Lesson Plan for Problem Based Learning
Rocky Run Middle School
English
Lesson to be used in conjunction with the novel Touching Spirit Bear
Touching Spirit Bear is read during the 1st 9 weeks with the Elements of Fiction Unit
Three 45 min. periods – two before reading the novel, one after the novel for reflection
This lesson plan is based on the LEARN model and contains all of the appropriate requirements.
Link
SOL/POS/Objective:
The purpose of this lesson is to provide background knowledge and engage students in
the subject of the novel Touching Spirit Bear.
SOL 7.5 – The students will demonstrate comprehension of conflict in fiction.
SOL 7.5 – Students will draw conclusions based on explicit and implied information.
SOL 7.6 – Students will organize and synthesize information for use in written
presentation.
SOL 7.7 – Students will synthesize information from multiple sources.
Engage
Problem Engagement:
To be done two class periods before beginning the novel:
Students enter a classroom which has been transformed into the first Hearing Circle from
the novel Touching Spirit Bear. Chairs should be set up in a circle, desks pushed aside.
Signs welcome students to the basement of ‘the library’ and the teacher acts as The
Keeper, dressed in blue jeans and flannel shirt.
Have the students fill out name tags with Mr. and Mrs. to keep the atmosphere formal.
The student’s first reaction may be one of confusion and wonder. The teacher will stay in
character and students will eventually begin to suspend reality.
Provide students with some introductory information and set the scene from the novel.
See the sample script taken from pieces of the novel. Teacher should be familiar with the
novel and able to adlib.
Active
Inquiry Investigation:
 Within the sample script the teacher has introduced the characters, conflict, and
task.
 Now that students have the feather (see sample script) they will begin to ask
questions. As The Keeper the teacher will use the Hearing Circle Discussion
chart as a tool to help the group collect information and make a decision. Use
Interwrite software to record and save each classes information.
 If students ask the right questions provide them with further information.
Included is a police report, letter from the Driscal’s, and a letter from Garvey,
Cole’s parole officer. These could answer questions like: What did Cole do? Was
it is first offense? How badly did he hurt Peter? Only provide information if
students ask for it.

Continue the discussion and recording of information for the remainder of the
class period.
Devising a Plan:
 Print the chart from the previous day for each student.
 Ask students what the problem is that needs to be solved. (the fate of Cole
Matthews)
 Let students share with the class their different solutions. Create committees for
each solution. Committees can be of any size but all students in one group should
be in agreement on the solution to the problem.
 Each committee must complete a ‘Proposed Solution Form 241’ by the end of the
class period. This form states their decision and also any possible problems with
their solution.
Carrying Out the Plan:
 Carrying out the plan in this situation is to read the novel. Students now have a
personal interest in the characters, setting, conflict, and resolution of the story.
Background knowledge has been built and predictions have formed.
 As you begin the novel let students know that they will now be “meeting” Cole
Matthews. Keep each class’s Discussion Chart handy – it can be referred to
throughout the reading to see if any of the class questions are answered.
Reflection
Reflect: (How students should reflect on the solution and problem)
 When the reading of Touching Spirit Bear is complete give students the ‘Proposed
Solution Form’ they completed prior to reading the novel. Discuss as a class what
the Hearing Circle decided to do with Cole Matthews and what the outcome was.
How was their solution similar or different from what actually happened in the
book? How would their outcome be similar or different? Do they think the right
decision was made?
 Students should reform their original groups. On the bottom on the Proposed
Solution Form groups will now complete the “To be filled out by the Office of
Circle Justice:” section.
Next
Tomorrow: (How does it connect to the next lesson?)
 Ask students why we simulated the Hearing Circle before reading the novel. How
did the simulation help them with their understanding of the reading? How can
they apply this strategy to future readings?
 Grades will be based on group’s ‘Proposed Solution Form’, and graded using the
included rubric.
Sample Script for Touching Spirit Bear Problem Based Learning – Engage
Taken from Touching Spirit Bear Chapter 4
Welcome students to the circle and thank them for coming.
“I am the Keeper, thank you for coming today. You must have received this notice in our
community asking you to join us to discuss the fate of Cole Mathews at this Hearing Circle.”
(Pass flyer around)
“We are meeting here in the basement library to decide what should be done for Cole Matthews,
just being here shows that you are concerned about the well-being of your community.”
Ask students to please stand and hold hands.
“Great Maker and Healer, hear this prayer. Tonight we gather because our community has been
hurt. Grant wisdom and patience as we search for wellness. Amen.”
“Cole Matthews has a long history of anger, growing more violent until he severely injured Peter
Driscal. Even now Peter continues therapy for injuries.”
“Let me remind everybody, we are not here to win or lose. Justice often fails because it seeks to
punish, not to heal. Jail and fines harden people. We call this circle justice but we really seek
wellness. We try to meet the needs of both the offender and the victim. Circle Justice is for those
ready for healing. It’s not an easy way out. In fact, a healing path is often much harder.”
Show students the feather.
“This feather symbolizes respect and responsibility. No one must speak without this honestly
from your heart. I hope I’m not being long-winded, because talking too long tells others that you
don’t respect their right to speak. Respect others as mush as yourself. When the feather comes
to you, speak only if you wish to. This circle carries only two obligations – honesty and
respect.”
Our challenge today is to return wellness, not only to Peter Driscal, but also to Cole Matthews
and to our community. We’ll pass the feather several times, introducing ourselves, expressing
our concerns, offering ideas for healing, and asking questions.”
Hand the feather to the first student on the left.
Date
Notice for the Hearing Circle of Cole
Matthews:
To any persons concerned about the well being
of our Minneapolis community:
Cole Matthews is a young man in our
community who has committed a crime. Cole
has recently been accepted into Circle Justice.
Circle Justice is a healing form of justice
practiced by native cultures for thousands of
years. The purpose of Circle Justice is to act as
an alternative to the traditional justice system.
Circle Justice aims to heal instead of punish.
The next circle, the Hearing Circle, involves
community members. There will be a Hearing
Circle to discuss Cole Matthews on (fill in date
here). Meeting will be held in the basement of
the community library. All community
members are welcome to attend.
Hearing
Circle
Concerns
Questions
Ideas for Healing
Minneapolis State Police
Police Report History and Summary
Subject: Cole Matthews
Date of Birth: July 12, 1993
Sex: Male
April 22, 2006
Cole Matthews was convicted of assault, beating fellow student Peter Driscal, smashing his
forehead repeatedly into a sidewalk, witnessed by ten other students. Peter Driscal’s medical
records show a deep concussion, a broken nose, reconstructive facial surgery, and brain damage
resulting in verbal and motor deficiencies. Medical records indicate damage will likely be
permanent.
February 10, 2006
Cole Matthews forced entry into Village Hardware Store by breaking the front display window
with a brick. Inside damage included nails, motor oil, and electrical wires thrown over the floor;
obscenities written in red paint all over the walls, three lawn mowers destroyed by an ax; ceiling
tiles destroyed by hammers. $300 dollars was taken from the front register.
September 8, 2005
Cole Matthews was referred to County Social Services for counseling regarding repeated
incidents of fighting in his neighborhood.
August 25, 2005
Cole Matthews was convicted of breaking and entering the neighborhood pool snack bar and
stealing $200 and several boxes of candy.
Elementary and Middle School reports indicated multiple records of referrals for anger, fighting,
taunting, disrupting class, and bullying. In 2004 He spent a year in The Fishbourne School for
Troubled Youth, receiving medication and counseling. He was released for good behavior back
to the regular school system.
Dear Hearing Circle,
Because of Cole I have a son now who has speech and coordination problems.
Peter wakes up at night screaming with nightmares. Five years, ten years, even one
hundred years of jail can’t change that. But never again should any other parent have to
worry about this happening to their child. Not sending Cole to jail would be a huge
mistake.
Please consider my thoughts as you make your decisions.
Thank you,
Mrs. Driscal
Peter Driscal’s mother
Dear Hearing Circle Members,
I apologize for my absence today, the case of Cole Matthews is very important to
me and it is not my choice to be away from the circle today. In my place I have sent
this letter.
It was my suggestion that Cole apply for Circle Justice. I believe that this
organization, which is meant to heal and not punish, is what Cole needs. Something
terrible must have happened to Cole to make him want to hurt others to such a severe
degree.
I am a native Tlingit Indian; I was raised in Southeast Alaska. It is possible I
could make arrangements to have Cole banished to a remote island on the Inland
Passage. This is something first nation people have done for hundreds of years. Cole
could undergo a vision quest of sorts, an extended time alone to face himself and to
face the angry spirits inside of him.
It is your decision – should Cole go through the traditional court system and
possibly be sent to prison as punishment for his actions or should he continue through
Circle Justice and have the opportunity to heal and become a better person?
Think about this question, a human’s future is in your hands. Let me know
your answer. If Cole is to continue in Circle Justice I will make the arrangements for
his yearlong banishment.
Thank you,
Garvey
Minneapolis State Parole Officer
Cole’s Circle Justice Sponsor
Proposed Solution
Form 241
Name(s):
Date:
Name of Candidate for Circle Justice:
Should your candidate go through the traditional court system or continue in Circle Justice? Circle One:
Court System
Circle Justice
If traditional court system:
Why is this the best option for your candidate?
Possible Problems with Solution:
If Circle Justice:
Proposed Solution for healing:
Possible Problems with Solution:
Please attach any necessary documentation to carry out your solution - including letters, forms,
questionnaires, or additional information…
To be filled out by the office of Circle Justice:
How is this solution similar to the actual?
After having all of the necessary information was the right decision made?
How can we use this strategy in the future?
Problem Solving Rubric
Touching Spirit Bear/Hearing Circle
Category
Understanding
the Problem –
Researching and
Gathering
Information
Devising the
Plan
Problem
Reflection
D–1
C–2
B–3
A–4
Does not
Lacks
Somewhat
Thoroughly
understand
understanding of
understands
understands
problem. No
problem.
problem.
problem and
contribution to
Contribution to
Contribution to
contributes to the
the class
the class
the class
class discussion
discussion and/or
discussion and
discussion and
and chart. Is
chart. Is
chart is very
chart is limited.
able to move on
somewhat able to limited. Is able to
Is able to move
to solution
move on to
move on to
on to solution.
seamlessly.
solution but needs solution but needs
extensive teacher
teacher support.
support.
Required
Needs assistance
Decided on one
Decided on one
assistance to
to formulate a
strategy that
strategy that
evaluate the
strategy or a set
would be most
would be most
strategy or is
of complete steps
effective OR
effective OR
missing key
to solve the
brainstormed a
brainstormed
steps/documents
problem OR
few strategies and many strategies
to solving the
strategy and/or
decided on a set
decided on a set
problem.
steps/documents
of
of steps that
are inconsistent
steps/documents
would resolve
or incomplete.
that were
the problem
somewhat
thoroughly with
complete and
creative and
thorough.
detailed
documentation.
Required
Limited
Compared actual Compared actual
assistance to
evaluation of
and expected
and expected
evaluate solutions solution without
results, missing
results and
and could not
assistance and
suggested
suggested other
suggest
compared
modification or
modifications or
applications to
solution to the
applications to
applications for
other work
problem. Limited
other work
other work
solutions.
application to
situations.
situations.
other work
solutions.
Score