Instructor: Jessica Jorgenson



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Naomi Koehler

naomi.koehler@my.ndsu.edu

ENGL 358 Writing in the Humanities and Social Sciences

Instructor: Jessica Jorgenson

Spring 2011, MWF 12:00-12:50

May 9, 2011

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Annotated Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Genre Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Quiz, Day 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Writing Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37


Introduction

I define professionalism as doing everything to the best of my ability instead of taking short cuts or quitting part way through due to a good enough attitude. Being professional is demonstrated by being on time both for class and when turning in assignments. Being professional in communication with instructors and classmates takes place both inside and outside of class and is not limited to written assignments but also includes verbal and electronic communication. I strive to be professional in all my interactions with instructors, professors, and classmates alike.

My portfolio demonstrates the professional attitude I have taken with the assignments throughout English 358. I have based the assignments on the creation of a unit plan centered on the book First They Killed My Father: A Daughter of Cambodia Remembers by Loung Ung. I approached the assignments from the viewpoint of a teacher who wants to get approval from my school to teach a new unit plan that requires the school to invest in copies of the book, First They Killed My Father. Included in my portfolio are: an annotated bibliography, book review, genre memo, proposal, unit plan, and lesson plans with two worksheets.

The strongest example of professionalism is my unit plan and accompanying lesson plans. I enjoyed getting the opportunity to work with this genre because as a future English teacher I will be creating and writing my own lesson plans. Also, if I want to introduce new text for a unit plan I will need to get approval from the administration as well as departmental approval. With the current economic issues facing schools professionalism is required to get budgeting approval for new text books. All of the assignments included in my portfolio are examples of the written work required to get budget and unit plan approval.

My goal at the beginning of this semester was to improve my writing and I believe that I have. I realize that in every type of written work I need to consider the audience, think about my purpose, make sure the tone is appropriate, strive for concise clarity, and organization. I also enjoyed having the option to move beyond the basic MLA or APA essay format to think about using visual appeals of contrast, repetition, alignment, and proximity (CRAP).

Another habit I have developed this semester involves proof reading, peer review, and revision. Although I was already aware of the writing process: pre-writing, research, drafting, and revision, I have come to realize that taking short cuts often results in errors and a less than professional final product. I have learned that the final result is well worth the time required to ensure a professional paper for any class or work situation.



Annotated Bibliography

Unit Plan on the Memoir First They Killed My Father by Loung Ung
By Naomi Koehler

April 8, 2011

Atwell, Nancie. In the Middle: New Understandings about Writing, Reading, and Learning. 2nd ed. Portsmouth: Heinmann, 1998. Print.

Summary


In the Middle by Nancie Atwell provides practical ideas that teachers can use to teach students about the writing process using “minilessons” (Atwell). An example of this is demonstrating the writing process by writing something in front of students and talking them through the process. This way they can see her plan, change her mind, work through problems, and make decisions. Atwell also provides suggestions to help students develop a true love of reading by having book reports where students share information on a book they enjoyed. Teachers should demonstrate this and have books available to loan the student either from your personal library or the school library. There are learning strategies in writing workshops, literary discussion groups, strategies for improving reading comprehension, and helping students learn the conventions of writing. Evaluation

This book is a valuable resource that provides specific suggestions to help English teachers be: organized, create effective writing assignments, and strategies for improving reading comprehension. Nancie Atwell is a respected teacher who has created minilessons to replace old school “skill-and-drill-based curriculum” with interactive ways of working with middle school aged students (Atwell). Atwell examines the ways that students learn and provides suggestions to help teachers use that knowledge to be effective teachers. I plan to include her idea of demonstrating the writing process.

Beach, Richard, Deborah Appleman, Susan Hynds, and Jeffrey Wilhelm. Teaching Literature to Adolescents. 2nd ed. New York: Routledge, 2011. Print.

Summary


Teaching Literature to Adolescents contains ideas on how to help students become engaged in literary studies through a variety of activities and guidelines for effective assessment of written work. It contains a list of popular young adult literature with ideas on how to include non-classroom literature in the learning process, with suggestions for integrating technology into unit plans using blogs, podcasts, films, and music. There are clearly defined assessment strategies for “evaluating classroom discussions” and written work in a final portfolio.

Evaluation

I will use Teaching Literature to Adolescents as a guide for creating interactive lessons, clear rubrics, and assessment. This book helps teachers of literature by providing specific ideas for conducting successful lit-circles. They state, teachers should assign students to groups to ensure they contain a “range of different talents or ability levels” (Beach 193). Roles should be assigned and each member should have a turn doing each role. One student summarizes, one takes notes, and one reports their group discussion to the rest of the class.

Daniels, Harvey, and Nancy Steineke. Mini-Lessons for Literature Circles. Portsmouth: Heinmann, 2004. Print.

Summary

Mini-Lessons for Literature Circles provides step by step instructions on teaching literature using journaling and discussion. Daniels and Steineke suggest starting out a new book by having the students make “predictions” and note their “reasons” and then share them with the class (Daniels 122). Students will continue to journal through the reading process by asking questions about: reasons for the characters actions, the authors thought process, and using their imagination to connect with the characters.

Evaluation



Mini-Lessons for Literature Circles is a valuable tool for teachers looking to get students actively involved with the text. Through journaling, discussion, and modeling by the teacher, students learn to think about literature at a deeper level. By predicting and connecting with the characters students become more involved with the text. I will incorporate many of their lesson plans to provide variety in the classroom by having students journal throughout the reading they will be better prepared to write an essay analyzing the text.

The Killing Fields. Dir. Roland Joffé. Perf. Sam Waterston, Haing S. Ngor, John Malkovich. Warner Bros. 1984, DVD.

Summary


The Killing Fields is a movie about the Khmer Rouge uprising and civil war of Cambodia. The main character is a journalist from the New York Times who is in Cambodia as a foreign correspondent covering the Vietnam War. While there he befriends his interpreter, Def Phran. Phran helps him get the story back to America. It is a movie about friendship, the atrocities of war, and the strength of the human spirit.

Evaluation

By having students watch this movie they will have a better understanding of the events that led up to the war in Cambodia. Students will also see a different perspective since it is told from an Americans point of view. Moral dilemmas are faced and the bonds of friendship are tested. Besides helping students to understand the book better I will also create a writing assignment where students put themselves in the journalists place and decide what they would do. There is no right or wrong answer but it really gets them thinking critically about themselves and the world around them.

Ung, Loung. First They Killed My Father: A Daughter of Cambodia Remembers. New York: Harper Collins, 2000. Print.

Summary

First They Killed My Father is a memoir that tells Loung Ung’s experience as a young girl in Cambodia during the rule of Pol Pot’s Khmer Rouge regime and spans the years 1975-1980. Ung recalls her struggle to survive and the hardships she and her family faced. Eventually the war ends and she immigrates to America. Although Ung faces many hardships this is ultimately a story of survival and the strength of the human spirit.

Evaluation

I plan to use this text as the center point of my unit plan because students will relate to her story. By reading and discussing this book students will gain a greater understanding of the world beyond their personal experience. I believe that this story lends itself to opening up a dialogue with my students about controversial subjects; discrimination of gender and race, war, inequality, and dealing with loss. Students can learn valuable life lessons from Ung’s memoir about strength, survival, and humanity.

Ung, Loung. Interview by Brian Lamb. “Booknotes”. C-Span. 3 Feb. 2000. C-SpanVideo.org. Web. 18 Mar. 2011.

Summary

This is an interview with Loung Ung the author of First They Killed My Father conducted by Brian Lamb. Ung answers questions about the reasons why she wrote the book, about her experiences, and why she entitled it what she did. Lamb reads specific lines from the book and asks Ung questions about her experience. Ung gives background information about her family, Cambodia, and the war. She talks about how she came to the decision that she needed to write this book to help herself and all the people of Cambodia.



Evaluation

I want my students to see the author of the book in order to help them connect with her so they understand that she is a real person. For students that are reluctant readers hearing the interview will jump start their interest in reading this book. I also think hearing an interview with the author will inspire young writers. Since she talks about the writing process she also reaffirms what I will be teaching them about writing, re-writing, and revising. Students that have a story to tell will be encouraged to write by hearing her talk about how writing this helped her come to terms with her past.

Ung, Loung. Loung Ung: Activist, Author, Lecturer. Loung Ung, 2011. Web. 8 Apr. 2011.

Summary


This website is Loung Ung’s personal site and contains Ung’s biography, information on where she will be speaking, photographs, her blog, information on Cambodia, links to her Facebook and Twitter accounts, contact information, and more. Ung states “This site is dedicated to the Khmer people for theirs are not only the voices of war, but testimonials of love, family, beauty, humor, strength, and courage. For all the above reasons and more, Cambodia will always be in my heart and soul” (Ung Homepage).

Evaluation

I think it is important for my students to understand that Ung is a real person who is an activist on behalf of the people of Cambodia. She is the author of two books, First They Killed My Father and Lucky Child, and she continues to speak out about genocide. Ung is also the “National Spokesperson” of “The Campaign for a Landmine-Free World” (Ung Bio). I think it is important for students to understand that individuals can make a difference and Ung’s life is a great example.

Ung, Loung. First They Killed My Father: A Daughter of Cambodia Remembers. New York: Harper Collins, 2000. Print. ISBN: 0-06-093138-8. $13.99
[I have used her last name, Ung, when referring to her as the author and her first name, Loung, when discussing her in the book.]

Loung Ung’s First They Killed My Father: a daughter of Cambodia remembers, is a work of non-fiction, a memoir of her experiences during the civil war in Cambodia during the rule of Pol Pot’s regime the Khmer Rouge. Ung is an activist, author, and lecturer. She has spoken at schools, fund-raisers, and before the United Nations on: women in war, child soldiers, and landmines. She is the National Spokesperson for the Campaign for a Landmine-Free World, a program of the Vietnam Veterans of America Foundation. Currently she lives in Washington, D.C. Ung has also published Lucky Child: a daughter of Cambodia reunited with the Sister she left behind, which tells of her life in America and her experiences when she revisited Cambodia.

The story begins when Loung is five years old, growing up in a middle-class family in the city of Phnom Penh, Cambodia. She describes the sights, sounds, and smells of the bustling city. Ung uses dialogue to explain cultural beliefs regarding gender roles, and spirituality. Her father or Pa as she calls him, Seng Im, is a military policeman. Loung learns that “someone once tried to kill him (her dad) by putting a bomb in our trashcan when I was one or two years old” (11). She asks Pa questions about the bombings and he explains “Cambodia is fighting a civil war, and …most Cambodians do not live in cities but in rural villages” and “bombs kill farming families, destroy their land, and drive them out of their homes” (11). Villagers flee to the cities for help but there is none, “they are angry and take it out on all officers in the government” (11).

When Pol Pot’s Khmer Rouge army takes over their city the family flees by foot, leaving behind most of their possessions. Since her Pa was in the military they must hide his identity and pass themselves off as poor farmers. As the Khmer Rouge regime gains control of the country they are placed in a string of farming work camps where they toil long hours in the fields with very little to eat. They live in constant fear that Pa’s true identity will be found out. Eventually two soldiers come to take her father away under false pretenses, telling the family that he will be back the next morning. When he doesn’t return Loung believes he is dead but her mother refuses to give up hope that he is alive and will return someday.

Rumors of executions and mass graves circulate the camps. Many men have disappeared. When entire families start to disappear, Loung’s mother decides that they will have a better chance of survival if they separate. She whispers to the children “If we stay together, we will die together, but if they cannot find us, they cannot kill us” (121). She instructs them to separate, “walk until you come to a work camp, tell them you are orphans, and change your name” (122). Loung stubbornly refuses to go so “Ma says sternly. ‘Your Pa is gone now, and I just cannot take care of you kids. I don’t want you here! You are too much work for me! I want you to leave!’” (122). Loung and her sister Chou disobey her mother’s instructions and stay together working in a girls-camp where they tend rice fields.

The other girls pick on them because they are light skinned. This is interesting and shows us how prejudices based on skin color exist in many cultures. Chou shows her fear but Loung fights back. Before they were forced to flee Loung was reprimanded by her mother for not being as lady like as Chou. Because of Loung’s feisty attitude she is considered worthy of being sent to a different camp where she is trained to be a child soldier to fight against the Youns or Vietnamese. This demonstrates how the value system of society changes based on different situations. Before the war, girls were expected to be submissive, quiet, and cooperative, now strength is valued. Loung harnesses her anger during training exercises, where she images the face of Pol Pot as she stabs the dummy repeatedly.

When the Youns bomb the camp where Loung is she runs towards the camp where her sister Chou and her brother Kim are. They reunite and join the mass of people trying to escape. After walking for three days they find a refugee camp where they stay. They do not have a tent and sleep together by a tree. Ma and the youngest sister did not survive. Since they are orphans they stay with a foster family where they work in exchange for their room and board. They have come a long way from when they were middle-class and had a maid. Eventually they find their oldest surviving brother Meng and walk for 18 days to Bat Deng and are reunited with their uncles. After saving enough they escape to Vietnam, then Thailand, and finally to America.

Loung Ung’s memoir is the riveting story of one little girls first-hand experiences of war, brutality, strength, and survival that spans from 1975-1980. Unlike a history lesson containing only dates, numbers, and facts, Ung’s story brings history to life. She talks about her inner thoughts, feelings, fears, and rage. As a teacher, I feel that this book can be a useful tool in discussion of: war, discrimination, gender roles, and cultural differences. First They Killed my Father is accessible to almost any reading level, written in a conversational tone which makes it easily relatable. Included are family photos, a family tree, and a map of Cambodia.



To: English 358
From: Naomi Koehler
Date: January 29, 2011
Re: Genres used in English Education
As future English teachers we need to be aware of the many different genres that we will be using to communicate with co-workers, administration, students, parents, and even ourselves. We will write: unit plans, lesson plans, syllabi, and letters to our students and their parents. Our students need to see us writing so we can model the behavior we are looking to teach them. We will be writing essays, journaling, graphic novels or storyboards, posters, a profile, and literary analysis.
As a teacher we will write:


  • Letters to students and their guardians

Before school starts we can greet the students we will be teaching and their families with a letter welcoming them to the new school year. This should have a positive message and is a good way to introduce yourself. Include contact information for yourself and express your enthusiasm for the time you will be spending with your students. This is not the time to include a syllabus, class rules, or any other information that may come across as negative.




  • Unit Plans

Unit plans are a way of collaborating with coworkers and administration as well as a way to organize your classroom activities. A unit plan is the overall or big picture of the upcoming semester and outlines all the lessons planned for the unit. Each unit should contain a variety of lessons, assessment, and resources to meet the needs of diverse learners.




  • Lesson Plans

Unit plans are broken down into the daily lesson plan. Proper planning helps us to be efficient teachers who are organized and utilize class time wisely. In the event that you are out sick, a substitute teacher should be able to come in, pick up your lesson plan and fill-in for you so include as many details as possible.




  • Syllabus

A syllabus acts as an outline of the semester and should communicate clearly to your students your goals, purpose, rules, and expectations. The details for assignments do not need to be included but the basics to be covered are: class and instructor information, materials and text books, course description, course objectives, course calendar/schedule, course policies, grading, and plagiarism rules.


Our students will be writing:


  • A profile

This is a fun way to introduce yourself to your other students and a way to get to know them, their writing style, and abilities. It is a good idea to include a digital photo to create visually interesting profiles that will also help you to learn your students’ names. Work with the students in the computer lab for the final polish of these papers to learn their existing knowledge of technology.




  • Essays

Writing essays is a skill that needs to be taught, and practiced. It is possible the most common genre of writing students will use in the future to apply for scholarships, and as college students. The basic 5 paragraph essay that includes: an introductory paragraph, the body of the text for the next 3 paragraphs supporting the thesis of the essay, and the conclusion paragraph.




  • Storyboards

Storyboards are similar to comic strips or graphic novels. They can be used to check students reading comprehension by having them summarize a story, or as a way to do some creative writing. Combine artistic ability, creative writing, and technology to turn storyboards into videos.


These are just a few of the genres we will be using as future educators.

Naomi Koehler’s Unit Plan Proposal
I would like to create a unit plan that centers on the book by Loung Ung, First They Killed My Father: A Daughter of Cambodia Remembers. As a future English teacher I need to familiarize myself with the process of writing unit plans and lesson plans in order to create interesting and stimulating classroom sessions that actively involve my students in the learning process. I feel that this book provides a platform for opening a dialogue with my students to difficult and controversial subjects such as, but not limited to: discrimination, abuse, survival, and war. The lessons taught by reading the first hand account or survival by a young person are relatable to students. Students will learn life skills like coping with loss, discrimination, and bullying. Students will also become aware of human rights issues, history, and geography by reading Ung’s personal story of a recent historical event. Although historical, the story is still relevant today. By reading Ung’s story of survival students can learn and relate their own experiences with others and gain a better understanding of themselves and the world around them. I believe that as a new teacher I need to know how to present my ideas to the administration of my school in order to employ a unit plan that I have created; by completing this assignment I will gain valuable knowledge on how to go about presenting my ideas and implementing them.

The text used for this unit plan is Loung Ung’s, First They Killed My Father: A Daughter of Cambodia Remembers. After handing out the books I would ask the students if any of them know where Cambodia is and have them look at the map in the book. I would also pull up a world map, globe, or website as an additional visual. I would introduce them to the author by having them view part of an interview with her from

C-Span’s Booknotes. Before the students start reading the book I would provide them with some background information on the events of the war in Cambodia using You Tube views. We will also watch the movie The Killing Fields midway through their reading of the book to give them another perspective on the effects of the Khmer Rouge regime in Cambodia.

The assignments for this unit plan can be adapted to different levels of English students. When students get put into different English classes by reading level they often end up being assigned different books. To cross and unite this divide, I would have all reading levels work with the same text but differentiate the writing assignments to fit the students’ level. For example when working with higher level students the instructor would have the students do more reading on their own and writing responses to prepare themselves for class discussion while instructors working with lower level students would do more in-class reading aloud pausing for class discussion. Writing assignments during this unit include summarizing, letter writing from the perspective of the author, and vocabulary. The final writing assignment based on ability level would involve either writing an essay based on answering prompts regarding the reading or completing an exam that tests for reading comprehension with a writing assignment on their opinion of the events in the story.

This unit plan uses the book First They Killed My Father by Loung Ung which is a wonderful tool for opening up a dialogue with students on a wide range of controversial subjects. By discussing human rights, loss, discrimination, and anger students can learn lessons that translate to real world applications. This unit plan is adaptive and suitable for a range of grade levels and reading skills and the assignments can be differentiated to suit the students reading levels. This adaptability offers flexibility for instructors to be able to teach the same text to students in different English level classes. As a future educator completing this project will make me better prepared to create and implement unit plans that I have created when I am in the work force.

Works Cited



The Killing Fields. Dir. Roland Joffé. Perf. Sam Waterston, Haing S. Ngor, John Malkovich. Warner Bros. 1984. DVD.

Ung, Loung. First They Killed My Father: A Daughter of Cambodia Remembers. New York, NY: HarperCollins Publishers. 2000. Print.

Ung, Loung. Interview by Brian Lamb. “Booknotes”. C-Span. 3 Feb. 2000. C-SpanVideo.org. Web. 18 Mar. 2011.

Naomi Koehler’s 9th Grade English Class

Unit Plan - 8 Days
Theme:

War and the Strength of the Human Spirit



Text:

First They Killed My Father: A Daughter of Cambodia Remembers by Loung Ung
Rationale: This unit provides a variety of reading, writing, group work, discussion, and working with technology. Students will be reading First They Killed My Father by Loung Ung, watching the DVD The Killing Fields, watching several videos on Cambodia. We will have writing assignments that summarize analysis, compare & contrast, predict, and offer opinion.
Objectives:

  • After completing this Unit students will be able to locate Cambodia on a map

  • By completing the Activities in this Unit students will demonstrate their ability to write about the text through: summary, analysis, and synthesis of the story line to the real world today

  • Students will be able to list reasons that led up to the War in Cambodia

  • While completing this Unit students will discuss discrimination and develop empathy for others

Schedule:

Day 1:


Introduction to the Text, Author, and Journaling Assignment

Homework: reading and journal assignment

Day 2:

Class discussion of the students’ predictions versus what they have read so far.



In class vocabulary assignment

YouTube Video

Review writing a summary

Homework: reading and journal assignment

Day 3:

Class discussion – discuss the recurring theme of food (or lack of it)



Quiz followed by class discussion

Handout Vocabulary list that was compiled from what they turned in yesterday plus a few I added.

Day 4:

You Tube Video



Return journals with comments

Vocabulary quiz

Explain journal assignment

Homework: reading and journal assignment

Group work – discuss how Loung’s life has turned upside down with regards to: family, social life, physical appearance, daily routine, and survival

Day 5:


Discuss journal question that was assigned as homework - Foods

Think – Pair – Share: What other everyday conveniences do they have to improvise?

Everyone should finish the book before our next class

Free-write

Reminder: Computer Lab tomorrow

Homework: reading and journal assignment

Day 6:

Computer lab – research and citation practice



Free-write on research with citation & email to me

Journaling assignment – You will be turning in your journal tomorrow

Reminder: Computer lab again tomorrow

Day 7:


Collect journals

Computer lab – Research and Citation practice

Reflection writing assignment

Work on Reflective writing & email to me

Tomorrow we will be in our regular classroom and watching The Killing Fields

Day 8:


Watching DVD The Killing Fields

Free-write

Reminder: bring your reflective writing with tomorrow for peer review

Lesson Plan – 9th Grade English – First They Killed My Father, Loung Ung
Day 1

Standards:

Students Engage in the Writing Process

Drafting:

9.3.6. Elaborate ideas through word choice using grade-level vocabulary.


Students Engage in the Reading Process

Benchmark Expectations:

9.2.6. Demonstrates oral reading proficiency.

9.2.7. Access prior knowledge to interpret meaning.



Learning Objective:

Students will state a prediction based on the introduction to the text by drawing from the pictures, title, and cover of the book.

Students will be able to point out Cambodia on a map.

Materials: Textbook, Journal, Interview Video

Assessment: Students ability to write a prediction and class discussion.

Homework: Read through page 49, “Waiting Station, July 1975”

Journal about what was right and what was wrong in your prediction





Activity

Notes

10 Minute Introduction to the Text

Pass out the text

Point out pictures of the family in center of the book and the family tree.

Ask if anyone knows where Cambodia is – point out the map in the front.

Explain that some of this is going to be difficult because of the subject matter but I have tissues!





10 Minute Free-Write Assignment

Have students write in their journal a prediction of what will happen in the story based on the information they have so far.








15 Minutes - Video

Watch video of interview with the Author – 15 minutes







Journal Assignment

Explain how we are going to continue to add to the journal they just did their free-write in.






In-class Reading Aloud





Homework

Assign Reading and Journaling Assignment – Read through page 49, “Waiting Station, July 1975”

Journal about what was right and what was wrong in your prediction.






Questions





Day 2

Standards:

Students Engage in the Reading Process

Vocabulary:

9.2.14. Use decoding/encoding, connotation, and denotation.

9.2.15. Build vocabulary by reading a variety of grade-level texts and applying new vocabulary.
Students Engage in the Writing Process

Drafting:

9.3.6. Elaborate ideas through word choice and description using grade-level vocabulary.

9.3.8. Use supporting details.


Learning Objective:

Students will discuss their opinion of the reading so far.

Students will analyze the predications they made.
Materials: Textbook, Journal, Interview Video

Assessment: Vocabulary work from the text and class discussion.

Homework: Read through page 78, “Labor Camps, January 1976” Journal: Summarize Ung’s story so far and make a prediction of what you think might happen. Use at least 2 of the vocabulary words you turned in when you write this assignment. Use as many details as you can remember but don’t cite from the text directly. Quiz tomorrow on the reading so far.


Activity

Notes

15 Minute Discussion of Reading Assignment Find out if they were surprised by what they read so far.





15 Minutes - Introduce Vocabulary Assignment

Have students write out vocabulary from the text. 3 Words – Sentence it appeared in with Page # - look up the definition (online or in dictionary)


I will be collecting these to create a vocabulary list for the unit.





10 Minutes - Video

Watch YouTube video on Cambodia



Homework

Assign Reading and Journaling

Read through page 78, “Labor Camps, January 1976” Journal summary of Ung’s story so far and make a prediction of what you think might happen.





Journal Assignment

Summarize Ung’s story so far and make a prediction of what you think might happen. Use at least 2 of the vocabulary words you turned in when you write this assignment. Use as many details as you can remember but don’t cite from the text directly.






In Class description Summary

Verify students understand how to write a summary






Quiz Tomorrow





Questions





Day 3

Standards:

Students Engage in the Reading Process

Reading to Interpret the Meaning of Texts:

9.2.5. Locate redundancies in written texts to clarify meaning.

9.2.6. Demonstrate oral reading proficiency.

9.2.7. Assess prior knowledge to interpret meaning.

Vocabulary:

9.2.14. Use decoding/encoding, connotation, and denotation.

9.2.15. Build vocabulary by reading a variety of grade-level texts and applying new vocabulary.
Students Engage in the Writing Process

Drafting:

9.3.6. Elaborate ideas through word choice and description using grade-level vocabulary.

9.3.8. Use supporting details.



Learning Objective: Students will use context to define vocabulary words.

Students will discuss their reaction to Ung’s story so far.

Students will identify repetition in the text and determine its meaning.

Materials: Textbook, Journal, Vocabulary List, Quiz

Assessment: Quiz & Journals

Homework: Review vocabulary so you are prepared for the Quiz tomorrow.


Activity

Notes

15-20 Minute Discussion of Reading

How are they feeling about Ung’s story?

Have they noticed that Ung repeatedly talks about food? Why?





Quiz

Phnom Penh, The Ung family, Takeover, & Evacuation






In-Class Discussion of Quiz

Also point out how I quoted from the book in the questions and cited the source.







Turn in Journals for Assessment

No reading or journal assignment for tonight!






10 Minute Handout Vocabulary List Go over the pronunciation and definitions - discuss how we can sometimes guess the definition of a word based on context, etc.





Homework

Vocabulary for Quiz tomorrow






Questions





Day 4

Standards:

Students Engage in the Reading Process

Reading to Interpret the Meaning of Texts:

9.2.5. Locate redundancies in written texts to clarify meaning.

9.2.15. Build vocabulary by reading a variety of grade-level texts and applying new vocabulary.
Students Engage in the Writing Process

Drafting:

9.3.6. Elaborate ideas through word choice and description using grade-level vocabulary.

9.3.8. Use supporting details.


Learning Objective:

Students will discuss their reaction to Ung’s story so far.

Students will identify repetition in the text and determine its meaning.

Materials: Textbook, Journal, Vocabulary Quiz

Assessment: Vocabulary Quiz & Group Discussion Questions

Homework: Read up to page 158 and Journal assignment


Activity

Notes

You Tube Video





Journals

Return journals to students and see if anyone has any questions about the comments that I added






Vocabulary Quiz – 15 minutes





Homework

Journal Assignment

Based on the information in the chapter “Anlungthmor” give 4 examples from the text regarding how Loung and her family’s diet has changed since living in Phnom Penh.






Homework

Reading Assignment

Read up to page 158 “The Walls Crumble” – feel free to read ahead!






Group Work

Group discussion of how Loung’s life has been turned upside down. Discuss, someone is the writer, and someone will report to the class.

5 topics – family, social life, physical appearance, daily routine, survival





Questions






Day 5

Standards:

Students Engage in the Reading Process

Reading to Interpret the Meaning of Texts:

9.2.5. Locate redundancies in written texts to clarify meaning.

9.2.15. Build vocabulary by reading a variety of grade-level texts and applying new vocabulary.
Students Engage in the Writing Process

Informative writing:

9.3.1. Write an essay response during free-write.

Drafting:

9.3.6. Elaborate ideas through word choice and description using grade-level vocabulary.

9.3.8. Use supporting details.



Learning Objective:

Students will discuss the changes Loung and her family have had to deal with.

Students will demonstrate understanding of the reading by writing about Loung’s reaction to experiences at the camp.

Students will provide their opinion regarding Loung’s reactions and changes.



Materials: Textbook & Journal

Assessment: Class discussion & participation, free-write

Homework: Finish reading the book & journal assignment


Activity

Notes

Discuss Journal Question 15 minutes

Anlungthmor – When Loung’s family starts running out of food, what “new” foods must they resort to eating? Do they have a choice? Are the foods they eat safe to eat? Why or why not?


They survive by eating: leaves, bird blood, bugs, frogs, potatoes, bamboo shoots, roots, and dead fish & rabbits.






Think – Pair – Share

15-20 minutes

What other things, everyday conveniences, do they have to do without or improvise?


They use hay for a toothbrush, leaves for toilet paper, the toilet is an outhouse instead of indoor plumbing, use a bucket to shower, sleep on a bed that they make out of bamboo, and tell time by using the sun.





Homework

Journal Assignment

After Loung’s mother has told her, Kim, and Chou that they must leave camp because they are too much work for her, Loung believes that her mother is weak, just like the Angkar says. Why does she think this? Do you agree? Why or why not?







Homework

Reading Assignment

Finish Reading the Book!







Remind everyone that we are meeting in the computer lab tomorrow




Free-write to turn in at the end of class

What significant events has Loung had to deal with in regards to the other members in the camp, and her own family? How have these events changed her as a person? Which event do you believe made the biggest impact on Loung? Why?






Questions





Day 6

Standards:

Students Engage in the Research Process

Benchmark Expectations:
9.1.5. Organize information from a variety of sources.

9.1.6. Summarize information.

9.1.7. Avoid plagiarism.
Students Engage in the Reading Process

Purposes for Reading:

9.2.8. Read for a variety of purposes and intents.
Students Engage in the Writing Process

Drafting:

9.3.6. Elaborate ideas through word choice and description using grade-level vocabulary.

9.3.8. Use supporting details.

9.3.11. Arrange paragraphs in a logical progression.

9.3.12. Use technology.



Learning Objective:

Students will do additional research on: Loung Ung, Cambodia, Pol Pot, the Khmer Rouge, and the War in Cambodia.

Students will cite online sources.

Students will compare Loung Ung’s description of Cambodia with online sources.



Materials: Computer lab

Assessment: Free-write

Homework: Journal assignment


Activity

Notes

Computer Lab - Research

Have students go to: OWL at Purdue or Hackers Handbook, Loung Ung’s homepage, and Word


Feel free to check out other websites regarding Cambodia
We will be doing a free-write on the computer at the end of class regarding the information you looked up
Reminder

Note in Word the web address of the other sites that you visit


Make a works cited page using MLA citation We ALL need the practice





Email me your online free-write today – I will add comments and return them to you via email tomorrow in class




Homework

Journal Assignment

Write about how Loung’s experience was both negative and positive.


Remember to cite from the text.




Homework

Reading Assignment

No reading homework tonight






Remind everyone that we are meeting in the computer lab tomorrow again




Free-write to turn in at the end of class --- Last 10 minutes of class

What did you learn about Cambodia, Loung Ung, Pol Pot, etc?







Questions





Day 7

Standards:

Students Engage in the Research Process

Benchmark Expectations:
9.1.5. Organize information from a variety of sources.

9.1.7. Avoid plagiarism.


Students Engage in the Writing Process

Drafting:

9.3.6. Elaborate ideas through word choice and description using grade-level vocabulary.

9.3.8. Use supporting details.

9.3.11. Arrange paragraphs in a logical progression.

9.3.12. Use technology.



Learning Objective:

Students will cite online sources.

Students will write reflectively about the main character from the book.

Materials: Computer lab & box to collect journals

Assessment: Journals

Homework: Reflection Writing Assignment

Activity

Notes

Turn in your journals

I hope to have your journals returned to you by next week.






Computer Lab

Before you check your email I want to talk to you about citing sources so please go to either the Owl at Purdue or Hackers Handbook and we will do a few together.







Check your email




Introduce Reflection Writing Assignment -- 10-15 minutes

I want you all to be aware before we get started on this assignment that we will be sharing your responses in class.


From what you have learned about Loung, what event do you believe has had the greatest impact on her? Why? What positive lessons could she learn from this event? How could this event affect her future?
You will need to cite from the text and include a works cited page. Except, you do NOT need to put that on a whole new page, just put it at the end of your paper.
Length: 2-3 pages
Due date: 2 days from now we will have a peer review here in the computer lab – you will get another 2 days to finish up your paper after the peer review
Any questions?





Lab

You have the rest of class to get started on the writing assignment.


If you have any questions please raise your hand and I will be there to help you as soon as I can.
We will be printing out your papers at the end of class so that you can take it with you to continue working on it. Be sure to save it in your folder for this class too.
Does anyone have any questions?




Homework

Reflection writing assignment



Tomorrow we are meeting in our regular classroom and we will be watching the movie The Killing Fields

Have any of you already seen that movie?






Questions





Day 8

Standards:

Students Engage in the Writing Process

Benchmark Expectation:

9.3.1. Write expository texts

9.3.2. Write descriptive and narrative compositions

Persuasive Writing:

9.3.3. Develop a composition detailing an opinion

Drafting:

9.3.6. Elaborate ideas through word choice and description using grade-level vocabulary.

9.3.8. Use supporting details.

9.3.11. Arrange paragraphs in a logical progression.

Learning Objective:

Students will compare and contrast between the book, First They Killed My Father and the DVD we are watching, The Killing Fields.



Materials: DVD The Killing Fields

Assessment: Free-write

Homework: Free-write if we run out of time


Activity

Notes

Peer Review – 15 minutes

Any questions?

Tomorrow we will be in the computer lab to finish your paper. If you need additional time I can write you a pass for your study hall.











Watch DVD

The Killing Fields




Discussion

What did you think of the movie?








Questions




Free-write or Homework

I want to hear your ideas so I want you to write about what you would have done differently if you were the journalist in Cambodia. OR What you would have done differently if you were a member of the Ung family.








Reminder: Computer lab tomorrow




Class Period: __________ Date: ______________ Name: ________________________


First They Killed My Father by Loung Ung

Phnom Penh, the Ung Family, Takeover, Evacuation
Answer the following questions in the space provided. You do not need to provide proof by quoting from the text.


  1. Loung talks about her mother being 5’6” and says that she is “considered an Amazon among Cambodian women” (Ung 3). What does she mean by this? Would she also say this if she were talking about American women? Why or why not?

  2. What is the dragon story that her father tells? Do you believe him? Why or why not?

  3. What does Loung’s father mean when he calls the soldiers “destroyers of things”? (Ung 18). Do you agree? Why or why not?

  4. When Loung needs to go to the bathroom her mother gives her money to use as toilet paper and says, “it is of no use to us anymore” (Ung 25). What does she mean?

Prompts for First They Killed My Father
1. Memoirs are both “fiction” and “non-fiction” texts simultaneously. Explain how a memoir functions as both fiction and non-fiction. Explain using specific examples from the text. How does this affect your response to the text?
2. There is a continuous theme of “hunger” running throughout First They Killed My Father. However, hunger does not always mean the same thing. There are many different kinds of hunger. Discuss the theme of hunger in the memoir, using specific examples. Be sure to illustrate how it is important to the overall message of the text.
3. The author of First They Killed My Father relates an experience that occurred during her childhood. However, she is an adult relating these experiences. In what way is the voice of the narrator a child’s voice? In what way is the voice of the narrator an adult’s voice? How can you tell the difference? How are the impacts of the two voices different? How does the author successfully intertwine both voices? Be sure to give specific examples.
4. The author of First They Killed My Father is clearly a survivor of the Khmer Rouge takeover in Cambodia. However, being a “survivor” is not as simple as just staying alive. Oftentimes, survivors are forced to make painful choices, live with guilt and painful memories, and die to parts of themselves in order to survive at all. Contemplate Loung’s surviving the Khmer Rouge takeover of Cambodia by examining the various choices she had to make and still has to live with today.



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