Betsey+Dennis

=Gangs vs. Child Soldiers=

Overview
This unit addresses the issues of gangs by viewing them in comparison to child soldiers using, //A Long Way Gone: Memoirs of a Boy Soldier//, and //Monster: An Autobiography of an L.A. Gang Member//, as the main texts. Students will be learning and practicing a multiple of genres, such as, poetry, narratives, and research essays. Students will be asked to critically assess child soldiers and gangs and they will visit the library in class to utilize the sources available; they will also be expected to do work outside of class. This unit will be completed with a research essay where students are to research a specific gang, child soldier, or the child soldiers in a specific region or country and accompany it with a reflection on how the unit has or has not affected them.

From Theory to Practice
Carey-Webb, Allen. //Literature and Lives.// (2001). This unit was not only created to enhance students writing and reading comprehension abilities, but to give them some ideas to think about. Many students in an urban school do not know their own capabilities and the possibilities that await them upon graduating. This unit will address the student’s judgments and the consequences and roadblocks they may face depending on their decisions. Students will be given tools and resources and a safe place to address issues that are facing them in the world through writing, reading, and discussion.

Student Objectives

 * Students will practice writing using a multiple of genres
 * Students will participate in the whole writing process
 * Students will critically assess their goals
 * Students will improve their research-based writing skills
 * Students will participate in collaborative activities while practicing attentive listening skills and appropriate communication skills

MI ELA Content Expectations Met
2.1.10 - 2.1.12 ||= 3.1.1 - 3.1.10 ||= 4.1.1 - 4.1.5 ||
 * ~ Strand 1 ||~ Strand 2 ||~ Strand 3 ||~ Strand 4 ||
 * = 1.1.1 -1.1.8 ||= 2.1.1,2.1.3 - 2.1.7
 * = 1.2.1 - 1.2.4 ||= 2.2.1 - 2.2.3 ||= 3.2.1, 3.2.4 - 3.2.5 ||= 4.2.1 - 4.2.4 ||
 * = 1.3.1 - 1.3.9 ||= 2.3.1 - 2.3.8 ||= 3.3.4 - 3.3.6 ||=  ||
 * = 1.4.2 - 1.4.7 ||=  ||= 3.4.1 - 3.4.4 ||=   ||
 * = 1.5.1, 1.5.3 - 1.5.5 ||=  ||=   ||=   ||

Resources

 * Pencil/paper
 * Coloring utensils (markers, crayons, colored pencils)
 * Notecards 3x5, 4x6 (access to an unlimited amount)
 * Access to computers/research
 * Access to the internet
 * Library access
 * Gang/child soldier poetry
 * A Long Way Gone: Memoirs of a Boy Soldier by
 * Monster: An Autobiography of an L.A. Gang Member by
 * Notebook for Journal

Teacher Preparation

 * Research in the area of child soldiers and gangs should be done in order to fully understand the difference and similarities between child soldiers and gangs.
 * You should have already read and discussed //A Long Way Gone// and //Monster// before beginning this unit.
 * Make sure you have copies of gang and child soldier poetry for each student.
 * Make sure you have at least 3 days where time is reserved in a computer lab and/or library in order for in class research and work.

Instruction and Activities

 * //Session 1//**
 * 1) Have students take out their journals for journal writing.
 * 2) Start the **pre-writing activity ** by taking of your shoes and placing them in front of the class (like on a podium or a desk).
 * 3) If possible, dim the lights so there is a “spotlight” on the shoes.
 * 4) Tell the students to focus on the shoes. They are in the spotlight. They will share a story.
 * 5) Say, “These are the shoes…” (and finish the sentence). Repeat this few times, changing the end of the sentence each time.
 * 6) Now ask (or designate) 3-4 students to come to the front of the room.
 * 7) Each student must remove one shoe. Each of you put one shoe in front of you.
 * 8) One by one, you will each go to the shoes, take one, and say “These are the shoes…” finishing the sentence.
 * 9) Each of you takes a turn, returns the shoes, and the students may sit down.
 * 10) Now tell all the students that they are going to write for 10 minutes, using “These are the shoes” as the first line. They can write about one pair of shoes, one experience, or many pairs of shoe, many experiences. They can write in whatever form they like (poem, story). The only thing they MUST do is write from the point of view of the shoes.
 * 11) After 10 minutes, have the students share their writing in small groups or as a whole class.
 * 12) After the students have shared have them return back to their journals to write again. This time they are to write from the perspective of the shoes of Monster, or Ishmael.
 * 13) After 10 minutes have the students put their journals away.
 * 14) Next, handout the research paper assignment sheet and transition into discussing the assignment. [[file:Research_Paper_Assgn_Sheet.doc]]
 * 15) Read the assignment sheet aloud to the students and answer any questions that any of them may have regarding the assignment.
 * 16) Tell students that they should start brainstorming different topics and possibly do some research on those topics to see if it is really something they want to focus on. Have them bring in a list of what topics they have brainstormed. They must have at least 2-3 topics.


 * //Session 2//**
 * 1) Put students in groups of 4-5 students for a **discussion and activity prompt **. Pass out a copy of the Gang and Child Soldier Poetry (links to poetry above) to each student and coloring utensils to each group.
 * 2) Tell them that each group is to hand in one paper with all of their names on it that has notes and conclusions of the group’s discussions.
 * 3) Write on the board specific the details you want the students to pay attention to.
 * 4) Imagery
 * 5) Word choice
 * 6) Emotions
 * 7) Have the students read through each of the Gang poems.
 * 8) After they have read through the poems ask them to go back and make notes about each of the details they were to focus on.
 * 9) Have the students choose one of the poems that they read and have each student put the poem into a picture by drawing what they read. They can choose to draw a line in the poem, a verse, or the poem as a whole.
 * 10) After 3-5 minutes have the students share the picture they drew within the group explaining why they drew what they did and what they chose to focus on.
 * 11) Next, have students read the Child Soldier poems within the group.
 * 12) Repeat steps 4-7.
 * 13) Now that students have read through both sets of poems have them discuss the differences/similarities between the two sets of poems. • Imagery • Voice • Tone • Emotions
 * 14) Discuss with the class as a whole what the different groups came up with for the differences/similarities in the poems.
 * 15) Collect pictures and group work.
 * 16) Have students return to their desks or original seating and take out their journals.
 * 17) Have students write their own poetry reminding them that their words should show the reader some sort of image and display an emotion, so it is important to pay attention to their word choice.
 * 18) Tell them that their poems need to focus on their reaction to one or both of the novels that were read, their reaction/feelings towards a poem or poems that were read in the groups, or about their feelings or real life experiences with gangs/child soldiers in general. Remind them that their poems may be read aloud so they should not add anything they do not wish to share.
 * 19) After 10 minutes of writing have students volunteer, or choose students to share their poems with the class.
 * 20) Have them put their journals away and begin to transition into discussing the research paper.
 * 21) Ask students to take out the topics they have brainstormed and if they have not already done so, narrow their list of topics down to two in order to be able to begin their research the next class period.
 * 22) Begin discussing good researching habits. //• Note cards:// These will be made available at the library during the next class period. These are used for keeping track of potential quotes and/or phrases that could be used in the paper. They will also be used to cite the source and keep the quotes with their appropriate sources. //• Good Sources:// Any books. Be careful with Internet sources. Stay away from Wikipedia, and try to decipher which sources are considered reliable. Safest internet sources are ones that end in .gov, and .org. //• Good Researching Habits:// Keep the note cards “up-to-date” (sources completely cited) and organized. Use the in class time wisely or else students will have to research on their own time. Make photocopies of books, and print out internet sources and highlight and write thoughts on the copies/print outs.


 * //Session 3//**
 * 1) Students begin research on their topics in the computer lab/library.
 * 2) Let them know they must know (if they don't already) what their topic is going to be.

//**Session 4**//
 * 1) Students continue research in the computer lab/library.

//**Session 5**//
 * 1) Tell the students they have a choice of either continuing to research or beginning to organize their paper. This is the last day for in-class research.

//**Session 6**//
 * 1) Have students take out their journals for journal writing.
 * 2) Read the poem “The Ex-Basketball Player” by John Updike.
 * 3) Discuss the main character of the poem, Flick Webb, and who he was in high school and who he becomes after high school.
 * 4) Have the students write a poem modeling after “The Ex-Basketball Player.” i.e. who/what they are now and then who/what/where they see themselves in 5 years.
 * 5) Now, have students brainstorm if they could be anything, and be anywhere what would they be and how would they get there?
 * 6) Next, have them right a new poem, this time they must include what they just brainstormed.
 * 7) Have students share their “dream” poems with the person sitting next to them.
 * 8) Once students are done sharing, give students a few minutes to reflect on the similarities and the differences between their two poems and the steps they would need to take to achieve their dream. i.e. get good grades, go to college, volunteer, interview people…
 * 9) Assign a 2-3 page narrative that is an extension of “dream” poem. The focus of the paper is, “If I could do anything and be anywhere in 10 years how would I get there and what would my life be like?”
 * 10) Have students put away their journals and take out new paper.
 * 11) Discuss how to write a strong thesis.
 * 12) Have students practice writing a thesis for different topics that you give them. • Peanut butter and jelly sandwiches are good/bad because…(students finish with their own reason) • School should get out at one on Fridays because…
 * 13) After students have practiced writing a thesis have them focus writing the thesis for their paper.
 * 14) After 10 minutes of working their own thesis, have students pair up and critique each others thesis. Focusing on • Does it make sense? • Does it get the point of the paper across (the argument)? • Is it concise (not too wordy)?
 * 15) Remind students that their 2-3 page narrative is due next class.

//**Session 7**//
 * 1) Journal Prompt: What does a peer reviser do? The good things, the bad things...
 * 2) Handout the **peer editing guide ** and discuss peer revising. [[file:peer_editing guide.pdf]]

//**Session 8**// //**Session 9**// //**Session 10**//
 * 1) Have students pair up for peer reviews.
 * 2) Handout **peer review sheets **. [[file:Peer_Editing.doc]]
 * 3) Give students 20 minutes to edit each others rough drafts. Remind them to use the techniques that were discussed in the previous class session.
 * 4) While students are editing each others papers this is also time for you to call students up individually for conferences to discuss their papers. Possible questions to ask are; how they feel their papers are coming along, and what concerns or questions about their papers or the process they have.
 * 5) After 20 of revising with one partner have the students switch partners. And repeat the revising process.
 * 6) After 20 minutes have the students go back on their own and start revising their papers according to the critiques of the peer editors. Give them 15 minutes to work on their paper.
 * 7) After they have corrected some of the errors made have them find one more new partner to edit papers with for 20 minutes.
 * 1) **Grammar mini-lesson ** - Prepositions. Use the link provided to lead the class through a discussions and activities of prepositions. [[file:Preposition.doc]]
 * 2) Have students split into groups of 3-4 for MLA workshopping. Students will work together on their papers editing their work cited page, in text citations, making sure quotes, paraphrases, and summaries are properly added (including citations, lead-ins, etc...) and proper formatting of the pages of the paper (header, headings, margin).
 * 1) Collect students' journals
 * 2) Final peer revisions.

//**Session 11**//
 * 1) Workshop Day

//**Session 12**//
 * 1) Have students fill out **self-reflection forms **. [[file:Evaluation.doc]]
 * 2) Collect students final copies of research paper and reflection papers. A sample **grading rubric ** for the research paper - [[file:Grading_Rubric.doc]]
 * 3) Unit wrap-up.