Shneeka TR@TC2

1:05 He sits back up and sniffles.1:05 He looks out the door when someone screams in the stairway.1:05 English Teacher comes over to him and tells him “don’t just copy what she said, write what she told you.”1:05 He starts playing with his hair.1:051:05 He does not look up when L and English Teacher are talking.1:06 English Teacher asks him, “How can we summarize this?” J doesn’t speak. When L speaks he looks at her.1:07 He writes down L’s summary1:07 He asks L something. She has her arm around his chair. He asks L, “That’s it?” when he is done writing something. She nods and whispers something to him. He looks back1:08-1:09 at his paper.1:09 He continues to write1:10 He asks L something, about what he is writing, and then continues to write1:10 English Teacher begins to go over the Do Now questions. Raises hand (!!!!!!!!!!!), but does not get called on.1:10 He says something to L.1:10 He folds hands behind his head. At this point, English Teacher has started the class discussion.1:10 He rubs his nose.1:11 He crosses his arms.1:11 He tries to get Teacher 2’s (who is standing behind him to the right) attention by waving towards him.1:11 He tells Teacher 2 that N (another one of his friends) wants to ask Teacher 2 something. He looks back at the table. He touches mouth.1:111:11 He grabs the paper.1:12 He touches his mouth.1:13 He looks at L’s paper to see what he should be doing and then turns to the correct page (a few minutes late).1:13 He looks at his leg and bounces it quickly.1:13 He looks at L’s paper.1:14 He starts copying the words on the board, but he has to lean forward to see around the students in front of him.1:14 He scratches his head.1:14 He adjusts his shirt.1:14 He holds his mouth.1:15 He attempts to raise his hand again to answer prompt, but puts hand back on mouth.1:15 He sits back in chair with his arms folded. He sits up, and stares at the front of the room.

1:16-1:18 He leans back in chair.1:18 He leans all the way back in chair so the front two feet of the chair are hovering.1:19 He touches his mouth.1:19 He looks at L, looks back at the student participating, A.1:20 He starts side talking to L in Haitian-Creole.1:20 He is joking around with L about how A speaks1:20 The girl in front of him (G) turns around and laughs at him making uhh uhhh uhhh rhythmic noises mimicking A’s speech. He stops and stares back out the window.1:21 He turns his head to look at the clock.1:21 He starts laughing at A while she speaks.1:21 He plays with his hair1:23 He yawns when L puts her head down on the table.1:24 He puts hands on head and then behind neck and then stares across the room towards the window.1:25 He looks towards English Teacher.1:25 He starts to write down the answers of other students that have been put on the board.1:26 He holds his ear while writing down answers that are going up on board.1:27 He yawns and then stretches.1:27 He folds hands behind his head.1:28 He holds head in hands.1:28 He looks at nails.1:28 English Teacher asks him, “J, can you get the lights?” (The class is going to watch a video.) He gets up and turns off lights, and looks out the door into hallway.1:28 He watches the video with his head in his hands.1:28-1:34 He taps W (student who sits in front of him) to ask him to move his head a little and goes back to watching with his head in his hands. He does not move the entirety of the video.1:34 He talks to L as soon as the video is over.1:35 He looks at his paper.1:35 He looks at clock when English Teacher says “end of class.”1:35 He looks at his paper.1:35 He looks out into the hallway to see what the noise is.1:36 English Teacher comes up to him and re-asks him the question1:37 He taps back of his pencil on his paper.1:37 He talks to L and stares back to the front of the room.

1:37 L talks to him, he asks, “huh?” and looks at her.1:37 He looks at D when D answers the teacher’s questions.1:38 Laughs when D starts joking during his answer He tries to say something to D, but D doesn’t hear.1:38 He lays his head on desk and kinda rolls on desk and then sits back up.1:39 He says something to girl sitting in front of him, the one who turned around and was laughing earlier. She says something back1:40 He leans forward to see what is on board to copy.1:41 He puts hand up, not sure if he is trying to participate or not. He talks to L in Haitian-Creole.1:42 He looks at lyrics on paper when the song starts, while holding his head in his hand.1:43-1: 45 He looks up at video, and back down to lyrics.1:45-1:47 He stares aways from paper, out window and then stares back at video, still holding head in hands.1:47 He stretches up while staring at video, look back at video until it finishes. Class is over at this point.1:47 As class starts cleaning up, he says something to L as she starts packing up. He stretches.1:48 He bounces pencil on table while English Teacher explains homework.1:48 He talks to L when English Teacher finishes speaking.1:48 He slowly packs up bag and looks at R while she gives announcements.1:49 He puts notes into his backpack.1:50 He pushes in his chair.1:50 He shouts at Nourou as he exits. I cannot understand what he says.1:51 He follows L down the hallway.Data Set IIData Entry 59/20English Class: Do NowJ walked into class a few minutes before class begun. He walked across the room and stood by the window. He did not speak to anyone and he juststared out. I walked up to him and asked him if he was okay. He said replied, “yeah,” still while staring out of the window. I stood with him for anadditional few seconds and then I continued to walk around the room. After a minute or so, he went to his table, next to L, another Haitian studentwhom he is very close with. He put his hand on her shoulder. They often spend time talking to each other and I have seen them interacting in thehallways. He sat down before picking up the day’s class notes and his class binder. He did not take his backpack off. He continued talking to L asother students did their work. I approached him and asked him if he picked up the notes and his binder. He responded that he did not, but he will. Hestood up and picked up a copy of the class notes. He did not start the do now. He sat at his desk, slouching, and resumed talking to L. Once L startedto do her work, he stared across his desk and out of the window. J started to work on the do now after the 15 minutes English Teacher allotted wasover. When the ET started the class discussion, J listened and started to copy the do now notes down. He put his head on L’s shoulder and she heldhis face in her hand. Then, he began copying the class discussion notes.Data Entry 610/26

Math Class Antecedental TranscriptsBelow is the initial arrangement of the classroom. Students moved their seats throughout class.9:48: J walks into math class right before class starts. He is singing. He pokes L. He then says, “ass” and starts talking to L. Then he says “ass” again.9:49: Math Teacher (T) walks past him and pokes him in the side. J starts cracking up. He grabs a chair and puts it at the end of the table. (There areeight people sitting at his four person table.) J is not facing the board or looking at his notes.9:50: J waves to me while the teacher asks if everyone has the notes.9:52: J talks to N while the teacher talks about the homework that was due. He picks up her phone and touches her shoulder9:54: T starts writing a graph on the board. J starts to take out his notes and detangle headphones. J continues to talk to N and starts talking to L9:55: T counts the intervals. J starts counting along. He continues to count even when the the T stops counting.9:56: J stretches and sits back in his chair.9:57: J watches people eating food and passing drinks in front of him.9:58: D tosses headphones to J. J throws them over his head towards the trashcan. He misses the trashcan.10:00: W starts sharpening a huge pencil. J watches him laughing.10:01: J scratches his head. And then looks at what other tablemates are doing.10:02: J says something to N and goes back to staring and touching his face. I just realized that J doesn’t have a pencil out.10:05: J laughs at W10:06: T breaks students into group work.10:06: J starts talking to N and looking at her phone.10:08: J holds onto N arm when she moves closer.10:09: Special Education Teacher (R) goes over to J to prompt him to do work. R re-explains all of the work to J. J stares across the room10:10-1:16: J looks away from R and starts talking to N. He resumes staring.10:16: J covers his face with his hands10:17: J folds his hands in front of his nose.10:17: J looks back at R who is now helping other people.10:23: J stops staring and starts watching N copy someone else’s work10:25: J starts looking at his notes. He picks up his pencil. He talks to N.10:28: Two APs from other schools come into the classroom. J stars at them. They come to his table.10:28: J starts punching himself in the arm and laughing with N. She asks him to get something from her bag. He reaches into his bag and hands hersomething. J looks at his arm.10:30: J gets up and goes and talks to Ny at a different table. J starts laughing and talking. He got up to talk to her and joke with her about something(He told me this information)10:32: J goes back to his table when T returns to his table. He tells T that he is almost done J looks at N’s work.10:35: J starts doing the first page of the classwork, but stops. Then he yawns and stretches.

10:36: J and N start laughing at something and then returns to his work.10:38: J listens to L as she explains something. He goes back to working.10:40: J laughs at something N say and then looks at his arm. Then he looks under the table.10:41: J sees me looking at him. He waves to me again and then goes back to talking to N.10:43: J looks at the time. W comes back into the room. J watches him and then returns to staring.10:44: J starts talking to W. He laughs at something W says. He takes the calculator W just pulled from his bag.10:45: T says “Alright”. J looks and then looks at time. He looks back across his desk10:46: J continues doing the worksheet and/or copying10:47: J looks at L’s work and reaches across the desk for W’s work. He takes W’s paper10:49: J finishes copying the work. He dabs another student as the student exits the class.10:50: J turns in his paper and walks out the door, leaving the calculator on the desk.Data Entry 79/25English ClassJ is in class K with about 25 other students. The class is Spanish-speaking dominant, but there are four haitian students and one other student fromGuinea. K class has students with IEPs so there is an additional teacher in the classroom. This additional teacher is extremely helpful and supports allof the students in the class. For the first marking period, students have been working on a unit about the perspectives of the American Dream. Students started this unitby reading James Truslow Adams E​ pic of America. T​ hey worked on annotating and finding the central idea of this text for a few weeks. For theremainder of the marking period, they used Rihanna’s song “American Oxygen” to write a text analysis response paper. Students were expected todetermine what Rihanna was saying about the American Dream and find a writing strategy within the song that supported their opinion.Below is the seating arrangement for the marking period in which this but?​ ​ occurred.Marking Period IData Set IIIMarking Period IIData Entry 8Seating Arrangement MPII

Data Entry 911/7InterviewS: How did you do Marking Period 1?J: I failed three classes, Miss. Math, Global and Art.S: How do you feel about that?J: I am not happy about failing, Miss. Come on. You think I am happy? (laughs)S: No, I don’t. I was asking you because this is an interview. Why do you think you failed?J: I don’t know. Because I don’t do anything.S: Yeah, I think so. Why don’t you do anything?J: I don’t understand the work. That is why I don’t do anything.S: But when I come over to help you, you don’t write anything down or ask questions.J: I know, Miss.S: Is this because you don’t understand?J: Yeah, I don’t understand.S: What about Art? Do you not understand in Art?J: I don’t like art.S: Why not?J: I don’t know, Miss. I just don’t.S: Okay, is there something else you would like to do?J: Maybe music. I never took music before.S: So how can we help you understand better?J: I don’t know. (laughs)S: Do you want teachers to come around and help you more?J: Yeah.S: Would you do your work then?J: Only if I understand it.S: So if they helped you understand it, then you would do it, correct?J: Yeah, Miss.S: But what about your sleeping? You sleep in class when teachers are walking around.J: ---S: Would it be helpful if a teacher checked in with you every few minutes?J: Yeah, that would be better.S: How do you feel about your new seat?J: I don’t like sitting in front of the room.

S: Okay, where do you want to sit?J: In the back.S: Do you like who you are sitting with?J: (shakes his head “no”)S: Who do you want to sit near?J: People who speak my language.S: Okay, so L and G.J: ...and F and N.S: Okay, I will talk to English Teacher about it and see what she says.J: Thanks, Miss.S: Do you like school?J: Of course I like school, but it’s too hard.S: I’m glad you like school! It is not too hard. You are very smart. You just aren’t doing anything. You can easily get As. English Teacher told methat you wrote a good text analysis response.J: (smiles)S: Would you be interested in getting a job?J: Yes, I want a job.S: Would you want to try to help you get a job?J: No, not right now?S: Why not?J: Because I wouldn’t have time with school.S: Okay, but let us know if you want help trying to find a job.J: Okay, Miss.S: Okay, that is it. Thank you for talking to me. See you tomorrow.J: Thanks, Miss. Bye.Data Entry 10 Frequency11/14 IIIIII (6)English Class IIIIIII (7) IIIII (5) Action IIIIIII (7) Stared across the table II (2) Was told to go back on task III (3) Talked to a peer IIII (4) Put his head down Wrote information down on his paper Looked at the clock StretchedData Entry 1111/16AdvisoryIn English, the students are working on their plays. The final play is supposed to be 10 pages, have a conflict, be related to the American Dream andhave no more than four characters. Students are building up to this final play. They have written a two to three page monologue, a one to two pagedialogue. J has not turned in any of these. During class on Monday, the English teacher told the students that the third play, a one to two pagedialogue with a conflict, was due on Friday. J looked at me when she said this and says, “Imma need your help.” We schedule to meet after school onTuesday. During class on Tuesday, he tells me that he cannot stay after today, but can on Wednesday. He does not give me any reason. Come

Wednesday, he says that he cannot stay after because he is so hungry and needs to go home to eat. Even after I remind him about the free food afterschool, offer him some of my food, offer to buy him a snack, he maintains that he needs to go home to eat. I ask him if he would like to work on hisplay during the last period of the day, when we have Advisory. He says, “Yeah, Miss.”Before we started to work on the play, I told him the requirements. He immediately says, “That’s too hard.” I remind him that I am there to help himand we can work on it together. He refuses to do anything or type. I start typing for him and ask him to think about a conflict that he has had or heardabout someone else having. He is unable to think of anything. I remembered that he told me about his favorite movie, Resident Evil. “J, what is themain conflict in Resident Evil?” He tells me all about the conflict. I tell him that we can make this the conflict in his play. He says, “okay, this is toohard.” I looked at thim and told him that he needed to at least try. I started to help him out by typing the heading for him and setting up the format ofthe play. After that, he refused to type anything and just said “It’s too hard, Miss. I don’t know.” I eventually got him to type three exchanges in theplay and the period was over. He helped me push the computer cart back to the computer room, grabbed a free snack bag as we passed it and left.Data Entry 1211/22AncetodalThe day before Thanksgiving break, I had J in English class before Advisory. He came into class and was happy and joking with his peers. All of hispeers came into class and started their class notes. J picked up his classnotes, but left them on his desk. He did not touch them during the do now andspent the minutes staring across his desk. As per our conversation a few days earlier, I thought that maybe he did not understand something. I walkednear his desk. I asked him how he was and if he needed help. He quickly responded that he did not need help without looking at me. I said okay, andtold him that I will help him when he is ready. I patted his shoulder and walked away to help other students. The class started the do now. The donow finished quickly and we started to work on the classwork, which was continuing to read through ​Let America Be America​. When I looked backat J, he looked like he was in a better mood. He was talking to his peers. I walked up to him and asked him what he was going to write. He looked atme and said “I don’t know.” I talked to him briefly about his ideas and told him to write them. I again walked away. I eventually looked back at histable and he had his head in his hands. I went up to him and lightly tapped his desk. He did not move. I figured he was sleeping so I tapped the desk alittle louder. His peers continued on their group work and did not interfere with us. I quietly said his name. He opened his hands to show his face. Itwas immediately apparent that he was the most upset I have ever seen him. I asked him if he was okay and he just stared at me. His eyes werebloodshot and he looked like he was about to cry. I asked him if he wanted to go for a walk or go to the bathroom. He shook his head no. I asked himif he wanted to go to the guidance counselor. He shook his head no. I put my hand on his arm and told him to come outside with me. He got up,staring straight ahead. We went into the hallway and he immediately leaned up against the wall and stopped making eye contact. He looked directlydown towards the ground. I tried to look at his face and ask him a question, but he avoided my eyes. I asked him, “Did something happen in class thatmade you upset?” He said, “no”. “Did something happen at home?” “No.” “Is something happening inside?” He nodded. I told him that he could talkto me about anything and I would help him the best I could and find someone who could help him more. “I know, Miss.” he replied. The periodended so we walked back into class. The next period, we had advisory. He went straight to the back of the room and put his head down. I told my mentor teacher, the Englishteacher and teacher of this advisory, that something was happening to him and that he was going to need time alone. She told me to take the studentsinto the hallway as they had to do a school-wide gallery walk. She stayed with him until the guidance counselor came back from lunch. Then theguidance counselor sat with him the remainder of the period. When I spoke to the guidance counselor after the period, she told me that J did not sayanything to her and sat with his head down for the entire class.Notes to include somewhereJ had some type of break down last week (11/22) (“Is something happening inside of you?” *nods*) ● Went on a walk in the hallway. Couldn’t make eye contact, bloodshot eyes, etc. ● Kept his head down for 61 minutes ●Since then he has been much happier ● Fell asleep in class at the end ● Did not take any notesBeen working on careers in advisory ● Been very talkative with me, telling me about the schooling in HaitiWhen I taught 11/30, HE PARTICIPATED IN CLASS!!!!! HE READ HIS ENTIRE ANSWER!!!

Data Entry 1311/28English Class NotesBelow is a set of class notes that were given to students at the beginning of the period. THey were expected to be completed by the end of the class.Students were filling them out with information provided by class discussion on a video.Data Entry 14

12/14Marking Period II Report Card



Unit Plan

Post-Truth Post-truthUnit OverviewThis 11th grade humanities unit aims to build the understandings necessary for students to recognize, name,and dismantle the narratives that have been popularized through history and, more recently, through media.These narratives, which will be identified as post-truths are defined as facts, observations, or experiences (i.e.,truths) that have been decontextualized, manipulated, and changed to appeal to a specific narrative. This unitbegins with a reading of Allegory of the Cave to provide students with theoretical understandings of truth andthe role experience plays in truth. Then, the unit moves into commonly believed narratives that, under ourdefinition, are considered post-truths. Students will navigate these post-truths and identify how they develop onpersonal emotions, biases, and experiences to gain momentum and status as unarguable truth. Often, thespecific narrative that these post-truths support are privileging one community’s rights and importance overanother community’s. Each lesson is grounded in English and Social Studies Standards to prepare students forhigher-level thinking and inquiry.Unit MapLessonu1n:itInrtartoiodnuacletioqunottoe Pablaotuot post-truthLesson 2: Allegory of the Cave, Part ILesson 3: Allegory of the Cave, Part IILesson 4: Allegory of the Cave, Part IIILesson 5: Introducing Post-Truths, Part I: Class Generated DescriptionsLesson 6: Whose Truth is it Anyway?Lesson 7: Basic Application of Post-Truth, Part ILesson 8: Basic Application of Post-Truth, Part IILesson 9: Compare & Contrast, Venn DiagramLesson 10: Compare & Contrast, Writing the OutlineLesson 11: Compare & Contrast, Writing the EssayLesson 12: Narrative Correction, ResearchLesson 13: Narrative Correction, JigsawLesson 14: Spread of Narratives, ResearchLesson 15: Spread of Narratives, Tap-in, Tap-out

Lesson Plan 1: Introduction to Plato Desired ResultsEstablished Goals:​ Students will watch a video on Plato and answer the guiding questions.Common Core Standards:CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.CCSS.ELA-LITERACY.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherentunderstanding of an idea or event, noting discrepancies among sources.Content Objectives: Language Objectives:SWBAT discuss a time that they learned something SWBAT verbally discuss their responses to the dothat they thought was true was not true, both through now questions.writing and oral discussion. SWBAT verbally discuss the information they saw inSWBAT answer the guiding questions about Plato, a video with their peers. They will use the lesson’sboth through writing and oral discussion. questions to guide them. SWBAT write, using the note sheet, the information they discussed with peers.Understandings: Essential Questions:Plato was a philosopher born around 428 BCE. He Who is Plato?was one of the most important figures in philosophy What did he do?and founded the first school of higher thought. Plato What did he believe/think?wrote about many subjects, including truth, speech,and art.Students will know: Students will be able to:Who Plato was, what he did, and what he believed. Discuss key information about Plato.Assessment EvidencePerformance Tasks: Other Evidence:Students will discuss their responses to the do now Students will orally discuss the guiding questionsquestions.Students will submit their notes with a peer.Learning PlanLearning Activities:Do Now (25 minutes):[Students will respond to the following prompt (10 minutes)]Write about a time that you thought something was true, but later learned that it wasn't. ● Describe or draw the situation. ● What did you think was true? ● How did you learn that it was not true? ● What did it feel like to learn it was not true? What emotions did this cause?

● How did other people react when you told them what you learned?[Discussion of Do Now and students’ responses (15 minutes)][Students will participate in a turn and talk and then a classwide discussion.][Transition question→ when you told your friends about what you learned, did they already know the truth?How did they react? Did they get mad or angry with you, or not believe you? In the next few days, we aregoing to read a famous story about a group of prisoners who experienced this. The story is called Allegory ofthe Cave and it was written by Plato.]Main Activity (20 minutes)[Students will participate in a turn and talk pre-discussing these questions.] ● Who is Plato? P​ lato is... ● What did he do? ​Plato...[Students will watch a v​ ideo​ about Plato. Students will watch the video twice. The first time, they will watch itwithout taking notes. The second time, they will take notes. After they watch it twice, they will discuss thequestions with their partners and complete the ​notesheet​. ● Who is Plato? P​ lato is... ● When did Plato live? ​Plato lived during... ● Where is he from? P​ lato is from... ● What did he do? P​ lato... ● What did he believe/think? P​ lato thought… Plato believed... ● How did he convey his thoughts and ideas?​ Plato conveyed his thoughts through…][Discussion of answers]Closing (5 minutes)[Transition→ The next few lessons we are going to talk about one of Plato’s most famous piece of work,Allegory of the Cave] ● Has anyone heard this story before? ● What do you know about it? ● What does the word allegory mean?Total Class Time (50 minutes) Differentiation ● Do Now ○ Sentence starters ○ Option to draw ● Main Activity ○ Video ○ Peer discussion ○ Sentence starters ● Closing ○ Pre-reading questions

Lesson Plan 2: Allegory of the Cave Desired ResultsEstablished Goals:​ Students will read the adaptation of Allegory of the Cave and create a comic stripsummarizing the adaptation.Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherentunderstanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide anaccurate summary that makes clear the relationships among the key details and ideas.Content Objectives: Language Objectives:SWBAT summarize parts of Allegory of the Cave by SWBAT verbally summarize and paraphrase parts ofanswering the questions and drawing pictures. Allegory of the Cave.SWBAT look at their classmates posters and SWBAT write at least two sentences that accompanyrecognize any changes that they would like to make their illustrations of Plato’s Allegory of the Cave.on their own posters. These sentences should summarize and paraphrase what is happening in the illustration. SWBAT orally discuss the changes or modifications that they want to implement on their posters.Understandings: Essential Questions:Plato’s Allegory of the Cave What is Plato talking about in Allegory of the Cave?Key events of Allegory of the Cave What were the key events of Allegory of the Cave?Students will know: Students will be able to:Plato’s Allegory of the Cave and its key events Summarize the key events of Allegory of the Cave Assessment EvidencePerformance Tasks: Other Evidence:Students will create an illustration of Allegory of the Students will engage in conversation about AllegoryCaveExit Slip of the Cave. Learning PlanLearning Activities:Do Now (7 minutes):[Students will respond to the following prompt] ● Who is Plato? P​ lato is.. ● What was the name of one of his most popular work? T​ he name of one of his most popular works is... ● What do you think this work is about? ​I think this work is about...Main Activity (35 minutes (Pre-reading (10 minutes)+ Reading (25 minutes)):Pre-reading

[Students will read the photo and verbally answer the questions.] ● What do you see? I​ see... ● What are the people doing? ​The people are ____+ ing... ● Who do you think the people in the hoods are? ​I think the people in the hoods are[Students will read the following adaptation of Allegory of the Cave in groups. As they read, they will worktogether to create a comic strip of the scenario. This will require students to annotate (summarize) eachsection of the text. All students in the group will be responsible for summarizing. Each member of the groupwill have a role. ● Reader: read the text ● Writer: write the annotations under the picture ● Drawer: draw the comic stripAllegory of the Cave[Students should not finish in this amount of time. They may through the first scene. This is good.]Closing (15 minutes)[Students will be given 5 minutes to do a silent gallery walk and look at their peers’ work. They will spendtime noticing things about the work (e.g., this group used a lot of color in their pictures, this group wrote twosentences per picture, I like how they drew the people, etc.). This will be the first time that students areevaluating one another’s work, so their noticings can be informal. They will develop into more criticalevaluations, with the support of scaffolds, as the year progresses. Teacher will demonstrate this process.After 5 minutes, students will return to their groups to write down and discuss some of the qualities theynoticed. There will be conversation questions and starters on the desks. They will discuss for 5 minutes)They can choose to use these noticings to develop their work (e.g., One group used a lot of color, we shouldadd more color on ours, etc.). The teacher will then prompt students to talk about what they noticed and whattakeaways they may include on their comic strips.] ● What were some of the things you noticed about your classmates’ work? ● What did you like? ● What would you include in your own work?[Students will submit one thing that they would like to include in their work as an exit ticket. Students will

continue working on the comic strips the following lesson.]Total Class Time (50 minutes) Differentiation ● Do Now ○ Sentence stems ● Main Activity ○ Prereading of a photo ○ Discussion of prereading ○ Sentence stems ○ Roles ● Definition Support ○ Heterogenous groups→ Students can support one another

Lesson Plan 3: Allegory of the Cave Part II Desired ResultsEstablished Goals:​ Students will read the adaptation of Allegory of the Cave and create a comic stripsummarizing the adaptation.Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherentunderstanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide anaccurate summary that makes clear the relationships among the key details and ideas.Content Objectives: Language Objectives:SWBAT summarize parts of Allegory of the Cave by SWBAT verbally summarize and paraphrase parts ofanswering the questions and drawing pictures. Allegory of the Cave.SWBAT look at their classmates posters and SWBAT write at least two sentences that accompanyrecognize any changes that they would like to make their illustrations of Plato’s Allegory of the Cave.on their own posters. These sentences should summarize and paraphrase what is happening in the illustration.Understandings: Essential Questions:Plato’s Allegory of the Cave What is Plato talking about in Allegory of the Cave?Key events of Allegory of the Cave What were the key events of Allegory of the Cave?Students will know: Students will be able to:Plato’s Allegory of the Cave and its key events Summarize the key events of Allegory of the Cave Assessment EvidencePerformance Tasks: Other Evidence:Students will create an illustration of Allegory of the Students will engage in conversation about AllegoryCave of the Cave.Peer Review Learning PlanLearning Activities:Do Now (5 minutes):[Students will get into their groups from the previous lesson. The exit ticket from the previous day will be ontheir desks. As a group, they will respond to the following prompts.] ● How will you include your response on you poster? What do you need to do to include it? ● What questions do you have about this text?[Teacher will discuss students’ questions about the text.]Main Activity (35 minutes)Students will switch roles[Students will read the following adaptation of Allegory of the Cave in preassigned groups. As they read, they

will work together to create a comic strip of the scenario. This will require students to annotate (summarize)each section of the text. All students in the group will be responsible for summarizing. Each member of thegroup will have a role. ● Reader: read the text ● Writer: write the annotations under the picture ● Drawer: draw the comic stripAllegory of the Cave[As students work, teacher will assess their work with a checklist. Students should have at least eightpictures and summaries on their comic strips. They should also have finish their illustrations. They may gethalfway through.][Students will have an opportunity to write a short compare and contrast essay about their experiences andthe situation of the prisoners.]Closing (10 minutes)[Students will complete their posters and complete a peer review s​ heet​.]Class Time (50 minutes) Differentiation● Main Activity ○ Roles

Lesson 4: Allegory of the Cave Part III Desired ResultsEstablished Goals:​ Students will understand the meaning of Allegory of the Cave and its connection totruth.Common Core Standards:CCSS.ELA-LITERACY.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.Content Objectives: Language Objectives:SWBAT discuss the meaning of Allegory of the SWBAT verbally engage in a classwide socratic seminar about the meaning of Allegory of the CaveCave. by using the guiding questions.Understandings: Essential Questions:Plato’s Allegory of the Cave and its connection to What is Allegory of the Cabe a metaphor for? What does Plato’s Allegory of the Cave have to dotruth. with truth?Students will know: Students will be able to:What Plato’s Allegory of the Cave is and recognize Summarize the key parts of Allegory of the Cavethe connections to truth Understand the connection to truth Assessment EvidencePerformance Tasks: Other Evidence:Students will engage in a classwide socraticseminar,. Learning PlanLearning Activities:New lessonDo Now (15)[When students enter the classroom, their comic strips will be hanging on the walls. They will walk aroundthe room and look at them.][Students will return to their seats and respond to the following prompts.] ● The prisoners thought that the shadows were real things. Were they wrong? ​The prisoner were... ● The prisoners were only ever able to see the shadows. How did their experiences cause them to believe the shadows were real things? T​ heir experiences impacted them by...[These questions will be used to begin the socratic seminar.]Main Activity (30 minutes)[Students will engage in a classwide socratic seminar using the following prompts. They will have fiveminutes to look over the questions and take notes on anything they may want to say.] ● What is Plato talking about? ● What makes something true? When do you think something is true? How do we determine what is true?

● What is he trying to teach us about our opinion of the truth?[If students are stuck or unable to produce answers, ask for their examples:“Was that true? How did you know? Why did you think it was? (Lead them into saying something similar to “Icould see that it was.” or “These are facts.”) “Is this untrue? How do we know?” (Lead them into sayingsomething similar to “There are no facts to prove this.” or “We do not have the technology to do this.”)] ● Do you think this happens today? Can you think of any examples of us not being able to see the entire truth of something? Or when we are only able to see what others want us to see?In this course, we are going to look at different narratives that have decontextualized and manipulated thetruth to serve a certain narrative, specifically we are going to look at systemic narratives that impact ourcommunities.Closing (5 minutes)Can anyone think of some narratives that are not fully true and impact your community?[Students responses to this question will be incorporated into an upcoming lesson.] Differentiation ● Do Now ○ Questions provide background information ○ Sentence stems and sentence frames ● Main Activity ○ Sentence stems ○ Opportunity to prepare responses

Lesson Plan 5: Introducing Post-Truths, Part I: Class Generated Descriptions Desired ResultsEstablished Goals:​ Students will learn about the idea of post-truth and provide a three sentence descriptionof post-truth.Their descriptions will include relevant information that differentiates post-truths from untruthsand truths (e.g., relies on emotions, disregards facts and objective evidence, etc.).Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide anaccurate summary that makes clear the relationships among the key details and ideas.CCSS.ELA-LITERACY.W.11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, andinformation clearly and accurately through the effective selection, organization, and analysis ofcontent.Content Objectives: Language Objectives:SWBAT create a description of post-truth. SWBAT read the texts with the information about post-truth. SWBAT identify key points from the text and incorporate those points onto a word-web. SWBAT write, at least, three sentences that summarize post-truth and include key vocabulary, like emotion, manipulation, and decontextualization.Understandings: Essential Questions:That post-truth manipulates and decontextualizes What is a post-tuth?facts in order to make an appeal to emotion,background knowledge, and biases. How is a post-truth different than a truth?Students will know: Students will be able to:That post-truth manipulates and decontextualizes Create their own description of post-truth in three orfacts in order to make an appeal to emotion,background knowledge, and biases. more sentences. Assessment EvidencePerformance Tasks: Other Evidence:Students’ three sentence description thatincorporates key vocabulary words (emotion, Students will create a wordweb of post-truth beforemanipulation, and decontextualization) they read the article. They will update/modify their wordweb based on the evidence from the texts. Learning PlanLearning Activities:Do Now (5 minutes):[Students will answer the following prompt in their notes:] ● What is the truth? ​The truth is…

● What makes something true? S​ omething is true if...Discussion of students’ responsesFinal Question to lead into main lesson→​ “What is post-truth?”[Create a draft word web on the board with responses generated by the students.][Prompting questions: What does the word post mean? ____truth? What does that mean? What is thisbased off of?]Main Activity (37 minutes (4 minutes explaining the activity+7 minutes at each station+ 5 minute discussion)Word Web[Students will be broken into homogenous skill groups. There will be four different stations will be givendifferent materials (e.g, articles, charts, anecdotes, etc.). They will use this material to create a individualword web that highlights the keywords, phrases, descriptors, examples that they find (or create) based onthe material given.]Students should gather a​ t least​ two pieces to add to their word webs from each text.Guiding questions: ● How is this text related to post-truth? ● Is it providing an example of a post-truth? ● What does this say about post-truth? ● What are the characteristics of a post-truth?[Students can work together to answer these prompts and gather information, but they are required tocomplete their own word web.][Once they are finished going through the stations, they will have a brief discussion about the words andphrases that hey added to their word webs→ this is to ensure that students have the appropriate and keyphrases included.Closing (8 minutes)[After they return to their seats, they will work with a partner (preassigned to ensure heterogeneous skill levelpairings) to write three sentence description. They will use their word webs to support their answers.]Total Class Time (50 minutes) Differentiation ● Do Now ○ Modeling on the board→ providing visuals ○ Sentence stems and sentence frames ● Main Activity ○ Styles of text ○ Highlights on key pieces of articles ○ Glossary (native language if necessary) ○ Homogenous groups→ teachers can provide additional support to student groups ● Definition Support ○ Heterogenous groups→ Students can support one another

Lesson Plan 6: Whose Truth is it Anyway? Desired ResultsEstablished Goals:​ Students will participate in an activity to have them gain more experience withpost-truth. The idea may seem abstract to some students, but this activity aims to make it more graspable.Common Core Standards:CCSS.ELA-LITERACY.SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building onothers' ideas and expressing their own clearly and persuasively.Content Objectives: Language Objectives:SWBAT manipulate and decontextualize moments to SWBAT verbally discuss and workshop stories from their peersmake their stories seem believable. SWBAT verbally present the stories SWBAT listen to other stories and cast votesUnderstandings: Essential Questions:That post-truth manipulates and decontextualizes How do post-truths work?facts in order to make an appeal to emotion,background knowledge, and biases.Students will know: Students will be able to:What post-truths are and use examples from the Discuss what characteristics qualify a statement oractivity to help form their definition story as a post-truth. Assessment EvidencePerformance Tasks: Other Evidence:Students will workshop the stories together Students will vote following each telling and theirStudents will participate in a class-wide discussion reason for their voteafter the activity. Learning PlanLearning Activities:Do Now (3 minutes):[Students will enter class and be assigned to groups of six. In their notes, they will respond to the followingprompt.]What is the most embarrassing thing that happened to you this summer? This will be shared so make sureyou are very comfortable talking about it.What is a post-truth?Main Activity (30 minutes)[Students will be given an i​ nstructions​ sheet. The following structure should be followed to ensureappropriate timing. ● Students will move into their groups and determine, by voting, who has the story they are going to tell. (1 minute) ○ They can do this by having each willing student quickly share their moment

■ Student A: “This summer, I fell down the big stairs near the library. It happened in front of the person I'm talking to.” ● Students will choose two additional group members who will make that story theirs. The story owner must tell retell the story. There will be three students total retelling the story as if it were theirs. (1 minute) ○ Student A, Student B, and Student C ○ Students who are not retelling the story will be partnered up with the students who are ■ They will workshop the stories together ● The goal is to make the story really seem as it happened to you. You want the audience to believe that this is y​ our​ most embarrassing moment. ● Students will workshop the stories (8 minutes) ○ They will add as many details as they feel are necessary. They must stick with the original plot of the story (e.g “This summer, I fell down the big stairs near the library. It happened in front of the person I'm talking to.”), but they can add information (e.g., I was carrying food and when I feel I landed on it. All of the food went everywhere and all over my new white pants, etc.” ○ Each story should be no longer than 30 seconds. ● Retelling (20 minutes (approximately 4-5 minutes per group) ○ Students will be given a ​notes/voting sheet ○ The first group will begin the retelling by giving the original scenario, in one sentence. ■ This summer, I fell down the big stairs near the library. It happened in front of the person I'm talking to. ● Teacher writes this on the board ○ Each reteller will share their story. Once the three retellers from each group tell, students will be asked to vote on whose story it is. ■ Prompt: who do you think actually fell down the stairs? ■ Pick a student who is voting for Student A, B, and C. Ask them why they believe that it is this student’s story. ● Why were they believable? Was it the details? The appeal to emotion? ○ After all votes are casted (per group), students will find out who actually owned the embarrassing moment ○ Each group will tell their stories and follow the same procedure of voting.]Reflection​ (​ 15 minutes)[After the activity, students will reflect individually and, then, as a class. Students will respond to this prompt.]Take out your definition of post-truth that was created yesterday. You also wrote this prompt in your do now.Looking at your notes from the activity earlier, answer the following questions. ● What made you think that a story was true? ● Did the story speak to you in any way? If so, how? ○ Has something like this happened to you before? ● Did you vote correctly for each group? ● How does this activity relate to post-truth?[The main reflection should follow up these questions, paying specific attention to the connections betweenthe relationship to post-truth. Points to emphasize: ● What was the importance of emotion? ○ Did you feel embarrassed for the teller? ○ Did you think it was funny? ● What importance did you personal experiences or beliefs have in your decisions? ○ Were you more likely to vote something true because it happened to you? ○ Were you more likely to vote something because you think that the situation was embarrassing? ● Did it matter if the truth? ○ Were you actually thinking about the truth when you were making your decisions?

○ Were you questioning the facts? (e.g., “What library did you go to? None of the libraries in Manhattan have stairs.” ● How can we connect this to post-truth? ○ What role does the truth//facts have in post-truth? ○ What role does emotion have?Closing (2 minutes)[Teacher will explain that they will be looking at more explicit examples of post-truth the following day inclass.] Differentiation ● Main Activity ○ Groups ○ Instruction sheet ○ Writing the original scenario on the board

Lesson Plan 7: Basic Application of Post-Truth, Part I Desired ResultsEstablished Goals:​ Students will fact-check their knowledge about Christopher Columbus. They willcritically look at their beliefs and see the role that post-truth has had in their understandings of this narrativeand why.Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing theauthors' claims, reasoning, and evidence.CCSS.ELA-LITERACY.W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advancedsearches effectively; assess the strengths and limitations of each source in terms of the task,purpose, and audience; integrate information into the text selectively to maintain the flow ofideas, avoiding plagiarism and overreliance on any one source and following a standard formatfor citation.Content Objective: Language Objective:SWBAT fact-check what they know about SWBAT type the appropriate words into their internetChristopher Columbus by using the internet. search.SWBAT express what they learned from their SWBAT summarize the information aboutfact-checking Christopher Columbus. SWBAT synthesize their learning into a few sentences.Understandings: Essential Questions:Post-truths have shaped many of the common How are post-truths involved in the commonhistorical narratives, like the stories of Christopher understandings of Christopher Columbus?Columbus. What is true about the narratives about Christopher Columbus that have been taught?Students will know: Students will be able to:That much of what is commonly taught about Begin to discuss the motivations behind post-truthChristopher Columbus has been manipulated and narratives.decontextualized. Many of the narratives could beconsidered post-truth. Fact-check their beliefs about Christopher Columbus, and learn the skills needed to fact-check. Assessment EvidencePerformance Tasks: Other Evidence:Teacher will circulate class and review students’ Classwide discussionanswers on their worksheet Learning PlanLearning Activities:Do Now (10 minutes):

[Students will answer the questions in the know box.]Christopher Columbus: Know, Check, Learn Worksheet[Teacher will review the students’ responses to their know boxes. will have students orally respond to thefollowing questions, after completing a turn-and-talk, and write some of the emotions on the board] ● What emotions does the story of Christopher Columbus invoke? ● How do these stories make you feel about Christopher Columbus? What do you think of him knowing this information?Main Activity (35 minutes)[To better understand the types of narratives that often use post-truths, students are going to look at afamiliar topic that many, if not all of them are familiar with: Christopher Columbus and the founding ofAmerica. Students will look at excerpts from Lies My Teacher Told Me to develop these understandings.][​St​ udents will be given materials, like articles, relevant chapters of ​Lies my Teacher Told Me,​ and otherdocuments. Students will also have the opportunity to fact-check their knows online.Teacher willdemonstrate how to do a web search with students and how to find the answers to their questions.Prompting questions ● Where do you do to find information on the internet? ● What do you type in? ● How do you know if something is a good source?][Students will work in groups to perform the searches to fact-check their understandings about ChristopherColumbus. They will write what they learn in the boxes. They will also include their source. They may work inpairs or individually. The teacher will stop after a few minutes of students working to check the first answerwith them.]Closing (5 minutes)[Students will complete the sheet and will be asked to think about why they have been taught these things]Total Class Time (50 minutes) Differentiation ● Main Activity ○ Modeling on board ○ Peer Support ○ Ability to answer questions to whatever capacity is appropriate

Lesson Plan 8: Basic Application of Post-truth, Part II Desired ResultsEstablished Goals:​ Students will fact-check their knowledge about Christopher Columbus. They willcritically look at their beliefs and see the role that post-truth has had in their understandings of this narrativeand why.Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing theauthors' claims, reasoning, and evidence.CCSS.ELA-LITERACY.W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advancedsearches effectively; assess the strengths and limitations of each source in terms of the task,purpose, and audience; integrate information into the text selectively to maintain the flow ofideas, avoiding plagiarism and overreliance on any one source and following a standard formatfor citation.Content Objective: Language Objective:SWBAT talk about the guiding questions. SWBAT orally discuss the guiding questions.Understandings: Essential Questions:Post-truths have shaped many of the common How are post-truths involved in the commonhistorical narratives, like the stories of Christopher understandings of Christopher Columbus?Columbus. What is true about the narratives about Christopher Columbus that have been taught? Why have we been taught these things?Students will know: Students will be able to:That much of what is commonly taught about Begin to discuss the motivations behind post-truthChristopher Columbus has been manipulated and narratives.decontextualized. Many of the narratives could beconsidered post-truth. Fact-check their beliefs about Christopher Columbus, and learn the skills needed to fact-check. Assessment EvidencePerformance Tasks: Other Evidence:Teacher will circulate class and review students’ Classwide discussionanswers on their worksheet Learning PlanLearning Activities:Do Now (5 minutes):[Students will take out their worksheets from the previous class. They will respond to the following prompt:] ● Why do you think you were taught these things about Christopher Columbus?Discussion (45 minutes (15 minute review+ 25 minute connections))

[Students will lead a discussion about their findings. Each pair will read a question and what they know.Then, students will discuss what they found about their facts in the search and where they found thisinformation.][Once all of the questions are reviewed, students will respond to (some of) the following question me with thestudents next to them.] ● Were you correct about all of the answers you thought you knew? ● Why do you think that you knew this? ● Why do you think you were taught this? ● How do you think this was popularized? ● Why do you think this was popularized? ● Knowing these facts now, what emotions do you feel? How do you feel about Christopher Columbus? ● How is this connected to post-truth? ● Why do we not learn the facts about Christopher Columbus? ○ [Students will need to get to the point of saying something about supporting the hero narrative that is often told and those in power during that time didn’t want to think that non-Europeans were doing well without Europeans, etc.] ● What are some ways that people have challenged these post-truth? ○ Indigenous People→ own heroes and don’t need a white savior[This conversation will be held classwide. It is vital to introducing the main reasons and impacts of post-truthnarratives. If time is needed, continue lesson into the following class period. Assign students these questionsfor homework.]Total Class Time (50 minutes) Differentiation ● Discussion ○ Turn and talk

Lesson Plan 9: Compare & Contrast, Venn Diagram Desired ResultsEstablished Goals:​ Students will fill out a Venn Diagram about the stories about Christopher Columbus andthe truths about Christopher Columbus.Common Core Standards:CCSS.ELA-LITERACY.W.11-12.2.CUse appropriate and varied transitions and syntax to link the major sections of the text, createcohesion, and clarify the relationships among complex ideas and concepts.CCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on addressing what is most significant for a specific purpose andaudience.Content Objectives: Language Objectives:SWBAT select three aspects of the KL sheet and SWBAT recognize the similarities and differences incomplete the Venn Diagram with the similarities their Venn Diagram.between what had been told and what was the truth. SWBAT organize the information from their KL chart from the previous lesson into a Venn Diagram.SWBAT draft sentences for their paragraphs. SWBAT write six sentences (three similarities and three differences) using the compare and contrast sentence frame support sheet.Understandings: Essential Questions:Students will understand how to use a Venn diagram What is are the commonalities between the popularto support their writing. narratives of Christopher Columbus and the truth. about him? What is are the differences between the popular narratives of Christopher Columbus and the truth about him?Students will know: Students will be able to:Students will understand some of the untruths told Identify similarities and differences and organize them into a Venn Diagramabout Christopher Columbus.Students will explicitly understand the similarities anddifferences between the untruths and truths ofChristopher Columbus. Assessment EvidencePerformance Tasks: Other Evidence:Completed Venn DiagramDrafted four sentences Learning PlanLearning Activities:Do Now (5 minutes):[Students will take out their KL sheets from the previous class. They will use sheets to inform their Venndiagrams. Students will respond to the following prompt:]

● What is a Venn Diagram? ● Have you used one before?Main Activity (45 minutes (25 minutes Venn Diagram+ 20 minutes creating sentences)[Students are going to create ​Venn Diagrams​ using the information they collected. They will pick three of thecategories that they would like to write about (e.g., Who is Christopher Columbus? Or What did he do?).Teacher will demonstrate creating one piece of the Venn Diagram.][When students complete this, they will then move on to the creation of the sentences using the ​vocabularywords.​ (i.e., People commonly believe that…h​ owever…​ ). The teacher will demo this part of the assignment,Students will submit these drafted sentences at the end of the period.]Total Class Time (50 minutes) Differentiation ● Do Now ○ Prior knowledge ● Main Activity ○ Modeling ○ Sentence Frame ○ Graphic Organizer

Lesson Plan 10: Compare and Contrast, Writing the Outline Desired ResultsEstablished Goals:​ Students will use their Venn Diagrams and outlines to write a brief compare andcontrast essay on the post-truths told about Christopher Columbus.Common Core Standards:CCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on addressing what is most significant for a specific purpose andaudience.CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.Content Objectives: Language Objectives:SWBAT outline their essay using the sentences they SWBAT write their sentences into an outline. SWBAT outline their introduction and conclusioncreated in the previous lesson. paragraphs.Understandings: Essential Questions:Students will understand how to use a Venn diagram How are the narratives told about Christopherand an outline to support their writing. Columbus similar or different to the truth about Christopher Columbus?Students will know: Students will be able to:That there are differences and similarities between Outline a four paragraph essay using their sentencesthe narratives told about Christopher Columbus and from the previous lesson.the truth.How to use and outline to support their writingAssessment EvidencePerformance Tasks: Other Evidence:Students will submit four paragraph outline (i.e.,Introduction, Similarities, Differences, Conclusion) Learning PlanLearning ActivitiesDo Now (3 minutes)[Students will have their sentences on their desks. They will have the opportunity to make any necessaryedits.]Main Activity (40 minutes)[This activity will be a guided activity that the teacher will model on the board as students complete it.Students will be given an outline (p​ age 5)​ to complete. The teacher will review the parts of the essay and thespecifications of each part. Students will work as a class to complete the first two paragraphs (introductionand aspect 1) to help facilitate students’ understanding. They will complete the rest of the outline on their

own. Teacher will be circulating the class to provide support]Closing (7 minutes)[Students will be told that they will have to write their essays in class the following class. They will also beparticipating in peer review.] Differentiation ● Main Activity ○ Modelling the outline

Lesson Plan 11: Compare & Contrast, Writing the Essay Desired ResultsEstablished Goals:​ Students will use their Venn Diagrams and outlines to write a brief compare andcontrast essay on the post-truths told about Christopher Columbus.Common Core Standards:CCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on addressing what is most significant for a specific purpose andaudience.CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.Content Objectives: Language Objectives:SWBAT complete their essays. SWBAT write their essays using their outlines.SWBAT peer evaluate an essay SWBAT review their peers work and judge their completion of the essay.Understandings: SWBAT verbally discuss their feedback on a peer’sStudents will understand how to evaluate each essayother’s work. Essential Questions: How are the narratives told about Christopher Columbus similar or different to the truth about Christopher Columbus?Students will know: Students will be able to:That there are differences and similarities between Write a four paragraph essay using their sentencesthe narratives told about Christopher Columbus and from the previous lesson.the truth. Evaluate a peer’s essayHow to use peer feedback to improve their writingAssessment EvidencePerformance Tasks: Other Evidence:Students will submit four paragraph essay (i.e.,Introduction, Similarities, Differences, Conclusion) Learning PlanLearning ActivitiesDo Now (3 minutes)[Students will have their outline on their desks.]Main Activity (25 minutes)[Students will be given 25 minutes to write their essays. They will use their outlines to support them.]Peer Edit (20 minutes)[Students will be given an essay of a peer that has finished and use a ​checklist​ to evaluate their work.Closing (7 minutes)

[Students will be told that they will have to write their essays in class the following class. They will also beparticipating in peer review.] Differentiation ● Main Activity ○ Modelling the outline

Lesson Plan 12: Narrative Correction, Research Desired ResultsEstablished Goals:​ Students will be able to identify and correct commonly believed post-truth narrativesand correct these narratives in a way that reflects the truth.Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually,quantitatively, as well as in words) in order to address a question or solve a problem.CCSS.ELA-LITERACY.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with otherinformation.CCSS.ELA-LITERACY.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of anidea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with otherinformation.Content Objectives: Language Objectives:SWBAT correct narratives by asking questions to the SWBAT formulate questions using the words “what”,narrative. “when”, “how”, “where”, and “who”.Understandings: Essential Questions:Students will understand how to create questions to What questions can I ask to find out moreencourage fact-checking. information about things?Students will become familiar with different post-truth What questions can I ask to find out if something is anarratives and conduct quick research to correct truth?these narratives to reflect the truth. What questions can I ask to examine the truth?Students will know: Students will be able to:Many commonly believed themes, like poverty, Identify the aspects of these narratives that are true,education, gender, etc. have aspects that are entire untrue, and what emotions they aspire to play on.based on post-truth narratives. Correct these narratives by conducting quick web searches. Explain the different narratives to their peers. Assessment EvidencePerformance Tasks: Other Evidence:Narrative Correction Sentences Conversations had by students Ability to explain the narratives to their classmates. Learning PlanLearning Activities

Do Now (15)[As students enter the class, they will be given s​ lips of paper.​ On the paper there will one commonly believedpost-truth narratives about a variety of themes. Students will be told that the statements in their hands fit intothemes and need to find other students who have statements that fit in the theme. The following instructionswill be on the board.]Each of you has a piece of paper with a statement on it. Your statement fits into a certain category. Thereare other students who have statements that fit into the same categories. Find these students and sittogether. Each theme has, at least, three students in it.Main Activity (32 minutes)Research of categories[Students sitting together (i.e., students who have the same categories) will read the post-truth narratives onthe slips. They research the information provided on the slips. They will pick two narratives that they want toresearch. They will have to deconstruct the narratives by completing a ​narrative correction worksheet t​ hatdemonstrates the truths and untruths of the information they researched. They will create their own researchquestions using a q​ uestion dice.​ ]Instructions 1. Roll the dice once. 2. Create a question using the question word that you rolled on. a. Who receives welfare? b. What population receives the most food stamps? 3. Use this question to guide your research (i.e., type this question into Google) 4. Roll at least two more times and create at least three more questions to guide your research 5. Annotate the post-truth narratives you have a. Underline the parts of the narrative you found to be true. b. Cross out what parts of the narrative you found to be untrue. c. Circle the parts that you found to be false. 6. Correct the narrative a. Using the information you found out, correct the narrative so it is more reflective of the truth. b. State what is true, and correct what is untrue.Closing (3 minutes)[Students will finish their correction sheets for homework. It should be emphasized that these will be vital fortomorrow’s lessons.] Differentiation● Main Activity ○ Dice→ manipulative

Lesson Plan 13: Narrative Correction, Jigsaw Desired ResultsEstablished Goals:​ Students will be able to identify and correct commonly believed post-truth narrativesand correct these narratives in a way that reflects the truth.Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of anidea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building onothers' ideas and expressing their own clearly and persuasively.Content Objectives: Language Objectives:SWBAT share the information about their narratives Students will be able to discuss their quotes withto their peers. their peers. They will use be able to use the followingSWBAT select and reason which narrative most sentence stems…interests them. I was surprised by ___________. I heard this before from my _____________. I knew __________________. I did not know_____________. SWBAT write three sentences about which narrative they are most interested in.Understandings: Essential Questions:Students will become familiar with different post-truth What narratives rely on post-truths?narratives and conduct quick research to correctthese narratives to reflect the truth.Students will know: Students will be able to:Many commonly believed themes, like poverty, Explain the different narratives to their peers.education, gender, etc. have aspects that are entirelybased on post-truth narratives. Assessment EvidencePerformance Tasks: Other Evidence:Narrative Correction Sentence Sheet Conversations had by studentsThree Sentences Summarizing Narrative Ability to explain the narratives to their classmates. Learning PlanLearning ActivitiesDo Now (10 minutes)[Students will meet in their groups and share their corrected narratives with their group. If some students didnot complete the homework, they can use this time to do so. If all of the students in the group havecompleted this, they can have a brief discussion using these discussion questions.] ● Had you ever heard any of these narratives before? ● Which narrative were you certain was true before you researched?

● Which narrative were you most surprised about once you found out that it was a post-truth narrative?[These questions are posed to help students start thinking about what narrative they may want to researchfurther and eventually conduct an interview on.]Main Activity (30)Complete Mixed Theme Jigsaw[Students will transition into mixed-themes groups with students of similar skill level. Each student will sharetheir de-construction with the members of their group. Students will discuss the narratives using theseguiding questions.] ● Have you heard of these narratives before? ○ If so, where have you heard them? ○ How do you think these narratives are spread? ● What was the most surprising thing about that learned about these narratives? ○ Did you believe something as when it actually wasn’t? ○ Was something true that you didn’t think it was? ● Why do you think these narratives have been spread? ○ Do they appeal to a certain bias? ○ Do they appeal to a certain belief? ● Do any of these post-truth narratives or themes impact you? ○ Do any of these post-truth narratives or themes impact a community you are a member of? ● Which post-truth narrative are you most interested in finding out more information about? ○ If you are not interested in a specific narrative, what theme are you most interested in?[Students will have access to conversation slips to encourage dialogue.][At the end of the activity, students will have to write three sentences summarizing which post-truth narrativethey are most interested researching, or which theme they are most interested in researching.]Write three sentences in your notebook summarizing which post-truth narrative you are most interestedresearching more, or which theme you are most interested in researching. You may also write about a way acommunity you are a member of has been impacted by one of these post-truth narratives.[The main goal of this activity is to expose students to different themes that have post-truth narratives.Students will be conducting an interview as part of a larger Social Studies and English project. They mustpick a post-truth narrative that impacts a community that they consider themselves members of. They mustlearn how the community is impacted by this narrative and figure out a way to contribute a narrative basedon truth.]Closing (10 minutes)[Students will receive information about the project. Their homework is to think about post-truth narrativesthat they have seen in their communities.] Differentiation ● Main Activity ○ Homogenous groups during group discussion→ teacher can provide support to students who need it most ○ Reflection→ sentence stems

Lesson Plan 14: Spread of Narratives, Research Desired ResultsEstablished Goals:​ Students will participate in self-study research to prepare for the upcoming tap-in,tap-outCommon Core Standards:CCSS.ELA-LITERACY.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing theauthors' claims, reasoning, and evidence.CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connectinginsights gained from specific details to an understanding of the text as a whole.Content Objectives: Language Objectives:SWBAT complete the notes sheet using the social SWBAT write notes on the text using the notes sheet.media texts. SWBAT summarize the texts that they see SWBAT collect information by looking at the textsUnderstandings: Essential Questions:Students will understand of the tools that are used to How are post-truths spread? How are most peoplespread post-truths. getting their information about post-truth narratives?Students will know: Students will be able to:That social media, news, and other forms of media Identify the post-truths that were spread throughoutthat provide information are not often spreading the the 2016 election.truth. Often, they are spreading post-truths. The Discuss the role the media had in the spread of2016 election is an example of the role of the media these post-truths.spreading post-truths. Assessment EvidencePerformance Tasks: Other Evidence:Note Sheet Conversations Learning PlanLearning Activities:Do Now (7 minutes)[Students will respond to the following prompt in their notes.]Donald Trump recently said, “Well, let me tell you about Twitter. I think that maybe I wouldn't be here if itwasn't for Twitter, because I get such a fake press, such a dishonest press.” ● What does this quote mean? ​This quote means... ● How is it connected to post-truth narrative? ​It is connection to post-truth narrative because... ● What does Trump mean by “he wouldn’t be here if it wasn’t for Twitter”? ​Trump means...[Teacher will lead a review on these questions, paying specific attention to students’ answers about the roleof twitter in the 2016 election.]Main Activity (35 minutes)

Self-Study[Students’ tables will have different samples of media help used to spread post-truth narratives most relevantto the 2016 election. There will also be different instagram and twitter posts, videos, newspaper articleheadlines, and news headlines. Each table/station will have different style of media. Students will rotatethrough the different tables to deconstruct one piece from each station. Students will have guiding questionsto help steer their thinking. They will not be expected to formally answer them to prepare for the tap in, tapout activity the following lesson. They will have this n​ ote sheet​ to guide their thinking. They will be able towork with their table, but are encouraged to select texts that are interesting to them.] ● What is this text talking about? ● What post-truth does this text hope to spread? You may research this briefly if you are unsure. ● Do you think that this method was effective in spreading this message? ○ If so, why do you think this message was effective? ○ If not, why do you not think this message was effective?Closing (8 minutes)[Students will review the answers to these questions in form of a class discussion. As the students answer,the teacher will write their answers on chart paper to serve as support for the tap in, tap out activity thefollowing lesson][Students will have an opportunity to share any pieces of media that they found particularly interesting.] Differentiation ● Do Now ○ Sentence Stems ● Main Activity ○ Text Style/level ○ Opportunity to Partner

Lesson Plan 15: Spread of Narratives, Tap-in, Tap-out Desired ResultsEstablished Goals:​ Students will meaningfully utilize evidence from research to engage in a peer-leddiscussion about the role of media spreading post-truth narratives and the wider and more narrow impacts ofit.Common Core Standards:CCSS.ELA-LITERACY.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing theauthors' claims, reasoning, and evidence.CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connectinginsights gained from specific details to an understanding of the text as a whole.Content Objectives: Language Objectives:SWBAT discuss the role of social media in the 2016 SWBAT verbally discuss, with the support ofelection and its impact on spreading post-truth sentence stems, the role of social media in the 2016narratives. election. SWBAT write and summarize the role of the media and answer the meaning of the quote on the exit ticket.Understandings: Essential Questions:Students will understand of the tools that are used to How are post-truths spread? How are most peoplespread post-truths. getting their information about post-truth narratives?Students will know: Students will be able to:That social media, news, and other forms of media Identify the post-truths that were spread throughoutthat provide information are not often spreading the the 2016 election.truth. Often, they are spreading post-truths. The2016 election is an example of the role of the media Discuss the role the media had in the spread ofspreading post-truths. these post-truths. Assessment EvidencePerformance Tasks: Other Evidence:Tap-in, tap-out discussion Students’ note sheetExit ticket Learning PlanLearning Activities:Do Now (5 minutes)[Students will take out their notesheet and prepare for the activity.]Main Activity (35 minutes)Tap-in, Tap-out[There will be four desks in the center of the classroom facing each other. The desks will have the differentexamples of different post-truth narrative that were popular during the election cycle. There will also beguiding questions in the middle to help guide the conversation. Four students will start in the middle. Theywill pick the conversation questions to facilitate their discussion. When a student wants to say something,

he/she should enter the circle and put his hand on the desk of someone he wants to swap out.]Roles:Checkers: There will be two fact checkers sitting outside of the fishbowl tables. Their job is to check anyinformation or claims that the students believe need to be checkedFish: There will be four to six students in the middle at each point in the discussionSwappers: The remaining students will be engaged with the speakers and listen to the conversation. Theywill also be taking ​notes.​[These following questions will be used to guide the discussion] ● Generally speaking, what narratives are these pieces portraying? ○ Who are they talking to? ○ What types of reactions do they want their readers to have? ● What are the reactions of people who do not believe in these post-truths? ● What are the reactions of people who do believe in these post-truths? ● What is the impact of post-truth narratives being spread this way? ○ Who is affected by this?[Students may use s​ entence starters​ to help their conversations.]Exit Ticket (10 minutes)[Students will respond to the following prompt.] ● What was the role of the media in the 2016 election? ● What does Trump mean by this quote, “Well, let me tell you about Twitter. I think that maybe I wouldn't be here if it wasn't for Twitter, because I get such a fake press, such a dishonest press.” Differentiation ● Main Activity ○ Sentence Starters ○ Notes sheet ○ Roles

Lessons fromImmersionPlacement

OBSERVATION 1 Class: ___________ Classnotes #16Name: ________________________11th Grade English - Perspectives on the American DreamDo Now:Using the ​five senses​, describe the object in front of you (garlic, basil, mint, ginger, coffee beans)This sounds like…This looks like…This tastes like…This feels like…This smells like…Imagery i​ s a form of ​figurative language ​and is a description that appeals to at leastone of the five senses that helps the reader see and feel something in their mind.Imagery in “The New Colossus” by Emma Lazarus 1) Each group gets a set of 15 notecards with key phrases from the poem. 2) Each student will paraphrase (use their own words) the key phrase on the front of the card. Then they will draw an image representing the phrase. Each student will do three notecards. You will have about 15 minutes to do this.Paraphrasing the Poem 3) Once all the notecards are finished, the group will read the poem together. 4) Share your paraphrases with your group members. Write them below next to the highlighted phrases. The New Colossus

Not like the ​brazen giant ​of Greek fame, With ​conquering limbs​ a​ stride from land to land​; Here at our s​ ea-washed, sunset gates​ shall stand A ​mighty woman with a torch​, whose flame Is the i​ mprisoned lightning,​ and her name Mother of Exiles.​ From h​ er beacon-hand Glows​ world-wide welcome; her mild eyes command The air-bridged ​harbor that twin cities frame.​ \"Keep ancient lands, y​ our storied pomp​!\" cries she With s​ ilent lips.​ \"Give me your tired, your poor, Your ​huddled masses yearning to breathe free,​ The ​wretched refuse​ of your t​ eeming shore. Send these, the homeless, ​tempest-tost​ to me, I lift my lamp beside the golden door!\"Exit Ticket: What do you think is the central idea of the poem? What is the mainmessage Emma Lazarus is conveying?Hey Shneeka,This looks good. Could you also write in / tell me what the Language Objective andContent Objective is?Content ObjectiveSWBAT paraphrase key phrases of the poem T​ he New Colossus.​ They will be able toput the phrases into textual paraphrases and graphical paraphrases.Language ObjectivesSWBAT use dictionaries and their phones to give meaning to the key phrases andwords in ​The New Colossus.​ They will practice looking up words and images to providetheir own language support..

OBSERVATION 2 Class: ______ Classnotes 3: Argumentative EssayName: _________________________11th Grade ELADo NowDid the Black Panther Party support violence? If so, under what conditions?Provide a quote​ that supports your response.What k​ eywords​ in the quote told you that it was pro or con?ClassworkRead ​Text 2: Local Activists Hold Event to Promote Nonviolent ProtestsWork in group to annotate. Each student will have a role ● Read Alouder (2 students) ○ Take turns reading the text ● Facilitator​ (1​ student) ○ Help create annotations for the text ● Summarizer (2 students) ○ Every 5-10 lines, create a summary about what you read.Everyone will write down those summaries in the margins. ● Pro/Con Identifier (ALL students) ○ Identify ​pros (+)​ and​ cons (-) ​for the topic Topic:__________________________________________________________________ _______________________________________________________________________ ● Keyword finder (ALL students) ○ Circle keywords or keyphrases that tell you if the quote is pro or con

Name: _________________________ Class: ______11th Grade ELA Classnotes 3: Argumentative EssayOnce you are finished annotating the article and finding pros and cons; 1. Take out the T-chart that you created on loose leaf (paper) yesterday. 2. Add a​ t least 2 p​ ieces of​ pro evidence ​and a​ t least 1 ​piece of ​con evidence t​ hat your group found in t​ ext 2​. 3. Circle the keywords t​ hat helped you identify that these pieces were pro or con.Exit TicketYour Name: _______________________Your R​ ole​ in Today’s Group Reading: __________________________Self-Evaluation:On a scale of 1 to 10, how well did you complete your role?12 3 4 5 678 9 10Not Well Somewhat Well Extremely WellWhy? Explain your rating.