Day 1

Time (minutes):
55 minutes
Standard(s)/Unit Goal(s) to be addressed in this lesson:
 RI.9.1 Cite strong and thorough textual evidence to support analysis of what a text states
explicitly as well as inferences drawn from the text.
 RI.9.2 Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of a text.
 W.9.1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support
claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
 SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
 SL.9.4 . Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, vocabulary, substance, and style are appropriate to purpose, audience, and
task.
 SL.9.5 Make strategic use of digital media (e.g., audio, visual, interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
Essential Question(s):
 How does human behavior impact the environment?
 How do people typically respond to environmental issues?
 How should people respond to environmental issues?
 What are the consequences and/or benefits of responding in a particular
way?
Objectives:
Students will be able to...
 Recognize the ways in which human behavior impacts the environment.
 Identify different responses to environmental issues and the consequences and/or benefits
of these different responses.
 Support their summary and analysis of their article with direct quotes.
 Compare/contrast their article with their peers’.
 Design an informal presentation that demonstrates their understanding of their article.
What students should know and be able to do before starting this
lesson
 How to support their ideas using direct and indirect evidence.
 How to identify and analyze the themes of a text.
 How to participate in group discussions.
Instructional Materials/Resources/Tools
 Smartphone or Tablet
 Projector
 Computer
  The Birds by Daphne Du Maurier
Instructional Tips/Strategies/Suggestions for Teacher
 Thoroughly go through instructions, essential questions, objectives, and
expectations with students.
 Model the process for creating a dialectic journal if needed.
 Let students complete the initial questions for discussions on their tablets in case
they prefer typing to writing by hand.
 Remind students of what is proper behavior for a class discussion.
 Teach students how to use the Google Slides app if they are unfamiliar with it.
 Assign roles for each student in a group.
o Possible Roles:
 Finding relevant pictures and videos.
 Summarizing question answers
 Summarizing article topics.
 Identifying and listing themes.
 Summarizing group opinions and feelings.
Lesson Details (including but not limited to:)

Lesson Opening
For homework, students were asked to bring in an article that discusses the
negative impact human activity has had on the environment (such as climate change,
pollution, deforestation, etc.). Students will begin class by briefly answering these
questions in regards to their specific article:
 How is human activity negatively impacting the environment?
 What are the consequences people are facing and/or will face as a result of these
actions?
 How does the article suggest people should respond to this issue?
 Are these consequences reversible and/or avoidable?
During the Lesson
Once students have answered these questions, they will break up into groups of
four and share the topic of their articles, answers, and personal feelings/opinions with
each other. Using the Google Slides app, students will create an informal presentation
that summarizes their articles. These presentations should:
 Briefly review each group member’s answers to the previously listed questions.
 Include photos/videos that depict the negative impacts to the environment being
discussed in each article.
 List the common themes present in the group’s articles (i.e. each of the
consequences discussed is irreversible and unavoidable).
 Summarize each group member’s personal feelings/opinions about the topic of
their article.
 Incorporate direct quotes from the articles being discussed when making an
argument about the texts.
Lesson Closing
The teacher will introduce students to the new book that they will be reading as a
class, The Birds by Daphne Du Maurier. The teacher will explain how they will be
learning about the science behind the impact human activity has had on the environment
 in their Biology class. Meanwhile, in their English course, students will be focusing more
on the human aspect of this issue as presented in the book. The human aspect refers to the
universal thoughts, motives, actions, etc. of people that helped lead to these
circumstances according to the author.
Students will spend the remainder of class looking at book covers of and pictures
of different film scenes from The Birds. Before students leave, they must write down a
specific theme they think the text will cover based on the class discussion about their
articles and the book cover and film images (i.e. the consequences are irreversible).

For homework, students will read 25 pages of the book and take notes in their dialectic
journals.

Day 2
Standard(s):
 RL.10.1 Cite strong and thorough textual evidence to support analysis of what a text
states explicitly as well as inferences drawn from the text.
 RL.10.2 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of a text.
 W.10.1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support
claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
 SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
 SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, vocabulary, substance, and style are appropriate to purpose, audience, and
task.
 SL.10.5 Make strategic use of digital media (e.g., audio, visual, interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
 L.10.6 Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; independently research words and gather vocabulary
knowledge.
Essential Question(s):
 How does human behavior impact the environment?
 How do people typically respond to environmental issues?
 How should people respond to environmental issues?
 What are the consequences and/or benefits of responding in a particular way?
Objectives:
Students will be able to...
 Construct a concept map that connects each vocabulary term to The Birds and to other
vocabulary terms.
 Relate vocabulary terms to the themes present in The Birds.
 Defend their use of each vocabulary term in the context of The Birds.
 Recognize the ways in which The Birds addresses the impact human activity has on the
environment in regards to new vocabulary terms.
What students should know and be able to do before starting this
lesson
 How to support their ideas using direct and indirect evidence.
 How to identify and analyze the themes of a text.
 How to participate in group discussions.
Instructional Materials/Resources/Tools
 Vocabulary List
 Dialectic Journal
 Smartphone/Tablet
 Projector
 Computer
 The Birds by Daphne Du Maurier
Instructional Tips/Strategies/Suggestions for Teacher
 Thoroughly go through instructions, essential questions, objectives, and expectations with
students.
 Quickly review vocabulary word definitions with students at the start of class.
 Respond to students’ general questions and concerns about The Birds at the start of class.
 Explain how concept circles and concept maps work if needed.
 Remind students of what is proper behavior for a class discussion.
 Teach students how to use the Mind Meister app if they are unfamiliar with it.
 Assign roles for each student in a group. Each student could focus on a particular set of
vocabulary words.
Lesson Details (including but not limited to:)

Lesson Opening
As student walk into class, there will be a concept circle on the board with the
following sentences in each of the four sections:
 The drastic change in weather overnight.
 Birds don’t follow their normal migratory pattern.
 Birds try to enter Nat’s home during the night.
 The local vegetation dries up and dies.
These sentences have to do with events that take place in The Birds. Students must
choose one of biology vocabulary word that best relates to all four sentences. Students
must be prepared to explain their reasoning in a class discussion. The following terms
 could be used: direct effects, indirect effects, ecosystem health, pollution, and climate
change.

During the Lesson

Using all the words they’ve learned in their Biology class (direct effects, indirect
effects, biodiversity, ecosystem health, habitat fragmentation, invasive species,
overharvesting, pollution, and climate change), students will work in groups of three to
make a concept map that connects all of these words to The Birds. Students will use the
Mind Meister app to complete this assignment. Students will share their maps with the
class. Students should support their claims/arguments with direct evidence from the text.

Lesson Closing
Before students leave, they must write down a few sentences about a connection
they wouldn’t have considered before everyone presented their concept maps to the class.

Homework: Students should read another 25 pages of The Birds and take notes in their
dialectic journals as they read.

Day 3
Standard(s):
 RL.10.1 Cite strong and thorough textual evidence to support analysis of what a text
states explicitly as well as inferences drawn from the text.
 RL.10.2 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of a text.
 W.10.1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support
claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
 W.10.8 When conducting research, gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
 SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
Essential Question(s):
 How do you cite a source in MLA format?
 What information is needed to cite a source in MLA format?
 How do people typically respond to environmental issues?
  How should people respond to environmental issues?
 What are the consequences and/or benefits of responding in a particular way?
Objectives:
Students will be able to...
 Recognize what information is needed for a proper citation.
 Create a citation for their research articles.
 Critique their peers’ citations.
 Analyze major themes in the text.
What students should know and be able to do before starting this
lesson
 How to support their ideas using direct and indirect evidence.
 How to identify and analyze the themes of a text.
 How to participate in group discussions.
Instructional Materials/Resources/Tools
 Article
 Projector
 Computer
 Dialectic Journal
 The Birds by Daphne Du Maurier
Instructional Tips/Strategies/Suggestions for Teacher
 Thoroughly go through instructions, essential questions, objectives, and
expectations with students.
 Model the MLA citation process.
 Let students complete the guided worksheet on their tablets in case they prefer
typing to writing by hand.
 Remind students of what is proper behavior for a class discussion.
 Respond to students’ general questions and concerns about The Birds at the start of
class.
Lesson Details (including but not limited to:)

Lesson Opening
Students will be asked to complete something similar to a vocabulary triangle.
However, rather than making connections between different vocabulary words, each
student will be making connections between different concepts and characters from the
book. At the top of the triangle will be the birds and at the bottom will be Nat and the
other townsfolk. Essentially, students will be looking at the way Nat and the other
townsfolk respond differently to the birds and how their responses lead to certain
consequences. This will lead to a class discussion about how the novel endorses and
condemns certain responses to environmental issues.

During the Lesson

 The teacher will talk more about the students’ upcoming research essay. While
the biology component is an important aspect of it, students should not neglect the human
aspect of the matter. Students should make connections back to The Birds; specifically, to
the themes and ideas the author, Daphne Du Marier, brings up.
Teacher will explain and model the MLA citation method for the students. The
teacher will also explain and model the parenthetical citation method as well. Students
will fill out a guided notetaking sheet that is based off of the citation information
available on Purdue OWL website. Students may refer to the website for more specific
citation information later on if needed.

Lesson Closing
By the end of class, students should have created an example full citation and
parenthetical citation for the article they brought in with them to their biology class.
Students should have also partnered up with another student and evaluated their citations.

Homework: Students should finish reading The Birds and take notes in their dialectic
journal while they read.

 direct effects -
o see overharvesting
 indirect effects - broad variety of species interactions that can occur through chains of
direct species interactions, such as predation or interference competition.
o some people have been attacked, presumably because of the unnatural weather.
 biodiversity - The diversity (number and variety of species) of plant and animal life
within a region.
o
 ecosystem health - the condition of an ecosystem. Ecosystem condition can vary as a
result of fire, flooding, drought, extinctions, invasive species, climate change, mining,
overexploitation in fishing, farming or logging, chemical spills, and a host of other
reasons.
o See
 habitat fragmentation - habitat loss results in the division of large, continuous
habitats into smaller, more isolated remnants.
o The farm nat works on
 invasive species - a species that is: 1) non-native (or alien) to the ecosystem under
consideration and. 2) whose introduction causes or is likely to cause economic or
environmental harm or harm to human health.
o
 Overharvesting - harvesting a renewable resource to the point of diminishing returns.
o a great line of seagulls waiting for the tide to rise
 Pollution - the presence in or introduction into the environment of a substance or thing
that has harmful or poisonous effects.
o He threw the empty packet onto the fire and watched it burn
o birds are attempting to enter through the chimney.
o As Nat later walks to the beach to dispose of dead birds,
 climate change - the anthropogenic (caused by humans) warming trend presently
underway.
o Unseasonable cold front