Wake up!

Welcome to MONDAY, everyone! I hope you had an awesome weekend and you’re all jazzed up to start the second week of spring semester!
Standard: 

• SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Learning Target: Students will receive the expectations for their summer reading assignment, and we will do a group “bomb shelter” activity to start the thought process for our first major writing assignment.
Daily Video: 

Happy Monday! I hope you all had an awesome weekend Today we are going to get into groups and do a little activity to get you thinking and making some hard decisions. But first! Let’s talk about SUMMER READING!!!
Yes, I know it is January.
Yes, I know that if you did summer reading, you did it six months ago.
No, you’re not off the hook because you didn’t have English until Spring.
Your requirement for summer reading is simple: Read the book The Kite Runner and fill out a Google form with a few easy questions. It’s not hard, I promise. And when you’re done reading the book, there’s a movie, which is really good!! So it shouldn’t be too terribly hard for you to do.

• Buy the book ($9):
  • http://www.amazon.com/Kite-Runner-Khaled-Hosseini/dp/159463193X/
• Read online for FREE:
  • http://tinyurl.com/z26hjta
• REQUIRED FORM:
  • http://goo.gl/forms/EswsU3SkRO

See? That’s not so bad, is it? And seriously, it’s a GOOD book! I won’t spoil it but I promise it’s a good story.
Next up, we’re going to get into groups of four (your tables) and do an activity designed to make you make some hard decisions.

Bomb Shelter Activity

Goal: Today we are going to see how people relate in difficult situations through a variety of activities.
Directions:

1. A nuclear missile is headed toward Atlanta. Luckily, you are in the new gym during physical education, and can move into a bomb shelter hidden in the locker rooms under the old gym.
2. This class is instructed to go to a bomb shelter where it has the capacity to hold the whole class and 8 other people.
3. 13 people come to the shelter to be let The list is below. You must choose only 8 people to enter the bomb shelter. (That means 8 people will live and 5 will die).
4. First, individually choose the 8 people would want to stay.
5. The class is then divided into groups of 5-6 and they are asked to come to a consensus as to who gets to stay.( which means not just seeing who has the highest number of votes but to collectively agree on the person)
6. You only have 25-30 minutes to come to a consensus as to who
7. Finally, your group will present your findings to the class.

Here are the people who come to the door. Circle your personal choices:

1. 19-year-old mother and 8 month old baby (they count for  one spot)	7. 57-year-old historian-expert on all history and languages
2. 20-year-old Husband and father of the above Mother and child. Unemployed 7-11 worker	8. 39-year-old 3rd year medical student who flunked out of Emory
3.  16-year-old movie star	9.  24-year-old body builder who has won competitions
4. 44-year-old Expert plumber, carpenter, mason, welder, mechanic who is disabled from an accident on the job	10.67-year-old. Retired officer now security guard (has a gun- can’t separate gun from person)
5. 33-year-old high  school science  teacher	11. 21-year-old Georgia Tech cheerleader
6.  77-year-old minister	12. 48-year-old nurse- been working on cancer unit for 20 years
	13. 31-year-old parolee just got out of jail for growing marijuana

Process questions:

1. Which people were easy for you to select and please say what you valued about them?

2. Which people did your group’s decision involved controversy over and why? How was the controversy resolved?

3. What is the gender of the Tech cheerleader? Why?

4. What qualities did you decide that certain people had that you chose them?

5. State one conflict that you had with another member of the group:

Now, please circle your group’s final decision:

1. 19-year-old mother and 8 month old baby (they count for  one spot)	7. 57-year-old historian-expert on all history and languages
2. 20-year-old Husband and father of the above Mother and child. Unemployed 7-11 worker	8. 39-year-old 3rd year medical student who flunked out of Emory
3.  16-year-old movie star	9.  24-year-old body builder who has won competitions
4. 44-year-old Expert plumber, carpenter, mason, welder, mechanic who is disabled from an accident on the job	10.67-year-old. Retired officer now security guard (has a gun- can’t separate gun from person)
5. 33-year-old high  school science  teacher	11. 21-year-old Georgia Tech cheerleader
6.  77-year-old minister	12. 48-year-old nurse- been working on cancer unit for 20 years
	13. 31-year-old parolee just got out of jail for growing marijuana

Reflection Questions:

6. How are the two lists (your personal list and the final list) different?

7. Were there any people that you felt strongly about that didn’t get on the final list? How did that feel?

8. What did you value most in your decisions? Consensus (i.e. working with the group) or you sticking with your own decisions?

9. How does understanding our own values help us with understanding how we want our life to be lived?

10. How does understanding others values impact relationships individually and in groups?

Ticket out the Door
What did you learn about yourself from this activity based on who you would allow to live and who you would let die?

Assessment: Bomb shelter activity graded on completion, ticket out the door taken up
Differentiation: As students finish, an optional enrichment activity is offered/encouraged:
Enrichment Activity
Create your own bomb shelter scenario. You could use another kind of apocalypse like zombies taking over the world, or aliens taking over the surface of the world. Create a list of 13 candidates below.

1.	7.
2.	8.
3.	9.
4.	10.
5.   lkl	11.
6.	12.
	13.

–OR–

Bomb shelters were popular in the fifties and sixties. Many exist today. Research bomb shelters. Find out five things about bomb shelters.