engl611-mueller.wikispaces.umb.eduengl611-mueller.wikispaces.umb.edu/file/view/bellone … · web...

Charles Bellone

Alex Mueller

English 611

July 14, 2016

Violence and War Unit Plan

Grade Level: College students who have obtained a minimum of 30 credits

Rationale:It is my belief that in order to help students gain a greater understanding of literature, as a teacher, one must act as a guide and not a preacher. This Unit Plan will serve as a way to connect students with literary ideas by having them complete carefully planned exercises that allow the students to develop their own original ideas.

The topic of this Unit Plan is war and violence. Slaughterhouse-Five works well as a primary text because it shows how participating in a war can effect the human psyche. Students will gain insight from Kurt Vonnegut’s artistic rendition of his time as a prisoner of war during World War Two. He deals with many issues in his work of literature, including Post Traumatic Stress Disorder and death. Students will have to figure out if Vonnegut is writing an anti-war book. This will lead to a greater question; is violence sometimes necessary? Finally, students will have to ponder if free will is just an illusion.

This Unit Plan is part of a class sequence that focuses on violence in literature. The questioning of the justifiable violence will be relevant to student’s understandings of other pieces of literature in the sequence and of modern issues that plague society. It is impossible to turn on the TV or read news without hearing about acts of war around the globe. After reading Slaughterhouse-Five, students will be able to stand on a better platform when they ponder ideas like, should America be involved in the Syrian War or is it America’s duty to battle terrorism?

Objectives: During the Unit Plan, students will learn effective meaning-making strategies that will help them in all fields of academics. Students will share and compare their writing exercises with fellow classmates. They will be able to identify themes within each other’s writings and oppose them to the unit’s readings. After much practice throughout the unit, students will be able to distinguish meanings and define ideas. The accumulation of the skills acquired will allow the students to partake in an academic argument through their essays and class activities. The students will display critical reasoning skills that they will have accumulated during the unit in the concluding argumentative essay.Class Duration: 50 min.

Class 1

Objectives: Students will learn how to begin an argument. They will learn how to take a stance on an issue and defend it against criticism. Reasoning: The goal of this unit is for students to produce an argumentative essay that firmly debates an idea or thesis. Students will explore the topic of justifiable violence, by accessing their prior knowledge. They will use it as a foundation for further exploring Slaughterhouse-Five. Debating the strength of arguments with their peers will help them begin to understand the form of argumentative essays.Materials:Pen and paperProcedure:

1) 8 min. Students will write a description of an event where they believed violence was or was not justified.2) 25 min. Students will share their response with the class. After each response is shared, students will give a thumb up or thumb down, to reflect if they believe violence was justified in the particular event. The class will monitor the votes.3) 15 min. The class will focus on the three events that had the most divide in votes. Students will debate why they believe violence was or was not justified in those events.4) 2 min. Students will write a response to the question: How did the class discussion influence any change in your belief of the justification of violence?

Assessment: I will monitor the students’ class participation and review their writing responses. A successful writing response will explain how the debate affected their ability to make a stance in an argument.Homework: Read chapter one Slaughterhouse-Five, complete QNQ formArtifact:

2

QNQ form

Qu

estions

Notes

Qu

otes

Write d

own

any q

uestion

s you w

ould

like to d

iscuss in

class. E

x)Is this an anti-w

ar book? If “wars are as easy to stop as glaciers,” how

can Vonnegut m

ake an effort with his

writing?

Write d

own

wh

at you th

ink

the q

uote is sayin

g to the read

er.Ex)-pretend, m

en, babies; war is fought by boys not m

en-glam

orous, loving, dirty, war, w

onderful, more; the glam

orization of war leads to m

ore war

-fought, babies, upstairs; she is concerned for her own children, and all future generation of children

*Mary has seen the residual effects of w

ar through her husband and doesn’t want that (PT

SD) passed on

Write a q

uote from

assigned

literature h

ere.Ex) “W

ell, I know,” she said. “You’ll pretend you w

ere men instead of babies, and you’ll be played in the

movies by Frank Sinatra and John W

ayne or some of those glam

orous, war-loving, dirty old m

en. And w

ar w

ill look just wonderful, so w

e’ll have a lot more of them

. And they’ll be fought by babies like the babies

upstairs.”

3

Source Material:Bruns, Cristina. Why Literature?: Reading for the Formative use of Literature. New York:

The Continuum International Publishing Group, 2011.

Freire, Paulo. Pedagogy of the Oppressed. New York, Herder and Herder, 1970.

Smith, Michael W., Deborah Appleman, and Jeffrey D. Wilhelm, Uncommon Core: Where the Authors of the Standards Go Wrong About Instruction – and How You Can Get It Right. Thousand Oaks: Corwin Literacy, 2014.

Zamel, Vivian. Crossing the Curriculum: Multilingual Learners in College Classrooms. Mahwah: Lawrence Erlbaum Associates, 2004.

*Alternate Class 1*

Objectives: This lesson will strengthen students’ meaning-making capabilities. They will be able to critically analyze Use of Force, which in return will allow them to question their own stances on justifiable violence. The process of questioning their beliefs will help them build a foundation for developing an argumentative essay.Reasoning: The writing response at the beginning of the lesson will allow the students to explore any prior knowledge they have about justifiable violence. They will practice noticing what they notice by underlining or highlighting words and phrases. The Quaker Read will allow them to notice what others notice. The students will gain critical thinking skills when they explain their analysis of words and phrases they chose. By discussing how Use of Force supports or rebukes their initial stance on the justification of violence, students will build a foundation on how to form an argumentative essay.Materials:Use of Force by William Carlos WilliamsPen, paper, and highlighterProcedure:

1) 5 min. Students will write a response to the question: Is violence justifiable?2) 8 min. Students will read Use of Force to themselves. They will highlight or underline words and phrases that catch their attention.3) 4 min. Students will perform a Quaker Reading of Use of Force. This consists of reading aloud their chosen words or phrases in no particular order.4) 20 min. The class will discuss Use of Force. They will be asked to examine the words or phrases that they chose to share.5) 13 min. Students will discuss if Use of Force supported or rebuked their initial stance on the justification of violence.

Assessment: I will assess the students’ progress in this lesson by observing their participation. Success in this activity is measured by a student’s willingness to make interpretive leaps and their ability to question their own beliefs.Homework: Read chapter one Slaughterhouse-Five, complete QNQ formArtifact:

The Use of Forceby William Carlos Williams (1883-1963)

4

They were new patients to me, all I had was the name, Olson. Please come down as soon as you can, my daughter is very sick.When I arrived I was met by the mother, a big startled looking woman, very clean and apologetic who merely said, Is this the doctor? and let me in. In the back, she added. You must excuse us, doctor, we have her in the kitchen where it is warm. It is very damp here sometimes.The child was fully dressed and sitting on her father's lap near the kitchen table. He tried to get up, but I motioned for him not to bother, took off my overcoat and started to look things over. I could see that they were all very nervous, eyeing me up and down distrustfully. As often, in such cases, they weren't telling me more than they had to, it was up to me to tell them; that's why they were spending three dollars on me.The child was fairly eating me up with her cold, steady eyes, and no expression to her face whatever. She did not move and seemed, inwardly, quiet; an unusually attractive little thing, and as strong as a heifer in appearance. But her face was flushed, she was breathing rapidly, and I realized that she had a high fever. She had magnificent blonde hair, in profusion. One of those picture children often reproduced in advertising leaflets and the photogravure sections of the Sunday papers.She's had a fever for three days, began the father and we don't know what it comes from. My wife has given her things, you know, like people do, but it don't do no good. And there's been a lot of sickness around. So we tho't you'd better look her over and tell us what is the matter.As doctors often do I took a trial shot at it as a point of departure. Has she had a sore throat?Both parents answered me together, No . . . No, she says her throat don't hurt her.Does your throat hurt you? added the mother to the child. But the little girl's expression didn't change nor did she move her eyes from my face.Have you looked?I tried to, said the mother, but I couldn't see.As it happens we had been having a number of cases of diphtheria in the school to which this child went during that month and we were all, quite apparently, thinking of that, though no one had as yet spoken of the thing.Well, I said, suppose we take a look at the throat first. I smiled in my best professional manner and asking for the child's first name I said, come on, Mathilda, open your mouth and let's take a look at your throat.Nothing doing.Aw, come on, I coaxed, just open your mouth wide and let me take a look. Look, I said opening both hands wide, I haven't anything in my hands. Just open up and let me see.Such a nice man, put in the mother. Look how kind he is to you. Come on, do what he tells you to. He won't hurt you.At that I ground my teeth in disgust. If only they wouldn't use the word "hurt" I might be able to get somewhere. But I did not allow myself to be hurried or disturbed but speaking quietly and slowly I approached the child again.As I moved my chair a little nearer suddenly with one catlike movement both her hands clawed instinctively for my eyes and she almost reached them too. In fact she knocked my glasses flying and they fell, though unbroken, several feet away from me on the kitchen floor.Both the mother and father almost turned themselves inside out in embarrassment and apology. You bad girl, said the mother, taking her and shaking her by one arm. Look

5

what you've done. The nice man . . .For heaven's sake, I broke in. Don't call me a nice man to her. I'm here to look at her throat on the chance that she might have diphtheria and possibly die of it. But that's nothing to her. Look here, I said to the child, we're going to look at your throat. You're old enough to understand what I'm saying. Will you open it now by yourself or shall we have to open it for you?Not a move. Even her expression hadn't changed. Her breaths however were coming faster and faster. Then the battle began. I had to do it. I had to have a throat culture for her own protection. But first I told the parents that it was entirely up to them. I explained the danger but said that I would not insist on a throat examination so long as they would take the responsibility.If you don't do what the doctor says you'll have to go to the hospital, the mother admonished her severely.Oh yeah? I had to smile to myself. After all, I had already fallen in love with the savage brat, the parents were contemptible to me. In the ensuing struggle they grew more and more abject, crushed, exhausted while she surely rose to magnificent heights of insane fury of effort bred of her terror of me.The father tried his best, and he was a big man but the fact that she was his daughter, his shame at her behavior and his dread of hurting her made him release her just at the critical times when I had almost achieved success, till I wanted to kill him. But his dread also that she might have diphtheria made him tell me to go on, go on though he himself was almost fainting, while the mother moved back and forth behind us raising and lowering her hands in an agony of apprehension.Put her in front of you on your lap, I ordered, and hold both her wrists.But as soon as he did the child let out a scream. Don't, you're hurting me. Let go of my hands. Let them go I tell you. Then she shrieked terrifyingly, hysterically. Stop it! Stop it! You're killing me!Do you think she can stand it, doctor! said the mother.You get out, said the husband to his wife. Do you want her to die of diphtheria?Come on now, hold her, I said.Then I grasped the child's head with my left hand and tried to get the wooden tongue depressor between her teeth. She fought, with clenched teeth, desperately! But now I also had grown furious--at a child. I tried to hold myself down but I couldn't. I know how to expose a throat for inspection. And I did my best. When finally I got the wooden spatula behind the last teeth and just the point of it into the mouth cavity, she opened up for an instant but before I could see anything she came down again and gripping the wooden blade between her molars she reduced it to splinters before I could get it out again.Aren't you ashamed, the mother yelled at her. Aren't you ashamed to act like that in front of the doctor?Get me a smooth-handled spoon of some sort, I told the mother. We're going through with this. The child's mouth was already bleeding. Her tongue was cut and she was screaming in wild hysterical shrieks. Perhaps I should have desisted and come back in an hour or more. No doubt it would have been better. But I have seen at least two children lying dead in bed of neglect in such cases, and feeling that I must get a diagnosis now or never I went at it again. But the worst of it was that I too had got beyond reason. I could have torn the child apart in my own fury and enjoyed it. It was a pleasure to attack her. My face was burning with it.The damned little brat must be protected against her own idiocy, one says to one's self

6

at such times. Others must be protected against her. It is a social necessity. And all these things are true. But a blind fury, a feeling of adult shame, bred of a longing for muscular release are the operatives. One goes on to the end.In a final unreasoning assault I overpowered the child's neck and jaws. I forced the heavy silver spoon back of her teeth and down her throat till she gagged. And there it was--both tonsils covered with membrane. She had fought valiantly to keep me from knowing her secret. She had been hiding that sore throat for three days at least and lying to her parents in order to escape just such an outcome as this.Now truly she was furious. She had been on the defensive before but now she attacked. Tried to get off her father's lap and fly at me while tears of defeat blinded her eyes.

Source Material:Berthoff, Ann E. Forming/Thinking/Writing. Portsmouth: Boynton/Cook Publishers,

1988.

Felski, Rita. After Suspicion. Profession: 2006.


Smith, Michael W., Appleman, Deborah, and Wilhelm, Jeffrey D. Uncommon Core: Where the Authors of the Standards Go Wrong About Instruction – and How You Can Get It Right. Thousand Oaks: Corwin Literacy, 2014.

Williams, Carlos W. The Doctor Stories. New York: New Directions Publishing, 1988.

Class 2

Objectives: Students will continue to develop their analytical reading and writing skills. They will begin to feel a sense of ownership in their interpretations. Students will understand the beginning of Slaughterhouse-Five.Reasoning: When students choose their own quotes to analyze, they are allowed to critically read on their own. The QNQ form provides students with the opportunity to explore their ideas before sharing them with the class. Students will gain a deeper understanding of the text by listening to their peers’ ideas and answering their questions during class discussion. The writing response at the end of class forces the students to ponder ideas about the text. Their ideas may become part of the argumentative essay.Materials: Slaughterhouse-FiveQNQ formPen and paperProcedure:

1) 45 min. Students will refer to their completed QNQ’s and read aloud their chosen quotes with the class. They will explain their interpretation of the quote. Students will comment on each other’s interpretations. 2) 5 min. Students will write a response to the questions: What is the effect of Vonnegut imposing himself into Slaughterhouse-Five and What are his beliefs on war?

7

Assessment: I will assess the students’ progress in this lesson by observing their participation and reviewing their QNQ forms. Success in this activity is measured by a student’s willingness to make interpretive leaps by providing a quote, an interpretation, and providing an answer to a peers question. QNQ forms and end of writing responses will be collected and handed back the following class. I will not grade them, but I will provide comments for the students.Homework: Read Slaughterhouse-Five chapter twoArtifact:ENGL 262G: The Art of Literature(Instructor)(Your name)Quick-write

1) What is the effect of Vonnegut inserting himself into Slaughterhouse-Five?

2) What does Vonnegut believe about war?


1988.

Blau, Sheridan. The Literature Workshop: Teaching Texts and Their Readers. Portsmouth: Heinemann, 2003.



Class 3

Objectives: Students will learn to take a stance in an argument. They will use their developing critical reading abilities to strengthen their argument. Students will be able

8

to explain their argument in clear terms. By exploring different points of view, they will gain a greater understanding of Slaughterhouse-Five.Reasoning: The free-write at the beginning of class allows the students to explore the lesson topic by writing down their own opinions. The students will be forced to find and critically analyze textual evidence it in order to support their argument. Having the students discuss their interpretations and arguments in groups will help students learn how to state their ideas clearly. The writing response at the end of class allows students to question their stance on the justification of violence.Materials: Slaughterhouse-FivePen and paperProcedure:

1)5 min. Students will write a response affirming or rebuking the claim that Roland Weary is a hero.2)12 min. Students will be split into groups of three. Each group will be assigned either to defend or rebuke the claim that Roland Weary is a hero. They will find textual evidence to strengthen their argument.3)30 min. Each group will have an opportunity to make their case that Roland Weary is or is not a hero. They will provide the class with their textual evidence.4)3 min. Students will write a response to the question: Do your peers’ arguments weaken or strengthen your original stance on Roland Weary?

Assessment: I will assess this lesson by observing the students’ participation and ability to form evidence based arguments. I will also collect the Hero or Villain form. I will not grade it, but I will give the students comments.Homework: Read Slaughterhouse-Five chapters three and fourArtifact:ENGL 262G: The Art of Literature(Instructor)(Your name)Hero or Villain

Is Roland Weary a hero or villain?

Initial Stance:

Quote page number and interpretation:

Notes:

Did your peers’ arguments weaken or strengthen your original stance on Roland Weary? How?

9

Source Material:Bartholomae, David, and Petrosky, Anthony R. Facts Artifacts and Counterfacts: Basic

Reading and Writing. Portsmouth: Boynton/Cook Publishers, 1986.

Berthoff, Ann E. Forming/Thinking/Writing. Portsmouth: Boynton/Cook Publishers, 1988.



Class 4

Objectives: This lesson will strengthen students’ meaning-making capabilities. Students will be able to identify key words. They will be able to critically analyze Slaughterhouse-Five and compare it to their own personal experiences. The repercussions from participation in war will become clearer to the students.Reasoning: The free-write activity at the beginning of class will allow students to access prior knowledge so they may further understand Slaughterhouse-Five. Reading aloud will help the students to identify stress placements that may reveal key words. The identification of these key words will lead to a greater understanding of the text. By using the key words to oppose their own experience with the text, the students will find more understanding through their personal connections. The closing free-write will allow the students to reflect.Materials: Slaughterhouse-FivePen and paperProcedure:

1) 8 min. Students will write about a time when something/someone brought up a sore subject.2) 6 min. Students will read aloud an excerpt from Slaughterhouse-Five. They will underline or highlight words that they noticed are stressed when read aloud. 3) 8 min. Students will write an explanation that tells how their personal experience related to the excerpt from Slaughterhouse-Five. They must use specific words or phrases from the text when opposing the writings.4) 25 min. Students will share with the class their personal experience, and

any similarities or differences it has with the excerpt.5) 3 min. Students will write a response to the question: How does Billy Pilgrim’s actions portray the repercussions of war?

Assessment: I will assess the students’ progress in this lesson by observing their participation. Success in this activity is measured by a student’s willingness to make interpretive leaps and their ability to connect ideas.Homework: Read Slaughterhouse-Five chapter fiveArtifact: PDF attachment

10

Source Material:Bartholomae, David, and Petrosky, Anthony R. Facts Artifacts and Counterfacts: Basic

Reading and Writing. Portsmouth: Boynton/Cook Publishers, 1986.



Bruns, Cristina. Why Literature?: Reading for the Formative use of Literature. New York: The Continuum International Publishing Group, 2011.

Class 5

Objectives: The students will learn about authorial intent. They will explore the use of genre. Students will successfully oppose quotes from Slaughterhouse-Five. They will gain a greater understanding of the purpose of Slaughterhouse-Five.Reasoning: The free-write and discussion will allow the students to explore many ideas about why Science Fiction is used to tell a personal story. Comparing Billy Pilgrim’s experiences in captivity will show the students how Science Fiction can be used to explore reality. It will also strengthen their ability to oppose literature. The excerpt to be read and discussed at the end of class will give the students Vonnegut’s thoughts on why he chose to write Science Fiction.Materials: Slaughterhouse-FiveProcedure:

1) 5 min. Students will write a response to: Why do you think Vonnegut uses the genre of Science Fiction to tell his war story? 2) 5 min. Students will discuss why they think Vonnegut uses Science Fiction.3) 20 min. Student will split into groups of three and compare Billy Pilgrim’s experiences with the Nazis to his experiences with the Tralfamadorians. Theywill find quotes and provide interpretations to represent their findings.4) 15 min. Students will report their quotes and findings with the class.5) 5 min. Students will read Vonnegut’s “Science Fiction” excerpt and discuss it.

Assessment: I will assess the students’ progress in this lesson by observing their participation. Success in this activity is measured by a student’s willingness to make interpretive leaps and their ability to connect ideas.Homework: Read Slaughterhouse-Five chapters six, seven, and eightArtifact: PDF attachment Source Material:

Class 6

Objectives: Students will continue to develop their analytical reading and writing skills. They will begin to feel a sense of ownership with their interpretations. Reasoning: When students choose their own quotes to analyze they are allowed to critically read on their own. The QNQ form provides students with the opportunity to

11

explore their ideas before sharing them with the class. Students will gain a deeper understanding of the text by listening to their peers’ ideas and answering their questions during class discussion. The writing response at the end of class forces the students to ponder ideas about the text. Their ideas may become part of the argumentative essay.Materials:Slaughterhouse-FivePen and paperProcedure:

1) 5 min. Class will discuss Vonnegut’s excerpt. 2) 40 min. Students will refer to their completed QNQ form and read aloud their chosen quotes to the class. They will explain their interpretation of the quote. Students will comment on each other’s interpretations. 3) 5 min. Students will write a response to the question: Why is Billy Pilgrim unstuck in time?

Assessment: I will assess the students’ progress in this lesson by observing their participation and reviewing the QNQ form. Success in this activity is measured by a student’s willingness to make interpretive leaps by providing a quote, interpretation, and providing an answer to a peers question. QNQ forms and end of writing responses will be collected and handed back the following class. I will not grade them, but I will provide comments for the students.Homework: Read Slaughterhouse-Five chapters nine and ten, and Adam Frank’s “There is no Such Thing as Time”Artifact: Students will be asked to the follow web link to Frank’s article.http://www.popsci.com/science/article/2012-09/book-excerpt-there-no-such-thing-time


1988.




Class 7

Objectives: This lesson will strengthen students’ meaning-making capabilities. Students will be able to identify key words and phrases. They will be able to critically analyze Slaughterhouse-Five and identify it with an idea. Reasoning: This lesson comes after the students finish reading the novel. “Poo-tee-weet” is used several times by Vonnegut in Slaughterhouse-Five. It is a phrase that could have many interpretations. By having the students explain the interpretation of the phrase by opposing it to another quote, students will deepen their understanding of

12

http://www.popsci.com/science/article/2012-09/book-excerpt-there-no-such-thing-time

http://www.popsci.com/science/article/2012-09/book-excerpt-there-no-such-thing-time

Vonnegut’s message. They will also gain more practice with taking a stance on an idea and providing textual evidence.Materials: Slaughterhouse-FivePen and paperProcedure:

1) 5min. Students will write a small response to the question: Is war a part of nature?2) 5 min. Students will discuss their beliefs concerning war and nature. 3) 15 min. Students will break into groups of three and examine the phrase “poo-tee-weet.” They will find a quote from Slaughterhouse-Five that helps explain their interpretation of “poo-tee-weet.” 4) 22 min. Students will report to the class their group’s interpretation of “poo-tee-weet” and they will share the quote that they have chosen to help explain their interpretation.5) 3 min. Students will write a response to the question: Can war be prevented?

Assessment: I will assess the students’ progress in this lesson by observing their participation. Success in this activity is measured by a student’s willingness to make interpretive leaps and their ability to connect ideas.Homework: Work on argumentative essayArtifact:ENGL 262G: The Art of LiteratureInstructor: _____________Section: ___Semester: Fall 2016

Paper #2: Slaughterhouse-Five Argument Paper***Due at the beginning of class: October ___, 2016***

During this unit, we have focused on Kurt Vonnegut’s Slaughterhouse-Five. Your second paper will explore the theme of violence in this text.

The goal of this paper is for you to write an argument defending or refuting one of the statements below:

Violence is justifiable. Slaughterhouse-Five is an anti-war book. Free-will does not exist.

Assignment:o First, you must choose one of the above statements.o Next, you must provide textual evidence for the stance that you take.

This means you must be able to use words, phrases, lines, and passages from the text that show or speak to the statement you are defending/refuting.

o Then, you must analyze the evidence to show how it operates to defend or refute the statement you have chosen.

Paper Requirements:

13

Critical writing elements:o Paper must center on a coherent, cohesive, and consistent idea or thesis, which

must be clearly stated as the argument for or against your chosen statement.o Paper must be presented in an organized, fluid structure, which clearly argues

your ideas and displays evidence that strengthens your argument. This will include the use of clear topic sentences, transitional words and

phrases, strong active language, etc.Technical elements:

o Final polished paper draft must be typed, 3-4 pages with 1-inch margins all around, double-spaced, and written in 12-point Times New Roman (or similar sized) font

o Pages must be numbered and stapledo Paper must include a Works Cited page at the endo All quotations and citations (and all other formatting) must follow MLA

guidelines. If unsure, please consult the Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/

***The only source of evidence allowed is Slaughterhouse-Five. Use quotes and ideas from the novel to form and defend your argument.***


1988.




Class 8

Objectives: Students will learn how to form a strong argument. They will learn how to take a stance on an issue and defend it against criticism.Reasoning: The goal of this unit is for students to produce an argumentative essay that firmly debates an idea or thesis. By having students explore the topic of justifiable violence, by citing textual evidence, students will build a foundation for writing their essays. Debating the strengths and weaknesses of their arguments with their peers will help them develop thorough arguments.Materials:Slaughterhouse-FivePen and paperProcedure:

1) 20 min. Students will be split into three groups. Group 1 will be a team of prosecutors, Group 2 will be a team of defendants, and Group 3 will be a jury. Each will be assigned the task of determining if violence is justifiable. The only evidence allowed for examination is Slaughterhouse-Five.

14

https://owl.english.purdue.edu/owl/

a. Group 1 will construct an argument based off of their interpretations of quotes. They will attempt to prove that violence is not justifiable.b. Group 2 will find construct an argument based off of their interpretations of quotes. They will attempt to prove that violence is justifiable.c. Group 3 will explore both sides of the argument without the use of their text.

2) 18 min. Groups 1 and 2 will present their arguments.a. 3 min. Group 1 will read a quote and then interpret it to make their case that violence is not justifiable. Group 3 will take notes. b. 3 min. Group 2 will respond to the argument with a quote and interpretation. Group 3 will take notes.(steps a. and b. will be repeated two more times)

3) 3 min. Group 3 will decide which group made a stronger case. The other groups will prepare a speech during deliberation.4) 2 min. Group 3 will explain why they sided with either Group 1 or 2. 5) 1 min. The case-winning group will orate a conclusion to the argument.6) 6 min. Students will write a response to: In what ways have todays activities influenced your beliefs in justifiable violence?

Assessment: I will assess this lesson by observing the students’ participation and ability to form evidence based arguments.Homework: Paper due the following classArtifact: Students will be given the option to read, “Dresden was a civilian town with no military significance. Why did we burn its people?” by Dominic Selwood. It is contextual material that will not be required reading.http://www.telegraph.co.uk/history/world-war-two/11410633/Dresden-was-a-civilian-town-with-no-military-significance.-Why-did-we-burn-its-people.html

Source Material:




*Alternate Class 8*

Objectives: Students will strengthen their analytical skills. They will identify key words and phrases that help clarify their interpretations. Reasoning: In this lesson students will read Song of Napalm multiple times. Each reading allows for reflection through a free-write. By reading it to themselves and by reading it aloud, students will notice new things between each reading. The discussions

15

http://www.telegraph.co.uk/history/world-war-two/11410633/Dresden-was-a-civilian-town-with-no-military-significance.-Why-did-we-burn-its-people.html

http://www.telegraph.co.uk/history/world-war-two/11410633/Dresden-was-a-civilian-town-with-no-military-significance.-Why-did-we-burn-its-people.html

will allow them to explore their ideas with their peers. They will also learn how interpretations may develop while discussing their peers’ multiple interpretations.Materials: Song of Napalm by Bruce WeiglPen, paper, and highlighterProcedure:

1) 2 min. Students will read Song of Napalm to themselves.2) 5 min. Students will write down their interpretation of the poem.3) 6 min. Three students will take turns reading Song of Napalm aloud. Students will underline or highlight words that stick out to them.4) 5 min. Students will write down their interpretation of the poem noting any differences from their first interpretation.5) 14 min. Students will form groups of three and discuss their interpretations of Song of Napalm.6) 14 min. Students will discuss their interpretation of the poem. They will also discuss how multiple readings and discussions influenced their interpretation.7) 4 min. Students will write responses to the questions: Is coping the same as acceptance? Does Billy Pilgrim accept, that the bombing of Dresden was necessary?

Assessment: I will assess the students’ progress in this lesson by observing their participation. Success in this activity is measured by a student’s willingness to make interpretive leaps and their ability connect ideas.Homework: Paper due the final classArtifact: Song of NapalmBY BRUCE WEIGLfor my wife

After the storm, after the rain stopped pounding, We stood in the doorway watching horses Walk off lazily across the pasture’s hill. We stared through the black screen, Our vision altered by the distance So I thought I saw a mist Kicked up around their hooves when they faded Like cut-out horses Away from us. The grass was never more blue in that light, more Scarlet; beyond the pasture Trees scraped their voices into the wind, branches Crisscrossed the sky like barbed wire But you said they were only branches.

Okay. The storm stopped pounding. I am trying to say this straight: for once I was sane enough to pause and breathe Outside my wild plans and after the hard rain I turned my back on the old curses. I believed

16

They swung finally away from me ...

But still the branches are wire And thunder is the pounding mortar, Still I close my eyes and see the girl Running from her village, napalm Stuck to her dress like jelly, Her hands reaching for the no one Who waits in waves of heat before her.

So I can keep on living, So I can stay here beside you, I try to imagine she runs down the road and wings Beat inside her until she rises Above the stinking jungle and her pain Eases, and your pain, and mine.

But the lie swings back again. The lie works only as long as it takes to speak And the girl runs only as far As the napalm allows Until her burning tendons and crackling Muscles draw her up into that final position

Burning bodies so perfectly assume. Nothing Can change that; she is burned behind my eyes And not your good love and not the rain-swept air And not the jungle green Pasture unfolding before us can deny it.


1988.


Felski, Rita. After Suspicion. Profession: 2006.

Weigl, Bruce. Song of Napalm. New York: Atlantic Monthly Press, 1994.


17

engl611-mueller.wikispaces.umb.eduengl611-mueller.wikispaces.umb.edu/file/view/bellone … · web...

Documents