This sequence is taking place after students have finished "Hamlet" by William Shakespeare
Students know that their journals are a place for them to record reactions, vocabulary words if they do not know them, record any literary devices they notice, etc. This is a place for them to explore the text in as much detail as they want. At the end of each unit, their journal entries count for a test grade.
Sequence Schedule: Day 1: 4/30
- As students walk in, play One Tree Hill shooting clip to catch their attention - turn off a minute or so after the bell rings.
- Write "The Hate List" on the board with a few keywords (ex: shooting, bystander, hero. victim, bully, love, drugs, Romeo & Juliet...) and have students make inferences about what the novel will be about
- 5 minute free-write in journals: What does it mean to be a hero?
- Share out for 5 minutes
- For homework over the weekend, students have read the reader response article so they have a background on this theory
- Go over reader-response theory with class briefly
- Play the teacher tube video to introduce the novel
- Give out texts to students and give out unit calendar that explains all assignments
- Homework: Read pages 3-34 (up to chapter 2) & journal about initial reactions to book
Day 2: 5/1
- Journal prompt: "At the time I'd laughed. It was funny. I agreed with him. At least I said I did. And, okay, I really thought I did. I didn't feel like a horrible person, but I laughed because to me, they were the horrible people. They deserved it." (29)
- Discuss and share out 10-15 minutes - why is this quote essential to the unfolding of the story? How is this foreshadowing?
- Discuss setting - why is the setting important to this story?
- Homework: Read to page 63, Name analysis: pick three characters from the book and look up the definition of their names- write a short paragraph for each character to discuss how one (or more) of the definitions fit the character - do you notice symbolism within their names? explain- if they don't fit explain why (to be handed in)
Day 3: 5/2
- Journal prompt: "I was guilty by the virtue of loving Nick, would she be guilty by the virtue of loving me?" (41)
- Discuss and share out for 5-10 minutes - what connotations/denotations does the word guilty have? What does this one work add to the sentence? How can acceptance be applied to this sentence?
- Break into groups and read this article about bullying and suicide - this part of the text shows instances of Nick and Val being bullied as well as them discussing suicide - have students relate this article to the novel
- Homework: Read to page 94, journal- is Val innocent?
Day 4: 5/3
- Journal Prompt: Innocence
- Discuss and share out: 5 minutes - connect to their HW journal
- Discuss the term bystander - what does that mean? what does it mean to be an innocent bystander? Is a bystander always innocent? Where does this put Val?
- Does Val really know Nick? When she refers to the "Old Nick" what is that? How has he changed?
- Homework: read to page 127 - record instances of foreshadowing to Nick's event in your journal - remember: journals are being checked tomorrow!
Day 5: 5/4
- As students walk in, put journals in a pile on my desk (during their group work, flip through journals to check they have all required entries- have ready to give back by the end of the period- summative grade)
- Break up into 5 groups - each group discusses different article: Ohio Shooting, California Shooting, Texas Shooting,Virginia Tech, and the Amish School shooting
- Discuss these articles in groups using these critical thinking questions: What are the parts/features of this text, how is this article related to "The Hate List", What is the author's intent of this article? (In other words, what feeling is the author trying to provoke?), What is the main idea of this article?, How would you summarize this article?, Which statements/facts/ideas support the main idea of the article?
- About 7 minutes before class- WHIP around the room for the main parts of the article of each group
HW: read to page 184, journal reactions- socratic seminars on Monday discussing the relationships in the text (ex:
Nick & his parents, Nick & Val, Val & mom, Val & dad, Val & brother) leaders posted on unit schedule
Day 6: 5/7
- Journal: What does unconditional love mean?
- Discuss for 5 minutes
- Break into socratic seminar groups (4 of them) - make sure students know who is note takers and who is discussing the first time around - after 10 minutes, note takers and talkers switch
- WHIP around room 5 minutes before class ends to see what groups discussed
- HW: Max of 1 page reflection on socratic seminar (to be collected tomorrow), read to page 210
Day 7: 5/8
- Journal: "Maybe it was the way Dr. Hieler looked at me, like he was the one person in the world who could understand how everything got so out of control" (204).
- Discuss and share 5-10 minutes - what is the symbolism of Dr. Hieler's name?
- What is the significance of Shakespeare's plays, particularly Hamlet, Romeo & Juliet, and Macbeth?
- Since Nick was such a lover of Shakespeare- write a monologue (review monologue) in Nick's POV - could be about anything (some ideas: how he feels about Val, about his step dad, about his mom, about why he has turned to drugs, about why he wants to kill himself, why he did the shooting....)
- To be performed in class tomorrow!
(Students have read these three plays before)
- Homework: read to pg 240, journal reactions - finish monologues if you haven't
Day 8: 5/9
- Perform class monologues
- Discuss Val and how she is growing as a character- discuss the student council scene - is she betraying Nick?
- HW: read to page 273, journal reactions
Day 9: 5/10
- Journal: "Just like there's always time for pain, there's always time for healing" (273).
- Discuss and share for 5 minutes
- In groups of three, write a "5 views" poem - choose a character in the novel and write 5 stanzas with each stanza having a different POV of that character - must use at least 5 quotes from the text
- If time allows/if there are volunteers, read poems to class.
- Homework: read to page 302
Day 10: 5/11
- Journal: Referring to page 274 about what Nick's mom said about him, do you agree? Is he a victim as well? Why or why not.
- Discuss and share 10-15 minutes
- What does it mean to be a victim? How much is too much? Could the "bullies" be blamed for this?
- Play clip of Mean Girls when everyone finds out about their "burn list" - relate to "The Hate List"
- Discuss debate briefly - what does credible sources mean? why do we need to use textual evidence?
- Homework: Read to page 342, Debate on Monday (as said on unit schedule) about gun control: one side for stricter laws and the other for easier laws - teams are also on unit schedule ... use the text as a source and find other credible sources on your own (and print to hand into me) - you may find it beneficial to write notes for yourselves, you must use textual evidence! (Hint hint- chapter 31)
Day 11: 5/14
- Explain I-Search project (on a handout) - has to be about anything teen violence related
- Debate day!
- Homework: Read to page 372, Reflection paper (approx 1 page) about debate- did this debate teach you anything new? have you chosen a side to the argument? (to be collected)
Reminder: One week from today I-Search and Photostory due, rough draft of I-Search due Friday
Day 12: 5/15
- Journal: Conversation on page 350-351: "If you loved him so much, why weren't you here before now?"
I chewed my lip. I thought it was over. "Because I really didn't feel like he was here. He was still so much everywhere else I looked, I didn't think it was possible for any part of him to be here"
- Share out and Discuss 5 minutes
- Write a "Second Chance" piece - choose a character from the book and write what it would be like if that character was given a second chance to change a mistake
- To be handed in at the end of the period
- Homework: Finish the book - write a P.S. piece in journal - what happens to Val next? Use the same POV/tone as Brown
Meet in computer lab tomorrow
Day 13: 5/16
- Computer Lab: Have a professional show what a photostory is and how to make one - use the day to work on this in their chosen groups (extra help in computer lab after school from today on)
- HW: rough draft of I-Search due Friday for peer editing
Day 14: 5/17
- Instead of journal: read PS pieces if feel comfortable and discuss
- Discuss ending of the story- what did you think of her graduation speech? Do you think Val has moved on? What do you predict will happen between her and Jessica?
- Discuss Columbine: In a gallery walk type of way, look through the journal entries, suicide note, and at the end of class read Rachel's essay and hand out for everyone to have
- Next Friday I have arranged for the Rachel's Challenge group to come and speak to the school, our class will have a booth with a jar to collect $ and donate to suicide awareness- extra credit to those who help decorate/run the booth - the best of the I-Search papers will be out there for people to read and see
HW: I-Search draft due
Day 15: 5/18
- Hand out peer editing guidelines
- Peer Edit each other's I-Search paper using handout
- Homework: I-Search due and Photostory Due
Day 16: 5/21
- Show Photostories (no longer than 3-5 minutes, will be timed) to the class
- WHIP around the room at the end of class to each person to say what their I-Search paper was about
11th Grade English
"The Hate List" by Jennifer Brown
Text Set:
Anchor Text: "The Hate List" by Jennifer Brown
- http://www.teachertube.com/viewVideo.php?video_id=165264 - to introduce text (book trailer)
- http://www.nytimes.com/2012/02/28/us/fatal-school-shooting-in-chardon-ohio-suspect-is-arrested.html?_r=1 - Ohio School Shooting
- http://www.nytimes.com/2012/02/29/us/ohio-school-shooting-suspect-confesses-prosecutor-says.html?pagewanted=all - Ohio shooting suspect confesses
- http://www.nytimes.com/2012/04/03/us/fatal-shootings-at-oikos-university-in-oakland-calif.html - Cali School Shooting
- http://www.nytimes.com/2011/01/18/opinion/18herbert.html?ref=schoolshooting - Guns
- http://www.nytimes.com/2009/03/30/us/30texas.html?ref=schoolshooting - Texas & guns
- http://www.amazon.com/Bowling-Columbine-Michael-Caldwell/dp/B00008DDVV - Bowling for Columbine Documentary
- One Tree Hill Season 3 Episode 16 – School Shooting (on DVD)
- Journal Entries of Dylan Klebold:
- http://acolumbinesite.com/dylan/writing/journal/journal9.html (about wanting to die)
- http://acolumbinesite.com/dylan/writing/journal/journal44.html - his drawing of guns
- http://acolumbinesite.com/dylan/writing/journal/journal45.html - his agenda the day of
- http://acolumbinesite.com/eric/suicide.html - Eric’s suicide note
- Columbine shooting images: http://www.google.com/search?hl=en&sugexp=cqn,fixedpos%3Dfalse,boost_normal%3D20,boost_high%3D1000,cconf%3D0.95,min_length%3D2&cp=10&gs_id=12&xhr=t&q=columbine+shooting&safe=off&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=MZmVT9W9MbO36QGx9YmPBA&biw=1027&bih=668&sei=M5mVT8aZKqbf6QGvsdGIBA
- http://www.rachelschallenge.org/LearnMore/RachelsEssay.php - Rachel Scott’s Essay (1st Columbine Victim)
- http://www.wisegeek.com/what-is-reader-response-criticism.htm - reader response theory
- the movie Mean Girls
- http://www.washingtonpost.com/wp-dyn/content/article/2007/04/16/AR2007041600533.html - Virginia tech shooting
- http://www.huffingtonpost.com/2012/01/04/police-kill-armed-8thgrad_n_1183517.html - Texas shooting
- http://www.infoplease.com/ipa/A0777958.html - time line
-
http://www.cbsnews.com/2100-201_162-2055177.html - Amish school shooting
Calendar - Sequence Start Date: 4/30
This sequence is taking place after students have finished "Hamlet" by William Shakespeare
Students know that their journals are a place for them to record reactions, vocabulary words if they do not know them, record any literary devices they notice, etc. This is a place for them to explore the text in as much detail as they want. At the end of each unit, their journal entries count for a test grade.
Sequence Schedule:
Day 1: 4/30
- As students walk in, play One Tree Hill shooting clip to catch their attention - turn off a minute or so after the bell rings.
- Write "The Hate List" on the board with a few keywords (ex: shooting, bystander, hero. victim, bully, love, drugs, Romeo & Juliet...) and have students make inferences about what the novel will be about
- 5 minute free-write in journals: What does it mean to be a hero?
- Share out for 5 minutes
- For homework over the weekend, students have read the reader response article so they have a background on this theory
- Go over reader-response theory with class briefly
- Play the teacher tube video to introduce the novel
- Give out texts to students and give out unit calendar that explains all assignments
- Homework: Read pages 3-34 (up to chapter 2) & journal about initial reactions to book
Day 2: 5/1
- Journal prompt: "At the time I'd laughed. It was funny. I agreed with him. At least I said I did. And, okay, I really thought I did. I didn't feel like a horrible person, but I laughed because to me, they were the horrible people. They deserved it." (29)
- Discuss and share out 10-15 minutes - why is this quote essential to the unfolding of the story? How is this foreshadowing?
- Discuss setting - why is the setting important to this story?
- Homework: Read to page 63, Name analysis: pick three characters from the book and look up the definition of their names- write a short paragraph for each character to discuss how one (or more) of the definitions fit the character - do you notice symbolism within their names? explain- if they don't fit explain why (to be handed in)
Day 3: 5/2
- Journal prompt: "I was guilty by the virtue of loving Nick, would she be guilty by the virtue of loving me?" (41)
- Discuss and share out for 5-10 minutes - what connotations/denotations does the word guilty have? What does this one work add to the sentence? How can acceptance be applied to this sentence?
- Break into groups and read this article about bullying and suicide - this part of the text shows instances of Nick and Val being bullied as well as them discussing suicide - have students relate this article to the novel
- Homework: Read to page 94, journal- is Val innocent?
Day 4: 5/3
- Journal Prompt: Innocence
- Discuss and share out: 5 minutes - connect to their HW journal
- Discuss the term bystander - what does that mean? what does it mean to be an innocent bystander? Is a bystander always innocent? Where does this put Val?
- Does Val really know Nick? When she refers to the "Old Nick" what is that? How has he changed?
- Homework: read to page 127 - record instances of foreshadowing to Nick's event in your journal - remember: journals are being checked tomorrow!
Day 5: 5/4
- As students walk in, put journals in a pile on my desk (during their group work, flip through journals to check they have all required entries- have ready to give back by the end of the period- summative grade)
- Break up into 5 groups - each group discusses different article: Ohio Shooting, California Shooting, Texas Shooting, Virginia Tech, and the Amish School shooting
- Discuss these articles in groups using these critical thinking questions: What are the parts/features of this text, how is this article related to "The Hate List", What is the author's intent of this article? (In other words, what feeling is the author trying to provoke?), What is the main idea of this article?, How would you summarize this article?, Which statements/facts/ideas support the main idea of the article?
- About 7 minutes before class- WHIP around the room for the main parts of the article of each group
HW: read to page 184, journal reactions- socratic seminars on Monday discussing the relationships in the text (ex:
Nick & his parents, Nick & Val, Val & mom, Val & dad, Val & brother) leaders posted on unit schedule
Day 6: 5/7
- Journal: What does unconditional love mean?
- Discuss for 5 minutes
- Break into socratic seminar groups (4 of them) - make sure students know who is note takers and who is discussing the first time around - after 10 minutes, note takers and talkers switch
- WHIP around room 5 minutes before class ends to see what groups discussed
- HW: Max of 1 page reflection on socratic seminar (to be collected tomorrow), read to page 210
Day 7: 5/8
- Journal: "Maybe it was the way Dr. Hieler looked at me, like he was the one person in the world who could understand how everything got so out of control" (204).
- Discuss and share 5-10 minutes - what is the symbolism of Dr. Hieler's name?
- What is the significance of Shakespeare's plays, particularly Hamlet, Romeo & Juliet, and Macbeth?
- Since Nick was such a lover of Shakespeare- write a monologue (review monologue) in Nick's POV - could be about anything (some ideas: how he feels about Val, about his step dad, about his mom, about why he has turned to drugs, about why he wants to kill himself, why he did the shooting....)
- To be performed in class tomorrow!
(Students have read these three plays before)
- Homework: read to pg 240, journal reactions - finish monologues if you haven't
Day 8: 5/9
- Perform class monologues
- Discuss Val and how she is growing as a character- discuss the student council scene - is she betraying Nick?
- HW: read to page 273, journal reactions
Day 9: 5/10
- Journal: "Just like there's always time for pain, there's always time for healing" (273).
- Discuss and share for 5 minutes
- In groups of three, write a "5 views" poem - choose a character in the novel and write 5 stanzas with each stanza having a different POV of that character - must use at least 5 quotes from the text
- If time allows/if there are volunteers, read poems to class.
- Homework: read to page 302
Day 10: 5/11
- Journal: Referring to page 274 about what Nick's mom said about him, do you agree? Is he a victim as well? Why or why not.
- Discuss and share 10-15 minutes
- What does it mean to be a victim? How much is too much? Could the "bullies" be blamed for this?
- Play clip of Mean Girls when everyone finds out about their "burn list" - relate to "The Hate List"
- Discuss debate briefly - what does credible sources mean? why do we need to use textual evidence?
- Homework: Read to page 342, Debate on Monday (as said on unit schedule) about gun control: one side for stricter laws and the other for easier laws - teams are also on unit schedule ... use the text as a source and find other credible sources on your own (and print to hand into me) - you may find it beneficial to write notes for yourselves, you must use textual evidence! (Hint hint- chapter 31)
Day 11: 5/14
- Explain I-Search project (on a handout) - has to be about anything teen violence related
- Debate day!
- Homework: Read to page 372, Reflection paper (approx 1 page) about debate- did this debate teach you anything new? have you chosen a side to the argument? (to be collected)
Reminder: One week from today I-Search and Photostory due, rough draft of I-Search due Friday
Day 12: 5/15
- Journal: Conversation on page 350-351: "If you loved him so much, why weren't you here before now?"
I chewed my lip. I thought it was over. "Because I really didn't feel like he was here. He was still so much everywhere else I looked, I didn't think it was possible for any part of him to be here"
- Share out and Discuss 5 minutes
- Write a "Second Chance" piece - choose a character from the book and write what it would be like if that character was given a second chance to change a mistake
- To be handed in at the end of the period
- Homework: Finish the book - write a P.S. piece in journal - what happens to Val next? Use the same POV/tone as Brown
Meet in computer lab tomorrow
Day 13: 5/16
- Computer Lab: Have a professional show what a photostory is and how to make one - use the day to work on this in their chosen groups (extra help in computer lab after school from today on)
- HW: rough draft of I-Search due Friday for peer editing
Day 14: 5/17
- Instead of journal: read PS pieces if feel comfortable and discuss
- Discuss ending of the story- what did you think of her graduation speech? Do you think Val has moved on? What do you predict will happen between her and Jessica?
- Discuss Columbine: In a gallery walk type of way, look through the journal entries, suicide note, and at the end of class read Rachel's essay and hand out for everyone to have
- Next Friday I have arranged for the Rachel's Challenge group to come and speak to the school, our class will have a booth with a jar to collect $ and donate to suicide awareness- extra credit to those who help decorate/run the booth - the best of the I-Search papers will be out there for people to read and see
HW: I-Search draft due
Day 15: 5/18
- Hand out peer editing guidelines
- Peer Edit each other's I-Search paper using handout
- Homework: I-Search due and Photostory Due
Day 16: 5/21
- Show Photostories (no longer than 3-5 minutes, will be timed) to the class
- WHIP around the room at the end of class to each person to say what their I-Search paper was about