Impact of Gangs, Cliques, & Peer Pressure in Adolescence: 9th Grade English Unit, Quizzes of Linguistics

Download Impact of Gangs, Cliques, & Peer Pressure in Adolescence: 9th Grade English Unit and more Quizzes Linguistics in PDF only on Docsity! A Conceptual Unit on Gangs, Cliques, and Peer Pressure Julia Bateman ELAN 4400 Dr. Smagorinsky December 10, 2002 Sensitivity Must Not Silence Discussion: A Rationale for a Unit on Gangs, Cliques, and Peer Pressure How can I rationalize discussing topics such as gangs, cliques, and peer-group pressure in a ninth grade English classroom? The answer is simple. These issues exist in a ninth grade English classroom and therefore should be discussed positively. Every high school in the United States has some form of gang, clique, or peer-pressure problems no matter the state, town, or socioeconomic status of the community. Students who come from half million-dollar homes in Kennesaw, Georgia became caught up in a drug and sex ring in a local high school. Students who come from “the comfortable town of tree- lined streets, churches, and universities” known as Kalamazoo, Michigan have the highest juvenile arrest rate in the state (Webb, 62). And, students in the Los Angeles area become involved in gangs as early as the age of ten. Gangs, cliques, and peer-pressure exist everywhere, in many different forms. As Allen-Carey Webb states in his book, Literature and Lives, students turn to the drastic measures of gangs and cliques as a cry for help. He writes, “What is truly unfortunate about the lives of these young people is that their anti-social behavior is often a desperate if misdirected attempt to secure their most basic human needs, to establish for themselves safety, respect, and belonging. Therefore, we as teachers, need to address this cry and answer it in our classrooms. Gangs, cliques, and peer-pressure are not only dangerous on the streets, but also tear up the classroom environment. Under these pressures and stresses, students are left feeling afraid, different, and often abandoned. Ignoring these problems in the classroom will only make these tensions grow. My hope is that by discussing literature related to gangs, cliques, and peer-pressure, the students students to feel badly about themselves, and cause them to engage in activities that promote either mental or physical danger, or both. So how do we stop this cycle? There is no definite answer to this question. In today’s society, danger and crime will always exist. But there are ways to lessen the risk. One of these is to address the problems of gangs, cliques, and peer pressure in the classroom. As long as these issues remain taboo in the classroom, they will continue to fester and grow. Therefore, I have chosen the following selection of poetry, short stories, one novel, and one movie for this six-week unit. I chose a variety of genres, types of authors, and themes in order to embrace that which is different and promote tolerance and unity in the classroom. I will begin the unit with a poem entitle, “To Know All is to Forgive All.” Many more poems dealing with differences, peer pressure, and forgiveness will be read throughout the unit. I have selected two short stories out of Judith Ortiz Cofer’s book An Island Like You. The characters in “Matoa’s Mirror,” and “Bad Influence” will be easy for ninth graders to relate to, and the issues in the stories are things that these students are experiencing right now. I also chose the short story “Bernice Bobs her Hair,” by F. Scott Fitzgerald, in order to show the classic tradition of trying to fit in, and how this has always been a problem. I think it will be healthy for the kids to understand how much has changed since the times of this story in the way of violence and peer pressure. Finally, I will have my students read The Outsiders, by S.E.Hinton, and watch the movie. This is a novel that is fairly easy to read, and that most students really enjoy. It deals directly with the issue at hand and will allow a lot of open discussion about such issues. Overall, all of the literature that I have chosen for my students to read during these six weeks hits on topics that are not often talked about in class, but need to be addressed. So, how can I justify teaching about gangs, cliques, and peer pressure in a ninth grade classroom? Carey Allen-Webb sums it up pretty well with the following quotation: “Years ago, Rodney King asked a simple question: ‘ Can’t we all just get along?’ I submit that the answer to this question depends significantly on high school and college English teachers and our willingness and courage to draw on the wisdom of minority writers and scholars and address racial issues in our classrooms openly and maturely,”(Webb 61). Add gangs, cliques, and peer pressure to the topic of race that Webb mentions, and he has justified my entire unit in one simple statement. We will only all be able to get along when we are able to talk about getting along. Students will only be able to talk about getting along if they are taught to do so in a positive manner inside the classroom. These issues are sensitive and must be handled in a careful manner, but still must be handled. Otherwise, violence and peer pressure will continue to run rampant in our schools. “Sensitivity must not silence the classroom,” or our lives and the lives of our students will be harmed irreparably, (Webb 61). Unit Goals Gangs, Cliques, and Peer Pressure Unit Goal One: To create a journal reflecting the topics discussed in class and the materials read in class. The students will respond to assigned writing topics or a topic that they create on their own. The students will be able to respond to ideas that are generated by the theme of the unit. They will be able to demonstrate knowledge of the materials read in class and things that they have read outside of class. The students will be able to show how the topics discussed and read in class relate directly to their lives. The students will demonstrate creativity and uniqueness in order to discover their own sense of style. Unit Goal Two: To create a poetry project based on the life of one of the poets we read in class. The students will demonstrate outside research and biographical skills. The students will demonstrate creativity in their presentation of the project. The students will demonstrate their knowledge of types of poetry and poetry terms discussed in class through their own poetry writing. Unit Goal Three: To create a group short story. The students will create a character sketch using creative and descriptive language as taught in class. The students will use examples seen in the short stories read in class of how to “show and not tell” about their characters. In a group, the students will then create a short story involving the characters. The students will demonstrate collaborative work efforts, knowledge on the components of a short story, creativity, and grammar and mechanics. Unit Goal Four: To write an essay based on a given topic related to the novel The Outsiders. Students will be required to write a 3-5 page paper that is typed and double-spaced, with one inch margins and 12 point type. The students will demonstrate their knowledge of their reading of the novel. They will also demonstrate knowledge of grammar, punctuation, spelling, and writing skills learned in class. The students will also be held accountable for claiming their major source in the proper MLA parenthetical documentation. To Know All is to Forgive All By Nixon Waterman If I knew you and you knew me- If both of us could clearly see, And with an inner sight divine The meaning of your heart and mine- I’m sure that we would differ less And clasp our hands in friendliness; Our thoughts would pleasantly agree If I knew you, and you knew me. If I knew you and you knew me, As each one knows his own self, we Could look each other in the face And see therein a truer grace. Life has so many hidden woes, So many thorns for every rose; The “why” of things our hearts would see, If I knew you and you knew me. Journal Assignment Gangs, Cliques, and Peer Pressure Unit Directions: Over the next 5 weeks, we will be studying a unit on gangs, cliques, and peer pressure. We will be reading many poems and short stories. We will also read a novel and watch the movie. During the course of this unit, you will be asked to keep a writing journal. Some of the writing topics will be assigned to you, and others will be very open. At the end of the unit, you will receive a grade for your journal. However, there WILL BE PERIODIC JOURNAL CHECKS that will count towards your final grade. I will not tell you when these checks are going to be. I will let you know as we go along what journal entries will be written in class and which ones will be written as homework. If there is something private in your journal that you do not want me to read, simply fold that page and write a note to me on the outside. I will check it to make sure you did the work, but will not read it. The schedule of the journals is as follows: Week One: Tuesday-( Entry #1IN CLASS) write a one page journal entry on instances of bullying that you’ve noticed in our school. How did this make you feel? How were you involved in the bullying? What could have been done to stop the bullying? Friday-(ENRTY #2 HOMEWORK FOR MONDAY) write a one page journal entry using the following writing prompt: If I had no one in the world to depend on, I would… Week Two: Tuesday- (Entry #3IN CLASS) write a one page journal entry on ways that your feelings have been hurt in the past. How have you solved the problem? Explain the process of forgiving and how hard or easy it was for you. Thursday- ( Entry #4 HOMEWORK FOR FRIDAY) Choose any of the poems we have read in class so far and write about. Do you like it? Do you hate it? Does it relate to your life? Explain what the poem means to you and defend your decision on whether you like the poem or not. Week Three: Monday- (Entry #5 HOMEWORK FOR TUESDAY) write a one page journal entry using the following writing prompt: One day I was walking down that street when I saw a group of people, about my age. They were all wearing the exact same outfit. They all talked exactly the same. I thought they were extremely… Wednesday-(Entry #6 IN CLASS) write a one page journal entry using the following writing prompt: The most important people in my life are… Friday-( Entry #7HOMEWORK FOR MONDAY) Choose any of the short stories we have read and place yourself in the story as the main character, or protagonist. How would the story differ? What would you do the same or do differently? Week Four: Monday- (Entry #8 IN CLASS) write a one page journal entry about your thoughts on the novel we are reading. Have you read The Outsiders? If so, what did you think of it? If you haven’t read it, have you heard anything about it? Thursday-(Entry #9 IN CLASS) write a one page journal entry using the following writing prompt: I think that the level of violence in America’s schools is… Friday-(Entry #10 HOMEWORK FOR MONDAY) write a one page journal entry about your favorite character in The Outsiders. Why do you like this character? How does the author’s description of the character help make the character interesting? Week Five: Tuesday-( Entry # 11IN CLASS) Write a one page journal entry using the following writing prompt: If I was the most popular person in school, I would… Wednesday-( Entry #12 IN CLASS) Write a follow up one page journal entry to journal entry # 8. If you had read the book before, do you feel differently about it now? If you hadn’t read the book, what did you think? Would you recommend the use of this book in this class in the future? Friday- (IN CLASS) Turn in all of your journal entries neatly bound together. They may be on separate sheets of paper or in a single notebook. If they are on separate sheets of paper, they must be attached in some manner. Grading Procedures for Writing Journals • An “A” journal will: Be turned in on time and contain all twelve entries. The entries will be well-thought out and at least a page long. The journal will show signs of effort through details and rich language. The journal will contain more than just the minimum effort and direct answering of the topic. • A “B” journal will: Contain all twelve entries. The entries will be somewhat thought out and a page in length, but could be a little more in depth. The journal will show some thought in language and details, but could have been carried a little bit further. The journal will contain just a slight amount more than a direct answering of the topic. • A “C” journal will: Contain less than all twelve entries. The entries will not be well thought out, and will be less than a page. The journal will show little thought in language and details. The journal will only remain on the surface of answering the topic. • A “D- Below” journal will: Contain less than all twelve entries and the entries will be much less than one page in length. The journal will show no thought in details and language. The journal will only touch on the topic and not even answer that completely. Poetry Project Directions: You are to choose one of the poets we have read in class to research briefly. You are to find information of their personal life and their writing. You may work in a group or individually, but will be grading individually no matter what. The different components of the project are listed below, but will all be turned in at the same time. Part One: The Written Biography You must turn in a one-two page typed biography of your poet. Your paper should be typed in a 12 point font with one inch margins. You must have at least one outside source and you must credit this source. Your paper should give vivid details into the personal life of your poet as well as his or her writing. Part Two: Your Own Poem Using the information you have researched and the poems read in class, you are to create your own poem in the type of style that your poet most often writes. You may write on any topic relating to gangs, cliques, or peer pressure. Your poem may be in any form that you want it to be. You are to use at least one example of a poetry term learned in class in your poem. This is to be original and creative- Do whatever interests you!! Part Three: The Creative Presentation You will create a presentation to show your knowledge of your poet and to show case your original poem. Some ideas for your presentation are listed below, but you are not limited to these. See me with any other ideas you may have. • you may create a cd cover with a picture representing your poet and create a song list for with titles related to your poets life and work. If you choose this option, you will put your creative poem as a song in your cd case with the lyrics in tact. You may either read your poem aloud, or if you are so inclined may perform your poem as a song. • You may create a collage of pictures and words related to your poet. If you choose this option, you can either put your own poem on the poster board, or you may simply read it aloud to the class during your presentation. • You may do a news interview or talk show about your poet. If you choose this option, you may either just read your poems aloud or incorporate them into your presentation somehow. Grading for the Poetry Project The poetry project will be broken down using the following checklist. Written Biography- (30 pts. Possible, 10 points per area) ___ Paper was the proper length and format ___ Paper was proofread for grammar, spelling, and mechanical errors ___ Paper showed use of outside sources and the sources were documented properly. Comments: Your Own Poem: ( 30 pts. Possible, 10 points per area) ___ Poem was turned in on time ___ Poem demonstrated effort and detail through the use of language and imagery. ___ Poem contained at least one example of a poetry term learned in class Comments: Your Creative Presentation: (40 pts. Possible, 10 points per area) ___ Presentation demonstrated outside effort and creativity ___ Presentation gave informative information about the poet ___ Presentation was given with clear diction, good eye contact, and open posture ___ Presentation was given on time, with all parts of the project in order and completed. SAT List #1- Copy the following words into your SAT notebook. You will be expected to define them, give the part of speech, and use each in a sentence for the quiz on Friday. . 1. Extricate-(v)- to free or release 2. Immutable-(adj)- unchangeable 3. Indefatigable-(adj)-incapable of being tired out 4. Expound-(v)- to set forth in detail 5. Redundant-(adj) something repeated over and over 6.Resillient-(adj)-able to spring back 7.Anomaly-(n) a deviation from the norm 8. Revoke-(v) to take away 9. Revitalize-(v) to regain energy 10.Atheist-(n) One not believing in God SAT List #2- Copy the following words into your SAT notebook. You will be expected to define them, give the part of speech, and use each in a sentence for the quiz on Friday. 1. Inviolable-(adj)- secure from destruction 2. Unparalleled-(adj)- unequaled or unmatched 3. Impious-(adj)-lacking reverence, disrespectful 4. Insatiable-(adj)-incapable of being satisfied 5. Unfounded-(adj)- not based on fact or reality 6. Unorthodox-(adj)- not following standard ways 7. Impartial-(adj)- unbiased, treating all equally 8. Intrepid-(adj)-having no fear 9. Inauspicious-(adj)-not favorable 10. Unremitting-(adj)-unreleaved, ceaseless SAT Quiz # 2 Name _____________________________________ Directions: For each of the following words, give the definition, part of speech, and use the word in an original sentence. 1.Inviolable- 2.Unparalleled- 3.Impious- 4.Insatiable- 5.Unfounded- 6.Unorthodox- 7.Impartial- 8.Intrepid- 9.Inauspicious- 10.Unremitting- SAT List #3- Copy the following words into your SAT notebook. You will be expected to define them, give the part of speech, and use each in a sentence for the quiz on Friday. . 1.solemn-adj.-serious; grave- 2.alleviate-v.-to lessen; to relieve 3.negligence-n-carelessness; failure to give or care 4.conspicous-adj.-standing out;obvious;easily seen 5.advocate-v- to speak in favor of; to support 6.ascetic-n- a person who practices self denial 7.profound-adj.-deep thought; insightful 8.ironic-adj.-unexpected 9.dogmatic-adj.-positive in stating opinions 10.condone-v-to overlook; to permit to happen SAT Quiz # 3 Name _____________________________________ Directions: For each of the following words, give the definition, part of speech, and use the word in an original sentence. 1.Solemn- 2.Alleviate- 3.Negligence- 4.Conspicuous- 5.Advocate- 6.Ascetic- 7.Profound- 8.Ironic- 9.Dogmatic- 10.Condone- 5. Literary Devices _____The authors use at least one example of either flashback, symbolism, or foreshadowing in the story. Device used _____________________________. (highlight the literary device in your paper) 5. Dialogue _____How well does the story incorporate dialogue? Week Four Day One: (3 min) housekeeping (10 min) SAT list #4- copy the following words into your SAT notebook (15 min) Journal #8 in class. Write one page on The Outsiders. Have you read it before? If so, what did you think of it? If not, have you heard anything about it? (27 min) quiet work on character sketches Day Two: (3 min) housekeeping (25 min) peer editing of character sketches (27 min) begin working on group stories Day Three: (3 min) housekeeping (52 min) work on and finish group stories Day Four: (3 min) housekeeping- group stories due (20 min) Journal #9 in class. Write one page using the following writing prompt: I think that the level of violence in America’s schools is… (32 min) Introduction to The Outsiders by S.E. Hinton. I will read a biography of S.E. Hinton without mentioning the name of the person or the book they wrote. I will pay special attention to the fact that S.E. Hinton was so close to my students age when she wrote the book. I will then ask them to tell me about their accomplishments so far and we will have a class discussion on this and then I will tell them how this relates to the novel that we are about to start reading. Day Five: (3 min) housekeeping (20 min) SAT Quiz #4 (10 min) paper topics distributed… see attached paper (22 min) Begin reading Ch. 1-3 of The Outsiders silently in class and finish the rest for homework. Also assign homework of journal# 10- one page on your favorite character of the book so far and why. SAT List #4- Copy the following words into your SAT notebook. You will be expected to define them, give the part of speech, and use each in a sentence for the quiz on Friday. This week you are required to look up the definition on your own in order to practice your dictionary skills. 1.Eminent- 2.Anarchy- 3.Exorbiant- 4.Repatriate- 5.Eccentric- 6.Extrovert- 7.Refurbish- 8. amorphous- 9.juvenate- 10. Elusive- The Outsiders Paper Directions: You will write a 3-5 page persuasive paper on an assigned topic related to The Outsiders. The paper should be typed in 12 point font with 1 inch margins. You will be required to demonstrate writing knowledge learned in class and to support your claims with evidence from the book. You must use proper citation for your sources as learned in class. You will be held accountable for grammar, punctuation, and spelling. The writing should be in the persuasive form. Grading for this paper will be based on the following rubric: CATEGORY 4 3 2 1 Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. Adding Personality (Voice) The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistant. Introduction (Organization) The introduction is inviting, states the main topic and previews the structure of the paper. The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. There is no clear introduction of the main topic or structure of the paper. Conclusion (Organization) The conclusion is strong and leaves The conclusion is recognizable and The conclusion is recognizable, but There is no clear conclusion, the the reader with a feeling that they understand what the writer is "getting at." ties up almost all the loose ends. does not tie up several loose ends. paper just ends. Sentence Length (Sentence Fluency) Every paragraph has sentences that vary in length and the paper is the proper length. Almost all paragraphs have sentences that vary in length and the paper is just slightly shorter than the proper length. Some sentences vary in length, and the paper is at least a page shorter than required. Sentences rarely vary in length, and paper is completely shorter than required. (rubric idea borrowed from rubistar.com) Week Five Day One: (3 min) housekeeping (10 min) SAT List #5- copy the words into your SAT notebook (42 min) The Outsiders. Discuss ch. 1-3. Handout character explanation sheet and then ask the kids to read/ discuss their journal entries from who their favorite character is. Day Two: (3 min) housekeeping (25 min) journal entry #11 in class. Write one page using the following prompt: If I was the most popular person in school, I would… (27 min) silently read ch. 4-5 and finish the rest for homework. Day Three: (3 min) housekeeping (15 min) journal #12 in class- write one page responding to what you think about The Outsiders so far. (37 min) The Outsiders. Discuss setting in the book and how the mood of the book changed when the setting changed to the abandoned church. Assign ch. 6 for homework. Day Four: (3 min) housekeeping (52 min) Discuss ch. 6 related to the fire. Why was the fire a good thing for these boys? Ask the students about their personal experiences with trouble that turned out to be for the best. Assign ch. 7 for homework Day Five: (3 min) housekeeping (52 min) class writing day- how to write an introduction. Put up examples on board and have the students write their own examples and share them. Assign ch. 8-10 for homework. The Outsiders Character List SAT Quiz # 5 Name _____________________________________ Directions: For each of the following words, give the definition, part of speech, and use the word in an original sentence. 1.Supercilious 2.Malicious 3.Malevolent 4.Benediction 5.Gregarious 6.Amity 7. Fidelity 8.Amicable 9.Infidelity 10.Acrid Week Six Day One: (3 min) housekeeping (30 min) lecture on how to write body paragraphs (22 min) Discuss up to ch. 10 of the book. This will be in a lecture format by me to review the book for them. Assign the rest of the book for homework. Day Two: (3 min) housekeeping (30 min) conclusion writing day- lecture from me on how to write a good conclusion (22 min) peer editing/ review of papers time Day Three: (3 min) housekeeping (52 min) Outsiders movie Day Four: (3 min) housekeeping- papers due (52 min) Outsiders movie Day Five: (3 min) housekeeping (52 min) finish outsiders movie