Kaitlyn Tainter and Brittany Marciano
RED 746
Final Independent Project
Monster By Walter Dean Meyers & Twitter
April 28, 2010
Unit Plan Overview: Monster by Walter Dean Meyers
Objective: Students in 10th grade, will be able to relate, engage, and actively interact with the
novel by using the new web 2.0 tool, Twitter, while delving into a richly diverse text set.
Unit Essential Questions:

How does reading and interacting with a variety of genres influence you as a reader
and writer?

In what ways can the way someone perceives an individual dictate one’s life? Does
what people think about you really matter? Why or why not?

Monster is written in a screenplay format with Steve's journal entries and images
incorporated throughout. Is this an effective format? What conventions of this genre do
you feel added to or detracted from the overall effect of the story? How does Steve use
camera angles and camera movements to express his feelings?
Length: Five, 80-minute Sessions
Day 1: Introduce Unit:
Book review Clip
Contract and Overview of Unit handouts
Twitter introduction
Monster introduction and reading section 1
Day 2: Point of View
Review
Storyboard Reference Sheet/Storyboard handout
Death row Kids-USA documentary with Twitter
Free Write
Discussion
Day 3: Race, Justice, and Truth
Status Check
12 Angry Men film Clip
12 Angry Men play and Twitter
Discussion
Ticket Out the Door
Day 4: Prejudice and Persuasion
Journal entry
12 Angry Men play and Twitter
Discussion
Day 5: Jury’s Out
Final Project Assignment
Writer’s Workshop
Lesson Plan #___1___
Objectives


SWBAT utilize various comprehension strategies in order to make meaning of the text
by actively participating in a discussion around the text on Twitter. SWBAT independently interact with classmates on Twitter by explicit instruction and
use of the Gradual Release of Responsibility Model. Rationale
Students should be able to interact with familiar tools, such as Twitter, in order to further
their comprehension of academic texts and assignments.
Materials





Computer cart with laptops containing Internet access for all students
Projector connected to teacher’s computer
Contract handout for all students
Overview of Unit handout for all students
Monster by Walter Dean Myers novel for all students
Procedure
1. Introduce this unit by first viewing the student-made book review of Monster using
YouTube
http://www.youtube.com/watch?v=JrevteLWn8&feature=PlayList&p=F8AFD9EA106
F2916&playnext_from=PL&playnext=1&index=1
a. This will serve as a preview to Monster and peek their interests.
2. Distribute and explain in detail the Contract and Overview of Unit handouts.
a. The Contract is to ensure that both the students and guardians are aware of the
expectations that have been created by the teacher.
b. The Overview of Unit contains a clear outline for the teacher of what he/she has
determined to be accomplished during this unit.
c. Together these handouts explain to students, guardians, and teachers the roles
they will be expected to play and what is to be accomplished throughout this
unit.
3. All students will be instructed to take a laptop from the computer cart. They will then
log on to it, and open the Internet browser. From here they will type www.twitter.com
into the search engine. They will proceed to create user names, if they are not already
existing members.
4. Once this is completed, the teacher will take the students on a digital tour by
MODELING how to use Twitter’s features:
Feature
Uses
Home
Brings you to your main Twitter page. Includes tweets that you
and other users have posted
Profile
Enables you to view your own profile that contains tweets you’ve
posted
Find People
Search for people to “follow”
Settings
Change background themes/colors, activate mobile device
Help
Find answers to common questions
Sign out
Switch users log yourself out
Following
People you “follow”
Followers
People who are “following” you
Listed
Groups that you “follow”
What’s
Where you post a tweet of a maximum of 140 characters
Happening?
Update/Tweet Posts your tweet
Image or Blue Brings you to that user’s profile page
User Name
Reply
Let’s you comment on another user’s tweet
5. Next, distribute Monster to all students.
a. The teacher will introduce this text by saying, “sixteen-year-old Steve Harmon
can scarcely believe what has happened to him. Somehow he has ended up
incarcerated in the Manhattan Juvenile Detention Center for his alleged role in
the robbery of a neighborhood drugstore in which the owner of the store was
killed. Now he’s been charged with felony murder! The author, Walter Dean
Myers, weaves a tale that causes us to question what we know and believe
about race, justice, and truth in American society today. Race, justice, and truth
will be a running theme throughout this unit.”
6. As a whole class, the students will engage in the shared reading of pages 1-46. The
Twitter page will remain on the projector to be visible to all students.
a. While reading the students will be encouraged through GUIDED PRACTICE to
begin tweeting about the novel as it is being read.
i. Students should be focused on tweeting about the novel. Tweets could
include, but are not limited to noticings, questions, predictions, likes,
dislikes, inferences and connections in regard to the current reading
thus far.
ii. An initial discussion should be based around students’ tweets. The
teacher can pose the question; Steve writes in the opening credits that
the story is “told as it actually happened.” Is that true? How does the fact
that the story is told from Steve’s point of view influence what the reader
knows about the events surrounding the robbery?
7. As a “Ticket Out the Door” students will write a reflection based on their reactions to
both Twitter and Monster.
a. Students could include how they feel about using Twitter in school. Do they feel
it will be effective or ineffective and explain reasoning? Do they have any
concerns about using it in a technical sense, completing the 10 tweets, making
public tweets? Explain.
b. Students could include initial reactions to the novel. It’s not traditional in it’s
format do they foresee this as a concern? They can also include any questions,
comments, or concerns they may have or any text to self, text, and world they
could make so far.
8. The homework due for next class:
a. Through INDEPENDENT PRACTICE, complete at least one tweet based on the
reading of pages 47-113 from the novel
b. Return the signed Contract and Overview of Unit handouts
Standards
NYS ELA Standard 1:
-
Students gather and interpret information from children's reference books, magazines,
textbooks, electronic bulletin boards, audio and media presentations, oral interviews,
and from such forms as charts, graphs, maps and diagrams.
Students ask specific questions to clarify and extend meaning.
Students make appropriate and effective use of strategies to construct meaning from
print, such as prior knowledge about a subject, structural and context clues, and an
understanding of letter-sound relationships to decode difficult words.
Students support inferences about information and ideas with reference to text
features, such as vocabulary and organizational patterns.
NYS ELA Standard 2:
-
Students read a variety of literature of different genres: picture books; poems; articles
and stories from children's magazines, fables, myths and legends; songs, plays and
media productions; and works of fiction and nonfiction intended for young readers.
Students understand the literary elements of setting, character, plot, theme, and point
of view and compare those features of other works and to their own lives.
Students use inference and deduction to understand the text.
Contract for:
Monster by Walter Dean Meyers
“Sometimes I feel like I have walked into the middle of a movie. Maybe I can make my
own movie. The film will be the story of my life. No, not my life, but of this experience.
I'll call it what the lady who is the prosecutor called me. MONSTER."
This unit includes a text set that is composed of a variety of genres. We will be
exploring genres such as film, theater, and digital media.
Throughout this unit it will be expected that you will interact and engage with each
medium presented. This will be a new and exciting experience that will provide you the
freedom to be creative and innovative. A large portion of this unit will incorporate a
new web 2.0 tool that many of you may already be familiar with; Twitter! As we move
through this unit, we will be interacting and communicating with each other by posting
to our Twitter page. This space will be used as a forum to post our thoughts, questions,
suggestions, or concerns surrounding the texts.
You will be required to:
1. Tweet 10 times over the course of the two-week unit. You will be provided time
each class period to tweet once in class. That means there is opportunity for you
to complete 5 of your Twitter posts in class. It will be your responsibility to
complete the remaining 5 posts. Plan accordingly!
2. Each student will be aware that although this is our own social networking site
outside of the classroom you are still expected to remain respectful and
thoughtful when posting. There will be no tolerance for ignorance!
3. At the end of the unit you will be required to submit a one-page reflection on
your experiences with Twitter and how you felt about using this social
networking site for class.
During this unit it will also be important that students are actively participating in
group discussions and activities. A final project will be completes at the conclusion of
the unit.
Please bring this home and share it with your parents. There is space provided
below for both you and them to sign it. This way everyone knows what their role
is and what is expect of them throughout the course of the unit.
If you have any questions feel free to meet with me or contact me! Thank you!
Parent/Guardian: _______________________________
Date___________
Student: _______________________________________
Date___________
Lesson Plan #__2____
Objectives


SWBAT demonstrate their knowledge of point of view and the role it plays in a text by
referencing their Storyboard reference sheet and constructing their own Storyboard. SWBAT effectively discuss a text with their class by actively participating in a group
discussion around the novel and supplemental texts. Rationale
By using a variety of texts students will gain a deeper understanding of genre and expand
their knowledge of point of view and its role in a piece of literature.
Materials





Computer cart with laptops containing Internet access for all students
Projector connected to teacher’s computer
Storyboard Reference Sheet and Storyboard Handout for all students
Death Row Kinds-USA documentary
http://www.youtube.com/watch?v=4H9CAdwGMiU&feature=related
Monster by Walter Dean Myers novel for all students
Procedure
1. Class will commence with a discussion revolving around the students’ first scholastic
interactions with Twitter outside of the classroom. This will be an open forum to share
opinions and experiences.
a. Dialogues could include-likes, dislikes, confusions, how interactive was it, or
how effective was it etc.
2. Based on the class’ tweets from the homework, discussions will revolve around
common themes found among the Twitter.
a. This gives students the opportunities to expand on theirs and other’s tweets,
ask questions, add new insights, and generally review events that occurred and
clarify any discernable confusion.
3. Teacher will then distribute the handout containing both the Storyboard Reference
Sheet and Storyboard. This handout is meant to aid students in understanding the
different views and shots Steve is referring to as he tells his story. Also, it can visually
portray the idea that the angle or shot at which something is represented can impact
how others view it.
a. First the Storyboard Reference Sheet will be described in order to give visual
representation of the different eye views and camera shots Myers uses in his
text to document Steve’s experience. This sheet includes visual representation
of 3 different eye views and 3 different camera shots. This should provide
students with a bit more clarity as to the ways Steve is viewing different scenes
throughout the novel.
b. The opposite side of this handout contains the Storyboard. Now that the
students have been exposed to what different eye views and camera shots look
like and how it affects an image, they will be instructed to each create their own
4-scene story.
i. They will sketch 4 pictures in the specific eye views and camera shots
they wish to represent in the story. Each scene will be sketched in that
chosen eye view and camera shot, accompanied by a brief description of
the sketch and a short dialogue occurring in the sketch, if relevant.
c. Students can share their Storyboards if desired.
4. Next, the teacher will tell the students that they will be viewing a documentary entitled
Death Row Kids-USA. It uncovers the story of two 17-year-old males spending their
lives behind because they have been sentenced to death for murder. During this
twenty-six minute video students should be:
a. Engaging with Twitter to tweet any reactions, noticing, likes, dislikes, confusion,
and connections to self, text, and world. (Still include guided practice to those
who will benefit from it.)
b. Immediately following the conclusion of the documentary the students will
complete a free write discussing questions such as; what they would you do if
they suddenly found themselves in a situation like these young men? What
would they be thinking and feeling? How would they cope? Who could you
trust?
c. Based on what the students tweet about a discussion can circulate around their
main themes.
d. This documentary serves as a visual real life example showing striking
similarities to the life Steve could be living if he is convicted of murder in
Monster. The video brings to life some of the feelings Steve is having in jail
awaiting his fate. It fits well with the novel because the two people we meet are
17-years-old and male, compared to 16-year-old Steve. It also portrays the
harsh realities of what Steve is currently going through and what could be his
future.
5. The homework to be due for next class:
a. Complete and hand in Storyboard if you haven’t already done so.
b. Through INDEPENDENT PRACTICE, complete at least one tweet based on the
reading of pages 115-158 from the novel
Standards
NYS ELA Standard 2:
-
Students understand the literary elements of setting, character, plot, theme, and point
of view and compare those features of other works and to their own lives.
NYS ELA Standard 3:
-
Students read and form opinions about a variety of literary and informational texts and
presentations, as well as persuasive texts such as advertisements, commercials, and
letters to the editor.
Students recognize that the criteria that one uses to analyze and evaluate anything
depends on one's point of view and purpose for the analysis.
Students evaluate their own strategies for reading and listening critically (such as
recognizing bias or false claims, and understanding the difference between fact and
opinion) and adjust those strategies to understand the experience more fully.
NYS ELA Standard 4:
-
Students listen attentively and recognize when it is appropriate for them to speak.
-
Students take turns speaking and respond to others' ideas in conversations on familiar
topics.
Students recognize the kind of interaction appropriate for different circumstances,
such as story hour, group discussions, and one-on-one conversations.
Lesson Plan #__3____
Objectives

SWBAT distinguish the features of a play by participating in a class reading of 12 Angry
Men and reflecting on their experience with the genre in an end of class free write. 
SWBAT make meaning of the novel, Monster, and the play, 12 Angry Men, by
determining similarities and differences between the two texts through group
discussion and Twitter reflection.
Rationale
By discussing digitally and verbally similarities and differences between texts and genres
students will further their comprehension of genre construction and make meaning of the
text.
Materials





Computer cart with laptops containing Internet access for all students
Projector connected to teacher’s computer
YouTube clip from 12 Angry Men
http://www.youtube.com/watch?v=gTDhgR3p12w&feature=related
12 Angry Men play for all students
Monster by Walter Dean Myers novel for all students
Procedure
1. The students are now halfway through both the novel and the unit. At this time the
teacher conduct a Status Check on the students by having them do a quick write
answering the questions; How’s Twitter going so far? Is it useful? What do you like?
What do you dislike? Are you finding you will have enough time outside of class to
complete those five other tweets? Do you have any other questions, concerns, or
comments?
2. Next, the teacher will tell the students that there is also a movie from 1957 that is
based on the play 12 Angry Men, which goes by the same title. An infamous scene that
represents the main theme of looking beyond prejudices to find truth will be shown.
The teacher will preface the clip by saying that the film was released in 1957 and tell
the story of one lone juror who olds out against the other eleven members of the jury;
he is not convinced that the defendant, a young Hispanic man, is guilty of murder.
Watch the three minute and twenty-two second clip from 12 Angry Men.
a. While they are viewing, the students should be tweeting responses to what they
are seeing, reactions, noticing, likes, dislikes, confusion, and connections to self,
text, and world. (Still include guided practice to those who will benefit from it.)
b. A discussion of the themes found based on the students’ tweets should be
discussed.
c. The teacher could have the students compare what they saw in this clip to when
Steve’s defense attorney, O’Brien, tells him, “half of those jurors, no matter what
they said when we questioned them when we picked the jury, believed you
were guilty the moment they laid eyes on you. You’re young, you’re Black, and
you’re on trial. What else do they need to know?” (79) What does this statement
imply about the American justice system? Does it treat everyone fairly? Do you
agree with O’Brien’s assessment?
3. Teacher will then inform the students that in conjunction with reading Monster, they
will be spending the next two days in class acting out the scenes from the play 12
Angry Men and Monster will be completed outside of class for homework, but should
bring both texts to class. Each student should be given a book, assign roles for
character, and begin theatrical reading of the play.
4. As a “Ticket Out the Door,” students will write a reflection based on the novel and play
thus far. They should speak to the similarities, differences and themes they have
noticed in regard to such aspects as content, themes, style, and time period. They can
also include any questions, comments, or concerns they have.
5. The homework to be due for next class:
a. Through INDEPENDENT PRACTICE, complete at least one tweet based on the
reading of pages 158-200 from the novel
Standards
NYS ELA Standard 1:
-
Students gather and interpret information from children's reference books, magazines,
textbooks, electronic bulletin boards, audio and media presentations, oral interviews,
and from such forms as charts, graphs, maps and diagrams.
Students select information appropriate to the purpose of their investigation and
relate ideas from one text to another.
Students ask specific questions to clarify and extend meaning.
Students make appropriate and effective use of strategies to construct meaning from
print, such as prior knowledge about a subject, structural and context clues, and an
understanding of letter-sound relationships to decode difficult words.
Students support inferences about information and ideas with reference to text
features, such as vocabulary and organizational patterns.
NYS ELA Standard 2:
-
Students read a variety of literature of different genres: picture books; poems; articles
and stories from children's magazines, fables, myths and legends; songs, plays and
media productions; and works of fiction and nonfiction intended for young readers.
Students recognize some features that distinguish the genres and use those features to
aid comprehension.
Students understand the literary elements of setting, character, plot, theme, and point
of view and compare those features of other works and to their own lives.
Students read aloud accurately and fluently, using phonics and context cues to
determine pronunciation and meaning.
NYS ELA Standard 3:
-
Students evaluate their own strategies for reading and listening critically (such as
recognizing bias or false claims, and understanding the difference between fact and
opinion) and adjust those strategies to understand the experience more fully.
NYS ELA Standard 4:
-
Students listen attentively and recognize when it is appropriate for them to speak.
Lesson Plan #___4___
Objectives

SWBAT further their comprehension of the novel by reading and performing the play,
12 Angry Men, and viewing clips of the movie 12 Angry Men.

SWBAT critically analyze the main themes, conflicts, and issues surrounding the text
set of Monster, 12 Angry Men (play), and 12 Angry Men (film) by engaging in a Twitter
discussion around the texts.
Rationale
Being exposed to a variety of genres provides students the opportunity to identify
relationships between texts in order to make meaning and further comprehension through
making connections.
Materials





Computer cart with laptops containing Internet access
Projector connected to teacher’s computer
YouTube clip from 12 Angry Men
http://www.youtube.com/watch?v=gTDhgR3p12w&feature=related
12 Angry Men play for all students
Monster by Walter Dean Myers novel for all students
Procedure
1. The students are three-fourths through Monster. At this point they have gained much
knowledge about Steve and the trial. They will write a journal entry answering the
questions how do you feel about Monster as a novel? Is it easily readable or difficult?
Why do you feel this way? What is one scene that has really stuck out in your mind
from reading? Why did you choose this particular scene? If you were a juror for this
case, based on the evidence you have observed, do you think at this point in the trial he
is guilty or not guilty?
2. The students who did not have roles in the previous class will be assigned roles for
today’s theatrical reading of the play. The play should be completed before the end of
class.
3. Students will simultaneously tweet their reactions, noticing, likes, dislikes, confusion,
and connections to self, text, and world. (Still include guided practice to those who will
continue to benefit from it.)
a. An initial discussion will be based on the students’ tweets.
b. Other topics of discussion could be
i. Which characters base their decisions on prejudice? ii. What are the most persuasive pieces of evidence in favor of the defense?
Or the prosecution? iii. Describe the communication style of each juror. Who comes closest to
your own style of communication? iv. How would you have voted if you were on the jury?
4. The homework to be due for next class:
a. Through INDEPENDENT PRACTICE, complete at least one tweet based on the
reading of pages 201-244 from the novel.
Be aware of the time, this unit is quickly coming to an end. Be sure to continue
tweeting. You will need to have 10 tweets!
Standards
NYS ELA Standard 1:
-
Students select information appropriate to the purpose of their investigation and
relate ideas from one text to another.
Students ask specific questions to clarify and extend meaning.
Students make appropriate and effective use of strategies to construct meaning from
print, such as prior knowledge about a subject, structural and context clues, and an
understanding of letter-sound relationships to decode difficult words.
Students support inferences about information and ideas with reference to text
features, such as vocabulary and organizational patterns.
NYS ELA Standard 2:
-
Students recognize some features that distinguish the genres and use those features to
aid comprehension.
Students read aloud accurately and fluently, using phonics and context cues to
determine pronunciation and meaning.
Students read a variety of literature of different genres: picture books; poems; articles
and stories from children's magazines, fables, myths and legends; songs, plays and
media productions; and works of fiction and nonfiction intended for young readers.
NYS ELA Standard 3:
-
Students read and form opinions about a variety of literary and informational texts and
presentations, as well as persuasive texts such as advertisements, commercials, and
letters to the editor.
Students evaluate their own strategies for reading and listening critically (such as
recognizing bias or false claims, and understanding the difference between fact and
opinion) and adjust those strategies to understand the experience more fully.
NYS ELA Standard 4:
-
Students take turns speaking and respond to others' ideas in conversations on familiar
topics.
Students recognize the kind of interaction appropriate for different circumstances,
such as story hour, group discussions, and one-on-one conversations.
Lesson Plan # __5__
Objectives

SWBAT recognize the importance and role that each genre plays by creating an
original individualized mulitgenre writing piece.

SWBAT develop their understanding of the writing process by participating in a
writers workshop in which they follow the writing process in its entirety.
Rationale
Being able to write in a variety of genres provides students with the knowledge and skills to
compose pieces of writing for an array of purposes and from an assortment of points of view.
Materials



Final Project Assignment for all students
Final Project Rubric for all students
Final Project Example for all students
Procedure
1. The students have completed reading the novel Monster and the play 12 Angry Men, as
well as viewing a book review, documentary, and film clip and they did it all while
incorporating a web 2.0 tool, Twitter! They will now be prepared to take on the Final
Project assignment.
2. Teacher will provide students with the Final Project assignment.
a. Students will be allowed time for discussion of the assignment. They will be
able to ask questions, make comments, and brainstorm ideas at this point as
well.
3. Then, the teacher will then hand out and explain the rubric
a. The rubric provided is what student’s multigenre pieces will be graded on. The
criteria for each section of the rubric will be gone over and explained explicitly.
b. Students will have an opportunity to make clarifications by asking questions or
making comments about the content of the rubric.
4. Next, the teacher will provide the student with a completed example
a. Teacher will read through example asking students to also share in the reading.
b. Students will provide feedback: initial reactions, questions, comments, dislikes,
likes, etc.
5. The students now have the materials to engage in a writer’s workshop.
a. Students will sit in groups forming a workshop type of environment.
b. Teacher will be filter throughout the room assisting and be available for oneon-one conferences with students as well.
Standards
NYS ELA Standard 1
-
Students select a focus, organization, and point of view for oral and written
presentations.
Students use details, examples, anecdotes, or personal experiences to explain or clarify
information.
Students use the process of pre-writing, drafting, revising, and proofreading (the
"writing process") to produce well-constructed informational texts.
Students observe basic writing conventions, such as correct spelling, punctuation, and
capitalization, as well as sentence and paragraph structures appropriate to written
forms.
NYS ELA Standard 2:
-
Students present personal responses to literature that make reference to the plot,
characters, ideas, vocabulary, and text structure.
Students understand the literary elements of setting, character, plot, theme, and point
of view and compare those features of other works and to their own lives.
Students create their own stories, poems, and songs using the elements of the
literature they have read and appropriate vocabulary.
Students observe the conventions of grammar and usage, spelling, and punctuation.
NYS ELA Standard 4:
-
Students adjust their vocabulary and style to take into account the nature of the
relationship and the knowledge and interests of the person receiving the message.
Students read and discuss published letters, diaries, and journals to learn the
conventions of social writing.
Monster! Monster!Monster!
Final Project
Throughout the unit we have explored a variety of different genres. We also discussed
how Myers constructs the novel in a multi genre format. For your final project you will
construct your own multigenre piece being sure to use some of the same genres we
have explored over the course of the unit.
Requirements:
 Write in an array of genres three of which reflecting a genre we explored in the
unit (i.e. film script, journaling, etc.)
 Final essay meets all of the components listed in the rubric.
 You will hand in your all drafts in your final submission.
 After you have completed your multigenre piece you will enter it into wordle.net
and create your own masterpiece! This will be turned in with your essay.
Your final project is due two weeks from today’s class.
TWITTER TIP SHEET
Home
Profile
Find People
Settings
Help
Sign out
Following
Followers
Listed
What’s
Happening?
Update/Tweet
Image or Blue
User Name
Reply
Brings you to your main Twitter page. Includes tweets that
you and other users have posted
Enables you to view your own profile that contains tweets
you’ve posted
Search for people to “follow”
Change background themes/colors, activate mobile device
Find answers to common questions
Switch users log yourself out
People you “follow”
People who are “following” you
Groups that you “follow”
Where you post a tweet of a maximum of 140 characters
Posts your tweet
Brings you to that user’s profile page
Let’s you comment on another user’s tweet
TWITTER TIP SHEET
Classroom Applications
Teacher could assign students roles to represent different characters or viewpoints to focus on. Then the
teacher could Tweet about a key issue and the students can Tweet in response to it from the viewpoint of
the character they were assigned.
Use the List option to create a Group that just the students will be included in. Tweet about a theme of a
story and provide a story opener. Then the students should follow the Group and Tweet additions to the
story. Then they can edit the Tweets and create a collaborative structured story.
Students could Tweet questions about homework or other assignments that can be answered by peers or
teacher even outside of class.
While viewing film or audio, students can Tweet immediate reactions and thoughts while viewing or
listening.
Below is a link to a video and how one professor uses Twitter in the classroom
http://www.readwriteweb.com/archives/how_one_teacher_uses_twitter_in_the_classroom.php