Introduction+Lesson

** Placement within Overall Lesson/Unit: ** Students are just now entering the unit. Thus, I will introduce them to the anchor text, the topic, the environment we should create in the classroom for this topic, and the final assessment they will work towards through this unit. ** Materials Needed: ** Students, respect, ‘Intolerance Journals,’ KWL sheets, Final Assessment handout, Sketch for research proposal, texts.  1. With the above introduction we will move into a discussion about how to act respectfully during this unit.  2. Students will raise their hands with ideas about how this will look.  3. I will write ideas down on the board (This list will remain on the board throughout the unit). ** Activity 3 (15 minutes) ** 1.  I will pass out //Night.//  2. We will complete the K & W of a KWL chart for the Holocaust, Genocide, & Intolerance. 1.  I will present the final assessment sheet. 2.  Students will form groups. 3.  I will give them the sketch for their proposal. ** If time permits: ** Students will continue to work on proposal in groups. ** Assessment: ** I will assess students on their participation in the discussion about our classroom environment, their intolerance journal, and the KWL sheets. ** Assignment: ** Students should solidify a topic—there proposal sketch will be due Friday. Also, remember to use your intolerance journal. ** Intolerance Journal Topics: **(Give Intolerance journal: Encourage them to write instances in them out side of class that they witness or experience in real-life, in movies, on television, in the news, etc.)
 * Lesson Day 1: **
 * Introduction: Community of Learners, The Topic, & The Final Assessment **
 * Issues for Observation: ** Understanding will be huge for this lesson. Am I ensuring that they understand the topic, that they are prepared to be respectful in our discussions of tolerance/intolerance, and that they understand the goal of the final assessment they are working towards.
 * Objectives: SWBAT… **
 * Begin their ‘Intolerance Journal’
 * Understand the goals and theme of this unit.
 * Workshop (with me) how we should handle the weighty topic of intolerance.
 * Create groups and decide on a topic for their research project.
 * Discussion what we know and what we want to know about the Holocaust and Genocides.
 * Preparation: ** Bring materials.
 * Introduction: ** Good morning English 9. As you know, we are starting a new unit today. We will be talking about intolerance as it pertains to historical events such as the Holocaust and how this pattern has continued to present day. We will discuss things from Genocides to various human rights movements. As these can be very sensitive subjects, I want to first discuss, how as respectful individuals we will all discuss these issues with respect for others ideas. Our classroom is a community, how will that community work together in this unit?
 * Presentation: (60 minute class) **
 * Activity 1 (10 minutes) **
 * Activity 2 (20 minutes) **
 * 1)  I will explain to students that I want them to maintain an ‘Intolerance Journal.’ In this journal I want them to record instances that they notice in films, in the classroom, in the texts, or anywhere that relates to the theme of intolerance. I will also provide journal prompts each day for this journal (Journal prompts are included below).
 * 2)  I will pass out journals for them to use.
 * 3)  I will give the first prompt: What is intolerance? How does it relate to discrimination? Prejudices? Examples?
 * 4) They will write for ten minutes.
 * 5) Students will volunteer to share.
 * Activity 4 (15 minutes) **
 * 1) What is intolerance? How does it relate to discrimination? Prejudices? Examples?
 * 2) Have you seen someone be intolerant towards you or someone else because of their differences? Explain?
 * 3) Have you ever been intolerant towards someone else because of their differences? Explain?
 * 4) Show //Mad Men// clips. Who does this show intolerance towards? Is this discrimination? Is this still prevalent today?
 * 5) Show non-fiction article & Clip of two boys. How does this relate to our discussions of intolerance? How does this relate to the texts we are reading?
 * 6) Show clip of ‘Cyberbullying.’ Is judging someone an act of being intolerant? What is the difference between judging someone publicly and privately?
 * 7) Next 5 Journals: Each of the already established groups will bring in an artifact from their research with a question for your peers to respond to—they will then lead a 15-20 minute discussion of the artifact/topic.
 * 8) What have you learned about intolerance? Discrimination? Prejudices? Through this unit, through the readings, through your research?

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