension Ideas:
This lesson and the concepts will be drawn out further in later lessons that help students
workshop their final project. The specific techniques used in literature that is geared toward
social change will be explored again looking more closely at Midnights Children. The idea thatliterature can influence society and vice versa opens up the opportunity for the class to
participate in a stewardship project, later on in the school year, in which their work could be
distributed or used to advertise a cause or event.
Source of Activity:
My fellow classmate and group member, Kyle Redmon, brought the poem What is Genocide
and this lesson was inspired by the way in which the author of the poem used the genre to send a
very clear message in a very creative way.
Resources and References:
Burke, Jim. The English Teacher's Companion: a Complete Guide to Classroom, Curriculum,
and the Profession. Portsmouth, NH: Heinemann, 2003. Print.
Rushdie, Salman.Midnight's Children. New York [etc.: Penguin, 1991. Print.
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What is Genocide . Rattle #27 Tribute to Slam Poetry, Summer 2007.
Illinois State English Language Arts Goals:
Standards: 2.B.5b Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspective
o By examining these different works in this lesson they not only gain anunderstanding of the techniques used to create them but also the idea and issues
behind the text. Writing their own poem/story about social issues gets the
students thinking critically about the world they live in and what they want to fix.This lesson allows them to see a new perspective.
1.B.5b Analyze the defining characteristics and structures of a variety of complexliterary genres and describe how genre affects the meaning and function of the texts.
o This lesson requires students to look not only at the magical realism the Rushdieuses but also other genres like poetry that are used to expose social issues. They
must isolate the techniques and structures of these genres that are working in
order to apply this knowledge when writing their own literature calling for social
change.
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Lesson Plan 5: Writers workshop and MC wrap-up
Time:
This lesson will take the full 45 minute period and lead into a weeks work of work shopping anddrafting of the final project.
Setting:
This lesson willbe taught in a senior level elective course, Literature from Around the World,
in a diverse urban school. There are 25 students in the class and the demographics break down assuch: 10 white students, 8 African American students, 1 Asian student, and 6 Latino/a students.
Of these students 1 has ADHD and 5 of the Latino/a students speak Spanish but they are
bilingual and not classified as English Language Learners.
Theory Into Practice Background:
This lesson was design based on the teaching theory that writing is a process. Work
shopping a draft gives student not only an opportunity to polish up their grammar but allows
them to see their work through someone elses perspective. Burke suggests that the process of
writing is indeed the product (Burke 156). This lesson plays off of that idea giving students a
chance to collect feedback and re-examine their work in a way that a final exam does not allow
them to do. Burkes theory also stresses publication. It gives a purpose to the work that our
students do and gives a voice to the issues that they are writing about. This is why our studentsfinal project will be published on the school website and newspaper. Work shopping also allows
the students to collaborate with others and expand their world view point in the process.
Students will have finishedMidnights Children and a working first draft of their final
project. They will use our previous discussions about the elements of literature that are used toturn it into a vehicle for social change in order to think critically about each others work. Thislesson sets up the workshop structure which will be continued for the next week as the students
work to create their final projects
Materials:
Students will need a workshop worksheet, their first draft, a notebook, pen, and theircopy of Midnights Children.
Preparation:
I will need to create and make copies of a worksheet that will guide students throughout theworkshop and drafting process. The class will have to be rearranged into five groups.
Objectives:
By the end of the class period:
Students will understand the ending of Midnights children and apply the techniques usedto create this ending in their own stories.
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Students will be able to analyze their classmates work and offer advice for changes. Students will be able to apply their peer critiques to improve their writing.
Procedure:
Wrap up Midnights Children through a class discussion about the ending of the story,whether it was affective or not and what techniques made it affective (not affective). (10minutes)
Go over guidelines for work-shopping and hand out worksheet that will guide theirsessions. (5 minutes)
Students will move into their groups that were assigned the night before. They all shouldhave read their group members draft and come prepared with questions and comments.Using the worksheet provided each students work will be highlighted and discussed
making note of successes in the pieces and places that still need improvement. (30
minutes)
Discussion Ideas:
Was the ending of Midnights Children effective? How so/ why not? What message did you come away with after finishing Midnights Children? Where in
the text did you see evidence of that?
How can this novel be used as a vehicle for social change?Bilingual/ESL and Englishes Accommodations:
These students will benefit from getting verbal feedback from their class mates. An
accommodation that I included was that students must have their classmates drafts read by thetime they come into class. This allows students to take their time reading and ask questions about
the language if they are confused. The final project is not a formal paper and so this allows these
students to explore different uses of the language. Another accommodation or benefit to thisactivity is that getting fresh eyes on their work will help flesh out any grammar mistakes.Working in groups may be daunting for some of these students but the rules and structures
approach of the workshop will ensure that everyone is respected and no one feels uncomfortable
about sharing their work.
Special Education Accommodations:
Instead of a quiet, written response workshop I designed this conversational workshop toaccommodate this student and others who otherwise would lose focus. Getting verbal feedback
will be more constructive for this student and turns it into a conversation that she can be active
in. Working in groups also keeps her focused as I have noticed in previous class work. I will be
circulating as usual to bring any groups back on task, to answer questions, and mediate the
groups
Assessment:
I will assess whether my students were giving constructive and analytical feedback on theirclassmates work by checking how they filled out their workshop worksheets. Assessing whether
students applied their classmates feedback will have to wait until they turn in theirnext drafts.
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They will turn in the feedback from the first workshop session as well as their first draft so I can
see how their writing has changed and how they incorporated their classmates feedback. This is
worth 20 points. Drafts are not graded but awarded points for being on time and work-shopped.
Extension Ideas:
Workshops will continue regularly until the final project is due. Writing is a process and so it iscritical that these workshops continue focusing on a different aspect of writing or the story each
time. These workshops will help students work through creative blocks, rough ideas, and smooth
out grammar mistakes that distract from the piece as a whole.
Source of Activity:
I am currently in a creative writing course taught by Laura Adamczyk and she stresses the ideathat writing is a process and that only by re-writing a million times can you really get your ideason the page in a meaningful way. Peer workshops and critiques were central to this class and
really improved my skill as a writer. Seeing other people work and hearing their interpretations
helps you to look at your own work more objectively and grow as a writer.
Resources and References:
Burke, Jim. The English Teacher's Companion: a Complete Guide to Classroom, Curriculum,
and the Profession. Portsmouth, NH: Heinemann, 2003. Print.
Rushdie, Salman.Midnight's Children. New York [etc.: Penguin, 1991. Print.
Illinois State English Language Arts Goals:
3.B.4c Evaluate written work for its effectiveness and make recommendations for itsimprovement.o Through workshops students will evaluate the effectiveness of the authors work
and suggest things that they can do to improve the piece. Students will also
engage in a discussion about the effectiveness of the ending of MidnightsChildren with a particular focus on how the form and structure of the novel
creates this.
3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g.,manuscript form, appropriate citation of sources) using contemporary technology.
o Students will begin a cycle of writing, work shopping, and revising during thislesson and will continue through emails and blog posts to their workshopmembers. Their final projects will be published in the school newspaper and on
the school website.