I chose Paul Fleischman’s Whirligig, a short “young adult” novel, as the first novel of the freshman year. The novel fits the “Heroic Journey” theme quite well, but introduces some “twists” that may challenge and ultimately deepen students’ understanding of the “heroic journey” template. If students select the most obvious journey (“to build the whirligigs”) then the novel contains no explicit “return”; however, there is a very clear “return” scene in the final chapter which should help validate an “alternative journey” that fits the template more closely. The “sharing of the gift” step is reflected in a series of four flash-forward vignettes (in the even-numbered chapters), so that students encounter the first “shared gift” before most other steps.

The language and vocabulary should not be challenging for most 9^th graders. However, the novel’s use of flashbacks and “flash-forwards” may confuse some students.

Whirligig includes many complex and difficult sub-themes: moving; “fitting in”; lying; teen drinking; rejection; despair; suicide; death and the “afterlife”; remorse; restitution; permissive/protective parents; valuing a life; community; race, ethnicity, gender; and more. These themes present a series of opportunities for student discussion and writing.

Because of the novel’s short length (133 pages) and simple language, it can be covered fairly quickly (I would anticipate about 12-14 days, not counting the Heroic Journey introduction). Depending on the reading abilities and motivation of the students, it is conceivable that the entire book could be read in-class, but I have assumed that most students can and will complete most reading outside class.

Movie Selection:

I chose the “The Sandlot” because it provides an engaging and compact “hero’s journey” (with all 10 steps in about 20 minutes), including an “alternative” hero’s journey to identify & discuss! (The main drawback is that this excerpt depicts only male characters.)

Short Story Selection:

I chose the short story “The Mysterious Bird and the Land of the Death” by Jaime de Angulo, because it is well suited for in-class oral reading and fits well to the “heroic journey” template.

Companion Poem:

Because some (many) students may feel that the book does not fairly convey the pain felt by the victim’s family, and that Brent’s sentence (probation) was inappropriate, I chose to introduce a poem, “The Mother Writes to the Murderer: A Letter” by Naomi Shihab Nye, after that section of the book was read (on Day Eight). I would carefully assess the class on that day before choosing to use this poem, due to its strong emotional content.

Rationale: Assumptions

(1) The students have previously read the short story “The Most Dangerous Game” (current quarter) and studied “plot” and “character.”

(2) Most students are “at or near” grade level (ninth grade), and are able to read 15 pages per night and complete the writing assignments as homework.

(3) Classroom has enough copies of the novel “Whirligig” for students to each take a copy home for reading, plus extra copies for use in class by students who forget their copies at home.

Rationale: Adaptations

- For GATE/Advanced Students:

1. Advanced students will also read the novel Izzy Willy Nilly as a companion, tracing Izzy’s “heroic journey.” They would also an essay comparing the overlapping themes of “fitting in” and “community” in the two books.

- For ELD: One or more of the following:

1. Allow students to read along with the unabridged Audio CD.

2. Provide students with a complete vocabulary list with definitions.

3. Provide an illustrated diagram depicting the “heroic journey” cycle.

- For Sp.Ed./IEP: One or more of the following:

1. Allow students to read along with the unabridged Audio CD.

2. Provide students with a complete vocabulary list with definitions.

3. Appropriate adjustments to homework and book project.

4. Provide an illustrated diagram depicting the “heroic journey” cycle:

Rationale: Standards (9^th/10^th Grade)

This unit plan reflects lessons and activities designed to address the following

English-Language Arts Content Standards for California Public Schools

Reading 1.1 Identify and use the literal and figurative meanings of words and understand word derivations.

Reading 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

Reading 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

Reading 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

Reading 3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

Reading 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

Reading 3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

Reading 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

Reading 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.

Reading 3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

Writing 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

Writing 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

Writing 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

Writing 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.

Writing 2.2 Write responses to literature.

Writing 2.2a. Demonstrate a comprehensive grasp of the significant ideas of literary works.

Writing 2.2b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works.

Writing 2.2c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created.

Writing 2.2d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

LESSON PLAN[MJW1]

Date: Day One Class/Subject: 9th English

Title of Lesson: Heroic Journey 1 Unit: Heroic Journey_______________

Materials Needed:

“Heroic Journey steps and descriptions” handout

Objectives[MJW2] /Standards[MJW3] : TSWBAT:

1 [MJW4] . Identify and discuss the universal themes and elements in “hero stories.”

2. Recognize the structure and steps of the “Heroic Journey” template.

Hook[MJW5] : Quickwrite: Think of any books, movies, or stories that included a “hero.” List some common characters, plot developments, or traits of a “hero story.” (Debrief.)

Activity [MJW6] #1: Flow QW debriefing into discussion about who we view as “heroes.” Identify some heroes from movies, literature, and outline a “typical plot” for a “hero story.” Identify “genres” of the works designated by students. Write appropriate responses on whiteboard.

Activity #2: Introduce the “Heroic Journey” template. Distribute handouts (HJ steps). Briefly point out any obvious connections between whiteboard list and handout. Starting with step #1, have a student read the step from the handout (aloud), then have another student explain or paraphrase that step. Lecture as needed.

Closure: [MJW7] Ask students to put the handouts in their English notebooks and bring them on Day Two (If necessary, collect handouts for re-distribution on Day Two).

Assessment [MJW8] of Student Learning During/After Class:

1. Did students identify any universal themes and plot elements in “hero stories?”

2. Did class discussions indicate that students had learned the basic structure of the Heroic Journey template?

Homework[MJW9] : Students will re-read “The Most Dangerous Game” from anthology.

Teacher Evaluation [MJW10] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW11]

Date: Day Two Class/Subject: 9th English

Title of Lesson: Heroic Journey 2 Unit: Heroic Journey_______________

Materials Needed:

1. Copies of the Heroic Journey “grid”

2. Extra copies of the “HJ steps” handout

Objectives[MJW12] /Standards[MJW13] : TSWBAT:

1 [MJW14] . Identify the structure and steps of the “Heroic Journey” template.

2. Fit the steps from the “Heroic Journey” template onto the “heroic cycle” (circle).

3. Recognize steps from the “Heroic Journey” in “The Most Dangerous Game.”

Hook[MJW15] : Quickwrite: Can a villain or “bad guy” in a story experience a “heroic journey?” Give an example of a “bad guy” or “villain” from literature or film, and identify 2 or 3 steps from the Heroic Journey that apply. (Debrief.)

Activity [MJW16] #1: Quickly review the HJ template and the steps discussed on Day One, asking students to paraphrase or explain those steps. Then, for the remaining steps: have a student read one step from the handout (aloud), then have another student explain or paraphrase that step.

Activity #2: Use whiteboard or overhead to draw the “heroic cycle” circle (graphic organizer). Discuss the 10 steps of the Heroic Journey and “plot” them on the circle, with students copying chart into their notebooks. (Adaptation: Provide the “heroic cycle” as a handout, either with blanks for each step, or with steps filled in.)

Activity #3: Ask students to identify the HJ steps from “The Most Dangerous Game.” Have students fill in the information under Row “A” of the Heroic Journey “grid.”

Assessment [MJW17] of Student Learning During/After Class:

1. Did students’ in-class discussion reflect an understanding of the structure and steps of the “Heroic Journey” template?

2. Did students’ notes and discussion comments reflect their understanding of how the steps of the “Heroic Journey” fit onto the “heroic cycle” diagram?

3. Did students’ in-class discussions and written work demonstrate that they could correctly identify steps from the “Heroic Journey” template in the short story “The Most Dangerous Game”?

Homework[MJW18] : If students have not completed the first section of the “grid,” complete as homework.

[MJW19] Also: Write the Heroic Journey template steps for another work, due Day Five

Teacher Evaluation [MJW20] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW21]

Date: Day Three Class/Subject: 9th English

Title of Lesson: “The Sandlot” – Heroic Journey Unit: Heroic Journey_______________

Materials Needed:

1. DVD copy of movie: “The Sandlot”; DVD player and remote; TV or projector

2. Extra copies of the HJ handouts (steps, grid)

Objectives[MJW22] /Standards[MJW23] : TSWBAT:

Identify the steps of the “Heroic Journey” in the “Sandlot” movie clip.
Recognize that a story may have overlapping “heroic journeys” for different characters.
Identify an alternate “heroic journey” in “The Sandlot” and list its steps.

Hook[MJW24] : Assessment/Quiz (ungraded): List the 10 steps of the Heroic Journey.

Activity [MJW25] #1: “Set up” the film (background about Scotty, Benny, and Beast). Students have pen & HJ grid.

Show excerpt from “The Sandlot” (from catapult launch to pile of baseballs: 18 minutes).

Fast-forward through chase scene if time requires. Pause as needed to discuss.

Students write down ideas about HJ steps.

As time permits, show the following scenes (transformation, sharing gift)

Activity #2: Discussion: Who is the hero? (Benny.) What are the HJ steps here?

Ask if students can suggest an “alternate” hero and/or journey.

Discuss Hercules as the hero. What are the HJ steps?[MJW26]

Closure: Discuss homework due on Day Five: Identify the 10 steps of the Heroic Journey from a movie, book, story, or TV show.

Assessment [MJW27] of Student Learning During/After Class:

Did the students’ discussion and written work reflect proper identification of the first 7 steps of the “Heroic Journey” template in the “Sandlot” movie clip?

Did the students’ identify (or did their discussion comments reflect recognition of) any “alternative” heroic journeys for other characters in “The Sandlot”?

Homework [MJW28] : Write the Heroic Journey template steps for another work (movie, fiction, whatever), due Day Five

Teacher Evaluation [MJW29] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW30]

Date: Day Four Class/Subject: 9th English

Title of Lesson: “Mysterious Bird” Story Unit: Heroic Journey_______________

Materials Needed:

1. Copies of the oral legend/short story, “The Mysterious Bird and the Land of the Death”

2. Extra copies of the HJ handouts (steps, grid)

Objectives[MJW31] /Standards[MJW32] : TSWBAT:

1 [MJW33] . Identify elements of the Hero’s Journey in the short story “The Mysterious Bird…”

Hook[MJW34] : Assessment/Quiz (ungraded): List the 10 steps of the Heroic Journey.

Activity [MJW35] #1: Distribute the short story “The Mysterious Bird and the Land of the Death.” The story should be read aloud – probably by teacher to insure proper intonation of storytelling style. Discuss the story and how it differs from other short stories we have read this semester.

Activity #2: Ask for student suggestions for each step of the HJ template, using Row “C” of the HJ grid handout.

[MJW36] Assessment [MJW37] of Student Learning During/After Class:

1. Did the students correctly identify the elements of the Heroic Journey from the story, during the discussion and in their written work?

Homework[MJW38] : Write the Heroic Journey template steps for another work (movie, fiction, whatever), due Day Five

Teacher Evaluation [MJW39] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW40]

Date: Day Five Class/Subject: 9th English

Title of Lesson: Whirligig Pre-Reading Unit: Heroic Journey_______________

Materials Needed:

1. Copies of the novel “Whirligig”

2. Copies of handout: Reading Schedule / Logs & Book Projects (2-sided)

Objectives[MJW41] /Standards[MJW42] : TSWBAT:

1 [MJW43] . Predict the major plot points and likely elements of the “heroic journey” from front and back covers of Whirligig.

Hook[MJW44] : Quickwrite: Have you ever tried to join or “fit in” but been rejected by a person or group? How did that make you feel, and what did you do about it? What were the consequences? Debrief. (Collect homework.)

Activity [MJW45] #1: Give students a one-sentence scenario (“drunk driver, 16, kills girl, 18”); ask for general predictions of possible events/plot ideas, including possible steps from the “heroic journey.”

Activity #2: Distribute novels; record book numbers.

Activity [MJW46] #3: Read the back cover (out loud). Ask students to discuss the apparent plot of the book. What might we expect to happen? Is there anything “wrong” about calling this protagonist a “hero”? Discuss the fact that parts of this book may be depressing or disturbing.

Activity [MJW47] #4: Distribute Handout (reading schedule, Day One homework, logs & project). Explain and discuss. If time permits, begin reading Chapter 1 in class (individually & silently).

Assessment [MJW48] of Student Learning During/After Class:

1. Were the students able to reasonably predict likely plot points and “heroic journey” elements from the limited information given?

2. Did students’ homework demonstrate an understanding of the “Heroic Journey” template?

Homework[MJW49] :

1. Read Chapter 1 of Whirligig.

2. Choose a character and write a letter or journal entry describing Ch.1 events from their perspective.

Teacher Evaluation [MJW50] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW51]

Date: Day Six Class/Subject: 9th English

Title of Lesson: Whirligig Chapter 1 “Party Time” Unit: Heroic Journey_______________

Materials Needed: (no handouts or class materials)

Objectives[MJW52] /Standards[MJW53] : TSWBAT:

1 [MJW54] . Describe Brent’s physical and emotional traits and actions, drawing from Ch. 1.

2. Identify the factors that led Brent to decide to attempt suicide.

3. Consider how another character in the novel would view the events of Ch. 1.

Hook[MJW55] : Quickwrite: List three events or factors that led to Brent’s decision to kill himself.

Activity [MJW56] #1: Debrief Quickwrite. (moving, fitting in, rejection, embarrassment, drinking, being lost)

Activity #2: Ask for volunteers to read from homework (letter/journal from POV of another character.

Discuss. (Collect homework.)

Activity [MJW57] #3: Discuss the issues of fitting in, rejection, depression, despair, and suicide. (Yow!)

This is likely to take the entire period and extend into the next class period.

Closure: Short list of resources (on poster or whiteboard) with phone numbers, web sites

All students must write the info – to avoid embarrassment for anyone who wants it.

Assessment [MJW58] of Student Learning During/After Class:

1. Did the students’ discussion and written homework accurately describe Brent’s traits and actions?

2. Did the students’ responses and discussion properly identify the factors leading to Brent’s decision?

3. Did the students’ written homework demonstrate the ability to view the events of the chapter from the perspective of another character?

Homework[MJW59] : Read Chapter Two (“Weeksboro, Maine”).

Teacher Evaluation [MJW60] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW61]

Date: Day Seven Class/Subject: 9th English

Title of Lesson: Whirligig Chapter 2 “Weeksboro, Maine” Unit: Heroic Journey_______________

Materials Needed:

1. Copies of Homework page (with non-local article about recent fatal teen-drunk-driving crash)

Objectives[MJW62] /Standards[MJW63] : TSWBAT:

1 [MJW64] . Describe Brent’s physical and emotional traits and actions, drawing from Ch. 1.

2. Identify the factors that led Brent to decide to attempt suicide.

3. Consider how another character in the novel would view the events of Ch. 1.

4. Summarize and explain the events in Chapter 2.

5. Analyze and trace the author's development of time and sequence, including the use of “time shifting.” [Reading 3.6]

Hook[MJW65] : Quickwrite: Write about your reactions to the book thus far. (Debrief.)

Activity [MJW66] #1: If appropriate and/or necessary: continue prior day’s discussion on teen drinking, depression, and Brent’s suicide attempt.

Activity #2: Continue discussion of how other characters may have perceived the events of the chapter (return homework, if graded, and discuss).

Activity [MJW67] #3: Ask students to relate the key events of Chapter 2. Discuss: When does the chapter take place, relative to Chapter 1? Why did the author “jump forward” in time?

Assessment [MJW68] of Student Learning During/After Class:

1. Did the students’ discussion and written homework accurately describe Brent’s traits and actions?

2. Did the students’ responses and discussion properly identify the factors leading to Brent’s decision?

3. Did the students’ class discussion demonstrate the ability to view the events of the chapter from the perspective of another character?

4. Did the students accurately summarize and explain the events in Chapter 2?

5. Did the students’ in-class discussion and comments reflect their understanding of the author’s purpose for “time shifting” in Chapter 2?

Homework[MJW69] : Read pages 33-34 (first half of Chapter 3).

Write a news article about the accident (or: write an obituary or eulogy about Lea)

Teacher Evaluation [MJW70] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW71]

Date: Day Eight Class/Subject: 9th English

Title of Lesson: Whirligig Chapter 3a “The Aftermath” Unit: Heroic Journey_______________

Materials Needed:

Copies of the poem, “The Mother Writes to the Murderer: A Letter,” by Naomi Shihab Nye

Objectives[MJW72] /Standards[MJW73] :

1 [MJW74] . Summarize and paraphrase the key events described in the first half of Chapter 3.

2. Analyze and trace the author's development of time and sequence, including the use of “time shifting.” [Reading 3.6]

3. Analyze and paraphrase the poem.

4. Compare and contrast the reactions of the mother in the poem and of Lea’s mother.

Hook[MJW75] : Quickwrite: Was the judge’s sentence fair? Explain. (Debrief.)

Activity [MJW76] #1: Ask for volunteers to read from homework. (Collect homework.) As necessary, ask students to describe and paraphrase the key events from the first half of Chapter 3.

Activity #2: Discuss the time sequence of the book so far; ask students to explain the author’s use of time shifting, and the effect it has on the reading.

Activity #3: Discuss the reactions of Lea’s and Brent’s parents. Are these events plausible? How might other families react to a similar situation? Discuss: remorse, penance, and restitution.

Activity [MJW77] #4: Distribute the poem “The Mother Writes to the Murderer: A Letter,” by Naomi Shihab Nye. Read the poem aloud. Ask students to paraphrase the poem and compare the reaction of the poem’s narrator and Lea’s mother.

Assessment [MJW78] of Student Learning During/After Class:

1. Did students accurately summarize and paraphrase the events in the reading?

2. Did students correctly explain the author’s use of time/sequence?

3. Did students accurately paraphrase the poem and demonstrate their understanding of the tone?

4. Did students identify similarities and differences between the poem and chapter 3?

Homework[MJW79] : Read the rest of Chapter 3 (re-reading pages 43-44).

Written: Identify possible “hero’s journey” steps thus far.

Teacher Evaluation [MJW80] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW81]

Date: Day Nine Class/Subject: 9th English

Title of Lesson: Whirligig Chapter 3b: Seattle Unit: Heroic Journey_______________

Materials Needed:

Objectives[MJW82] /Standards[MJW83] : TSWBAT:

1 [MJW84] . Summarize and paraphrase the events from the second half of Chapter 3.

2. Identify possible steps in the “Hero’s Journey” from the first 3 chapters of Whirligig.

3. Make predictions about the likely development of the plot and character in the novel.

4. Use descriptive information from the chapter to draw a picture of the first “whirligig.”

Hook[MJW85] : Quickwrite: Speculate about the prior owner of the “whirligig book” that Brent uses. (Debrief.)

Activity [MJW86] #1: Ask students to summarize the events in the second half of Chapter 3. Discuss.

Activity #2: Ask students to read from homework, suggesting possible “heroic journey” steps from the first three chapters of Whirligig. Discuss. Make sure discussion includes the “obvious” journey (“to build the whirligigs”) as well as at least one alternate (“death”). (Collect homework.)

Activity [MJW87] #3: Remind students of the predicting activity from Day Five, and ask students to reconsider those predictions and make new predictions about the likely plot and character development in the novel.

Activity #4: Have students work in pairs to draw a picture of the “whirligig” that Brent built in Chapter 3, using the descriptive information about the whirligig and about Lea. (Collect.)

Assessment [MJW88] of Student Learning During/After Class:

1. Did students accurately summarize and paraphrase the events from the book?

2. Did students correctly (reasonably) identify possible “Hero’s Journey” steps from Ch. 1-3?

3. Did students make reasonable predictions about the likely plot and character development?

4. Did students’ drawings accurately depict the descriptive information from Chapter 3?

Homework[MJW89] : Read Chapter 4, continue vocab & quote logs; identify your Book Project.

Teacher Evaluation [MJW90] of the Lesson (post-lesson evaluation): _____________________________________

LESSON PLAN [MJW91]

Date: Day Ten Class/Subject: 9th English

Title of Lesson: Whirligig Chapter 4: Miami Unit: Heroic Journey_______________

Materials Needed:

Objectives[MJW92] /Standards[MJW93] :

1 [MJW94] . Summarize and paraphrase the events from Chapter 4.

2. Analyze and trace the shift in “point of view” in the novel.

3. Identify possible steps in the “Hero’s Journey” from Chapter 4.

Hook[MJW95] : Quickwrite: Imagine that your family moved to Finland (and you did not speak the language). What obstacles might you encounter? How would you feel?

Activity [MJW96] #1: Ask students to summarize the events in Chapter 4. Discuss; when language barrier issues are discussed, debrief the Quickwrite.

Activity #2: Discuss the “point of view” of the novel. Who is/are the narrator(s)? Why does the author shift from third-person to first-person? Renew discussion of time shifting (flashback, flash-forward).

Activity [MJW97] #3: Ask students (in pairs) to write possible steps from the “Heroic Journey” in Chapter 4. Discuss.

Assessment [MJW98] of Student Learning During/After Class:

1. Did the student accurately summarize and paraphrase Chapter 4?

2. Did the students’ discussion comments demonstrate an understanding of the novel’s points of view, and of the author’s reason for shifting point of view?

3. Did the students (reasonably) identify “Heroic Journey” steps from Chapter 4?

Homework[MJW99] : Read Chapter 5.

Teacher Evaluation [MJW100] of the Lesson (post-lesson evaluation): _____________________________________

Assessment of the Unit Plan

One concern I have, after completing this Unit Plan, is that it contains no “small group” work, and very little “hands on” (visual or kinesthetic) activity. I feel that I did not devote enough time to planning for different styles of learning.

Because I have assumed that this unit comes fairly early in the freshman year, I did not feel comfortable including long or complex writing assignments, focusing instead on smaller “quickwrites” and short writing homework – and yet I still worry that I may have assigned too much writing for me to be able to read and grade.

As I developed the Unit Plan, I also became somewhat concerned that the early classes dealing with Whirligig could be quite depressing, although I believe that balance would come later in the unit (Days 9 and beyond).

As I reviewed the Standards while planning the unit and lessons, I recognized how difficult it could be to “cover” all the standards, and it seems clear that some of the standards I have listed can only be “covered” briefly and somewhat superficially in this unit – with continuing coverage during many future units. But I also found many opportunities to create projects and activities that addressed “unexpected” standards. For example, Listening and Speaking Standard 2.3 (“apply appropriate interviewing techniques”) inspired one potential activity: crafting an “interview” of the book’s main character after he returns home (after the end of the book). Unfortunately, assigning such an activity to the entire class seems impractical to monitor and assess, and offering this as an option for the “book project” did not actually ‘cover’ that standard..

My very limited experience crafting and “conducting” lesson plans left me uncertain whether some activities or assignments would work. I was also concerned about the ability of students to grasp and maintain interest in the “Heroic Template” during the first two days of the Unit. Finally, I had difficulty trying to convey the “direction” of planned classroom discussions, and I am aware that trying to guide class discussions may be harder than herding cats.

I was uncomfortable trying to “whittle down” a list of acceptable “projects” from which students could choose, and trying to quickly define and describe these options. I would want to devise a rubric for many of these activities before actually assigning the work.

-- Mark Welch

Day 1 Handout

Day 2 Handout

The Heroic Journey - Grid			Name: __________________________________________

		"The Most Dangerous Game"	"The Sandlot"	"The Mysterious Bird . . . "
1	The Call
2	Allies
3	Preparation
4	Guardian(s) of the Threshold
5	Crossing the Threshold
6	The Road of Trials
7	The Saving Experience
8	The Transformation
9	The Return
10	Sharing the Gift

Day 4 Handout

The Mysterious Bird and the Land of the Death

by Jaime de Angulo

From: Indian Tales, by Jaime de Angulo, 1953, pp. 141-6. (Reprinted in The Way: An Anthology of American Indian Literature, by Shirley Hill Witt and Stan Steiner, 1972, pp. 40-45.)

At Katimin they lived long ago, two very good flint-carriers. And at Mahiniva each one had a sweetheart. Then both men got sick, and both of them died. The girls grieved very much.

Near their home a very old woman had died not long before. They used to carry her around on a stretcher. All at once, she said, "Carry me outside." When they had put her down outside, she said, "Look over there across. They are dancing the Deer Dance, the dancers are dancing along the ridge." Then a fog rose where she had been lying and it floated across the river and up the side of the mountain. That old woman had been world-maker ten times.

Every morning early, the two girls got out to gather wood. They go to Top-of-the-Bank. That is the place where they stand, the trimmed trees of their lovers, the memorial trees trimmed of all branches except two, pointing to east and west. The girls go there and cry when they look at the trimmed trees.

Summer came at last.

One morning early, the girls were there, crying, at the place where they always go. While they were looking at their trimmed trees, all at once someone spoke to them. It was the Bird, the mysterious Bird who lives with his mate near the top of Sugar Loaf Hill. Each year he takes their brood to the Land of the Dead and leaves them there.

"Hey! are you feeling sad about your lovers?" he asked.

“Yes, yes.”

Then he said, "I had better take you there. I am the only one who goes there where they are now."

And they said, " All right! "

"You can only look at them. They won't come back; but I feel sorry for you whenever I see you crying here." And then he said, "In ten days you must be ready, then you must come early in the morning to Rock Hill Ridge. That is the time I take my children to the Land of the Dead, and I will take you, too."

And then, at last, they counted that ten days had passed. It was the time he had told them to be ready. While it was still dark, the Bird's children began calling. When the girls heard them, they too set out at once. Then they sat down at Rock Hill Ridge. They had not been waiting long when they heard the Bird's children calling, and saw them flying past overhead.

Then the Bird called down to them, "you keep traveling along below us."

So they climbed the ridge. And finally, at the top, they could look far into the distance and see that it was one long ridge, the same as that on which they were walking. And, above them, the Bird's children were traveling along.

At last they had come a long way. Then, it seemed as though they were going down. The Bird's children said, "We're nearly there." They looked and saw only side hills of brush all around, elderbrush – it was the only kind there was. And when they reached the foot they found a river flowing. And there was also a house. The roof of the house looked gray from all the birds that perched on it.

But no one looked at the girls. Close to the eaves of the house they stood, and the birds who had come with them perched on the roof.

He said to them, the Bird, "Don't go around. Don't go looking around."

But they looked around. There were all kinds of gambling games going on around them. Then at dusk the people made a big fire outside. All around it was swept clear.

Then the one who had brought them, that one said, "This is the only way you can see your lovers. They are going to dance the Deer Dance. Go and stand there, one at each end of the line. There they will be carrying the flints, your lovers." And at both ends of the line they went and stood.

Now they are dancing the Deer Dance. At each end of the line they sit, those two who had been their lovers. Now they stand up, they hold their flints.

Toward them the women stretched their hands. They thought, "1 should like to touch you!" They touched nothing. They could only see them.

The dance is nearly over. They stand at the ends, the flint-carriers. And one of them walked over. She thought, "I should like to speak to him!" And then $he spoke to him, she said, "Why don't you speak to us? We have come so far! We wanted to see you, we wanted you again!"

He said, "I can't speak to you now. Tomorrow I will speak to you."

So, when the dance was over, they went back to where they had first been standing and right there they sat down. At last it grew light. They were still there.' They were hungry. No one had come to speak to them as they sat there. Finally, the sun came up. They looked around and found themselves in front of a house, and saw that there was an old woman sitting there. Suddenly, the old woman spoke.

" Are you the ones I've heard them speak of, the living ones with bones?"

"Yes, we are," they said.

Then she said, "Where do you come from?"

“From Katamin.”

And she said, "I also came from there. I am the one who was world-maker ten times. Then at Rock Hill Ridge I floated up as a fog."

Then they said, "We too came the same way," and they added, "the Bird brought us.."

Then she said to them, "Why did you come here?"

They said, "They were our lovers, the two flint-carriers. That's why we came here. We wanted to talk to them."

Then the old woman said, "I don't think you can do it. It's a great pity for you that you have come so far for nothing. And for only two nights you can stay here. All of them, they don't like you. You have bones."

Then she questioned them about everything. "Katimin, the country, does it look the same?" Then she said, "I'll make a lunch for you when you leave."

They said, " All right."

Then they stayed the day with the old woman. Right there all around they were playing all kinds of gambling games, but the girls never went near. Then, when it was dark, again they made a big fire. They swept the ground well all around.

Then again, the Bird told them, "Go and stand at the ends of the line when the dance is going on. There they, your lovers, will be carrying the flints."

At last, when they were almost ready to stop, as the girls were standing at the ends of the line again, one of the lovers spoke.

He said, "Where are you staying?"

And she said, "Under the eaves of the old woman's house, that's where we're staying."

Then he said, "We will come there when we have finished."

So, when they had finished, the women went back to the house, and soon the men arrived.

Then they said, "It is a great pity that you have come so far for nothing. You can't even touch us. You have bones! There is nothing more that we can say to you."

Then the women told them how they had come there, how they used to go and cry while they looked at the trimmed trees. And then they said, the lovers, "You should not do that anymore. We can never go back there, we have come to have no bones. But, nevertheless, we feel very sad for you. And you must not stay here long. You have bones. And don't eat any food, even if they give it to you." Then the lovers said good-by to them. " And don't grieve for us. We are flint-carriers here, and that is all."

Then the girls said, "We will go back. And we won't eat any food, even if they give it to us."

In the early morning, the Bird said, "you must get ready. We are going to leave."

Then they told the old woman, "We are going to leave."

The old woman tied up the lunch. She wrapped it well with brush. Then she said, "Don't lose it. When you get back, whenever you see someone dying, rub this on his lips. Only when this is gone need anyone ever die again. Right away, people will get well when you rub this on their lips."

Then they said good-by to the old woman and they started out. The Bird left all his children there. They traveled back the same way they had come. Above them flew the Bird. At last, when they had gone very far, again it seemed as though they were going downhill. Suddenly, they looked over and saw the hill they called Farthest-out-One and they thought, "We are nearly there!" At Rock Ridge Hill they ran down and they came to Katimin.

The people had been looking for them everywhere. They were crying, they thought the girls had been killed. They were all amazed when they saw these two coming home.

The Bird went back to the top of the Sugar Loaf. That is his home.

As for what the women brought back with them, before long one died near their home, and they rubbed on his lips what had been given them. He came to life. And, indeed, from that time on, that's the way it happened. Downstream, far away, everywhere, when anyone died they rubbed it on and he came to life. And also upstream, here and there, they rubbed that on and the people came to life. At last, the land on every little creek was occupied and the people were crowded. It was many years before what the old woman had given them was all gone and finally a person died.

The Bird is there yet, and still he takes his children to the land where the spirits go. Only two of them, they live there, one male and one female. Sometimes people kill one of them. Then, in only two days, another will come to take its place. The feathers are medicine for any kind of sickness that may be around. People carry the feathers of the Bird, so that they won't get sick. That's why from time to time they kill one. . . .

# # #

Day 5 Handout

Whirligig Reading Schedule

Whirligig is a short novel, which we will read over two weeks (an average of only 14 pages per day).

Chapter	Chapter Title	Reading
1	Party Time	Pages 3-18 (16)
2	Weeksboro, Maine	Pages 19-32 (14)
3a	The Afterlife	Pages 33-44 (12*)
3b	The Afterlife /	Pages 42-54 (12*)
4	Miami, Florida	Pages 55-62 (8)
5	Twinkle Twinkle Little Star	Pages 63-75 (13)
6	Bellevue, Washington	Pages 76-85 (10)
7	Apprentices	Pages 86-101 (16)
8	San Diego, California	Pages 102-114 (13)
9	"Everybody Swing!"	Pages 115-133 (19)

While reading the novel, be sure to focus on the “Heroic Journey” template which we discussed in class, You will need to complete and turn in a “grid” identifying each of the ten “steps” from the heroic journey in the novel, including references to the page numbers where you find a step. You will also need to complete one of the “book projects” described on the following page, along with a Quote Log and a Vocabulary Log.

As we discussed in class today, Whirligig includes some very serious themes, which we will be discussing in class. Keep in mind that it is possible (even likely) that some of your classmates may be dealing with issues like those in the novel. Respect them by avoiding any crude or cruel jokes or comments.

Homework for Chapter One (Due on Day Six):

1. Read the first chapter (“Party Time,” pages 3-18).

2. First entries in vocabulary & quote logs.

3. Pretend you are one of the other characters at the party (Jonathan, Chaz, Brianna, or another partygoer). Write either a letter to a friend or an entry in “your character’s” private journal the day after the party, after learning about Brent’s car crash. Describe events at the party, and the words and actions of Brent, Chaz, and Brianna as your character perceived them.

Read the information about the Vocabulary Log, Quotation Log, and Book Project on the back of this page!

Day 5 Handout - Page 2 of 2

While you read Whirligig, you are responsible for making daily entries in a “Quote Log” and a “Vocabulary Log,” which will be checked randomly and turned in at the end of the unit. You should also be working on your Book Project, selecting one of the options from the list below.

Quote Log: As you read the novel, identify any quotes (phrases or sentences) which seem significant or meaningful to you. Keep a log of these quotes (including the page number). You should identify at least one quote from each chapter.

Vocabulary Log: As you read the novel, write down any unfamiliar words or phrases (with page numbers). Include words or phrases that are new to you, as well as words or phrases used in unusual or confusing ways. Find out the meaning of each word or phrase. Here is a suggested format:

p. 3

careened – “lurch or swerve while in motion; rush headlong or carelessly”

“borne along by the … music” = “carried along”

p. 4

“reconnoitered his father’s … face” -- “to make a preliminary inspection of, especially in order to gather military information.”

burin – “a steel cutting tool with a sharp beveled point, used in engraving or carving stone.”

p. 5

“confronted the mirror” – “to come face to face with, especially with defiance or hostility; to come up against; encounter.”

Book Project: You will chose ONE of these projects to turn in at the end of the unit. Your project must clearly demonstrate your understanding of the book’s key events and themes, and must include references to specific page numbers in Whirligig.

1. Create a poster depicting one of these:

a. Chart of Brent’s “allies”

b. Timeline

c. Map of Brent’s “heroic journey”

d. Venn diagram comparing Brent at start and end of the book

e. Draw (or build) one of the whirligigs Brent made (including picture of Lea)

2. Write a 3-page essay tracing the book’s references to one of the following, and analyzing how these references impact the overall plot and theme of the book.

a. Lea

b. The afterlife

c. Time

d. The prior owner of the whirligig book

3. Write and perform an “interview” (newspaper or TV) of Brent after his return

4. Write the next chapter of the book

5. Write a transcript for Brent’s sentencing hearing

Day 7 Handout

Some Quotes from Brent’s Journey:

Chapter 1:

- “He felt as if he were still onstage.” (11)

- “He felt spent, emptied of all will.” (17)

Chapter 3a:

- “He was no longer of their kind and never would be.” (36)

- "We never know all the consequences of our acts. They reach into places we can't see. And into the future, where no one can" (38).

- “Strange as it was, it would get him away from Chicago, his parents, and his recent past. It would also give him a chance to do penance.” (42)

Chapter 3b:

- “It was an interim identity, tied to his previous life. He would cast it off soon, but in favor of what? He was lodged in his own chrysalis but had no idea what he was turning into" (43)

- “A previous owner had penciled tiny, masculine-looking notes in the margins.” (42) See also page 51, 73-74, 120.

- “[H]e shared the same distanced perspective. This second time around, he saw everything from the outside. Much that he’d taken for granted before now struck him as curious: handshaking, the Pledge of Allegiance, neckties on men, sports teams named for animals . . .” (49)

- “He was a foreigner here. He wished he knew some names.” (49)

Chapter 5:

- “Brent was surprised at how much the other guests knew and cared.” (71)

- “He envied the man his power to entertain himself and others.” (68)

Chapter 7:

- “ ‘A fugitive and a vagabond shalt thou be in the earth,’ he shouted out.” (88)

- “He forced himself to close the book, vowing to make it last.” (88)

- The “Belts” (89-90, 115)

- “It came as a surprise to find himself harboring such feelings toward a tool.” (94)

Chapter 9:

- “He’d certainly fled as far as he could, turning his gaze away, out to sea. Each of his four vantages had been different.” (118)

- “It was three times the size of the others he’d built.” (125)

- “For the first time, he’d given her a slight smile….” (125)

- “It was like falling down the basement stairs, unexpected and unstoppable.” (128)

- “ ‘ Only someone with a strong life force could possibly have created that.’ ” (128)

- “The words worked their way through Brent’s brain. That he might in fact be like everyone else was a foreign idea, never considered.” (129)

- “It was a human whirligig, set in motion by music instead of wind.” (130)

- “He felt like a bee returning to a hive, greeted and accepted by all.” (131)

- “It felt to Brent like his rite of reentry.” (131)

- “When they’d met, he was longing to be swallowed by the blackness. She’d set him in motion, motion that he was now transferring to others.” (132)

- “The world itself was a whirligig, its myriad parts invisibly linked….” (133)

Additional Materials – Continued

Whirligig

The Heroic Journey (steps in the cycle):

1. The Call: page 41 (Lea’s mother proposes journey to construct whirligigs)

Or: the “voice” (italics) at the End of Chapter 1 (p. 17-18)

2. Allies: Lea’s mom; 1^st book owner; Miss Gill; cyclist; hostelier; Emil; …

3. Preparation: pages 42-43 (book, backpack)

4. Guardians: parents, mediator (page 41)

5. Crossing the Threshold: “The bus was his ferry across the river Styx” (33-34); Or: End of Chapter 1 (18)

6. Road of Trials: building the whirligigs; travel snafus; loss of book; finding wood for last whirligig

7. Saving Experience: page 128-129?

8. Transformation: “He was no longer of their kind and never would be.” (36); “chrysalis” @ p. 43; star charts, harmonica, political conversations, file, p. 128; confessing his suicide attempt

9. Return: implied? Or “It felt to Brent like his rite of reentry.” (131)

10. Sharing the Gift: Apprentices (children); book exchange; chapters 2, 4, 6 and 8 Or: Dance in Ch. 9

Additional Materials – Continued

Some Ideas Not Included:

These are some other ideas that I considered, but chose not to include in the first 10 days of the unit plan:

- A “mock trial” or debate regarding Brent’s sentencing

- Identify different “journeys” in the book (in the even-numbered chapters)

- Respond to Brent’s reaction to San Francisco (in chapter 9)

- Draw one of the vignettes from the even-numbered chapters

- Venn diagram (Brent/Lea) (Burke/Reminders, p. A-28)

- Character map

- Read the book from a different perspective (Burke/Reminders, p. 247)

- Identify different “journeys” in the book

- Quickwrite: Respond to Brent’s (negative) reaction to San Francisco (Chapter 9)

- “What is Evil?” (Burke/Companion, page 55)

[MJW2] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW3] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW4]

[MJW5] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW6] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW7] Is there a “closure activity”?

[MJW8] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW9] What meaningful follow-up practice will you assign?

[MJW10] How did the lesson go? What will you do to improve?

[MJW12] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW13] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW14]

[MJW15] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW16] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW17] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW18] What meaningful follow-up practice will you assign?

[MJW19] What meaningful follow-up practice will you assign?

[MJW20] How did the lesson go? What will you do to improve?

[MJW22] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW23] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW24] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW25] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW26] Is there a “closure activity”?

[MJW27] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW28] What meaningful follow-up practice will you assign?

[MJW29] How did the lesson go? What will you do to improve?

[MJW31] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW32] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW33]

[MJW34] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW35] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW36] Is there a “closure activity”?

[MJW37] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW38] What meaningful follow-up practice will you assign?

[MJW39] How did the lesson go? What will you do to improve?

[MJW41] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW42] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW43]

[MJW44] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW45] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW46] Is there a “closure activity”?

[MJW47] Is there a “closure activity”?

[MJW48] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW49] What meaningful follow-up practice will you assign?

[MJW50] How did the lesson go? What will you do to improve?

[MJW52] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW53] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW54]

[MJW55] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW56] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW57] Is there a “closure activity”?

[MJW58] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW59] What meaningful follow-up practice will you assign?

[MJW60] How did the lesson go? What will you do to improve?

[MJW62] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW63] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW64]

[MJW65] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW66] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW67] Is there a “closure activity”?

[MJW68] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW69] What meaningful follow-up practice will you assign?

[MJW70] How did the lesson go? What will you do to improve?

[MJW72] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW73] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW74]

[MJW75] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW76] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW77] Is there a “closure activity”?

[MJW78] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW79] What meaningful follow-up practice will you assign?

[MJW80] How did the lesson go? What will you do to improve?

[MJW82] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW83] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW84]

[MJW85] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW86] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW87] Is there a “closure activity”?

[MJW88] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW89] What meaningful follow-up practice will you assign?

[MJW90] How did the lesson go? What will you do to improve?

[MJW92] In behavioral terms, what will they be able to do as a result of this lesson? What do they get to learn? Use verbs – concise, precise, focused.

[MJW93] Identify and link standards to the objectives. These are drawn from the Unit Plan/rationale.

[MJW94]

[MJW95] How will you draw their attention to the upcoming content of the lesson? Image, words, activity, freewrite, etc.

[MJW96] Specifically, what procedure – or sequence of steps – will you follow during the lesson to teach the content? Mini-lecture, discussion, modeling, guided practice, group work? Using what media? What content area literacy strategies will you use to facilitate interaction with text?

Modifications: How will you modify/extend the lesson and its activities to meet the needs of all learners? (Specify ELL, SPED, GATE, struggling readers, etc.)

[MJW97] Is there a “closure activity”?

[MJW98] How will you assess what they learned? Bullet point questions, linked to objectives and activities.

[MJW99] What meaningful follow-up practice will you assign?

[MJW100] How did the lesson go? What will you do to improve?