Kimberly L. Aubrey
Unit Plan - Witness by Karen Hesse
Rationale: We chose to create a lesson plan on Karen Hesse’s Witness because of the
interesting ways it approaches history through the perspectives of various characters in
the unusual style of free verse. Our unit focuses on cultural identity by encouraging our
students to explore their own identities and compare that to the sentiments of the book.
Through a focus on the historical aspects of the novel, we want our students to
understand the importance of context. We also hope that our students will understand
perspective through the study of the many characters in novel. We designed this Unit
Plan in such a way that it will best accommodate eighth grade students.
Lesson One - Learning about Free Verse Poetry
Rationale: By teaching students about free verse poetry before we start reading the book
it will prepare them for what they are about to encounter.
Objectives/Goals:
+Teach students about Free Verse Poetry
+Look at some other Free Verse Poetry
+Write your own Free Verse Poetry
+Assign Witness Journals.
Materials: Witness, Free Verse Handout, Pens, Paper
Pennsylvania Standards: 1.4.8a, 1.6.8a, 1.6.8c,
Procedure: start with a short lecture on Free Verse poetry and then the class will move
into reading some other free verse poems. We will wrap up with the students writing
their own poetry and if they would like they can share. If time permits we will ask what
they expect from the novel. At the end of the class assign Witness Reading Journal.
Assignment Due: None
Homework: None
Lesson Two - Day 1 - Prohibition and the KKK
Rationale: We believe that the history of prohibition and the Ku Klux Klan are essential
to the story and understanding the plot in context. We also want to touch on individual
identity and group identity so that students might understand perspective and group
mentality. Our activity will be a fun and analogous experience to understand prohibition
and government influence, as well as the KKK.
Objective/Goals:
-Students will gain an understanding of historical context in relation to the novel
-Students will gain perspective on identity and perspective
Materials:Paper, pencil, computer, internet access, 2 varieties of candy PA State
Standards:1.4.8a, 1.6.8a
Procedure: The class will begin with students writing an entry in their journals on
identity. They will write on individual as well as the groups in which they believe they
belong. We will then have a small discussion on identity. We will move into a lecture
portion on the history and creation of the KKK and the history of prohibition. Then the
class will participate in the lesson’s activity. One person will be selected as the rum
runner and they will sneak the rest of the class one variety of candy. Another person will
be chosen as the government official and will try to catch the rum runner handing out
candy. Another person (probably the teacher) will represent the KKK and will give out
candy when the participates complete the requested tasks. The tasks will start out small
(If you like candy, stand up!) and then become more difficult and increasingly morally
questionable. Once we discuss the activity, we will show an informative YouTube video
on the KKK. We will then have a discussion and answer any questions that the cast
might have.
Assignment Due: none
Homework: none
Lesson Two - Day 2 - Geography and Characters
Rationale: Help students realize the magnitude of the KKK by showing how far it spread
into Northeastern American and also help students set the many characters of the novel
straight so that they will be able to better comprehend the novel without having to worry
about which character is which.
Objectives/Goals:
• Dress up and introduce characters
• Activity- Map
• Journal on a Character, Assign Characters
• Assign Jobs for Lit Circles
Materials: Witness, map for activity, journal, pen, paper, poster on characters, lit circle
handout.
Pennsylvania Standards: 1.4.8a, 1.6.8a, 1.6.8c,
Procedure: dress up as characters to entertain students while helping them remember
which character is which. Then we will do a map activity regarding KKK activity
throughout America. Next we will assign a character to each student and it will be his or
her job to write about that character for the duration of the book. Finally we will assign
jobs for literature circles, which will begin the next class.
Assignment Due: None
Homework: Read Act 1
Lesson Three - Witness Act One/ Paper Assignment/ Rubric
Creation
Rationale: It is important to being discussion of the book strong. It will set the tone for
the students for the rest of the unit. A positive beginning will increase the involvement
and understanding in future Act discussions. The creation of the rubric is a way for the
students to express participation in their grades. It will encourage them to more actively
participate in their learning experiences. Objectives/Goals:
- To foster student’s interest in the novel by utilizing literature circles
- To include student in instruction process by creating a class-written rubric
- To inform and discuss student’s future goals and assignments
Materials: Chalkboard, Chalk, Literature Circle Sheets, Witness
Pennsylvania Standards: 1.3.8 A, 1.3.8B, 1.3.8E
Procedure: The students will break up into their literature groups and discuss the Act 1
of Witness. They each have a role in their literature groups. Their parts will have been
assigned as homework. These parts include: Summarizer, Discussion Leader, Journal
Keeper, Vocabulary and Line Detective. When we are finished with the Literature Circles
we will begin to write a rubric for the paper assignment they will receive at the end of
class. The rubric will be a collaborative effort. The students will be able to express their
opinion on how a paper should be graded and what is important in this paper. We will
guide their ideas in accordance to our own standards. At the end of class we will
thoroughly explain the paper and discuss ideas for it.
Assignment Due: Act 1
Homework: Read Act 2
Lesson Four - "Who am I?"
Rationale: To further understand the students' understanding of the characters, a planned
activity would see them further putting themselves in their respective roles. In addition
to them continuing their Literature Circles to discuss their progress in reading the novel,
they will first break up into larger groups to take part in the planned activity of the day one that would further familiarize them with the characters in the story as well as fellow
classmates.
Objectives/Goals:
+ Hold interest in novel by discussing in Literature Circles
+ Continue familiarizing students with characters, as well as classmates
+ Maintain steady pace in novel studies
Materials: Witness novel, cards created for character study activity, Literature Circle
Sheets
Pennsylvania Standards: 1.1.8 D, 1.6.8 A
Procedure: To start the class, the students will be split up into two large groups (in a
presumed class of about 22) and each student will be given a card with a character's name
on it. They are forbidden fro-m looking at their own card - and it is placed on their
forehead facing their classmates. Through individual conversation with other students,
they will begin to understand who their character is, and begin to take on the life of their
specific person. This will have the students interact with each other, while also getting a
greater understanding of the characters in Witness. It will not only build their knowledge
of the novel at hand, but further explore their interpersonal intelligence. After the
character study exercise, the students will break into their Literature Circle groups and
continue their studies, up to Act 2, under their assigned parts. The character study will
also be discussed/compared in the Literature Circles.
Assignment Due: Act 2
Homework: Read Act 3
Lesson Five - "Bringin' it to the NOW"
Rationale: The Literature Circles will be continued with the roles shifting to
accommodate those who may excel in certain jobs rather than others. Conversely, this
may take students out of their comfort zone in critiquing literature and open their minds
to new ways of viewing the material. To give the students an idea of the contemporary
context of the novel, they will be shown a clip from the A&E documentary, The Ku Klux
Klan - A Secret History. This will give the class an idea of how dated the material in the
story may or may not be.
Objectives/Goals:
+Shift Literature Circle Roles to accommodate/refocus students
+Create awareness and give Witness a contemporary context
+Discuss as a class
Materials: Witness novel, Internet-ready computer, projector, Literature Circle Materials
Pennsylvania Standards: 1.6.8 C, 1.6.8 E
Procedure: Using an internet-ready computer and projector, the class would start with
showing the students part of A&E's documentary titled The Ku Klux Klan - A Secret
History. As it is rated TV-14, the appropriate permission slips would be given out days
prior, just to cover all possible bases. Viewing parts of this documentary will show the
current status of the KKK as compared to the book. How similar is our current state?
How different are we? After viewing this, they will be split into their Literature Circles
again and will continue with their discussions. However, today's will be cut somewhat
short to allow for a class discussion of the novel and its contemporary implications. With
the entire class, the students will discuss their individual beliefs as well as those explored
in their L.C. groups.
Assignment Due: Act 3
Homework: Act 4
Lesson Six - "Flex those creative muscles. Breathe, stretch,
learn, let it go."
Rationale: Mnemonic devices have been proven to be very successful in helping students
remember certain points of interest. By creating mnemonics and flexing their creative
minds and muscles, they will be making new avenues for learning about the material and
themselves. In presenting their creations, the students will be sharing their mnemonics
with the class and aid them in learning about the novel. Also, if the students choose to
attempt a musical venture, their musical intelligence will be developed. The teacher will
also present a piece to prove that it is possible and that it works! Most importantly, the
students will be CREATING.
Objectives/Goals:
+Create!
+Form mnemonics that will aid in remembering points of interest in Witness
+Present creations
Materials: Witness, musical instruments (if necessary), creations!
Pennsylvania Standards: 1.3.8 C, 1.5.8 A, 1.6.8 F,
Procedure: Though they may have had out-of-class time to prepare for this, it is not
completely necessary. The students, in their Literature Circles, will craft a song, poem,
rap or short play about Witness, and present it to the classroom. The teacher will also
present his or her creation. These songs et al. will aid the students in remembering
important parts of the novel in an interesting way, while flexing their creative muscles
Lesson Seven - "Act 5"
Rationale: The final chapter of the book ties up all the loose ends of the story and makes
a final statement. It is important that our students are given the opportunity to discuss the
final act of the book in their groups. Our focus of the unit deals strongly with identity.
We want to give our students an opportunity to share their identity with the class so that
they might learn more about themselves and others.
Objectives/Goals
-Students will discuss the final chapter of the book
-Students will present their assignment for literature circles
-Students will share their food from home and be able to explain their own cultural
identity
-Students will listen to other presenters and be able to discuss other cultural identities
Materials
Pencil or pen, notebook, Lit Circle assignment
Utensils, paper plates, napkins, paper towels, food from home, labels
PA Standards: 1.3, 1.6, 1.8
Procedure Lesson 7 will focus on Act 5 and individual cultural identity. Class will start
out with students getting into their literature circles and presenting their assigned part.
Lit circles will be kept brief to allow time for the second part of the lesson. When the
literature circles are complete students will set up the food that they have brought in a
buffet style with a label explaining what the food is. Once the students have a chance to
get food on their plates, each student will have the opportunity to talk about the food they
chose to bring in and explain how it is important to their identity. Once each student has
presented, there will be a class discussion on how cultural identity and what is important
to identity. The discussion will relate back to the different cultures and identities
presented in Witness.
Assignments Due: Literature circles assignment and cultural food
Homework: Paper Rough Draft
Lesson Eight - Writing Workshop
Rationale: Collaboration can be a valuable tool. We want the students to learn how to get
along with their peers. We want to show them how to give valuable input can be very
beneficial to their writing. They will be able to share their opinion in a open environment
where they will feel secure enough to be honest with themselves and others.
Objectives/Goals:
- To critically analyze other’s works
-To collaborate on improvements of works
-To demonstrate the benefits to collaboration
Materials: Four copies of students rough drafts, highlighters, pens
Pennsylvania Standards: 1.5.8C, 1.5.8E, 1.5.8F, 1.5.8G, 1.6.8A, 1.6.8D
Procedure: The students will have prepared a rough draft of their papers. We will break
up into small groups of three or four. Each student will have printed out four copies of
their paper. They will then read their paper aloud in the group. After the paper is read, the
group will discuss the strengths and weaknesses of the paper. The student will take notes
in order to edit their final paper. We will be going around to each of the groups in order
to supervise and make sure the students stay on task as well as constructive.
Assignment Due: Peer Editing
Homework: continue editing papers
Lesson Nine - Review
Rationale: We feel that is important to allow time in the class to discuss the book as a
whole. We want to give out students the opportunity to ask questions and discuss the
progression of the characters and the book in its entirety. Reviewing the main points and
characters will help us gage how much the students have learned allow students one last
opportunity before the exam to review.
Objectives/Goals
-Students will engage in a discussion of the novel as a whole
-Students will ask questions if they are confused about the novel
-Students will take part in a review game to prepare for the test
Materials
Witness, the novel
Game questions, scoreboard, blackboard, poster board with Jeopardy set-up, bell or
noisemaker
PA Standards: 1.2, 1.3, 1.6
Procedure: Students will hand their papers in at the beginning of class. We will then
have a brief discussion of the book as a whole and tie up any remaining questions they
might have before the exam. Students will then be divided into two or three teams. They
will take turns participating in a review game modeled after Jeopardy.
Assignments Due: Final Paper Due
Homework: Study for test
Lesson Ten - Test
Rationale: We believe that is necessary to issue a test to gage how much the students
have learned in the unit. The test will have different kinds of questions to engage the
students in rage of thinking from basic to critical to see if they can apply what they have
learned.
Objectives/Goals
-Students will take the exam.
Materials -Test, pencil, paper
PA Standards - 1.2, 1.3, 1.4, 1.5
Procedure: Students will be issued the exam and have the entire class period to take it.
When they are finished that will hand it and occupy themselves will a quiet activity.
Assignments Due: Journal Due
Homework: None