Amanda's Unit!!

Title of Unit
Automobiles

Prefatory Statement
Since students have shown a high interest in automobiles and given there are numerous opportunities to teach elements of speaking, listening, reading, writing, and literature based on this topic, there exists an excellent opportunity to encourage partnership in education. By focusing students' attention on a topic that is immediately applicable in their lives, we can develop strategies, construct information, and practice skills with life long applications in context.

The unit is designed specifically with the Minnesota High Standard Interpersonal Communication embedded. Each of the lesson plan works with a specific objective listed under the graduation standard. I have covered four of the objective listed under "What students should do." It is up to the individual instructor if and how they will integrate each of the elements. It is not necessary to cover the entire standard in this unit, but it is essential to assess the elements that are covered.

This unit attempts to integrate a topical literary unit of student interest with reading and writing workshops as well as individual or small group student directed projects. I have put together a large conglomeration of ideas, suggestions, and resources. While the outline of the unit is fairly structured, the choices within this structure should be based on the needs of the students as well as the style and comfort level of the teacher.

I have attempted to construct a unit that might be used under circumstances such as the following 1) a beginning teacher who views language as a social construct and wishes to structure their class as to encourage activism in the community, but does not yet have the community resources available to devote all of class time to such an approach, 2) a classroom teacher who is transitioning into a mode that has greater empahsis on social construct, 3) an introductory unit for students who do not have a background of directing their own classroom agenda and will need a transitory unit to get them to the point where they are capable of effectively directing the learning of their class, and 4) a teacher who desires to give her students more control of the curriculum, but is having difficulty convincing the administration or community of the effectiveness of such an approach.

Class Specification
The unit has been constructed with a 9th or 10th grade general English course as an intended audience. This particular unit would be most effective with students who have shown a moderate to high interest in automobiles. If students do not have a high interaction with automobiles in their lives, special consideration should be given towards broadening the topic to modes of transportation.

Significant Assumptions
The unit has been designed with the following assumptions in mind:
- students have shown a high interest in automobiles.
- automobiles are relevant to the students' lives.
- the teacher has the flexibility necessary to effectively incorporate a nontraditional topic into the English classroom.
- student input and determination of classroom policies, curriculum procedures and content are highly valued and respected.
- teachers and students are seen as partners in education.

Standards to be Met: Minnesota High Standard
Writing and Speaking - Interpersonal Communication
Demonstrate effective communication and problem-solving skills in personal, family, community and work situations.

What students should know:
1) Understand communication theories and principles.
2) Understand how various factors (e.g., gender, point of view) affect patterns of communication, interaction and problem solving in families and work settings.
3) Understand strategies for working and operating successfully within social and organizational systems
What students should do:
1) Apply communication and problem-solving skills in personal, family community and/or work-place situations:
a) make a decision by consensus
b) resolve a conflict
c) deliver constructive criticism
d) express a complaint to an authority figure
e) handle an authentic situation which demands sensitivity to differences in age
f) justify a position or persuade a peer
In addition:
1) May be assessed in simulated situations.
2) Students must be strongly cautioned to avoid the application of stereotypes in explaining differences in communication styles and patterns.

Possible Whole-Class Activities
read a variety of texts, such as newspaper clippings, magazine articles, poetry, short stories, etc.
participate in classroom discussions
develop criteria for performance checklist evaluating unit projects
take field trips associated with topic
explore previously acquired knowledge and attitudes
research topics of interest in a variety of print and non-print sources
interview or listen to visitor presentations on their experiences and views
present projects in extended or summary form to class

Possible Small-Group Activities
write a respectful complaint letter (see Lesson I)
mini-lesson on clarity, detail, constructive criticism (see Lesson II)
peer review of unit projects
discuss progress of projects
discuss and evaluate written analysis of project process

Possible Individual Activities
vocabulary logs and integration into long-term memory (see Lesson III)
process log
process paper on unit project
read and give report on novel from suggested list
write letters or conduct interviews seeking information

Ongoing Activities
A considerable portion of the unit may be devoted to individual or small group unit projects. The number of students in each group and the intensity of the projects should be based on the particular class. Factors to consider are how well students work on independent projects, their level of interest, whether they work better in groups or independently, the amount of time set aside for the unit and the projects, and the teacher's comfort level and flexibility with such projects. Ideally, students would select a topic they have an interest in and select a project that has a real purpose and real audience. By real audience and real purpose, I mean the project has significance and usefulness in the world outside of the classroom. An example would be working with a public relations department that is concerned with media issues, particularly in automobile related publications and working alongside the department on a project, using the department as a resource, or using them as an audience. The nature of the project would rest on the students' interests and opportunities. I have listed a wide range of topic and project ideas below.
economics
examine financials of particular companies
compare and contrast cost
history (advantages)
of automobiles
of transportation
repair manuals
compare and contrast different vehicles, same procedures
repair an aspect of an automobile
magazines
media issue, gender roles, ads, rhetoric, language, etc.
research a contemporary car
manuals
compare and contrast contents, create "ideal" manual
conduct poll regarding what manuals are used for, how often, etc.
fiction
compare and contrast portrayals of automobiles
create automobile bibliography
analysis
effect of vehicles on environment
research safety issues
Students will also be asked to read at least two of the novels listed under Teacher Resources - Young Adult Fiction Novels. A substitution may be approved as long as it relates to the unit topic. Suggestions for assessment of this requirement include book talks, written or oral book reports, dialogue journals, an artistic representation of an aspect of the book, basically anything that confirms students' reading of the text.

Student Resources
The only things out of the ordinary required for this unit are sufficient access to real audience and real purpose as well as access to a large range of literary pieces on automobiles such as those listed under teacher resources.

Unit Anticipatory Set
(see Lesson IV)

Organization of the Unit
Week One
Day One: Introduce unit
Day Two: Present unit schedule, requirements, grading policy, work on topic and project selection, devise performance checklist for unit projects
Day Three: Reading Workshop
Day Four: Writing Workshop
Day Five: Project Workshop

Weeks Two-Seven
Ideally, each week would have two days designated for reading workshops, two days designated for writing workshops, and one day designated for unit projects. The exact content of each of the days would depend on the needs of the class. In general reading workshops may contain activities such as independent reading, mini-lessons on reading techniques or specific written materials either literary or otherwise, dialogue journals, and group discussions, basically any type of activity that has its roots in reading. There is an enormous amount of literary work - poems, short stories, plays, novels, etc. - available to use during reading workshops, some of which I've listed under teacher resources. I would encourage a considerable portion of time be set aside for examining these materials. Writing workshops may involve any steps in the writing process; generating a topic, freewriting, drafting, revising, publishing. Unit project workshops are intended to check students' progress, offer help or suggestions, and provide in-class time to work on projects.
At any time throughout the unit it is encouraged to organize field trips around the unit topic or invite visitors associated with the topic into the classroom to share their experiences and views with the students.

Week Eight
Students will share their unit projects with the class. Unit evaluations or assessments will also be given at this time.

Unit Test
Because of the wide array of classroom activities, variety of content materials, and the importance of assessment authenticity, I feel strongly that student assessment should be based on the criteria outlined under assessment package.

I believe part of the unit test for this particular unit should be a way for students to reflect upon and analyze the activities of the past eight weeks, as well as a way to bring closure to the unit. For these reasons I advise a portion of the unit test be an essay based on a prompt such as "Discuss three things you learned throughout the unit. Include such items as what you learned, how you learned it, why it was of interest to you, and how you will use the information in the future." Another prompt could be "Describe an experience that was especially frustrating for you throughout this unit. What made it frustrating? How did you deal with the situation? With the frustration? What was the outcome of the experience? How did you feel about the outcome? What would you have done differently? Why?"

Another portion of the unit test can be devoted to an evaluation of the standards. One way to test students on the standards would be to put them in role-play situation where they need to display their understanding of a particular objective. For instance, have them in a role-play situation in which they must express a complaint to an authority figure and base their grade on how they deal with the situation as well as their reasoning for why they chose that course of action.

Assessment Package
I would suggest dividing the students' unit grades into four categories, 1) unit project - 20%, 2) writing workshops - 30%, 3) reading workshops - 30 % and 4) graduation standard - 20%.

As a class, the students will determine the criteria for the unit project. An example of a performance checklist may include items such as: used a variety of investigative materials to find a topic, clearly explains what the writer has learned about the observation, event, or situations, organization is logical, format is clear, and information is accurate. A large portion of the project grade should be based on the final product and the checklist or criteria devised by the class to evaluate the projects. Other factors that could be included in the project grade include continuous student progress throughout the unit, appropriate use of in-class time, meeting of periodic deadlines, and students' own evaluation of their project.

The writing workshop grade may be determined by having the students pick their best piece of writing and submitting it to criteria determined by the class, the teacher's individual judgement, or a joint decision by the teacher and student. Again, factors such as appropriate use of in-class time, progress, and deadlines may be included as well as the attainment of individual student goals.

Assessment of the reading workshop is taken directly from Nancie Atwell's In the Middle. A portion of the reading workshop grade is determined by the student use of in class reading time, an individual conference determining their progress as a reader, and the attainment level of their goals. Atwell also allows a portion of the grade for dialogue journals. I would suggest allotting a portion for whatever means used to monitor comprehension, be it discussion groups, dialogue journals, artistic representations, etc.

How the graduation standard will be assessed depends in part what portion is covered throughout the unit. My preference would be to base half of the standard grade on the performance during the instruction on specific standard objectives and half of the standard grade some type of final assessment such as the suggestions offered under the section on a unit test.

Miscellaneous items such as mini-lessons or assigned reading should be included within the boundaries of its particular sub-heading. An example would be a mini-lesson focusing on techniques to read faster should be considered within the reading workshops portion of the unit grade. Miscellaneous items should be a considerably small portion of the unit grade, preferably no more than 10%. The proportion assigned to miscellaneous items should depend on the proportion of class time set aside for them.

Teacher Resources

Information Resources

Chilton's Auto Repair Manual. Radnor, Pennsylvania: Chilton, 1989.
The standard manual for do-it-yourself automobile repairs.

Drexler, Paul R. Yesterday's Cars. Minneapolis: Lerner LB, 1979.
Various kinds of old cars are described and tips for collecting and restoring them are given.

Hilton, Suzanne. Faster Than a Horse: Moving West with Engine Power. Philadelphia: Westminister, 1983.
The story of how the steamboat, railroad, trolley, and automobile affected the history of the United States.

Hoffman, Jeffrey. Corvette: America's Supercar. Messner, 1984.
A history of one of America's most popular sports cars.

Knudson, Richard L. & Tom Moran. Restoring Yesterday's Cars. Minneapolis: Lerner, 1983.
A basic manual on how to buy and restore old cars.

Lord, Harvey G. Car Care for Kids and Former Kids. Macmillan, 1983.
Basic maintenance routines like changing oil are thoroughly described in text and illustrations.

Mander, Jerry. Absence of the Sacred.
Discusses how automobiles and technology in general have impacted society.

Pizer, Vernon. The Irrepressible Automobile: A Freewheeling Jaunt Through the Fascinating World of the Motorcar. New York: Putnam, 1986.
From the invention of the wheel to modern air pollution, here is a history of the automobile, its components, and its effects on modern life.

Trier, Mike. Supercar. New York: Watts, 1988.
An account that gives information on the design and construction of such luxury cars as the BMW7 line of automobiles.

Instructional Resources

Gere, Anne Ruggles, et al. Language and Reflection. New York: Macmillan Publishing Company, 1992.

Beach, Richard and James Marshall. Teaching Literature in the Secondary Schools. Fort Worth: Harcourt Brace College Publishers, 1991.

Poems

Connor, Tony. "Last of the Poet's Car." The Oxford Book of Twentieth-Century English Verse. Ed. Philip Larkin. Oxford University Press, 1973.

Dawe, Bruce. "Abandonment of Autos." The Collins Book of Australian Poetry. Ed. Rodney Hall. Fontan/Collins, 1984.

Edson, Russell. "The Automobile." The Longman Anthology of Contemporary American Poetry. Eds. Stuart Friebert and David Young. Longman, 1989.

Fearing, Kenneth. "Obituary." The Voice That Is Great Within Us; American Poetry of the Twentieth Century. Ed. Hayden Carruth. Bantam Books, 1970.

Flanders, Jane. "Big Cars." The Pittsburgh Book of Contemporary American Poetry. Eds. Ochester and Peter Oresick. University of Pittsburgh Press, 1993.

Fried, Elliot. "The Man Who Owned Cars." Going Over to Your Place; Poems for Each Other. Ed. Paul B. Janeczko. Bradbury Press, 1987.

Gluck, Louise. "The Racer's Widow." The American Poetry Anthology. Ed. Daniel Halpern. Avon Books, 1975.

Kennedy, X.J. "At a Low Mass for Two Hot-Rodders." A New Geography of Poets. Eds. Edward Field, Gerald Locklin, and Charles Stetler. University of Arkansas Press, 1992.

Livingston, Myra Cohn. "Car Wash." A New Treasury of Children's Poetry: Old Favorites and New Discoveries. Ed. Joanna Cole. Doubleday and Company, 1984.

Manning, Nichola. "Three Cars." A New Geography of Poets. Eds. Edward Field, Gerald Locklin, and Charles Stetler. University of Arkansas Press, 1992.

McElroy, David. "Ode to a Dead Dodge." The American Poetry Anthology. Ed. Daniel Halpern. Avon Books, 1975.

McFatter, Janet Reed. "The Drive." A Green Place; Modern Poems. Ed. William Jay Smith. Delacorte Press/Seymour Lawrence, 1982.

Morris, Bishop. "Gas and Hot Air." The Oxford Book of American Light Verse. Ed. William Harmon. Oxford University Press, 1979.

Murray, Les A. "Portrait of the Autist as a New World Driver." The Collins Book of Australian Poetry. Ed. Rodney Hall. Fontan/Collins, 1984.

Nemerov, Howard. "Fugue." The Treasury of American Poetry. Ed. Nancy Sullivan. Doubleday and Company, 1978.

Pastan, Linda. "Jump Cabaling." An Introduction to Poetry. Ed. X.J. Kennedy. Little, Brown and Company, 1986.

Swenson, Mary. "Southbound on the Freeway." The Golden Journey; Poems for Young People. Eds. Louise Bogan and William Jay Smith. Contemporary Books, 1990.

Updike, John. "The Short Days." Anthology of American Poetry. Ed. George Gesner. Avenel Books, 1983.

Williams, Carlos William. "Ballad of Faith." The Oxford Book of American Light Verse. Ed. William Harmon. Oxford University Press, 1979.

Short Stories

Asimov, I. "Sally." The Complete Stories.

Becker, Leslee. "Twilight on the El Camino." Contemporary West Coast Stories. Ed.
C. M. Curtis.

Brindel, June Rachuy. "Service." The Country of Herself. Ed. K. L. Osborne.

Driscoll, Jack. "Fugitive." Wanting Only to be Heard.

Erdrich, Louise. "The Red Convertible." The Story and Its Writer. Ed. Ann Charters. Boston: Bedford Books of St. Martin's Press, 1991. 417-424.

Fitzgerald, F. Scott. "The Family Bus." Car Tales: Classic Stories About Dream Machines.

Freeman, Mary Eleanor Wilkins. "A Guest in Sodom." The Uncollected Stories of Mary Wilkins Freeman.

Gaines, Susan M. "The Mouse." The Best of the West.

Grace, Patricia. "It Used to be Green Once." Selected Stories.

Harper, Susan. "Running Commentary." The Year of the Buck and Other Stories.

Howard, Elizabeth Jane. "Mr. Wrong." Shudder Again. Ed. M. B. Slung.

Kundera, Milan. "The Hitchhiking Game." The Story and Its Writer. Ed. Ann Charters. Boston: Bedford Books of St. Martin's Press, 1991. 782-795.

Lynn, Elizabeth A. "California Dreaming." Omni Best Science Fiction.
O'Hara, John. "Clayton Bunter." Gibbsville, PA.

Scott, Mary. "What Became of Jenny." Nudists May Be Encountered.

Shiner, Lewis. "Wild for You." Fires of the Past. Ed. A. D. Jordan.

Stegner, Wallace Earle. "Goin' to Town." Short Story International or Collected Stories of Wallace Stegner.

Weaver, Will. "You are What You Drive." A Gravestone Made of Wheat.

Welty, Eudora. "No Place for You My Love." The American Story: Short Stories From the Rea Award or The Granta Book of the American Short Story. Ed. W. Martin.

Williams, Joy. "Rot." Escapes.

Zafris, Nancy. "The Metal Shredders." The Flannery O'Connor Award. Ed. C. East.

Young Adult Bibliographies

Spencer, Pam. What Do Young Adults Read Next? A Reader's Guide to Fiction for Young Adults. Detroit: Gale Research Inc., 1994.

Gillespie, John T. Best Books for Junior High Reader. New Providence, New Jersey: R.R. Bowker, 1991.

Young Adult Fiction Novels

Bennett, Jay. Coverup. New York: Watts, 1991.
The morning after a party, Brad wakes up with a terrible hangover and the nagging suspicion that something happened when Alden drove him home.

Bunting, Eve. A Sudden Silence. San Diego: Harcourt Brace Jovanovich, 1981.
Jesse turns his grief into action as he searches for the hit-and-run driver who killed his deaf brother.

Deaver, Julie Reece. Say Goodnight, Gracie. New York: Harper and Row, 1988.
When her good friend Jimmy is killed in an automobile accident, Morgan's life comes to an abrupt halt.

Forman, James D. The Big Bang. New York: Scribners, 1989.
Through the record-keeping of a journal, Chris relives, his life with his popular older brother Jeff, right up until the night of the accident of which Chris is the only survivor.

Gosling, Paula. Death Penalties. New York: Mysterious Press, 1991.
Even though a witness reported that Leland was being followed on the night he was killed, the automobile crash appears to be just another bad traffic accident.

Grant, Cynthia D. Shadow Man. 1992.
When Gabe dies in a single truck crash, all the towns-people wonder if he planned it that way.

Harris, Jacqueline L. Henry Ford. New York: Watts, 1984.
The American inventor and businessman who founded the Ford Motor Company is well portrayed in this readable biography.

Kelly, Regina Zimmerman. Henry Ford. Chicago: Follett Publishing Co., 1970.
A biography of the man remembered as "father of assembly-line production" and as an innovator in labor practices.

Kirby, Susan E. Shadow Boy. New York: Orchard Books, 1991.
The day after Thanksgiving Artie jumps his skateboard into the path of an oncoming car.

McCrackin, Mark. A Winning Position. New York: Dell Paper, 1982.
Alec is a car racer torn between winning for his coach and giving up the sport for his girlfriend.

Naughton, Jim. My Brother Stealing Second. New York: Harper and Row, 1989.
Bobby works to clear his brother's name in the drunk driving accident he supposedly caused.

Oates, Joyce Carol. Black Water. New York: Dutton, 1992.
Bad luck intervenes when Kelly's car runs off the road into a pond and Kelly is trapped inside with the water rapidly rising.

Olney, Ross R. Super Champions of Auto Racing. Clariou, 1984.
Biographies of 6 contemporary racing champions are given.

Strasser, Tod. The Accident. New York: Dell, 1988.
When Matt's best friend is killed in a car accident, everyone blames it on alcoholic Chriss Walsh, but the police are covering up what really happened.

Swallow, Pamela Curtis. No Promises. New York: Putnam, 1989.
A new student from France, transfers into Dana's school - he's fun, unpredictable, drives a white MG and likes Dana.

Lesson I

Title: Respectful Complaint Letter

Lesson Rationale: The students will continue their investigation for information, strategies, and skills that will be used throughout their lives.

Lesson Standards: Writing and Speaking - Interpersonal Communication
Demonstrate effective communication and problem-solving skills in personal, family, community, and work situations.
Skill Description: Students will express a complaint to an authority figure. (d)

Methods:
1) Before students arrive:
- half of the class will have read The Hitchhiking Game by Milan Kundera and the other half will have read The Red Convertible by Louise Erdrich
- desks will be arranged in groups of four
- three of the groups of four will be designated The Hitchhiking Game, and three of the groups will be designated The Red Convertible
- each set of four desks will be given a set of instructions for the opening activity
2) As students enter the room they will sit at one of the desk groupings according to the story they read and begin the opening activity.* (7)
3) Transition large group to a semicircle and to oral activity. (1)
4) The individuals designated by their group will read their summary aloud in order of the particular stories. (5)
5) The students will be provided an opportunity to ask and answer any clarifying questions about the summaries. (3)
6) Large group discussion* based on questions relevant to both stories. (7)
7) Transition to complaint activity*, placing students in groups of three. (1)
8) Handout and begin complaint activity. (20)
9) Draw complaint activity to a close and transition back to a large group. Generate some discussion based on the following ideas: How many of you found out something you wanted to know? Ask for examples. How many of you didn't find out anything new, but still found the experience interesting? How so? Ask for volunteers to read their letters. Under what circumstances could you see yourself writing a complaint letter?(5)
10) Wrap-up today's lesson and tell them where we are going from here. (1)

*See end of lesson for further explanation.

Assessment: I will know students are learning if:
1) They are able to summarize their section of the story.
2) They construct meaning based on the large group question and answer session.
3) They are able to express a respectful complaint to an authority figure.

Opening Activity
Each group of four will be designated to cover one third of the particular story they read, either the first third, the middle third, or the last third. As a group they are to summarize their section of the story. They will do this be selecting four important story elements found in their section. Each student will then pick one of the story elements and write a sentence for the summary. Finally, they will select one person to read the summary aloud.

Large Group Discussion
Possibilities for questions include:
How are vehicles used in each of these stories?
If there were not any vehicles, where would these activities take place?
Or how would these activities take place?
To what extent have any of you been involved in such activities while in automobiles?
What kinds of things do you use vehicles for?
Give some legitimate uses of vehicles?
Give some illegitimate uses of vehicles?
What reasons could you give for making modifications on how we use vehicles?
What reasons could you give for completely abandoning their use?
What effects would such changes have on society?
What effects would such changes have on our lifestyles?
In each story, who do you think places the most value on vehicles? Why?
Who do you think values vehicles the least? Why?
Of the characters, who best exemplifies your automobile use? How so?
Of the characters, who best exemplifies the value you have for automobiles?
How so?
What do you think the automobiles represent for a particular character?

Complaint Activity
In groups of three, the students will write a respectful letter expressing a complaint to an authority figure. Some possibilities in The Hitchhiking Game include the hitchhiker to the driver, the driver to the hitchhiker. Some possibilities in The Red Convertible include from Lyman to Henry Junior or Henry Junior to Lyman. Some possibilities based on the large group discussion include from a constituent to a member of the government, from the governing body at an automobile factory to a member of the government, from a citizen to the governing body of an automobile factory. Ideally, the letter should be directed to a real audience.

Lesson II

Title: Clarity - Detail - Constructive Criticism

Lesson Rationale: Students will be working on written unit projects that require a great deal of attention to detail and clarity. This lesson is designed to focus their attention on these aspects so that when they are working on their unit projects they will have a good understanding to what extent they will need attention to detail and clarity.

Lesson Standards: Writing and Speaking - Interpersonal Communication
Demonstrate effective communication and problem-solving skills in personal, family, community, and work situations.
Skill description: Students will deliver constructive criticism. (e)

Methods:
1) Have "No Tools Necessary"* on overhead as students enter the room.
2) Base a discussion on the overhead using the following ideas: Given this set of instructions, how would you proceed? Is there anything confusing about the instructions? How would you change or modify the directions? What might you say to the person who wrote the instructions, so they might understand your confusion? How would you approach the author? What things would you keep in mind when you approach the writer? What things should you keep in mind when addressing the issues of clarity and detail in your own writing? Explain why clarity and attention to detail are essential in certain types of writing, also model constructive criticism. (5)
3) Have students work in pairs on "Free Cocaine"* exercise. Have them discuss what makes the presentation confusing and how this confusion could have been avoided. Students should strive to make their comments constructive. (10)
4) Place students in groups of three and give each group a bag containing an odd assortment of items, possibilities include paper clips, glue, coffee filters, markers, yarn, etc. Each group will create something using all of the materials in the bag, give a name to their creation, and write directions enabling someone else to produce their item. It is important to remember details and clarity when writing the directions. (12)
5) Each group will then pass their directions to another group along with a bag containing the exact items they used to create their model. The second group will try to create the same item by following the directions. (12)
6) Once the second groups feels they are done, they will compare their product with the original and the two groups will evaluate the directions according to attention to detail and clarity. It is important for the students to use constructive criticism in their evaluations. (6)
7) To wrap-up, discuss the importance of constructive criticism, clarity and attention to detail when creating written products. (5)

*See end of lesson.

Assessment: I will know if students are learning by:
- their analysis and response to the "No Tools Necessary" exercise.
- their analysis and response to the "Free Cocaine" exercise.
- the clarity, detail, and constructive criticism they use in the final activity.
- the clarity, detail, and constructive criticism used throughout the unit, particularly in their unit projects.

NO TOOLS NECESSARY

Wall Installation Instructions:

1. From inside the house, cut a round hole to accommodate the aluminum vent hood.
2. Place the hood and tail piece through the opening from the outside of the house. Use aluminum nails to fasten into place.
3. Attach duct to dryer duct outlet and tighten using the clamp provided with the duct.
4. Measure the length of flexible duct needed. Stretch the ducting and cut to the require length. Do not kink or crunch the duct.

(Instructions included with True Value's Dryer Vent Hood. Taken from "Selling it." Consumer Reports. Mar. 1997: 75.)

Free Cocaine Exercise: (There should be a picture of the envelope that appears in the Consumer Reports issue listed below in this location.)

The free book about cocaine comes with a subscription to The American Journal on Addictions.
("Selling It." Consumer Reports. Aug. 1997: 59.)

1) What makes the illustration on this envelope confusing?

2) How could this confusion have been avoided?

3) Do you feel the representation was intentional or accidental? Why?

4) Using constructive criticism, write what you would say to the person who put this design together in order to point out its ambiguity?

Lesson III

Lesson Standards: Writing and Speaking 10.1 - Interpersonal Communication
Demonstrate effective communication and problem-solving skills in personal, family, community, and work situations.
Skill description: Students will make a decision by consensus. (a)

Rationale: There are several words students have run across while working on the automotive unit that they have decided it would be of value to recognize the meaning on sight. This lesson is designed to demonstrate how unknown terms can be integrated into their long-term memory as an alternative method to traditional memorization techniques.

Anticipatory Set: Have an example such as the following on the overhead as students enter the room.

Read each of the sentences carefully, trying to formulate a definition for anneal.

John strengthened the steel bar when he annealed it.
It is important to remember when annealing an object to first subject it to heat and then a cooling procedure.
Once the glass was annealed, it was more difficult to shatter.
Because of the extreme temperatures involved when annealing, annealing must be done in a specialized work shop.
Many of the materials used in building bridges are first annealed.
Engine parts that have not been annealed do not have a high endurance rate, they are too brittle.

Annealing is a difficult process that must be learned from someone adept in the dangers annealing involves.

Input and Modeling: Explain that the sentences have been collected as you have encountered them in your reading. Encourage the students to derive a definition for the unknown word based on context. Invite them to explain how they came up with their definition. Verify that there is consensus among the students as to whether the definition is accurate. Invite the students to construct several sentences using the word. (10)

Checking for Understanding and Guided Practice: Have students work in pairs on determining meaning activity.* It is important to use words that the students have put forth as

wanting to commit to their long-term memory. Emphasize that it is important to check for agreement amongst the pairs. Discourage one student from dominating the activity. (30)

*See end of lesson.

Independent Practice: Encourage the students to keep a list of unknown words they encounter during their work and periodically use this technique to commit the desired words to memory.

Closure: Have the students outline the memorization technique by writing a description of it and providing an example of how it would be used on a piece of paper to be handed in. Also have them list two things to keep in mind when making decisions by consensus. (10)

Determining Meaning Activity
Read each of the sentences carefully, trying to formulate a definition for anneal.

Write your definition of anneal:

Repeat the following steps with each of the words broach and commutator.

The broach is the tool with a point on the end.
A broach is often used to open casks, barrel-shaped containers usually for liquids.
Broaches are also used for enlarging or shaping a hole.
Treat a broach as carefully as you would any other precision cutting tool in your shop.
Always check the suitability of a broach for the specific job it is to do.
Never permit the cutting teeth of a broach to come into contact with a hard metal edge or surface since the cutting teeth of broaches are generally extremely hard and may be damaged.
In all surface broaching operations, make sure that the fixture is sufficiently rigid to prevent movement of the piece.
Don't expect a broach to correct excessive eccentricity due to inaccurate previous machining.

Write your definition of broach:

Here are three types of commutators:

You can order commutators from Advanced Commutator Technology.
Once the electric current reaches the commutator its direction is reversed.
A commutator is used on generators and motors to manipulate the flow of electric current.
Elizabeth realized that the reason the motor was not working was because the commutator was in backwards.
You will find the commutators needed for each of your projects on the workbench by the door.

Write your definition of commutator:

Write a brief story using the words anneal, commutator, and broach at least three times each.

Resource List of Automotive Terms:
accelerator pump
additive
air pollution
alignment
alternating current
ammeter
anneal
armature
axle
baffle
ballast resistor
bezel
brake cylinder
braze
broach
calipers
camber
camshaft
cathode
centrifugal force
chamfer
combustion chamber volume
commutator
compression ratio
concentric
condensation
cowl
crankcase dilution
detergent
diaphragm
diesel engine
differential
distillation
dual brakes
dynamometer
electrochemical
electromagnet
ethylene glycol
exhaust manifold
fahrenheit
filament
fuel injection
fulcrum
galvanometer
generator
growler
helical gear
hemispherical
hydraulic
hypnoid gearing
impeller
independent suspension
inertia
insulator
intermittent
kilometer
knurl
lacquer
laminated
longitudinal leaf spring
lubricant
mandrel
micrometer
modulator
multi-viscosity
octane rating
odometer
ohmmeter
oscillating action
oxidize
parallel circuit
parallelogram steering linkage
pawl
periphery
phosphor-bronze
piezoelectric ignition
platinum
plexiglass
polarizing
porcelain
pressure bleeding
quadrant
quenching
radial engine
reciprocating action
rectifier
resonator
rivet
roller tappets
self-energizing
shackle
shroud
shimmy
snubber
solenoid
spiral bevel gear
stabilizer bar
stethoscope
stroboscope
synchronize
tachometer
tappet
throttle
toggle switch
torque converter
torsion bar suspension
turbulence
vacuum gauge
viscosity index
volumetric efficiency
wankel engine

Lesson IV

Title: Introductory Lesson

Lesson Rationale: The information that students gather today will focus their attention on the topic and begin their investigation for information, strategies, and skills that will be used throughout their lives.

Lesson Standards: Writing and Speaking -Interpersonal Communication
Demonstrate effective communication and problem-solving skills in personal, family, community, and work situations.
Skill description: Students will justify a position or persuade a peer. (f)

Methods:
1) Students will begin writing responses to the following statements in their logs as soon as they take their seats.
Write down some things you know about automobiles.
Write down some things about automobiles you would like to know more about.
2) Wrap-up writing activity, introduce unit, transition to next activity. (1)
3) As students share what they've written, two students will be writing the responses on the board under the appropriate heading. What we know. (1) What we want to know. (1)
4) Have the students refer back to their notebooks and make additions or modifications considering the information on the board. Have them select the top two things they most want to know more about. (1)
5) Wrap-up board activity and transition to "Auto Wreck" by Karl Shapiro.
6) Pair students off, handout and begin self-instructional activity.* (39)
7) Draw self-instructional activity to a close and transition back to a large group. Generate some discussion based on the following ideas. (5)
How many of you found out something you wanted to know? Ask for examples. How many of you didn't find out anything new, but still found the experience interesting? How so?
8) Wrap-up today's lesson and tell them where we are going from here. (1)

*See end of lesson.

Assessment: I will know students are learning if:
1) They can determine what they know and what they want to know more about.
2) They are able to construct an argument.
3) They found information they were looking for or if they gained from the experience.

Self-Instructional Activity
"Auto Wreck" - Karl Shapiro

I) In unison, read "Auto Wreck" out loud.

II) Individually, silently read the piece again.

III) Discuss any discrepancies or concerns with your partner.

IV) Each of you need to write responses to the following questions.

1) Did the piece contain any information you wanted to know more about?

If so, what?

If not, could the piece have contained the information you were looking for? Why or why not? If so, how could it have?

2) Select one line from the poem that connected with you or with your experience. In what ways does it have meaning for you?

3) Compare your response to number two with your partner. In what ways are your responses similar or different?

4) Together the two of you should select a line. Separately write down what the line means to you.

5) Compare your response to number four with your partner. If the line meant something similar to each of you, construct an argument together that would support your position.

If your responses are different, individually construct an argument to support your position.

6) Present your arguments either to your partner (if you each constructed your own argument) or to another pair of partners (if together you constructed a single argument).

7) Was your audience convinced of your position? Why or why not? If they were not convinced, what could you have done to have been more convincing?

V) With your partner, take turns reading the poem aloud to each other.
Auto Wreck
by Karl Shapiro
(1942)

Its quick soft silver bell beating, beating.
And down the dark one ruby flare
Pulsing out red light like an artery,
The ambulance at top speed floating down
Past beacons and illuminated clocks
Wings in a heavy curve, dips down,
And brakes speed, entering the crowd.
The doors leap open, emptying light;
Stretchers are laid out, the mangle lifted
And stowed into the little hospital.
Then the bell, breaking the hush, tolls once,
And the ambulance with its terrible cargo
Rocking, slightly rocking, moves away,
As the doors, an afterthought are closed.

We are deranged, walking among the cops
Who sweep glass and are large and composed.
One is still making notes under the light.
One with a bucket douches ponds of blood
Into the street and gutter.
One hangs lanterns on the wrecks that cling,
Empty husks of locusts, to iron poles.

Our throats were tight as tourniquets,
Our feet were bound with splints, but now,
Like convalescents intimate and gauche,
We speak through sickly smiles and warn
With the stubborn saw of common sense,
The grim joke and the banal resolution.
The traffic moves around with care,
But we remain, touching a wound
That opens to our riches horror.

Already old, the question Who shall die?
Becomes unspoken Who is innocent?
For death in war is done by hands;
Suicide has cause and stillbirth, logic;
And cancer, simple as a flower, blooms.
But this invites the occult mind,
Cancels our physics with a sneer,
And spatters all we knew of denouement
Across the expedient and wicked stones.