UPLANFINAL

1. Understand the term repentance as an act of change through a journey that offers the individual a second chance to make their misdeeds into positive consequences. 2. Recognize the steps within the handout “the journey of repentance.” How do these steps reflect forgiveness? 3. Identify and understand these traits through a short story from Oliver Stone and a webquest from the mythology teacher (already student-approved) website. Also in reference to the adapted handout: “The Heroic Journey.” [] (webquest and “Heroic Journey” handout) [] (short story) 1. Computers/Internet 2. Appropriate copies of adapted handout: “The Heroic Journey”, the webquest worksheet, and copies of the short story 3. Student personalized journals 4. Appropriate copies of //Whirligig,// by Paul Fleischman and post-its (for active reading) 1. Students will be assessed formally through facilitation of pairs and group members effort to actively participate in small and large group discussion. 2. Students will also be informally assessed on their fulfillment of the handouts and activities throughout the lesson and daily review of their journal entries. 3. Students will be formally assessed on their research by exploring the webquest site. The students will gain insight on the “heroic journey” by first looking at this journey and the role it will play throughout the novel. //Tier One: All students will be encouraged to participate in small and large group discussion and be able to meaningfully participate in the lessons activities. // //Tier Two: Students will be given a key of themes to look for in the webquest and the visual guiding questions with each activity. // //Tier Three: Students will be given a key of themes to look for in the webquest and the visual guiding questions with each activity. In addition to further support from Special Ed. Coordinator pending on the intensity of the IEP. // 1. Bell Ringer: Ask the students to take out their personal journals and reflect on the youtube video from Jack Kornfield ( [])<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> regarding forgiveness as an attribute to our identity. In the journals students must expand on their views of forgiveness. Can we always have the capacity for forgiveness? What situations justify forgiveness? Is forgiveness realistic? Student’s will then, after responding in their journals will leave a blank space, about half a page in which they will later revisit these questions at the end of the novel to see if their notion of forgiveness has changed. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Through direct instruction, the teacher will call on students to volunteer to read the specific steps off the adapted handout, “The Heroic Journey” by Joseph Campbell. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. While popcorn reading out loud the specific steps pertaining to the journey students will discuss between steps if any characters from previous stories read relate to each step. Build upon their discussion to bring past relevance into the introductory lesson. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Before continuing on, ask the students if they are comfortable with description of each step just discussed using their white boards writing yes or no. Clarify to students if they are not ready write the step that needs more attention under the yes or no response. From this, close the gap by expanding upon the topic in more depth to ensure there are no learners behind. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Have students number off into pairs of two to work together to analyze the journey of Theseus from the mythology teacher webquest. Once students have completed the webquest, they must write on a separate piece of paper or on the back of the handout which steps the ancient character Theseus encountered. Did he follow through all the exact steps? Only some steps? Explain using examples from the handout, discussion, and the webquest. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Once students have completed the webquest in pairs have them buddy up with other pairs to discuss their findings. Does each group have commonalities and or differences? What significance can you draw from these findings in regards to the notion of forgiveness? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Model for students that within the webquest the concept of making right choices to proceed to the next stage of the quest is a key theme in Theseus’s journey but also, in the upcoming text “Whirligig.” <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Hand-out text, //Whirligig// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Ask student’s to jot down predictions in their journal about the journey of our novel’s next character based off of their discovery learning experiences they had in class today. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Is this character a possible danger to others? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Will they too encounter a journey like Theseus? If so, will this journey bring change to the character or will this journey be a not so heroic experience? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. As a class add the three new vocabulary words from the lesson to the word wall: forgiveness, repentance, consequences. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Read //Whirligig// chapter one: “Party Time”, pages 3-18. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Provide students with sticky notes to ensure active reading strategies. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Jot down questions or ideas from the text and quotes for the in class quote commentaries. (Don’t forget page numbers!) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. Write down any unknown or new vocabulary terms for the classroom word wall. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> “The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson One: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Introduction to “//Whirligig”//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">50 Minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials Needed: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **


 * **//<span style="font-family: 'Times New Roman',serif; font-size: 18pt;">Theseus’s Journey compared to Brent’s Journey //** ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Call //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Allies //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Preparation //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Guardians of the threshold //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Crossing the Threshold //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Road of Trials //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Saving Experience //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Transformation //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Return //** ||  ||   ||
 * **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Sharing the Gift //** ||  ||   ||

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will analyze and reflect on a piece of poetry in which they will understand writing conventions such as: simile, metaphor, irony, foreshadowing, and imagery. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will start to formulate possible plot foreshadowing’s and character identity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naomi Shihab Nye’s poem, “//The Mother Writes to the Murderer: A Letter”.// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. //Whirligig// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Personal journals <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Word wall <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be assessed formally through their ability to meaningfully participate in group discussion, share their reflections of the poem, as well as their own insights to plot and character development. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will be informally evaluated on their journal entries based on how specific their responses are in relation to the prompted question and evidence from the text. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier One: All students will be expected to participate in journal entriesand in their reflections about the poem. // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier Two: Students will be given a handout of guided reading questions with page numbers for textual support. // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier Three: Students will be given a handout of guided reading questions with page numbers for textual support. Students will also be paired into buddies based off of readiness and interest level. //
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> “The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Two: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Brent’s Decision
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials Needed: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: Have students in their journals pretend they are one of the characters at the party (Jonathan, Chaz, Brianna, or another an average Joe from school). Write either a letter to a friend describing the party and any events that happened. Or write a letter to a friend describing their thoughts on Brent’s recent tragedy. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Student’s, while being mindful to their partners feelings, will peer read each other’s journal entry. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Distribute copy of Naomi Shihab Nye’s poem, “//The Mother Writes to the Murderer: A Letter”.// Once the appropriate amount of copies has been handed out, model for students by writing on the board and discussing out loud the definition of a simile, metaphor, and use of imagery within writing conventions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Record the three new writing conventions to the word wall: simile, metaphor, and imagery. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Based on readiness and interest, students will be grouped into pairs of two. In these small groups, we will read aloud the poem. In pairs, they will look for the writing conventions previously discussed in the poem. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. Once all small groups have found various example they will then partner up in groups of four to discuss their findings. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Remaining in the large groups, students will then be directed to take out their journals once more for an in class discussion guided through facilitation questions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Ask the students to write in a few sentences their reaction to the poem they just read and how it might offer the audience some foreshadowing in regards to Brent’s decision in chapter one. Is there anything ironic about the chapters title, “Party Time?” <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Students will pass their pass their journals around in a circle to reflect on each other’s journal entries. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Propose to the students a relatable scenario to their own socio-standing as high school students similar in age to Brent. Provide students with the question as an “exit slip.”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Students will be provided with a half sheet of paper with the following scenario//:// //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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? //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Model for students that these questions will not only help formulate an idea of who Brent is as a character throughout the text but also, will be the start of discussion for tomorrows class.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will answer the “exit-slip” as a introduction into tomorrow’s activities. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will read //Whirligig// chapter two: “Weeksboro, Maine”, pages 19-32
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **

**//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Mother Writes to the Murderer: A Letter, by, Naomi Shihab Nye //** //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">"Alicia didn't like sadness." //   __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Dallas Morning News __ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To you whose brain is a blunt fist <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">pushed deep inside your skull <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">whose eyes are empty bullets <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">whose mouth is a stone more speechless <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">than lost stones at the bottoms of rivers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">who lives in a shrunken world where nothing blooms <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">and no promise is ever kept <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To you whose face I never saw but now see <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">everywhere the rest of my life <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">You don't know where she hid her buttons <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">arranged in families by color or size <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">tissue-wrapped in an oatmeal box <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">how she told them goodnight sleep well <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">and never felt ashamed <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">You don't know her favorite word <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">and I won't tell you <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">You don't have her drawings taped to your refrigerator <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">blue circuses, red farms <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">You don't know she cried once in a field of cows <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">saying they were too beautiful to eat <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I'm sure you never thought of that <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I'm sure nothing is too beautiful for you to eat <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">You have no idea what our last words were to one another <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">how terribly casual <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">because I thought she was going a block away <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">with her brother to the store <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">They would be back in ten minutes <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I was ironing her dress <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">while two houses away an impossible darkness <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">rose up around my little girl <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What can I wish you in return? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I was thinking knives and pistols <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">high voltages searing off your nerves <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I was wishing you could lose your own life <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">bit by bit finger by toe <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">and know what my house is like <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">how many doors I still will have to open <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maybe worse would be for you to love something <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">and have it snatched up sifted out of your sight <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">for what reason? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a flurry of angels recalled to heaven <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">and then see how you sit <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">and move and remember <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">how you sleep at night <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">how you feel about mail my letter to you <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">all the letters passing through all the hands <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">of the people on earth <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">when the only one that matters <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">is the one you can neither receive <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">nor send

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be expected to describe the main characters conflict in relation to the “heroic journey” handout and Theseus’s journey through the webquest. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will further their understanding of alternating points of views from other new characters in the entire plot of the novel. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Students will expand on their writing conventions by being introduced to the writing convention the author uses; vignettes. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Computer/Internet <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Projector <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Crayons, Markers, Pencils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. //Whirligig// //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Personal Journals <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be assessed formally through their ability to actively and meaningfully participate in group discussion, share reflections on the YouTube clip, and also, providing insight to their own opinions through their journal reflections and their roles within these discussions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will be informally assessed on their creative expressions using materials provided and using the text beyond the surface. Students will be expected to list textual evidence supporting their art medium choice. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier One: All students will be expected to participate in their journal entries which consist of sharing entries, peer reading, and discussion on their reflections from the YouTube video. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier Two: : All students will be expected to participate in their journal entries which consist of sharing entries, peer reading, and discussion on their reflections from the YouTube video. Students will be paired into buddy pairs to enhance more large group discussion and brainstorming. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier Three: All students will be expected to participate in their journal entries which consist of sharing entries, peer reading, and discussion on their reflections from the YouTube video. Students will be paired into buddy pairs to enhance more large group discussion and brainstorming. Students will also be given a handout of specific textual evidence according to the IEP accommodations. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: Students will watch a YouTube video about the Murphy sisters. The video will provide an alternate view to drinking and driving in relation to Brent’s character. It is easy to want to dislike Brent however, point out to students everybody, “we”, all make decisions that may change the rest of our lives in positive and or negative ways. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Having watched the video clip, ask the students to write a reaction to the story of the two sisters. What do they have in common with Brent? What factors lead to Brent’s decision? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Discuss with partner’s two conflicts either internal or external conflicts that would sway Brent into committing suicide. Do you and your partner have similar views? Discuss what students already know from the text. Highlight Brent’s conflict. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. Prompt students to take out journey of Theseus and the steps within “The Heroic Journey” handout that went along with the webquest. Has Brent achieved any of the same steps as Theseus? Discussion as a large group. Highlight the significance in the parallels between Theseus and Brent. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Provide students with a blank template of a whirligig. Using their book, students may buddy up to work on a comparative character activity. Discuss with students author’s choice to switch point of views. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Students will write four attributes of the new character, Steph on half of the whirligig template. On the other half write four attributes of the character Brent. Highlight similarities and differences between the two characters. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Around the whirligig, students will write down phrases and ideas regarding Fleischman’s use of vignettes. Does this change in point of view anticipate any changes throughout the story? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. Discuss the term vignette as a large group and its writing style. Add the new concept on the word wall. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Explain how the character Steph and her friend Alexandra encounter one of Brent’s whirligigs. What effect does the whirligig seem to have in Steph’s life, particularly at the end of the chapter. What is significant of the writing on the whirligig? Is there a difference between prayer and guided imagery? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Have students bring in a 3-2-1 sheet on guided imagery that they independently researched. Three things you didn’t know, two things you learned, one thing that you knew or shocked you. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Have students read chapter three: “The Afterlife”, pages 33-34 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> “The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Three: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Steph’s Journey
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials Needed: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will come cross platform relating the start of Brent’s journey in relation to the emotions read and discussed as a large group. Students will reason through the conflicts that come with forgiveness but also, the positives in penance. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will employ different thinking perceptions by reflecting on the different sides of forgiveness: the one to forgive and the one to make good of their wrong doings. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Students will analyze textual evidence by relating their personal experiences to the text as individuals who also may have experienced what the main character is going through. Students will discuss the metaphor of the journey as foreshadowing to Brent’s undergoing of the “Heroic Journey.” <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Handouts <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Highlighters <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Personal Journals <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. //Whirligig// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be assessed formally on their participation in reading aloud, discussing the guided reading questions, and interaction with class members. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will be assessed informally about the timeline of the plot so far through the map provided showing the novels individuals journeys. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier One: All students are asked to participate in the large group discussion. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier Two: Students are asked to participate in the large group instruction. Students will be given a handout of the chapter’s textual evidence. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tier Three: Students are asked to participate in large group discussion in addition to extra support material. Students will be seated next to peer buddies to help through large group discussion. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: have the students circle up and go around the room to discuss their 3-2-1 regarding the topic guided imagery from the first vignette in the novel. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. what is significant of the writing on the first whirligig? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. How does this reflect the concept of prayer specifically, guided imagery? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. In class read aloud: Students will circle up their desks into a circle or horseshoe which ever permits. Going around the room, each student will read a piece of the chapter and as a large group will answer the guided reading questions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Focus on the topic of guilt. The judge sentences Brent to probation in place of the detention center. Although most teenaged criminals would welcome probation, Brent wants to be punished. Discuss why Brent needs a punishment. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. What is Brent’s reaction when he meets Lea’s mother? Why does he say that he wishes his parents weren’t around when he sees Mrs. Zamora? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. How does Brent begin to deal with his guilt on his trip? Do you feel that this is a realistic portrayal of guilt? What experiences do you have with guilt that you can relate to Brent? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> d. After having finished the chapter, have students partner up with a student next to them and reflect on what was just read in relation to Naomi Shihab Nye’s poem. How does the two views: Brent’s and the “mother of a murderer” conflict the notion of repentance and forgiveness previously discussed? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Pass out map of the United States and track Brent’s journey with highlighters. Use two different colors showing Brent’s journey and the journey of outside characters in the even numbered vignettes. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Track Brent’s journey, Where did he start out? Where is he going now? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Where did the complementing characters encounter Brent’s whirligig? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. Make sure students create a key to show which color signifies which journey. Keep this with the “heroics journey” handout. Students will frequently referring to both handouts alongside the progression of the text. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. After the students each received a map handout, make note of the book that will influence and help Brent on his journey. How is this book a representation of “paying it forward” and penance? What is the significance of the book already having notes from its previous owner? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Have students write a journal response to the quote, “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.” Pg. 42 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. What is the significance of this metaphor? How does this foreshadow change in Brent? How does this quote support the steps within the “hero’s journey?” <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Read chapter four, “Miami, Florida”, pages (55-62)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit:” **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Four: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Afterlife //(first half 33-44)//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials Needed: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will peer review the three given free-write topics. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will work collaboratively and meaningfully to improve writing abilities in a creative environment. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Notebooks <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pen/Pencils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Internet //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whirligig // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be assessed formally on their participation in their small groups during writing a revision times <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will be assessed informally on their creative free writes and their ticket out the door <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: Students will be provided with a quick write for their journals’: <span style="font-family: Cambria,serif; font-size: 12pt;">Is there a certain animal or creature you connect yourself with, one that you feel has the same essence as your character? With what about this creature do you connect? How are you like this animal? How are you different? Ask students in pairs to share their responses and reflect on each other’s quick writes. Do you and your partner have similar animal representations? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. In numbered pairs, students will participate in a free-write day. Remind them that they will be peer editing and the ground rules that follow to ensure all students are comfortable and feel safe in sharing their work. Three questions will be posted: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Write a transcript for Brent’s sentence hearing <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Write the next chapter in the book <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. Write about a hypothetical situation about how you encounter one of Brent’s Whirligig’s. What effect does it have on you? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. After students have finished writing they then will exchange with a partner for a peer review. Students after the peer review will revise according to the following: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Does the writing creatively regard one of the free-write topics? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. What details do you like from the writing? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. What are the strongest parts of their writing? The weakest? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> d. What is one thing that interests you that they can expand on? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> e. kind and progressive suggestions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will watch a YouTube video about the historical influence of the cosmos in relation to the novel. As a ticket out the door, have students complete a 3-2-1 from the video. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will read chapter five “Twinkle, Twinkle Little Star” pages 63-75
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Five: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Miami, Florida
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will participate in large group discussion about the writing convention they found within the chapter. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will participate meaningfully by reflecting in a large group how the chapters theme affects the main characters and the audience. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Students will discuss the importance of the interwoven stories in relation to Brent and his journey. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pens/Pencils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Notebook <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whirligig <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be assessed formally on their large group discussion and group participation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will be informally assessed on the writing conventions they found from the text <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: have students participate in a quick write: Write about a time where someone made an incorrect assumption (stereotype) about you based on your gender, age, race, religion, or any other stereotypical factor. If students are willing to share their experiences discuss. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Have students go back into the text and look for the following in groups of four: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. look for three instances where stereotypes provide themselves <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. look for three places that show how the character feels about himself and life. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. come to the consensus over three vocab words that are important to the stories theme. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> d. Record three of the following: similes, metaphors, imagery <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. As a large group discuss similarities or variations from everybody’s findings. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Briefly describe as a group the character’s main conflict (Anthony) in this chapter and how he encounters one of Brent’s Whirligig’s. What stereotypes do you think may have affected this character? How would these stereotypes effect you as an individual? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will read chapter seven, “Apprentices” pages 86-101
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> “The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Six: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Bellevue, Washington
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 50 Minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will understand the concept of a “second life” in relation to Brent and his journey of repentance. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will understand the metaphysical journey Brent has made through the Whirligig’s <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Internet <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pens/Pencils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Scissors <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Markers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Magazines <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Glue <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Poster board <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stencils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stickers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whirligig <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be assessed formally through large group discussion and participation <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will be assessed informally on their group collaborative project <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: Students will watch the short clip about the journey of twin sisters from the Holocaust to provide a synopsis of such tragic events. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students in groups of four will create a book project for chapter eight. Students will have the opportunity to create a poster depicting the chapter’s unfolding of events. Students will be provided with the appropriate materials however, they must in some fashion represent the following in their project: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. What favor did Jenny’s grandmother ask of her? What is significant about this journey? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. The development of the Holocaust and how does this effect Jenny and her grandma? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. The grandmother’s memories of Poland <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> d. Jenny’s parents view of their Jewish heritage <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> e. The image of the final Whirligig <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Students will go around in a large group and discuss their choices of representation for their book poster. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. On a piece of paper jot down two contrasting characters that the students have encountered in their reading. Provide three very brief descriptions on these characters. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Finish the book!
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Seven: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">San Diego, California
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will recognize the overlapping journeys and there symbolic growth with Brent’s character. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will understand the character Brent from the begging of the novel to the end and the changes that have happened. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Students will have analyzed Brent’s journey and the importance of being an individual. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Journals <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pens/Pencils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whirligig <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be assessed formally in large group discussion and meaningful participation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: Have students respond in their journals the following: “The world itself was a whirligig, its myriad parts invisibly linked….” (pg 133) Do you agree or disagree with this statement? Why? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. As a large group, go around the room and ask as many volunteers to share their journal response. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Discuss sections that show Brent’s feelings about himself and his journey. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Highlight specific text passages to enhance the discussion. What does the figurative language emulate to readers? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. As a large group, continue through class discussion by posing the following quote referring to a musician from 1681 that is still listened to today. “The darkness swallows up most of us.” How does this quote relate to Brent’s life? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Discuss the significance in Brent only revealing his true story to the artist. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Is there any realization between Brent’s journey and its process to the above quote? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> c. Why do you think Brent choose to continue on with his trip versus stopping to say hi to family along the way? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. In the students journal have them briefly reflect on the importance of books on Brent’s journey. What does Brent learn from them both literally and figuratively? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Provide students with a handout of the “Socratic Seminar Guidelines”. Explain that over the course of the next day students will be gathering textual evidence **in class** to support the two focus questions of the Socratic seminar that will take place the following day.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Eight: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Brent’s Homecoming
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will understand and review the Socratic Seminar guidelines <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Students will gather, analyze, and reflect on the completion of the novel Whirligig regarding Joseph Campbell’s “Heroic Journey” <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Bell Ringer: Students will watch a YouTube clip of a motivational speaker regarding the importance of an education and not the numerical grade <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. discuss as a large group how they feel about the clip they just saw. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. why is it important to build a life-long drive to learn versus learning to pass. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Review for the Socratic Seminar by having students model the ground rules given the day before. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. asks students for an y concerns or confusion before tomorrow begins or bring clarity to any instruction that was misleading. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Provide students with the two focus questions: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Considering the outcome of Brent’s verdict, do agree with his sentencing? Were your views constant throughout the book or did they change? Why did they change? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Each whirligig has a unique appearance and a unique effect on the person who observes it. Describe each whirligig and how it helped others? Is the concept of repentance possible for Brent? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Students have the class time to mark pages and gather textual evidence for tomorrow’s class to ensure that the focus questions are appropriately recognized and discussed. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students in large group will discuss and determine the two focus questions: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> a. Considering the outcome of Brent’s verdict, do agree with his sentencing? Were your views constant throughout the book or did they change? Why did they change? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> b. Each whirligig has a unique appearance and a unique effect on the person who observes it. Describe each whirligig and how it helped others? Is the concept of repentance possible for Brent? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Socratic Seminar
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Nine: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Socratic Seminar Review
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> “The Journey of Repentance”
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Ten: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Socratic Seminar
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">50 minutes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Essential Questions: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Material: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Activities: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Closure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: **