mrhode

Megan Rhode
Unit Title: “Alien” Invasion

Prefatory Statement
I entitled this unit “Alien” Invasion for two reasons. I think it will catch the students’ interest, and it is a way of introducing the novel which will be the first focus of the unit, The Martian Chronicles by Ray Bradbury.
I plan on using this novel, along with literature by Native American author and Jim Northrup to get students to look closely at different cultural perspectives. I want students to analyze how people’s cultures affect their thoughts and actions, how people’s culture’s affect the ways in which we view each other. In addition to having students look at the different literature in this class from their own point of view, I want them to look at the literature from the author’s and different characters’ points of view. I would also like students to compare certain events in Bradbury’s novel. The exploration and colonization of Mars by the people of earth, and the dying of the Martian race simply from the Chicken Pox may be compared to the colonization of the United States by the Europeans and their treatment of the Native Americans.
Along with looking at different cultural view points, students will also be looking at how a person’s gender or different disabilities may affect their views. In doing so students will be reading excerpts from Helen Keller’s Teacher, and The Handmaids Tale, by Margaret Atwood.
During the course of this unit, students will journal almost daily, on the reading, the full class discussions and activities, and the small group discussions and small group activities. They will be participating in different role playing activities in order to be able to look more closely at different perspectives. They will also choose a piece of literature demonstrating perspectives other than their own, either a short novel, 5 poems, 3 short stories, or a play, can be science fiction, cultural fiction, or non-fiction.
Using this literature along with what they have read in class, information from class discussions and journal entries they will be required to write an analytical paper on how peoples’ culture, gender, disability, or even a combination of the three may affect their thoughts, actions and views of the world.

Class Specifications
This unit is designed for Senior High level students, 10th, 11th or 12th graders. The Martian Chronicles is easy to read, and so is Jim Northrup’s, and the Helen Keller novel, but The Handmaids Tale isn’t necessarily as easy. Also, the topics, skills, and ideas we are focusing on require a more mature level of understanding. This unit is to get students thinking in a way that they may not have done before.

Significant Assumptions
1.) Students will have previous historical knowledge of the colonization of the United States.
2.) Students are willing and able to look at literature from a point of view other than their own.
3.) Students know how to keep a reading journal.
4.) Students are willing and able to role play.
5.) Students will be able to write an analytical paper, tying together Literature from class, information in their journal, and their own chosen piece of literature.

Desired Outcomes
Completion of Minnesota High School Graduation Standard 7: People and Cultures, subpart 4: A student shall evaluate events and actions from diverse United Sates and world perspectives by identifying:
A.) how race, culture, gender, and disability may influence beliefs, actions, and world view;
B.) how data and experiences may be interpreted differently; and
C.) Issues, topics, or concepts around which disagreement or ambiguity exists, including describing points of view concerning the issue, investigating reasons for identified points of view, investigating reasons for alternate viewpoints, and analyzing how the interpretation of an issue is affected by omitted viewpoints.
Also-
- students will know how to look at a piece of literature, or an event from a cultural, gender or other perspective different from that of their own
- students will know how to identify how different perspectives affect people’s thoughts and actions

Possible whole class activities
- Student/ teacher reading of selected texts
- Large group discussions of those texts about different perspectives in them
- Full class role play activity (described later in the unit)
Possible Group Activities
- picking out the different perspectives in one’s reading
- discussing these perspectives
- discussing how one’s own background affect one’s perspectives in one’s readings and other events
- role play activity (described in more detail later in the unit)
Possible Individual Activities
- journal writing
- choosing a piece of literature of their own choosing to use in an analytical paper
- writing an analytical paper
Possible On-going activities
- in-class reading time: during reading time, students must have a quiet atmosphere, no talking, no music, no partner reading. All they should be doing is reading the required literature.
- journal entries on reading and in-class discussions and activities (journal prompts and possible discussion questions included later in unit.)

Student Resources
- The Martian Chronicles by Ray Bradbury
- Braided Lives, an Anthology of Multicultural American Writing
- The Harper American Literature anthology
- Walking The Rez Road by Jim Northrup
- The Handmaid’s Tale, by Margaret Atwood
- Helen Keller’s Teacher, by Margaret Davidson
- Library access
- Computer/online access
- In - class discussions
- journal
- an annotated bibliography of different novels, short stories, poems and plays from different perspectives

Week one, Day one Unit Launch
Objectives: To get students thinking about the two perspectives in The Martian Chronicles , and to introduce the book.
Methods
1.) Class will be divided in half. One half of the room will be the Zots, natives of the planet Zotus. The other half will be the Zipps, explorers from the planet Zippus. The Zots will be given a cultural and physical description of themselves, and just a physical description of the Zipps, and vice-versa. (5 minutes)
2.) In their separate halves of the room, each group will come up with questions they want to ask the other group about their culture, planet, plans, etc. (15 minutes)
3.) the two halves will come together in large group. Each half will appoint a spokes person from their group (good will ambassador) to ask the other group their questions. Any and all members from the different groups may answer the questions, and any additional questions are allowed and even encouraged. (15 minutes)
4.) Introduce the Martian Chronicles, giving background on the author and book.(5 minutes)
5.) Explain homework assignment: students will read the first two Chapters of the Martian chronicles for the next day. They are also to write a journal entry on the days activity, staying in their role from the activity. They are to discuss what fears for the future involving the other culture.
Assessment
I will know if students have learned from this activity if in their journal entry they are able to stay in their role and write what they are thinking and feeling about the future in the role of a Zipp or Zot.

Continuation of Week one
- Continue reading The Martian Chronicles in class
- in-class discussions on the book,
discuss how events in the Martian Chronicles compare and contrast to actual colonization in the U.S.
discuss the different cultural perspectives in the novel
- journal on both reading and in-class discussions
Possible discussion questions and journal prompts:
1.) Countless Native American people were killed by smallpox, a sickness they had not been exposed to until it was introduced do them by the European settlers. What event is this similar to in The Martian Chronicles?
Journal prompt- How do the two events compare?
2.) The first three episodes of human contact with the inhabitants of Mars end with the human explorers being killed by the Martians. Do you feel the Martians are evil? Why or why not? What do you perceive as their reasons for killing these first explorers? Are they good reasons?
Journal prompt - Looking back on today’s discussion, describe how you would have reacted if you were in the Martians’ situation? Would you have reacted similarly or differently? Why?
Week Two
- Continue reading and finish The Martian Chronicles

Week Two Days 4 and 5
Objectives: To look at how different cultural backgrounds affect the thoughts and actions of characters from two different works of fiction

Methods
1.) Students will read Jim Northrup’s short story “On the Jail Trail” from Walking the Rez Road. (20 minutes)
2.) Students will break down into groups of two. The will receive a character packet (attached) with four different character groups from the reading , the Earth men and the Martians from The Martian Chronicles, and the police and Luke Warmwater from “On the Jail Trail.”
3.) In their groups of two, students will role play the different characters in the packet, and fill in the packet. Note, if one student chooses to role play the Martians first, the other must role play the Earth men opposite of them. They will then switch. Each person must have a chance to play each role and fill out the packet, so the activity must take place over a period of two days.
Assessment
I know students have gotten something from this activity if the packet is completely filled out with the students’ different perspectives, and each question in the packet is answered.

Week Three
- In class reading of Jim Northrup short story “Goose Goose” - small group discussion
Discussion Question for “Goose Goose”: How would you or your mom or dad react if your little brother pinched someone from social services on the rear when they came to visit your house? How does this compare with how his family reacted? What do you feel the lady from social services must have felt about this family?
Journal Prompt What cultural differences might have caused the different reactions to and within this story?

- read excerpts from Helen Keller’s Teacher
Discussion questions
Because Helen was disabled, her family gave into her every demand. What would you have done if you were in their situation? Why?
When Annie Sullivan comes in to teach Helen, she refuses to give into Helen’s whims. Do you think she did the right thing? Why or why not?
Journal Prompt: In your journal try to imagine what it was like live in Helen’s world.
- Give students background on The Handmaid’s Tale
- Have students read excerpts from the novel
Possible Discussion Questions:
In this futuristic novel, men have all of the power, and there are strict rules regulating the roles and activities of women. How do you think this turn of events came to be? What could have prevented it?
Journal Prompt If you are male, try putting yourself in the role of the female characters in the novel. What are your feelings about your role in this society? If you are female, try putting yourself in the role of the male characters in this novel. What are your feelings about your role in this society?
Week Four Day one
Objectives: To get students started on finding suitable literature for a final analytical paper.
Methods:
1.) Hand out an annotated bibliography of suggested reading containing short novels, poems, short stories and plays that contain different cultural perspectives. Explain that students are going to be choosing and reading either a short novel, 5 poems, 3 short stories, or a short play, and using it to write an analytical paper (description attached). Students may also find literature on their own instead of what is on the list. (5minutes)
2.) Hand out description of what is required of paper, and go over it with students (5 minutes)
3.) Take a trip to the library to allow students to look for literature to use in their analytical paper
Continuation of Week Four
- find appropriate literature and read
- start writing a rough draft of paper
Week five
- continue working on paper
- paper due on final day of week five
Week six
- students will choose one perspective, different from their own, and prepare a short presentation (about 5 minutes) describe how the different readings, discussions and activities have made them able to look at things from this perspective.
- students will have the first two days of the week to work on their presentations
- the last three days of the week will be given for student presentations.

Character Role Play Packet
After role playing each character group in the packet for at least 15 minutes with a partner, you must answer the questions on that character completely on the following pages.
The Martian Chronicles
The people of earth
What in their cultural background made the people of earth regard the Martians and their planet as they did? Why?

How were they regarded by the Martians?

How did they feel they were regarded by the Martians?

The Martian Chronicles
The Martians
What in their cultural background made the Martians regard the earth people the way that they did?

How did the Earth people perceive the Martians?

What flaws were there in the Martians perceptions of the earth people?

“On the Jail Trail”
The police
How did the Police treat Luke Warmwater differently because of his Culture?

What was their perception of him?

“On the Jail Trail”
Luke Warmwater
1.) Why did Luke think the police treated him the way that they did?

2.) How did Luke perceive the police?

Requirements for Analytical paper
Paper must be at least 4-5 pages in length.
It must draw from students chosen literature, journal entries, class discussions, and in-class readings. Each must be clearly cited.

This paper is to be a critical analysis on how you feel that people culture, gender, or disabilities may affect how they see society, and what influences it has on their thoughts and actions. Then, you must write on how your culture, gender, or disability affects how you see other people, and how it influences your thoughts and actions.

This paper will be graded on the following criteria:
1.) The chosen literature was from a perspective other than your own
2.) The paper drew from all of these things: in class reading, out of class reading, journal entries, activities, and discussions.
3.) The paper was clear, concise, and well thought out.
4.) The paper illustrated that you were able to analyze how culture, gender, or disability affect peoples views, thoughts and actions.

Criteria for Perspective Presentation
For this presentation, you will describe how the different reading, activities and discussions have enabled you to possibly view events from a different perspective.

The presentation should be at least five minutes in length, well thought out and concise.

Grading
Students grade will be based off the following criteria
Completion of Performance package requirements, which include:
Discussions and journalizing on in class readings and activities
Character role play activity and packet
Analytical paper
Perspective presentation
Other criteria
Completion of all required reading
Participation in small group discussions
Participation in small group activities

Grading Scale
100 points
95-100 = A
90-94 = A-
86-89 = B+
82-85 = B
80-81 = B-
76-79 = C+
72-75 = C
70- 71 = C-
66-69 = D+
62-65 = D
60-61 = D-

YOUR SCHOOL -__________UMD_____________________
Performance Package
Minnesota Profile of Learning

Content Standard:_________People and Cultures____________
Level:__High___

Title of Package/Activity:____Alien Invasion_____
_________________________________________________________________
Summary Statement of Content Standard: Subpart 4: A student shall evaluate events and actions from diverse United States and world perspectives by identifying:
A.) how race, culture, gender and disability may influence beliefs, actions, and world view;
B.) how data and experiences may be interpreted differently; and
C.) issues, topics, or concepts around which disagreement or ambiguity exists, including describing points of view concerning the issue, investigating reasons for identified points of view, investigating reasons for alternate viewpoints, and analyzing how the interpretation of an issue is affected by omitted viewpoints.
_____________________________________________
Description of Student Performances:

Task 1: Analyze works of fiction from different cultural viewpoints and journal about various view points found in texts and discussed in class.
Task 2: Role play and discuss various viewpoints in small groups
Task 3: Write and analytical paper using information from in-class reading, discussion, journal entries and students personal choice of literature
Task 4: Prepare and present a short presentation on how this unit has helped them to view things from at least one other perspective.

FINAL ACHIEVEMENT: Use the following scoring criteria when evaluating
student performance.
Scoring Criteria
4 - Performance on this standard achieves and exceeds expectations of
high standard work.
3- Performance on this standard meets the expectations of high standard
work.
2 - Work on this standard has been completed, but all or part of the
student's performance is below
high standard level.
1 - Work on this standard has been completed, but performance is
substantially below high standard level.
No package score is recorded until ALL parts of the package have been
completed.

PERFORMANCE PACKAGE TASK 1
(Alien Invasion)

Content Standard: People and Cultures
Level: High

Specific Statement(s) from the Standard:
A.) How race, culture, gender and disability may influence beliefs, actions, and world view

What students should know: Students should be able to read a work of poetry, a novel or short story and be able to look at it from different cultural perspective other than their own.
What students should do: Read and discuss The Martian Chronicles and look at it from the viewpoints of both the Earth people and the Martians, then look at Northrup writings from the authors and characters’’ cultural viewpoints. Use Helen Keller’s Teacher to loot at how disabilities affect how people are treated. Use The Handmaid’s Tale to look at different gender view points.

Product(s): Journal

Task Description: Journal about the different viewpoints in the text(s) you have read in class, and about the different class and small group discussions you have had on these view points.

Special Notes:

Journal prompts for these activities are included within the unit

PERFORMANCE PACKAGE TASK 1
(Alien Invasion)

FEEDBACK CHECKLIST FOR TASK 1

The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard
available for reference.

Y=Yes
N=Needs Improvement

Student Teacher

______ ______ Authors viewpoint (race, culture, gender, disability) is accurately identified

______ ______ Journal describes how authors viewpoint influences their beliefs,
actions, and world view

______ ______ Reader’s viewpoint is developed in journal

______ ______ Different points of view are discussed in journal

______ ______ journal describes how students background affects their viewpoint

Overall Comments (information about student progress, quality of the
work, next steps for teacher and student, needed adjustments in the
teaching and learning processes, and problems to be addressed):

PERFORMANCE PACKAGE TASK 2
(Alien Invasion)

Content Standard: People and Cultures
Level: High

Specific Statement(s) from the Standard:
B.) How data and experiences may be interpreted differently

What students should know: How to look at characters and events in writing from their (the characters) point of view.

What students should do: Look at how character’s different cultural backgrounds affect their thoughts and actions in two different stories.

Product(s): Completed character packet

Task Description: Students will work in pairs to role play four different characters, two from The Martian Chronicles and two from “On the Jail Trail”. Each student will role play each character. They will then complete the character analysis packet.

Special Notes: See attached Character Packet.

PERFORMANCE PACKAGE TASK 2
(Alien Invasion)

FEEDBACK CHECKLIST FOR TASK 2

The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard
available for reference.

Y=Yes
N=Needs Improvement

Student Teacher

______ ______ Student participated in role play activity

______ ______ Accurately described the different cultural perspectives

______ ______ Described how they affected character thoughts and actions

______ ______ Filled out entire chart completely

PERFORMANCE PACKAGE TASK 3
(Alien Invasion)

Content Standard: People and Cultures
Level: High

Specific Statement(s) from the Standard:
C.) issues, topics, or concepts around which disagreement or ambiguity exists, including describing points of view concerning the issue, investigating reasons for identified points of view, investigating reasons for alternate viewpoints, and analyzing how the interpretation of an issue is affected by omitted view points.

What students should know: How to write an analytical paper drawing from this standard

What students should do: Write an analytical paper drawing on their knowledge learned in class, and readings

Product(s): Analytical paper

Task Description:
Choose a work, either a short novel, three poems, two short stories, or a short play, that deals with a different perspective.

Drawing from that piece of literature, along with other reading you have done in class, journal entries, and class discussions, write an analytical paper on how peoples race, culture, gender or a disability may affect their views, thoughts and actions, and then focus on how your own race, culture, gender or disability may affect your views, thoughts and actions. They should also look for possible omitted viewpoints within the reading, and in class discussions, and describe how these omitted viewpoints may affect how events or issues have been perceived.

Special Notes: See attached paper criteria

PERFORMANCE PACKAGE TASK 3
(Alien Invasion)

FEEDBACK CHECKLIST FOR TASK 3

The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard
available for reference.

Y=Yes
N=Needs Improvement

Student Teacher

______ ______ Chosen literature was from a perspective other than the students

______ ______ Paper drew from in class reading, journal entries, in class discussions, and outside reading

______ ______ Demonstrated that students was able analyze how cultural backgrounds affect people views, thoughts and actions.

______ ______ Demonstrated that students were able to look for omitted viewpoints may affect perception

______ ______ Was clear, concise and well thought out.

PERFORMANCE PACKAGE TASK 4
(Alien Invasion)

Content Standard: People and Cultures
Level: High

Specific Statement(s) from the Standard:
A.) How race, culture, gender and disability may influence beliefs, actions, and world view

What students should know: How to create a presentation drawing from the above standard
What students should do: Create a presentation

Product(s): Short presentation

Task Description:
Students must choose one perspective that differs from their own, and create a short presentation upon how the in class readings, activities and analytical paper have enabled them to try to look at things from this different perspective.

Special Notes: See attached criteria

PERFORMANCE PACKAGE TASK 4
(Alien Invasion)

FEEDBACK CHECKLIST FOR TASK 4

The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard
available for reference.

Y=Yes
N=Needs Improvement

Student Teacher

______ ______ Chosen perspective differed from the students.

______ ______ Presentation accurately described how unit helped them to possibly
see from this perspective

______ ______ Demonstrated that students was able analyze how cultural backgrounds affect people views, thoughts and actions.

______ ______ Demonstrated that students were able to find different perspectives in the literature.

______ ______ Was clear, concise and well thought out.