Lessons+16-20+for+Marcelo

**I**. Assignment packet (5 min). **A**. Pass out one packet per student. **B**. Read the directions aloud, emphasizing the italicized and bolded items. **C**. Take any questions students may have about requirements. **II**. Brainstorm choices of public figures (10-15 min).  **B**. Show the class //Tampa…// website (see packet) using the digital projector. **1**. Search for the public figures they mentioned. **A**. Allow each student to take a seat at a computer. **B**. During the time remaining, the students must do the following: **1**. Select a public figure with a disability and **A**. Continue their research at home. **B**. Begin answering those same three focal points about Marcelo.
 * Day 16 **: //Introduce the Summative Assessment//
 * A **. Ask students if they know of any public figures (“famous people”), alive or deceased, who are/were challenged with a disability.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">1 **<span style="font-family: Cambria,serif; font-size: 12pt;">. If this is slow-going, have a couple prepared: Stephen Hawking (ALS), Michael J. Fox (Parkinson’s), Jim Abbott (one-handed).
 * <span style="font-family: Cambria,serif; font-size: 12pt;">2 **<span style="font-family: Cambria,serif; font-size: 12pt;">. Then, ask them what they know about each person: achievements, nature of their disability, etc.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">3 **<span style="font-family: Cambria,serif; font-size: 12pt;">. As always, write all responses on the board.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">2 **<span style="font-family: Cambria,serif; font-size: 12pt;">. Scroll through a couple pages to illustrate to students just how many choices they have.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">III **<span style="font-family: Cambria,serif; font-size: 12pt;">. Media Center/Library (25-30 min).
 * <span style="font-family: Cambria,serif; font-size: 12pt;">2 **<span style="font-family: Cambria,serif; font-size: 12pt;">. Answer the three focal points on their assignment sheet about that person (see: //Disability and Society: Response Sheet//).
 * <span style="font-family: Cambria,serif; font-size: 12pt;">C **<span style="font-family: Cambria,serif; font-size: 12pt;">. The teacher should be checking on the students periodically for questions and concerns.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">IV **<span style="font-family: Cambria,serif; font-size: 12pt;">. Explain homework (<5 min).

<span style="font-family: Cambria,serif; font-size: 12pt;">**I**. Check students’ progress (5 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**II**. Continue working in the Media Center/Library (35-40 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**III**. Ask for one or two students to share their comparisons with the class (5 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**IV**. Explain homework (>5 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**A**. Continue drafting at home (if necessary). <span style="font-family: Cambria,serif; font-size: 12pt;">**B**. Print their first drafts at home or before class if they did not already. <span style="font-family: Cambria,serif; font-size: 12pt;">**I**. Organize students into groups (<5 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**A**. Place students into groups of four. <span style="font-family: Cambria,serif; font-size: 12pt;">**B**. Have the students take out their drafts and a pen/pencil. <span style="font-family: Cambria,serif; font-size: 12pt;">**II**. Peer-review process (25-30 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**A**. Explain the procedure. They will: <span style="font-family: Cambria,serif; font-size: 12pt;">**1**. Pass their papers to their right. <span style="font-family: Cambria,serif; font-size: 12pt;">**2**. They will read their group-mates’ papers silently. <span style="font-family: Cambria,serif; font-size: 12pt;">**1**. This should take only a few minutes. <span style="font-family: Cambria,serif; font-size: 12pt;">**III**. Teacher conferences (10 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**IV**. Ask for feedback/Closing (5 min).
 * <span style="font-family: Cambria,serif; font-size: 12pt;">Day 17 **<span style="font-family: Cambria,serif; font-size: 12pt;">: //Investigate Sources, cont’d; Compose Draft (Meet in Media Center/Library)//
 * <span style="font-family: Cambria,serif; font-size: 12pt;">A **<span style="font-family: Cambria,serif; font-size: 12pt;">. Ask students by a show of hands if they:
 * <span style="font-family: Cambria,serif; font-size: 12pt;">1 **<span style="font-family: Cambria,serif; font-size: 12pt;">. Still need to work on researching their selected public figure,
 * <span style="font-family: Cambria,serif; font-size: 12pt;">2 **<span style="font-family: Cambria,serif; font-size: 12pt;">. Have finished their research, or
 * <span style="font-family: Cambria,serif; font-size: 12pt;">3 **<span style="font-family: Cambria,serif; font-size: 12pt;">. Have begun responding to the focal points for Marcelo.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">B **<span style="font-family: Cambria,serif; font-size: 12pt;">. Address any questions of concerns students may have.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">C **<span style="font-family: Cambria,serif; font-size: 12pt;">. Remind them their first draft is due next class.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">A **<span style="font-family: Cambria,serif; font-size: 12pt;">. Once the students have responded to each prompt for their public figure and Marcelo, they may begin writing their essay.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">B **<span style="font-family: Cambria,serif; font-size: 12pt;">. Remind them: it will be helpful if they have their evidence in front of them and, before they even begin the essay, to type their Works Cited pages.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">Day 18 **<span style="font-family: Cambria,serif; font-size: 12pt;">: //Peer-review/one-on-one conferences//
 * <span style="font-family: Cambria,serif; font-size: 12pt;">3 **<span style="font-family: Cambria,serif; font-size: 12pt;">. At the end of the paper (or on the back of the last page), they will write a “Say Back” (a summary, in their words, of the piece), then write a couple positive comments, a piece of constructive criticism (//based on the rubric//), and a question based on their topic.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">4 **<span style="font-family: Cambria,serif; font-size: 12pt;">. After a few minutes, the teacher will tell them to pass again to the right. The next person will read through, add to the existing “Say Back,” and write new positive comments, criticisms, and questions. Repeat. By the end, each group member will have read three papers.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">B **<span style="font-family: Cambria,serif; font-size: 12pt;">. Students review the comments made on their papers.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">2 **<span style="font-family: Cambria,serif; font-size: 12pt;">. Afterward, they will discuss with one another their strengths and weaknesses and the directions they should take for the final. Then they may work silently on their drafts.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">A **<span style="font-family: Cambria,serif; font-size: 12pt;">. During group discussions, the teacher should monitor their interactions and ask students about their most immediate concerns.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">A **<span style="font-family: Cambria,serif; font-size: 12pt;">. The teacher will ask the whole class what they liked of disliked about this style of peer-review and take suggestions.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">B **<span style="font-family: Cambria,serif; font-size: 12pt;">. Remind students to bring their commented-on drafts tomorrow for their final day of drafting; work at home, if possible.

<span style="font-family: Cambria,serif; font-size: 12pt;">**I**. Preparation (5 min).
 * <span style="font-family: Cambria,serif; font-size: 12pt;">Day 19 **<span style="font-family: Cambria,serif; font-size: 12pt;">: //Final drafting w/ peer and teacher comments; printing (Media Center/Library)//
 * <span style="font-family: Cambria,serif; font-size: 12pt;">A **<span style="font-family: Cambria,serif; font-size: 12pt;">. Remind students that this is their final day of writing in-class and that they should be in the //editing// process at this point.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">B **<span style="font-family: Cambria,serif; font-size: 12pt;">. Have them collect their drafts from last class, their comparison worksheets, and any notes they’ve taken.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">II **<span style="font-family: Cambria,serif; font-size: 12pt;">. Continue writing in the Media Center/Library (40 min).
 * <span style="font-family: Cambria,serif; font-size: 12pt;">A **<span style="font-family: Cambria,serif; font-size: 12pt;">. The teacher should assess the progress of each student and offer guidance where and when necessary.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">B **<span style="font-family: Cambria,serif; font-size: 12pt;">. By the end of class, those who have finished their final drafts should print them //now//. If they are not finished, they must continue on their own time and //print their final draft// either at home or before class on campus.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">III **<span style="font-family: Cambria,serif; font-size: 12pt;">. Remind students that their presentations are tomorrow and answer any last questions (5 min).

<span style="font-family: Cambria,serif; font-size: 12pt;">**I**. Preparation (<5 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**A**. Arrange the seats into a big circle. <span style="font-family: Cambria,serif; font-size: 12pt;">**B**. Ask students to take out their final drafts. <span style="font-family: Cambria,serif; font-size: 12pt;">**II**. Presentations (25-30 min). <span style="font-family: Cambria,serif; font-size: 12pt;">**A**. Starting with one student and moving to the right, have them tell the class: <span style="font-family: Cambria,serif; font-size: 12pt;">**1**. The person they researched, <span style="font-family: Cambria,serif; font-size: 12pt;">**2**. That person’s disability, and <span style="font-family: Cambria,serif; font-size: 12pt;">**A**. Ask the students:
 * <span style="font-family: Cambria,serif; font-size: 12pt;">Day 20 **<span style="font-family: Cambria,serif; font-size: 12pt;">: //Presentations; final thoughts//
 * <span style="font-family: Cambria,serif; font-size: 12pt;">3 **<span style="font-family: Cambria,serif; font-size: 12pt;">. How that person’s coping strategies/relationships/support structures and involvement with society compares with Marcelo’s.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">B **<span style="font-family: Cambria,serif; font-size: 12pt;">. Afterward, the teacher will call for an applause and then collect the papers.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">III **<span style="font-family: Cambria,serif; font-size: 12pt;">. Reflection (10 min).
 * <span style="font-family: Cambria,serif; font-size: 12pt;">1 **<span style="font-family: Cambria,serif; font-size: 12pt;">. If/how their definitions of //disability// has changed,
 * <span style="font-family: Cambria,serif; font-size: 12pt;">2 **<span style="font-family: Cambria,serif; font-size: 12pt;">. What the positive/negative aspects of both society //and// solitude that we’ve observed throughout the unit are, and
 * <span style="font-family: Cambria,serif; font-size: 12pt;">3 **<span style="font-family: Cambria,serif; font-size: 12pt;">. What their favorite texts/discussions/activities of the unit were.
 * <span style="font-family: Cambria,serif; font-size: 12pt;">IV **<span style="font-family: Cambria,serif; font-size: 12pt;">. Close the unit; inform them of the direction their taking next week (5 min).