Sequence and Organization:

Unit Plan w/ Lessons

This unit will be organized around building competencies in the areas designated by the stated standards. For
example, being that our satire website project will be structured as writing an argument, we will take time each
week to discuss the different elements of argumentative writing that students should be considering that week.
Additionally, we will use our anchor text, The Slaughterhouse Five, to discuss different elements of satire,
postmodernism, and plot/theme/character development in order to cover our designated reading standards. This
discussion of vital elements to understanding this unit will inform and build knowledge that will ultimately be
assessed within the final test. All of these aspects will be further clarified through looking at the day-by-day lesson
plans below.
General Outline of the Unit
Week #1 Introduction of students/instructor, syllabus, upcoming unit, author, and anchor text.
Week #2 More detailed representation of postmodernism in literature, read short stories 2BR02B and Landscape
with Flatiron.
Week #3 More detailed representation of satire, introduction of unit project, read chapters 1-2
Week #4 Introduction/tutorial for Weebly, Talking point assignment description. Chapters 3-4, Begin talk on theme,
character, conflict, Weebly outline page due
Week #5 Argumentative introductory paragraph elements, Chapter 5, talk on structure and ordering, Weebly Home
Page Due
Week #6 Argumentative context and audience, Chapter 6, Talk about rhetorical devices and analysis, Weebly
About Page Due
Week #7 Argumentative body paragraphs, Chapters 7-8, theme, character, conflict development timeline, Weebly
Subtopic #1 Due

Week #8 Weebly project rubric discussion, Weebly Project Peer Review, Chapters 9-10, Weebly Subtopic pages 2-3
Due
Week #9 Slaughterhouse Five test review, Unit Test, Weebly Project Final Draft Model, Weebly Project Final Draft
Due

Lesson Plans:
Note: Lessons 1&2 have been omitted from this section as they were designated to build relationships and
familiarity between students and the instructor. Thus, they do not follow any standards and are not necessary to
see the alignment of this unit. Additionally, all standards referenced are from the Colorado State English Standards
for 11th graders.
Additional Note: The rubric for this assignment states that accommodations should be listed for diverse learners
when necessary. For the most part, unless otherwise specified, this included increased checks for understanding,
shortened assessments based on the same standards, increased time for work, modified arrangements during work
time, and other common accommodations stated within student IEPs. As stated, for assessments other than exit
tickets, daily writing prompts, etc. accommodations will be expressly stated.
Week #1, Lesson #3 & Week #2, Lesson #1:
Date: 01/08 01/11
Name: Unit Introduction: A Really Fast Glimpse of Postmodernism and Satire
Standard: 2.1.b.ii
EQ: What is Postmodernism, and how does it relate to its general timeframe as a literary genre?

Understanding: Students will understand why Postmodernism emerged as a prominent genre of writing within the
mid to late 20th Century.
LT: I can identify the different elements that define Postmodernism and how it relates to the culture of the time it was
written
Assessments:
Day #1 Exit Ticket: In your own words, describe some of the elements that define postmodernism and give an
example of something your have seen/read that you consider to be Postmodern
Day #2 Exit Ticket: State how you think Postmodernism relates to historical context and knowledge of the author.
In other words, why do you think Postmodernism exists as a genre.
Instructional Strategies:
Day #1
(10 minutes) Writing Prompt Is there anything in the world that you consider to being 100% true for absolutely
everyone?
(5 minutes) Sharing and conversation on writing prompt.
(20 minutes) Presentation/conversation focused on developing a definition and understanding of postmodernism
(3 minutes) Students will write down two questions each that they have regarding our definition of Postmodernism.
(5 minutes) Students will be given time to ask their questions in front of the class. Otherwise, they will just submit
them to me so that I can cover them in the following class period.
(Remainder) Students will take part and submit the above stated exit ticket.
Day #2
(10 minutes) Prompt If Postmodernism was considered to have started in the mid-20 th Century, what historical
events could have contributed to its emergence and why, based on your definition of Postmodernism, do you think
these events were important?

(5 minutes) Discussion on the stated writing prompt

(20 minutes) Students will break into pairs of two, each student will be responsible for reading an article (one on
Vonneguts Life and the other on Post WWII America) and teaching it to their partner. Together, they will then have
time to answer the following questions regarding Postmodernism:
1. How does context relate to writing?
2. In this specific case, how does knowledge of history during the emergence of Postmodernism perhaps
explain its characteristics?
3. How does knowledge of Kurt Vonneguts life, perhaps, explain his existence as one of the most prominent
writers of this era?
(7 minutes) Class discussion of responses to questions.
(Remainder) Completion of above stated exit ticket.
Reflection: At this point, I am still getting settled into teaching. Thus, I am not entirely sure if what I am teaching is
sinking in. Students seem to feel somewhat uncomfortable around me still, but that can be expected at this point in
the semester. Additionally, I feel that I have strong authority over the content that I am teaching. However, I am
having trouble relaying it in a way that students who are not as familiar with this level of thinking can grasp. Moving
forward, I think I need more examples of the subject being taught within literature or popular culture.
Week #2, Lesson #2
Date: 01/12
Name: 2BR02B? That is the Question.
Standard: 2.1.b.ii
EQ: Now that we have a stated definition of Postmodernism, how do we recognize its characteristics within fiction?
Understanding: Students will understand how characteristics of Postmodernism may present themselves in
designated reading.
LT: I can take a definition and relevantly apply it to a designated work of fiction as evidenced by my participation in a
class discussion regarding 2BR02B.

Assessments:
Students will demonstrate knowledge based on an in class discussion on the presence of Postmodern characteristics
within Vonneguts short stories.
Instructional Strategies:
(10 minutes) Prompt Describe to me a perfect world based on your personal beliefs, needs, wants, etc.
(5 minutes) Students will share their writing on the given prompt, and I will do my best to ask probing questions
regarding pitfalls that may render their world imperfect.
(5 minutes) I will give a brief overview on the story 2BR02B by giving students a series of characteristics
(everlasting life, no sickness, no aging, no crime, no war, no overuse of natural resources, no overcrowding, no
poverty) that are present within the story and asking them to state whether or not these things would make a
perfect world.
(20 minutes) As a class, we will read 2BR02B
(Remainder) Discussion on Vonneguts thoughts on perfection and how it relates to definition of Postmodernism.
Discussion will bleed into the following day.
Reflection: I feel much more comfortable with this lesson than the one before. It seems that when students are
given something interesting to use as a tool to demonstrate their knowledge, they are much better at doing so. This
being said, I do wonder how well they would do in their analysis without training wheels (in this case, my poking and
prodding to get answers for questions). Thus, in the next lesson, I need to figure out a way that I can assess
students knowledge of this content individually before we get into the anchor text for this unit.
Week #2, Lesson #3 (Block Day)
Date: 01/13
Name: Whats Your Analysis?
Standard: 2.1.b.ii
EQ: How can knowledge about a subject be turned into interpretation of literature?

Understanding: Students will understand how their knowledge of Postmodernism can be applied to literature to yield
a unique personal analysis of a text.
LT: I can analyze a text using what I know about Postmodernism as evidenced by my submitted worksheet regarding
Landscape with Flatiron.
Assessment:
Pre: Students will take part in a writing prompt that will be submitted
Post: Students will submit their digital worksheets regarding analysis of Landscape with Flatiron.
Modifications:
All students will seek to answer the basic questions on the worksheet. Those students who finish early or are more
advanced in their understanding will be given a paper copy of more advanced interdisciplinary questions regarding
Postmodernism.
Instructional Strategies:
(10 minutes) Prompt Write an analysis explaining your interpretation of what the following 6-word-short-story is
about: Baby shoes for sale, never worn.
(5 minutes) Discussion of writing prompt.
(5 minutes) I will go over what we will be doing as a class today (reading Landscape with Flatiron and answering
analysis questions relating to Postmodernism.)
(10 minutes) I will model what I am looking for in terms of answers to these questions using 2Br02B as my model
story. My responses to questions will be posted on their Schoology page as a reference.
(Remainder) Students will be given time to read the story and complete the worksheet. When they finish, I have a
presentation created and posted to Schoology that will allow students to take what they have learned and analyze
Postmodern artwork. Initial worksheets must be submitted by the end of class or the beginning of the following
class.
Reflection: I am not entirely sure what I did wrong, but students did not seem to want to do any work during class.
Very few actually finished the story. I have my doubts those who didnt will ever do so based on the work ethic
displayed in class. I hope I am wrong, because, without their submissions, it will be very difficult for me to assess

how well students understand this content before we begin reading Slaughterhouse Five. Maybe I need to set my
expectations a little bit better. Maybe I need to be more hands on with my instruction.
Week #2, Lesson #4
Date: 01/15
Name: Community and Postmodern Studies
Standard: 2.1.b.ii
EQ: How is Postmodernism Still Relevant in Popular Culture Today?
Understanding: Students will understand how their definition of Postmodernism remains relevant in the ways we
think and perceive things.
LT: I can identify characteristics of Postmodernism in popular culture and apply that to modern thought and
perception as evidenced by writing activity regarding the Community episode Cooperative Calligraphy.
Assessment:
Students will complete a writing assignment using their understanding of Postmodernism (basic-advanced) to
identify it within the episode of community. Advanced students will apply this to they way we think and perceive
things.
Instructional Strategies:
(5 minutes) Introduce the activity by having students find the questions for the writing assignment on Schoology. In
total, there will be three questions to answer in essay form with the third being an advanced application question.
(23 minutes) Students will watch the designated episode of Community.
(10 minutes) Students will be given time to discuss as a large group questions that they have about the episode and
present Postmodernism.
(Remainder) Students will complete the writing assignment and turn it in at the end of class.
Reflection: Overall, students seemed to really like watching the episode of Community. I will consider
incorporating more examples of popular culture moving forward. However, when it came time to complete the

writing assignment, students instantly became unmotivated and many did not finish and submit by the end of class.
Thus, I gave them the weekend to finish it. I hope I do not regret this decision due to it seeming like I am promoting
and enabling students not to work during designated time in class.
Week #3, Lesson #1 (Note: Week shortened by two days)(Block day)(Numeracy)
Date: 1/20
Name: Developing Mystery in Slaughterhouse Five; Calculating Reading Rates
Standard: 2.1.b.iii
EQ:
1. How does understanding historical context develop inquiries about a text?
2. What is my reading rate, and how can it help me budget my dedicated reading time?
Understandings: Students will understand how to apply historical context as a way to develop inquiry/interest in a
text. Students will understand how their reading rates affect how much time they should budget to work on reading
related homework.
LT:
1. I can use what I have learned regarding historical context and apply it to a text as evidenced by in-class
discussion and writing activities.
2. I can use my reading rate to find out how long it will take to read a given amount of text.
Assessments:
1. Students will hand in developed questionnaire regarding chapter 1 to show that they are able to use learnings
to develop inquiry.
2. Students will hand in their reading rate sheet that shows they know how to calculate how long it will take to
read a designated text.
Instructional Strategies:

(15 minutes) Prompt One of the first lines from this story states Billy Pilgrim has come unstuck in time. What do
you think it means to be unstuck in time? Can a human being actually be unstuck in time? How does this relate to
what we have learned about Postmodernism?
(5 minutes) Students share their answers to the prompt. We will use this to lead into a discussion about what inquiry
is and why it is important to a text.
(3 minutes) I will explain the following activity in which we will read chapter 1 together and students will write and
develop inquiries that are brought up within the first chapter of the book.
(25 minutes) We will read chapter one. Students will develop inquiries.
(3 minutes) Students can direct their questions to the class. I will help hone these questions to make them more
specific or relevant.
(2 minutes) We will change gears at this point, and I will explain our activity to calculate reading rates of the class.
(20 minutes) Students will calculate their reading rates using three samples of two minutes each with time in
between to count words and complete necessary multiplication.
(Remainder) Students will be assigned to read chapter two for Monday of the following week. They will be asked to
write down how much time total it will take them to read that chapter and how long they would have to read each
day to finish on time. Students will turn in their inquiries and their reading rate calculations.
Reflection: I feel that this lesson went very well. I think the inquiry section was very beneficial for students because
it is often difficult for people to engross themselves in a story that they are not invested in. I think this helps hone
that investment. Additionally, it seemed that students had fun with the reading rate activity. Some even seemed to
be competing with each other as we went along. Also, knowing their reading rates helps me as a teacher in my
assignment of class reading.
Week #3, Lesson #2
Date: 1/22
Name: Identifying Satire In Popular Culture
Standard: 2.1.b.ii
EQ: Where does satire exist in the world around me, and how do I learn to better identify it?

Understanding:
Students will understand how to connect what is directly stated in a text from what is really meant.
Students will understand how to distinguish satire within a text.
LT: I can define and exemplify satire as evidenced by my participation in class discussion.
Assessments: Students will work in groups on a designated work of satire and will share their findings with the class.
Students will complete an exit ticket regarding their understanding of satire.
Instructional Strategies:
(5-10 minutes) We will open class with a powerpoint describing the activities we will be doing for the day. This will
also give a more concrete definition of satire to the class. It will look at 2BR02B as an example for satire. Students
will then be broken up into three groups and will be designated which video they will be analyzing. They will be
looking to answer the following questions.
1. What is being satire in the video?
2. How is it being satired?
3. Why is it humorous, or what actual thing that is happening is being ridiculed?
(1-2 minutes) Video #1
(1-2 minutes) Video #2
(3-4 minutes) Video #3
(10 minutes) Pair/Share about Satire in designated video
(10-15 minutes) Pair/Share about talking points
(3-5 minutes) Exit Ticket students will be asked what they do not understand about satire and if this activity aided
them in their understanding.
(remainder) - Start reading assignment for Monday

Week #4, Lesson #1

Date: 1/25
Name: What Shall We Talk About Chapter #2?
Standard: 2.1.a.ii
EQ: How should we break down and analyze a text to increase understanding?
Understanding: Students will understand how they should be reading each chapter of a text to benefit full
comprehension.
LT: I can identify theme, conflict, character development, structure, etc. throughout the course of a text.
Assessment: Chapters 1-2 Talking Points
Instructional Strategies:
(10 minutes) Prompt What are your thoughts about the way that they novel is structured? Why do you think an
author would structure a story in this way?
(5 minutes) Students share responses
(10 minutes) We will overview chapters 1-2 together
(15 minutes) Introduction to talking points assignment due for every read chapter. Students will identify important
themes, characters, conflict and structure and how they develop throughout the novel. I will also take some time to
model what I would like talking points to look like.
(Remainder) Students will have time to work on talking points for chapters 1-2. Those who finish will have time to
start reading chapters 3-4 for Friday.
Reflection: I am somewhat of a loss for explanation. All of our conversations in class show that students are all
engaged and thoughtful regarding the content that we are covering. However, when it comes time to do actual
work, it seems they would rather not do it. It leaves me to wonder, should I not give class time to work? That being
said, students without as much time after school (i.e. the students who actually do work during class) would be the
ones who would suffer the consequences.

Week #4, Lesson #2

Date: 1/26
Name: So It Goes Slaughterhouse Five and the Unimportance of Death
Standard: 2.1.b.i
EQ: Is there meaning behind death in the opinion of Slaughterhouse Five?
Understanding: Students will understand the subjectivity behind normally objective ideas, such as death being a big
deal.
LT: I can point out subjectivity of truths/ideas as evidenced by our in class discussion and writing activities.
Assessment: Writing prompt and exit tickets about subjectivity
Instructional Strategies:
(15 minutes) Prompt In your opinion, why does the author of the novel say So it goes after anyone dies within the
text?
(5 minutes) Students are able to share their responses
(10 minutes) Refesher: More in-depth coverage of subjectivity vs. objectivity and how that relates to the novel
(10 minutes) Discussion on the relation to So it goes. and notions of subjectivity on the importance of death
(Remainder) Prompt What is another example of an objective truth that Vonnegut questions within the first two
chapters?
Reflection: Keeping with the trends of previous class periods, students really engaged well with the conversation. It
would seem that they have an interest in philosophical conversations. They like talking about things that are deep
for lack of a better term. They even did a better job of staying on task during the different writing activities. This
will be something to keep in mind moving forward. Additionally, I think I am continuously not planning enough time
for my explanations. I need to ensure I do this in the future.
Week #4, Lesson #3 (Block Day)
Date: 1/27

Name: Weebly Scavenger Hunt

Standard: 3.2.a.i
EQ: How do I work Weebly to make a website?
Understanding: Students will understand the ins and outs of Weebly so that they can ultimately use it for their satire
projects.
LT: I can use all of the different features of Weebly as evidenced by participation in the scavenger hunt.
Assessment: Scavenger hunt activity completion.
Instructional Strategies:
(10 minutes) Students will download the Weebly app on their iPads while I explain the scavenger hunt activity.
(50 minutes) Students will compete in the Weebly scavenger hunt activity based on the list of tasks I have posted on
Schoology.
(15 minutes) I will introduce the Weebly satire project as the major formative assessment for this course. I will
include specific instructions for how students will complete the first part of their assignment (outline, topic, and
audience) due Friday at midnight.
(Remainder) Students can begin working on this assignment.
Reflection: I learned from today that I should never count to heavily on technology to be available. The schools
internet was out for the first fifteen minutes of class. Thus, I had to figure out a way to teach about Weebly without
the use of the internet for longer than I would have liked. I need to always have a plan be in case the unthinkable
happens again. Overall, I think I covered very well as I was able to cover the assignment sheet for the Weebly
project before doing the scavenger hunt. So, no harm done in the end.
Week #4, Lesson #4
Date: 1/29
Name: What Shall We Talk About Chapters 3-4
Standard: 2.1.a.ii

EQ: How should we break down and analyze a text to increase understanding?
Understanding: Students will understand how they should be reading each chapter of a text to benefit full
comprehension.
LT: I can identify theme, conflict, character development, structure, etc. throughout the course of a text.
Assessment: Chapters 3-4 Talking Points
Instructional Strategies: (See Week 4, Lesson 1)
Todays class will focus around talking about important talking points. Students will share. Then I will add my own.
Reflection: Students really seem to be getting into conversation on the book. That being said, nearly a third of
students neglected to complete the reading assignment. I really do not want to have to read the book aloud in
class, but, ultimately, I have to decide if I let students willingly fail or give up class time to make sure they
comprehend the book.
Week #5, Lesson#1
Date: 2/1
Name: Exploring Subjectivity
EQ: How can subjectivity be taken and applied to things we believe today?
Understanding: Students will understand that there may not be anything that is objectively true.
LT: I can take elements/beliefs of society and view them through a subjective lens as evidenced by class discussion
and writing prompts
Assessments: Class discussion on subjectivity and beginning/ending writing prompts
Instructional Strategies:
(15 minutes) Prompt Brainstorm and write down a list of things you believe are true for all people. Try to come up
with at least three things and explain why you believe them to be true.
(5 minutes) Students will be given the chance to come up to the marker board and write down their truths.

(20 minutes) We will go from truth to truth and students will lead a discussion as to why they chose their truths.
Then other students in the room will try to disprove whatever their classmates wrote.
(Remainder) Prompt Is there anything in the world that is fundamentally true for all people in the world? Explain
your answer.
Reflection: I got the feeling from my last time covering this subject that students still hadnt fully grasped the idea
that some people believe every truth to be subjective. Being that this is an important aspect of Postmodernism, I
felt it would behoove our class to go over this again. This time, while I feel that many students do not agree that
everything is subjective, I think they have grasped the idea a bit more fully. Overall, I feel that this was the goal of
the lesson.
Week #5, Lesson #2
Date: 2/2
Name: What Shall We Talk About Chapter 5
(See Week #4, Lesson #4)
Week #5, Lesson #3
Date: 2/3
Name: Crafting My Satire Project 1 of 4
(Note: This lesson will be continued over the next 4 Wednesdays over the course of this unit. Thus, I will be referring
to this lesson plan in the coming weeks as my classroom model)
Standard: 3.2
EQ: How can I use my knowledge of satire to craft a witty example of argumentative writing?
Assessment: Weekly Weebly submission
LT: I can learn the different elements and important qualities of an argumentative essay and apply them into an
innovative project.
Instructional Strategies

(15 minutes) Explain the directions for this weeks submission for the Weebly project (Home Page). This will include
instructions for writing a satirical, argumentative, introductory paragraph.
(5 minutes) I will model my own satirical introduction to model to the class.
(5 minutes) Time for student questions.
(Remainder) Students will work on their Weebly introductory pages.
Differentiation: This project will have differentiation for students with diverse needs in the classroom. I am giving
these students options to do projects other than the workshop such as an argumentative essay, a presentation to
me, and a poster. Several students have opted to take these options. While these are different options, they
ultimately will grade for competence in argumentative writing. There will be satire related questions on the Unit
Test. Thus, there will still be opportunities to show competence in other standards involved with the Weebly project.
Reflection: While some students continue to drag their feet during work time, I feel overall my classroom
management is getting better. I think my circling of the classroom has gotten to be more deliberate, and I feel more
comfortable confronting students when they are off task. This being said, I think students, in general, are getting
more work done during class time. In this way, I do not feel like I am wasting time by giving time to work.
Additionally, I think students need that extra class time to work if they are to get things done.
Week #5, Lesson #4
Date: 2/5
Name: Dissecting Chapters for Better Understanding
(Note: This lesson may seem redundant. However, the need for it arose when checking students chapter five
talking points. They were not detailed and seemed misguided. Thus, I decided to dedicate a lesson toward helping
students know my expectations for the talking point assignments.)
Standard: 1.2.a.i-iii
EQ: What should I be looking for in terms of themes, author choices, conflicts within texts? How do these elements
of a text help my comprehension of said texts purpose and message?
Understanding: Students will understand how to practice strong note taking skills as a means to better understand
complex literary texts.

LT: I can engage in a conversation about what I should be doing to better understand a text being read in class. This
means I can use what I have learned to employ better note taking tactics.
Assessments: Chapter 6 talking points
Instructional Strategies:
(15 minutes) I will give students a chance to resubmit talking points for chapter five to the best of their abilities.
This will let me know what they think I expect from them as a class.
(15 minutes) Powerpoint on Chapter Five Talking Points Expectations moving forward
(5 minutes) Wrap up Discussion Agenda Moving Forward Discussion of chapter six talking points for next week.
(Remainder) Students can start reading chapter 6 if they have not already.
Differentiation: I have talked to a small group of students and have given them license to do verbal check ins for
comprehension instead of talking points due to their extended time needed to read each chapter.
Reflection: It was frankly disappointing to me that I needed to take a day to go over this with my classes. I am
choosing to assume that students were just not clear on expectations. However, I will not be so lenient on students
talking points moving forward. If they do not meet or exceed my expectations, they will not be getting credit for
them. I think it is possible that some students are taking advantage of my laid-back demeanor so that they need to
do less work. I will do my best to stop this immediately.
Week #6, Lesson #1
(Today will be dedicated to completing district assessments. Thus there will be no formal class.)
Week #6, Lesson #2
Date: 2/9
Name: What Shall We Talk About Chapter Six
(See Week #4, Lesson #4)

Reflection: I just wanted to note that, for the most part, students talking points were better than they were the last
time I checked them. Thus, my previous lesson may have worked to enlighten them. I hope that I have fixed my
problem of students doing the bare minimum. This being said, the conversation was a bit lacking today. Thus, I
wonder if students completed their reading for today, and just wrote down generic talking points.
Week #6, Lesson #3 (Block Day)
Date: 2/10
Name: Crafting My Satire Project 2 of 4
(See Week #5, Lesson #3)
General Description: This lesson, like last week will be centered around a different aspect of an argument. In this
case, it is about setting a context and reaching a specific audience. This will be done through a series of paragraphs
on their About pages regarding why the topic was chosen, why it is important to the world, and what needs to
change.
Week #6, Lesson #4
Date 2/12
Name: The Rhetoric of War An Analysis
Standard: 3.3.c
EQ: How can rhetoric be used to affectively address an audience.
Understanding: Students will understand how rhetorical devices can be used to make an argument to a specific
audience.
LT: I can identify rhetorical devices in a text and analyze their effects on an audience as evidenced by answers to
designated short answer questions.
Assessment: Submission of rhetorical analysis questions on Schoology.

Instructional Strategies:
(10 minutes) As a class we will read through the section of chapter six in which Howard Campbell tries to convince
American POWs to join the Nazi army.
(20 minutes) I will then give a presentation talking about several different common rhetorical devices in which we
will have a conversation of the different effects these devices might have.
(Remainder) Students will complete a series of questions that will help them rhetorically analyze this section of the
book. This will be submitted at the end of class.
Reflection: Ultimately, I decided to conduct this lesson after having read students district assessments regarding
rhetorical analysis. This being said, it seemed that students needed help with this area. Upon conducting this
lesson, I came to the realization that I was correct in my assessment of my classes. This being said, after having
thrown around definitions and ideas about several rhetorical devices, it seems that most students are starting to
grasp concepts a bit better. I think I may need to cover this again later in the semester to be sure that they
understand this before moving on to the next grade level.
Week #7, Lesson #2 (No school Monday)
Date: 2/16
Name: What Shall We Talk About? Chapters 7-8
(See week #4, lesson #4)
Reflection: To be sure that students were not simply jumping through hoops, I did a quiz on these chapters in
addition to talking points. Students overwhelmingly did very poorly on this quiz. Thus, I guess I have an answer to
my question about students completing work. Thus, I gave a lecture about completing assignments reminding them
that they test for this unit will be very difficult to pass without reading the book. Additionally, I have opened up the
possibility of more pop quizzes.
Week #7, Lesson #3 (Block Day)
Date 2/17

Name: Crafting My Satire Project 3 of 4

(See Week #5, Lesson #3)
Description: This week we covered the elements of a body paragraph in an argumentative essay. This includes
claims and counterclaims, topic sentences, use of evidence, citation, etc. This will all be covered on their remaining
three subtopic pages. The first of these is due Friday. The next two will be the following Friday.
Week #7, Lesson #4 (Numeracy)
Date: 2/19
Name: Timeline of Destruction and the Proceeding Events
Standard: 2.1.b.i
EQ: How does knowledge about the events that took place at Dresden affect the way you perceive the rest of the
novel?
Understanding: Students will understand how use historical context to make sense of the timing/structure of the rest
of the novel.
LT: I can use what I have learned regarding the History of the Dresden bombings to make an educated guess about
the motive for the novels structure.
Assessment: Students will turn in an exit ticket regarding the effects of trauma on memory.
Instructional Strategies:
(10 minutes) Prompt How is what is included in canonical history decided? Who do you think makes these
decisions? Why are certain things left out?
(5 minutes) Students share.
(15 minutes) I will give a presentation on the history of the fire bombings in Dresden. This will include timeline
visuals regarding how the novel is structured.

(10 minutes) Conversation about why this might have affect the way Vonnegut chose to portray this novel.
(Remainder) Students can work on making an assertion regarding motives for structure.
Reflection: This was one of the most spirited conversations that I have ever had with this class. Many of them could
not believe they had never heard of what was perhaps the most deadly bombing of WWII. I should include a lot of
interesting historical context into my teaching of novels. I think it makes things more interesting and relatable to
students. Additionally, their writing regarding this lesson was far better than usual.
Week #8, Lesson #1
Date: 2/22
Name: Settling on a Rubric
Standard: 3.2
EQ: What format should a rubric take to ensure it is assessing what we have learned throughout the semester?
Understanding: Students will understand how to form a rubric that accurately assesses what it is supposed to.
LT: I can show my knowledge regarding the purpose of this project through jointly creating a rubric with the class.
Assessment: Agreed upon and completed rubric
Instructional Strategies:
(10 minutes) Prompt: In your opinion, what are the three most important things that should be graded for the
Weebly project? Why?
(10 minutes) Students share, I write on the board things they identify as important.
(10 minutes) I project and justify the things that I have included in the rubric.
(10 minutes) Students can volunteer and vote on suggestions for improvement.

(Remainder) Students can work on their reading assignment due for tomorrow.
Reflection: I did not realize how much time it would take to complete a rubric with the class. I originally thought the
entire project in its entirety would take 30 minutes. In the end, it actually took the whole class. Thus, we had to cut
work time to complete reading. This is something I will try to account for in the future when completing rubrics as a
class.
Week #8, Lesson #2
Date: 2/23
Name: What Shall We Talk About Chapters 9-10
(See week #4, lesson #4)
Reflection: If I find myself teaching Slaughterhouse Five again, I should probably come up with a better way to
explain what the ending meant. The students did not seem to buy what I was saying.
Week #8, Lesson #3 (Block Day)(No Class Friday)
Date: 2/24
Name: Crafting My Satire Project 4 of 4
(See Week #5, Lesson #3)
Description: Being that we have already covered the requirements for all of the pages at this point, this lesson will
be focused around a peer review session using the rubric to give critiques.
Reflection: I need to figure out a way to encourage better peer review. Students are too nice to each other. Thus,
their comments dont really give any critiques. Perhaps stressing and modeling what I am looking for in a peer
review is important to cover.
Week #9, Lesson #1
Date: 2/29

Name: Test Review Day #1

Standards, EQ, Understandings, LT: Based on questions students ask in class
Instructional Strategies:
(Entire Class Period) Being that students have the study guide for the test and are able to use their notes and books
on said test, todays focus will be up to the students. I will let them essentially study how they study best. That
being said, I will openly answer any questions students have about the study guide in front of the class so that there
is no confusion on the test.
Reflection: Students were very engaged during this Q&A. Most of them remembered a lot of what we covered and
were able to answer each others questions. This is definitely a review tactic that I would use again.
Week #9, Lesson #2
Date: 3/1
Name: Test Review Day #2
Description: Todays class will focus around a trivia game regarding the information from the study guide.
Reflection: Using games in class engages students that usually are not engaged. This is a good thing to keep in
mind for when I have my own classroom. Keeping the environment lighthearted and fun is a good way to reach
students who are often reluctant to participate.
Week #9, Lesson #3 (Block Day)
Date: 3/2
Name: Unit Test
Description: Students will take as much time as they need to finish the test. They can use books and notes while
testing. When they are finished they will work quietly on their Weebly projects.

Reflection: Having tested it out, I think I will always let students use books and notes on tests. I was never very
good at memorizing things for tests. Thus, if I can help eliminate that stress, I am happy to do so.
Differentiation: I have created different forms of the test. Some are shortened. Some have questions that are
geared toward showing a more basic understanding of the content areas. Additionally, as needed, students are
allowed to test in alternate environments.
Week #9, Lesson #4
Date: 3/4
Name: Modeling a Finished Product
EQ: I feel I have all of the elements I am suppose to have, but what should a finished product look like?
Understanding: Students will understand what, exactly, I am looking for in a finished Weebly project.
LT: I can identify the different requirements for finished project and can implement them as evidenced by my final
Weebly submission.
Instructional Strategies:
(20 minutes) When students come into class, I will have my completed Weebly project projected on the screen. As
a class we will go through my Weebly page by page in order to highlight and grade based on what the rubric says.
Thus, students should know exactly what their projects will look like and how it will be graded. There will be,
therefore, no confusion for their final submissions
(Remainder) Students can use the remaining time to work out any last kinks in their projects before their final
publication. It is due at midnight.
Reflection: It is really hard to get students to turn in even major assignments with the schools policies regarding
late work. I am writing this the Monday after the project was due, and I am still missing almost a third of my
students submissions. This is very disappointing. Moving forward, I need to find a way to incentivize submission of
work despite the schools policies.