Kaitlyn Tainter and Brittany Marciano RED 746

Final Independent Project Monster By Walter Dean Meyers & Twitter

April 28, 2010

Unit Plan Overview: Monster by Walter Dean Meyers

Objective: Students in 10th grade, will be able to relate, engage, and actively interact with the novel by using the new web 2.0 tool, Twitter, while delving into a richly diverse text set. Unit Essential Questions:

How does reading and interacting with a variety of genres influence you as a reader and writer?

In what ways can the way someone perceives an individual dictate one’s life? Does what people think about you really matter? Why or why not?

Monster is written in a screenplay format with Steve's journal entries and images

incorporated throughout. Is this an effective format? What conventions of this genre do you feel added to or detracted from the overall effect of the story? How does Steve use camera angles and camera movements to express his feelings?

Length: Five, 80-minute Sessions

Day 1: Introduce Unit: Book review Clip Contract and Overview of Unit handouts Twitter introduction Monster introduction and reading section 1 Day 2: Point of View Review Storyboard Reference Sheet/Storyboard handout Death row Kids-USA documentary with Twitter Free Write Discussion Day 3: Race, Justice, and Truth Status Check 12 Angry Men film Clip 12 Angry Men play and Twitter Discussion Ticket Out the Door Day 4: Prejudice and Persuasion Journal entry 12 Angry Men play and Twitter Discussion Day 5: Jury’s Out Final Project Assignment Writer’s Workshop

Lesson Plan #___1___

Objectives

SWBAT utilize various comprehension strategies in order to make meaning of the text by actively participating in a discussion around the text on Twitter.

SWBAT independently interact with classmates on Twitter by explicit instruction and use of the Gradual Release of Responsibility Model.

Rationale

Students should be able to interact with familiar tools, such as Twitter, in order to further their comprehension of academic texts and assignments.

Materials

Computer cart with laptops containing Internet access for all students Projector connected to teacher’s computer Contract handout for all students Overview of Unit handout for all students Monster by Walter Dean Myers novel for all students

Procedure

1. Introduce this unit by first viewing the student-made book review of Monster using YouTube http://www.youtube.com/watch?v=JrevteLWn8&feature=PlayList&p=F8AFD9EA106F2916&playnext_from=PL&playnext=1&index=1

a. This will serve as a preview to Monster and peek their interests. 2. Distribute and explain in detail the Contract and Overview of Unit handouts.

a. The Contract is to ensure that both the students and guardians are aware of the expectations that have been created by the teacher.

b. The Overview of Unit contains a clear outline for the teacher of what he/she has determined to be accomplished during this unit.

c. Together these handouts explain to students, guardians, and teachers the roles they will be expected to play and what is to be accomplished throughout this unit.

3. All students will be instructed to take a laptop from the computer cart. They will then log on to it, and open the Internet browser. From here they will type www.twitter.com into the search engine. They will proceed to create user names, if they are not already existing members.

4. Once this is completed, the teacher will take the students on a digital tour by MODELING how to use Twitter’s features:

Feature Uses Home Brings you to your main Twitter page. Includes tweets that you

and other users have posted Profile Enables you to view your own profile that contains tweets you’ve

posted Find People Search for people to “follow” Settings Change background themes/colors, activate mobile device

Help Find answers to common questions Sign out Switch users log yourself out Following People you “follow” Followers People who are “following” you Listed Groups that you “follow” What’s Happening?

Where you post a tweet of a maximum of 140 characters

Update/Tweet Posts your tweet Image or Blue User Name

Brings you to that user’s profile page

Reply Let’s you comment on another user’s tweet 5. Next, distribute Monster to all students.

a. The teacher will introduce this text by saying, “sixteen-year-old Steve Harmon can scarcely believe what has happened to him. Somehow he has ended up incarcerated in the Manhattan Juvenile Detention Center for his alleged role in the robbery of a neighborhood drugstore in which the owner of the store was killed. Now he’s been charged with felony murder! The author, Walter Dean Myers, weaves a tale that causes us to question what we know and believe about race, justice, and truth in American society today. Race, justice, and truth will be a running theme throughout this unit.”

6. As a whole class, the students will engage in the shared reading of pages 1-46. The Twitter page will remain on the projector to be visible to all students.

a. While reading the students will be encouraged through GUIDED PRACTICE to begin tweeting about the novel as it is being read.

i. Students should be focused on tweeting about the novel. Tweets could include, but are not limited to noticings, questions, predictions, likes, dislikes, inferences and connections in regard to the current reading thus far.

ii. An initial discussion should be based around students’ tweets. The teacher can pose the question; Steve writes in the opening credits that the story is “told as it actually happened.” Is that true? How does the fact that the story is told from Steve’s point of view influence what the reader knows about the events surrounding the robbery?

7. As a “Ticket Out the Door” students will write a reflection based on their reactions to both Twitter and Monster.

a. Students could include how they feel about using Twitter in school. Do they feel it will be effective or ineffective and explain reasoning? Do they have any concerns about using it in a technical sense, completing the 10 tweets, making public tweets? Explain.

b. Students could include initial reactions to the novel. It’s not traditional in it’s format do they foresee this as a concern? They can also include any questions, comments, or concerns they may have or any text to self, text, and world they could make so far.

8. The homework due for next class: a. Through INDEPENDENT PRACTICE, complete at least one tweet based on the

reading of pages 47-113 from the novel b. Return the signed Contract and Overview of Unit handouts

Standards

NYS ELA Standard 1:

- Students gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps and diagrams.

- Students ask specific questions to clarify and extend meaning. - Students make appropriate and effective use of strategies to construct meaning from

print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words.

- Students support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

NYS ELA Standard 2:

- Students read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines, fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers.

- Students understand the literary elements of setting, character, plot, theme, and point of view and compare those features of other works and to their own lives.

- Students use inference and deduction to understand the text.

Contract for: Monster by Walter Dean Meyers

“Sometimes I feel like I have walked into the middle of a movie. Maybe I can make my own movie. The film will be the story of my life. No, not my life, but of this experience.

I'll call it what the lady who is the prosecutor called me. MONSTER." This unit includes a text set that is composed of a variety of genres. We will be exploring genres such as film, theater, and digital media. Throughout this unit it will be expected that you will interact and engage with each medium presented. This will be a new and exciting experience that will provide you the freedom to be creative and innovative. A large portion of this unit will incorporate a new web 2.0 tool that many of you may already be familiar with; Twitter! As we move through this unit, we will be interacting and communicating with each other by posting to our Twitter page. This space will be used as a forum to post our thoughts, questions, suggestions, or concerns surrounding the texts. You will be required to: 1. Tweet 10 times over the course of the two-week unit. You will be provided time

each class period to tweet once in class. That means there is opportunity for you to complete 5 of your Twitter posts in class. It will be your responsibility to complete the remaining 5 posts. Plan accordingly!

2. Each student will be aware that although this is our own social networking site outside of the classroom you are still expected to remain respectful and thoughtful when posting. There will be no tolerance for ignorance!

3. At the end of the unit you will be required to submit a one-page reflection on your experiences with Twitter and how you felt about using this social networking site for class.

During this unit it will also be important that students are actively participating in group discussions and activities. A final project will be completes at the conclusion of the unit.

Please bring this home and share it with your parents. There is space provided below for both you and them to sign it. This way everyone knows what their role is and what is expect of them throughout the course of the unit.

If you have any questions feel free to meet with me or contact me! Thank you!

Parent/Guardian: _______________________________ Date___________ Student: _______________________________________ Date___________

Lesson Plan #__2____ Objectives

SWBAT demonstrate their knowledge of point of view and the role it plays in a text by referencing their Storyboard reference sheet and constructing their own Storyboard.

SWBAT effectively discuss a text with their class by actively participating in a group discussion around the novel and supplemental texts.

Rationale

By using a variety of texts students will gain a deeper understanding of genre and expand their knowledge of point of view and its role in a piece of literature.

Materials

Computer cart with laptops containing Internet access for all students Projector connected to teacher’s computer Storyboard Reference Sheet and Storyboard Handout for all students Death Row Kinds-USA documentary

http://www.youtube.com/watch?v=4H9CAdwGMiU&feature=related Monster by Walter Dean Myers novel for all students

Procedure

1. Class will commence with a discussion revolving around the students’ first scholastic interactions with Twitter outside of the classroom. This will be an open forum to share opinions and experiences.

a. Dialogues could include-likes, dislikes, confusions, how interactive was it, or how effective was it etc.

2. Based on the class’ tweets from the homework, discussions will revolve around common themes found among the Twitter.

a. This gives students the opportunities to expand on theirs and other’s tweets, ask questions, add new insights, and generally review events that occurred and clarify any discernable confusion.

3. Teacher will then distribute the handout containing both the Storyboard Reference Sheet and Storyboard. This handout is meant to aid students in understanding the different views and shots Steve is referring to as he tells his story. Also, it can visually portray the idea that the angle or shot at which something is represented can impact how others view it.

a. First the Storyboard Reference Sheet will be described in order to give visual representation of the different eye views and camera shots Myers uses in his text to document Steve’s experience. This sheet includes visual representation of 3 different eye views and 3 different camera shots. This should provide students with a bit more clarity as to the ways Steve is viewing different scenes throughout the novel.

b. The opposite side of this handout contains the Storyboard. Now that the students have been exposed to what different eye views and camera shots look like and how it affects an image, they will be instructed to each create their own 4-scene story.

i. They will sketch 4 pictures in the specific eye views and camera shots they wish to represent in the story. Each scene will be sketched in that chosen eye view and camera shot, accompanied by a brief description of the sketch and a short dialogue occurring in the sketch, if relevant.

c. Students can share their Storyboards if desired. 4. Next, the teacher will tell the students that they will be viewing a documentary entitled

Death Row Kids-USA. It uncovers the story of two 17-year-old males spending their lives behind because they have been sentenced to death for murder. During this twenty-six minute video students should be:

a. Engaging with Twitter to tweet any reactions, noticing, likes, dislikes, confusion, and connections to self, text, and world. (Still include guided practice to those who will benefit from it.)

b. Immediately following the conclusion of the documentary the students will complete a free write discussing questions such as; what they would you do if they suddenly found themselves in a situation like these young men? What would they be thinking and feeling? How would they cope? Who could you trust?

c. Based on what the students tweet about a discussion can circulate around their main themes.

d. This documentary serves as a visual real life example showing striking similarities to the life Steve could be living if he is convicted of murder in Monster. The video brings to life some of the feelings Steve is having in jail awaiting his fate. It fits well with the novel because the two people we meet are 17-years-old and male, compared to 16-year-old Steve. It also portrays the harsh realities of what Steve is currently going through and what could be his future.

5. The homework to be due for next class: a. Complete and hand in Storyboard if you haven’t already done so. b. Through INDEPENDENT PRACTICE, complete at least one tweet based on the

reading of pages 115-158 from the novel Standards

NYS ELA Standard 2:

- Students understand the literary elements of setting, character, plot, theme, and point of view and compare those features of other works and to their own lives.

NYS ELA Standard 3:

- Students read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor.

- Students recognize that the criteria that one uses to analyze and evaluate anything depends on one's point of view and purpose for the analysis.

- Students evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully.

NYS ELA Standard 4:

- Students listen attentively and recognize when it is appropriate for them to speak.

- Students take turns speaking and respond to others' ideas in conversations on familiar topics.

- Students recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.

Lesson Plan #__3____

Objectives

SWBAT distinguish the features of a play by participating in a class reading of 12 Angry Men and reflecting on their experience with the genre in an end of class free write.

SWBAT make meaning of the novel, Monster, and the play, 12 Angry Men, by determining similarities and differences between the two texts through group discussion and Twitter reflection.

Rationale

By discussing digitally and verbally similarities and differences between texts and genres students will further their comprehension of genre construction and make meaning of the text.

Materials

Computer cart with laptops containing Internet access for all students Projector connected to teacher’s computer YouTube clip from 12 Angry Men

http://www.youtube.com/watch?v=gTDhgR3p12w&feature=related 12 Angry Men play for all students Monster by Walter Dean Myers novel for all students

Procedure

1. The students are now halfway through both the novel and the unit. At this time the teacher conduct a Status Check on the students by having them do a quick write answering the questions; How’s Twitter going so far? Is it useful? What do you like? What do you dislike? Are you finding you will have enough time outside of class to complete those five other tweets? Do you have any other questions, concerns, or comments?

2. Next, the teacher will tell the students that there is also a movie from 1957 that is based on the play 12 Angry Men, which goes by the same title. An infamous scene that represents the main theme of looking beyond prejudices to find truth will be shown. The teacher will preface the clip by saying that the film was released in 1957 and tell the story of one lone juror who olds out against the other eleven members of the jury; he is not convinced that the defendant, a young Hispanic man, is guilty of murder. Watch the three minute and twenty-two second clip from 12 Angry Men.

a. While they are viewing, the students should be tweeting responses to what they are seeing, reactions, noticing, likes, dislikes, confusion, and connections to self, text, and world. (Still include guided practice to those who will benefit from it.)

b. A discussion of the themes found based on the students’ tweets should be discussed.

c. The teacher could have the students compare what they saw in this clip to when Steve’s defense attorney, O’Brien, tells him, “half of those jurors, no matter what they said when we questioned them when we picked the jury, believed you were guilty the moment they laid eyes on you. You’re young, you’re Black, and you’re on trial. What else do they need to know?” (79) What does this statement

imply about the American justice system? Does it treat everyone fairly? Do you agree with O’Brien’s assessment?

3. Teacher will then inform the students that in conjunction with reading Monster, they will be spending the next two days in class acting out the scenes from the play 12 Angry Men and Monster will be completed outside of class for homework, but should bring both texts to class. Each student should be given a book, assign roles for character, and begin theatrical reading of the play.

4. As a “Ticket Out the Door,” students will write a reflection based on the novel and play thus far. They should speak to the similarities, differences and themes they have noticed in regard to such aspects as content, themes, style, and time period. They can also include any questions, comments, or concerns they have.

5. The homework to be due for next class: a. Through INDEPENDENT PRACTICE, complete at least one tweet based on the

reading of pages 158-200 from the novel Standards

NYS ELA Standard 1:

- Students gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps and diagrams.

- Students select information appropriate to the purpose of their investigation and relate ideas from one text to another.

- Students ask specific questions to clarify and extend meaning. - Students make appropriate and effective use of strategies to construct meaning from

print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words.

- Students support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

NYS ELA Standard 2:

- Students read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines, fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers.

- Students recognize some features that distinguish the genres and use those features to aid comprehension.

- Students understand the literary elements of setting, character, plot, theme, and point of view and compare those features of other works and to their own lives.

- Students read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning.

NYS ELA Standard 3:

- Students evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully.

NYS ELA Standard 4:

- Students listen attentively and recognize when it is appropriate for them to speak.

Lesson Plan #___4___

Objectives

SWBAT further their comprehension of the novel by reading and performing the play, 12 Angry Men, and viewing clips of the movie 12 Angry Men.

SWBAT critically analyze the main themes, conflicts, and issues surrounding the text

set of Monster, 12 Angry Men (play), and 12 Angry Men (film) by engaging in a Twitter discussion around the texts.

Rationale

Being exposed to a variety of genres provides students the opportunity to identify relationships between texts in order to make meaning and further comprehension through making connections.

Materials

Computer cart with laptops containing Internet access Projector connected to teacher’s computer YouTube clip from 12 Angry Men

http://www.youtube.com/watch?v=gTDhgR3p12w&feature=related 12 Angry Men play for all students Monster by Walter Dean Myers novel for all students

Procedure

1. The students are three-fourths through Monster. At this point they have gained much knowledge about Steve and the trial. They will write a journal entry answering the questions how do you feel about Monster as a novel? Is it easily readable or difficult? Why do you feel this way? What is one scene that has really stuck out in your mind from reading? Why did you choose this particular scene? If you were a juror for this case, based on the evidence you have observed, do you think at this point in the trial he is guilty or not guilty?

2. The students who did not have roles in the previous class will be assigned roles for today’s theatrical reading of the play. The play should be completed before the end of class.

3. Students will simultaneously tweet their reactions, noticing, likes, dislikes, confusion, and connections to self, text, and world. (Still include guided practice to those who will continue to benefit from it.)

a. An initial discussion will be based on the students’ tweets. b. Other topics of discussion could be

i. Which characters base their decisions on prejudice? ii. What are the most persuasive pieces of evidence in favor of the defense?

Or the prosecution? iii. Describe the communication style of each juror. Who comes closest to

your own style of communication? iv. How would you have voted if you were on the jury?

4. The homework to be due for next class: a. Through INDEPENDENT PRACTICE, complete at least one tweet based on the

reading of pages 201-244 from the novel. Be aware of the time, this unit is quickly coming to an end. Be sure to continue tweeting. You will need to have 10 tweets!

Standards

NYS ELA Standard 1:

- Students select information appropriate to the purpose of their investigation and relate ideas from one text to another.

- Students ask specific questions to clarify and extend meaning. - Students make appropriate and effective use of strategies to construct meaning from

print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words.

- Students support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

NYS ELA Standard 2:

- Students recognize some features that distinguish the genres and use those features to aid comprehension.

- Students read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning.

- Students read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines, fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers.

NYS ELA Standard 3:

- Students read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor.

- Students evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully.

NYS ELA Standard 4:

- Students take turns speaking and respond to others' ideas in conversations on familiar topics.

- Students recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.

Lesson Plan # __5__ Objectives

SWBAT recognize the importance and role that each genre plays by creating an

original individualized mulitgenre writing piece.

SWBAT develop their understanding of the writing process by participating in a

writers workshop in which they follow the writing process in its entirety.

Rationale Being able to write in a variety of genres provides students with the knowledge and skills to

compose pieces of writing for an array of purposes and from an assortment of points of view.

Materials

Final Project Assignment for all students Final Project Rubric for all students Final Project Example for all students

Procedure

1. The students have completed reading the novel Monster and the play 12 Angry Men, as

well as viewing a book review, documentary, and film clip and they did it all while

incorporating a web 2.0 tool, Twitter! They will now be prepared to take on the Final

Project assignment.

2. Teacher will provide students with the Final Project assignment.

a. Students will be allowed time for discussion of the assignment. They will be

able to ask questions, make comments, and brainstorm ideas at this point as

well.

3. Then, the teacher will then hand out and explain the rubric

a. The rubric provided is what student’s multigenre pieces will be graded on. The

criteria for each section of the rubric will be gone over and explained explicitly.

b. Students will have an opportunity to make clarifications by asking questions or

making comments about the content of the rubric.

4. Next, the teacher will provide the student with a completed example

a. Teacher will read through example asking students to also share in the reading.

b. Students will provide feedback: initial reactions, questions, comments, dislikes,

likes, etc.

5. The students now have the materials to engage in a writer’s workshop.

a. Students will sit in groups forming a workshop type of environment.

b. Teacher will be filter throughout the room assisting and be available for one-

on-one conferences with students as well.

Standards

NYS ELA Standard 1

- Students select a focus, organization, and point of view for oral and written

presentations.

- Students use details, examples, anecdotes, or personal experiences to explain or clarify

information.

- Students use the process of pre-writing, drafting, revising, and proofreading (the

"writing process") to produce well-constructed informational texts.

- Students observe basic writing conventions, such as correct spelling, punctuation, and

capitalization, as well as sentence and paragraph structures appropriate to written

forms.

NYS ELA Standard 2:

- Students present personal responses to literature that make reference to the plot,

characters, ideas, vocabulary, and text structure.

- Students understand the literary elements of setting, character, plot, theme, and point

of view and compare those features of other works and to their own lives.

- Students create their own stories, poems, and songs using the elements of the

literature they have read and appropriate vocabulary.

- Students observe the conventions of grammar and usage, spelling, and punctuation.

NYS ELA Standard 4:

- Students adjust their vocabulary and style to take into account the nature of the

relationship and the knowledge and interests of the person receiving the message.

- Students read and discuss published letters, diaries, and journals to learn the

conventions of social writing.

Monster! Monster!Monster! Final Project

Throughout the unit we have explored a variety of different genres. We also discussed how Myers constructs the novel in a multi genre format. For your final project you will construct your own multigenre piece being sure to use some of the same genres we have explored over the course of the unit. Requirements:

Write in an array of genres three of which reflecting a genre we explored in the unit (i.e. film script, journaling, etc.)

Final essay meets all of the components listed in the rubric. You will hand in your all drafts in your final submission. After you have completed your multigenre piece you will enter it into wordle.net

and create your own masterpiece! This will be turned in with your essay. Your final project is due two weeks from today’s class.

TWITTER TIP SHEET

Home Brings you to your main Twitter page. Includes tweets that you and other users have posted

Profile Enables you to view your own profile that contains tweets you’ve posted

Find People Search for people to “follow” Settings Change background themes/colors, activate mobile device Help Find answers to common questions Sign out Switch users log yourself out Following People you “follow” Followers People who are “following” you Listed Groups that you “follow” What’s Happening?

Where you post a tweet of a maximum of 140 characters

Update/Tweet Posts your tweet Image or Blue User Name

Brings you to that user’s profile page

Reply Let’s you comment on another user’s tweet

TWITTER TIP SHEET

Classroom Applications

Teacher could assign students roles to represent different characters or viewpoints to focus on. Then the

teacher could Tweet about a key issue and the students can Tweet in response to it from the viewpoint of

the character they were assigned.

Use the List option to create a Group that just the students will be included in. Tweet about a theme of a

story and provide a story opener. Then the students should follow the Group and Tweet additions to the

story. Then they can edit the Tweets and create a collaborative structured story.

Students could Tweet questions about homework or other assignments that can be answered by peers or

teacher even outside of class.

While viewing film or audio, students can Tweet immediate reactions and thoughts while viewing or

listening.

Below is a link to a video and how one professor uses Twitter in the classroom

http://www.readwriteweb.com/archives/how_one_teacher_uses_twitter_in_the_classroom.php