Survival

Prefatory Statement:

As almost basic as being human, each of us shares another common thread: the ability to
survive. Yes, we have all made it in some way or another. Granted, some of us had to face
different challenges to make it, but we have made it. The reason that I have created this unit
is because of the challenges, the obstacles, the barriers, and the errors that attempt to settle
in our path. From these challenges that attempt to settle in our path we handle in many
different ways. Some of these ways might be to persevere, try again, fail, give-up, or even
to succeed. However, there remains one element in common: survival. Why? It is because
we chose to. It is this foundation that I decided to build a unit on. Given the vastness of this
topic, I tried to choose pertinent information for students. I think if we can look at the ways
in which we have overcome an obstacle, survived a challenge, or made it through a
hardship, it is then that we can look at the sticks of which our character is built. These
"sticks" or our "will" is why I decided to create this unit on survival. It affects all of us, in
some way, shape, or form. I'm am very confident that everyone has faced a challenge, and
I am even more confident that everyone knows someone who has. I want students to
realize what it takes to survive today is very different then what it took yesterday. Students
should have the skills and the will to make it; they should be aware that surviving wasn't
always this easy or this difficult.

It is necessary for students to have multiple exposures to various materials. I believe that as
a teacher, it is important to see how far some groups of people have developed, despite
the hardships that they have faced. It seems so often that teenagers compromise their wills
and give into peer influences. I want to go through the decision-making process, and I want
to show why and how people make choices. Further, I want to illustrate that just because
you don't "win" or you aren't the "best," doesn't mean you didn't survive. I want students to
understand that the decisions that they make will affect them for the rest of their lives. Also,
the situations that they may encounter may effect their lives too. Students will be able to
learn by having multiple exposures, seeing various examples of struggles, discovering and
applying many personal examples. Hopefully, students will gain similar exposures through
poetry and short stories. By connecting the material to their own lives, they will become
more aware of what it means to have survived. Through writing, speaking, and service
students will make various connections and be more confident members in a whirlwind
society.

Class Specification:

This unit would work well with an 11th or 12th grade class. The material is a little
challenging. Specifically, Braided Lives is a text many instructors have used in their college
classes and that many teachers have used in their high school classes. Additionally, the
poetry and "A Raisin in the Sun" would be challenging for a high school class. Lastly, I have
developed an assessment task appropriate for high school. Please keep in mind that some
of the material could be used at the younger level (and may be real appealing) or
substitutions could be added for the younger audience. The themes of survival, race, and
identity are imbedded within this unit; it really is important to discuss these issues in the
classroom. Having a culturally and/or racially diverse class may prove to be beneficial. If
not, the issues are still important and relevant.

Significant Assumptions:

? Students are interested in reading about others' experiences.

? Students are willing to let down any masks they may have and open themselves up.

? Students inherently enjoy helping other people.

? Students face issues that they deal with in a variety of ways.

? Students need help in decision-making.

? Students need to identify the ills of society, before correcting them.

? Students work well in-groups.

? Students relate well to their peers.

? Giving students choices and leadership will help them construct powerful meanings.

? Students need to work on developing listening, speaking, and problem solving skills.

Desired Outcomes/Standards/Objectives to be Met:

Standard: Write and Speak. Academic writing and speaking.

Identify main ideas and supporting information.

Identify relevant background information.

Selected appropriate conventions of communication;

Constructed supporting arguments using selected information;

Used effective delivery techniques; and

Adjusted the presentation based on verbal and nonverbal feedback from an audience.

Describe, narrates, or explain observations of human events or situations;

Analyze patterns and relationships of ideas, topics, or themes;

Construct support for a position, argument, plan, or idea; and

Evaluate an idea, topic, or theme based on expressed criteria.

* Developed a greater awareness of prevalent issues facing them and society today.

* Been able to recognize individual and personal choices in their lives and others.

* Made associations and connections of the readings and scenarios to their lives and
others' lives.

* Formulated their analytical and critical thinking skills.

* Demonstrated listening and problem solving skills.

* Given an oral presentation on an issue or person.

* Strengthened their communication skills in a group setting and individually.

* Given feedback on personal growth in relation to what they have learned.

* Identified issues that society faces.

* Built upon prior knowledge.

* Developed a further understanding of terms such as will, obstacles, survival, challenges,
persevere, struggle, success, failure, etc.

These objectives will be assessed in the assessment task, in the reflection and reading logs,
in the delivery of a speech, in the reflection of group work, and in paper writing.

Possible Whole-Class Activities:

Movie: I will show a clip of "Dangerous Minds" as my unit launch. In the end, I will show
the entire movie, "Dangerous Minds" (if most of the students have not seen it before).
Otherwise, I will show "Renaissance Man" or "Stand and Deliver." Both these movies
show how the odds were stacked against students and how they survived despite the odds.
I plan to do this at the end of the unit to "wrap up." Hopefully, I will show "Dangerous
Minds," because it is powerful in many ways. It shows how some students don't make it
and how that affects the rest of the class and even the teacher. Particularly, this movie
shows the teacher giving up until the end.

Murals: This could be an actual painting on the wall (school permitting) or on a huge piece
of paper the size of most of the wall. I think this would be a great on-going activity for
students to do during their free time (before school, after school, during lunch, during study
hall, or even on a certain day). I would leave this ultimately up to the students. It would, of
course, have to be relevant to our theme of survival. I would be there to monitor the
content and material. This activity would build upon their communication skills and their
teamwork skills.

Group Discussion: This would happen many times throughout the unit. I would have the
students break into small discussion groups, give them a scenario, and have them identify
the factors of choice. They would be going through the decision-making process. Then, I
would bring them together as a whole group and reflect on the large scale. I think many
large discussions are good, but are most effective it they start out small or are prompted
with questions. They could talk about the movie or about people they know that have
overcome obstacles. Discussions are sometimes "teachable moments."

Story: I think it would be fun to have the class create a profile or story of a person that
faced an obstacle and the problem-solving skills he or she went through to "survive." I think
this would be nice to do around midterm to see what they are learning and how they are
actively constructing a scenario and the skills that are needed to survive. This would
demonstrate growth and be effective in a large group. This would also employ discussion.

Song: Have the class create lyrics for a song on survival. They could bring in musical
instruments and even use their own voices. Or it could take a poetic stand if the class were
more inclined to write creatively; then, they could create a poem. This would be up to the
students. It would be neat to incorporate this into the mural too.

Debate: If the issues in the news were topics open for discussion and there were opposing
sides, we could have a debate. A debate would need to be researched and presented in a
manner that supports the claims of the two sides. This could be on a panel or as an entire
class. We could even hold a trial if it were really controversial. Of course, as a teacher, I
would need to monitor the content and direct it in a way that doesn't detract from a safe
environment.

Possible Small Group Activities:

Group Discussion: Having a group discussion is one of the most difficult taks for students to
do as a large group unless they are accountable for the task. Many times it works better if
students work with two or three people. Then, many times, you have more input and more
accomplished.

Theories: Create pamphlets, lists, anything that employs theories that are needed to survive.
This may include both the character and the environment.

Story: This could be a story about a person that has not survived or has overcome an
obstacle. This could be true or untrue. It could include a different ending so the students
can evaluate choices, options, and possibilities that might have ultimately led to survival.

Poem or Song: Same as before. This could be done in smaller groups for more of an
individual, personal input.

Movie: Students could create their own "Avid Cinema" movie using a video camera and an
authoring package such as "Avid Cinema." This could incorporate the students' creativity
and technological skills.

Ideal World: The idea is to create a perfect world or a utopia. Form a perfect world. What
would you leave out of this world and what would you keep? How would you change the
"real world" to your "dream world?" What types of issues would you face in your dream
world? How would you survive your dream or live your dream? This could be in the form
of a speech, story, song, essay, art, or any creation that the student may see necessary.

Write a Politician: Voice your opinion. What is wrong with this world? Do you find it unfair
that you are faced with violence and with media baggage? What concerns do you have?
What do you want changed? If you could have one wish what would it be?

Volunteer: Create a fund drive for a cause. This could be clothing, food, or any type of
drive. There must be a specific cause in mind. The principal and I must okay this. It must
be a way that will be able to help people survive. Another idea would be to have a
mitten/hat tree around the holiday.

Speaking: Speaking to the younger grades about the issues that students face as they get
older and how they handle them. Pick a topic and have the younger kids prepared
questions. Go to the elementary and junior high schools for presentations. I must approve
this. I will also arrange times for this. Groups of four to six would be ideal. All must
participate. Go with questions and be prepared.

Situation Simulations: I have created about 7 situations. So, in-groups of three or so, the
students will evaluate the scenarios and answer the questions that I have asked. See
Situation Simulations for the scenarios.

Possible Individual Activities:

Reflection logs: Some students don't like the term journal; so I have decided to call my
journal activities reflection logs. This way, the students can feel free to write about anything
that is happening in the news, in their lives, with people they know, etc. The students will be
doing various reflecting in their logs. Many times, they will do this after a group activity, or
in the beginning or at the end of the hour.

Reading Logs: Since the students will be doing a reading in class and on their own time, I
will have them keep regular entries of their reading. I will also have them write in their
reading logs because they will be writing about the in-class readings of the poems or the
short stories.

Play: Students will view a play. Loraine Hansberry's "A Raisin in the Sun." Alternatives may
be "Glass Menagerie" or "All My Sons."

Essays: Students will be writing short essays throughout the eight weeks. I will have them
write an essay at the end of the unit about survival.

Interview: Because of the contract, one of the requirements students may choose is to
interview someone that has survived. This will be on tape, and I will need a copy of the
interview. Then, they must write the interview questions and answers out. A one-page
summary of what they learned will be included. This can be any person. When I was
young, I interviewed my grandpa.

Internet: The students will do a variety of searches on the Internet. They can look for
people that they know who have faced a challenge and survived. They may look up
protests and marches of people that have survived. For example, the Martin Luther King I
have a dream speech is online and I will demo this. Also, there are many Internet lessons
that students can do.

Threaded discussion: I think it would be great to take an hour and go into the lab and write
our own threaded discussion online or explore others that I have picked out. It would be
necessary to analyze the issues and talk about the ways that people have survived. There
are many for teachers online (this is how I got the idea). It is important to make them aware
of technology.

Movie/Music: Watching the movies I have mentioned before can be done on an individual
basis. I am still looking for other movies and songs.

Volunteer: A social service aspect of this unit will be added. I want students to either
conduct some sort of drive or volunteer. Volunteering can be done on and individual basis
or as a small-group. The drive would be a group activity. I will give them a list of places to
volunteer. Some examples might be (depending on the area): food shelf/soup kitchen,
nursing home, hospital, day care center, youth center, churches, extra-curricular activities
(if not participating), at school, and many others.

Ongoing Activities:

The handouts for these activities are in the weekly plans.

* Students will keep reading and reflections logs. As described before, the students will be
keep track of what happens in their readings, and they will use a reflection log for the same
purpose as a journal.

* Students will watch the news and read magazines for articles to bring into the classroom.
They will look for people or situations where a person or persons have survived. This is for
extra credit. They are allowed a total of ten extra credit points.

* Students will be continually planning for their "service" requirement. This will include a
project like a fund drive, volunteering, or speaking to younger students.

* Students will be giving a speech during the unit. They will be talking about the issues we
discuss.

* Group work will be happening throughout the unit. Students will be evaluating work in
workshop form, giving feedback, and discussing.

Student Resources:

Braided Lives: An Anthology of Multicultural American Writing. Minnesota Humanities
Commission. St. Paul Minnesota. 1991.

Essays from Braided Lives:

Glancy, Diane. "The Fire Dragon and Sweat: An Introductory Essay." P. 13.

Garciagodoy, Juanita. "The Wake-up Call: An Introductory Essay." P. 79.

Moore-Foster, Musa. "The Kaleidoscope of Self: An Introductory Essay." P. 141.

Munn, David. "Living in the Global Village: An Introductory Essay." P. 221.

Poems from Braided Lives:

Burns, Diane. Sure You Can Ask Me A Personal Question. P. 65

Walker, Margaret. For My People. P. 214.

Mirikitani, Janice. Breaking Silence. P. 273.

The Poetry of Survival

Voice 146 and Song for those who know. 120

Song for those who know

something must be done right away

that much we know

but of course it's too soon to act

but of course it's too late in the day

oh we know

we know that we're really rather well off

and that we'll go on like this

and that it's not much use anyway

oh we know

we know that we are to blame

and that it's not our fault if we are to blame

and that we're to blame for the fact that it's not our fault

and that we're fed up with it

oh we know

and that maybe it would be a good idea to keep our mouths shut

and that we won't keep our mouths shut all the same

oh we know oh we know

and we also know that we can't help anybody really

and that nobody really can help us

and that we're extremely gifted and brilliant

and free to choose between nothing and naught

and that we must analyze this problem very carefully

and that we take two lumps of sugar in our tea

oh we know

we know all about oppression

and that we are very much against it

and that cigarettes have gone up again

oh we know

we know very well that the nation is heading for real trouble

and that our forecasts have usually been dead right

and that they are not of any use

and that all this is just talk

oh we know

that it's just not good enough to live things down

and that we are going to live them down all the same

oh we know oh we know

that there is nothing new in all this

and that life is wonderful

and that's all there is to it

oh we know all this perfectly well

and that we know all this perfectly well

oh we know that too

oh we know it

oh we know

Hans Magnus Enzebsberger

VOICE

I walk on the sea-shore

to catch that voice

between the breaking of one wave

and another

but there is no voice

only the senile garrulity of water

salty nothing

a white bird's wing

stuck dry to a stone

I walk to the forest

where persists the continuous

hum of an immense hour-glass

sifting leaves into humus

humus into leaves

powerful jaws of insects

consume the silence of the earth

I walk into the fields

green and yellow sheets

fastened with pins of insect beings

sing at every touch of the wind

where is that voice

it should speak up

when for a moment there is a pause

in the unrelenting monologue of the earth

nothing but whispers

clappings explosions

I come home

and my experience takes on

the shape of an alternative

either the world is dumb

or I am deaf

but perhaps

we are both

doomed to our afflictions

therefore we must

arm in arm

go blindly on

towards new horizons

towards contracted throats

from which rises

an unintelligible gurgle

Czeslaw Milosz

Canfield, Jack et al. Chicken Soup for the Teenage Soul: 101 Stories of Life, Love and
Learning. Health Communications. Florida. 1997.

Renan, Daphna. She Told Me It Was Okay to Cry. P. 48.

Youngs, Bettie B. Paint Brush. P. 153-154

Canfield, Jack et al. Chicken Soup for the Kid's Soul: 101 Stories of Courage, Hope and
Laughter. Health Communications. Florida. 1998.

Foy, Amber. I Lover Her More than Ever. P. 305-308.

Troxler, John. D. In Control. P. 247-49.

Durkin, Jeremy. Overcoming Obstacles. P. 235.

Hansberry, Lorraine. A Raisin in the Sun. Signet. Chicago. 1966.

Poem by Langston Hughes:

What Happens to a dream deferred?

Does it dry up

Like a raisin in the sun?

Or fester like a sore--

And then run?

Does it stink like rotten meat?

OR crust and sugar over__

Like a syrup sweet?

Maybe it just sags

Like a heavy load.

Or does it explode?

Movies: Dangerous Minds

A Raisin in the Sun

*Other materials the students will need will be a pen, a disk, and a file folder (kept in the
classroom). I will provide the other material such as texts, stories, poems, and art supplies.

Unit Launch/Anticipatory Set/Set Induction:

I am going to start the class off with a reflective activity. I will write the following words on
the board: survival, struggle, obstacle, challenges, fear, success, trial and error, pride,
accomplishment, dreams, identity, values, and choices. They will write about what these
words mean to them. Then, I will show a clip from the movie "Dangerous Minds." I will
show the part where the students say how they don't have a choice to be there, and where
Ms. Johnson (the teacher) explains what "choice" means.

Week One Day One:

Objective/Standard: Read, Listen, View Complex Information

A Identify main ideas and supporting information.

B Identify relevant background information.

Students will:

Use background information from the movie.

Use their critical thinking skills.

Determine possible meanings from examples and illustrations.

Understand meanings on a cognitive level.

Define concepts and issues in relation to the movie and their lives.

Identify the issues and concerns in the clip.

Method:

The students will be introduced to many ideas. The first day will be the unit launch as
described above. The clip is only about ten minutes, so the discussion should be about 15
minutes before the clip and 15 minutes after the clip. I will prompt them with questions such
as the following: What kinds of choices do you make on a daily basis? How do they affect
your life? What choices are teenagers faced with that are most difficult? What would it be
like if you didn't have choices? Historically, what challenges have people faced? What
choices did they have?

Homework: None

Assessment: The students will have met the objective/standards if:

-They were able to reflect and discuss using their prior knowledge and incorporate any
new information they received.

-They reflected in their logs about the movie clip and about the issues of "choice."

-They actively participated in writing and discussion.

Week Two, Day Three:

Objective/Standard: Read, Listen, View Complex Information

A Identify main ideas and supporting information.

B Identify relevant background information.

Students will...

Become aware of the issues in the movie.

Have a greater awareness about survival issues.

Develop a greater understanding about diversity.

Be aware of cultural differences and/or similarities in relation to their lives and society.

Methods:

15 minutes to write about the concepts on the board (race, identity, segregation, money,
life, happiness, family, dreams, and hope.)

05 minutes to read the Langston Hughes poem on the board

30 minutes to start watching "A Raisin in the Sun."

Homework: None

Assessment:

The students will have met the objectives/standards if:

If they were able to write about the issues of the movie in relation to their lives or other's
lives. If they could discuss and describe the connections they made and others made, they
would have met the objectives. If they were able to use personal examples and illustrations
to make the necessary connections for comprehension, they would have proven to have
some comprehension.

Week Five, Day One:

Objective/Standard: Public Speaking

B. Selected appropriate conventions of communication;

C. constructed supporting arguments using selected information;

E. used effective delivery techniques; and

F. adjusted the presentation based on verbal and nonverbal feedback from an audience.

Method:

Students will begin to deliver their speeches throughout the hour. They will be required to
give feed back to each student and to ask questions about the speeches directed towards
selected students. Each student has about five minutes for delivery and a thirty-second
grace period. The student will also self-reflect after his or her presentation.

Homework: None

Assessment:

The students will have met the objectives/standards if:

-They have delivered a speech according to the guidelines.

-They were presented with feedback.

-The had used support and examples in their speech.

-Received feedback and responded to the feedback from their peers.

Organization of the Unit:

Week 1:

This first week is an introduction to the entire concept of survival. The next day I will have
them read this poem as soon as they come in, Youngs, Bettie B. "PaintBrush,"page
153-154. Then, after they have read it, they will reflect about it in their reflection logs.
Then, we will brainstorm what we know about Native Americans historically and culturally.
We will also discuss the struggles of Native Americans. I will read the Burns, Diane. Sure,
"You Can Ask Me A Personal Question," page 65. They will respond to this poem in pairs
by writing a companion poem.

Week Two:

We will talk about African Americans and read Moore-Foster, Musa, "The Kaleidoscope
of Self: An Introductory Essay," page 141 aloud in class. We will discuss the issues of
struggle, of slavery, of gender, and of color. I really want to tap their minds to see what
they already know. So, I will write these terms on the board, and then they will free-write
about these words. Then, we can discuss them in class in relation to the reading. On the
board, I will write the Poem by Langston Hughes, "What Happens to a dream deferred?"
Then the rest of the week we will watch the 128-minute film, "A Raisin in the Sun."

Here is the handout for the film review:

After watching the film, "A Raisin in the Sun," you will write a review about the film, and the
length should not exceed two pages. It is due MONDAY (Week 3). This will be used for
the Graduation standard. You may write about any theme of the film. You must use at least
one quote and several examples to support your position.

The following are suggestions for the paper topic: 1. The plant is an important element in
the play. How is this a motif for the film? Discuss it in relation to survival. 2. Money is an
important element throughout the movie. How is money the basis for survival in relation to
Walter Younger? 3. Beneatha struggles with her identity. Does she survive? Explain.

This will be worth 30 points. Criteria for grading is as follows:

____/10 The paper has a developed introduction and thesis. The question is clearly
answered.

____/10 The paper has at least one quote and two general examples used.

____/5 The conclusion has a clincher and summarizes the main ideas.

____/5 The paper has been spell-checked, and it is free of both mechanical and
typographical errors.

Week Three:

Film review papers are due. They will read this poem in class, Walker, Margaret, "For My
People," page 214. There are 10 sections; they will be read aloud by the students. I will
encourage them to bring in any evidence of survival in the media, news, or songs for five
extra credit points and a maximum of ten points. I will play them the song "I'll Rise by Ben
Harper" (Lyrics by Maya Angelou). This talks about issues of survival and how to rise and
survive. They will write in their reflection logs. This is the week we will be talking about
their speeches. I will give them a handout for a reference

Handout:

Informative Speech

Purpose: The purpose of this speech is to inform your audience about a person that has
survived a struggle. Using the concepts discussed in class and from the material you have
read, find someone who meets the criteria, and interview him or her. If you can not think of
anyone, you may choose a "famous person." You're instructed to interview this person. We
will be brainstorming some starting questions for the interview. Keep in mind your audience
may or may not know this person.

This is what you will be assessed on:

Speaker__________________________

Start/Finish Time ______/_____________

*I will stop you after 6 minutes and penalize you if your speech is under 4 minutes.

Criteria for grading:

1. Bibliography: (5 Points)

*Interview of person and interview questions. (5 points)

Or

*Library AND Internet Research (5 points)

2. Outline (10 points):

Prepare an outline for your speech. You must turn this in the day before your speech.
Extreme deviation from this will result in a lowered grade. (For example, if you change your
topic or all of your points and support changes). Follow this format:

I. Introduction (include attention-grabber and preview of main points)

II. Main Points (Body)

A. Support

B. Support

III. Conclusion

Wrap up of points.

Powerful message to leave audience thinking.

Presentation of Speech:

Introduction (9 points):

_____Attention grabber (effective strategy, relevant to content)?

_____ Relevance to audience (Importance)?

_____Preview of points to be covered (Presented challenge)?

Body (12 points):

_____ Discussed the challenge and survival tactics.

_____ Mention the source?

_____ Covered all points on outline?

Conclusion (8 points):

_____ Review/Discussion of Person

_____ Closing Statement (Appropriate, left us thinking)?

Presentation Style (6 points):

_____ Easy to listen to (avoided um's, extreme gestures, pacing, and rocking)?

_____ Maintained eye contact?

_____ Involved the audience?

Self-Evaluation (This receives no grade; however, you will get your grade when you turn in
this part of the speech):

1. How did you research/interview this speech?

2. What were the interesting findings you discovered?

3. What difficulties did you have?

4. If you could redo this assignment, what would you do differently?

5. What did you do really well?

Peer Evaluation:

1. What did you find interesting or really like about the speech?

2. What is one suggestion you have to improve the content of the speech?

3. What did you learn?

Speech Presentations will be on Monday, Tuesday, and Wednesday of Week Five.

This week I will allow the students to pick a story from the "Chicken Soup for the Soul"
books. I have selected four stories to read them in-groups. Then, they will creatively teach
the class about the story they read. They may do this in any way they want. It is worth 25
points. They will have one day to work on their mini-presentations and one day to present.
The maximum time limit is 15 minutes. This is to be very informal.

Handout:

In-groups of five, choose one of the following (or an alternative by permission):

Renan, Daphna, "She Told Me It Was Okay to Cry." P. 48.

Foy, Amber, "I Lover Her More than Ever." P. 305-308.

Troxler, John. D, "In Control." P. 247-49.

Durkin, Jeremy, "Overcoming Obstacles." P. 235.

Then, after reading your selection, creatively present the story to the class. You may use
any items in the classroom (chalk, crayons, paint, markers, paper, etc.) for your
presentation. You must keep your presentation under 15 minutes. This is worth 20 points.
A reflection of this assignment is due in your reflection logs. Tell me what worked; what
didn't work; what you would do differently; what you really liked; and most of all, what you
learned. You are not evaluated on your presentation style.

The criteria to receive all points is as follows:

If you use your time wisely both days you will have earned a full 20 points. You will receive
10 points the first day and ten points on the presentation day. You will receive your points
only after you have turned in a completed self-evaluation or reflection as described above.

Week Four:

This week we will talk about some more poems. The first one will be "Voice," by Czeslaw
Milosz. The students will talk about the poem in relation to their experiences. The following
are some questions to get started: What situations may people look for the voice? What
experiences have you had where you needed to speak up, but didn't? How are we
"doomed to our afflictions?" Blindness and death play an important role in the poem, how?
Then we will discuss "Song for Those Who Know, by Hans Magnus Enzebsberger. For
this poem they will write a reaction to the poem in their reflection logs. They will turn in
their logs on Friday of this week. Thursday and Friday will be spent on the situational
simulations. This will get them ready for their final paper. We will brainstorm ideas on
Wednesday to get started. The handout for this assignment is as follows:

Simulation Handout:

Situational Simulations

Read the scenario and decide what the challenges the character has faced. Describe the
obstacles he or she confronted. Create a "plan" that helps this character survive his or her
situation. Answer the specific scenario questions. The questions are not very specific on
purpose. Tell all assumptions that you have made. This will be done in pairs of two or
three. You will be assigned a partner for this activity. However, you will be able to pick
which scenario you want to work with. Please note that each scenario has to be used once.
Let me know your choice straight away. This will be worth 40 points. You will also write a
1-page reflection in your log about your process that is worth 10 points. This assignment is
worth a total of 50 points.

Choose one of the following:

1) You were born in 1902. You had six children and lived on a farm. Your mother was a
slave and you felt many repercussions from this. At age 14 you had your first child. You
now live in a society where you finally feel some equality. How did you survive? What was
it like raising a child at such a young age? What gave you your strength?

2) Your mother and father divorced at age three. You have no brothers or sisters. Your
mother, whom you live with, works late hours. She holds two jobs to support the two of
you. You go out at night and live on the edge. In school, you have poor grades and are
falling asleep. What issues do you face? If you don't change your behavior, what might
happen? How will you survive? How does your mother feel?

3) Your father drinks alcohol every night. He is quickly becoming an alcoholic. You have
to care for your little sister day in and day out. You feel like your childhood is lost, and you
are beginning to resent your father. Your mother left your father because he drank. You
haven't seen your mother in years. You are always late to first hour. Being in your senior
year, how will you make it? What will happen to your sister? What alternatives do you
have? What does your future look like? Your sisters future?

4) Being a teenager in 2000, you no longer have what it takes to prevail in an inner city.
You are slipping through the cracks and no one seems to notice you. You are just a
number, and you aren't really good or bad enough to get noticed. Frankly, you just don't
care. How will you make it? What challenges do you face? Weigh your options.

5) You are the mother of two children, and you are 17 years old. The father of your
children left when the second one was born. Your father has disowned you and your
mother has made you leave. She gives little support, because of your father. The same thing
happened to your sister. Your mother asks, "why didn't you learn?" What are your
options? How will you survive? List your priorities.

6) 2000 is the year for heavy drinking and drug usage. You have fallen in this trap. Your
friends let you try their "stuff" and now you are hooked. You are going no where. You can't
afford your habit and start stealing. Your parents are from the upper middle class. Your
sister is noticing your changed behavior and your attitude. She questions you. What are
your issues? How will you make it? What will your friends do? What kind of situation are
you in?

7) You are overweight and new in school. People are already poking fun at you. This is the
third school in the district and there is no where to move to. You decide to channel your
feelings and become very isolated. At home you pretend school is great and you love it.
Your parents are so proud. Four weeks later your counselor calls home . . . What issues
do you face? How have you dealt with the problem thus far? What will happen to you?
Weigh your choices.

The students will display their scenarios around the room.

Week Five:

This week will be the speech week. Before we wrap up, we will read the poem Mirikitani,
Janice, "Breaking Silence," page 273. This recaps the scenarios well. Monday, Tuesday,
Wednesday will be speech delivery day. The students will be participating by asking
questions at the end, by timing, and by writing responses (see handout). Thursday and
Friday we will be watching the movie "Dangerous Minds." No homework is required.

Week Six:

This week will wrap up the unit of the week. W will be making a time capsule on Monday
for the main paper. The main focus will be the final paper. Tuesday will be used for an
in-class writing day. Wednesday will be used for editing and revising. Thursday we will
have a show and tell about the media information that was gathered throughout this unit.
The paper will be due Friday.

The paper will follow the assessment task:

Learning Area: Write and Speak

Content Standard: Academic Writing

Level: High School (11th Grade)

Task Title: Reflection Paper

Standard: Academic Writing

A student shall demonstrate the ability to write using grammar, language mechanics, and
other conventions of standard written English for a variety of academic purposes and
situations by writing original compositions that:

A. Describe, narrate, or explain observations of human events or situations;

B. analyze patterns and relationships of ideas, topics, or themes;

C. construct support for a position, argument, plan, or idea; and

D. evaluate an idea, topic, or theme based on expressed criteria.

Large Processes/Concepts:

Product/Evidence of Learning:

An original reflection paper

Task Description:

Overview: The students shall write an original paper reflecting a theme in the unit. Students
will be constructing a paper reflecting their personal views of the unit and society. The
purpose of this assignment is for the students to make the connections about survival from
what they have learned, what they had already known, and how the theme is reflected in
society. They will be writing this assignment for a time capsule that they create in class.
Then, they will put their essays into the capsule, and in five years I will send them their
papers. We will also be publishing them in our classroom newsletter for all to read. They
must use personal experiences, relevant situations, and their individual voice. Examples are
needed to illustrate points.

1. The assignment is to write about a theme from the unit that is important to you. This is
what I expect to see in your paper: a well-developed thesis, persuasive points, examples
from your life or the material, and evaluated ideas based on your claim. Also, the paper
needs to have a developed thesis, and must remain organized. Your paper must be free of
mechanical errors and typed. This will go into your district folder. Here are some
suggestions to get you started: A. Do you agree with the phrase, "Money is life?" How
does money influence life, and how does money relate to survival? B. What are your
dreams for yourself or for society? What happens to a deferred or a destroyed dream?
What is the importance of a surviving dream? C. The act of survival of your identity. What
factors or influences shape your identity? D. Survival of family. Reflect what a family is and
what makes a family? Is this an important concept? Why or why not?

2. Drafting:

Write a first draft using your ideas that you have brainstormed. Try your best to make this a
really good copy. Try to make your ideas clear, and give as much information as you can
about your topic. This will allow for the best results when revising, editing, and
conferencing.

3a. Conferencing to get feedback:

Share writing with group (conferencing). Checklist for conference:

______ Analyzes the survival theme.

______ Clarity of ideas.

______ Opinions and examples used.

______ Uses voice well.

______ Thesis is developed.

______ Points are persuasive or convincing.

______ Illustrations are used adequately.

4b. Conference with your teacher:

Explain your intention in the evaluation and the changes you've made to achieve that
intention. You and your teacher may want to read all or parts of your evaluation and
discuss its strengths and limitations.

5a. Revising and Editing:

Write another draft using the feedback from the peer conference and from the checklist.
You may use the advice or you may choose not to use the advice. Place your rough drafts
and the checklist in your folder

5b. Revising, editing, and polishing to achieve final draft.

Revise your evaluation based on your teacher's suggestions and comments. Remember, the
writing is yours and you may use or refuse suggestions as you decide. Edit for mechanical,
grammatical, and usage errors. Make sure your paper is clearly organized and your point is
easily conveyed in a well-constructed thesis. Follow the format that we have been using all
year for the layout of your paper.

6. Publishing: The final products will go into the time capsule, and they will be published in
our class newsletter.

Repeat steps three, four, and five until you have a polished evaluation to include in your
folder.

Task Checklist

Y=Yes

N=No Evidence Shown

Student Teacher

_______ Theme is developed effectively. _______

______Support

______Description

______Evidence

______Creativity

_______ Thesis is developed effectively _______

_______ Easily identified

_______ Organized in paper

_______ Referred to in conclusion

_______ Transitions are consistently used throughout _______

_______ Organization developed consistently _______

_______ Examples appropriately support thesis _______

_______ Examples and opinions support position _______

_______ Voice is developed consistently in the paper _______

_______ Content is appropriate for the context of class _______

_______ Analysis is completely and accurately analyzed _______

_______ Content reflects thinking and is adequately analyzed _______

GRADEBOOK ITEMS (100 PTS Total)

_______ Spelling accurate

_______ Typing is free from errors

_______ Examples used for support

_______ Opinion expressed

_______ Position stated

_______ Thesis is stated and supported throughout

_______ Conclusion effective

_______ Introduction catches the reader's attention.

_______ Organization flows

_______ Included rough draft

_______ Included and participated in critiques

_______ Uses author's voice

Assessment of the unit as follows:

Film Critique: 30 points.

Simulation: 50 points.

Speech: 75 points.

Paper: 100 points.

Group Story: 20 points.

Reflection log: 20 points.

Extra Credit: 10 points.

Total: 300 Points Total

I use the standard

90-100 A

80-89 B

70-79 C

60-69 D

Below 59 F