L4+Smart,+Darren

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Darren Smart **Date of Lesson:** Fourth Lesson: Justice
 * Grade Level:**12th Grade **Topic:** //Watchmen//

__**Objectives**__
Students will understand that achieving justice is relative to characters or persons involved. Students will know the following terms: holism, reductionism, justice, symbolism, and imagery. They will also be able to understand character perspectives, reactions, and relationships and understand the sequence of plot. Lastly, students will understand the Tales of the Black Freighter. Students will be able to justify each character's perspective on justice. Product: Mixed Ink.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //Watchmen// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
 * Rationale:** By comparing the themes of the graphic novel to current events and examples in history, students will be able to see exactly why they are reading the story and how the characters, plots, and ideas apply to not only the real world, but to their own opinions and views.

__**Assessment**__
Students will be given a graphic organizer that will be used in Jigsaw groups. The class will be split into Jigsaw groups and given a graphic organizer and assigned an event. Every group will have a different event that contains the same moral questions as __Watchmen__ does. The groups will find information on the event by using the Internet and finding reliable sources. The different events in history can be seen as just or unjust depending on the perspective of a person. In the graphic organizer, students will brainstorm and summarize the event. There will then be space where they can compare particular instances to text and images in the graphic novel.
 * Formative (Assessment for Learning)**

For assessment, the students will use the Mixed Ink software to create a definition of justice and identify how the class's discussion applies to each of the main characters in //Watchmen//. In class, the teacher will give tutorials on the software, and rubrics will be given that detail the particulars of the assignments.
 * Summative (Assessment of Learning)**

__**Integration**__
For this lesson, the students will learn to use new software and apply it to the themes and characters of the graphic novel. Mixed Ink will allow the students to work together online to create a definition of justice that utilizes each student's perspective and apply this definition to the characters of //Watchmen.// Furthermore, a video will be shown at the beginning of class with images from the information the students will seek. The students will use the Internet to find sources and articles on the event or subject that they are assigned. During the first class, the students will be broken into groups and assigned particular events in history in which people were sacrificed for a "greater" cause. The students will then search the Internet for information, formulate opinions, and address whether or not it is right to kill for the safety or rights of others. For dramatic effect, the video will feature music that creates a mood and helps the students see the results of the events and the actions of people.
 * **Technology:**
 * **Social Studies:**
 * **Music:**

__Groupings__
Students will be grouped together to read an article, examine it, and report their findings to the class as a whole. They will also be together for the Jigsaw activity. To make groups, the teacher will use the [|Shake, Rattle, 'N Roll method.]For this, the teacher will bring in the same amount of canisters as there are kids in the class. If there are eighteen students in the class, there will be eighteen canisters. If the teacher wants the class in groups of three, there will be six sets of items in each of the canisters. For example, there would be three paperclips in three canisters, three cotton balls in three canisters, etc.. Students will choose a canister from a hat or bag, and students who choose the same items are grouped together.

__**Differentiated Instruction**__

 * Strategies**: These intelligences will be addressed **(Tailor)**:
 * **Verbal:** The teacher will give instruction and there will be discussions held both as a class and in groups.
 * **Logical:** Students will discuss abstract meanings as they apply logically to the individuals.
 * **Visual:** Each student will be given a graphic organizer in which to brainstorm and develop answers.
 * **Musical/Rhythmic:** The movie at the start of class will contain music that is meant to convey emotion and resonance. This will help the class to begin to consider the implications of the topic.
 * **Intrapersonal:** On their own, students will develop and submit drafts in Mixed Ink.
 * **Interpersonal:** The Jigsaw groups will discuss and examine their event and report to the class. For assessment, the class will need to develop a final draft on Mixed Ink that incorporates ideas from every student.
 * **Naturalist:** In the movie and information, there will be images and reports of man's impact on nature.

//**I will review each student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.**// If the student is unable to attend the lesson, the student is responsible for collecting the resources and assignment from their class wikispace. If necessary, the student should arrange a meeting with the teacher for instruction and assistance.
 * Modifications/Accommodations**:

Each student will be required to complete a blog entry or podcast that discusses symbolism in their personal lives. By using this software, there are numerous ways to customize each individual's page. Furthermore, the actual content of the assignment requires personalization, and the students can also include personality/voice in either their written work or audio recording.
 * Extensions:**

__**Materials, Resources and Technology**__

 * Materials and Technology:**
 * LCD Projector
 * Laptop for teacher and students
 * Speakers
 * Copies of //Watchmen//
 * Pencils (with erasers)
 * Access to internet
 * Event graphic organizer
 * Reliable Sources handout
 * Resources:**
 * Tienanmen Square [|BBC witness report]
 * [|Tienanmen explanation]
 * [|Kent State Shooting explanation]
 * Kent State Shooting--[|New York Times article]
 * [|Hiroshima bombing explanation]
 * [|Hiroshima aftermath]
 * Malaysian rain forest destruction [|explanation]
 * [|Indigenous leaders arrested, familes relocated]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In this lesson, students will be asked to read articles that pertain to emotional, historical events. I have found these articles based on theme and main question of the graphic novel: Is it right to sacrifice or kill others for the purpose or cause of a larger, "greater" group? The students will be divided into different groups and given different articles to read and examine. They will use a graphic organizer to organize their thoughts and the main points of the article. Once the graphic organizer has been finished, the students will be asked to answer whether the death of the smaller population was justified.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** The articles of historical events will hopefully elicit emotional responses from the students, especially when coupled with the video at the start of class. From this, the teacher will be able to show how //Watchmen// can be viewed as a warning to our society and those of the past.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** These intelligences will be addressed:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * **Verbal:** The teacher will give instruction and there will be discussions held both as a class and in groups.
 * **Logical:** Students will discuss abstract meanings as they apply logically to the individuals.
 * **Visual:** Each student will be given a graphic organizer in which to brainstorm and develop answers.
 * **Musical/Rhythmic:** The movie at the start of class will contain music that is meant to convey emotion and resonance. This will help the class to begin to consider the implications of the topic.
 * **Intrapersonal:** On their own, students will develop and submit drafts in Mixed Ink.
 * **Interpersonal:** The Jigsaw groups will discuss and examine their event and report to the class. For assessment, the class will need to develop a final draft in Mixed Ink that incorporates ideas from every student.
 * **Naturalist:** In the movie, there will be images and reports of man's impact on nature.

This lesson will also use real events and history to appeal the students' emotions and morals. By looking at the theme of the graphic novel in its application to the world around the students, the students will more thoroughly enjoy the story and deeply investigate the characters.The video at the start of class will also give the history images that the students can associate to their articles.

Rationale:** Students will be given a graphic organizer that will be used in Jigsaw groups. The class will be split into Jigsaw groups and given a graphic organizer and assigned an event. Every group will have a different event that contains the same moral questions as __Watchmen__ does. The groups will find information on the event by using the Internet and finding reliable sources. The different events in history can be seen as just or unjust depending on the perspective of a person. In the graphic organizer, students will brainstorm and summarize the event. There will then be space where they can compare particular instances to text and images in the graphic novel.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

For assessment, the students will use the Mixed Ink software to create a definition of justice and identify how the class's discussion applies to each of the main characters in //Watchmen//. In class, the teacher will give tutorials on the software, and rubrics will be given that detail the particulars of the assignments.

__Teaching and Learning Sequence__

 * DAY ONE:**
 * 1) As students file into the class, the groups will be selected and they will sit with the other members. The teacher will show a short video that displays dramatic sequences from the events that the groups will investigate. //**10 minutes.**//
 * 2) The teacher will explain the graphic organizer as they are being handed out. The teacher will explain the goal of the class and give each student the Reliable Sources handout, which will be briefly explained. //**15 minutes.**//
 * 3) Each group will be assigned an event and asked to collect information and articles using the Internet. They will complete the graphic organizer and be able to share their information with the class. //**40 minutes.**//
 * 4) The groups will report their findings to the class in true Jigsaw-fashion, but they will not explain their opinion on the final question (whether the event was just or unjust). //**15 minutes.**//


 * DAY TWO:**
 * 1) The teacher will ask the students to explain the events that were discussed last class.The teacher will then ask which events are just and which are unjust. What //is// justice? Does the same definition always apply to every situation? //**20 minutes.**//
 * 2) From this discussion, the teacher will direct the students to shift gears and apply what they've noticed about justice to the characters of //Watchmen//. These characters are experiencing the same events, yet each views it differently. Is one character more right than the others? Why or why not? //**20 minutes.**//
 * 3) The teacher will explain how Mixed Ink works and what the purpose of the assessment is. //**20 minutes.**//
 * 4) Students will begin to work on their assessment as class finishes. Therefore, the teacher will be able to answer questions that may arise involving the software or content. //**20 minutes.**//

Students will understand that achieving justice is relative to characters or persons involved. The idea of justice is a continuously changing phenomenon that students must deal with everyday. Justice can be seen in classroom rules, military codes, government laws, and social interaction. It is necessary to understand different perspectives and the positive and negative aspects of each. //**Evaluate the theme or themes, whether explicitly stated or implied, in a literary text**//. A short, dramatic movie will be shown with scenes and images from events that relate to the final chapters of __Watchmen__. These events are also the focus of articles that the teacher will give during class.
 * **Where, Why, What, Hook, Tailor: //Visual, Verbal, Intrapersonal, Musical, Naturalist.//**

Students will know the following terms: holism, reductionism, justice, symbolism, and imagery. They will also be able to understand character perspectives, reactions, and relationships and understand the sequence of plot. Lastly, students will understand the Tales of the Black Freighter. Students will be given a graphic organizer that will be used in Jigsaw groups. The class will be split into Jigsaw groups and given both a graphic organizer and a historical event to explore. Every group will have a different event that contains the same moral questions as __Watchmen__ does. These will be different events in history that can be seen as just or unjust depending on the perspective of a person. In the graphic organizer, students will brainstorm and summarize the event. There will then be space where they can write whether or not the event can be considered just.
 * **Equip, Explore, Rethink, Tailor: //Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal.//**

The groups will spend the first class discussing and brainstorming ideas about the events and the view of justice that the historical events ask the reader to consider. From this point, the assessment task will continually allow students to enter ideas and edit them as they read entries by their peers. A final draft of the class's work will be presented online that includes contribution from every student.
 * **Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Intrapersonal, Interpersonal.//**

For assessment, students will use the software Mixed Ink to create a definition of justice and examine how this definition corresponds to each major character's perspective. A final, submitted draft in this program requires participation from every member of the class.
 * **Evaluate, Tailor:** **//Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal.//**


 * Content Notes**
 * [|Tienanmen explanation]

The protests were sparked by the death of a pro-democracy and anti-corruption official, Hu Yaobang, whom protesters wanted to mourn. By the eve of Hu's funeral, 1,000,000 people had gathered at Tiananmen square. The protests lacked a unified cause or leadership; participants included disillusioned Communist Party of China members and Trotskyists as well as free market reformers, who were generally against the government's authoritarianism and voiced calls for economic change and democratic reform within the structure of the government. The demonstrations centered on Tiananmen Square, in Beijing, but large-scale protests also occurred in cities throughout China, including Shanghai, which remained peaceful throughout the protests. The movement lasted seven weeks, from Hu's death on 15 April until tanks cleared Tiananmen Square on 4 June. In Beijing, the resulting military response to the protesters by the PRC government left many civilians and military personnel charged with clearing the square dead or severely injured. The number of deaths is not known and many different estimates exist. Nicholas D. Kristof of the // New York Times // estimated the death toll at 400-800 based on information he gathered from multiple medical sources. On May 4, l970 members of the Ohio National Guard fired into a crowd of Kent State University demonstrators, killing four and wounding nine Kent State students. The impact of the shootings was dramatic. The event triggered a nationwide student strike that forced hundreds of colleges and universities to close. H. R. Haldeman, a top aide to President Richard Nixon, suggests the shootings had a direct impact on national politics. In __The Ends of Power__, Haldeman (1978) states that the shootings at Kent State began the slide into Watergate, eventually destroying the Nixon administration. Beyond the direct effects of the May 4th, the shootings have certainly come to symbolize the deep political and social divisions that so sharply divided the country during the Vietnam War era. At the time of its bombing, Hiroshima was a city of considerable industrial and military significance. Even some military camps were located nearby, such as the headquarters of the Fifth Division and Field Marshal Shunroku Hata's 2nd General Army Headquarters, which commanded the defence of all of southern Japan. Hiroshima was a minor supply and logistics base for the Japanese military. The city was a communications centre, a storage point, and an assembly area for troops. It was one of several Japanese cities left deliberately untouched by American bombing, allowing an ideal environment to measure the damage caused by the atomic bomb. Another account stresses that after General Spaatz reported that Hiroshima was the only targeted city without POW-camps, Washington decided to assign it highest priority. The centre of the city contained a number of reinforced concrete buildings and lighter structures. Outside the centre, the area was congested by a dense collection of small wooden workshops set among Japanese houses. A few larger industrial plants lay near the outskirts of the city. The houses were of wooden construction with tile roofs, and many of the industrial buildings also were of wood frame construction. The city as a whole was highly susceptible to fire damage. The population of Hiroshima had reached a peak of over 381,000 earlier in the war, but prior to the atomic bombing the population had steadily decreased because of a systematic evacuation ordered by the Japanese government. At the time of the attack the population was approximately 255,000. This figure is based on the registered population used by the Japanese in computing ration quantities, and the estimates of additional workers and troops who were brought into the city may be inaccurate. About an hour before the bombing, the Japanese early warning radar net detected the approach of some American aircraft headed for the southern part of Japan. The alert had been given and radio broadcasting stopped in many cities, among them Hiroshima. The planes approached the coast at a very high altitude. At nearly 08:00, the radar operator in Hiroshima determined that the number of planes coming in was very small—probably not more than three—and the air raid alert was lifted. (To save gasoline, the Japanese had decided not to intercept small formations, which were assumed to be weather planes.) The three planes present were the Enola Gay (named after Colonel Tibbets' mother), The Great Artiste (a recording and surveying craft), and a then-nameless plane later called Necessary Evil (the photographing plane). The normal radio broadcast warning was given to the people that it might be advisable to go to air-raid shelters if B-29s were actually sighted, but no raid was expected beyond some sort of reconnaissance. At 08:15, the Enola Gay dropped the nuclear bomb called "Little Boy" over the centre of Hiroshima. It exploded about 600 meters (2,000 feet) above the city with a blast equivalent to 13 kilotons of TNT, killing an estimated 70–80,000 people. At least 11 U.S. POWs also died. Infrastructure damage was estimated at 90% of Hiroshima's buildings being either damaged or completely destroyed.
 * T****he Tiananmen Square protests of 1989, referred to in most of the world as the** **Tiananmen Square massacre and in the People's Republic of China (PRC) as the** **June Fourth Incident (officially to avoid confusion with two prior Tiananmen Square protests), were a series of demonstrations in and near Tiananmen Square in Beijing in the PRC beginning on** 14 April. Led mainly by students and intellectuals, the protests occurred in a year that saw the collapse of a number of communist governments around the world.
 * [|Kent State Shooting explanation]
 * [|Hiroshima bombing explanation]
 * Malaysian rain forest destruction [|explanation]

===Malaysia is the world's leading rainforest destroying nation. Please insist Malaysian authorities respect native customary land rights and boundaries of Penan's last remaining ancestral rainforest reserves; halt rainforest destruction in Sarawak for oil palm, pulp plantations and hydro-electric dams; and ensure rainforest destruction and abuse of indigenous rights by Malaysian companies end globally.=== Malaysia's large, intact rainforests in the province of Sarawak, on the Island of Borneo, are nearly exhausted, and most of what remains is to be cleared and converted into industrial monocultures of oil palm and acacia trees, or flooded under hydro-electric dams. Malaysia is the world's leading rainforest destroying nation, globally exporting industrial ecocide to virtually every rainforest worldwide. But increasingly they are encountering resistance, as this network recently successfully stopped (for now) the Malaysian government's oil palm expansion into the heart of the Amazon. And for more than two years, the indigenous Penan community of Long Benali, armed with spears and blowpipes, have successfully prevented the bulldozers of the Samling group from encroaching onto their native customary lands.


 * Handouts**
 * Event graphic organizer
 * Reliable Sources handout