Ms.

Carlson Unit Plan 10/4-11/19/21

11th Grade English

Revenge
About The Unit:
The unit on Revenge will begin during the first full week of
October and will continue for seven weeks. This unit is designed to
incorporate: grammar instruction, vocabulary expansion,
independent reading, the development of writer’s journals, and
adding to the students’ final Writer’s Portfolio Project summative
assessment, which will be complete at the end of the semester.
Students are exploring the theme of revenge in novels, poetry,
film, pop-culture, and personal experiences. These forms of
literature and media will be used to teach students how to
formulate arguments, use textual evidence, expand their narrative
writing skills, along with many other standards addressed in the
unit.
Why Revenge?
I decided to create a unit based on the theme of revenge because,
to me, it’s dangerous, intriguing, and even a little tempting for any
person who feels like they have been wronged. This trivial theme
can be seen in rap music, Shakespeare plays, TV shows and so
many more media outlets that our students have constant access
to. Analyzing the role revenge plays in our lives in a classroom
setting will give students the tools they need to think critically
about how, why, and what becomes of us after we have “gotten
revenge”. I think revenge can pose a scary question for those who
dip their toes into the subject: What do I have to gain, and what do
I have to lose. These questions control almost everything in our
day to day lives, and revenge is just one of those tempting ideas
that so many people and characters fall to.
 Table of Contents
● Why Revenge?
● Main Ideas & Standards
● Essential Questions & Enduring Understandings
● Academic Essentials
● Assessments
○ Summative Memoir Assessment
○ Formative Memoir Assessments
○ Summative Ojibwe in Minnesota Assessment
○ Formative Ojibwe in Minnesota Assessment
○ Summative Socratic Seminar Assessment
○ Formative Socratic Seminar Assessments
○ Written Response Assessment
○ Journal Assessment
○ Assessing Dispositions
○ Performance Assessment
● Grading
○ My Philosophy
○ Summative Assessment Scoring
○ Formative Assessment Scoring
● Calendar
● Differentiation
○ Content
○ Process
○ Learning Environment
● Lesson Plans
○ “The Psychology of Revenge”
○ “Revenge in Your Life”
○ "The Mistaken Goal of Revenge"
 Revenge Stories in Literature and Media
Teacher: Ms. Carlson
Unit Plan for 11th Grade English
Estimated Time of Use: Early-Mid October

Why implement stories of revenge in the classroom?

In order for me to provide my students with an appropriate
curriculum that informs learning, I must first assess the individual
strengths, interests, and points of falling behind for all of my
students. This will begin at the beginning of the year when
students’ reading fluency scores are gathered, throughout the
semester in assessing dispositions reflective responses, and
through one-on-one conferencing with students about their
progress in the course. Analyzing this information about my
students will help inform my curriculum to be reflective of my
students needs. Although the concept of revenge can appear to
be entirely negative, I argue there are many benefits to
introducing this topic in an academic setting. For one, many if not
all students will have encountered some form of revenge in their
lives prior to entering my classroom. The topic of revenge is both
psychologically informative and massively fascinating as there are
tons of great stories that stem from the concept of revenge.
Through this unit, my students will open their minds to a world of
new perspectives and reasoning for a concept that is, above all
else, purely human. Let’s get started…
 Main Ideas and Standards
The goal of this unit primarily rests on the ability to capture
perspective and unique human experience through several
different lenses. We will encounter pieces of literature, short clips,
full videos, our own personal experiences, and popular culture
stories to achieve this. So what does this look like in standard
form?

11.4.9.9 Demonstrate knowledge of eighteenth, nineteenth, and early-twentieth century

foundational works of American literature, including American Indian and other diverse
culture’s texts and how two or more texts from the same period treat similar themes or
topics.
11.7.2.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and
analysis of content.
11.4.2.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
11.7.3.3 Write narratives and other creative texts to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-structured event sequences
11.11.3.3 Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening
11.11.2.2Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
11.5.7.7 Integrate and evaluate multiple sources of information presented in different media
or formats as well as in words in order to address a question or solve a problem
11.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research
11.9.1.1 Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 11-12 topics, texts, and issues, including those by and about Minnesota
American Indians, building on others’ ideas and expressing their own clearly and persuasively
11.9.2.2 Integrate multiple sources of information presented in diverse formats and media in
order to make informed decisions and solve problems, evaluating credibility and accuracy of
each source and noting any discrepancies among the data.
 Essential Questions & Enduring Understandings
This collection of Enduring Understandings does not directly
answer each of the following essential questions. These Enduring
Understandings are important thematic understandings for this
unit. The essential questions will all be addressed in class and
understandings will derive from students’ thoughts and
experiences and after being exposed to this unit.

Essential Questions Enduring Understandings

● Is revenge always bad? ● Students will understand that

● When is revenge ok? revenge itself is not always
● Is it ever right to seek revenge? bad, rather it is dependent
● Do you agree with the upon the initial reasoning, and
statement: an eye for an eye? the actions therefore taken.
● Do you agree with the ● Students will understand that
statement: an eye for an eye the desire to seek revenge is
makes the whole world blind? innately human, but must be
● How many bad things must handled with caution and
someone do in order to valued reasoning.
become the bad guy?
● Is it wrong to seek revenge ● Students will understand that
when someone has wronged winning varies with each
you? person, and winning also
● Does taking the “high-road” means a person or character
mean you have lost? achieves an initial goal they set
● What does winning look like? their sights on.
● What does losing look like?
● What are the limits and ● Students will understand that
possibilities of revenge? literature gives us a personal
● Why do people desire insight about the
revenge? consequences, implications,
● Does revenge provide and end results of seeking
satisfaction? revenge.
● How do feelings of jealousy
 and revenge motivate ● Students will understand that
characters to commit actions the end result of revenge
they otherwise might not? always looks different and has
● What turns a good character the capability of achieving a
bad? goal that can be deemed
● What does literature teach us “good”?
about revenge?

Academic Essentials
These “Academic Essentials” are skills and activities students will
be mastering throughout the unit. Students will have the
opportunity to perform these skills during both formative and
summative assessments. These are the Academic Essentials for:
The Memoir Summative Assessment, The Socratic Seminar
Summative Assessment, and The Ojibwe Revenge Summative
Assessment.

Memoir Summative Assessment

● Determine concrete topics for academic writing
● Develop a thesis statement
● Create effective writing outlines
● Develop and apply a writing process
● Create a story which follows an understandable format (beginning, middle, end)
● Use appropriate, academic language
● Use full sentences
● Add the “so what?” to academic writing
● Tie ideas back to the theme of revenge
● Correctly implement dialogue
● Accurately use punctuation

Socratic Seminar Summative Assessment

● Show active listening skills while listening to other participants
● Use clear and thoughtful points
● Points should connect to your side of the argument
● Use transition statements to move the conversation forward
● Participate effectively, without overly dominating the conversation
● Use textual evidence when possible to support your claims
● Use appropriate body language when speaking and/or listening
● Use correct grammar

Ojibwe Revenge Summative Assessment

● Answer questions using complete, clear sentences
● Answer questions with correct spelling and grammar
● Use previous knowledge to develop claims
● Correctly cite textual evidence
● Answers should have a clear beginning, middle, and end
● Write legibly and clearly
 ● Connect stories throughout the unit to the Ojibwe story
● Use accurate vocabulary words when explaining your reasoning

Assessments
Summative Memoir Assessment: At the very beginning of the unit I will
ask my students to write a 3-4 page memoir about one of their personal
experiences with revenge. In their final paragraph students will ask
themselves the questions-- what was the end result, and was it worth it? This
will get students thinking about the many faces and dimensions of revenge
and its capabilities.

Memoir Assessment

Criteria 1 2 3 -- At Standard 4

Topic Write a narrative text

which examines an Write a narrative text to
encounter with develop a real experience in
revenge which you have encountered
revenge.

Language Use Use appropriate Use effective narrative

language to build the writing techniques including
memoir. purposeful details and
figurative language.

Sequence Narrative memoir Narrative memoir follows a

includes an event. natural flow and sequence of
events.

Language Apply knowledge of Apply previous knowledge

Function language to fit into about language to function
the text. appropriately in the text.

Style Writing shows some Writing is cohesive with your

indication of one or a specific writing style and
few different writing voice.
styles.

Comprehension Writing can be Writing can be fully

understood at face comprehended while both
value only when reading the memoir and
being read or listening to it.
listened to.

Formative Assessments-
Drafting: Students will draft three or more ideas about possible topics for the
memoir assessment. Turn these in to me for one-on-one short meetings
about deciding a topic.
Dialogue and Narrative Writing Development: Students will choose one
section of their memoirs in which they will include dialogue
Writing Process: Create an outline to pace the events in the memoir and
follow personally developed deadlines
Peer Review: Before students turn in their final drafts of the memoir
assessment, they will have the opportunity to choose partners (2-3) to peer
review their paper.

Summative Ojibwe in Minnesota Assessment: Students will be

assigned a segment of reading about the Ojibwe people in Anton Treuer’s
Ojibwe in Minnesota informational text. They will read about the Ojibwe
peoples and their views on revenge and finding peace. The Ojibwe people if
murdered or killed in battle were thought to not be fully at peace and move
on to the spiritual realm until there was a great ceremony in their honor
and/or their death was avenged. This gives students the opportunity to view
revenge from a different and more meaningful perspective. The students will
be asked to compare the Ojibwe’s view of revenge with what we had
previously thought about revenge. Students will take a multiple choice and
short answer exam about the Ojibwe peoples’ traditions and how they
understand the role of vengeance.
Formative Assessments
Compare and Contrast: Students will be given a Venn diagram to fill with
differences and similarities they have found between Ojibwe traditions of
revenge and their own personal culture of revenge.
DYRT Quiz: Did you read this quiz after reading the section of the Ojibwe
excerpt/book.
AP Essay Prep: While these students will not be preparing for an AP exam
pertaining to this class, I think it is important for students to have the
opportunity to practice difficult essay questions with one another. In small
groups students will answer one major essay-type question about the Ojibwe
and Revenge then quickly present their answer to the class.

Summative Assessment Socratic Seminar: Each student in the class

will sign-up to participate in a socratic seminar revolving around one of the
many stories or revenge we discussed during the unit. Students will be
assigned specific roles to facilitate their discussion. They will be asked major
questions such as: Who won? Was this ok? What are the consequences now?
Etc.. Students will do much of their own research to defend their side and
ultimately conclude the reasoning and ramifications for revenge in many
stories.

Socratic Seminar

Criteria 1 2 3 -- At Standard 4

Research Integrate only Integrate and evaluate

sources examined in multiple sources of
the classroom to information in order to
coexist with your support your stance in the
stance in the argument.
argument.

Evidence Implement textual Draw evidence from literary

evidence to or informational texts to
contribute to your support analysis, and
side’s argument. reflection from class work.

Participation Contribute to the Initiate and participate

socratic seminar effectively in a range of
conversation with collaborative discussions with
one point. the entire group.

Contribution Add to the Build arguments on other’s

conversation by ideas and contributions while
sharing your opinion adding meaningful evidence
on the argument. to support your argument.

Argument Arguments make Arguments are clear and

sense, however, persuasive.
stand alone.

Formative Assessments:
Research: Students will complete in-class work on finding outside research
to develop their argument for the socratic seminar. (at least three sources)
Drafting an Outline: Students will develop a sort of script for the socratic
seminar with several points of research, background knowledge, and textual
evidence to support their points. Students will turn this in at the end of
presenting.
Peer Collaboration: Students will collaborate with one group member to
examine their arguments for their designated story and socratic seminar
group.

Assessment Handouts Created for This Unit

Below is a list of handouts for four different assessments used in this unit

● Written Response Assessment

● Journal Prompt Assessment

● Assessing Dispositions

● Performance Assessment

Written Response Assessment

Ojibwe Revenge
Name: Hour: Date:
Answer each of the following questions using your previous knowledge of revenge discussed in
class and what we have learned throughout the week about Ojibwe culture and revenge. Please
answer each question using full sentences. Be concise and as clear as possible. Reminder: A
paragraph consists of at least three to five sentences.

1. List three appropriate responses of revenge when a member of one clan is killed
by a member of a different clan. Please answer using one full sentence per line.
This question is worth three points

1. Members of the clan of the person who was killed may have a religious ceremony

celebrating their life.

2. A family member of the clan will avenge their death by killing the perpetrator.

3. A member of the army if killed in battle may retaliate and kill the person perpetrator.

2. Short Answer: Why must the life of an indigenous person who was wrongfully
been killed be avenged? Please answer using full sentences. Remember our
Ojibwe reading and discussion from Monday.
This question is worth two points

Their death must be avenged in order for the person to regain peace and move

seamlessly into the after-life.

3. Essay Question: Throughout the week we have been examining the differences between
the theme of revenge in Ojibwe culture versus current American Culture.
In your response, you may refer to any of the three stories of revenge we discussed in
class and your own memoir projects from Week 1 in our unit.

Please respond to the essay question in one to two paragraphs and refer to at least one
story we discussed in class.

Analyze the ways in which the Ojibwe people view revenge and their life-cycle.
Describe how the Ojibwe people’s idea of revenge is different from current
American culture and how it is the same as current American culture.
This question is worth five points
The Ojibwe people typically view revenge as a necessary piece of their social structure,
 typically when a life is wrongfully taken. Although the Ojibwe are not typically a

“vengeful” people, avenging the death of their loved ones means opening a portal to the

after-life. Avenging the death of their loved ones allows for those who have passed to

move peacefully into the after-life and find serenity in the beyond.

The Ojibwe people’s view on revenge is different from current American culture because

it is less fueled by the ego of one who has been wronged, and more of a service done

for their loved ones. For example, in the pop-culture story of “Left Eye”, she avenged the

wrongful cheating of her lover by burning his house down. In this case, she did not seek

revenge in order to serve a purpose other than protect her own ego. Although, in some

ways the Ojibwe view of revenge is very similar to many other stories of revenge in

American culture and connects to the idea of making right something or someone who

has been wronged. For example, in the case of Buford Pusser, the police officer turned

vigilante, he decided to seek revenge for his wife who was murdered by mobsters in

Chicago. Pusser tracked down mobsters and gang members who preyed on young

women in the city in hopes to protect future women from suffering the same fate as his late wife.

Journal Prompt Assessment

Revenge Unit Journal Prompts

The goal of these journal prompts is to challenge your understanding of revenge seeking and the
human ego. While the battle of revenge reflects mostly on the concept of winning or coming out
on top, there is also great variation in human perception and goal setting. You will have the
opportunity to empathize with non-binary (good or bad) characters and reflect on your own sense
of self and interracting with the wrongs of the world. A major goal is for you to understand
different perspectives on a concept you may be very familiar with, whether they are aware or not.
These prompts are informal and will not be assessed for grammar. Please respond using your
previous knowledge and anything you found to be valuable throughout our unit. Each journal
prompt should be approximately one page in length, and each prompt is worth 15 points.

Prompt 1: What is the goal of seeking revenge? Why? How would you describe your own
goals when seeking revenge in your past? Briefly share one example of your interaction
with revenge and your goal.

Prompt 2: Is doing something wrong to another person bad if they have wronged someone
you love? How about if they have wronged you? Analyze the ways in which we categorize
rightful revenge seeking and wrongful revenge seeking.

Prompt 3: How has your perception of revenge been developed over time? Has your idea of
revenge changed in any way since we have been working through this unit? If yes, then
how? If no, why not?

Assessing Dispositions
I would use this example of assessing my students' dispositions after each unit we accomplish
over the course of the semester. I will use the assessments in order to: observe my students’
confidence levels in their own abilities to perform learned tasks, measure students’ value they
find in these skills, and assess their feelings about my own time management and teaching
skills. These assessments will be gathered, studied, and then handed back for students to use
in their achievement portfolios. Learning my students’ experiences I will be able to cater my
teaching to best fit my students, evaluate and update my own teaching management for the
next group of students, and allow students to incorporate their own experiences into their work.
Assessing Dispositions

Name: Date: Hour:

Please circle the number which best reflects your response to the
statements below

Note The Following Scale From 1 to 5: 1:strongly disagree 2:disagree 3:neither agree nor
disagree 4:agree 5:strongly agree

Rate the following statements on the Circle the number which best reflects
scale your response to the statement

I have completed my best work during

this unit. 1 2 3 4 5
I learned a valuable skill during this
unit. If so, explain: 1 2 3 4 5
I feel confident in my ability to use the
skills we’ve encountered during this
unit.

1 2 3 4 5
I enjoyed this unit.

This unit was well organized and Ms. 1 2 3 4 5

Carlson provided enough time to focus
on each goal in the unit.

If not, which skills needed more time

devoted to them in this unit?

1 2 3 4 5

I felt challenged during this unit.

Performance Assessment
Revenge Debate and Socratic Seminar
Revenge Unit
English 11
 Grace Carlson

“The Reason for Revenge”

This assessment will occur during the final week of our unit on Revenge.
Throughout the entirety of this unit, we have been progressing toward understanding why people
are drawn to revenge and the ways this desire comes out. After reading three short stories,
several excerpts from a novel, articles, and watching a handful of videos, we are now prepared to
participate in a collaborative discussion using one “story” as a portal to examine revenge in
people or characters.
There will be a total of four different discussions, each discussion will revolve around one of the
four stories we have explored during the unit.

Nunc Dimittis by Roald Dahl

The History of Julius Caesar
The Ojibwe People - David Treuer
The Princess Bride

There will be one discussion per day, Tuesday through Friday during the final week of the unit.

Develop a list of a first, second, and third option for the discussion in a personal notebook.
Names will be randomly called to sign up for discussion stories.

Join With Group Members:

Within your groups, discuss Socratic Seminar Roles. Each group member must be assigned one
role for their group. *Remember* roles must be chosen willingly when all members are present
in the making of these discussions. Roles are described below. With your groups, begin
discussing the role of revenge in your story.
You must answer the following questions:
Who are the characters seeking revenge?
Who are the characters being affected by the revenge?
Why are these characters pursuing revenge in the first place?
What was the outcome for the characters seeking revenge?
At the end of the story, who appears to have “won”?

On Your Own:
Develop several pages of your own notes you have gathered from class, outside
research, and conversations with your peers that help to answer these questions.
*Students are encouraged to develop their own questions about the role of revenge
in their story* Dig deeper! You will turn in these pages to me after your group has
completed their socratic seminar.
Include your personal response to each of the questions along with evidence for
your responses.

Students will conduct a fair, reasonable discussion about their story and the theme
of revenge. You are expected to use only appropriate language while debating with
classmates. Interruptions will not be tolerated.

Standards:
11.9.2.2
Integrate multiple sources of information presented in diverse formats and media in
order to make informed decisions and solve problems, evaluating credibility and
accuracy of each source and noting any discrepancies among the data.
11.9.1.1
Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 11-12 topics, texts, and issues, including those by and about
Minnesota American Indians, building on others’ ideas and expressing their own
clearly and persuasively
11.7.9.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research
11.5.7.7
Integrate and evaluate multiple sources of information presented in different media
or formats as well as in words in order to address a question or solve a problem

How to get an A: In order for you to excel in this assessment, you must participate
an equal amount during your seminar, include idea and sentence transitions, use
appropriate language and body language, use active listening skills while others are
speaking, and be well-prepared for the discussion with notes and added research.
Step 1: Choose and Sign-up For a Topic
On a separate sheet of paper, write down three options for which story you would
like to be your discussion topic for the socratic seminar. I will call names at random
for you to sign up for topics. If your first choice is entirely full, sign up for your second
choice, and so on and so forth.

Step 2: Meet Briefly With Group Members

Once you have signed up for a topic, meet at designated tables to begin
brainstorming what is vital for a good discussion on your topic. During this time you
may copy things your groupmates bring up, write down quotes and page numbers,
and sketch a few ideas for what you think your thesis will be. You will also assign
roles for participating in the socratic seminar. These rules include: Statement
Counter, Question Leader, Timer, Quote Master, “Devil’s Advocate”, Vocab/KeyWord
examiner, Mapper.

Step 3: Write a Thesis and Meet With Me

This will occur on day 2. Write a few different thesis statements that you would like
to be the center of your discussion with appropriate thesis format. It is OK if another
member of your group has a similar thesis statement, but do not copy one another.
Bring your thesis to me and we will work together to develop one that is best for you
to build on.

Step 4: Work Days and Argument Building

Over the next few days, you will have several days to continue building your
argument and finding proof to back your thesis statement. Please find: related
quotes, annotations from you or your classmates, outside research, and main ideas.
You can choose to print these notes or hand-write them. Please include your thesis
statement at the top of your notes. After the socratic seminar you will turn these
notes in to me. *Remember class discussions, useful vocabulary, outside materials
presented in class, and your own annotations.

Step 5: Participate in The Socratic Seminar

When your group has been selected to participate in the socratic seminar, every
group member will join the circle. All of your classmates will be on the outside of the
circle, taking notes on what has been said during the discussion. One student will
volunteer to write key statements and ideas on the whiteboard while the discussion
is occurring. The discussion will be forty minutes long, and the time will be divided
for each question. The question master will come up with eight questions. Each
question will be timed and discussed for five minutes.

Step 6: Reflection
You will not have to complete a reflection assessment for your socratic seminar. Only
complete a reflection for the three socratic seminars that you have observed. You
may take notes as the discussion is occurring, but please wait until the discussion is
finished to complete the reflection. You will be asked to evaluate how well the
students conducted their discussion, the validity of arguments, whose thesis
statement you align with the most and why, and your own idea of a thesis statement
had you been part of the discussion. You will turn this in to me the day after the
socratic seminar took place.

Checklist
❏ Topic has been chosen
 ❏ Role has been assigned
❏ Thesis statement
❏ Outside Research
❏ Participation
❏ Use of evidence
❏ Poise and Appropriateness during the discussion
❏ Completion of your role
❏ Turn in note sheet
❏ Complete and turn in reflection

Rubric

Socratic Seminar

Criteria 1 2 3 -- At Standard 4

Research Integrate only sources Integrate and evaluate multiple

examined in the sources of information in order
classroom to coexist to support your stance in the
with your stance in the argument.
argument.

Evidence Implement textual Draw evidence from literary or

evidence to contribute informational texts to support
to your side’s analysis, and reflection from
argument. class work.

Participation Contribute to the Initiate and participate

socratic seminar effectively in a range of
conversation with one collaborative discussions with
point. the entire group.

Contribution Add to the conversation Build arguments on other’s

by sharing your opinion ideas and contributions while
on the argument. adding meaningful evidence to
support your argument.

Argument Arguments make Arguments are clear and

sense, however, stand persuasive.
alone.

Grading-
My Philosophy: My current philosophy on grading mostly reflects student
growth and developing understanding on a flexible time schedule. I want to
formulate my grading strategies to avoid students falling so far behind they
cannot catch up, in terms of making up for failure to meet standards or missing
work. For this reason, I will not give zeros to my students for incomplete or
missing assignments. Instead, students will be given a number score of one to
three for most formative assessments. Students will be required to turn in all late
and missing work, and will be given time to do so built into the class. If a student
receives a score of one on their formative assessment, they must complete a
small “reflection” sheet and adjust their assessment to meet the standards set
for the formative assessment. Students who receive a score of two will be
permitted to continue moving forward in their work, but are given the
opportunity to fill out a reflection sheet and adjust their assessment in order to
improve their score. Students who receive a score of three will have met the
standards for the assessment and are prepared to move forward. Late work will
be accepted until the last week of class, and it is expected that students
complete every assessment and receive at least a score of two on all
assessments. That being said, late work can be submitted either online through
the school's student-teacher portal, or in a designated basket in the back of the
class. The basket next to it will also hold assessments which were turned in late
and now can be given back to the students. I plan to grade my students’
assessments in a timely manner; I would like to hold myself accountable for
returning assessments at least one week after they were submitted. I will always
give some sort of feedback to my students when I am having them complete an
assessment. It is important that I communicate to my students to give praise,
provide guidance for weak points, and inquire about holes in learning. I want my
students to find value in the work they are creating, and feel that the work is
worth their time.
I am choosing not to assess my students based on behavior or attitude,
along with assessing for participation. I do not think this is a viable resource for
determining if a student is learning material or not. Although I do not think these
aspects of our students should be graded, I do think there is value in observing
behaviors and working on individualized behavior plans or differentiated
instruction when students are behaving irrationally. This also means that I must
make clear my expectations and grading policies from the very beginning of the
course. I think it is very important to include routine and schedules into
curriculum, students benefit from routines being consistent and well explained
to them. When students can master the routines, environment, and schedule of
their classroom, they can begin to focus more on the content of the class. I plan
to record student behavior and observations in a personal notebook that will be
categorized based on what I am assessing in my students. These notes will be
personal to my teaching development and will not be included in any grading
process.
As for students making up or re-doing quizzes and tests, this needs to be
completed with more care than the three-point scale formative assessments I
will be using frequently. Quizzes and tests will fall under the summative
assessment category, and students will not be able to re-do or make-up these
assessments more than once, unlike the formative assessments. If a student has
an unexcused absence and has missed a summative assessment, they will be
given one opportunity to show their learning for the summative assessment. At
this point, hopefully students will be well-prepared to show their learning, and
will have completed many assessments to meet standards prior to summative
assessments. Students who have an excused absence and have missed a
summative assessment will be given one opportunity to complete the
summative assessment the first time, and will be given one re-work opportunity.
The one re-work opportunity will be given to all students who complete the
summative assessment. Prior to completing the re-work for a summative
assessment, students must fill out a form showing how they have made up for
the missed learning the first time they were assessed. If students are unsure of
how to begin their re-working process, I will be available to give feedback and
resources for students to excel the second time around.
Summative assessments will be weighted heavier than formative assessments in
a student’s grade. Due to the fact that summative assessments show compiled
work and not simply practice, more of their performance will be added into the
grade book. Summative assessments will consist of 60% of a student’s grade. I
believe a student’s work matters greatly in an academic setting, but their growth
must also be measured. This can also be built into the grade, while formative
assessments would consist of about 20% of a student’s grade. I will not give zeros
to my students for incomplete or missing assignments. Instead students will be
given a number score of one to three for most formative assessments. Students
will be required to turn in all late and missing work, and will be given time to do
so built into the class. If a student receives a score of one on their formative
assessment, they must complete a small “reflection” sheet and adjust their
assessment to meet the standards set for the formative assessment. Students
who receive a score of two will be permitted to continue moving forward in their
work, but are given the opportunity to fill out a reflection sheet and adjust their
assessment in order to improve their score. Students who receive a score of three
will have met the standards for the assessment and are prepared to move
forward.
On formative assessments students are allowed to revise as many times as they
choose until they receive either a score of two or three. Students are only
permitted to retake or revise a summative assessment once, unlike the formative
assessments. If a student has an unexcused absence and has missed a
summative assessment, they will be given one opportunity to show their
learning for the summative assessment and will not be given a retake
opportunity. Students who have an excused absence and have missed a
summative assessment will be given one opportunity to complete the
summative assessment the first time, and will be given one re-work opportunity.
The one re-work opportunity will be given to all students who complete the
summative assessment. Students are allowed to retake for full credit on both
formative and summative assessments. There will be roughly 28 Formative
assessments throughout this seven-week unit.

Here is what a week before a Summative Assessment will look like:

Formative Formative Formative Formative Formative

Assessment Assessment Assessment Assessment Assessment

Score: X/3 Score: X/3 Score: X/3 Score: X/3 Score: X/3

Here is what a week of a Summative Assessment will look like:

Formative Formative Formative Summative Formative

Assessment Assessment Assessment Assessment Assessment

Score: X/3 Score: X/3 Score: X/3 Score: X% Score: X/3

Formative Assessment scores will be added to one total for the student’s
grade and this will count toward 30% of the student’s grade. Summative
Assessments scores will be added toward one final score that will determine
if they have met the standards or not. This will count for 50% of the student’s
grade.

Unit Calendar (Rough)

Mon Tue Wed Thu Fri

W Day 1- Revenge Unit Day 2- Memoir Day 3- Narrative Day 4- Check In Day 5-
E Daily Poem Assessment Writing Daily Poem Daily Poem
E Discussion Prompt: Introduction Daily Poem (Use of Students meet with me Discuss appropriate
K What is revenge? Daily Poem dialogue) to exchange ideas peer review strategies
Where have you seen Group discussion on Students will practice about the memoir on a class copy of a
O revenge? where we have seen developing scenes in assessment in one-on- past students work.
N revenge. narrative writing using one conferences.
E -Watch YouTube Write in Writer’s dialogue. Peer review on memoir
Video, Is Revenge Notebooks ideas for Students will continue assessment 2-3 others
More Bitter Than topics of the memoir Students may use the developing their must review the
Sweet assessment. remainder of class to memoirs while peers student’s memoir.
continue developing are doing conferences.
- 15 min in Writer’s their memoirs.
Notebooks: Create a *Due the following Students can ask
narrative based on the Tuesday questions, and
photo at your table. collaborate with peers.

W Day 6-Revenge and Day 7-Student Work Day 8- Nunc Dimittis Day 9-Nunc Dimittis Day 10-Nunc Dimittis
E Relationships Appreciation
E Daily Poem Read Part One of Nunc Read Part Two of Nunc Summative Written
K *Memoir Assessment Dimittis by Roald Dahl Dimittis by Roald Dahl Response Assessment
Round Table Due on themes of revenge
T Discussion on revenge Teacher led annotation Student led annotation and events in Nunc
W in relationships Daily Poem of excerpts from the of excerpts Dimittis
O (family, friends, Student volunteers read short story Student led group
partners, alliances etc..) all or parts of their Student led annotation discussion on themes
memoirs. of excerpts of revenge in Nunc
Dimittis.
Writer’s Notebooks Students will complete Vocabulary
Prompt: What are your a reflection written Introduction slide show Vocabulary handout
thoughts on today’s assessment on how and handout. and slideshow
round table discussion? they feel this topic
Do you agree with your connects to themselves,
peers, why or why not? the class, and the world
around them.

W Day 11-Julius Caesar Day 12-Political Day 13-Presentations Day 14-Presentations Day 15-Presentations
E Figures and Royalty
E Presentation on the Revenge Stories Daily Poem *Rough Draft Day 1 of presentations
K history of Julius Caesar Daily Poem Presentations Due
and his story of One-on-one Sign Up for Students fill out a
T revenge against a Personal conferencing about Presentations reflection sheet for
H group of pirates. Communication research and topics for Mini Presentations in each presentation
R assessment through the presentation. front of group
E Introduce student presentations on these members- Provide Exit slip- Peer
E presentations on famous stories Students will continue feedback and ideas to feedback for 3
famous revenge stories to research and develop strengthen the presentations (grading
their presentations in presentation on a scale)
In-class time for class Writer’s Notebook
research and students’ Reflection in Writer’s Prompt: What happens
presented ideas. Notebooks when people we
admire seek revenge?

Mon Tue Wed Thu Fri

W Day 16-Presentations Day 17-Presentations Day 18-Ojibwe Day 19-Ojibwe Day 20-Ojibwe
E Revenge Revenge Revenge
E Day 2 of presentations Day 3 of presentations
K Read Ojibwe segment Daily Poem *Written Response
Students fill out a Students fill out a in Truer’s book about Summative Assessment
F reflection sheet for reflection sheet for the Ojibwe people and Discussion of the on the Ojibwe people,
O each presentation each presentation revenge history on the role of and Revenge
U revenge in the
R Exit slip- Peer Exit slip- Peer Full class discussion colonization of
feedback for 3 feedback for 3 Introduction to Ojibwe indigenous people. Independent reading
presentations (grading presentations (grading people time for the remainder
on a scale) on a scale) Writer’s Notebooks of class
lesson on indigenous Prompt:
people in Minnesota What does revenge
and the true reason for mean to those who
Indigenous Peoples have been colonized?
Day What does this look
like today?

W Day 21-The Princess Day 22-The Princess Day 23-The Princess Day 24-The Princess Day 25-The Princess
E Bride Bride Bride Bride Bride
E Daily Poem
K Students watch 24 Students watch 24
Read segments of The minutes of Princess minutes of Princess Students watch 24 Students watch 24
F Princess Bride Bride Movie Bride Movie minutes of Princess minutes of Princess
I Bride Movie Bride Movie
V Student led annotation Take notes while Take notes while
E of excerpts through the watching and work in watching and work in Take notes while Take notes while
lens of revenge small groups for one small groups for one watching and work in watching and work in
prompt prompt small groups for one small groups for one
Writers Notebook prompt prompt
Prompt: Where have
you seen these revenge
tropes in other pieces
of literature?

W Day 26-Socratic Day 27-Socratic Day 28-Socratic Day 29-Socratic Day 30-Socratic
E Seminar Seminar Seminar Seminar Seminar
E
K Introduce Socratic Daily Poem Daily Poem Daily Poem Socratic Seminar
Seminar Summative Assessment
S Assessment In class research and In class research and Groups meet with me Group #1 Perform
I argument development argument development for conferencing about
X Students will sign up with group members with group members the socratic seminar. Observers fill out
for groups and meet feedback sheet as well
with group members to Students will discuss Writer’s Notebook Students individually as answer reflective
assign roles prompts, questions, Prompt: Which fill out a reflection response questions
resource materials etc. discussion prompt has sheet about their topic about the group’s
you feeling “torn” at for the socratic seminar seminar
the moment, why?
Mon Tue Wed Thu Fri

W Day 31-Socratic Day 32-Socratic Day 33-Socratic Day 34-Revenge Final Day 35-Final Unit Day
E Seminar Seminar Seminar Thoughts
E Students will find
K Socratic Seminar Socratic Seminar Socratic Seminar Daily Poem independent reading
Assessment Assessment Assessment books from the library
S Group #2 Group #3 Group #4 Full group discussion or meet with me to tell
E about socratic seminar me if they already have
V Observers fill out Observers fill out Observers fill out performance. one.
E feedback sheet as well feedback sheet as well feedback sheet as well
N as answer reflective as answer reflective as answer reflective Writer’s Notebooks 15 Independent reading
response questions response questions response questions Minutes time for rest of class
about the group’s about the group’s about the group’s
seminar seminar seminar Exit Slip: How did the
Socratic Seminar go
for you?

Differentiation
Content:
Students will have the opportunity to complete their own research for added
materials to prepare for the socratic seminar summative assessment.
Students will also have a choice of which text they would like to analyze for
the socratic seminar final assessment.

Process:
Students will be strategically placed in discussion groups varying in the
amount of group members, standards that are not yet being met, and
progress on formative and summative assessments. If students choose, they
are allowed to respond to separate prompts from the prompt for writer’s
notebooks presented to the whole class. Students can also use their time to
brainstorm for projects or simply work on their writing skills instead of
responding to the specific prompt. Students choose their roles in the socratic
seminar summative assessment, as well as choose their level of participation
in full classroom discussions, so long as they are participating in their small
groups or partners.

Learning Environment
I will provide pens, pencils, and markers for students at all times. I will also
have loose-leaf paper for students who may have forgotten their writer’s
notebooks on that day. At the beginning of the year I will hand out a survey
which will ask about the writer’s notebooks. Students can fill out one of three
options: I have a writer’s notebook, I am going to get a writer’s notebook, and
 I need a writer’s notebook. Students who need a writer’s notebook will be
provided one. I will assign seating at the beginning of the year and change
these seats in order to meet student needs. I will gather IEPs to assess where
students will have their best environment for learning. I will also have a “drop
box” in the back of the classroom for students to leave notes about their
preferred seating environments. In my classroom I will also have an amplifier
around my neck with a speaker for students who are hard of hearing, along
with always having subtitles on my videos and paper copies for each student
in a legible font. I will also provide highlighters for students who have
difficulty following along with reading and keeping track of their spot. I plan
to change seating at the beginning of every unit in order for all students to
get to know one another better and have conversations with students who
have different perspectives.

Sample Lesson Plans

These are a few of the lesson plans I have developed specifically for this unit.
These lesson plans are informed by best practices using relevant and current
information, differentiation strategies, and various points and forms of
assessment for each lesson plan. These would likely be used during the
presentation day class discussions on revenge are planned in the unit
calendar.
● “The Psychology of Revenge”
● “Revenge in Your Life”
● "The Mistaken Goal of Revenge"

“The Psychology of Revenge”

Ms. Carlson
TOPIC FOR THE LESSON: The Psychology of Revenge Date: November 2021
Grade Level/Course: Grade 11 English
Unit: Revenge

Lesson objectives (information, disposition, and skill objectives):

1. Students will be able to facilitate a group experiment to expand their knowledge of the reasoning of revenge
 2. Students will use critical thinking skills in order to develop a better understanding of human nature and revenge.
3. Students can collaborate cooperatively before, during, and after the experiment is complete.

Initiation/Opening Time
Good morning (afternoon), I want us to really take this day to reflect on how much we’ve been doing this week, and how much 9:00am-
amazing energy is being put into our learning for this weird lesson. That being said, I think we should take today to breathe, get some 9:10am
work done, and meet with me for conferencing on how preparing for the socratic seminar has been going so far. I will be checking in
with each of you today for a few minutes to discuss your progress, anything you are stuck on, more resources etc. So, at this time I am
going to ask all of you to jot down a few ideas of things you would like to talk about during your conference. Please write down at
least two questions and anything else that you would find beneficial during your research and preparation stage. While I am holding
conferences, you can either work further on your socratic seminar preparation, work on any late or missing assignments for this class,
or read your independent reading books. Before we get started, does anyone have questions or comments for now?
Long Awkward Pause

Teacher’s Activities Students’ Activities Time

I will begin by starting conferences with each of my students in a random Students will be working independently on their 9:10-9:35
order. research and preparation for the socratic seminar. If they
In these conferences I will be addressing students’ questions and concerns have finished or would prefer to not work on the
about their role in the socratic seminar summative assessments. assessment in class, these students may take this time to
complete missing or late assignments for my class.
I will then begin my experiment process by explaining the experiment to Students who have finished/have no missing or late
four of my students who has previously volunteered to be a part of one of assignments may take this time to read their independent
my experiments. (One student per socratic seminar group) reading books.
Once conferencing is fully complete, I will inform my students that I have
seen the excellent work they are completing for this socratic seminar Students will gather in their respective groups for the
assessment. socratic seminar assessment at the end of the unit. Each 9:35- 9:45
I will offer each group a total of 70 extra credit points (It shakes out to 10 student will be given a small sheet of paper where they
points per person in the group) can write their thoughts on how the extra credit points
I will then give them the opportunity to vote secretly if they choose to take should be divided amongst their group.
all of the points, or to divide them equally amongst their peers.
They will not know that one student purposely tainted the results of the Again, students will have continued work time while I
division of extra credit points. am organizing their choices for the extra credit division. 9:45-9:50
I will pretend to be mildly disappointed with the groups and reveal that in
each group, students have chosen to take all the points for themselves.
Now knowing this information, I will ask students to vote again to make
sure everything was voted correctly.
I will finally leave my students at the end of the day and inform them that
I must make up my mind to decide the fate of the extra credit points.
Students will then vote again privately, after hearing the 9:50-9:55
At the beginning of the following class period I will inform my students results of the first vote. (No names will be given)
that they will each receive ten points of extra credit (for their hard-work
and being a part of my experiment). I will explain to them what was going
on behind the scenes last class period. Students will reflect on their own
experiences, and finally I will introduce the popular experiment using my
own notes and a short video.

Closure Time
Thank you all so much for working hard today, doing what you needed to do, and hopefully you all got a little bit more
clarity on how to move forward with your research and preparation. I will try my hardest to find the best way to give out 9:55-10:00
extra credit points, but we will cross that bridge when we come to it. For now, continue working diligently on your
assessment prep, getting in any late or missing assignments, and staying on top of independent reading. As always if you
have any questions or concerns send me an email and I will get back to you as quickly as I can. Have a great rest of your
day--Tomorrow we will be doing more independent work time!

Assessment Tools:
1. Interpersonal Communication (conferencing with students to prep for summative assessment)
2. Participation, voting slips (students vote on the division of extra credit points)

Pre-Planning:
Materials/Resources (list):
Missing assignments or late assignment sheets for those who want to work on them
Two sets of voting slips for each student
Any writing utensils
Makings for group tables

Instructional Strategies to be Used:

__Cooperative Learning _X_Simulations __Debate __Discussion __Inductive/Concept Formation _X_Questioning
__Direct Instruction/Lecture _X_Inquiry __Other (specify):

Multiple Intelligences:
X__Verbal/Linguistic __Musical/Rhythmic _X_Interpersonal
_X_Logical/Mathematical _X_Intrapersonal __Bodily/Kinesthetic
__Naturalist __Visual/Spatial

Reflections/Notes:
 “Revenge in your life”
Ms. Carlson
TOPIC FOR THE LESSON: What does Revenge look like in your life? Date: 08
September 2021
Grade Level/Course: 11th Grade English
Unit: Revenge

Lesson objectives (information, disposition, and skill objectives):

1. Students will understand that revenge plays a role in their own lives and lives most purely if critically examined.
2. Students will understand that winning varies with each person, and winning also means a person or character achieves an initial
goal they set their sights on.
3. Students will be able to analyze the reason that revenge is attractive to the human ego

Initiation/Opening Time
To begin our class I will ask student about what they know about the word revenge and where they have seen it 9:00am-
This can mean: giving definitions, referencing historical moments, relating to people, sharing popular stories, and possible reasoning 9:10am
for revenge.

Teacher’s Activities Students’ Activities Time

I will be writing student observations on the white board and asking key Students will share observations about revenge out loud 9:10am-
questions about revenge and what it looks like. in class 9:15am
I will share the YouTube video - Is Revenge More Bitter Than Sweet with
the class and ask them to write down what they agree with, what they Students will take notes on the YouTube video and write 9:15am-
disagree with, what stood out to them and what they can relate to. down what they agree with, what they disagree with, 9:25am
(while watching this video I will remind my students that this is one what stood out to them and what they can relate to.
perspective and that the statistics shown are meant to aid his argument, but Students will gather in small groups briefly to discuss
that does not mean this is the only perspective of revenge) ideas with one another and then

I will then ask students to again share with the class some of their notes
(particularly what they agree with and what they disagree with)
Once this is complete I will give a brief introduction to the unit and what
we will be examining, along with a list of the stories we will be looking at share them with the whole class 9:25am-
1. Nunc Dimittis by Roald Dahl 9:35am
2. Julius Caesar Captured by Pirates
3. The Ojibwe People
4. The Princess Bride
We will have other small pieces to look at but these will be our big lessons
and the lessons up for debate during our socratic seminar.
Finally, I will ask students to take out their writing notebooks and begin
jotting down notes, stories, and ideas about revenge in their own lives and
introduce the memoir assessment briefly
This can mean: coming up with ideas for the memoir assessment, writing
down their own ideas of revenge, their thoughts on the video, and other
perspectives and stories of revenge they have come into contact with.
Students will return to their seats and free-write in 9:35am-
writing notebooks for ten minutes about revenge 9:45am
This can mean: coming up with ideas for the memoir
assessment, writing down their own ideas of revenge,
their thoughts on the video, and other perspectives and
stories of revenge they have come into contact with.

Closure Time
I will explain the memoir assessment and ask students to begin thinking about what they would like to write about 9:45am-
9:50am

Assessment Tools:
1. Observation Notes
2. Writers Notebooks

Pre-Planning:
Materials/Resources (list):
White Board
White Board Markers
Computer/Projector or Smart Board
YouTube Video
28 Copies of the Syllabus
28 Copies of Memoir Assessment Explanation

Instructional Strategies to be Used:

_X_Cooperative Learning __Simulations __Debate __XDiscussion __Inductive/Concept Formation _X_Questioning
_X_Direct Instruction/Lecture _X_Inquiry __Other (specify):
Multiple Intelligences:
_X_Verbal/Linguistic __Musical/Rhythmic __Interpersonal
_X_Logical/Mathematical _X_Intrapersonal __Bodily/Kinesthetic
__Naturalist _X_Visual/Spatial

Reflections/Notes: