Three+Cups+Unit+Lessons+(1-20)



**__LESSON #1: Where in the World?__** Purpose:
 * Demonstrate an understanding of cultural and geographical awareness raised in the text.
 * Determine the meaning of unfamiliar words, vocabulary, and locations through context clues, and appropriate resources.

Preparation:
 * Printed maps of Pakistan and its neighboring countries
 * Printed maps of Southeast Asia
 * Unfamiliar vocabulary sheet (includes words like, Hunza Valley, President Musharraf, Alouette, Barldu Valley, Korphe, Karakoram, etc.)
 * Character Maps
 * Read “Introduction”-pages 1-5

Procedure:
 * __Reading/Listening:__ As a class we will read the introduction out loud. Students will highlight names of people, geographical locations, and unfamiliar words as they read along. Students will then break off in small groups to complete the next activity.
 * __Viewing:__ Students will be given a sheet with two maps, one of Pakistan and its neighboring countries, and one of Southeast Asia. Students will work in small groups to figure out where all the corresponding geographical locations are, using Google Maps. This will give students a better understanding of the setting of the book.

Assessment:
 * __Writing/Language Study:__ For homework, students will be given a character map worksheet to fill out. Students will be prompted to describe who the characters are, their background, and their relation to the main character, Greg Mortenson.
 * __Reading/Language Study:__ homework- read chapters 1 and 2 (pages 7-26). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__LESSON #2: THE BALTI__** Purpose:
 * Interpret the meaning of written, spoken, and visual texts by drawing on different cultural perspectives
 * Understand how the historical time period reflects the Balti culture

Preparation:
 * Load the following youtube clip that introduces the Balti Culture: []
 * Extract specific passages from chapters 1-2 for class discussion
 * Timeline of events worksheet

Procedure:
 * __Viewing/Writing/Speaking:__ Students will watch the youtube clip that introduces the Balti culture. After watching the clip, students will reflect on the Balti culture by writing for 10 minutes. Students will be encouraged to write about how the Balti culture live and work, as well as what they respect and value. Afterward, students will break up into small groups and share their writing.
 * __Reading/Speaking:__ Students will connect what they learn about the Balti culture to the text by examining the importance and symbolism behind drinking tea. As a class, we will analyze specific passages in chapters 1 and 2 that show how the Balti culture value tea and outsiders (Greg Mortenson).

Assessment:
 * __Writing/Viewing:__ Students will be given a timeline worksheet that will help them map out where/when the story begins, adding as much detail needed for a better understanding.
 * __Reading:__ Homework- read chapters 3 and 4 (pages 27-46). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__LESSON #3: PROMISES__**

Purpose:
 * Analyze and evaluate the portrayal of various groups, societies, and cultures in literature
 * Analyze tensions among characters, communities, themes, and issues in literature that reflect human experience

Preparation:
 * Question and Answer worksheet about characters
 * Having read Chapters 3 and 4
 * Character sketch worksheet: Greg vs. Dr. Greg

Procedure:
 * __Writing:__ Teacher will begin class by having students answer a question written on the board: What makes Greg promise to return and build a school in Northern Pakistan? Students will have 5 minutes to write their answer.
 * __Writing/Speaking:__ In small groups, students will share their answers with their classmates. Then, students will be given a Q&A worksheet about the characters to fill out, individually. Students will answer questions like, what does Haji’s actions say about his culture? How does Greg’s name change to “Dr. Greg” change his status in Korphe society? Students will share their answers with their groups.
 * __Writing/Viewing:__ Students will be given a worksheet that shows a picture of Greg Mortenson with a line drawn down the middle of his face. On the left, students are to add characteristics of who Greg Mortenson was before meeting Haji. On the right, students are to add characteristics of who Dr. Greg is, in relation to the Korphe. Students will share their character sketch the following day.

Assessment:
 * __Writing:__ Students will finish their character sketches and be ready to present them the next day.
 * __Reading:__ Homework- read chapters 5 and 6 (pages 47-69). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__LESSON #4: CHARACTER TRANSFORMATIONS__** Purpose:
 * Analyze the transformation of how culture can change a character’s values and beliefs.
 * Analyze the problems, difficulties, and sacrifices a character must make in order to appreciate a different culture.
 * Understand the relationship between literature (reading, writing, speaking) and culture.

Preparation: []
 * Having read chapters 5 and 6
 * Load a brief video clip on how Muslims pray:
 * Cultural Problems Worksheet

Procedure:
 * __Viewing:__ Show students youtube clip on how Muslims pray, so they have a better understanding of what Greg Mortenson witnessed and learned.
 * __Speaking:__ Students will break off in small groups to reflect on what they learned by watching the youtube clip. Also examine specific passages in Chapter 6 that illustrates how Greg Mortenson describes the prayer.
 * __Writing:__ Students will be given a worksheet titled, “Cultural Problems”. Students are to individually fill out the worksheet. The worksheet will prompt students to cite specific examples in the text that shows how Greg Mortenson dealt with cultural problems in Pakistan as an American. Also, reflect on what Greg had to do in order to adapt to Pakistani culture.

Assessment:
 * Journal Prompt: Would Greg be as successful as integrating himself into the Pakistani culture if he didn’t dress the part? Act the part? Pray the part? Do we expect immigrants who move to America to “Americanize” themselves? How so?
 * Reading: Homework- chapters 7 and 8 (pages 70-97). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__LESSON #5: CULTURE CLASH__** Purpose: Preparation:
 * Analyze the tensions between characters, communities, and culture.
 * Develop helpful strategies to suggest to the author
 * Examine differing opinions between characters and how they are resolved
 * Having read chapters 7 and 8
 * Load youtube clip: http://www.youtube.com/watch?v=LXbAWlX8QXk
 * Problem-Solution Worksheet

Procedure:
 * __Viewing:__ Show students youtube clip on Skardu culture. This will give students a better, visual understanding of where Greg finds himself in chapter 8. Afterward, students will discuss how accurate Greg described the region in chapter 8.
 * __Writing:__ Students will be given a Problem-Solution worksheet to work on in small groups. A specific problem Greg faced will be written on the left hand side. Students will be instructed to find the page number that problem occurred on, and then write how it was resolved on the right hand side. Students will also have to describe whether it was a personal or cultural problem Greg faced.

Assessment:
 * Homework Journal Prompt: If you were in Greg’s position, how would you have handled the situation with the Skardu people?
 * Reading: homework-chapters 9 and 10 (pages 98-124). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__LESSON #6: Bridging The Cultures Through Music__**

Purpose:
 * Examine the different forms of literacy works (songs, poems, short stories).
 * Examine other diverse cultures and how their literary practices are formed, styled, and represent a larger meaning.
 * Interpret literary language (imagery, symbolism, metaphor) while reading diverse literary and expository works.
 * Compare and Contrast two or more literary or expository texts in unique forms.

Preparation:
 * Bob Marley, selected lyrics
 * John Lennon, lyrics to “Imagine”
 * Interpretation worksheet
 * Youtube clips to corresponding songs

Procedure:
 * __Listening:__ Students will break off into small groups and choose from an array of Bob Marley songs, or John Lennon’s, “Imagine”.
 * __Reading:__ Students will then read the lyrics to the song they just listened to.
 * __Writing:__ Students will individually write for 5-10 minutes about what they think the song means. Students will also reflect on what they think the song says about a culture, or the world in general.
 * __Listening/Writing:__ In their small groups, students will share their thoughts. Afterward, students will be given an interpretation worksheet to fill out. This worksheet will prompt students to find the imagery, symbolism, and metaphors throughout their selected songs. Students will have to highlight specific areas in the lyrics that reflect the literary language devices.

Assessment:
 * Research Project: Students will have to research other songs that represent a cultural or global problem. Then, students will have to write a 1-2 page paper that describes how the literary devices in the song are used to represent a specific problem in that culture. Finally, students will present their project to the class.
 * Reading: Homework- read chapters 11 and 12 (pages 125-153). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__Lesson #7: Role of Women__**

Purpose:
 * To learn that every text they read brings a variety of experiences
 * Examine and discuss their own experiences, beliefs/values and assumptions as they analyze the reading.
 * Write and speak for a variety of purposes and audiences
 * Assess the values, knowledge, and experiences they bring to the reading

Preparation:
 * Having read chapters 11 and 12
 * Anticipation Guides and KWL’s
 * Post-Reading Reflection Guide
 * Role of Women websites:
 * http://www.un.org/events/women/2002/sit.htm
 * http://www.rawa.org/women.php

Procedure:
 * __Pre-Writing:__ Where do we get our values and beliefs? Make a list of them.
 * __Pre-Reading:__ Students will fill out a KWL worksheet, beginning with “what they already know” and “what they want to know” about the role of women in Pakistan/Islam. Also, students will fill out an anticipation guide that asks specific questions about the role of women in education.
 * __During Reading:__ Students will research the role of women online. Afterward, they will write down what they learned about the role of women.
 * __Post-Reading:__ Students will fill out another anticipation guide, which asks their opinion on the role of women in education.

Assessment:
 * Post-Writing: Journal Homework Prompt- using your responses on the pre and post reading guides, identify one or more areas in which your thinking has changed as a result to reading “Three Cups of Tea”.
 * Reading: chapters 13 and 14 (pages 154-183). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__Lesson #8: R-E-S-P-E-C-T__** Purpose:
 * Examine different cultural forms of respect
 * Make connections to the text
 * Identify forms of respect in the text and describe what it means to the Pakistani culture
 * Students will make connections to the reading and what they already know
 * Students will read and recognize literature as a record of real human experience

Preparation:
 * Having read chapters 13 and 14
 * Some pre-knowledge of Pakistani culture (from reading)
 * Cultural Respect Worksheet

Procedure:
 * __Writing:__ Students will begin by making a list of things that they find respectful in their own culture, on the Cultural Respect Worksheet Handout. Take about 5-10 minutes to think of everything they find respectful.
 * __Speaking/Writing:__ Students will gather in small groups to discuss their writing. After 10 minutes, students will be instructed to fill out the other half of the worksheet that asks students to write down things Greg Mortenson has found respectful about the Pakistani culture. Students will need to cite specific examples from the text that show examples of respect in Pakistani culture.
 * __Writing/Viewing:__ Students will individually create a Venn Diagram that shows their cultural forms of respect, in comparison to the Pakistani forms of respect found in “Three Cups of Tea”.

Assessment:
 * Homework Journal Prompt: Briefly research a culture you wish you knew more about. What is something new you learned about what that culture values and respects?
 * Homework: read chapter 15 (pages 184-197). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__Lesson #9: In Their Shoes__**

Purpose:
 * Students write and speak for a variety of purposes and audiences.
 * Students apply thinking skills to their reading, writing, speaking, listening, & viewing.
 * Students read and recognize literature as a record of human experience
 * Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.

Preparation:
 * Read Chapter 15.
 * Some pre-knowledge of Pakistani Culture (from reading)
 * (5) Posters hung around the room
 * Sticks, Broken Pencils, Markers
 * Old Composition Notebooks

Procedure:
 * __Viewing/Listening/Experiencing:__ Students will meet outside, on the baseball field and be instructed to take a seat on the dirt ground. Girls will be separated from the boys, modeling a typical Pakistani classroom. Each boy will be given an old composition notebook and broken pencil. Each girl will be given a stick. Begin my lecturing students on basic geography facts about Pakistan. Lecture shouldn’t last more than 5 minutes. Tell students to listen carefully, since there will be a quiz afterward. Check for understanding throughout your lecture by asking quick questions. When a girl tries to answer, remind her that she wouldn’t even be in the classroom if we were in a typical Northern Pakistani school. After your lecture, hand students the quiz. Students will understand that only the boys are able to complete the quiz, while the girls lag behind without the essential supplies.


 * __Writing:__ Students will return to their normal classroom and be instructed to write for 10 minutes. The prompt being, what differences do you see from a typical American school and a Northern Pakistani School?


 * __Writing/Viewing:__ Students will get into groups of 5-6 and complete a classroom Carousel. There will be 5 posters hung around the room. The posters will be titled: Political, Economic, Cultural/Religious, Social, and Physical. Students will be given 3 minutes at each station to list as many factors under each category that might affect how students are educated in Pakistan.

Assessment: **__Lesson #10: The Girl Effect__** Purpose:
 * Homework Journal Prompt: What is your response after learning about the cultural differences you observed from the Carousel lesson?
 * Reading: read chapter 16 (pages 198-210). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.
 * Analyze and evaluate the portrayal of various groups, societies, and cultures in literature
 * Analyze tensions among characters, communities, themes, and issues in literature that reflect human experience
 * Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.

Preparation:
 * Read Chapter 16
 * Cause/Effect Worksheet
 * Printed Article: “** CAI scholarship students Jahan and Tahira break trail in Baltistan **** ” **
 * ** Loaded Video: “The Girl Effect” **

Procedure:
 * __Writing:__ Shakeela becomes the catalyst for empowering other villagers to change their attitude toward educating girls in Northern Pakistan. Students will work in small groups to examine Shakeela’s efforts by filling out a cause and effect worksheet.
 * __Reading:__ Students will then read the article, “** CAI scholarship students Jahan and Tahira break trail in Baltistan”. **** Afterwards, students will discuss their view on the new image of the Pakistani Educational System in their groups. **
 * __Viewing/Writing:__ Students will watch a short video, “The Girl Effect”, which is embedded in the article. Afterward, students will begin their journal writing assignment: what do you think about the efforts of “The Girl Effect”?

Assessment: **__Lesson #11: The Critics__** Purpose:
 * __Writing:__ Write a letter to Shakeela on ways she can benefit from “The Girl Effect”, just like Jahan and Tahira have.
 * __Reading:__ read chapter 17 (pages 211-224). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.
 * Make conscious choices about language, form, style, and/or visual representation for each work.
 * Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
 * Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.
 * Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.

Preparation:
 * Load CBS video: http://www.cbsnews.com/video/watch/?id=7363068n
 * Printed article: “Author Greg Mortenson under fire after critical ‘60 Minutes’ report; defends himself to VIP supporters”
 * Read Chapter 17
 * Pre-knowledge of author credibility

Procedure:
 * __Viewing:__Students will watch a 15-minute video from CBS’ 60 Minutes. The video attacks Mortenson’s credibility and other work efforts.
 * __Reading:__ Students will read the article, “Author Greg Mortenson under fire after critical ‘60 Minutes’ report; defends himself to VIP supporters”.
 * __Writing:__ Students will reflect by writing whether or not they believe Greg Mortenson or Jon Krakauer. Who do they believe and why?
 * __Speaking:__ Teacher will lead the class in a discussion based off the 60 Minutes documentary and article. Teacher will bring up other famous authors from the past, such as, Shakespeare, T.S. Elliot, H.G. Wells, etc. who many believe plagiarized or bent the truth. Class will discuss author credibility and how, as readers, we choose what to believe.

Assessment:
 * __Homework Journal Prompt:__ How do you choose what to believe when you read something from an unfamiliar author?
 * __Reading:__ read chapter 18 (pages 225-240). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__Lesson #12: Global Problems__**

Purpose:
 * Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia
 * Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.
 * Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.

Preparation:
 * Pre-knowledge from lesson #10
 * Youtube clip- “UNICEF: Girls around the world talk about their lives and their rights”:
 * http://www.youtube.com/watch?v=lfMmvr2yw2I&feature=results_video&playnext=1&list=PL2B512CCC28B659BD

Procedure:
 * __Viewing:__ Students will watch a short video from UNICEF that shares personal stories from girls around the world. The video shares stories about life, education, future careers, etc.
 * __Writing:__ Students will write for 10 minutes about what they learned from the video. They will also be prompted to compare and contrast the life of a typical girl in America to a girl from the video.
 * __Speaking:__ In small groups, students will share what they wrote. They will also talk about Mortenson’s trip to the Bangladesh Rural Reconstruction Association, which is detailed in chapter 18.

Assessment:
 * __Homework Journal Prompt:__ Why do you think educating girls has become such a big problem in developing countries throughout the world?
 * __Reading:__ read chapter 19 (pages 241-260). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.
 * __Writing:__ Interview one of the adults in your household or in their neighborhood on where they were on 9/11. Tell me who they are, how old they were on 9/11, and how it impacted them.

**__Lesson #13: Remembering 9/11__** Purpose:
 * Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
 * Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.
 * Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.
 * Understand how language variety reflects and shapes experiences.

Preparation:
 * Bring in their interview questions and answers.
 * Some pre-knowledge on 9/11 events
 * Read chapter 19

Procedure:
 * __Listening:__ In small groups, students will share their interview stories. Students will share who they interviewed, how old they were, and how they were affected from 9/11.
 * __Speaking/Language Study:__ Students will closely examine the title of chapter 19, “A Village Called New York”. What does this mean? What points are being made about it? Is it ironic?

Assessment:
 * __Homework Journal Writing:__ What did you learn from interviewing someone else about 9/11?
 * __Reading:__ read chapter 20 (pages 261-277). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__Lesson #14: The Second Coming__** Purpose: Preparation:
 * Understand & use the English language effectively in a variety of contexts & settings.
 * Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.
 * Read chapter 20
 * Printed poem, “The Second Coming” by William Butler Yeats.
 * Youtube Clip: http://www.youtube.com/watch?v=K8lPGb2VZ34

Procedure:
 * __Reading:__ Students will silently read “The Second Coming” by William Butler Yeats. This is the poem that Jon Krakauer recites at a fundraising event for Greg Mortenson. As students read, they will circle important words that stick out to them.
 * __Writing:__ Students will write for 5 minutes about what they think the poem means.
 * __Listening:__ In pairs, students will choose one person to read the poem out loud. As the other student reads along, they will underline important words that stick out to them. Then trade roles and do the same again.
 * __Writing:__ Students will write for 3 minutes about what they think the poem says.
 * __Viewing:__ Students will watch a short youtube clip created by an AP English student that pairs images with the poem’s meaning.
 * __Writing:__ Students will write for 2 minutes about who/what they think the poem is talking about.
 * __Listening:__ In small groups, students will share their writing. Also discuss why they think Jon Krakauer decided to recite this poem to Greg Mortenson.

Assessment:
 * __Homework Journal Prompt:__ Why do you think Krakauer decided to dedicate this poem to Greg Mortenson?
 * __Reading:__ read chapter 21 (pages 278-296). Add characters to your character maps, and write down unfamiliar vocabulary terms. Bring list to class.

**__Lesson #15: Familiarizing Unfamiliar Words__**

Purpose:
 * Organize and define all the unfamiliar words students have been gathering over the past 14 lessons into one list.
 * Understand how languages and dialects are used to communicate effectively in different roles, under different circumstances, and among speakers of different speech communities
 * Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.

Preparation:
 * Read chapter 21
 * Pre-knowledge (vocabulary, lessons, history, etc.)
 * Journals filled with unfamiliar words

Procedure:
 * __Language Study:__ Individually ask students to combine all the unfamiliar vocabulary terms they have been writing down in their journals into one list. Students will attempt to define at least 10 of their words by going back to the text and looking for clues in the sentence. Students will use pre-knowledge from past lessons, sentence structure, and/or any other clues within the sentence that will help them define the word. Students may also use dictionaries to validate the meaning of the word.


 * __Writing:__ Students will create flash cards on the 10 words they defined, and then use them in sentences. After each sentence, students will find one synonym and antonym to add to their understanding of the word. In the end, students will have defined the word, used it in a sentence, plus have one synonym and antonym.

Assessment:
 * __Writing:__ Students will have to choose an additional five unfamiliar vocabulary terms from their list, too add onto their in-class project.
 * __Reading:__ read chapter 22 (pages 297-313).

**__Lesson #16: Turning These Rocks Into Schools__**

Purpose:
 * Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
 * Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives.
 * Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.
 * Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.

Preparation:
 * Pile of rocks
 * Monopoly Money
 * Posters
 * Crayons, Markers, Tape, Scissors

Procedure:
 * __Viewing:__ Students will enter class to find all the desks pushed aside and a pile of rocks in the middle of the classroom. Teacher will begin by instructing students to turn these rocks into a school where they can learn. Some students will speak up and say it is impossible. Teacher corrects them by saying, “If Greg Mortenson can do it, you can do it”.


 * __Writing:__ Students will get into small groups and create a list of materials they will need in order to turn the pile of rocks into a school. When the list is finished, the teacher will hand the groups $1000 of Monopoly money. The teacher will ask students to divide the money up as best they can from their list of materials they created. Students will create a rough proposal on how they decide to spend their money, detailing exactly what they decide to buy and how they will use it to create a school. Some essentials include, teachers, books, and a chalkboard. Students will be encouraged to think of creative, inexpensive ways to create a school.


 * __Speaking/Viewing:__ Students will use their rough proposals to create a poster of what their school will look like after completion. Students will then share their posters with the class.

Assessment:
 * __Homework Journal Prompt:__ What specific things do you take for granted in a classroom, that students in Northern Pakistan have lived without their entire lives?
 * __Reading:__ read chapter 23 (pages 314-331).

**__Lesson #17: Virtual Letters to Mortenson__**

Purpose:
 * Produce a variety of written, spoken, multi-genre, and multimedia works.
 * Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.
 * Read and respond to the text in innovative ways.
 * Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media.

Preparation:
 * Envelopes
 * Stamps
 * Video Camera
 * Youtube Channel Account
 * Having read “Three Cups of Tea”

Procedure:
 * __Writing:__ Upon completion of the book, students will be asked to write a letter to Greg Mortenson. This letter should detail what the students learned about Northern Pakistan’s culture, people, and education system. Also, students will end their letters by asking Mortenson one question about his life, efforts, success, failures, etc. Afterward, the teacher will combine all the letters and mail it to the Central Asia Institute.
 * __Speaking/Viewing:__ After writing their letters, students who feel comfortable enough to participate, will be encouraged to record themselves reading the letters and post it onto the class youtube channel. Students who do so will receive 20 points extra credit. The purpose of this youtube site will be to encourage people from around the world to read “Three Cups of Tea” and learn more about Mortenson’s work.

Assessment:
 * __Viewing/Writing:__ Watch a few videos from other classmates on the class Youtube channel. Respond to at least 3 videos, offering positive, insightful feedback.

**__Lesson #18: Alternative Organizations__**

Purpose:
 * Demonstrate an understanding of historical, political, cultural, and philosophical themes
 * Examine alternative organizations with parallel goals and motives
 * Create a written proposal that illustrates creative ways to raise money and awareness for an organization

Preparation:
 * Link to SOS International Children’s Villages-Pakistan: www.sos.org.pk
 * Link to Central Asia Institute: www.ikat.org
 * Link to The Girl Effect: www.girleffect.org
 * Access to laptops/library

Procedure:
 * __Researching:__ Students will have an opportunity to research alternative organizations they feel are equally necessary to learn more about before starting their final project. Students will investigate three different global organizations, including Mortenson’s CAI, and then decide which one they’d like to create a project around.
 * __Writing:__ Students will write down which organization they have chosen, and any other relevant information they could use for their final project.

Assessment:
 * __Writing Proposal:__ Students will write a 1-2 page rough-draft proposal on their organization of choice. It should include why they have chosen the organization, its goal, important facts, and creative ways to raise money and awareness for the organization.

**__Lesson #19: Developing The Final Project__**

Purpose:
 * Brainstorm effective methods to raise money and awareness for an organization
 * Begin the summative assessment
 * Demonstrate an understanding on how to write effective proposals
 * Argue for a specific cause in a creative, fun way

Preparation:
 * Read “Three Cups of Tea”
 * Researched the CAI, SOS Children’s Villages, or The Girl Effect.
 * Printed Summative Assessment Sheet
 * Access to Laptops/Library
 * Youtube link to The Girl Effect: http://www.youtube.com/user/girleffect

Procedure:
 * __Writing/Viewing:__ Depending on which organization the student picks, they will fill out the brainstorming part of the summative assessment sheet. **Note: Everyone must fill out the “Three Cups” brainstorming part, before choosing an alternative organization. This the part of the Summative Assessment.**
 * For Three Cups, **EVERY** student will find specific examples in the text that show what Mortenson did to receive each cup of tea.
 * For SOS Children’s Villages, students will pick one of the major projects listed under their website to research more about.
 * For The Girl Effect, students will choose one video off their youtube channel that shares a personal story, and propose a creative way to showcase it in the final project.

Assessment:
 * __Writing Proposal:__ Students will finalize their proposal, which includes why they chose the organization, its goal, important facts, and creative ways to raise money and awareness for the organization.

**__Lesson #20: Presentations__**

Purpose:
 * Produce a variety of written, spoken, multi-genre, and multimedia works, in a creative way.
 * Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
 * Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives.
 * Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.

Preparation:
 * Completed Summative Assessment
 * Read “Three Cups of Tea”
 * Researched Organizations

Procedure:
 * __Speaking/Viewing/Listening:__ Students will present their final projects at a community event. The community event will also be a fundraiser that raises awareness and money toward the organization of choice. Students will have 10-15 minutes to present their projects.
 * __Writing:__ Students will write a brief reflection to each presenter, offering positive, insightful feedback. Students will also write thank you cards to members of the community who have expressed interest or donated money toward their organization of choice.

Assessment:
 * See rubric that corresponds to each organization on the summative assessment sheet. Students will be graded as detailed on the corresponding rubric.