09.+The+Birth-Mark+Focus+Lesson+3+&+Handouts

Following this lesson:
"The Birth-Mark" focus lessons will be directly followed by the lessons focusing on the next set of texts in the unit: Silenced Americans focus lessons. The summative assessment for the man v. society unit may be found on page 17 of this wiki ("Final Project Description & Rubric"). The assessments in "The Birth-Mark" and other unit focus lessons are preparing students to complete the final assessment for the unit as a whole. The final assessment for "The Birth-Mark" requires students to create a reenactment which links the man v. society conflict presented in "The Birth-Mark" to similar examples in modern society. Some elements in the rubric of the final assessment for "The Birth-Mark" are identical to those that students will encounter in their final assessment for the unit.

= = =Lesson Three:=
 * A.** **__Purpose of the Unit/Concept__**
 * Grade:** 10
 * Strands:** Communication; Reading Process; Literary Analysis; Writing Process
 * Standards:**
 * Listening and Speaking - The student effectively applies listening and speaking strategies.
 * Vocabulary Development – The student uses multiple strategies to develop grade appropriate vocabulary.
 * Nonfiction – The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.
 * Publishing - The student will write a final product for the intended audience.


 * Purpose:** This lesson is a summative assessment of the students' understanding of the man v. society conflict as presented through "The Birth-Mark," and challenging vocabulary in the text.


 * Length:** 3 days

At the end of this lesson students will be able to: 1. Discuss their understanding of once confusing vocabulary and reflect on their experience familiarizing that vocabulary. 2. Use context clues to determine the meaning of unfamiliar words. 3. Justify their sources. 4. Correctly cite sources in a standardized format. 5. Communicate ideas and understanding to their teacher and peers. 6. Make eye contact and use appropriate language for a formal, public presentation. 7. Illustrate a synthesis of ideas through a self-scripted reenactment.
 * B.** **__Objectives for this lesson__**

C. **__Process/Procedures for Students__** During this lesson, students will:

Day One: Friday, March 19th 1. Overt Instruction: Be praised for working hard and doing well with the activities and discussions completed thus far in our exploration of “The Birth-Mark.” 2. Overt Instruction: Volunteers will be asked to share their favorite word from their vocabulary project and each element describing the word from section b. 3. Teacher collects vocabulary project. 4. Overt Instruction: Be asked what they thought of the vocabulary project. 5. Receive handout: description and rubric for “The Birth-Mark” final project. 6. Overt Instruction: Receive instruction on “The Birth-Mark” final project. Be told that each group will meet with the teacher on Monday to discuss their reenactment. 7. Get into groups of four. 8. Situated Practice, Generative Thinking, & Collaboration: Begin work on “The Birth-Mark” final project. (Ask questions if necessary.)

Day Two: Monday, March 22nd 1. Get vocabulary projects back. 2. Overt Instruction: receive instruction on the process for groups meeting with the teacher to discuss their reenactments. (Ask questions if necessary.) 3. Situated Practice, Generative Thinking, & Collaboration: Work on “The Birth-Mark” final project. 4. Situated Practice & Collaboration: Each group meets with the teacher at the designated time. 5. Overt Instruction: Be reminded that they will be presenting their reenactments in front of the class tomorrow. They will be given the first 15 minutes of class to finalize and rehearse.

Day Three: Tuesday, March 23rd 1. Overt Instruction: Be told they have 15 minutes to finalize and rehearse their reenactments. 2. Collaboration: Finalize and rehearse reenactments. 3. Each group will present their reenactment, staying in the 3-5 minute time limit. (They will hand in their script after they finish their presentation.) 4. Overt Instruction: Be told how wonderful their reenactments were and asked to give one another a round a applause. Be asked if they think the opening discussion helped them read the story and develop their final project. Be asked to make notes of things they enjoyed about their experience with "The Birth-Mark" and things they would change to express later. 5. Overt Instruction: Be told the teacher hopes they enjoyed “The Birth-Mark” and to get ready to discuss the conflict of man v. society as we begin an examination of Silenced American texts tomorrow.

a. __Preparation:__ I will gather all materials, create all handouts and rubrics, make copies of all handouts, and prepare all discussion and overt instruction materials.
 * D.** **__Process/Procedures for Teachers__**

b. __Introduction:__ I will introduce the lesson by praising students for their hard work and wonderful performance during our exploration of the man v. society conflict in "The Birth-Mark". I will ask students to share their favorite word from their vocabulary project and to briefly reflect on the experience. I will then tell them they are not through with the vocabulary yet as they will be finished their study of "The Birth-Mark" by writing a reenactment. I will then proceed to explain the project and rubric of the final assessment for "The Birth-Mark."

c. __During:__ I will monitor student work by speed teaching (moving from group-to-group to scaffold student thinking, answer questions, and help generate ideas) and meeting with each group to discuss their reenactment. I will watch the reenactment presentations.

d. __Closing/summation:__ I will applaud the students for their work and that I hope they enjoyed “The Birth-Mark.” I will tell them to get ready to discuss the conflict of man v. society as we begin an examination of Silenced American texts tomorrow.

1. One handout of “The Birth-Mark” final project and rubric for each student. 2. White board. 3. White board markers. Students will develop a reenactment based on their understanding of the man v. society conflict within “The Birth-Mark.” They will employ words from their vocabulary project in their reenactment to illustrate their understanding of the terms and to enforce the terms’ transition to the students’ long-term memories. The students’ ability to successfully complete this project will illustrate their understanding of all we have practiced and discussed through our examination of the man v. society conflict in “The Birth-Mark.”
 * Overt Instruction:** The teacher will explain all activities before asking students to complete them. The goal to to engage students in activity as much as possible, without compromising student learning. The teacher will act as a facilitator of information and discussions and circulate the room while students are working to assess the students' understanding of the information and ability to successfully synthesize it to complete the assignment. The teacher will also remind students of work that must be completed by the appropriate due dates to keep them on track and address their concerns.
 * E.** **__Materials Needed__**
 * F.** **__Assessment__**

G. **__Accommodations__**
 * All instructions will be given orally and provided visually, written on either the white board or on a handout.
 * I will monitor student work by speed teaching (moving from group-to-group to scaffold student thinking, answer questions, and help generate ideas) and meeting with each group to discuss their reenactment.
 * ESOL students will be placed in groups with strong native speaking students.
 * I will circulate the room to clarify any misunderstandings students may have and help students complete the assigned activities.
 * Group and pair discussions will be timed to ensure each topic is discussed.
 * Students who miss in-class discussions will be assigned an alternate assignment.

H. **__Rationale__** This project provides a fun way for students to demonstrate their mastery of the concepts explored during our examination of "The Birth-Mark." The project allows them to collaborate with their peers, practice using vocabulary learned through their vocabulary projects, and demonstrate their knowledge of the man v. society conflict as presented through the story. I want students to link the concepts from Hawthorne's story to modern occurrences of the conflict to connect back to the opening discussion and help them recognize the relevance of Hawthorne's work in their lives.

I. **__Sunshine State Standards Benchmarks__**


 * Benchmark Number**: LA.910.3.5.3


 * Benchmark Description:** The student will sharing with others, or submitting for publication.


 * Benchmark Number:** LA.910.5.2.2


 * Benchmark Description:** The student will research and organize information for oral communication appropriate for the occasion, audience, and purpose (e.g., class discussions, entertaining, informative, persuasive, or technical presentations


 * Benchmark Number:** LA.910.5.2.3


 * Benchmark Description:** The student will use appropriate eye contact, body movements, voice register and oral language choices for audience engagement in formal and informal speaking situations;
 * Benchmark Number:** LA.910.1.6.3
 * Benchmark Description:** The student will use context clues to determine meanings of unfamiliar words;
 * Benchmark Number:** LA.910.1.6.5
 * Benchmark Description:** The student will relate new vocabulary to familiar words;
 * Benchmark Number:** LA.910.1.6.6
 * Benchmark Description:** The student will distinguish denotative and connotative meanings of words;

**__“The Birth-Mark” Final Project:__** __Group portion:__ 120 points 1. Get into groups of three or four.
 * Due: Tuesday, March 23rd**
 * 165 points**

2. Discuss and take notes on the following:
 * What is the conflict in the story and how does it relate to our discussion?
 * What was Hawthorne trying to communicate through this story?
 * What are modern parallels?

3. Write a reenactment that addresses the three questions above. You will present your reenactment in front of the class and turn your script in at the end of your presentation. (Attach notes on the three questions above to your script.) Your reenactment will be graded on the following:
 * The reenactment is written in a different context from the story. (5 points)
 * Characters have similar motivations to the characters in “The Birth-Mark.” (10 points)
 * Reenactment takes place in a modern setting. (5 points)
 * Reenactment has the same conflict: man v. society. (10 points)
 * Reenactment illustrates man’s struggle with society’s demand for perfection. (10 points)
 * Reenactment communicates how the setting of your reenactment fosters conflict. (15 points)
 * Reenactment includes five words from each member's vocabulary project. (Words are used correctly in the context of the reenactment. Words are highlighted in the script). (20 points)
 * Reenactment is 3-5 minutes long (5 points)
 * Presentation is presented with clarity of speech, minimum verbal fillers (“like” or “um”), and eye contact. (5 points)
 * Each group member participates equally in the presentation. (10 points)
 * Characters are clear. (Your teacher and your peers can easily understand who your characters are and how they relate to the story.) (10 points)
 * Reenactment is supported with evidence from the text. (Tell me how the text supports what you have done.) (15 points)
 * Reenactment script is typed, easily understandable, and includes no more than 3 grammatical or spelling errors. Each group member’s name is on the paper. (One point will be deducted for each grammatical or spelling error after the first three errors. Five points will be deducted if there are no names on the paper.) (20 points)
 * Notes on the three questions in item 2 are attached to your script. (5 points)
 * Must be PG (no profanity) (You will lost 5 points for each instance of profanity.)

__Topic examples:__
 * A husband pressures his wife or daughter to get plastic surgery and the doctor who does the surgery.
 * A group of friends influencing another friend to have an eating disorder.

__Individual Portion:__ 45 points
 * Paper is typed, easily understandable, and includes no more than 3 grammatical or spelling errors. Student’s name is on the paper. (One point will be deducted for each grammatical or spelling error after the first three errors. two points will be deducted if there is no name on the paper.) 15 points
 * The student explains the reasoning behind their group’s reenactment. 10 points
 * The student explains how the text supports the group’s decisions. 10 points
 * The Student explains what they gained from the experience. (Did you agree with the decisions your group made? (This is not a venting session—do NOT write anyone else’s name in your paper, just write about how YOU felt.) How did the project help you connect with the text? What did you learn?) 10 points

A: 149-165 points B: 133-148 points C: 117-132 points D: 101-116 points F: 100 points and below 
 * __Grading Scale:__**