Barberi - Unit Plan - Day 7 Grade/Subject: 8th Grade English Teacher: Andria Barberi Number of Minutes: 50 minutes Lesson

Title/Topic: Membership Dates: 1/15/13 STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson: L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. OBJECTIVES Through these learning activities, the student will demonstrate the ability to: Students will consider whether identifiers of membership to a club or group are inclusive or exclusive. Students will establish the the rules of membership through the creation of membership cards. Time: ANTICIPATORY SET/INTRODUCTION Xtranormal: An Xtranormal video clip will be displayed on the projector screen when the students come into the classroom. As soon as everyone is seated, the teacher will tell the students we are going to watch a scene of dialogue from the end of Chapter 8 to refresh our memories: /watch/13900469/robotz-movie-thewave-membership-cards. The clip is ominous because one member of The Wave is reminding Laurie that she should have her membership card with her and that people in The Wave are supposed to report anyone who is breaking the rules, meaning that if she doesn't have her card or expresses disinterest in The Wave she could be reported by her friends. This does not sit well with Laurie. When the video clip is over the teacher will ask the students what they think of having membership cards. Do they think they are cool? Do they think they give people a sense of community? Or do they think membership cards are more exclusive than inclusive?

8 min

INPUT Task Analysis 1.) Xtranormal: An Xtranormal video clip will be displayed on the projector screen when the students come into the classroom. As soon as everyone is seated, the teacher will tell the students we are going to watch a scene of dialogue from the end of Chapter 8 to refresh our memories: /watch/13900469/robotz-movie-thewave-membership-cards. The clip is ominous because one member of The Wave is reminding Laurie that she should have her membership card with her and that people in The Wave are supposed to report anyone who is breaking the rules, meaning that if she doesn't have her card or expresses disinterest in The Wave she could be reported by her friends. This does not sit well with Laurie. When the video clip is over the teacher will ask the students what they think of having membership cards. Do they think they are cool? Do they think they give people a sense of community? Or do they think membership cards are more exclusive than inclusive?

Barberi - Unit Plan - Day 7 2.) Membership Cards: After hearing a few opinions about membership cards the teacher will put a few images of generic membership cards up on the screen. The teacher will then explain: These are simple membership cards. On the front of them the name of the organization is listed along with some basic information. Sometimes the name of the person who is a member is on the front, and other times it is not. There are often images that symbolize the group the membership card is for, and there are logos, slogans, or mottos on the front as well. On the back there can be a magnetic strip, or a bar code, and often there is a place for a signature. There are often rules on the back of membership cards too. Your task today is to create a membership card for The Wave. You can imagine that you are Robert Billings, Mr. Ross, or any other character and make the card from their perspective. You must demonstrate that the card is for The Wave through writing or drawing, and you must have something on both the front and back of the card. Try to think about what the rules might be, think about the motto, think about symbols you could use. The teacher will then begin to pass out blank white paper. You will use this blank white paper to create your membership card. You can use markers, colored pencils, crayons, scissors, tape, and glue to create your card. Once the card is complete you will attach it to a lined piece of paper. On that lined piece of paper you will explain what you created and why you chose the symbols and phrases that you chose. You will have 15 minutes to complete your card!! *Once 10 minutes have passed, the teacher will tell students they have 5 minutes left. At this point they should be wrapping up their design and should start explaining why they created the card they created. If an additional 5 minutes is needed, it will be granted. The final product will be handed in with each student's name and hour on top of the paper. *Student helpers will collect papers and hand them in. *Vocabulary words for Chapters 9 & 10 will be on the board. Students will be instructed, via note on the board, to write these words down and find definitions on their own time. (This can be free time in class after silent reading, or it can be done as homework.) Chapter 9: resolutely, sabbatical, ecstatic, paranoid, indoctrinate, glibly, cult Chapter 10: anteroom, atheist *All vocabulary words and definitions will be turned in at the end of the unit 3.) Silent Read Chapter 9: Student leaders will get books for their set of desks. The students will read Chapter 9 silently. Before they begin reading the teacher will ask students what they think Mr. Ross thinks about The Wave so far. Does Mr. Ross like The Wave? Do you think he wants to continue it? (Yes, but he worries about it.) What does Laurie think about The Wave at this point? Do you think she's going to go along with the crowd, or do you think she's going to say something about it now? (Laurie is uncomfortable with it, but she isn't ready to say or do anything about it yet.) The teacher will tell the students that these are questions they should see if they can answer by the end of the chapter.

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10 min

Barberi - Unit Plan - Day 7 4.) Popcorn Read Chapter 10: When all students have finished Chapter 9 the teacher will ask for volunteers to confirm answers to the questions asked before they read Chapter 9. (Questions and answers above.) Then the teacher will ask: In Chapter 10 Mr. Ross gets called into the principal's office. What do you think the principal is going to say about The Wave? (Students may answer that either the principal likes it because students are well behaved and are doing their work, or that the principal thinks it too militaristic or cultish.) The teacher will ask the students begin popcorn reading, but while they are reading to pay attention to what happens in the principal's office. Once the chapter has been read, the teacher will ask students to recap what the principal has said. (He is cautious because the students are young and impressionable, but he tells Mr. Ross that he can continue as long as things don't get out of hand. He doesn't want a bunch of parents to call and complain.) 5.) Exit Ticket: The teacher will ask students the following question: Do you think the principal made the right decision? Why or why not? Students should answer this on a separate piece of paper and it will be handed in for credit. This answer should have a statement of agreement or disagreement and 2 or 3 sentences to back up their main statement. 6.) Wrap Up: In the last few chapters we have read a lot of different opinions and The Wave. We have also seen some positive and negative effects. When you come in tomorrow I will hand back your Exit Tickets with notes about your argument. You should use those notes tomorrow as we begin working on our argument project for this unit. Tomorrow we will review how to write convincing arguments and you will receive your assignment. *Teacher will collect Exit Tickets and students will put their books away. LEARNING STYLES Linguistic: Students will express themselves verbally after watching the xtranormal video regarding membership. Visual/Auditory: Students will watch an xtranormal clip from the movie that quotes dialogue about membership from Chapter 8. Kinesthetic: Students will write, cute, and design to create their own membership cards. Intrapersonal: Students will think critically about what it means to be a member of a group and whether membership equals inclusivity or exclusivity. METHODS Inquiry Video Clip Individual introspection, reading, writing, and creating Large group discussion INSTRUCTIONAL ACTIVITIES Presenting Information: The teacher will play an xtranormal video for students to help them review and reimagine Laurie and Robert's discussion about membership to The Wave. The teacher will verbally instruct students on the creation of membership cards. The teacher will lead a short class discussion on membership. Checking for Understanding:

5 min

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Barberi - Unit Plan - Day 7 The teacher will assess student comprehension of the theme of membership/inclusivity/exclusivity throug the xtranormal video and class discussion. The teacher will circulate around the room while students are reading, and will formatively assess the creation of membership cards. The teacher will summatively assess the exit tickets to investigate student understanding of argument creation. Guided Practice: The teacher will model the elements of argument required in the exit ticket by writing the requirements of the assignment on the board. Independent Practice: Students will work individually on their membership cards, during silent reading, and on their exit tickets. CONCLUSION/CLOSURE Wrap Up: In the last few chapters we have read a lot of different opinions and The Wave. We have also seen some positive and negative effects. When you come in tomorrow I will hand back your Exit Tickets with notes about your argument. You should use those notes tomorrow as we begin working on our argument project for this unit. Tomorrow we will review how to write convincing arguments and you will receive your assignment.*Teacher will collect Exit Tickets and students will put their books away. REFLECTION Is the membership card activity meaningful enough? Should I have done a pre-argument writing miniassignment (in additional materials section) instead? Will this activity give those students who are kinesthetic learners a greater understanding of some of the major themes of the novel? ASSESSMENT Both the membership card assignment and exit ticket are summative assignments. The membership card activity will help me gather whether students understand the irony of membership creating inclusiveness when it simulataneously creates exclusiveness. The exit ticket will be graded on a small scale and will help me assertain what students already understand about argument writing. RESOURCES NEEDED xtranormal video clip: /watch/13900469/robotz-movie-the-wavemembership-cards Blank white paper Markers/Crayons/Colored Pencils/Scissors/Tape/Glue Copies of The Wave Student notebook paper Pencils CLASSROOM SET-UP: Traditional group seating: groups have 4-6 desks per group. The white board will have instructions for the beginning of class and the agenda will be on the in the upper left hand corner.