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Catchy Title: I'm a Survivor - Part 2
Theme/Topic of Lesson: A Study of Cancer Prevention Through a Healthy Lifestyle
Time Commitment: Three 90-minute blocks
Subject Area(s):
Health
Language Arts
Science - Biology
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: What does it mean to be a survivor?
Overview:
These lessons are a continuation of "I'm a Survivor! Part I", the activities are all pieces of the puzzle for students to respond to the central question: "What does it mean to be a survivor?"
Up to this point students have read and kept a reading journal for chapters 1 - 4 of the novel; learned valuable background information about the novel, Johnny Gunther's disease, and treatments; read testimonials from cancer patients and their families; and learned of sources of support that are available. They also have made personal connections with the disease. Students must have completed all of the activities in "I'm a Survivor! Part I" to be able to complete the activities in Part II.
Students will be completing the reading log for John Gunther's novel Death Be Not Proud, analyzing John Donne's poem "Death Be Not Proud" which was the inspiration for Gunther's title, and utilizing a teacher-created Web site: Cancer Prevention for Healthy Living (preventingcancer.homestead.com/preventcancer.html) to learn ways to prevent cancer by living a healthy lifestyle. They will also prepare a pamphlet that informs others of methods to help prevent cancer, along with writing a paper that answers the challenge question.
Cooperative structure of the lesson:
Students will be collaborating in small groups to analyze John Donne's poem. They will also be working in pairs to explore healthy lifestyles and cancer prevention methods. Larger groups will be formed for the book chat activity.
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Writing
(K-12) | Maryland Content Standards Indicators
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | | Writing
(9-12) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.12.4.2
write to express personal ideas in writings (prose or poetry) that
- develop the elements with concrete sensory details and language
- purposefully include such elements as allusions and different points of view
- effectively pace the presentation of information to accommodate tone and mood
(CLG 2.1.1, CLG 2.1.2, CLG 2.1.3, CLG 2.2.1)
| Reading
(K-12) | Maryland Content Standards Indicators
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| | Reading
(9-12) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.12.5.1
synthesize the content and ideas from several sources dealing with a single issue or written by a single author, producing evidence of comprehension by clarifying the ideas and connecting them to other sources, related topics, or prior experience (CLG 1.1.1, CLG 1.1.2, CLG 1.1.3, CLG 1.3.1, CLG 1.3.2, CLG 1.3.3, CLG 2.3.1, CLG 2.3.4, CLG 2.3.5, CLG 4.3.4)
| Life Science
(K-12) | Maryland Content Standards Indicators
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.8
explain the correlation between the structure and function of biologically important molecules and their relationships to life processes.
The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins). (CLG 3.1.1.)
The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2.)
The student will analyze the relationships among organisms and between organisms and abiotic factors (abiotic/boitic factors: space, soil, water, air, temperature, food, light, organisms; relationships: predator -- prey, parasite -- host, mutualism, commensalism). (CLG 3.5.1.) | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.1
explain that most life functions involve chemical reactions regulated by information stored within the cell and may be influenced by the cell's response to its environment.
The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins). (CLG 3.1.1.) | Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology communication tools
(Gr. 9-12) | ISTE Technology Standards
4. Technology communication tools
-
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
-
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology problem-solving and decision-making tools
(Gr. 9-12) | ISTE Technology Standards
6. Technology problem-solving and decision-making tools
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
| Technology communication tools
(Gr. 9-12) | ISTE Technology Standards
4. Technology communication tools
-
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
-
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
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Learning Objectives:
The Students will:
- Identify attitudinal quotes found throughout the novel.
- Identify the characteristics of a sonnet.
- Demonstrate their understanding of the unit's central question by writing an essay
that answers the question. - Interpret Internet facts and information to create a pamphlet that instructs others
on ways to prevent cancer. - Be proficient in the use of technology.
- Use Microsoft Word to create a pamphlet.
Assessment
Expected products from lesson:
Students will produce pamphlets that instruct others on cancer prevention methods.
Students will also compose a paper that answers the challenge question "What does it
mean to be a survivor?" using information learned throughout the two-part lesson.
Content:
* The ECR scoring rubric for the Maryland State Test, "English Rubric: Extended
Constructed Response," will be used to evaluate the in-class essay created.
* Reading Journals and poetry responses can be evaluated based on completion and
accuracy of information.
* Class participation for discussions and projects can be determined by on-task
behaviors.
* The pamphlet will be assessed through the checklist and its quality of
information/layout. Use the checklist on the handout Culminating Project on
Cancer Prevention.
Technology:
* Pamphlets will be evaluated on the student's ability to generate a computer-
generated pamphlet using computer graphics and text. Use the checklist on the
worksheet Culminating Project on Cancer Prevention.
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Resources
| Software | Microsoft Word | | http://www.microsoft.com | | Print Materials | Death Be Not Proud Gunther, John. New York: Perennial Classics, 1949. | | Internet Sites | Cancer Prevention Through Healthy Living Web site developed by author of this lesson plan for use with students in completing the cancer prevention pamphlet. | | http://preventingcancer.homestead.com/preventcancer.html | | English Rubric: Extended Constructed Response This rubric is used to evaluate the in-class essay created in this lesson. | | http://mdk12.org/instruction/success_mspap/pdf/lang_workshop/Write_Assessment.pdf | | Nutrition Action Health Letter Center for Science in the Public Interest "Rate Your Restaurant Diet" by Bonnie Liebman and Jayne Hurley This Web Site provides a "Rate Your Restaurant Diet" Quiz to help you size up what you eat away from home. | | http://www.cspinet.org/nah/quiz/index.html | American Cancer Society: "UV Exposure" This site provides valuable information concerning skin cancer, early detection, and methods of prevention. It offers nine articles titled:
* What Damages Occur With UV?
* Are Any UV Rays Safe?
* Are Some People More Susceptible to Sun Damage?
* What Is The UV Index?
* How Do I Protect Myself From UV?
* What About Tanning Pills and Other Tanning Products?
* How To Examine Your Skin
* ABCD Rule For Early Detection of Malignant Melanoma
* Protect Your Child's Skin From The Sun | | http://www.cancer.org/eprise/main/docroot/PED/content/ped_7_1_What_You_Should_K | | American Dietetic Association This site contains excerpts from The American Dietetic Association's Complete Food & Nutrition Guide by Roberta Larson Duyff, MS, RD, CFCS. | | http://www.eatright.org/adafood.html#Healthful | American Heart Association This site offers some exercise tips and information to improve an active exercise routine and includes the following articles:
* Benefits of Daily Physical Activity
* Body Composition Tests
* Exercise and Your Heart | | http://www.justmove.org/myfitness/active.cfm | | Diet, Nutrition & Cancer Prevention: The Good News U.S. Department of Health and Human Services Public Health Service National Institutes of Health | | http://www.hoptechno.com/book12.htm | | Cancer Prevention Conversations This site provides answers to common questions about how nutrition, physical activity, sun exposure, and tobacco exposure all play a role in reducing the risks of cancer. | | http://commtechlab.msu.edu/sites/prevention/ | | American Institute for Cancer Research This site provides new information linking cancer to a lack of exercise and a poor diet. | | http://www.aicr.org/action.lasso?-Database=w005healthtip.fp3&- | | American Institute for Cancer Research AICR Booklets and Brochures are now available full-text online. This site contains a selection of AICR educational publications are now available online, each presenting the full-text of the original publication. | | http://www.aicr.org/ | | Preventing Cancer through Healthy Living Created by Lorene Livermore, the author of this lesson, this site provides information concerning cancer prevention through living a healthy lifestyle. | | http://preventingcancer.homestead.com/preventcancer.html |
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Materials
Per class- Overhead projector
- Overhead transparency of the Book Chat worksheet
- At least 8 black, thick permanent markers
- Three poster boards (light in color)
- Multiple packs of Post-It Notes, preferably in three different colors
- Approximately 30 different pamphlets to be used as examples
- Colored computer/typing paper and/or thicker resume paper if available
- Book Chat Chapters 1-4 (View)
Per student team/group of 3- Computer with Internet Access
Per Student- Computer with Microsoft Word
- Culminating Project Cancer Prevention (View)
- Death Be Not Proud (View)
- Teacher Resources for Background Research (View)
Vocabulary
- Volition - n. an act of willing, choosing, or deciding
- Protuberance - n. a bulge or knob
- Suppuration - n. the formation or discharge of pus
- Quiescent - adj. inactive or still; dormant
- Colloquy - n. a conversation, especially one that is formal or mannered
- Perfunctory - adj. done or acting routinely and with little interest or care
- Equivocate - v. to speak in ambiguities
- Fluctuant - adj. varying; unstable
- Propogandistic - adj. reflecting views and interests
Procedures
Within these lessons, students will be experiencing Cooperative Learning, Collaborative Groups, Research Models, and Project-Based Learning. The lesson begins by having students reflect individually on the survival techniques of the main characters. Then students work in groups to synthesize their ideas and finalize them on poster board. Following this activity the students analyze a literary work and then explore what it means to engage in "healthy living." A teacher-generated website facilitates the exploration of healthy living. Taking all of the information they gained in Part 1 and from these activities students prepare a pamphlet on cancer prevention.
The Technology Configuration necessary for the lessons includes a full computer lab with Internet access and Microsoft Word. If these resources are not available the teacher can print out information from the various sites to enable students to have enough information to complete their tasks. Alternatively students could use the library to obtain print resources. Final products can be hand written in the student's neatest writing if word processing capabilities are not available.
Day 1: Book Chat
Daily Challenge Question: What techniques can be used for one to be a survivor?
1 Day
Set-up Directions:
The teacher will need to have three poster boards, multiple packs of Post-It Notes in three colors for part of the day's project, and at least 8 black, permanent markers. One poster needs to be titled, "Frances's Survival Methods," another titled "Johnny's Survival Methods," and the last titled "John Gunther's Survival Methods" - all in clear, bold letters. An overhead projector and the Book Chat transparency need to be ready for the beginning of the period. The teacher will also have to have the poem worksheet Death Be Not Proud copied and ready for the lesson as well. An overhead transparency of these worksheets is extremely helpful for visual learners and general discussion purposes.
Teacher Presentation & Motivation:
(5 minutes)
Ask students to take a few minutes to list ways that John, Francis, and Johnny exhibit survival techniques. Only allot them five minutes to brainstorm and list.
Activity 1 - Activity 1 (30 minutes)
Once students have composed their preliminary lists, the teacher will show the overhead transparency titled "Book Chat" and discuss the purpose and steps to be followed. The class count off by three's. After each student is assigned a number, instruct students to congregate with those with the same number and share their motivational activity's responses with each other. Individual answers will be written onto Post-It Notes and placed on appropriate poster boards. Only allow this activity to go on for 10 minutes.
Once time has expired, give one poster board to each group to be analyzed, arranged, and created for the class. The group will assess each individual response to determine its accuracy and value according to the poster's topic. Final responses will be neatly written in black, permanent marker on the poster for the class review. Only allow 10 minutes to complete this portion of the activity.
Finally, once the posters have been created, allow each group to present its topic and generated responses. Allow the entire class to give input on the product and debate any issue t
Activity 2 - Activity 2 (45 minutes)
Pass out the Death Be Not Proud handout (a poem by John Donne). First, ask students to read the poem silently. Explain what a rhyme scheme is and ask students to identify this sonnet's rhyme scheme. Discuss responses as a class. Identify the number of syllables per line along with the number of lines in the poem itself. Inform students that these are all characteristics of sonnets.
Read the poem aloud to the class and get a general response to the poem after the second reading. Instruct students to use their pencil to modernize the poem by crossing out words such as "thy", "thou," and "thee" and replace them with the word "you". Encourage them to cross out the "-st" on certain words to modernize them. Once the poem has been modernized, reread the poem aloud in modern English. Discuss the poem's meaning after this third reading.
Instruct students to respond, in groups of three, to discussion questions 1 - 5. Read the directions together then give them approximately 15 minutes to discuss and write.
Once time has elapsed, discuss the responses as a class and instruct students to add to their responses during the class discussion.
Now that the poem has been discussed, have students erase their pencil editing of the new, modern interpretations and read it again in its original wording. Students should now completely understand it and should not be bothered by its wording.
Wrap Up:
At the end of Chapter 4, Johnny says, "It's better this time than after Putnam's operation. I can see." Discuss with the class both the literal and figurative meaning of this statement. Assign students to read Chapters 5 and 6 and respond on their Reading Journal worksheet.
2: Healthy Living
Daily Challenge Question: What is Healthy Living?
Set-up Directions:
The teacher will need a working computer lab with Internet access ready (preferably one
computer per student but students can pair up if necessary).
Teacher Presentation & Motivation:
Ask students to brainstorm methods they can use to prevent cancer. Have students write
their ideas on loose leaf paper or in their journals. (Allow 5 minutes only)
Activity 1 - Activity 1
Instruct students to access the teacher -created Web site titled Cancer Prevention for
Healthy Living. They will review all materials presented and will take notes to be used in
the day's "Activity 2"
Activity 2 - Activity 2
Students will create a "blue print" for a pamphlet on cancer prevention. Pass out the
Culminating Project on Cancer Prevention worksheet and read the directions together.
Inform them that the final product will be created in class the following day so the rough
draft must be ready for Day 3.
Wrap Up:
Review the Challenge Question for "I'm a Survivor" Parts 1 and 2. Discuss all of the
topics and issues discussed throughout the lessons. Inform students they will be
responding to the Central Question as an in-class essay tomorrow. Students will be asked
to brainstorm and organize a response to the question that includes things learned within
the unit as a prewriting for the next day's class.
Day 3: Pamphlets on Cancer Prevention
Daily Challenge Question: How can healthy living make one a survivor?
1 Day
Set-up Directions:
Teachers will need to have one working computer per student with Microsoft Word. Colored typing paper (or thicker paper such as resume paper if available) needs to be available for students to use.
Students will also need an ink pen to complete the in-class essay. A few extras should be handy in case a student forgets or runs out of ink.
Teacher Presentation & Motivation:
(5 minutes)
Pass out examples of pamphlets and allow students to view them and think about qualities that make them appealing to readers.
As a class, generate a list of those qualities and ask students to keep them in mind when creating their final pamphlet on cancer prevention.
Activity 1 - Activity 1
With each student at a computer, monitor their work as they create their pamphlets using
their blueprint from Day 2. Let them know they must have their typing and graphics completed and their printed and folded product finished within the given time period. When completed, have them print out five copies of the pamphlet - one for the teacher, one for their family, and three to share with fellow classmates or other adults in the building.
Activity 2 - Activity 2
At desks, instruct students to create an Extended Constructed Response answering the
challenge question "What does it mean to be a survivor?" Students will respond in dark
blue or black ink and the writing must be completed within the 30-minute time period.
Remind students they will be graded on the ECR rubric of 0 - 6.
Wrap Up:
Collect ECR's and the teacher copy pamphlet. Remind students to share their pamphlets
with family and friends. Ask for student input concerning the unit's effectiveness and
discuss any suggestions they make concerning improvements in the unit's effectiveness.
Enrichment Options
Cross-Curricular Extensions
Science:
Team the novel with the film Lorenzo's Oil.
Focus: a look at the importance of self-research
Study the use of Mustard Gas (HN2) as it was used in warfare (and is currently used in chemotherapy treatment)
Focus: the chemical makeup of the gas and its difference between the Mustard Gas used in chemical warfare to the gas used to shrink tumors.
Create a more in-depth study of Max Gerson's Diet.
Focus: How daily food choices affect the way our body behaves.
Albert Einstein played a small role in the novel as he and young Johnny Gunther corresponded during Johnny's struggle with cancer.
Focus: Albert Einstein in the 1940's and his role in science and discovery.
Social Studies:
Within the novel, terms such as "Negro boy", WPA, newsreels, along with various movies and shows are mentioned.
Focus: use the novel to find evidence of the time period (1940's).
Research Brain Cancer.
Focus: compare what doctors knew about cancer in 1946 to today's current research.
People are willing to undergo unorthodox treatments in an effort to survive cancer.
Focus: Look at the laws that protect people who are willing to become "guinea pigs" in order to create new drugs and treatments for cancer (along with other life-threatening diseases).
Health:
Study the stages of death.
Focus: the stages people experience when they learn they're going to die. (denial, acceptance,etc.)
Research Lance Armstrong's psychological and physical battle against cancer.
Focus: compare Armstrong's battle with Johnny's bravery.
Grammar:
The novel is filled with difficult vocabulary and medical terminology.
Focus: how to use context clues to determine a word's connotation and denotation
Art:
Create art that represents the images/moods found in the novel. This could be used to express a certain character's struggle or victory. Abstract expressionism could be used as well, followed up with an in-depth written explanation of the symbolism found within the piece.
Focus: the use of another medium to create a visual of what was written in print.
Fine Arts
Students can view and analyze art from a variety of mediums with cancer as the subject or theme.
Foods and Human Services
Recipes could be discussed and chosen on the basis of nutritional value and preparation time. Students could learn how to plan and prepare the healthy, cancer-preventing foods to be found in the generated cookbook. Healthy recipe sites include:
American Institute for Cancer Research Recipes http://www.aicr.org/information/recipe/index.lasso
Technology
The healthy eating cookbook could be created using computers and the following sites as resources:
Create Your Own Cookbook Page http://www.craftsfaironline.com/cookbook/cookbook.html
Publish & Profit The how-to guide for creating a publishing a profitable cookbook. http://www.cookbookpublishers.com/kitreqst.htm
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As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation. How successful were the students? What did the assessment demonstrate
about the students' learning? What skills do the students need to revisit? What
instructional strategies worked and what made them successful? What will you change
the next time you use this lesson? Why?
Author: Lorene Livermore and Debra Delevan
Modified by: Laura Corbin Frazier
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