To Forgive Or Not To Forgive

Hi all! I've attached my three lesson plans here. This unit is meant to follow a unit in which students read Red Scarf Girl. Hope you enjoy!

PRIOR TO LESSON ONE:

Prior to these lessons, students will have read Red Scarf Girl by Ji-li Jiang. From the memoir (and prior lessons), students will be familiar with a wide variety of terminology previously defined in their vocabulary notebooks, included but not limited to:

Communism, People’s Liberation Army, political background, class status, bourgeois, capitalist, revolutionary, Chairman Mao Zedong, conservative, revolution, Cultural Revolution, proletarian, reactionary, revisionist, rightist, socialism.

To support students with key academic vocabulary, Teacher gave a refresher on vocabulary students needed to understand for optimal reading and analysis.

LESSON ONE: THE STATIONS

Lesson One Focus:

In teacher-selected groups of 3-4 children, students will explore three different stations that seek to answer the following essential questions:

-After a national conflict, who should be held responsible for events that affect an entire society?
-Are individuals responsible for their crimes if they were following the orders of their leaders?
-What helps societies heal after years of conflict and violence?
-After learning about moments of past violence and injustice from the past, how can we ensure history does not repeat itself?

At each station, students will analyze a text, then read and discuss the accompanying station questions. The station questions are varied and designed to encourage a close reading of the text and critical thinking about a complex issue.

Standards:
-CCSS.ELA-LITERACY.RL.7.1: Cite several pieces of textual evidence to support analysis of what the text explicitly says as well as inferences drawn from the text.
-CCSS.ELA-LITERACY.W.7.9: Draw evidence from literary or informational texts to support analysis and reflection.
- CCSS.ELA-LITERACY.SL.7.1: Engage effectively in collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on other’s ideas and expressing their own clearly.
-CCSS.ELA-LITERACY.SL.7.1D: Acknowledge new information expressed by others and, when warranted, modify their own views.
-CCSS.ELA-LITERACY.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume and clear pronunciation.

LEARNING OBJECTIVES: Students will be able to:

1. Read closely and analytically to comprehend a range of complex texts.
2. Cite implicit and explicit evidence from the text.
3. Formulate a response to the text based on personal belief and understanding the topic.
4. Explore a controversial topic through student discussion.
5. Defend, deepen and fine-tune opinions through provided research and discussion.
6. Engage effectively in a collaborative discussion.
7. Build upon each other’s ideas and express their own ideas clearly.
8. Acknowledge new information expressed by others and (if necessary) modify their own views.
9. Present claims and findings, emphasizing important points in a focused, coherent manner within an allotted time frame.

ACADEMIC LANGUAGE GOALS:
Teacher gave a refresher on vocabulary students needed to understand for optimal reading and analysis. For any additional unfamiliar vocabulary, Teacher included a dictionary at each station so students could look up unfamiliar words. Students will be instructed to add unfamiliar words to their vocabulary charts. Each station will also have Discussion Sentence Starters to encourage students to use academic language during their discussion.

MATERIALS:
At each station, Teacher will provide:
-Station poster
-Station questions
-One station dictionary
-Discussion Sentence Starters
-Station rules & regulations

Students must have:
-Students’ English Notebooks
-a pen or pencil

INSTRUCTION:
As soon as students enter the room, Teacher will direct students towards their designated station. (Teacher will have pre-grouped students in optimal groups of 3-4.)

Teacher will explain today’s activity. Students will visit three stations; each station will examine one of the essential questions:

Station I: After a national conflict, who should be held responsible for events that affect an entire society?
Station II: Are individuals responsible for their crimes if they were following the orders of their leaders?
Station III: What helps societies heal after years of conflict and violence?

At each station, students will analyze the station’s text, then read and discuss the accompanying station questions. Before students begin, Teacher will read over the Station rules & regulations. For student support, a copy of the rules & regulations will be clearly posted at each station. Each station will also have Discussion Sentence Starters to encourage students to use academic language during their discussion. Prior to beginning, Teacher will model using a sentence starter from the cheat sheet in a conversation. Students will be given 15 minutes at each station. To help students keep track of time, Teacher will hook up a timer to the projector at the front of the room.

Each station will have a different Station Questions worksheet for students to discuss and answer station questions as a group. The questions serve to help students read closely and analytically to understand and analyze the text. For many of the questions, students will need to cite relevant evidence from the text to support their answers. As stated in the Station rules & regulations, to ensure every group member stays focused, Teacher will require each group member to take a turn as the “group writer”. Students will put their name next to the answer for which they are responsible. Each group will turn in one Station Questions worksheet after visiting all three stations.

ACTIVITY:

To model how to answer the station questions, Teacher will ask the following question from Station One for the class:

After a national conflict, who should be held responsible for events that affect an entire society?

“Based on the text, who do you believe should be held responsible for the aforementioned events? Provide two specific examples FROM THE TEXT to back up your answer.

Teacher will instruct both groups with Station One to look for evidence from the text to support their answer. As students answer, Teacher will provide feedback on their evidence. Teacher will take any further questions on the process, then without further adieu, start the timer and instruct students to get started with their first station! When the timer buzzes, each group will move to the next numerical station. For students who need more time, Teacher made double stations, and students will the option to stay longer if needed.

Teacher will check in with each group at least twice to listen to their discussion, ask and answer questions, and encourage more discussion between group members.

CLOSURE AND HOMEWORK ANNOUNCEMENT:
At five minutes to the bell, students will also be given an exit ticket with the following questions:

1. Did anything you learned today surprise you?
2. What questions do you still have about the essential questions?
3. Did any of the information you read today change your views?

Students can choose to discuss their answers with their group members. Teacher will inform students they must hand in both their exit tickets and their group station questions as they leave the classroom.

Teacher will then announce tonight’s homework: Students will be asked to recall the information they learned, and make a pro/con list for whether individuals in the Red Guard should be forgiven or punishes for crimes committed during the Cultural Revolution.

Each side must have at least 5 reasons. (Teacher will tell the class if they wish to access the station posters, Teacher will upload the text and visuals to the homework website.) After students finish their pro / con list, Teacher will tell students they must choose whether they are pro (forgive) or con (punish), as our unit will leading up to an argumentative essay on the issue!

To ensure students are listening, Teacher will have the class to repeat the homework instructions. If only a few students repeat the instructions, Teacher will get the class’ attention, repeat the instructions and have the class try again. As students leave, teacher will collect both the Station Questions and the exit tickets for review.

INSTRUCTIONAL STRATEGIES THAT SUPPORT DIVERSE LEARNING NEEDS:

1. Incorporate visuals into each station to help learners store new information into long-term memory and to understand words or concepts they might not understand otherwise.

2. Employ frequent check-ins on my special needs student, J**, and endeavor to keep him engaged. J** has a tendency to get distracted and lose focus; so throughout the lesson, I will make a point to frequently check in with him and ensure he is engaged and staying on task.

3. Pair students in mixed-ability small groups of 3-4 students. My special needs student will be grouped in the same group as his peer-tutor.

4. Repeat instructions (and my behavioral expectations) orally, and write them on the board. To make students are listening, I’ll ask the class to repeat the directions and behavioral rules of the day. I’ve found with children, the simpler the instructions, the more likely they are succeed.

5. Model how to find textual evidence in the station texts.

6. Give specific and concrete feedback as I check in on student discussions and station answers. I will also ask and answer any questions as I spend time with each group.
7. Provide scaffolding. For extra support, I will provide students with vocabulary charts and discussion sentence starters.
8. Help students keep track of time with a timer at the front of the room. With that said, if certain groups are falling behind, I will of course allow them to have a little more time for each section.

LESSON ONE INSTRUCTIONAL MATERIALS:
1. Stations 1-3
2. Station Rules & Regulations
3. Discussion Sentence Starters

LESSON ONE FORMAL ASSESSMENTS
1. Stations 1-3 questions
2. Exit ticket
3. Pro / con list

LESSON ONE INFORMAL ASSESSMENTS
Teacher will informally assess understanding by walking from group to group, asking and answering questions. Teacher will check in with each group at least twice to listen to their discussion, ask and answer questions, and encourage more discussion between group members. Teacher will mix calling for volunteers and selecting specific students to share textual evidence in response to group work handout questions. Teacher will give positive and concrete feedback to maintain a positive classroom environment.

LESSON TWO: TO FORGIVE OR NOT TO FORGIVE.

Lesson Two focus:

After reflecting on their pro / con lists and the evidence from the three stations, students have chosen a side on Red Guard debate! Today, students will begin outlining their argument using clear and relevant evidence from the station texts.

Common Core Standards:
-CCSS.ELA-LITERACY.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
-CCSS.ELA-LITERACY.W.7.1A: Introduce claims and organize reasons and evidence logically.
-CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
--CCSS.ELA-LITERACY.W.7.9: Draw evidence from literary or informational texts to support analysis and reflection.

LEARNING OBJECTIVES: Students will be able to:
1. Write arguments to support claims with clear and relevant evidence.
2. Cite implicit and explicit evidence from the text.
3. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
4. Formulate a response to the text based on personal belief and understanding the topic.
5. Present claims and findings, emphasizing important points in a focused, coherent manner within an allotted time frame.

ACADEMIC LANGUAGE GOALS:
As students develop their argument, they will:
1. Make a case for their point of view.
2. Use language to convince their reader of the validity of their argument.
3. Support their claims with evidence-based examples.

MATERIALS:
Media:
-Projector
-Prezi

Teacher will provide:
-Station posters
-Timer
-To Forgive Or Not To Forgive Outline
-First draft rubric
-Academic writing frames cheat sheet

Students must have:
-Students’ English Notebooks
-a pen or pencil
-Vocabulary chart

INSTRUCTION:
As students enter the room, Teacher will direct students to sit with their groups and take out their pro / con lists. Once the bell rings, Teacher will ask students to take several minutes to share with their groups:

1. Their position: pro (forgive) or con (punish).
2. Why they chose that position.

Once students finish sharing, Teacher will tell students, “If you chose to forgive the Red Guard, please go to the right side of the room.” After students move, Teacher will regroup the students to be with their fellow pro’s and con’s. Teacher will group some students strategically, by ability level and potential/past behavioral issues. During this activity, students will use the station posters for reference.

Teacher will now explain the agenda for today: now that students have chosen a side on the debate, it’s time to start outlining their arguments! To begin, teacher will ask students the following questions (one at a time):

“Who here likes to argue?”
“How do you win an argument?”
“Why is argument an important skill?”

Teacher will pause for 20-30 seconds after each question, and wait for a student volunteer. If no students volunteer answers, Teacher will give students a couple minutes to discuss the question in their groups, then ask the question again.

ACTIVITY:

Teacher will now project the To Forgive or not To Forgive Prezi via the projector at the front of the room. To accompany the Prezi, Teacher will hand out the To Forgive or Not to Forgive Outline to help students formally organize their thoughts before writing. Using the Prezi, Teacher will ask students, “What is your argument? Do you believe individuals in the Red Guard should be forgiven or punished for their crimes?” Teacher will select a student volunteer from each side of the issue.

Teacher will now allow students 10 minutes to start writing their claim and three reasons for Paragraph 2. For extra support, students may discuss any questions or issues within their groups. Teacher will circulate to check claims, and ensure students are supporting those claims with hard evidence from the text.

When 10 minutes are up, Teacher will now move on (in the Prezi and outline) to Paragraph 3. Teacher will solicit a potential claim from the PRO side. Teacher will write the student’s claim on the chalkboard then ask students for evidence to back up that claim. Teacher will remind students to look for hard evidence from the station posters and their notes.

After Teacher receives several good examples, Teacher will give students 10 minutes to work on their own claim and find supporting evidence for Paragraph 3. To ensure students both listened and understand, Teacher will ask students to repeat the instructions: “Write a claim and find supporting evidence for Paragraph 3.” For extra support, students will again be allowed to discuss their claims within their small groups. Teacher will also walk from group to group, reading claims and evidence, and giving necessary feedback. Students who finish earlier, can move on to Paragraph 4. Students who need more time can finish up Paragraph 4 for homework.

Now that student arguments have taken shape, it is time to circle back to the introduction. Teacher will ask students, “What is the purpose of an introduction?” and “Why are introductions important?” After students volunteer their answers, Teacher will now show the Introduction slide on the Prezi:

A good introduction does 3 things:
1. Grabs your reader’s attention and makes them think! How can we do this?
2. Clearly states your claim.
3. Has a thesis that states why we should believe your claim. Here, give your reader a sneak preview of your 3 body paragraph’s main arguments.

Teacher will give students 10 minutes to work on introduction.

Now, Teacher will ask students, “What is the purpose of a conclusion?” and “Why are conclusions important?” After students reply, Teacher will display the Conclusion slide on the Prezi:
A good conclusion:
1. Creates a sense of urgency and rouses your reader to action!
2. Restates each argument in a compelling and exciting way!
3. Stresses your MOST CONVINCING argument!
4. Takes a tone of authority to help convince the reader!
5. Clearly states what you want the reader to do!

Teacher will now give students 10 minutes to work on introduction.

CLOSURE AND HOMEWORK ANNOUNCEMENT:

Teacher will inform students they’re halfway done! The outline is the hardest part. They’ve just completed the skeleton of their argument. Now we just have to put some meat on those bones!

Teacher will now pass out two items:

1. First Draft Rubric
2. Academic Writing Frames

Teacher will walk through the rubric to catch any lingering confusion. Teacher will also model when to appropriately use the Academic Writing Frames.

With just a few minutes left of class, Teacher will assign tonight’s homework:

Students must write their first draft using their To Forgive or not To Forgive outline and their First Draft Rubric.

INSTRUCTIONAL STRATEGIES THAT SUPPORT DIVERSE LEARNING NEEDS:

1. Incorporate visuals throughout the Prezi. Using visual imagery helps learners to understand words or concepts they might not understand otherwise.

2. Frequently check in on my special needs student, J**, and endeavor to keep him engaged and on task.

3. Pair students in mixed-ability small groups of 3-4 students. My special needs student will be grouped in the same group as his peer-tutor.

5. Repeat instructions (and my behavioral expectations) orally, and write them on the board. To make students are listening, I’ll ask the class to repeat the directions and behavioral rules of the day. Also keep those instructions simple and succinct.

6. Model each new portion of the outline for students.

7. Give specific and concrete feedback on student work.
8. Provide scaffolding. For extra support, I will provide students with the To Forgive or Not To Forgive Outline as well as academic writing frames.
9. Break a difficult assignment (writing an argumentative essay) into smaller, less complex tasks, like an outline.
10. Help students keep track of time with a timer at the front of the room. With that said, if certain groups are falling behind, I will of course allow them to have a little more time for each section.
LESSON TWO INSTRUCTIONAL MATERIALS:
1. To Forgive or Not to Forgive Prezi
2. First Draft Rubric
3. Academic Writing Frames

LESSON TWO FORMAL ASSESSMENTS
1. To Forgive or Not to Forgive Outline

LESSON TWO INFORMAL ASSESSMENTS
Teacher will informally assess understanding by walking from group to group, asking and answering questions. Teacher will check in with each group at least twice to listen to their discussion, ask and answer questions, and encourage more discussion between group members. Teacher will mix calling for volunteers and selecting specific students to share textual evidence in response to group work handout questions. Teacher will give positive and concrete feedback to maintain a positive classroom environment.


LESSON THREE: PEER EDIT TO PERFECTION

Lesson Three focus:

Today, students will bring in their argumentative drafts to be peer-edited. Teacher will put students into pairs. Students will spend the first half of the class peer-editing their partner’s draft (using a peer editing rubric.) The second half of class, students will walk their peer through their feedback.

Common Core Standards:
-CCSS.ELA-LITERACY.W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, and rewriting.
-CCSS.ELA-LITERACY.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
--CCSS.ELA-LITERACY.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
-CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
-CCSS.ELA-LITERACY.L.7.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
-CCSS.ELA-LITERACY.L.7.2: Demonstrate command of the conventions of Standard English capitalization, punctuation and spelling when writing.

LEARNING OBJECTIVES:
Students will be able to:
1. Evaluate their partner’s writing according to Peer-editing rubrics
2. Provide critical and constructive view of a peer’s essay.
3. Demonstrate an evaluative level of understanding in providing peer feedback in the following areas as needed:
a. Author uses appropriate conventions of paragraph structure, sentence construction, grammar, usage, punctuation, capitalization, and spelling.
b. Author clearly states his/her position.
c. Author supports his/her position with three clearly stated claims (one topic sentence per body paragraph.)
d. Author uses EVIDENCE from the text (facts, statistics, examples.)
e. Author’s evidence clearly supports the paragraph’s topic sentence.
f. Author’s thesis includes a preview of their three body paragraph claims.
*Please see rubric for further clarification.

ACADEMIC LANGUAGE GOALS:
1. Students will use academic sentence frames when presenting their feedback to their peers.
2. Students will use their Peer-editing rubric to suggest meaningful changes in their peer’s essay, including but not limited to the use of academic vocabulary and transitions.

MATERIALS:

Teacher will provide:
-Station posters for reference
-Timer
-Peer-editing rubric
-Academic sentence frames
-red pens

Students must have:
-First draft of argumentative essay
-a pen or pencil

INSTRUCTION:

Teacher will direct students to their normal seats and request they take out their first drafts. Teacher will wait until all students have their “eyes open, mouths closed and rough drafts on their desks.” Teacher will then show students her large array of red pens, and inform the children that they get to be the teacher today. Teacher will then ask students, “Who has ever peer-edited an essay?” Teacher will take note of the number of hands. Teacher will then ask students, “What kind of things do we look for when we edit a peer’s essay?” Teacher will again for student contributions. Teacher will then enlist a student helper to pass out a peer-editing rubric.

Teacher will call on different students to read each different segment of the rubric. Teacher will remind students to follow along using their pencil as students read. After each section, Teacher will pause, repeat the salient points of the segment, then ask if students have any questions.

After reading through the rubric, Teacher will remind students to give critical yet constructive feedback. Teacher will also remind students that students must put their names on their peer-editing rubric. (When turning in final drafts, students will staple their rough drafts and peer rubrics to their final drafts.) In order to receive a grade for the rubric, students must give respectful and specific feedback. Teacher will model an example of good feedback, and then bad feedback for the class.

If there are no further questions, Teacher will break students into pairs then set twenty minutes on the timer for students to edit.

ACTIVITY:

In pairs, students will peer-edit their partner’s essay. Students will write their notes directly on the Peer-editing rubric. As students work, Teacher will peruse each student’s edits, giving feedback and answering any questions. Teacher will also look for any students who are struggling or seem to need more time. Teacher will also look for patterns of student errors in the essays or peer-edits. If necessary, Teacher will pause the timer to clear up any student miscommunications.

After twenty minutes, students will take turns explaining their feedback to their partner. Students will be able to ask clarifying questions on edits and discuss solutions for any errors in the paper. When students finish exchanging edits, Teacher will inform students they have two options:

1. Students can present their feedback and essay to Teacher for further revisions.
2. Students can start revising their essays.

CLOSURE AND HOMEWORK ANNOUNCEMENT:

At five minutes to the bell, Teacher will inform students that their final drafts are due by Friday, the end of the week. Teacher will also remind students that they must staple their peer rubric and their rough draft to their final draft. This information is also on students’ essay rubric. Teacher will have students repeat her instructions to make sure students are paying attention.

Teacher will take the last few minutes of class to open the floor to any questions or concerns about the revision process. Teacher will also remind students that all instructional materials are uploaded onto the class website for student use.

INSTRUCTIONAL STRATEGIES THAT SUPPORT DIVERSE LEARNING NEEDS:


1. Frequently check in on my special needs student, J**, and endeavor to keep him engaged and on task.

2. Pair students appropriately. My special needs student will be paired with his peer-tutor, Oscar.

3. Repeat instructions (and my behavioral expectations) orally, and write them on the board. To make students are listening, I’ll ask the class to repeat the directions and behavioral rules of the day. Also keep those instructions simple and succinct.

4. Model an example of good feedback and, conversely, bad feedback.

5. Give specific and concrete feedback on student edits and revisions.
6. Provide scaffolding. For extra support, students will be given a peer-editing rubric and academic sentence frames.
7. Help students keep track of time with a timer at the front of the room. With that said, if certain groups are falling behind, I will of course allow them to have a little more time for each section.

LESSON THREE INSTRUCTIONAL MATERIALS:
1. Stations 1-3 (for reference)
2. Peer-editing Rubric
3. Academic sentence frames

LESSON THREE FORMAL ASSESSMENTS
1. Peer-editing Rubric: When students submit their final essays, they will also submit their peer-edited rubric. Their peer will be then graded on the quality of their feedback.

LESSON THREE INFORMAL ASSESSMENTS
Teacher will informally assess understanding by checking on each student’s edit, asking and answering questions about student feedback. Teacher will give positive and concrete feedback on student edits to maintain a positive classroom environment.

EXTENSION:
By the end of this unit, students should have mastered the art of argumentative writing. Now, it's time to teach students the skill of oral argument. The next unit will see students transfer their written arguments into succinct, persuasive speeches in preparation for a debate. And students don’t know this yet, but the principal already gave Teacher permission to use the school auditorium. It’s going to be quite a treat!