Sarah+Bernhofer

- Writing: Text Types and Purposes. 3. Write Narratives to develop or reveal imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. || Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: Instructional Objectives: by the end of class, students will be able to: || -Every student should have already copy of //Harrison Bergeron// by Kurt Vonnegut || 1. 6 min 2. 5 min 3. 4 min 4. 15 min. 5. 10 min. 6. 30 min. 7. 10 min 8. 2 min. |||| **Instructional Activities** Prior to this class, students will have read and annotated a copy of //Harrison Bergeron// for characterization, conflict, climax, and the lack of a resolution. Students will have already discussed the meaning of the word “equality” and “equity” in a social context. **1.** **Anticipatory Set:** Show a clip from the last scene in //2081//, the short-film adaptation of //“//Harrison Bergeron” **.** As students watch the last scene, have them jot down responses to the prompt: Vonnegut casts a very negative light on the government as an oppressive force that makes everyone “equal”. As George, think about how you could fight to make a positive change in the government’s oppression. Record your reflection in your notebook. **2.** **Mini-lecture on what conflict has to do with resolution.** Teacher will pose the following questions to the class: **-What is the central conflict of our story?** **-What is the current resolution of the story?** **-Think of an example of a movie or story that has a definite “resolution” at the end. What did the two of them have to do with each other?** Explain that today they are going to create a resolution that solves the central conflict in “Harrison Bergeron”
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: New Resolution for “Harrison Bergeron” |||| Related Lessons: Frankenstein ||
 * Grade Level: 8 |||| Unit: “Harrison Bergeron” Science Fiction Unit ||
 * ==GOALS== ||
 * Content Standards: Common Core Standards (Maryland)
 * ISTE NETS-S
 * 1. Facilitate and Inspire Student Learning and Creativity **
 * a. ** promote, support, and model creative and innovative thinking and inventiveness
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time

**3.** **Think-pair-share:** Students will move to their 12:00 partner and have 1 minute to discuss how they could, as George, fight the oppression of the Handicapper General in a fair and peaceful way. After one minute, the teacher will whip around the room, with each pair contributing an idea for a solution. Others will make notes as they are speaking. **4.** **Group work:** Students will go back to their table groups, and create a list of things they will need consider in order to create a “Plan for Equity”. Teacher will begin by modeling an example of a consideration, such as - What we know doesn’t work: A public uprising (Harrison was shot and killed for this), (students fill in another example) - What the government sees as valuable: - Amount of people to get involved/who would want to get involved: - What are some other considerations when trying to persuade someone peacefully? You should have a list of at least 5 considerations. **5.** **Possible Resolutions Conversation:** Please get with your 9:00 partner and review your lists of considerations with your group. With your partner, create a new ending to the story where George creates and acts on his Plan for Equity so that society can once again be freed from their handicaps and disadvantages that makes them “equal” in the General Handicapper’s mind. Jot two or three possible resolution ideas. **6.** **Individual Writing Time:** On a Netbook, students will compose their original resolution for “Harrison Bergeron” that solves the central conflict of a story. **7.** **Post writing to Class Blog:** Students will copy-and-paste their new ending to their blog site, along with 2-3 sentence explanation at the beginning as to why their ending could logistically work. **8.** **Closure:** Students will orally share one skill they learned before they can exit the classroom.

-Printed copies of //Harrison Bergeron// for each student -Set of Netbooks from the mobile computer lab || - Students have their clock partners to help them quickly organize their partners - Modifications: Students with weaker skills are already grouped with stronger partners with their 12:00 partners and also in their table groups. 9:00 partners are homogeneously grouped according to ability, so teacher will have concentrated groups for individual instruction for those who might need help coming up with the ending. || -The group work and partner-work will be assessed through walking around, answering questions, and jotting down notes in teacher’s journal. Since the lesson is less teacher-centered, the teacher will have time to conference with individual groups, partners, and students for clarification. -The writing will be assessed through the following points (20 points total) - 5 points: Students attached their list of considerations, which has at least 5 considerations that were not contradicted with their stories. - 15 points: Students created an ending that directly resolved the conflict in the story in a peaceable way. The ending is logical and clear, and could be seen as a real solution for the problem of oppression. - 5 points: Students continued writing using the same style as Vonnegut (same detail coverage, same perspective, same character traits for George and supporting characters) Homework: 12 points - 6 points: student contributed to two different student entries in the three categories: positive comment, advice, and a question. Accommodations and Extensions: - The lesson works well enabling all learners to make it as challenging as they want it to be Back-Up Plan: If technology is not available for word processing, students will hand-write their essay, and we will peer-evaluate in class the next day. || LESSON REFLECTIONS AND NOTES: ||
 * Homework: Students will have to comment on two blog entries with the following format:**
 * -One or more specific, positive comments on how their ending would work, the style, clarity, or detail of the writing.**
 * -One “advice” for future narrative writing**
 * -One question about the ending** || **Materials and Resources**
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

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 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Blogging to Edit Resolution for “Harrison Bergeron” |||| Related Lessons: PBL GAME plan fro “Harrison Bergeron” ||
 * Grade Level: 8 |||| Unit: “Harrison Bergeron” Science Fiction Unit ||
 * ==GOALS== ||
 * Content Standards: Common Core Standards (Maryland)

Writing: Text Types and Purposes. 3.Write Narratives to develop or reveal imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Writing: Production and Distribution of Writing 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Reading Literature: Craft and Structure

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole . || Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
 * ISTE NETS-S
 * 1. Facilitate and Inspire Student Learning and Creativity **
 * a. ** promote, support, and model creative and innovative thinking and inventiveness

Instructional Objectives: SWBAT peer-revise and edit narrative conclusions for author’s style, ideas, and conventions to create a more clear and appropriate creative ending for the story. || -Every student will have completed the PBL lesson for “Harrison Bergeron” where they will have created and posted their conclusion for the story onto the class blog for review. || 1. 5 min
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time

2. 10 min

3. 30 min

4. 5-7 min

5. 5 min

5. 25 min

6. 5-10 min. |||| **Instructional Activities**
 * 1. Anticipatory Set:** Teacher will put several sentences on the board with which she will conduct a think-aloud. It will read:

//Revising and editing is important cause sometimes it is hard to see the mistakes you make because you are so used to making them so it doesn’t matter.//

Teacher says “Hmm… I don’t see any problems with this sentence. 100% A, right? No? What’s wrong? I didn’t know that I couldn’t say “cause” instead of “because,” and I forgot about subject-verb agreement and run-on sentences. If you wouldn’t have told me, I wouldn’t have even realized it! We have wonderful minds in here, and we need to help each other!”


 * 2. Mini-lesson on revising/editing:** Remind students that they will be editing and revising for three things:

1) That the conclusion has the same **style** as the rest of Vonnegut’s story- looking at word choice, sentence structure, and point of view.

2) That the conclusion actually solves the problem of government oppression (see previous PBL for more information) to give the story a real resolution.

3) That there are no spelling, punctuation, or other grammatical errors.

As this each one is being described, provide an example and a non-example on the board. Then have students rewrite and fix the non-example in their notes. Ensure that all students know what they are looking for in conclusions by walking around and looking at students’ work, helping those who are struggling.


 * 3. Leave comments for students.** Students will have to comment on the above three categories for each student, in addition to providing a praise for their writing. They will have to read and comment on a total of three students’ entries. They will be encouraged to comment on those that haven’t had many comments.


 * 4. Students review others’ comments, taking notes on things they need to change.**


 * 5. Partner Discussion:** Students discuss the changes that they need to make, and whether or not they think they are valid**.** Students will talk about their revision, and how they could modify their current work for improvement.


 * 5.** **Revision:** Students work with their partner to revise their essay based on student suggestions.

6. **Individual Review:/Exit Pass** Students will compose a paragraph that describes what they changed and why. || Materials and Resources || -Teacher noting who understands how to edit during the mini-lesson by walking around and helping those who struggle. If necessary, while other students start commenting on blogs individually, struggling students may be pulled into a stronger demonstration group for extra help -Teacher approves comments as they come through the blog site and records comments on a student roster with a VH, H, and NH for “very helpful, helpful, and not helpful.” Students that post mostly helpful or not helpful comments will be pulled to discuss how to make comments more helpful.
 * -Students will work with their previous partners for the PBL lesson with whom they composed their conclusion. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):


 * Accommodations and Extensions:**
 * -**Students that finish early can start looking for images online that would symbolize their conclusion, and they can post that picture on their blog site.

-Though no grade is assigned for the peer-evaluation, those who receive multiple NHs will be re-taught so they understand -The conclusion will be assessed with the following rubric: 1) That the conclusion has the same **style** as the rest of Vonnegut’s story- Word Choice is congruent with Vonnegut: 5 points Sentence structure is congruent with Vonnegut: 5 points Point of View/tone is congruent with Vonnegut: 10 points
 * Back-Up Plan:**
 * -**If netbooks do not work or are not available, students will peer-edit by hand. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

2) That the conclusion actually solves the problem of government oppression (see previous PBL for more information) to give the story a real resolution. 10 points

3) That there are no spelling, punctuation, or other grammatical errors. 10 points

40 points total

LESSON REFLECTIONS AND NOTES: Has not yet been implemented || @font-face { font-family: "Calibri"; }@font-face { font-family: "MyriadPro-Bold"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }h1 { margin: 0in 0in 0.0001pt; text-align: center; page-break-after: avoid; font-size: 14pt; font-family: "Times New Roman"; }h2 { margin: 0in 0in 0.0001pt; text-align: center; page-break-after: avoid; font-size: 10pt; font-family: "Times New Roman"; }span.Heading1Char { font-weight: bold; }span.Heading2Char { font-weight: bold; }div.Section1 { page: Section1; } Harrison Bergeron Digital Ending |||| Related Lessons: Harrison Bergeron Problem-Based Lesson Harrison Bergeron Blogging to Edit Resolution || 8.SL.5 Speaking and Listening: Presentation of Knowledge and Ideas //Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.// || Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
 * = Daily Lesson GAME Plan = ||
 * Lesson Title:
 * Grade Level: 8 |||| Unit: Science Fiction ||
 * ==GOALS== ||
 * Content Standards: from the English Common Core Standards
 * ISTE NETS-S
 * 1. Facilitate and Inspire Student Learning and Creativity **
 * a. ** promote, support, and model creative and innovative thinking and inventiveness

Instructional Objectives: SWBAT -Use technology to create, find, and sequence images that display the appropriate mood and setting to accompany the conclusion of a narrated story they have created. || 10 min.
 * ==ACTION== ||
 * Before-Class Preparation: Students will have needed to complete the Harrison Bergeron Problem-based Lesson and the Harrison Bergeron Blogging to Edit Resolution Lesson ||
 * During Class ||
 * Time

5 min

5 min

10 min

55 min

5 min. |||| **Instructional Activities** -What do images help to accomplish that words alone might not? -What would happen if we changed the features on Uncle Sam’s face to raised eyebrows and a smile? -What if he wasn’t pointing, but he was just standing there? -What if the poster was in black-and-white?
 * Anticipatory Set:** Teacher shows two slides on the board. The first slide is written in a basic, no-frills font that largely states: “I want you for U.S. Army -Nearest Recruiting Station” The second one shows the actual classic Uncle Sam Poster used during World War II. Run a Think, Pair, Share to discuss and analyze the impact of both slides. Ask:

//The artist who designed this poster made all those decisions because he or she thought it would be the most effective. Today, we’re going to add images to the conclusions we have worked on to create a visual impact in our audience.//

As a class, discuss which colors make the students feel a certain way. On each slide of a PowerPoint, create a large box that fills the screen with the following colors: Red, Black, Orange, Neon pink, light pink, green, blue. Have students record one word that describes their feeling as you go through each slide. Discuss their feelings as a class, and explain that students will need to incorporate colors that set the mood for the different parts of their endings as the major background color in their slide.
 * 1: Mini-review about mood and colors**

Read the following excerpt from //The Dead// by James Joyce as it is displayed on the document camera. As you read, pause and annotate the excerpt with different color choices and ideas for images:
 * 2: Model an example as a Think-Aloud**

//A few light taps upon the pane made him turn to the window. It had begun to snow again. He watched sleepily the flakes, silver and dark, falling obliquely against the lamplight. The time had come for him to set out on his journey westward. Yes, the newspapers were right: snow was general all over Ireland. It was falling on every part of the dark central plain, on the treeless hills, falling softly upon the Bog of Allen and, farther westward, softly falling into the dark mutinous Shannon waves. It was falling, too, upon every part of the lonely churchyard on the hill where Michael Furey lay buried. It lay thickly drifted on the crooked crosses and headstones, on the spears of the little gate, on the barren thorns. His soul swooned slowly as he heard the snow falling faintly through the universe and faintly falling, like the descent of their last end, upon all the living and the dead.//

When done with that, open a new Keynote presentation and give a brief instruction (should be review) on how to select colors and import pictures (as well as citing their source).

Share with students the rubric that will be used to assess their digital story podcast.

Have students take out their endings and complete their annotations, stating color choices and images they think would be best to use for specific parts of their story. Have students show you their ideas before allowing them on the computer.
 * 3: Student annotation of ending**

Have students open up a new Keynote file and start creating slides with colors and images that will go along with their narration. When students have completed their slides, have them narrate the slides to fit with their ending, and record their voices.
 * 4: Students work with Keynote to create the ending**

They will save their podcast to the class folder where the teacher will assess the students based on the criteria.

On a slip of paper, have students answer the following questions to further plan. -Groupings/pairings are the same as they have been in the previous lessons. -Those who have difficulty keeping on-task will be seated at the large table facing the wall, as opposed to sitting in the group tables with other students. -Because of the noise level, each group will take turn recording their voices in the hallway to avoid unwanted background noises. || -Students will not be able to start storyboard until teacher sees and approves their ideas based on their annotations of their conclusions
 * 5 Closure: What, So What, Now What?**
 * What** did students learn?
 * So What**- what is the importance of this learning?
 * Now What?-** Now that students have learned this, what might they do in the future with their new understanding? || **Materials and Resources**
 * -Laptops with Keynote**
 * -Student copies of their endings**
 * -PowerPoint that displays Uncle Sam Poster and Colors.**
 * -Document Camera** ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

-Teacher will come around and monitor student progress as they work on their digital story

-Accommodations: Due to the nature of the class, teacher will be able to spend more one-on-one time with students who need it most -Extensions: Students who complete the basic requirements may add background music and sound effects to their narration, in an effect to strengthen the impact of their conclusion.
 * Accommodations and Extensions:**

-If technology cannot be used, students will create tableaus with their partner of the scenes they believe will show the most impact to the audience. ||
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * Scoring Rubric: See Rubric Below** ||