Monster Lesson Plan

Vivian Gomez

Monster Lesson Plan

Synopsis: Monster by Walter Dean Myers is about a 16-year-old boy named Steve Harmon who is on trial for his role in the murder of a storeowner. The novel is narrated from Steve’s point of view, alternating in form between a movie screenplay and a personal diary. The majority of the action takes place in the courtroom and jail, with minor flashbacks to Steve’s childhood and the day of the crime.  

Standards:

1.     CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

2.     CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

3.     CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).

Procedure:

            (Class should already be through about half the novel. They should take notes

            throughout the reading because they will be asked to decide whether Steve Harmon

            is innocent or guilty).

1.     Before class, prepare handout for “Inside the Jury Room” activity.

2.     Load YouTube clip http://www.youtube.com/watch?v=WgOBsRkqdaQ

3.     Open class by showing Youtube clip, which provides some background on jury duty in the United States.

4.     Ask students to consider how the video relates back to the novel. Write a few answers on the board.

a.     Ideas can be broad (there are jurors in Steve’s trial) or specific (in the novel, experts give their opinions in the court).

5.     Emphasize that the ordinary citizens that make up the jury are the ones who determine the outcome of a case.

6.     Tell students they are being summoned to jury duty as you pass out the handout explaining the activity (on next page).

7.     Go over the handout for a few minutes; ask students if they have any questions.

a.     Assure them they will have plenty of time to work on the project; it will take a few days to get through everything.

8.      Take an initial vote. Ask the class to raise their hands if they think Steve is guilty. Then ask them to raise their hands if they think he’s innocent.

9.     Have the kids talk to the people sitting around them. Discuss why you think he’s guilty or innocent for 10 minutes.

1. After discussing, have kids take out a sheet of paper and simply write “Steve is innocent” or “Steve is guilty”
11. Model writing an introduction paragraph for their formal debate statements (argumentative essay) by asking students to create sentences as you go along (type a sample paragraph together as a class).

a.     Introduce topic-say something about Steve and his case

b.     State both sides of argument generally (ex. Some believe this, others this)

c.      State your stance, which you just wrote (try to be more original than “I think Steve is guilty”).

d.     Introduction paragraph should include thesis, which states their stance and their main points or reasons for believing so. Pick 2-4 strong arguments from notes.

 With remaining class time, allow students to begin formulating their introduction. Whatever they don’t finish will be homework. Tomorrow they will share their introductions with a partner.

Assessment

1.     Encourage students to weed out their strongest arguments for paper. Collect paragraphs occasionally to see progress and make sure evidence well supported.

2.     Have students share their paragraphs with other students in class next day. Later, have students reevaluate their argument and revise after debate.

3.     Students write paragraphs one at a time (short time frame). However, writing goes on for a week or two, with multiple peer editing sessions, allowing them to reflect on their peers’ comments and revise. 

In a trial, the fate of the accused is in the hands of the jury. A jury is made up of a wide variety of citizens, each asked to consider the evidence presented and make the final judgment as to whether the suspect is guilty or not. This is a very difficult job and must be taken seriously, as a person’s future is literally in the jurors’ hands.

From today on, each of you represents a member of the jury preparing the verdict for Steve Harmon’s trial. In the next few days we will: take a stance, share ideas, formulate a statement to read in a mock debate taking place “inside the jury room,” reconsider our ideas, take a formal vote, and compare/reflect on whether our verdict matches up with that in the book.

As we read Monster by Walter Dean Myers, I asked you to take notes compiling evidence that Steve Harmon is guilty or innocent. These will come in handy as you formulate your stance and make an argument!

Instructions:

1. Choose a side. Is Steve Harmon innocent or guilty?
2. Back up your argument with support from the text. Provide concrete examples of reasons you believe him to be guilty/innocent. Be persuasive! Try to get your classmates to reconsider their arguments and side with you!
3. Prepare a formal statement for the debate. Include your argument (guilty/innocent) and 2-4 reasons (supported by textual evidence) you believe so. You can use anything from the text!
4. Debate! Each of you will go around the room and share your arguments.
5. After the debate, go back and look over your arguments. Can they be improved? Have you changed your stance? Add a paragraph explaining why an argument made by someone on the other side does not work.
6. Cast your final vote after pondering the debate and adjusting arguments
7.  Reflect on conclusion of the novel/debate. Does our class verdict match the one in the book? Were you surprised with either verdict? Was justice served?
8. Turn in formal statement/reflection.