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Conflicts:WhatWeDontKnow

PARTI:
A. ContextForLearning

Iwillbeteachinga7thgrade,EnglishLanguageArtsclassinthespringsemesterof2015.Iwill
beobservingandteachingunderMrs.MitchellatEastCaryMiddleSchoolinCaryNorth
Carolina.Thisschoolisinasuburbanarea,withafairlysmallpopulationof842studentsdivided
amonggrades6,7,and8.Currently,10.5%ofthestudentsintheareaarelivingbelowthe
povertyline.Roughlyhalfofthestudentsareofminorityracewithintheschool,andthatsame
proportionholdstrueinmyownclassroom.Theschoolhasasmallspecialeducationprogram,a
bilingualeducationprogram,andalargeacademicallygiftedprograminwhichstudentsare
dividedintoAGMath,AGReading,oracombinationofboth.Someclassroomshavefulltime,
orparttimeaccesstoaspecialeducationteacherinclassroomsinwhichmanystudentsareat
risk.Onlymy7thperiodclass,whichIwillnotuseforedTPA,allowsaspecialeducation
teacherhalftime.
Thegenderdivisioninmy4thperiodclassroomisnotreflectiveofthestudent
population,as,inaclassof25students,21aremaleand4arefemale.ThiswillrequirethatI
delicatelybalancetheinterestsofmyclassroom.Asafemalemyself,Imayleantoward
techniquesthatarepreferredbyfemales,oruseexamplesthattargetinterestsmoretypicalof
females.Iwillhavetobeawareofthis,andmakesurethatIamalsotargetingtheinterestsofmy
malestudentswhilenotmakingmyfemalestudentsfeelleftoutorisolated.
AsmyschoolisinWakeCounty,thereisabasiccurriculumguidealreadymappedout
forEnglishLanguageArtsclassrooms.Iamrequiredtoteachthemainideasandthemeswithina
large,6weekunit.Thecurriculummapmakessuggestionsformaterialstouse,butIamnot
requiredtouseanyofthemorteachanyofthesamelessonsthattheotherELAteachersuse.I
amalsoallowedtodividemylargeunitintosmallerunitsanywaythatIchoosesolongasI
addresstheoverarchingtopics.
Thestudentsareinthisclassforanentireyear,thoughIwillonlybeintheclassroomon
adailybasisforonesemester.Theschooldayisdividedinto7periodswithsmallbreaksin
betweeneachtoallowstudentstogotolockersandmoveinbetweenclasses.Thisleaves50
minutesoftimeineachclass.All50ofthoseminutesinmyclasswillbededicatedtoEnglish
LanguageArts.Eachclassroomhasaccesstoamediacenter,laptopcarts,iPadcarts,atleastone
whiteboardintheclassroom,asmartboard,aninclassprojector,aclasswebsite,andalaptopfor
theteachersuse.
My4thperiodclassroomhasonestudentwitha504inprocess.Becausethisindividual
hasnotbeforehada504anditisnotfinished,therearecurrentlynosupportsor
accommodationstoberecorded.Theclasshas2studentswhohaveIEPs,BothIEPsarefor

studentsontheAutismspectrum,thoughtheyarebothhighfunctioning.Theyarebothallowed
separatesettingfortests,thoughtheydonotalwaysusethem.Oneofthesestudentsisallowedto
markinbook.Theprimarysupportforbothofthesestudentsisadditionalmonitoringduring
theirinteractionswithpeers.Sometimeseachofthesestudentsmayprefertoworkaloneifthe
dayisgoingpoorly,andbothofthemliketohavewarningbeforeanymajortransition.Thereis
onestudentintheclasswhoisAGmath,butthatdoesnotaffecthimorherduringmyEnglish
LanguageArtsclass.

B.ORGANIZATIONALPRINCIPLE:

Mylarge,overarchingthemewaschosenformybymyschool.The6weekunitistitledSo
YouSayYouWantaRevolution?.Myunitisexpectedtocoverconflictsandhowtheyleadto
changeandrevolution.Ihavedecidedtodividethisunitintosectionsasameansofscaffolding
theunit.ThethemeIwillbefocusingonformythematicunitthissemesterissmallconflicts.I
wouldliketofocusonhowsmallconflictsleadtochangeandsparkreactionssmallorlarge.I
wouldliketoaddressthatconflictcanleadtobothpositiveandnegativechange.Ithinkthisunit
couldbereallyengagingformiddleschoolstudentsasmanyofthemareconstantlyinvolvedin
smalldramasinschool,andthusareinvolvedinsmallconflicts.Thisthemewouldalsoallowus
toanalyzemanydifferenttypesoftexts.Obviously,manynovelsandshortstoriescontain
conflicts,buttheseconflictscanalsobereadaboutinnonfictionsourceslikenewspapersand
magazines,aswellasinthelyricsofsongsandinpoems.Involvingalotofdifferentgenresand
typesoftextswouldallowustoalsolookatawidevarietyofliterarydevices.Forexample,the
useofrhythmandrhymeschemeismuchmoreeasilyfoundandanalyzedinasongorpoem
thanitisinanovel.Additionally,aunitonsmallconflictsallowsstudentstoeasilydevelop
differentopinions,andbegintakingsideswithoragainstcharactersandnarrators.Thismakes
foraneasysegwayintostudentcentereddiscussions,anddebates.

C.PRIMARYSUBJECTMATTERFOCUS
Thisunitiscenteredprimarilyaroundshortstoriesandshorttexts.InitiallyIwillbehavingthem
selectsongsthemselves.Theywillanalyzeonesongforitsexternalconflict,andrewritethe
songfromanotherpointofview.Followingthat,wewillbereadingaportionofGullivers
Travels.ThisnovelwaswrittenbyJonathanSwiftinthe1700sasatravelsatire.Iwillbe
readingaportionofsection4ofthenovelentitled,AVoyagetotheCountryofthe
Houyhnhnms.Iwillonlybereadingasmallportionofthissectiontothestudentsasthe
languagecanbedifficult,anditisquitelong.However,theexcerptisanobviousexampleofthe
presenceofanunreliablenarrator.Itisadditionallyanentertainingportioninwhichthenarrator
landsonanislandruledbyhorsesandlearnstospeaktheirlanguage.Afterthis,wewillbe
focusingontheshortstoryRaymondsRun.Thisstoryisaboutagirlthateveryonecalls
SqueakyandherbrotherRaymondwhohassometypeofmentaldisability.Sheassumesthe

worstofotherpeoplethroughoutthestorybecauseofthewaypeoplehavetreatedherbrotherin
thepast.Bytheend,though,shefeelsdifferentlyabouttheothergirlsthatsheisaround.Iwant
thestudentstousethisstorytofurtherillustratetheroleofanunreliablenarratorinaconflictand
howthiscanbechangedandresolved.Ifthestudentsobserveaclearchangebetweenthe
beginningandtheendtheymayseehowthenarratorwasunreliableatthebeginningofthestory
andhowthattaintedthereadersviewoftheconflictandwhowasatfault.ThelastresourcesI
willbeusingbeforefocusingontheunitevaluationwillbepersuasivetechniques.Specifically,I
willbeusingmaterialssuchasadvertisements,andclipsfromdifferentnewsnetworksthat
illustratepathos,ethos,andlogos.Iwillbeusingthesetechniquestohelpstudentsseeanother
wayinwhichourviewsofconflictscanbeinfluencedbythesourceofourinformation.

D.ORGANIZINGQUESTIONS

1. Whatisconflict?
2. Howdoesconflictleadtochange?
3. Canconflictleadtopositiveoutcomes?
4. Whatisthesignificanceofperspective/pointofviewwhenanalyzingaconflict?
5. Howdoyoufeelwhenyouperspectiveisnotseeninaconflict?
6. Isiteverpossibletoplacefullblameononeperson/partyinvolvedinaconflict?
7. Howdoyoudealwithconflicts?Areyouconfrontationalorpassive?
8. Arethereanyconflictsthathavehadalargeimpactonyourlife?
9. Doyouchangeyourbehaviorbaseduponpastconflicts?
10. Howdoyougoaboutresolvingaconflict?
11. Howdoyouidentifyanunreliablenarratorinliterature?
12. Howdoyouidentifyanunreliablenarratorintherealworld?
13. Howdoyoudecidewhichsidetotakeinaconflict?
14. Howdoconvincesomeonetotakeyoursideinaconflict?

E.GOALS:

SWBAT
Recognizethattherearedifferenttypesofconflicts.
Questionthevalidityofinformation.
Recognizedifferentpersuasivetechniques,andhowtheyareinfluencedbythem.
Applytheconceptoftheunreliablenarratoroutsideofliterature.
Recognizepointofviewinconflicts.
Debatethedifferentsidesofaconflict
Beawareofboththedenotationandconnotationofwordswhentheyarewriting.

Becreativeinusingpersuasivetechniquesthemselves.
Recognizewhenasourceofinformationisbeingmanipulative.

F.GENERALUNITOBJECTIVES:

Cognitive:
1.Compare/contrastdifferentsourcesregardingthesametopic.
1a.Studentswillbeabletodifferentiatebetweenmultipleversionsofastory.
1b.Studentswillbeabletoidentifymultipleperspectivesonagivenconflict.
2.Developcriticalthinkingskillsaboutconflicts.
2a.Studentswillbeabletoidentifyopposingcharactersinaconflict.
2b.Studentswillbeabletodefineconflictintheirownwords.
2c.Studentswillbeabletodifferentiatebetweendifferenttypesofconflicts.
2d.Studentswillbeabletoanalyzeapointofviewdifferentfromthatofthenarrator.
3.Useinquirytoaddressprimaryandsecondarysources.
3a.Studentswillbeabletoquestionthereliabilityofanarratorinaconflict.
3b.Studentswillbeabletoquestionthereliabilityofanonfictionpiece.

Affective:
4.Expressrespecttootherstudentsduringdiscussion.
4a.Studentswillbeabletolistentotheirpeersduringpresentations.
4b.Studentswillbeabletoshowrespectduringdebate.
5.Compromisewithotherstudentsduringdebate.
5a.Studentswillbeabletoreachaconclusionintheirdebate.

Performance:
7.Verbalizeoriginalthoughts.
7a.Studentswillbeabletotalkaboutconflictinclassdiscussion
7b.Studentswillbeabletopresentsongprojects.
8.Generatecreativeinterpretationsofclassmaterial
8a.Studentswillbeabletomodelanoriginalpieceofwritingafteraspecificsong.
9.Constructoriginalwritingwithapurpose.
9a.Studentswillbeabletoworkcollaborativelyonapieceofwriting.
9b.Studentswillbeabletowriteopeningstatementsforadebate.
9c.Studentswillbeabletowriteprimaryargumentsforadebate.

CommonCoreStatestandards:7thGradeEnglishLanguageArts

CCSS.ELALITERACY.RL.7.1
Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswell
asinferencesdrawnfromthetext.

CCSS.ELALITERACY.RL.7.6
Analyzehowanauthordevelopsandcontraststhepointsofviewofdifferentcharactersor
narratorsinatext.

CCSS.ELALITERACY.RL.7.4
Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativeand
connotativemeaningsanalyzetheimpactofrhymesandotherrepetitionsofsounds(e.g.,
alliteration)onaspecificverseorstanzaofapoemorsectionofastoryordrama.

CCSS.ELALITERACY.RL.7.2
Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthecourseofthe
textprovideanobjectivesummaryofthetext.

G.POSSIBLEUNITMATERIALS&SUPPLEMENTARYTEXTS

http://www.lazybeescripts.co.uk/Scripts/script.aspx?iSS=930
30minuteversionofHamlet:
http://www.lazybeescripts.co.uk/Scripts/script.aspx?iSS=504
6minuteplaywith4characters
RaymondsRunbyToniCadeBambara*
FlowersForAlgeron
TellTaleHeart,byEdgarAllenPoe
TheLottery
TheLandlady
YoubelongwithmebyTaylorSwift*
Conflicttypeshandout*
http://classroom.synonym.com/4typesexternalinternalconflictliterature10224.html
Differenttypesofconflict*
http://www.brighthubeducation.com/middleschoolsocialstudieslessons/125647conflic
tinsimonbirchlessonplan/

Usingfilmtoteachconflict
ExcerptfromGulliverstravels*
Conflicthandout*

H.POSSIBLEACTIVITIES/INSTRUCTIONALSTRATEGIES

Charades*
Debate*
Anticipationguides
Readaloud*
Jigsawgroups
Thinkpairshare
Plotdiagrams*
Researchpaper
ipads*
Laptops
Desktopcomputers*
Groupdiscussions*
Roleplay*
Smallgroupwork*
Classjournals*
Literaturecircles
Exitslips*
Conceptmaps
ParagraphShrinking
QuestionAnswerRelationship
Reciprocalteaching
ReadersTheater*
Independentreading
Persuasivewriting*
Writingconferences*
WordWall
Wordhunt
DirectedReadingThinkingActivity(DRTA)

I.UNITMAP/NARRATIVEOVERVIEW

1.IntrotoConflictandPOV
Writtenontheboardwhenstudentsenter:Inyourjournal,writedownwhatyouknowabout
pointofvieworperspective.
Whenclassofficiallystartsputcountdownontheboardstartingat5minutessotheyknowhow
muchtimeisleftforwriting.
Askfor2volunteerstostepoutsidetheroomforafewminutesuntilItellthemtheycancome
backin.Directthosestudentstosimplysitoutsidethedoorandtalkorread.
Oncestudentsareoutoftheroom,beginwalkingaroundtheroomgatheringcardboardboxes,
andmiscellaneous,nonbreakableitems.Buildasmalltowerwiththeitems.Allthewhile,talk
tostudentsaboutgoodthingsthathappenedtothemrecently.
Tellstudentsnottotalk,getoutapieceofpaper,andwritedowneverythingthatjusthappened.
Whilestudentsarewritingallowthe2volunteerstocomebackintotheroomandsitdown.
Askseveralstudentstoreadaloudwhattheyjustwrotesothatthestudentswhowerenotinthe
roomwillknowwhathappened.Ask2volunteerstowritedownwhathappenedbasedonwhat
theyhearfromotherstudents.Leaddiscussiononperspective
Dideveryonesaythesamethingaboutwhathappened?
Werethereanydifferencesbetweenthestories?Differentdetails,differentopinions,etc.
Explaintostudentsthateverythingyoueverreadiswrittenfromtheperspectiveofoneperson.

2.Definingconflict
Writtenonboardwhenstudentsentertheroom:Inyourjournal,writeaboutatimeyouhada
fightordisagreementwithsomeoneelse.Whatwasthecauseofthedisagreement?Didanything
changebecauseofit?Howwasitresolved?Ifitwasnotresolved,whynot?
askstudentstofinishuptheirthoughtsandbringtheirattentiontothefront.
Explainthatwhattheyjustwroteaboutwhataconflict.
Askwhoknowswhataconflictis?
Haveonestudentspassoutthedefiningconflicthandout
Proceedtodefineconflict:
Proceedtoexplaintostudentsthatinliteraturewereadabouttomajorkindsofconflicts:
Externalconflictsandinternalconflicts.
Defineeachtypeofconflicttotheclass
Studentswillplayagameofcharadesonlytheycantalk.
Studentswillpullascenariofromahat.Afteractingitouttheclasswillguessifitwasan
internalorexternalconflict.Theywillthenguessthedifferentperspectivesthatcouldbetaken
ontheconflict.
Askstudentshowtotellthedifferencebetweenaninternalandexternalconflict.
Askstudentshowtheywereabletotellwhatthemultipleperspectiveswereinthegame.
Passoutworksheetsthatstudentswillbecompletingforhomework.

3.perspective
Writtenontheboardwhenstudentswalkin:PleasegetanIpadfromthecart.Lookupthelyrics
tothesongyouwroteaboutforhomework.Sitatyourdeskquietlyexcited.Soonyouwillknow
whatwearedoing!
Afterclasshassettledinexplaintheprojectfortheday.
InsmallgroupsstudentswillrewritethelyricstoONEoftheirsongs.
Theywillrewriteitfromtheperspectiveofadifferentpersoninvolvedintheexternal
conflictinthatsong.
BesuretoincludetheNAMEoftheirsongandtheARTISTthatthesongisbyatthetop
oftheirpage.
Theyonlyhavetoturninonecopyofthesong,buteveryonesnamemustbeonit.
Atthebottomofthepage,writeifyourgroupiswillingtoperformthesongthe
followingday.Noonewillbeforcedtopresenttheirsong.
Everyonemaychoosetheirgroups.4studentstoeachgroup.
Explaintostudentsthattheywillhavetheremainderofclasstodothis.

4.unreliablenarrator
Whenstudentsenterroomthefollowingwillbeontheboard:Ifyourgroupisperforminga
songtoday,retrieveyourcopyofthelyricsfromthefront.Youmaypracticequietlyinacorner.
Everyoneelse,getouryourjournals!
Allowgroupstotaketurnsperformingtheirsongsfromthepreviousday.
Followingtheperformanceshaveabriefclassdiscussionofthesongs.
Guidingquestionsfordiscussion:
Didyouknowmostofthesesongswiththeiroriginallyrics?Howwerethenew
onesdifferent?
Didanyonesopinionoftheconflictchangebasedonthenewlyrics?Why?
Inwritingyourownnewlyricsfromadifferentperspectivedidyouropinion
changeinsomewayabouttheconflict?
Didyousympathizeorempathizewiththeopposingcharactermoreafter
tryingtolookattheconflictfromtheirpointofview?
InformthemthatIwillbereadinganexcerptfromGulliversTravelssection4tothemandthat
asIreadtheyshouldwritedownanswerstothefollowingquestionswhichwillbeprojectedon
theboard.
Doesthenarratorseemtrustworthy?Whyorwhynot?
Doesthenarratorgiveanyinformationthatseemsunrealisticorhardtobelieve?Give
examples.
Doesthenarratorleaveoutanyimportantinformation?

Withthelast5minutesofclass,askstudentstofinishansweringthequestionsontheirown
piecesofpaper.AskthemtoansweronefinalquestionatthebottomoftheirpageIsitokto
questionthenarratorwhenyouarereading?Whyorwhynot?

5.unreliablenarrator
Warmup:HaveallstudentretrievetheirGulliversTravelsdiscussionquestionsfrom
thepreviousday.
Jumpintodiscussionofeachofthequestions
Wewilladdresseachquestionspecificallyandintheorderthattheywereoriginally
listed.
Doesthenarratorseemtrustworthy?Whyorwhynot?
Doethenarratorgiveanyinformationthatseemsunrealisticorhardtobelieve?Give
examples.
Doesthenarratorleaveoutanyimportantinformation?
Followingthediscussion,explaintheconceptoftheunreliablenarrator:Infiction,asin
life,theunreliablenarratorisanarratorwhocan'tbetrusted.Eitherfromignoranceor
selfinterest,thisnarratorspeakswithabias,makesmistakes,orevenlies.
http://fictionwriting.about.com/od/glossary/g/unreliablenarr.htm
Explaintostudentsthatwhenthereisaconflictinastory(orinlife),thepersontelling
youabouttheconflictinfluencesyourfeelingsaboutit.Ifyouweretolearnoftheconflictfrom
anewperspectiveormorereliableperson,youwouldlikelyfeeldifferent.
Askstudentshowmanyofthemhavecats.
Askstudentswhogetsannoyedwithcatsthinkstheyaremean?
ShowstudentstheSadCatDiaryyoutubeclip
https://www.youtube.com/watch?v=PKffm2uI4dk&spfreload=1
Afterviewingthevideo,askstudentsifthecatwasareliablenarrator.
Askstudentshowthecatportrayedconflictswiththeauthoritiesorhishumans.
OpenupdiscussiontoclassaboutWHYthecatwasanunreliablenarrator.
WhatDETAILSindicatedthathisviewmayhavebeenbiases,orthathewaslying.
Wrappingup:HandoutcopiesofthestoryRaymondsRunaskstudentstoreadthe
storyforhomework.Askthemtohighlightthecharactersnamesastheyread.Tellstudentsthat
Iwillbecheckingtomakesuretheydidthisforacompletiongrade.

6.resolvingconflict/change
Whenstudentsenterthefollowingwillbeontheboard:Getoutyourhomeworkfrom
lastnight.BringittoMs.Ballard.Sitquietlyatyourdesk.
Asktheclass,byraiseofhands,thenamesofallthecharactersinthestory.
Askstudentswhatweknowabouteachofthesecharacters.
Askstudentstotweetasdifferentcharactersbasedontheiropinionsinthefirst2

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pagesofthestory.
Havestudentsplacetheirtweets(whichwillbewrittenonstickynotes)ontheboard
atthefrontoftheclass.
Readsomeofthetweetaloud.
Askstudentwhattheconflict(s)inthestoryis.
Askstudentstotweetasdifferentcharactersbasedontheiropinionsattheendofthe
story.
Askstudentswhatchanged.
Askstudentsifthemaincharacterwasreliableatthebeginningofthestory,andifshe
wasreliableattheendofthestory.
Askstudentsifthenarratorhadanaccurateperceptionoftheothergirlsinthestory.
Askstudentshowtheconflictledtoachangeinthemaincharacter.
Askstudentstospendthelast510minutesofclasswritingtheirbasicpredictionsfor
whatwillhappenaftertheendofthestory.Askthemtoprovideatleast2detailsfromthestory
tosupporttheirpredictions.
Studentswillturninthesepredictionsastheirexitticket.
Studentswillbeinformedbeforehandthatthesepredictionswillbetakenforagrade.
Thegradewillbebasedonthe2detailsfromthetextthattheyprovidetosupporttheir
predictionsandnotonthepredictionsthemselves.
Tellstudentstobringthestorybacktomorrow.Wewillstillbelookingatit.

7.resolvingconflict/change
Whenstudentswalkin:Retrieveyourpredictionsfromyesterday.Getoutyourcopyof
RaymondsRun.Discusswithapartneryourpredictions.
Openupshortclassdiscussiononpredictions.
Askstudentsiftheyhadanysimilarpredictionstotheotherstudentstheytalkedto.
Askstudentsiftheythoughttheconflict(s)wasresolvedattheendofthestory.
Askstudentsiftheyfeltliketheyneededtoresolvetheconflict(s)intheirpredictions.
Ifstudentsarestrugglingwiththeideaofresolution.Projectthefollowingmapand
descriptionsontheboard.

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PlotandthePlotDiagram
Plotistheseriesofeventsinastorythatexplaintothereaderwhatishappening.One
oftheeasiestwaystounderstandplotistolookatthemountainshapedplotdiagram
andthinkofstoryintermsofclimbingamountain.Pleaserefertothecorresponding
imagetoseethediagramanditslabels.
Stage1Exposition
Expositionisatthebaseofthemountainorthebeginningofthestory.Thisis
wheretheauthorsetsupthestoryincludingcharacters,setting,andmain
conflicts.
Stage2RisingAction
TheRisingActionoccursasyoubegintomovethroughoutthestory.Thisis
whereconflictsstarttobuildjustlikewhenyouclimbamountainyouare
movingfurtheralong.
Stage3Climax
TheClimaxistheturningpointofthestory.Youhavereachedthetopofthe
mountainandyoucannotgoanyfurther,youhavetoturnandgodown.This
pointinthestoryiswhenthingsfinallystarttomoveinadifferentdirection
anditmaynotalwaysbeapositivedirection.

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Stage4FallingAction
FallingActionoccursaftertheclimaxasthingsstarttoworkthemselvesoutin
thestory.Youarecomingdownthemountainjustasyouarecomingdown
fromtheexcitementoftheclimax.
Stage5Resolution
TheResolutionisthesolutiontotheproblemasyouhavereachedthebottomof
themountain.Thesolutionmightnotbewhatyouwant,buttheconflicthas
beenresolved.
Takenfrom:http://edtech2.boisestate.edu/weltys/502/conceptmap.html
Explaintheideaofresolution.
Checkforunderstandingbyhavingstudentsindicatewithfingers(15)howwellthey
understandresolutionnow.
Askstudentsiftheprotagonist(Squeaky)isbetteroffbecauseoftheconflict
AskstudentsofRaymondisbetteroffbecauseoftheconflict
Askstudentsif,basedonthisstory,theyfeelthatconflictcanbeagoodthing.
ExitTicket:Askstudentstoanswerthefollowingpromptonapieceofpaperandturnit
inontheirwayout:Wastheresolutionworththeconflict(s)?Wastheresolutionofthestory
positive?Taketheremainderofclasstodothis.

8.why?Persuasivetechniques
Writtenontheboardwhenstudentsenter:Getoutyourjournals.Writedowneverything
youknowaboutpersuasivetechniques.
Askstudentstodoathinkpairsharebasedontheirwarmupprompt
Askstudentstoshareoutwhattheyknowaboutpersuasivetechniques
Explaintostudentsthatpersuasivetechniquescanbeusedinbothfictionandnonfiction
writing.Theymaybepresentinadvertisements,stories,books,magazines,etc.
Explaintostudentswhypersuasivetechniquesareused:becausethereisoppositiontoa
personsposition.
Explainthatiftwocompaniesmakesandwiches(SubwayandJimmyJohns)thenthose
companiesarecompeting,orthereisaconflictbetweenthem.Theyhaveconflictingviewsabout
wherepeopleshouldbuytheirsubsfrom.Thereforetheytrytopersuadeyoutobuytheir
sandwiches.
Inastory.Twopeoplebreakup.Theyhaveongroupoffriends.Thewomanwantsthose
friendstostayfriendswithher,butnottheman.Themanwantsthemtostayfriendswithhim
andnotwithher.Theyareinaconflict.Theyeachtrytopersuadetheirfriendstotaketheirside.
Itiseasiertoaccomplishthetaskofpersuadingpeopletotakeyourside,buyyourproduct,etc.
ifyouusedifferentpersuasivetechniques.
Providestudentswithexamplesofpersuasivetechniques:

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Pathos:anappealtoemotion.
"ImnotjustinvestedinthiscommunityIloveeverybuilding,everybusiness,
everyhardworkingmemberofthistown."
"Theresnopricethatcanbeplacedonpeaceofmind.Ouradvancedsecurity
systemswillprotectthewellbeingofyourfamilysothatyoucansleepsoundlyatnight."
Logos:anappealtologicorreason.
"Morethanonehundredpeerreviewedstudieshavebeenconductedoverthe
pastdecade,andnoneofthemsuggeststhatthisisaneffectivetreatmentforhairloss."
"Historyhasshowntimeandagainthatabsolutepowercorruptsabsolutely."
Ethos:anappealtocredibilityorcharacter.
"Asadoctor,Iamqualifiedtotellyouthatthiscourseoftreatmentwilllikely
generatethebestresults."
"Heisaforensicsandballisticsexpertforthefederalgovernmentifanyones
qualifiedtodeterminethemurderweapon,itshim."

http://www.readwritethink.org/files/resources/lesson_images/lesson1166/PersuasiveTechniques.
pdf
havestudents(insmallgroups)makepersuasiveposterstopersuadetheirpeersofthingsbased
onrandomlyassignedprompts...
Persuadeyourpeerstomakethesloththenationalanimal
Persuadeyourpeerstostopbrushingtheirteeth
Persuadeyourpeerstoeatpancakesfordinner
Persuadeyourpeerstobuyhatsfordogs
Persuadeyourpeerstostoplisteningtomusic
Persuadeyourpeerstoputjellyontheirham&cheesesandwiches
Persuadeyourpeerstotakeastandagainstwetsocks
Persuadeyourpeerstothrowawaytheirpencils
Providestudentswithanexampleposterthatusesethos,pathos,and/orlogos
Allowstudentstoworkonposterstilltheendofclass

9.why?Persuasivetechniques
Whenstudentsenter:Gogetyourposterfromyesterday.Getwithyourgroupand
brieflydiscusshowyouwillpresentyourpostertotherestoftheclass.Youmustaddresshow
youusedethos,pathos,and/orlogos.
Havestudentspresenttheirposters.
Aftereachpresentationaskclass(byraiseofhand)howeffectivetheirposterswere.
Askstudentswhydifferenttechniqueswereeffective.
Showstudentsrealworldexamplesofwhenthesetechniquesareused.

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Showliteratureexamplesfromthefollowingsite:http://literarydevices.net/pathos/
Openupdiscussionwithstudentsabouthowusingthesetechniquescaninfluence

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someonesopinionsofaconflict.
Exitticket:Persuademenottogiveyouhomework!

10.Why?BeginFinalprojects
Warmup:Getoutyourjournalsandsilentlywritefor5minutesabouttopicsthatyou
feelstronglyabout.
Showstudentsyoutubeclipsofdebates
Openingstatement
Rebuttals
Closingstatements
Passoutfinalevaluationdirectionsandrubric
Explainfinalevaluationtostudents
Assignstudentstogroupsof4tocompletetheseprojects
Remindstudentstopayattentiontothepointofview,persuasivetechniques,andthe
reliabilityofthesourceoftheirinformation
Allowstudentstopulltopicsfromahattodeterminetheirtopicandthestancethey
takeonit
Allowstudentstospendtheremainderofclassbrainstorminghowtheywillgoabout
preparingforthedebate,assigningroles,etc.

11.Finalproject
Assoonasstudentscometoclassallowthemtostartworkontheirdebatepreparations
Conferencewithindividualgroupsonwhattheyaredoing,whattheyneedhelpwith,
etc.
Whenthereare5minutesleftinclassinformstudentsthattheywillhaveonemoreday
toprepareforthedebate.Tellthemtologoffcomputersandsavealloftheirworkandmakesure
thatitissomewheresafeandorganize.

12.Finalproject
Assoonasstudentscometoclassallowthemtostartworkontheirdebatepreparations
Conferencewithindividualgroupsonwhattheyaredoing,whattheyneedhelpwith,
etc.
Whenthereare5minutesleftinclassinformstudentsthattheywillhaveonemoreday
toprepareforthedebate.Tellthemtologoffcomputersandsavealloftheirworkandmakesure
thatitissomewheresafeandorganize.

13.Debateday

16

Whenstudentsenterroom:Directstudentstogetwiththeirgroupsandgettheir
informationorganizedsothattheyarereadytodebate.
Remindstudentsthatthedebateswillbetimed
Beginthefirstdebatebypickingatopic.
Duringthedebates,thestudentswhoarewatchingshouldfilloutthefollowingformfor
eachdebatethattheywatch

Name_____________________________Period____________________

Groups
Presenting:___________________________________________________________________
__________________________________________________________________________

Topic:___________________________________________

1stgroupsmainpoints:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________

2ndgroupsmainpoints:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Whodoyouthinkwonthedebate?Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Debatesshouldrununtiltheendofclass
Aftereachgroupfinishestheirdebatetheyshouldturnintheirwrittenmaterials
Havestudentsturnintheirformsastheirexitticket.

PARTII

17

DAILYLESSONPLANS
IntrotoConflict:Perspective

Rationale:Iwanttodrivehomethepointthatanygivenconflicthasmultiplepointofviewand
perspectives.Inordertohaveanopiniononaconflict,onemustunderstandthedifferent
perspectives.Iwantmystudentstogointothisunitonconflictknowingthatitisoktoquestion
thereliabilityofnarrators,andbeingawareofthemultipleperspectivespresentinatext.

Plan:1of12

Objectives
CCSS.ELALITERACY.W.7.1.A
Introduceclaim(s),acknowledgealternateoropposingclaims,andorganizethereasonsand
evidencelogically.

1a.Studentswillbeabletodifferentiatebetweenmultipleversionsofastory.
2a.Studentswillbeabletoidentifyopposingcharactersinaconflict.

Materials:
Whiteboard
Whiteboardmarkers
Cardboardboxes
25copiesofexitticket

Time:50minutes

Procedure:
Writtenontheboardwhenstudentsenter:Inyourjournal,writedownwhatyouknowabout
pointofvieworperspective.Thisshouldtakeyouabout5minutes.
Whenclassofficiallystartsputcountdownontheboardstartingat5minutessotheyknowhow
muchtimeisleftforwriting.
Askstudentstoputjournalsaway.
Askfor2volunteerstostepoutsidetheroomforafewminutesuntilItellthemtheycancome
backin.Directthosestudentstosimplysitoutsidethedoorandtalkorread.
Oncestudentsareoutoftheroom,beginwalkingaroundtheroomgatheringcardboardboxes,
andmiscellaneous,nonbreakableitems.Buildasmalltowerwiththeitems.Allthewhile,talk
tostudentsaboutgoodthingsthathappenedtothemrecently.Afterabout35minutesofthis
knockthetowerover!

18

Tellstudentsnottotalk,getoutapieceofpaper,andwritedowneverythingthatjusthappened.
Allow5minutesforthemtowrite.
Whilestudentsarewritingallowthe2volunteerstocomebackintotheroomandsitdown.
Askseveralstudentstoreadaloudwhattheyjustwrotesothatthestudentswhowerenotinthe
roomwillknowwhathappened.(10minutes)Ask2volunteerstowritedownwhathappened
basedonwhattheyhearfromotherstudents.

Discussion:(20minutes)
Askstudents:Dideveryonesaythesamethingaboutwhathappened?
Werethereanydifferencesbetweenthestories?Differentdetails,differentopinions,etc.
Explaintostudentsthateverythingyoueverreadiswrittenfromtheperspectiveofoneperson.
Werethatstorytoldbysomeoneelse,evensomeoneelsewhowitnessedtheexactsamethings,
thestorywouldbedifferent.
ex.HowmightHarryPotterbeadifferentstoryifSnapehadbeenthenarrator?
ex.HowmighttheHungerGameshavebeendifferentifKatnissmotherhadtoldit?

Exitticket/Assessment:(10minutes)
Havestudentswritedowntheirownexampleofastorythatcouldbedifferentfromanother
perspectiveandguesshowitmightbedifferent.Turninonthewayouttocheckforlearning.
Participationgrade.

Name:
Writedownoneexampleofastorythatmightbedifferentifitweretoldfromanother
characterspointofview.Howdoyouthinkthestorywouldbedifferent?

DefiningConflict

19

Rationale:Ifthethemeofmyunitisconflictthenitisimportantthatmystudentsunderstand
whatconflictis.Therearemultipledefinitionsoftheword,andstudentsshouldknowhowto
properlyuseit

Plan:2of12

CommonCoreStateStandards:
CCSS.ELALITERACY.L.7.4.C
Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,glossaries,thesauruses),
bothprintanddigital,tofindthepronunciationofawordordetermineorclarifyitsprecise
meaningoritspartofspeech.
CCSS.ELALITERACY.L.7.4.D
Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingthe
inferredmeaningincontextorinadictionary).
CCSS.ELALITERACY.RL.7.6
Analyzehowanauthordevelopsandcontraststhepointsofviewofdifferentcharactersor
narratorsinatext.

Goals:
2b.Studentswillbeabletodefineconflictintheirownwords.
2c.Studentswillbeabletodifferentiatebetweendifferenttypesofconflicts.
1b.Studentswillbeabletoidentifymultipleperspectivesinagivenconflict.

Materials:
Whiteboard
Whiteboardmarkers

Time:50minutes

Procedure:
Writtenonboardwhenstudentsentertheroom:Inyourjournal,writeaboutatimeyouhada
fightordisagreementwithsomeoneelse.Whatwasthecauseofthedisagreement?Didanything
changebecauseofit?Howwasitresolved?Ifitwasnotresolved,whynot?Takeabout5
minutestodothis.
After5minutes,askstudentstofinishuptheirthoughtsandbringtheirattentiontothefront.
Explainthatwhattheyjustwroteaboutwhataconflict.
Askwhoknowswhataconflictis?
Haveonestudentspassoutthedefiningconflicthandout

20

Proceedtodefineconflict:

Conflict
Noun:aseriousdisagreementorargumentorargument,typicallyaprotractedone.
Synonyms:dispute,quarrel,squabble,disagreement.
Example:Thereisaconflictbetweenthekidsoverwhogetsthelastbrownie.
Verb:tobeincompatibleoratavarianceclash
Synonyms:clash,beincompatible,vary,beatodds,differ,diverge,disagree
Example:Yourideasaboutbrowniesconflictwithmine.
Inliterature,aconflictisaliteraryelementthatinvolvesastrugglebetweentwo
opposingforces.
Example:HarryPotterandVoldemort.

Askstudentsiftheyunderstandonascalefrom1to5(5beingtheyunderstandcompletely)by
showingtheirnumberonaraisedhand.(10minutesfordefinitions)
Proceedtoexplaintostudentsthatinliteraturewereadabouttomajorkindsofconflicts:
Externalconflictsandinternalconflicts.
Defineeachtypeofconflicttotheclass:Thefollowingwillbehandedoutduringlecture

ExternalConflict:Aconflictbetweenacharacterandanoutsideforce.Thisoutsideforce
maybeanothercharacter,society,ananimal,analien,asupernaturalbeing,etc.
Example:Joeandthealienbothwantedthebrownie,butonlyoneofthemcouldhaveit.

InternalConflict:Amentaloremotionalconflictthatoccurswithinonecharacter.
Example:Alicecouldntdecideifshewantedonebrownie,ortwo.Shethoughtaboutitall
day.

Askstudentsiftheyunderstandonascalefrom1to5(5beingtheyunderstandcompletely)by
showingtheirnumberonaraisedhand.(upto5minutesfordefinitions)
Activity:
Studentswillplayagameofcharadesonlytheycantalk.
Studentswillpullascenariofromahat.Afteractingitouttheclasswillguessifitwasan
internalorexternalconflict.Theywillthenguessthedifferentperspectivesthatcouldbetaken
ontheconflict.(20minutes)
Evaluation:
Studentswillbeevaluatedbasedontheaccuracywithwhichtheyanalyzetheconflicts.Class
Participationgrade.

21

Wrappingup:(10minutes)
Askstudentshowtotellthedifferencebetweenaninternalandexternalconflict.
Askstudentshowtheywereabletotellwhatthemultipleperspectiveswereinthegame.
Passoutworksheetsthatstudentswillbecompletingforhomework.
Explainthehomeworkandaskifthereareanyquestions

Homework:
Name________________________

Imthinkingofasong!
Pickasongwithanexternalconflict.Givethefollowinginformationaboutyoursong.You
mayusethegivenexampleasaguide.Makesurethesongyouchooseisoneyouknow
well.
Example:
Song:YouBelongWithMe
Artist:TaylorSwift
Conflict:Taylorisinlovewithaboywhoisdatingsomeoneelse.Taylorthinksthatsheisa
muchbettermatchforthisboythanhisgirlfriendis.Shedoesntthinkthathisgirlfriendis
goodenoughforhim.Therefore,shebelievesthatthisboybelongswithher,insteadofhis
girlfriend.
Howtheartist(orindividualinthesong)respondstotheconflict:Taylormostlyfantasizes
abouttheboythatsheisinlovewith.Shealsotalksaboutthewaysthathisgirlfriendisnot
goodenoughforhim.
1person(nottheartist)involvedintheconflict:Theboysgirlfriend.

Yourturn:
Song:
Artist:
Conflict:

Howtheartistorindividualinthesongrespondstotheconflict:

1otherperson(nottheartist,ormainindividualinthesong)involvedintheconflict:

22

PointofViewinExternalConflicts

Rationale:Itisimportantforstudentstounderstandthattherearemultiplepointsofview
presentinanyexternalconflict.Itisalsoimportanttobothidentifythedifferentperspectivesand
analyzethem.Iwantstudentstobeabletolookatasituationthroughtheeyesofacharacterwho
isnotthenarrator.Doingthiswillhelpthemtodeterminehowtheyactuallyfeelaboutthe
conflict.Thislessonshouldhelptransitionthestudentsintodeterminingthereliabilityofthe
narrator.

Plan:3of12

CommonCoreStateStandards:
CCSS.ELALITERACY.RL.7.6
Analyzehowanauthordevelopsandcontraststhepointsofviewofdifferentcharactersor
narratorsinatext.

CCSS.ELALITERACY.W.7.3.A
Engageandorientthereaderbyestablishingacontextandpointofviewandintroducinga
narratorand/orcharactersorganizeaneventsequencethatunfoldsnaturallyandlogically.

CCSS.ELALITERACY.W.7.6
Usetechnology,includingtheInternet,toproduceandpublishwritingandlinktoandcite
sourcesaswellastointeractandcollaboratewithothers,includinglinkingtoandcitingsources.

Goals:
8a.Studentswillbeabletomodelanoriginalpieceofwritingafteraspecifictext.
9a.Studentswillbeabletoworkcollaborativelyonapieceofwriting.
2d.Studentswillbeabletoanalyzeapointofviewdifferentfromthatofthenarrator.

Materials:
Whiteboard

23

WhiteboardMarkers
Ipadsfromlibrary

Time:50Minutes

Procedure:
Writtenontheboardwhenstudentswalkin:PleasegetanIpadfromthecart.Lookupthelyrics
tothesongyouwroteaboutforhomework.Sitatyourdeskquietlyexcited.Soonyouwillknow
whatwearedoing!
Afterclasshassettledinexplaintheprojectfortheday.
InsmallgroupsstudentswillrewritethelyricstoONEoftheirsongs.
Theywillrewriteitfromtheperspectiveofadifferentpersoninvolvedintheexternal
conflictinthatsong.
BesuretoincludetheNAMEoftheirsongandtheARTISTthatthesongisbyatthetop
oftheirpage.
Theyonlyhavetoturninonecopyofthesong,buteveryonesnamemustbeonit.
Atthebottomofthepage,writeifyourgroupiswillingtoperformthesongthe
followingday.Noonewillbeforcedtopresenttheirsong.
Everyonemaychoosetheirgroups.4studentstoeachgroup.
Explaintostudentsthattheywillhavetheremainderofclasstodothis.
Whenthereare3minutesleftinclassaskthestudentstoturnintheirsongs.
Turninginthesongswillbetheirexitticket.
Teamsthatarewillingtopresentwillpresenttheirsongsthefollowingday.
Evaluation
Tellstudentsthatthesesongswillbetakenasaquizgrade.

Presentations/UnreliableNarrator

Rationale:Thepresentationportionoftheclasswillgivestudentsachancetopracticetheir
presentationskills.Therestoftheclasswillbespenttalkingabouttheconceptofanunreliable
narrator.Itisimportantforstudentstounderstandthatthenarratorofastorymaynotalwaysbe
unbiasedortruthful.Ieventuallywantthemtoextendthisideaoftheunreliablenarratoroutside
ofliterature.

Plan:4of12

CommonCoreStateStandards:
CCSS.ELALITERACY.SL.7.6

24

Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformal
Englishwhenindicatedorappropriate.(Seegrade7Languagestandards1and3here
forspecificexpectations.)

CCSS.ELALITERACY.RL.7.1

Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetextsays
explicitlyaswellasinferencesdrawnfromthetext.

Goals:
4a.Studentswillbeabletolistentotheirpeersduringpresentations.
3a.Studentswillbeabletoquestionthereliabilityofanarratorinaconflict.

Materials:
GulliversTravels
Whiteboard
Whiteboardmarkers
Projector

Time:50Minutes

Procedure:
Whenstudentsenterroomthefollowingwillbeontheboard:Ifyourgroupisperforminga
songtoday,retrieveyourcopyofthelyricsfromthefront.Youmaypracticequietlyinacorner.
Everyoneelse,getouryourjournals!Spendabout5minuteswritingabouthowyouknowifyou
cantrustwhatsomeoneissayingtoyou.
Givestudents1minutewarningtostopwriting.
Allowgroupstotaketurnsperformingtheirsongsfromthepreviousday.
Followingtheperformanceshaveabriefclassdiscussionofthesongs.
Guidingquestionsfordiscussion:
Didyouknowmostofthesesongswiththeiroriginallyrics?Howwerethenew
onesdifferent?
Didanyonesopinionoftheconflictchangebasedonthenewlyrics?Why?
Inwritingyourownnewlyricsfromadifferentperspectivedidyouropinion
changeinsomewayabouttheconflict?
Didyousympathizeorempathizewiththeopposingcharactermoreafter
tryingtolookattheconflictfromtheirpointofview?
Isitpossiblethattheartistoftheoriginalsonginfluencedyouintotakingtheir

25

sideoftheconflictbeforeyouthoughtabouttheotherpersonsside?Howreliabledoyouthink
thatartistwasingivingyouinformationaboutthesubject?Canyoutrusthim/her?
Directstudentstocontinuethinkingaboutthisdiscussion.
Allowthemtositsomewherethatiscomfortablewhetheritbeintheirseatsoronthefloor.
InformthemthatIwillbereadinganexcerptfromGulliversTravelssection4tothemandthat
asIreadtheyshouldwritedownanswerstothefollowingquestionswhichwillbeprojectedon
theboard.
Doesthenarratorseemtrustworthy?Whyorwhynot?
Doesthenarratorgiveanyinformationthatseemsunrealisticorhardtobelieve?Give
examples.
Doesthenarratorleaveoutanyimportantinformation?

Wrappingup:
Withthelast5minutesofclass,askstudentstofinishansweringthequestionsontheirown
piecesofpaper.AskthemtoansweronefinalquestionatthebottomoftheirpageIsitokto
questionthenarratorwhenyouarereading?Whyorwhynot?
Havestudentsturnintheirpaperonthewayout(formativeassessment)andexplainthatthey
willgettheirnotesbacktomorrowandwewilldiscussthem.

PARTIII
EVALUATION

PhilosophyofEvaluation:
I believe that in evaluating students we should give them the opportunity to show us their best
work. Students shouldalwaysbegiventimetoprepareformajorassessmentssothattheyarenot
caught off guard by them. Evaluations arenotmeanttotrapstudents,buttodeterminewhatthey
arecapableofandwhattheyneedtoimproveupon.

EvaluationStrategies:
Discussions
PeerEditing
TeacherStudentConferences
Essays
Journals
Debates
Presentations
Songs
Worksheets
Jeopardy
Charades
ResearchProjects

26

OneMinutePaper
Inquiry
Games
Tests
Quizzes
CreativeWriting
Rubrics
ExitSlips

Rubric:
Category

Respectfor
Other
Team

Allstatements,
body
language,and
responses
wererespectful
andwere
inappropriate
language.

Statementsand
responses
wererespectful
andused
appropriate
language,but
onceortwicebody
languagewasnot.

Moststatements
and
responseswere
respectful
andin
appropriate
language,but
therewas
onesarcastic
remark.

Statements,
responses
and/or
body
language
were
borderline
appropriate.
Some
sarcastic
remarks.

Statements,
responses
and/or
bodylanguage
were
consistently
notrespectful.

Useof
supporting
facts/
examples

Everymajorpoint
waswell
supportedwith
relevantfacts,
statistics
and/orexamples.

Everymajorpoint
was
adequately
supportedwith
relevantfacts,
statistics
and/orexamples.

Everymajorpoint
was
supportedwith
facts,
statisticsand/or
examples,
buttherelevance
ofsome
was
questionable.

Somepoints
were
supported
well,
otherswere
not.

Everypoint
was
notsupported.

Opening
Statement

Therewasa
prewrittenand
organized
opening
statementthat
wasdelivered
clearly.

Therewasa
prewrittenand
organizedopening
statement
deliveredwithlittle
clarity.

Opening
statementwas
deliveredclearly
butnotwritten
beforedebate.

Opening
statementwas
notwritten
beforedebate
andwasnot
delivered
clearly.

Noopening
statement.

Useof
persuasive
techniques

Pathos,Ethos,
andLogoswere
allusedcorrectly
informing
arguments

Pathos,Ethos,and
Logoswereall
used,butwerenot
allusedcorrectly.

2ofthe3
persuasive
techniques
(Pathos,Ethos,
Logos)were
used.

1ofthe3
persuasive
techniques
(Pathos,
Ethos,Logos)
wereused.

Noneofthe
persuasive
techniques
wereused

Information

Allsourcesof
informationwere
reliableand
informationwas

Mostsourcesof
informationwere
reliableand
informationwas

Mostsourcesof
informationwere
reliablebutsome
informationwas

Fewsources
werereliable
andmuchof
the

Noreliable
sourcesorno
accurate
information

27

Preparation

(worthdouble
points)

accurate

accurate

inaccurate

information
was
inaccurate

Teamturnedin
allpreparation
materialswith
clearlyorganized
mainarguments,
facts,examples,
anda
bibliography.

Teamturnedinall
preparation
materialswith
clearlyorganized
mainarguments,
facts,examples
butno
bibliography.

Teamturnedin
turnedin
preparation
materials,but
theywerenot
organizedand
therewasno
bibliography.

Few
preparation
materials,that
were
unorganized
andno
bibliography.

Teamdidnot
turninany
preparation
materials.

PARTIV:
A. WORKS CITED LIST

Swift,J.,&Cunliffe,M.(1983).Gulliver'stravels.NewYork,N.Y.:SignetClassic.

Collins,S.(2008).TheHungerGames.NewYork:ScholasticPress.

Rowling,J.K.,&GrandPr,M.(1998).HarryPotterandthesorcerer'sstone(1stAmerican
ed.).NewYork:A.A.LevineBooks.

Conflict[Def.1].(n.d.).MerriamWebsterOnline.InMerriamWebster.RetrievedNovember2,
2014,fromhttp://www.merriamwebster.com/dictionary/citation.

TaylorSwift.YouBelongWithMe.Rec.2008.NathanChapman,n.d.CD.
B. REFLECTIVE ADDENDUM:

DearClarice,
ThethemeformyunitcamefromthebroaderunitthatIwillbeteachinginthespring:So
YouSayYouWantARevolution.Thislargerunitisintendedtolast6weeks,andIplanon
dividingitinto23sections,thefirstofwhichwillbeaconflictsection.Icameupwiththeideas
formylessonsbybrainstormingmyfavoritelessonsandactivitiesfromwhenIwasinschool.I
additionallyaskedmiddleschoolstudentsthatIknowwhattheyareinterestedinlearningand
whattheirfavoriteandleastfavoriteassignmentshavebeen.AsIcompiledthoseideas,Ithought
aboutthedifferentaspectsofconflictandtriedtoincorporatethemintoalogicalorder,andthen
intospecificlessonplans.Afterthat,Ifoundmycontent.Imademyspecificdailylessonplans
usingthatcontent.

28

Ithinkmyunitisstronginthatitinvolveslotsofhandsonactivitiesandlotsofgroup
learning.Ithinkthiswillhelpmakethematerialmorememorabletostudents.Additionally,I
hopethatstudentswillatleastpartiallyenjoyclasstime.Ialsoassignedverylittlehomeworkfor
thisunit,whichIconsidertobeagoodthing.Iamconcerned,though,thatmyunitdoesnothave
astrongcontentfocus.Everystory,poem,novel,etc.hassomesortofconflicttoitandIfeelthat
Imaynothavechosenthebestmaterialstoworkwith.IfIhadhadmoretimeImayhaveread
throughmorestories,orconsideredteachinganovel.ThisisnottosaythatIdonotlikethe
storiesthatIfocusedon,somuchastosaythatIwishIhadexploredmoreoptions.
Tobeperfectlyhonest,IdonotthinkthatIwillneedtochangemyunitverymuchbased
onmyplacement.MyCTismorethanwillingtoletmetrythingsandchangeuplessonplans
freely.MyschooldoesnotstrictlyfollowCMap,nordoesmyPLT.Primarily,Iwillneedto
makechangesbasedonmyspecificclassesandwhattheycanhandle.Ihavetwoclassesthatare
predominantlyAGstudents,andoneICRclass.Icannotreasonablyexpectthemalltogo
throughthematerialatthesamerate.
Iwouldgivemyunita4.Ispentalotoftimeworkingonit,andampleasedwiththeway
ithasturnedout.Iamactuallyveryexcitedtoteachit!Theunitisverymuchstudentcentered,
withverylittletimeallottedtolecture,ortakingnotes.Beforethefinalevaluationfortheunit,I
havegiventimetoconferencingwithstudentswhichgivesthemmoretimetoaskquestionsand
getthehelpthattheyneed.Theevaluationfortheunitprovidesstudentswithampletimeto
prepare,andmanychancestoshowhowtheyhavemasteredthematerial.Theunitalsoinvolves
music,performance,writing,debate,reading,analyzing,games,makingconnectionstoself,and
otheractivitiestoreachdiverselearners.
Tofuturestudents,Iwouldadvisestartingthisfarearlierinthesemesterthanseems
necessary.WheneverIhadanideaforsomethingthatmightworkintheunitIwroteitdown.
WhenIhadlittlelullsinthesemesterIdidachunkofthework.EvenwhenIhadtoeditthings
later(Ididalotofthat)Ihadafoundation,oranactivityreadyformyunitplan.Istilldidmost
oftheworkinthelastfewweeksbeforeitwasdue,butIamextremelyhappyforthelittlestepsI
tookatthebeginningofthesemester.Iwouldalsotellfuturestudentsnottostresstoomuch
aboutthegeneralobjectivesfortheunit.Asthelessonplansaredevelopedtheobjectiveswill
becomemoreclear.Itriedtogoinorder,anditdidmoreharmthangood.
AmyBallard

PARTV:
PROCESSMATERIALS
OriginalEvaluationRubric:
Revised to assess what students learned in class. This one assessedtheirdebatemorethantheir
abilitytoapplywhattheylearnedinclass.
Category

Respectfor

Allstatements,

Statementsand

Moststatements

Statements,

Statements,

29

Other
Team

body
language,and
responses
wererespectfuland
were
inappropriate
language.

responses
wererespectfuland
used
appropriate
language,but
onceortwicebody
languagewasnot.

and
responseswere
respectful
andinappropriate
language,but
therewas
onesarcastic
remark.

responses
and/or
bodylanguage
wereborderline
appropriate.
Some
sarcastic
remarks.

responses
and/or
bodylanguage
were
consistently
notrespectful.

Information

Allsourcesof
informationwere
reliableand
informationwas
accurate

Mostsourcesof
informationwere
reliableand
informationwas
accurate

Mostsourcesof
informationwere
reliablebutsome
informationwas
inaccurate

Fewsources
werereliable
andmuchof
theinformation
wasinaccurate

Noreliable
sourcesorno
accurate
information

Useof
supporting
facts/examples

Everymajorpoint
waswellsupported
with
relevantfacts,
statistics
and/orexamples.

Everymajorpoint
was
adequately
supportedwith
relevantfacts,
statistics
and/orexamples.

Everymajorpoint
was
supportedwith
facts,
statisticsand/or
examples,
buttherelevance
ofsome
wasquestionable.

Somepoints
were
supportedwell,
otherswere
not.

Everypointwas
notsupported.

Opening
Statement

Therewasa
prewrittenand
organizedopening
statementthatwas
deliveredclearly.

Therewasa
prewrittenand
organizedopening
statementdelivered
withlittleclarity.

Openingstatement
wasdelivered
clearlybutnot
writtenbefore
debate.

Opening
statementwas
notwritten
beforedebate
andwasnot
delivered
clearly

Noopening
statement.

Organizationof
arguments/
rebuttals

Allargumentswere
clearlytiedtoan
idea
(premise)and
organizedin
atight,logical
fashion.

Mostarguments
were
clearlytiedtoan
idea
(premise)and
organizedin
atight,logical
fashion.

Allarguments
were
clearlytiedtoan
idea
(premise)butthe
organizationwas
sometimesnot
clearor
logical.

Arguments
were
nottiedwellto
an
idea.

Argumentswere
nottiedtoan
idea
atall.

Understanding
of
Topic

Theteamclearly
understoodthe
topicindepth
andpresentedtheir
information
forcefullyand
convincingly.

Theteamclearly
understoodthetopic
indepth
andpresentedtheir
informationwith
ease.

Theteamseemed
to
understandthe
mainpoints
ofthetopicand
presented
thosewithease.

Theteam
seemed
tounderstand
the
mainpointsof
the
topic,butdidnt
presentwith
ease.

Theteamdid
not
showan
adequate
understanding
of
thetopic

Preparation

Teamturnedinall
preparation
materialswith
clearlyorganized
mainarguments,
facts,examples,
andabibliography

Teamturnedinall
preparation
materialswith
clearlyorganized
mainarguments,
facts,examplesbut
nobibliography

Teamturnedin
turnedin
preparation
materials,butthey
werenotorganized
andtherewasno
bibliography

Few
preparation
materials,that
were
unorganized
andno
bibliography

Teamdidnot
turninany
preparation
materials

30

OriginalUnitMap:
Revisedtoallotmoretimeforthefinalevaluation.Ialsoclearlyrevisedittofleshouteachday
inmyunit.
1.IntrotoConflict
2.pointofview/perspective
3.perspective
4.unreliablenarrator
5.unreliablenarrator
6.resolvingconflict/change
7.resolvingconflict/change
8.why?Persuasivetechniques
9.why?Persuasivetechniques
10.Why?Evaluation

OriginalGoals:
TheseweremyoriginalideasforwhatIwantedtoaccomplishwithmyunit.Iusedtheseshort
paragraphstocreatemymorespecific,measurablegoalsandobjectivesfortheunit.
1. Ihopethatstudentswillrecognizewhataconflictis.Ihopetheyunderstandthatthereare
internalconflictsinwhichwedobattlewithourselves,aswellasexternalconflicts.
Theseexternalconflictscanbebetweenfriendsatschool,withsiblingsorparents,
betweenpoliticalparties,andevenbetweenworldnations.Iwantthemtounderstand
whatthistermcanencompass.
2. Ireallywantmystudentstoquestiontherolesthatdifferentpeopleplayinconflicts.I
wantthemtounderstandthatnobodywillexplainaconflictinexactlythesamewayand
thewaysomeoneexplainssomethingcangiveaverydifferentimpressionoftheconflict.
Iwantthemtorealizethattheyshouldalwayspaycarefulattentiontothenarratorofthe
storytheyarereading,orthefriendwhotheyaregossipingwith.
3. Iwantmystudentstounderstandtheideaoftheunreliablenarrator.Iwantthemto
questionthefactsthatthenarratorpresentsthemwith,anddeterminehowrealisticor
unrealistictheymaybe.Additionally,Iwantthemtounderstandthatthenarratormay
presentinformationusingwordsorphrasesthathaveanegativeconnotation,thus
changingthereadersfeelingsabouttheconflictorsubject.Ithenwantthemtoapplythis
sameprincipletonewssourcesandcommercials,etc.Iwantthemtorealizethatthenews
anchor,orwriterofanarticlemaybeunreliableormayskewvalidinformationto
influencethelistenersopinionorunderstandingofatopicorconflict.

OriginalUnitObjectives:
IrevisedtheseaftermeetingwithClaricetotalkaboutmyunit.Iaddedmorespecificgoals
underthegeneralgoals,replaced2withanewobjective,andgotridof6altogether.

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Cognitive:
1.Compare/contrastdifferentsourcesregardingthesametopic.
2.Developcriticalthinkingskills.
3.Useinquirytoaddressprimaryandsecondarysources.

Affective:
4.Expressrespecttootherstudentsduringdiscussion.
5.Compromisewithotherstudentsduringdebate.
6.Demonstratecomprehensionoftheunittheme.

Performance:
7.Verbalizeoriginalthoughts.
8.Generatecreativeinterpretationsofclassmaterial
9.Constructoriginalwritingwithapurpose.