Unit: the Iraq War

Unit: The Iraq War

Work: Novel

The Lone Survivor

The Eyewitness Account of Operation Redwing and

the Lost Heroes of SEAL Team 10

by Marcus Luttrell, Navy SEAL

Timeline: 6-7 weeks

Essential Questions: What were the causes of the Iraq War? How did the Taliban come to power in Afghanistan? How did our military infiltrate the Taliban’s groups? How did our military, especially the special forces, operate in Afghanistan? What personal and physical sacrifices does it take to become a Navy SEAL AND what sacrifices do they make for our country? How have the Rules of Engagement changed how wars are fought?

Literary elements in the novel: Allusion, foreshadowing, juxtaposition, mood, irony, and symbolism

Formative Assessments

1. Chapter questions

2. Character sheets

3. Blog entries

4. In class journals

5. Rhetorical analysis of George Bush’s speech

Summative Assessments

1. Chapter sections quizzes

2. Post Mortem group activity

3. Literary Cubes group activity

4. Analyze setting worksheet

5. Unit test

6. Socratic Seminar—Rules of Engagement

Activities and standards covered:

1. Pre-reading non-fiction—Michel-Guillaume Jean de Crevecoeur’s “What is an American” essay. Compare and contrast our modern idea of what it means to be an American versus an 18th century French immigrant’s idea of being an American.

2. Segue into what it means to be a true American patriot. In class journal.

a. Production and Distribution of Writing--Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

3. View clips from History Channel documentary on the Iraq War

4. View Taliban PowerPoint

5. Discuss pre reading sheet questions over Taliban PowerPoint

a. Integration of Knowledge and Ideas—Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem

6. Review literary terms

7. Read prologue, chapter 1, and chapter 2

8. Discuss literary elements as we read chs1-5: mood, juxtaposition, foreshadowing, allusion

a. Craft and Structure--Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings: analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is fresh and engaging

b. Knowledge of Language--Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

c. Knowledge of Language --Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

9. Write a one paragraph blog entry to analyze a quote from pg. 66 about how SEALs feel when they come back from combat

a. Production and Distribution of Writing--Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

10. Work on question sheets and discuss answers

a. Key Ideas and Details--Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text, including determining where the text leaves matters uncertain.

b. Key Ideas and Details--Analyze the impact of the author’s choices regarding how to develop and relate the elements of the story (where it is set, how the action is ordered, how the characters are introduced and developed).

c. Craft and Structure--Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings: analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is fresh and engaging

d. Craft and Structure--Analyze how an author’s choices concerning how to structure specific parts of a text (where to begin the story) contribute to it overall structure

e. Craft and Structure----Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (sarcasm, irony, understatement)

f. Knowledge of Language --Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

g. Knowledge of Language --Interpret figures of speech in context and analyze their role in the text

11. Create character sheets for main characters and discuss their traits. Also discuss the evidence for the traits (what Luttrell says about the characters, what the characters say, what the characters do)

a. Production and Distribution of Writing --Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text, including determining where the text leaves matters uncertain.

c. Craft and Structure--Analyze how an author’s choices concerning how to structure specific parts of a text (where to begin or end a story) contribute to it overall structure

12. View video clips from Navy SEAL website about SEAL training. Watch for people in the book (Ensign Burns).

a. Integration of Knowledge and Ideas--Integrate and evaluate multiple sources of information presented in different media formats as well as words in order to address a question or solve a problem

13. Chart locations on both a Middle East map and map of Afghanistan as Luttrell mentions them in the novel

a. Integration of Knowledge and Ideas--Integrate and evaluate multiple sources of information presented in different media formats as well as words in order to address a question or solve a problem

14. Read and listen to George W. Bush’s Address to the Nation on 9/11 and analyze for rhetorical devices and allusions.

a. Craft and Structure--Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

b. Craft and Structure--Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

c. Integration of Knowledge and Ideas--Integrate and evaluate multiple sources of information presented in different media formats as well as words in order to address a question or solve a problem

15. Continue to discuss how Luttrell’s foreshadowing about the ROE (rules of engagement) affect the outcome of Operation Redwing (chs 6-8 mainly)

16. Continue to discuss how Luttrell’s thorough description of SEAL training provides the foundation for the reason behind the SEALs perseverance during the firefight of Operation Redwing

a. Key Ideas and Details--Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide complex analysis; provide an objective summary of the text

b. Key Ideas and Details--Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact to develop over the course of the text

17. Continue to discuss literary elements and add symbolism when students begin chs 6-8

a. Craft and Structure--Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (sarcasm, irony, understatement)

b. Knowledge of Language--Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

c. Knowledge of Language--Interpret figures of speech in context and analyze their role in the text

d. Production and Distribution of Writing --Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text, including determining where the text leaves matters uncertain.

18. Read chs 9-11

a. Craft and Structure--Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (sarcasm, irony, understatement)

b. Knowledge of Language--Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

c. Knowledge of Language--Interpret figures of speech in context and analyze their role in the text

e. Key Ideas and Details--Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story) contribute to its overall structure and meaning as well as its aesthetic impact

f. Key Ideas and Details--Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact to develop over the course of the text

19. Write a one paragraph blog entry connecting Luttrell’s quote on pg.290 to his thorough description of SEAL training in chs 3-5

a. Production and Distribution of Writing--Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

b. Craft and Structure--Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story) contribute to its overall structure and meaning as well as its aesthetic impact

c. Key Ideas and Details--Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact to develop over the course of the text

20. Watch Night Stalker video on YouTube

21. Read last chapter and epilogue and students create multiple levels of questions for these

a. Standards will vary depending upon which parts of the text students choose for questions

22. Post Mortem Group Activity

a. Knowledge of Language--Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

b. Knowledge of Language --Interpret figures of speech in context and analyze their role in the text

c. Production and Distribution of Writing --Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text, including determining where the text leaves matters uncertain.

d. Craft and Structure--Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (sarcasm, irony, understatement)

e. Craft and Structure--Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings: analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is fresh and engaging

23. Literary Cubes Group Activity

24. Analyze setting worksheet

a. Craft and Structure--Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story) contribute to its overall structure and meaning as well as its aesthetic impact

b. Key Ideas and Details--Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact to develop over the course of the text

25. Unit test

26. Collaborate with JROTC instructor to get recent copy of the Rules of Engagement (ROE)

27. Socratic Seminar—analyze and offer changes for the ROE

a. Comprehension and Collaboration--Initiate and participate in a range of collaborative discussions

b. Comprehension and Collaboration--Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate thoughtful, well-reasoned exchange of ideas

c. Comprehension and Collaboration--Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed

d. Comprehension and Collaboration--Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives

e. Comprehension and Collaboration--Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task

f. Presentation of Knowledge and Ideas--Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, an style are appropriate to purpose, audience, and a range of formal and informal tasks