The Fifth of November: Rebellion and You

	The Fifth of November
Author(s):	Andrew Chafin & Brandon Baker
Grade Level:	11th
Timeframe:	Class periods (90 Minutes): 1
Lesson Description or Explanation	This lesson will be part of a unit of rebellion and alienation. Students will be prompted with one or more essential question(s) for the unit: (1) How does one determine what is right? What about in the face of objection? 2) What factors decide who is a rebel? Society? An individual or group? 3) Does rebellion cause alienation? Does alienation lead to rebellion? Are they related? How? 4) Is alienation always a “bad” thing? What really constitutes alienation?). The question(s) will be displayed on the SmartBoard and students will need to answer the prompt in their journals, which in this case will be an online class forum or wiki, about their own personal thoughts on the questions brought up in class. Students will be divided into groups to discuss and exchange ideas about the “big question(s)”. After the discussion, the groups will debate assigned stances about these topics. After whole group discussion/debate the class will watch a short clip from the film V for Vendetta as an attention grabber, as the class will begin reading this graphic novel (digital text will be provided, along with the title in secondary languages if possible). Before the end of class the students will get a brief description of the final project, so they can start thinking about ideas. They will receive more detailed information and a rubric later in the unit. The students will fill out exit cards on a regular basis. It is the intention to give the students about two minutes at the end of class for this. However if the students choose they could do these outside of class as long as it remains effective.
Indiana Curricular Standards	11.1 Reading: Word Recognition, Fluency, and Vocabulary development. 11.5 Writing: Applications (Different Types of Writing and Their Characteristics). 11.7 Listening and Speaking: Skills, Strategies and Applications.
ISTE Standards	1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 5. Engage in Professional Growth and Leadership
Assessments Formative/Summative	The students will be pre-assessed on their knowledge of rebellion and alienation as evidenced by their daily journals and exit cards. Also, their level of class and small group participation will be assessed on a simple numerical scale of 0-4. 4 being excellent (actively engaged) and 0 being subpar (no interaction).
Prior Knowledge	Curricular Knowledge or Skills: Technology Knowledge:
Technology	Internet Resources: www.pbworks.com (for creation of class wiki for student journals) Hardware: SmartBoard, DVD player, projector, personal computers Software: Word/Pages
Procedure	15-20 Mins: Students will see the questions on the projector and write their responses in their daily “journals”, in order to begin thinking about their thoughts concerning rebellion before debate. The rationale is so students can start focusing on the lesson and become comfortable writing in class. 35 Mins: Students will break into small groups of my choosing then discuss the “big questions.” After the discussion, I will assign the stance each group will take and then have a structured debate. This is to encourage critical thinking as well as improve listening and speaking skills. 15 Min: Students will watch a short clip from V for Vendetta) that’s pertinent to the topic in order to pique the students’ interest exploring the main characters reasoning for rebelling against his government. 10 Min: “Exit Cards” and response to initial journal entries. Students can compare what they first wrote about rebellion with what their current feelings/understanding after class discussion and debate.
Differentiated Instruction
ESL	Graphic Novels/Comic Books, Graphic Novel of V for Vendetta (ESL and Visual learners) V for Vendetta Spanish Translation (to be used in classroom (ESL) Comic books from Hispanic and other cultures (ESL) Digital Text (Auditory learners, slow readers(this could apply to ESL as well) Group work (mixed ability groups, those who learn/work better with peers)
Challenge/Extend	The more advanced students will lead the debate groups.
Special Needs	Graphic Novels/Comic Books, Graphic Novel of V for Vendetta (ENL and Visual learners) Digital Text (Auditory learners, slow readers) Group work (mixed ability groups, those who learn/work better with peers)