Unit+Matrix+HERE

Joseph Schimmel Erin Basgall Tina Van Hoose Erin Blanchard **__Matrix__** //Alt Ed//

Unit Plan: Society and Solitude. Big Idea: What is the value of society and solitude?

**Week 1** //__Reading:__// Ch. 1
 * Day 1**

//__Writing__//: Journal: What are your thoughts and feelings about Rebecca Parker’s poem “Solitude”? What do you make of the poem overall? What might be another way to look at this poem? What are your thoughts when I say ‘society’?

//__Speaking:__// Whole Class discussion of the questions answered for their journals and discussion of Ch. 1

//__Investigation:__// In small groups students will discuss the characters that were first introduced: Who they are, characteristics, their language, etc. Each group will come to the board and write out descriptive words for each character. This will be helpful for students to envision who the main characters are within the book.

//__Reading:__// Ch. 2 and 3
 * Day 2**

//__Writing:__// Journal: Why is Mr. Duffey offering weekly meetings? Do you think our school should offer these meetings? 3 paragraph response to their scene drawings for formative.

//__Speaking:__// Small Group going over actions Kale Krasner does within the text compared to possible situations in reality.

//__Viewing:__// Anti-bullying video.

//__Investigation:__// Finding forms of bullying within the text and compare to real life examples.

//__Reading:__// Ch. 4-6
 * Day 3**

//__Writing:__// Journal: writing in response to the prompt, “Have you ever been labeled or called a name? How did it make you feel about yourself?

//__Speaking:__// Class discussion of how labels make people feel about themselves

//__Reading:__// Chapter 7-8: (Two day lesson) Part One
 * Day 4**

//__Writing__//: Answer questions on a hand out in small groups

//__Speaking:__// Discuss the meaning of justice as a class and develop a definition

//__Misc.__//: “ No justice, no peace.” What does this mean?

//__Reading__//: Chapter 7-8: (Two day lesson) Part Two
 * Day 5**

//__Writing__//: Journal: “Why do we hold back from saying what we think? Have you ever wanted to say something but didn’t out of fear?”

//__Speaking:__// Share response in small groups and as a class

**Week 2** //__Reading:__// Ch. 9-10
 * Day 1**

//__Speaking:__// Open discussions about family loss. One-on-one discussion. Class-discussion at the end.

//__Reading:__// Ch. 11-13
 * Day 2**

//__Writing:__// Journal: What is your ambition after high school?

//__Speaking:__// Small Group discussion leading to whole class addressing the issue of Susan’s mother not being in the picture. We would also go over what Susan may be feeling that she might not be able to address with her father.

//__Viewing:__// Students would watch a short YouTube video on the positive and negative affects of labeling and stereotyping.

//__Investigation:__// Students would look at labels within these 3 chapters and have a worksheet to fill out about labeling and stereotyping and their negative affects.

//__Reading:__// Ch. 14-16
 * Day 3**

//__Writing:__// Group response to, “Why do people get teased?” – 5 reasons.

//__Speaking:__// Discussion in groups about why people are teased, followed by an overall class discussion.

//__Reading:__// Ch. 17-21
 * Day 4**

//__Speaking:__// Class discussion about sex – we will focus on Amber’s character. In groups, students will be able to project where the characters in Mr. Duffy’s group will be in ten years.

//__Investigation:__// Students will be asked to research some statistics of teenage sexuality.

//__Reading:__// Ch. 22-25. “School Girls: Young Women, Self Esteem, and the Confidence Gap”
 * Day 5**

//__Speaking:__// Students will discuss sexual violence and double standards. We will continue to discuss Amber and her incident with the football team

**Week 3** //__Reading:__// Ch. 26-31 (End of Book)
 * Day 1**

//__Writing:__// Journal: Students will reflect on the book and how it ends.

//__Speaking:__// Students will discuss and brainstorm for the “current event” assignment as well we their group work for the final summative assessment, “Anti-bullying campaign”.

//__Investigations:__// Students will work with online material, newpapers etc, that relate the the book.

//__Viewing:__// Students will view classmate’s current event presentations as well as the Anti-bullying campaigns.

//__Viewing__//: Showing Degrassi episode.
 * Day 2**

//__Writing__//: Guided question sheet.

//__Speaking__//: Questions and review discussion.

//__Reading__////__:__//Read rubric, instruction hand out, news paper articles
 * Day 3**

//__Writing__////__:__//Brainstorm ideas for presentation

//__Speaking__////__:__//Small groups will work on research and oral presentation

//__Investigation__////__:__//Online articles, newspapers, blogs for topic and information

//__Speaking__//: Present current event to class, class discussion and questions
 * Day 4**

//__Investigation__////__:__//Newspapers, online sources brought into class and related to book

//__Experiences__////__:__//Preparing for final summative assessment

//__Speaking__//: Presentations and class discussion.
 * Day 5**

//__Viewing__//: Watching presentations.

//__Reading__//: Introduction to summative assessment and rubric.

**Week 4** //__Speaking__//: Small group discussions
 * Day 1**

//__Viewing__//: Use laptops/Youtube videos for project

//__Investigation__//: Researching topic

//__Writing__//: Project focused and based

//__Speaking__//: Small group discussions
 * Day 2**

//__Viewing__//: Using laptops and watching videos for project

//__Investigation__//: Researching within the text and main focus of topic

//__Writing__//: Project based and focused

//__Viewing__//: Watching presentations
 * Day 3, 4, & 5**

//__Speaking__//: Presenting projects and answers questions

//__Writing__//: Peer review