Unit Plan

Monster By Walter Dean Myers

Overview
Unit Title: The Identity of a Monster

Themes: Identity, trust, and the Judicial Process

Grade Level: 10th grade English

Rationale:
Many students have never and will never experience the judicial system, let
alone the judicial system for a juvenile. This unit will give students first hand
knowledge of incarnated life as a juvenile. While studying Monster, students will
be asked if questions of trust, identity, and empathy. Not only will they get a
glimpse at this life but also a glimpse of the effect on other lives. This unit will
also study the use of different forms of literature: multigenre novels, poems,
short stories, interviews. Students will specifically be asked to work with the
movie form and journal entry form that dominate this novel. This firsthand
interaction with different forms, creative options, and overarching themes will
encourage students to view people who are incarcerated in a new way, question
their own prejudices, and experience this in a healthy and constructive way.

Big Ideas:
Understanding the Judicial Process
Loss of Identity
Guilt
Loss of Trust
Multimedia literature

Concepts
Who creates identity the person or society?
Is a narrator always trustworthy?
Are minors in the judicial systems taken care of?
Who decides who is guilty or not guilty?
What does prison do to a person?
What are the advantages and disadvantages to a movie script? To journal entries?

Equipment, Technology, and Advanced Preparation

Students
For this month long unit, students will need a copy of Monster by Walter
Dean Myers, a notebook, and a writing utensil. The notebook will be used
for various notes as well as for journal entries throughout the unit.
Teacher
During the unit, it will be best for the teacher to use a computer,a
projector, and their own copy of Monster. Although ultimately it is not
 Patterson !2

necessary, some activities will work better with items available for the
whole class to look at together. The teacher will also have to procure a
computer lab or a cart of laptops for two days so students have the
opportunity to use class time to type up a draft as well as their final. To
prepare for this unit the teacher will need to make sure there is enough
handouts for all students. This will include the Introduction to Judicial
System handout, copies of all three poems and the essay, the rubric, the
thought question prompts, and the reading check quiz. Teachers will also
need to prepare their own directions for the thought question that align
with their classroom needs and standards. Throughout the unit, the
teacher will also need to prepare groups, some journal entry prompts
(either used as bell work or a closing ticket), movie clips for the movie
talk activity, research any additional information needed or wanted for
the Lesson on Prop. 21, and pick brainstorming and prewriting activities
to familiarize students with these concepts.

Long Term Unit Goals

This unit will
Familiarize students with new ways of writing a novel
Allow time for practice in those new styles
Create safe spaces for conversations about the people who are incarcerated
Give time for reflection on identity, guilt, and self-discovery
Show the potential of minors incarcerated

Short Term Objectives

By the end of this unit, students will
Write a strong essay that includes both the student and outside voices
Debate personal ideas with concrete evidence
Connect outside ideas to Monster from research and/or poems and essays
Complete 4 journal entries to relate the literature to real life

Standards
CCSS.ELA-LITERACY.WHST.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.WHST.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.WHST.9-10.2.E
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.WHST.9-10.5
 Patterson !3

Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
CCSS.ELA-LITERACY.WHST.9-10.10
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.

Anticipatory Set
Assuming most students have not had direct experience with the juvenile judicial
system, the first day will be an activity that gets them into that mindset of
understanding terms and conditions of minors in prison or awaiting a sentence.
Students will have to define terms normally used in court systems. They cannot use
any outside knowledge, technology, or each other (at first) to define these words.
Then, after time is given for that, students will come together in small groups to
compare. Finally, the class will come together and compare group definitions. The
teacher will then display the definitions and talk about what they mean. Since all
these terms are used throughout the novel, this will initiate them into a judicial
system and terminology of this book. *See attached sheet*

Procedures
See attached calendar.

Formative Assessment
See attached sheet (Reading Check Quiz)

Summative Assessment
See attached sheet (Thought Questions)

Rubrics
See attached rubric.

Modifications
Since this novel requires close reading, if a student requires it, more time could be
given to finish the novel. Additionally, since much of this unit is based on personal
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writing, reflection, and understandings, timing and expectations could be adjusted to

better fit the student. Furthermore, when more communal learning happens,
students will work together to create a cohesive and helpful environment for all
learners facilitated by the teacher. Any other modifications and changes for students
with exceptional needs, unforeseen circumstances, or personal connections will be
granted.
Name:__________________
Name:__________________

Judicial Vocabulary

Define the following words as best as you can using only the knowledge in
your head. No googling allowed!

Jury Objection

Trial Witness

Prosecutor Testimony

Defense Attorney Perpetrator

Reasonable Doubt Due Process

Accomplice Charge

Character Witness Verdict

Name:__________________

Movie Speak
Find at least four new terms to you that have to do with Steves method of writing in
movie script. In each box, write one term, the page(s) it is used on and what you think it
means. You might also include examples of when you have seen a shot like this used in a
favorite movie or TV show. An example of each term will be shown over the projector.

Term: Term:
Page(s) used: Page(s) used:
Example: Example:

Definition: Definition:

Term: Term:
Page(s) used: Page(s) used:
Example: Example:

Definition: Definition:
Name:__________________

Poem Analysis
Read the following poem and annotate it as much as possible. Make notes to
connections to Monster and Steve Harmons character in the book.

THE MONSTER WITHIN

Theres a monster within me

Its anything but sane
Its anything but tame
I hope me and it never become one and
the same.
Its full of an evil blind rage
Locked away, inside me
Like a wild bird in a cage
Just waiting for a chance to escape and
fly free.
I hope me and it never become one and
the same.
For the monster within will never
be completely tame.
Name:__________________

Poem Analysis
Read the following poem and annotate it as much as possible. Connect this poem to
Steve Harmons character in Monster. Take notes as you will be writing a journal
entry on your reaction to this poem.

MY NAME IS POWERLESS

My name is Powerless
I live in a corner
In a broken house
My last name is Fear
My middle is Doubt
My parent is Addiction
My sister is Revenge
My brother is Fury,
They go to no end.

My eyes are empty

I have no heart or soul
Knowing me really takes a toll
You wont be able to fight me
Once Ive been around
Soon you meet the whole family
Well drive you in the ground
Youll learn not to ask questions
Soon youll be like me
Powerless has no end

Good luck getting free.

Name:__________________

Poem Analysis
Read the following poem and annotate it as much as possible. Connect this poem to
Steve Harmons character in Monster. After finishing the book, explain why this poem
was incorporated, common themes, and important relationships between the poem and
the novel.

IN THE EYES OF MYSELF

In the eyes of myself

I am a failure
The one with no successes
A cursed future.

In the eyes of the beholder,

I am a disgrace
The one with no success
A sad little person
Set only to failure

In the eyes of myself

I want to be a success
The one who means no harm
Hoping for a hopeful future
Not made to fail.
Name:__________________

Reading Check

After finishing Monster, answer the following three questions in essay form as best you can. Use
your own words and ideas, but use evidence from the book to back up your answers. Good
luck!

1. Explain in your own words what happened in Aguinaldo Nesbitts store. Please sure to
include James King,Richard Bobo Evans, Jos Delgado, Steve Harmon, and, of course,
Mr. Nesbitt. Include as many details as possible.

2. Explain, in your own words, the role of Sandra Petrocelli and Kathy OBrien.

3. Explain the outcome of the court case. Include the verdict for all members of the crime that
are being tried in this court case.
Name:__________________
Name:__________________

Thought Questions
Monster

1. Create your own opening or closing statement for any of the people being tried. Use
Sandra Petrocelli and Kathy OBriens words as a guide.

2. Convince me, through a literary essay, that Steve Harmon is either guilty or not
guilty. Quotes from the book must be used throughout.

3. Research other cases involving minors being tried as adults. Through research
findings and the book, talk about the effects (physically, mentally, and emotionally)
on those being accused.

4. Study the use of stage direction in the book and discuss what that tells you that the
words spoken do not.

5. Write a literary analysis on Steve. What is his identity? Is he guilty? What does he
believe about himself?

6. Take the persona of anyone in the book, even minor characters, and write how in-
depth journal entries surrounding different events in the book.

7. Create a plan for your own movie using Steves outline. There must be a plan for
specific actors/actresses for each major character, costuming, and location.
Additionally, include what you would change from Steves plan and what you would
change.

8. Put Steve on trial for his trustfulness. Create an opening or closing statement for why
Steve is or isnt a trustworthy narrator.
Name:__________________

Steves Identity
Using what we already know about Steve from what we have read, using evidence from
the book to create Steves identity. Put pieces of evidence, doodles, and inferences all
around the figure to create Steve. You will not be graded on your artistic ability, but your
use of evidence and original thought.