Diversity, Tolerance and Unity

Unit 3: English 9 Honors/CP Ms. Settles

Name: _________________________________

Important Unit Information Choice Books and Text Sets:

★ The Absolutely True Diary of a Part Time Indian by Sherman Alexie

★ The Skin I'm In by Sharon Flake

★ American Born, Chinese by Gene Luen Yang & Two Kinds by Amy Tan (short story)

★ Crossing the Wire by Will Hobbs

★ Ask Me No Questions by Marina Budhos

★ Various Whole Class Texts/Videos/Sources

★ Group Texts/Videos/Sources

Table of Contents:

1. Taking a Stand: Agree/Disagree Activity

2. Introduction to Books & Whole Class Texts, Survey

3. Group Dynamics: Norms, Goals, Reading Calendar, Group Leader Expectations/Sheets

4. Reading Strategies: Annotations (Paper and iPad), DTQs, Close Reading Sheets, SOAPSTone,

Literature Circles, Interbook Discussions

5. Honors Assignment: Expectations and Assignment

6. Group Documentary Project: Explanation, Planning Sheet, Resources & Rubric

7. Diversity Choice Paper: Explanation & Rubric

8. PinWheel Discussion: Explanation, Techniques/Skills Chart, Rubric & Outer Circle Checklist

9. Appendix: Images, Pictures, Memes

Anchor Standards Addressed/Assessed:

Reading:

● All reading anchor standards assessed 1-10

Writing:

● 4- Produce clear and coherent writing in which the development, organization and style are

appropriate to task, purpose and audience.

● 5- Develop and strengthen writing as needed by planning, revising, editing or trying a new

approach.

● 7- Conduct short as well as more sustained research projects to answer a question or solve a

problem. Synthesize multiple sources on a topic.

● 9- Draw evidence from literary or informational texts to support analysis, reflection and research.

● 10- Write routinely over extended time frames and shorter time frames for a range of tasks,

purposes and audiences

Speaking and Listening:

● 1- Prepare for and participate in a range of discussions with diverse partners, building on others’

ideas and expressing their own.

● 4- Present information, findings and supporting evidence so listeners can follow the organization

and development of the task.

Language:

● 6- Acquire and use a range of academic and topic specific words and phrases for reading, writing,

speaking and listening. Be independent in finding out the meaning of words.

Taking A Stand: Agree/Disagree Activity Directions: Read the statements below and decide whether you agree or disagree. In the

space provided, if you agree, write an “A” (for agree), and if you disagree write a “D” (for

disagree). Write notes under each statement about why you feel that way. Participate by

moving around the room to the appropriate side and be prepared to share your opinions in a

class discussion. Respectfully listen and respond to the answers of your peers.

______1. Race plays a role in how people are treated.

______2. I know and have interacted with people of other races.

______3. Our opinions can be shaped by other people and the media.

______4. I believe I have an informed opinion on racism issues.

______5. I know about racial issues in the past/in history.

______6. Racism is still an issue in the world.

______7. All racial stereotypes are true.

______8. Racist jokes can be funny and are okay.

______9. Racial slurs are appropriate to say. I have heard them in the past.

______10. Race can impact good/bad abilities.

______11. Race and poverty have a connection.

______12. There is racism against white people.

______13. Some races have more privileges than others.

______14. Racism is a problem in our town/school.

Introduction to Books & Book Survey Directions: With your group, read through the book options for the Diversity, Unity and Tolerance unit. Turn

in a sheet of paper with your top 3 choices of book to read. You will be put into groups based on your

choices. I will try my best to get everyone their top choices.

1. The Absolutely True Diary of a Part Time Indian by

Sherman Alexie

The Absolutely True Diary is a first-person narrative by Native American

teenager Arnold Spirit Jr., also known as "Junior", a 14-year-old budding

cartoonist with various health issues. The book is a bildungsroman, detailing

Arnold's life on the Spokane Indian Reservation and his decision, upon

encouragement from a reservation high school teacher, to go to an

all-white public high school in the off-reservation town of Reardan,

Washington. This book is about how he survives this new life.

2. The Skin I'm In by Sharon Flake

The Skin I’m In depicts the story of seventh grader Maleeka Madison

who has low self-esteem because of her dark skin color. Thirteen-year-old Maleeka Madison is tall, skinny, and dark-skinned.

That's a problem for her, because it's such a problem for everyone else

at school, it seems. To make her life easier, Maleeka befriends the

toughest girl in school.

3. American Born, Chinese by Gene Luen Yang

American Born, Chinese takes the form of a graphic novel and tells three

different tales woven together. The first tale relates the folk legend of the

Monkey King, Sun Wukong. The second tale is about Jin Wang, a young man

who moves to San Francisco’s Chinatown and struggles to fit in at school and

with white American culture. The third tale tells the story of Danny, a white

American boy whose Chinese cousin, Chin-Kee who embodies several

Chinese stereotypes, comes to visit and causes him many problems.

Additional Text: Two Kinds by Amy Tan (Short Story)

4. Crossing the Wire by Will Hobbs

Crossing the Wire tells the story of Victor Flores, a Mexican teenager who tries to

help his family by going to work in the United States. He hopes to be able to

send money back to Mexico to his struggling family. Since Victor doesn’t have

money to get to the US by way of the gang called the “coyotes”, he decides he

will cross the border on his own. This novel relates the journey he embarks on.

5. Ask Me No Questions by Marina Budhos

Ask Me No Questions tells the story of a fourteen year old Nadira and her

family, immigrants from Bangladesh, who have been living in New York City on

expired visas, hoping to realize their dream of becoming legal U.S. citizens. But

after 9/11, everything changes. Suddenly being Muslim means you are

dangerous -- a suspected terrorist. When a close family member gets arrested

and detained at the U.S./Canada border, Nadira and her older sister, Aisha, are

told to carry on as if everything is the same. It is up to Nadira to bring her

family back together.

Whole Class Texts and Sources

http://www.huffingtonpost.com/news/race-relations/

http://www.npr.org/blogs/ed/2015/01/19/377503937/classroom-reflections-on-americas-race-relations

http://www.huffingtonpost.com/2013/07/17/americans-ethnic-relations_n_3611314.html

https://www.youtube.com/watch?v=mCRYeBwINuY

http://www.amren.com/features/2013/09/a-brief-history-of-american-race-relations/

http://vimeo.com/92383738

  

____________________________________________________________________

Exit Ticket- On a piece of paper, please write down your top 3 choices in order. You will be grouped based

on these choices. If you do not care what book you read, please indicate this on your piece of paper, it

makes group making easier!

Group Dynamics Group Names:

Write down all group members names below:

Group Goals:

Come up with at least 3 goals to reach as a group. What are goals for your group?

1)

2)

3)

Group Norms:

Come up with at least 5 rules/expectations/norms to follow as a group. What rules are important to follow?

1)

2)

3)

4)

5)

Group Leader Expectations:

Come up with at least 3 expectations for the daily group leader. What does the leader need to do to keep the

group on task and productive?

1)

2)

3)

Reading Calendar:

Directions: Fill out the reading schedule with your group to plan out the chapters you will read. See the due

dates and HW Strategies listed as well.

M 1/26 A    HW­ Begin OSR 2 Book       

T 1/27 B   HW­ Begin OSR 2 Book   

W 1/28 A  HW­ Chapters:  Strategy: Annotations/DTQ   

R 1/29 B   HW­ Chapters:  Strategy: Annotations/DTQ  

F 1/30 A   HW­ Chapters:  Strategy: Annotations/DTQ   

M 2/2 B   HW­ Chapters:  Strategy: Annotations/DTQ        

T 2/3 A   HW­ Chapters:  Strategy: Annotations/Lit Circles   

W 2/4 B   HW­ Chapters:  Strategy: Annotations/Lit Circles   

R 2/5 A   HW­ Chapters:  Strategy: Annotations/DTQ   

F 2/6 B   HW­ Chapters:  Strategy: Annotations/DTQ   

M 2/9 A   HW­ Chapters:  Strategy: Annotations/DTQ         

T 2/10 B   HW­ Chapters:  Strategy: Annotations/DTQ   

W 2/11 A   HW­ Chapters:  Strategy: Annotations/DTQ   

R 2/12 B   HW­ Chapters:  Strategy: Annotations/DTQ   

F 2/13 A   HW­ Chapters:  Strategy: Annotations/Class Forum Post  Honors Assignment Due/Honors Meeting during AT   

M 2/16 B   Chapters:  Strategy: Annotations/Class Forum Post        

T 2/17 A   Chapters: Finish Book Strategy: Annotations/DTQ Prep for PinWheel   

W 2/18 B  Chapters: Finish Book  Strategy:  Annotations/DTQ  Prep for PinWheel     

R 2/19 A   Book Needs to be Finished  PinWheel Discussion  

F 2/20 B   Book Needs to be Finished   PinWheel Discussion  

M 2/23  Break    Break HW­ Complete Choice Paper    

T 2/24 Break    Break HW­ Complete Choice Paper  

W 2/25 Break    Break HW­ Complete Choice Paper  

R 2/26 Break    Break HW­ Complete Choice Paper  

F 2/27 Break    Break HW­ Complete Choice Paper  

M  3/1 Break   Break HW­ Complete Choice Paper   

T 3/2 Break   Break HW­ Complete Choice Paper  

W 3/3 Back to School! A   Writer’s Workshop Choice Paper Due  

R 3/4 B  Writer’s Workshop  Present Choice Papers  

F 3/5 A   Writer’s Workshop  Present Choice Papers    

Group Leader Sheet Explanation: Every day of working as a group, you will choose a new group leader. For

most exit tickets, all group members will fill out this sheet as a grade for that day’s

group leader. Be honest in your responses! (This may also take the form of a Socrative

exit ticket!)

Date:

Book:

Group Members:

Who was the leader of the group?

In letter grades A-F, grade the leader in terms of leading a successful group work day. Rate

yourself if you are the leader. Give a reason for the grade.

What work got done today? How did the leader do to keep everyone on task?

Were there any issues/problems with the leader?

Were there issues/problems with other group members?

Do you have any comments on the leader’s performance?

 

Reading Strategies  1) Annotations:

For many readings in your choice books and other texts, you will complete reading annotations. You have a choice in

how you complete these. You may do the annotations on paper or on your iPad using iBooks. If Either way, you need

to label your reading anchor standards for each annotation and you must use at least 2 standards. A good rule of

thumb is to have at least 1 annotation per page and 8-10 annotations per chapter.

Annotations on the iPad:

Click on Ibooks and go to your bookshelf to view the books that have been put on your Ipad. On Ibooks, it is possible

to annotate. To practice annotating on the Ipads, click on the book then go to a page and hold down on any word. A

menu will pop up that has options such as “Define”, “Highlight”, “Note” and more. These buttons are what you will use

to annotate. You should have many notes and highlighted parts when annotating on the Ipad. You should write down

words you define as notes. To send annotations, you will go to the button next to Library with a bulleted list, click

“Notes” and then the send button in the top right corner and click “Edit Notes” press Select all and Share, then email

to Ms. Settles.

Anchor Standard Annotations:  Standard 1- Highlight quotes and sections

take notes on what is happening in the

scene. Make inferences/guesses about

what is happening in the text from various

sections.

Standard 2- Highlight quotes and sections

that have to do with a theme or central

idea. Take notes to explain the

development of the theme or central idea.

Standard 3- Highlight quotes and sections

and take notes on characters, settings,

important plot points. Write about how

characters change and develop.

Standard 4- Take notes on and

highlight/underline/circle words and

phrases that you may not know and define

as well as tell how these shape the tone

and voice of the text.

Standard 5- Takes notes on or highlight

various text structures. Tell how these text

structures relate to one another and how

they relate to the whole book.

Standard 6- Take notes and highlight

quotes about the point of view and how it

changes or how the purpose of the text

changes and how this shapes the writing

piece.

Standard 7-This standard is used more

with gathering, assessing and applying

information from print and digital sources.

To annotate for this standard for a literary

text, you could take notes on research that relates to the text.

Standard 8- Highlight quotes and take notes on what claims are being made by the author. What is the author saying in the text

and what evidence does he/she use to back up the claim?

Standard 9- Take notes on how the text relates to other texts with similar themes. How do these texts relate to one another and

how does it build on your knowledge of a particular theme?

___________________________________________________________________________________________________

Annotations Grading & Rubric:

For each chapter that you annotate, as a rule of thumb, have at least 1 note per page you read. You must always

choose at least 2 standards to use for annotations and must have at least 8-10 annotations per chapter. As always,

annotations will be graded out of 30 points as with all reading strategies. Use the rubric below for reference.

4 (A) 3 (B)

2(C)

1 (D/F)

● Labels standard

for each

annotation.

● Standards and

notes are related

and connected.

● Notes are

thoughtful and

complex.

● Employs various

annotation

strategies

including

highlighting,

circling,

underlining,

taking notes,

asking questions,

defining and

more.

● Annotations

show effort and

evidence of

deeper/close

reading of texts.

● Labels most

standards for

annotations.

● Standards

and notes

are mostly

related and

connected.

● Most notes

are

thoughtful

and complex.

● Employs a

good amount

of different

annotation

strategies..

● Annotations

show some

effort and

evidence of

deeper/close

reading of

texts.

● Labels a few

standards for

annotations.

● Standards and

notes are

somewhat related

and connected,

some not related.

● Some notes are

thoughtful and

complex, others

simple.

● Employs a few

different

annotation

strategies.

● Annotations show

a little effort and

evidence of

deeper/close

reading of texts.

● Labels for

standards are

lacking or do not

exist.

● Standards and

notes are not

related or

connected or

connections are

lacking.

● Few notes are

thoughtful or

complex, mostly

simple.

● Employs only one

or two different

annotation

strategies.

● Annotations show

very little effort and

evidence of

deeper/close

reading of texts.

2) Deeper Thinking Questions (DTQ’s)

In this unit, you will also create DTQ’s based on reading anchor standards. For a reminder on how to create DTQ’s,

please refer to the chart below. Also, refer to your DTQ stems in your class induction packet for help on how to

connect your DTQ’s with the reading anchor standards.

3) Close Reading Sheets and SOAPSTone (For Informational Texts)

You will also use Close Reading Sheets and the SOAPSTone sheet for informational texts in this unit. You will be told

when to use each kind of reading strategy. For a review on these strategies, please refer to the documents below.

Close Reading Sheet Directions: Use the Close Reading Sheet when taking notes on certain texts. Use the directions below to fill

out the sheet and remember to include page numbers for quotes.

Notes: Take important notes on characters and development, setting development, plot points and conflicts

Quotes: Find quotes that are meaningful, shocking, showed development of plot or characters or anything

discussed in class.

Vocab: Write down any vocabulary words you do not recognize including dialect and diction. You should try

to define these after you are done reading.

Notes Quotes Vocab

 

4) Literature Circles

We will also complete our first literature circles for this unit. Each literature circle will be a bit different. Sometimes it

will take the form of a DTQ discussion based on the DTQs created outside of school during reading homework. Other

times, I will have literature circles discuss their Annotations, Close Reading Sheets or SOAPSTone sheets. Another

type of literature circle that we will take part in will have roles as listed below. I will ask one person in each group to

take on one or more of the roles and then you will have a discussion based on these roles in your groups. Become

familiar with the roles below.

1. Super Summarizer- Writes a short summary of what happened in the text including the most important

points.

2. Idea Inferencer- Make inferences and predictions about the text and find quotes to back up your guesses.

3. Central Idea/Claim Creator - Figure out a central idea/theme or claim of the text and find a quote to back

up your theme or claim.

4. Character Creeper- Tells about the characters, settings or plot of the text, what they are like and how they

develop and interact with other characters.

5. Word Wizard- Finds diction, dialect and vocabulary and tells why they are important to the story.

6. Comparison/Connection Crafter- Come up with ways to connect and compare this text to other texts,

movies, shows, or sources.

7. Text Structure Spotter- Find the different text structures of the text and discuss the significance of these and

how they impact the whole text.

8. Point of View/Purpose Prophet- Figure out the POV or purpose of the text and find evidence to back it up.

 5) Interbook Discussions

At times, we will also split up into groups with people from all different books and discuss what is going on in our

books. The following questions will help guide your Interbook discussions.

● What is happening in the book you are reading?

● How does your book relate to racial issues?

● What connections can you find between the books?

● How is the main character(s) of the book impacted by racial issues?

 _____________________________________________________________________________________________________  

   

 

  

Honors Assignment

Expectations of Honors Students:

● Act as leaders even when not the Group Leader that day.

● Help keep other students on task.

● Be thorough in your work and try your best.

● Participate to the best of your ability, volunteer as Provocateurs and discussion leaders.

● Keep up with academic work.

Assignment:

Each Honors student needs to choose at least 2 articles, videos or sources provided for the Group

Documentary project and complete one of the reading strategies including annotations (10 per article),

DTQs (3 per article), a Close Reading Sheet or a SOAPSTone organizer. Complete the reading strategies and

bring them to the AT Honors meeting for a review of various articles.

Honors AT Meeting and Assignment Due Date: 2/13

Group Documentary Project Directions: For this unit, you will create a documentary project with your group based on your choice book.

You will use the iPad to plan, film and edit your documentary. Edits can be done in iMovie or another app of

choice. The documentary will have 3 parts: a quick explanation of the book, a historical section about at least

3 events that have to do with this book and an “author interview” in which students will pose as the author

and interviewer.. You also need to have a works cited at the end of the documentary. Images and pictures

are encouraged in the documentary especially for the historical events and author interview. All students in

the group need to be in the documentary at some point. Your documentary should be around 5 minutes in

length. The documentaries will be shown to the class and peers will give feedback to different groups. There

will also be time for questions. Use the outline below to plan out your documentary. See the list of resources

below.

Part 1: Book Explanation

As a group, fill out the book explanation and have multiple students present the information in the

documentary. Use the book, sparknotes and your knowledge to fill this part out.

Title/Author:

Characters:

Setting:

Plot:

Connections to Race Relations:

Book Awards:

Part 2: Historical Events

As a group, choose 3 historical events having to do with the race associated with the text to discuss in the

documentary. Have different students present each event in the documentary. Use pictures and images to

represent events.

Event 1:

Facts:

Connection to Novel:

Event 2:

Facts:

Connection to Novel:

Event 3:

Facts:

Connection to Novel:

Part 3: Author Interview

As a group, visit websites, read articles and watch videos based on the author of your book. Later on, one

group member will act as the interviewer and another will act as the author in a mock interview. These are

the questions the interviewer must ask and the “author” must answer. Feel free to add in other parts of the

conversation.

What is your full name?

When is your birthday? When did you die? (if applicable)

Where are you from?

What school(s) did you attend?

What was your childhood like? What is your family life like?

What has happened/did happen in your career?

What were your achievements?

What other literary works have you written?

What other interesting facts can you tell me about yourself?

Part 4: Sources/Works Cited

Keep track of all sources used in the documentary and list below. Cite using Easybib or the MLA Formatting

Cheat Sheet.

Group Documentary Project Resources

 Black History Resources

https://www.teachervision.com/black-history-month/activity/54983.html

http://www.history.com/topics/black-history/black-history-month

http://www.tolerance.org/article/history-behind-black-history-month

http://topics.nytimes.com/top/reference/timestopics/subjects/r/race/index.html

http://www.bbc.co.uk/bitesize/higher/history/usa/race/revision/2/

Asian History Resources

http://www.advancingequality.org/what-we-do/anti-asian-violence-race-relations-0

http://www.pbs.org/childofcamp/history/

http://racerelations.about.com/od/historyofracerelations/a/RevisitingtheYellowPowerMovement.htm

http://www.pbs.org/ancestorsintheamericas/aahistorysites.html

http://history-world.org/asian_americans.htm

http://asiasociety.org/asian-americans-then-and-now

Muslim/South Asian/Middle Eastern Resources

http://www.merip.org/mero/interventions/race

http://academic.udayton.edu/race/06hrights/waronterrorism/Arabs01.htm

http://www.irr.org.uk/research/statistics/poverty/

http://quod.lib.umich.edu/j/jmmh/10381607.0007.101/--attitudes-toward-muslim-americans-post-911?rgn=main;view=fulltext

http://contexts.org/articles/fall-2008/muslims-in-america/

http://www.cfr.org/united-states/muslims-united-states/p25927

Mexican/Latino History Resources

http://www.academia.edu/1553810/Racial_Identity_and_Racial_Treatment_of_Mexican_Americans

http://www.ibtimes.com/hispanics-america-latinos-optimism-about-racism-tied-history-could-change-future-1761697

http://nbclatino.com/2013/08/22/what-do-latinos-think-of-state-of-race-relations-today-new-study-releases-findings/

http://www.pbs.org/latino-americans/en/timeline/

Native American History Resources

http://www.history.com/topics/native-american-history/native-american-cultures

http://www.huffingtonpost.com/tim-giago/red-and-white-race-relaio_b_1939804.html

http://racerelations.about.com/od/diversitymatters/a/Five-Interesting-Facts-About-Native-Americans.htm

http://www.encyclopedia.com/doc/1G2-2536601696.html

http://www.civilrights.org/resources/civilrights101/native.html

Group Documentary Project Rubric

Criteria 4 (A) 3 (B) 2 (C ) 1 (D/F)

Length of Video Video is at least 5

minutes in length.

Video is 4-3

minutes in length.

Video is 2 minutes

in length.

Video is 1 or less

minutes in length.

Inclusion of All

Group Members

All group

members were

involved.

Most group

members were

involved.

Only a few group

members were

involved.

Few to no group

members were

involved.

Inclusion of Book

Information

All book

information has

been included and

is clear.

Most of the

required

information was

included.

Only some of the

required

information was

included.

Little to none of

the required

information was

included.

Inclusion of

Historical Event

Information

All historical event

information has

been included, 3

events covered.

Most of the

required

information was

included.

Only some of the

required

information was

included.

Little to none of

the required

information was

included.

Inclusion of

Author Interview

All author

interview

information has

been included,

mock interview

complete.

Most of the

required

information was

included.

Only some of the

required

information was

included.

Little to none of

the required

information was

included.

Works

Cited/Source Page

All sources kept

track of and

documented in

video.

Most sources kept

track of and

documented in

video.

Only some of the

sources kept track

of and

documented.

Little to none of

the sources were

kept track of and

documented.

Use of

pictures/videos

and Creativity

Many pictures

and/or videos

were used, very

creative.

A good amount of

pictures and/or

videos were used,

creative.

Some pictures

and/or videos

were used,

somewhat

creative.

A few or no

pictures or videos

were used, little

creativity shown.

Perceived Effort It is apparent that

there was a lot of

effort put into the

project.

It is apparent that

there was a good

amount of effort

put into the projec.

There is evidence

of some effort

throughout the

project.

There is little to no

evidence of effort

throughout the

project.

Final Score: ________________

Comments:

  

Diversity Choice Paper Explanation:

In history class for this unit, you will be writing an argument paper or persuasive speech about a race

relations issue, event or person. In English, you will have a choice for what type of paper you would like to

compose. There are some requirements for all types of writing, but the choice of topic and writing type is

yours. If you have another idea, you are welcome to get it approved by Ms. Settles.

Due: March 3rd (This is your homework over break!)

General Paper Requirements:

❏ Paper must be at least 3 double spaced pages long. For all choices, you must write a 1 paragraph

explanation of your project. Paragraphs should be 7-10 sentences long. This is a writing assignment,

so you must do some actual writing for your choice paper. The format is up to you. You must get

your choice paper idea approved by Ms. Settles. Your choice paper must be focused on the idea of

race relations.

❏ Use of headers, titles, 12 pt font Times New Roman and double spaced. A clear choice paper

thesis/rationale is also necessary at the top of your paper. Cite quotes and sources if necessary.

❏ Use introductions, hooks, topic sentences. Use supporting details, analysis, cited evidence,

concluding statements. Mix of simple and complex sentences.

❏ Must see evidence of proofreading, few to no errors in terms of GUM.

❏ Show creativity, hard work and effort in choice paper writing.

❏ You will present your choice paper in some way to the rest of the class.

Choice Papers Ideas:

★ Write a narrative from the perspective of someone of a different race or using third person.

★ Answer at least 5 DTQs about your choice book.

★ Write a biography of someone famous/in history of a different race.

★ Write a character sketch of a character in your choice book.

★ Write at least 5 diary entries of a person in a racially charged situation.

★ Write a short story/fable telling the story of someone’s experience being a different race.

★ Write a literary analysis about how the character in your choice book is impacted by racial issues.

★ Write a research paper or informative essay about a race relations issue, event or key figure.

★ Create a newspaper or brochure detailing at least 5 race relations current events.

★ Write a book review/letter to the editor reviewing the choice book and telling a summary.

★ Write a fake interview with the character in the book.

★ Write 5 poems or a couple songs about race relations issues.

★ Write a literary analysis about poems or songs related to race.

★ Write a script for a play or movie about a race relations issue.

★ Create a website with articles detailing race relations issues.

★ Write an obituary, eulogy or tribute to someone who died due to racial issues.

★ Other idea approved by Ms. Settles.

Time to Choose:

My Choice Paper will be…

Choice Paper General Rubric:

Criteria 4 (A) 3 (B) 2 (C) 1 (D/F)

Length/

Completion of

Assignment

3 pages long,

Explanation

included, Full

paragraphs

2.5 pages long,

Some explanation

included, some full

paragraphs

2 pages long, little

or no explanation

included, few full

paragraphs

Less than 2 pages

long, very little or

no explanation

included, lacking

full paragraphs

Citations/

Formatting

All formatting and

citation rules

followed.

Most formatting

and citation rules

followed.

Followed some

formatting and

citation rules,

missed some.

Followed almost

no formatting or

citation rules,

lacking.

Aspects of

Writing/Sentence

Structures

All aspects of

writing are

included, a mix of

sentence types

used.

Most aspects of

writing are

included, a few

missing, some of

both sentence

types.

Some aspects of

writing included,

some missing, few

examples of varied

sentence types.

Many aspects of

writing missing, no

variation in

sentence types.

Proofreading/

GUM

There is clear

evidence of

proofreading and

little to no errors.

There is some

evidence of

proofreading and

a few errors.

More proofreading

is necessary, there

are a good

amount of errors.

Much

proofreading is

necessary, many

errors to fix.

Creativity/Hard

Work/ Effort

Choice paper is

very creative,

shows a lot of

hard work and

effort

Choice paper is

creative, shows

hard work and

effort

Choice paper is

somewhat

creative, a bit

lacking, shows

some hard work

and effort

Choice paper does

not show

creativity, is

lacking in hard

work and effort

Presentation Student presented

choice paper to

class, appeared

confident in their

work.

Student presented

choice paper to

class, showed

some confidence

in their work.

Student briefly

presented choice

paper, completed

work but some

may be rushed.

Student did not

present choice

paper, did not

finish work or was

very rushed.

Final Score: ___________________

Comments:

PinWheel Discussion Project

Explanation:

In this PinWheel Discussion, students in the inner circle of the discussion act as

representatives for the different books/authors of this unit. There will be one

student from each choice book group in the inner circle with the rest of their

group members sitting behind them in small circles. The students on the inner

circle will have a discussion based on DTQs, topics and texts. The students on the

outer circle will be listening to the conversation and taking notes on the PinWheel

Check-List based on their teammates performances inside the circle. Every few

minutes, new people will rotate into the inner circle and will continue the discussion. DTQs made my

students and the teacher will be used in this discussion. Use of quotes is necessary as well as other

discussion techniques. See the checklist below.

Model Discussion: https://www.teachingchannel.org/videos/high-school-literature-lesson-plan

Set-Up:

The desks will be set up with an inner circle of chairs

and small groups behind each chair in the inner circle

for the corresponding group members.

Rules:

❏ Each person must be in the inner circle at

least once and must speak at least 3 times.

❏ Each person will be in the inner circle for

about 5 minutes at a time.

❏ When on the inner circle, you are engaged in

the discussion. When on the outer circle, you are silent

and completing the checklist for your team. Decide on

a rotation with your group for the outer circle.

❏ Ms. Settles and other teachers will be silent

during this student-run activity.

❏ At the start of each new rotation, students in the inner circle will decide who the Provocateur will be.

Provocateurs will be responsible for taking turns asking DTQs and discussion topics and texts. When

the discussion lags, they will need to ask other students opinions and ask new questions. Remember

that being the provocateur basically ensures your participation.

❏ The people in the outer circle will be recording notes on a participation sheet for their group. They

will record information about how many and which questions are asked, how many quotes are

used, how many times each person speaks and any awkward silences that come about during the

conversation. They will also write down thoughtful and insightful points made during the discussion.

❏ After everyone has been in the inner circle at least once, there will be a debriefing session where

students can share thoughts on the discussion. Then students will write a “PinWheel Reflection” in

their journals and answer the questions:

❏ What did you think of the PinWheel Discussion? How does this discussion format compare

to the Socratic Seminar or the Informal Class Discussion? What did you like about it? What

did you dislike about it? What went well? What could the class/I improve on?

Speaking and Listening Skills/Techniques and Language Frames/Question Stems:

Based on the CCSS Speaking and Listening 9-10 standards. The use of these skills in the PinWheel Discussion

is a part of the grade for this activity.

Skills/Techniques Language Frames/Question Stems

Refer to evidence from the text(s) under discussion

and/or other sources pertaining to the subject?

According to…

In other words…

Propel conversations by posing and responding to

questions, relate topics of discussion to broader

themes and larger ideas

In response to _____’s question…

____’s comment about ____ relates to the idea of..

Actively incorporate other students into the

discussion, ask for others opinions and

clarifications.

______, I’m curious what you have to say on this

matter, given your previous statement about

________.

________ was wise to point out _________; to add

to it, I would argue _______.

_______, what do you think about ______?

Clarify, verify, or challenge ideas and conclusions. ________, I heard you say ________. Am I getting

that right?

_________, is it fair to summarize your point by

saying ______?

________ said ______, and

I would challenge that conclusion with this:

________.

Summarize points of agreement/disagreement.

Summarize points made by other students and

own points made.

_________ and _______ seem to agree on

_________. However, they disagree on

__________.

Qualify and justify your own views and/or make

new connections in light of evidence and reasoning

presented by others.

As you all know, I previously said ________.

However, I would like to justify what I said in light

of _____’s evidence.

Detect false reasoning or exaggerated/distorted

evidence.

I don’t agree with what _____ said about _____. I

think ...

The reasoning that _____ made was….

Present your point, information, finding, supporting

evidence clearly, concisely, and logically?

I believe that….

Evidence shows that…

Showing command of formal English language Use verb tenses, pronunciation, etc. correctly

Grade:

You will be graded on your participation in the PinWheel Discussion. To get a 100% for this assessment, you

must:

1. Prepare questions with group before activity on DTQ Packet for PinWheel Discussion. Be involved in

preparation process.

2. Participate at least 3x during the PinWheel Discussion. Be involved in the discussion.

3. Fill out Group Member Checklist while in outer circle for team members.

4. Complete the PinWheel Reflection journal entry.

5. Exhibit use of the Speaking and Listening techniques.

PinWheel Discussion Rubric

Each category is out of 20 points.

_____Participated 3x in Discussion

_____Involved in Preparation

_____Outer Circle Checklist

_____PinWheel Reflection

_____Use of Speaking and Listening Techniques

Final Score: _______

 Comments:

Outer Circle PinWheel Discussion Checklist

Team Name (Book Title/Author):

Provocateur (List Names for each Rotation):

Rotation 1- Provocateur:

Rotation 2- Provocateur:

Rotation 3- Provocateur:

Rotation 4- Provocateur:

Rotation 5- Provocateur:

Team Member Participation (List Names and Tally for Each Time Talking):

Team Member #1: Participation Tallies:

Team Member #2: Participation Tallies:

Team Member #3: Participation Tallies:

Team Member #4: Participation Tallies:

Team Member #5: Participation Tallies:

Quotes Used (Tally Quotes Used by YOUR Team):

Awkward Silence Tallies:

Insightful/Thoughtful Comments for Debriefing:

Use of Speaking and Listening Skills and Techniques:

Appendix: Images, Pictures, Memes