Ben+Caulder-+Lesson+Plan

WEEK OF LESSON:  This lesson is intended to be taught beginning on the Friday of week two and finishing on the Monday of week 3.

 OBJECTIVE: Students will be able to present finding from research (research of historical figures who held influence over a single historical event) based upon clear research questions and creative research strategies while using rhetorical devices such as parallelism, repetition, and analogy.

SUMMARY : The research strategies the students will learn in these lesson will provide the students with necessary strategies for doing focused research, collaborating with peers regarding that research and presenting the common finding of that collaborative group.

 PROCEDURE:

>> Students will spend several minutes trying to deduce what the relationship between all these people are. The students may ask the teacher who these people are. **3-5 minutes** >> What types of people are influential upon others? (Try to group answers on WB, leave space for names which will come later) After the student give some example, ask a relevant follow up question like:
 * 1) Lesson will begin with teacher writing a list of people who have been influential in the teacher's life (without commenting on the list. List can be pre-prepared to save time). Examples are:
 * 2) Parents
 * 3) Mr. Ojeda
 * 4) Professor Butler
 * 5) Barish Golland
 * 6) Behzad Fathi
 * 7) Stacey Moore
 * 1) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Once the students discover that these people were influential in the teacher's life, we explore the idea of influential people on a global scale.
 * 2) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal;">Teacher's question to students:
 * 1) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Are these the only types of people who are influential? What about (pick something opposite to what the students have identified so far (Mass murderers, etc.)
 * 2) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Once a well diversified list is on the board, students are to group up (3s and 4s) and make a list of 2 or 3 individuals (names, famous or otherwise) for each “grouping” on the WB.
 * 3) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal;">Groups will present their answers and teacher will list names on WB under the group headings. <span style="color: #ff0000; font-family: 'Times New Roman',serif; font-style: normal;">**12-15 minutes**
 * 4) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Teacher will distribute the Graphic Organizer for the student's guided research project.
 * 5) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Students are to pick out one person from the list on the WB and write their name into the appropriate space on the G.O.
 * 6) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Teacher will write student initials on WB during the quiet time of student selection.
 * 7) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Next to each students initial, teacher (or a volunteer) will write the name of the students' selection.
 * 8) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal;">Teacher will group students according their selection so no group has 2 students with the same selection. Groups of no more than 5. Teacher will write a number (1-5) next to each students' initial. <span style="color: #ff0000; font-family: 'Times New Roman',serif; font-style: normal;">**5-7 minutes**
 * 9) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Now that students have their groups, teacher will instruct students how to complete the guided research project.
 * 10) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Teacher will ask for a volunteer to read the instruction to the class (Students will already have their influential person selected). After the volunteer reads the instructions, require that the students underline “Once specific event” and check for understanding.
 * 11) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Ex/ ? “Should you research Obama's influence as President? (No) ...and why not? (Obama's presidency is not 1 event but a series of hundreds of events). What could you research about Obama? (Obama's victory speech on election night).
 * 12) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Give the students a warning “Be sure you research the event of your influential person as much as you research **__that person__**.”
 * 13) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Read through the rest of the G.O., ask what questions the students have.
 * 14) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal;">Students are to complete the research and the GO as homework over the weekend. Remind students that the research can be done after school in the library or in public library on the internet (for those students who lack the internet at home). <span style="color: #ff0000; font-family: 'Times New Roman',serif; font-style: normal;">**7-10 minutes**

Assessment: Teacher will assess work (turned in Monday at beginning of class) for thoroughness and their whether or not the students adhered to the instructions on the G.O. The G.O. is an aid in guiding the students research and as such, will not be evaluated for grammar or spelling. Teacher will check and hand back immediately. Students will use the G.O. in this lesson and eventually present their common finding (character traits) of influential people. This is how the students will be assessed for understanding.

**<span style="font-family: 'Times New Roman',serif; font-style: normal;">The lesson is schedule only for a maximum of 37 minutes as the first 10 minutes of class the students will be writing in their Personal Scarlet Letter journal. **

<span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">MATERIALS:
 * 1) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">Graphic Organizer
 * 2) <span style="color: #000000; font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;">White Board and Dry Erase Marker

<span style="font-family: 'Times New Roman',serif;">STANDARDS: <span style="font-family: 'Times New Roman',serif; font-style: normal;">**Writing** **Strategies 1.4** <span style="font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal;"> - Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action. <span style="font-family: 'Times New Roman',serif; font-style: normal;">**Writing Strategies 1.6** <span style="font-family: 'Times New Roman',serif; font-style: normal; font-weight: normal;"> - Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). <span style="color: #000000; font-family: 'Times New Roman',serif; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;"> **Language Conventions 1.1** - Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. <span style="color: #000000; font-family: 'Times New Roman',serif; line-height: 0.2in; margin-bottom: 0in; orphans: 2; widows: 2;"> **Speaking Applications 2.2b** - Deliver oral reports on historical investigations: <span style="color: #000000; font-family: 'Times New Roman',serif; margin-bottom: 0in; text-decoration: none;">b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic.

Rubric – Completion of the GO, all sections. Visual inspect beginning of next lesson by teacher. GO will be used in the 2nd half of the lesson.

Deep Impact Lesson Plans Page Deep Impact Home Page