UNIT+3


 * Day 1 Starting with You **

|| -whole class discussion -small group sharing || || -short story  || || -personal journal writing -examination of school rules (filling in a chart) -focus on writing vocabulary for Role on the Wall ||
 * TEACHING AND LEARNING: || ||
 * Oral Communication Focus:
 * Reading Focus:
 * Writing Focus:

Introductory Activities

The following is a variety of activities that will promote discussion, help students develop their oral communication skills and get them thinking about restorative practice. You do not need to do all of the activities, just the ones that would be appropriate for your class.

**Task 1(a): Role on the wall**

Purpose: T o encourage students to recognize stereotypes of criminals we generate as a society; help students see people from different perspectives, and encourage group discussion

Activity: This activity will warm the students up to the idea of stereotypes and "labeling" people.

1. Brainstorm with students various "groups" in the school (e.g. Goths, Jocks, Nerds, Artsies).

2. Choose one group and draw an outline of a person’s head and shoulders on the board and write the group name underneath.

3. Ask students how people would describe members of this group and write the word outside the head and shoulders.

4. Ask students how the group member would describe himself and put those words inside the head and shoulders.

5. Finally, ask the students what words the group members friends and family would use to describe the individual and write them on the line of the outline.

**Task 1(b): Role on the wall continued**

1. Draw an outline of a person’s head and shoulders on the board and underneath write the word "Criminal".

2. Ask students what words society would use to describe criminals (e.g., mean, immoral, evil, violent) and write these words in the space around the outline.

3. Ask the students what words the criminal might use to describe himself (e.g., disadvantaged, poor, someone else is to blame).

4. Ask the students what words the criminal’s friends and family would use to describe him (e.g., didn’t know any better, makes poor decisions). Discuss with the class how perspective shapes opinion.

5. Repeat the same activity using the word "Victim" and discuss how our society perceives victims, how the victim’s friends and family sees him and how the victim sees himself.

**Task 2:** Anticipation Guide - Prior Knowledge and End of Unit Review  **Activate students' prior knowledge** Anticipation Guide Explained

Collect the students responses to the Anticipation. Guide. Keep them for the duration of the unit so that students can review them at the end to compare their attitudes before and after the unit.

**Task 3:** Anticipation Guide #2  **School Rules**

Purposes: T o encourage students to review school rules. T o introduce the concept of punishment vs repairing harm. T o promote positive group interaction.

1. Using the school handbook or student calendar or agenda, ask students (in groups of four) to fill in the chart on school rules. (Anticipation Guide #2)

**Task 4: Pre Assessment**

Read one of the following short stories //The Long Journey//, //On the Bridge//, //Golden Pants,// or another story of your choice. Fill in the following chart.

|| In what ways are they harmed? || || ||
 * What is the offence that is committed in this story? || ||
 * Who is the person who causes harm in this story? ||
 * Who is harmed by the boy’s actions?
 * What is the student’s motive? || ||
 * What do you think of the boy’s reasons to justify his actions? Explain. || ||
 * What evidence is there that the boy is not comfortable with his decision? ||
 * What evidence is there that he is going to get caught? || ||

What do you think should happen next? Why? Explain.

**Task 5: Personal Experiences**

Purpose: S tudents will reflect on personal experiences. S tudents will examine times in their life when they treated others unfairly or when they were treated unfair. S tudents will share their experiences with the group.

1. Ask students to fill out the following chart based on their past experiences. They do not have to share with the class if the experience is personal.

2. Students may select one of the writings to be expanded as a paragraph, poem, graphic, short story or other form discussed with the teacher.

Write about a time when....

|| You were an onlooker when harm was caused and you did nothing about it...   || || You were punished for an offense you did not commit.. ||
 * You caused harm to someone... ||  You were harmed by someone...  ||
 * You were an onlooker when harm was caused and you did something about it...
 * You caused harm and got away with it...

Day 2 What's the Harm in That Anyway?

|| TEACHING AND LEARNING: || Oral Communication Focus: || -whole class discussion -role play || Reading Focus: || -case study || Writing Focus: || -personal journal writing -case study -vocabulary ||

Discussion Starter: "Conflict means fighting." Think of an example which supports this idea and an example which does not support this idea. Be prepared to share your thoughts with the whole class.

Task 1: What do you see?

Purpose: To show that the same thing can be seen in different ways. Procedure: Display figureson the projector/overhead/smart board/handouts. Ask students in each to describe what they see. Ask if anyone sees anything different. Allow time for those who do not see a second figure in the same illustration to see it.



Task 2: Blaming Versus Restorative Responses

Purposes: To help students think about different responses to situations when harm occurs.

Guide the discussion around the following questions: 1. What is harm? What is a punishment? 2. What purpose does punishment serve? 3. How does punishment affect the person being punished? 4. What do you think about punishment? 5. Share examples that might illustrate this point. (Tell students in advance they are not to talk about specific people or incidents by that would be known by students in this class or school.)

Blaming Lens
 * Why did you do it?
 * You are to blame!
 * You deserve to be punished!
 * Harm is defined in terms of breaking rules, consequences and by guilt.
 * Focus is on the past and on blaming.
 * Deterrence is linked to punishment.

Restorative Lens
 * What happened?
 * What hurt or harm has resulted?
 * What needs to happen to make things right?

Harm is defined as a violation of relationships and of people and creates an obligation to make things right. Focus is on the past, the present and the future. The emphasis is on repairing the harm, building the relationships, and building community. Deterrence is linked to relationships and personal accountability.

Ask students (could be used for journal responses) 1. What do you think of the restorative lens? 2. How is it different from the blaming lens? 3. How might people respond to the same situation from the 2 different lenses?



Task #3: Case Study

Purpose: To develop the understanding of restorative responses to harm and conflict. To demonstrate the benefits of a restorative process.

1. Read one of the case studies aloud to the class.



2. Divide the students into groups of 3 in order to discuss and respond to the questions on the Case Study Question Sheet.



3. After about 15 minutes, have the whole class reconvene and go through the questions with responses from each group.

4. Have the students work individually or in pairs to create a case study based loosely on a personal experience. Change the names in the case studies. Students can complete the graphic organizer for their own case studies too. Students may choose to present the scenario as a role play (or other format) from 2 perspectives or in a manner agreed upon by the teacher and student.

Journal Entry:

Extensions:

** **Day 3** **Turning Tragedy into Triumph** ** **through the Power of Forgiveness**

|| TEACHING AND LEARNING: || Oral Communication Focus: ||  $ Class discussion based on guided questions $ Small group journal sharing || Reading Focus: || $ Reader = s Digest Article $ Excerpts from __Walking After Midnight__ || Writing Focus: || $ Journal Writing $ Extension choices ||

Discussion starter "Victims of crime only want revenge." Agree or disagree, and provide at least 2 reasons or examples to support your position. (Alternative format: Provide students with reasons and/or examples on recipe cards and have students read them and disucss.)

Today's lesson will centre around the story of Katy Hutchison and how she used restorative practice to turn a tragedy into a positive experience for herself and her children.

//On New Year'////s Eve, 1997, Bob McIntosh left his family and friends at the dinner table to check on a disturbance at a neighbour'////s house. He never came home. Savagely beaten by an unknown assailant, McIntosh was pronounced dead that night at a local hospital, leaving behind his wife and twin four-year olds.// //While authorities searched for McIntosh'////s killer, his wife, author Katy Hutchison, began the slow process of rebuilding a life for her children and herself. Refusing to be defined by her husband'////s murder, she moved to a different town, pursued a new career, and eventually remarried-but, with questions about her husband'////s death still unanswered, the healing Hutchison longed for was slow in coming.// //In the spring of 2002, authorities arrested a young man named Ryan Aldridge for the murder of Bob McIntosh. On hearing the news, Hutchison startled investigators by asking to meet the man who had killed her husband. She didn'////t take satisfaction in seeing Aldridge in custody, nor did she want to rail against him for the harm he had inflicted on her and her family. Instead, she wanted to learn from him why he had attacked McIntosh and what she could do to help stop incidents like it from happening again. In a message she sent to Aldridge after his arrest, Hutchison offered this remarkable sentiment://

// A ////ll I want for you is what you took from Bob -a happy and productive life.//

(Excerpt from __Walking After Midnight__)

**Task 1: Telling Katy's story (Use a computer and projector or smartboard to show the video clips.)**

There are a variety of methods in which to convey this powerful story: use a video clip from [] read excerpts from the novel //Walking After Midnight// (suggested excerpts are listed at the end of the lesson plan) use the Reader's Digest article "Out of Tragedy A Gift"November, 2006 Access Katy's website at [|www.katyhutchisonpresents.com]

**Task 2: Guided Questions for Class discussion**

|| 1. What happened to Bob McIntosh? 2. What do you think Ryan Aldridge was thinking at the time? || 3. Who were all the people that were affected by this incident? How were they affected? || 4. How did Katy choose to deal with her husband's death? || 5. Why did she decide to deal with it in this manner? Do you think you could do the same? Why? || 6. How did Katy's choices affect the others (e.g. her friends, her children, other community members)? || 7. What did Katy feel she needed to do in order to make things as right as possible? || 8. What did Ryan do (or need to do) in order to make things as right as possible? || 9. What is your opinion of Katy's decision? ||

Task 3: Journal Entry: Reflection

Imagine that you were one of the following people harmed in the Katy Hutchison story and answer the following questions from his/her point of view: bystander at the party, owners of the house, Bob's wife, Bob's children, Bob's friends who entered the house with him, other. 1. How did the loss affect you? How did the loss affect others. 2. What were you thinking at the time. 3. What have you thought since? 4. What kinds of support did you have to help you with this loss? (e.g. friends, family, teachers etc.? 5. Looking back, what other choices could you have made in response to the loss? How might things have turned out differently?

**Task 4: Journal Sharing**

In small groups (3 or 4), students share their imaginative responses to Katy's story from the point of view of someone affected by Bob's murder.

Extensions:

1. Find other real life stories in which a person is harmed and the surviving family members choose to forgive those who caused the harm. Compare the story you find to that of Katy Hutchison.

** **Day 4** **Making Choices** ** **Discussion Starter** "Lawyers often choose to make attacks on character to prove guilt." If you were a lawyer making the closing arguments on this statement, what would you say and how would you support your position? ****Task 1**: Create a Performance Standard** Work with the class to create a Performance Standard for pair work with the class. What does pair work look like? Sound like? Post this so the class can see what is expected when working in pairs. ****Task** 2:Discussion topic for pair work -The Butterfly Effect (or The Ripple Effect)** What students do: In pairs, take turns talking about whether you believe the Butterly effect is possible. Why do think it could be? Why wouldn = t it be possible. Listen to each other carefully. What teachers do: Give a specific time limit for this discussion such as 4 minutes. Tell the students that following the activity you will randomly select several groups to hear their responses. Walk around the room while students are working in pairs and make anecdotal notes on work habits.

**Task 3: Discussion about pair work** When the time is up, the teacher listens while several student group share their responses. Some of the ideas can be written on the blackboard. Also, the teacher takes some time to discuss how students felt while working in pairs. How did it go? What is difficult about working with a partner? What can you do better next time? Refer to the chart.

**Task 4:Listening and comparing** Next, the teacher reads the anecdote from Real Justice p.140-141 entitled A Drug Overdose @. As a class, discuss the connections between the idea of the Butterfly effect and Lon = s behaviour.

****Task 5**: Reading Focus: Short Story**

The following is a list of short stories that could be offered as reading material for the next section.

A Sound of Thunder @ Ray Bradbury (also a video at the LRC) Sci-fi story about a man who travels back in time. He is warned not to go off the path, yet he chooses to do so anyway. As a result, he kills a butterfly and when he returns to the present time everything has changed.

A Pricilla and the Wimps @ by Richard Peck (Elements of English 9, pp. 94-96) Grade 6 girl finally stands up to a schoolyard bully.

A On the Sidewalk Bleeding @ by Evan Hunter (Elements of English 9, pp. 98-104) Gang member is shot by a rival gang and as he lays dying he reflects back on choices he made.

A Your Move @ (Illustrated Book)by Eve Bunting (Harcourt, Inc., 1998) Young boy babysitting his brother wants to join a street gang and must go through an initiation by A tagging @ over another gang = s graffitti.

A On the Bridge @ by Todd Strasser (More Strawberries, pp. 175-181) Teenage boy looks up to another boy and wants to be like him. He watches as his idol flicks a cigarette over the bridge onto a car. When the fellow in the car that has been hit arrives, the boy is then blamed for the act.

What students do: Read the story. (LDCC class - teacher may want to read the story to the class) After reading the story, students work again in pairs to complete a graphic organizer that explores the idea of making choices and the effects these choices have on others.

|| What choices were made? Who was affected by these choices? || How is this connected to the idea of the Butterfly Effect? || How is this short story connected to the story of Lon and the drug overdose? ||

****Task 6**: Journal Entry: Reflection** $ What kind of effect do the choices a person makes have on others**?** $ Write about a time when you made a decision that had an effect on others or a time someone else = s decision had an effect on you and others.

**Task 7: Activity For Understanding Practice Domains**

**HIGH** **TO** **Mean** **Rude** || **WITH** **Restorative** **Great** || **NOT** **Lazy** **Slack** || **FOR** **Too Soft** **Weak** || **LOW FAIR RESPECT HIGH**

For more information on this Practice Domain chart, see __Real Justice__ (pp.207-210)

Statements to place in a quadrant on the practice domain chart:

1. A I don = t care what you do, sort it out for yourself. @ (NOT)

2. A You are usually a pretty good student and I = m disappointed by your actions. @ (WITH)

3. A Sit down and shut up you @ (TO)

4. A You really only have to do it if it suits you. @ (FOR)

5. A I = ll do anything to be your friend. @ (FOR)

6. Teacher: A How come you never bring a pencil to class? @ (TO)

7. Parent: A You came home an hour late last night. What happened? @ (WITH)

8. Friend: A I was surprised to hear that you said I was stupid. Why did you tell Lisa that? @ (WITH)

9. Student: A Sure you can copy my work. I don = t care. @ (NOT)

10. Parent: A Your report card was terrible this term. You = re grounded until your marks improve! @ (TO)

11. Student: A I = ll type up the whole project for us to hand in tomorrow. Don = t worry about it; I know you = re busy with the rowing team. @ (FOR)

12. Student : A Why didn = t you help with our project? Now we = re going to fail. @ (TO)

// **What the students do:** // Students work together in small groups to discuss where each scenario falls on the Practice Domain chart. (See appendix for statements on cards)

//**What the teacher does**:// Give the students a specific time limit. Tell the students that one person in each group will read the group responses to one question, therefore the group should be able to defend its selections. This is a good opportunity for the teacher to make pre-assessment notes on students = ability to work in groups using a class list. Following the time, the teacher will lead the groups through the selections in a discussion of the Practice Domain. Next, the teacher will take the time to discuss the concept of A working in a group @. Ask the class questions such as //What happened in your group? What did you think of that? What do you think could have made your group work better?// Put responses on chart paper for further review tomorrow.

**Day 6 The Apology** Love is never having to say you're sorry, or is it? Relationships are essential to learning and life. || TEACHING AND LEARNING: || Oral Communication Focus: || Shared reading of poetry aloud Partner, small group discussion whole group discussion || Reading Focus: || Poetry || Writing Focus: || Answers with partners Poetry Extension choices ||

Discussion Starter "Apologizing to someone simply means saying 'I'm sorry." Think of at least one time when this was true for you and one time when this was not true for you.

**Task 1: Poem**

1. Read the poem "This Is Just To Say" by William Carlos Williams aloud to the class. There also needs to be a print version of the poem available to all students (e.g., overhead, on the board, smart board, print copy).

2. After reading the poem, have students fold a sheet of paper into four parts and answer the following questions with their elbow partner.

|| A. What is the harm that the writer of the note caused? B. There are three distinct stanzas in this poem. What is the speaker's tone in each of the three stanzas and how is it created? || C. Is William Carlos Williams' poem both a poem and an apology? Is it more of a poem or more of an apology? Explain. || D. If you were the recipient of this note would you forgive the writer? Why or why not? What would make things right? ||

**Task 2: Reading Variations**

Read the poem "Variations on a Theme" by Kenneth Koch. Koch's poem is a parody poem based on "This Is Just To Say".

**Task 3: Think, Pair, Share**

Ask students to reflect on the following questions (or some of the questions, or assign specific questions to specific students/pairs/groups), first on their own, then with a partner and then wrap up the discussion by reviewing these with the whole class.

||  1. Would Koch's poem be as effective if you were not aware of William Carlos William's poem? Why? 2. Can an apology that is comical be sincere? || 3. Do you have to say I'm sorry in an apology? || 4. Brainstorm other ways to say or show an apology. || 5. Does apology without a change of action really repair harm? || 6. What have you done to apologize to someone you harmed (e.g., buy flowers, write a note, email, call on phone, replace a damaged item)  || 7. Can you buy forgiveness? ||  ||
 * 8. Does saying you're sorry really mean anything or is it only a social convention? ||  ||
 * 9. Is it important to say you're sorry even if you don't mean it, because it has an effect on others? Can you think of situation when this might be appropriate? ||   ||
 * 10. Why is the ritual of apology so important? ||  ||

**Task 4: Writing Parody Poems**

1. In groups of 3 or 4 students, brainstorm things students do in a day for which they are sorry (e.g., borrowing sibling's clothing without asking, arriving late to class, making parent wait when they arrive to pick you up.)

2. Each student will write his/her own poem like "This Is Just to Say" apologizing for causing harm. Students could chose to write the poem with a partner or in a group. The poems will be written on a variety of note paper (e.g., scraps, envelopes, sticky notes). Students may write more than one poem, since they are likely to be short. The A pologetic notes can be displayed on a refrigerator door made out of three pieces of bristle board and displayed in the classroom. (It is possible students might base the poems on real incidents, and if the poems are displayed in the class, names should be left off the poems or pen names could be used.)

**Example of Parody Poem written by two students:**

This is just to say I slept in and missed the bus

And used the emergency money in the yellow envelope that you keep under the radio to pay for the taxi

Those flannel sheets so warm, so soft like my old fuzzy and your hugs when I was small

You can take the $11.50 for the taxi out of my birthday money

I also told the Capitol Taxi driver to keep the change

So really I owe you $15.00 it was worth it I felt so grown up  he said he had a son my age

And now I need a note to get admitted into second period

You can write what you want or I'll think something up  and you can sign it.



**Task 5: Journal Entry: Reflection**

Individually, students will write a reflective journal about the topic of apology. In the journals, they will need to answer one or a couple of the questions listed below. What is an apology? What does it mean to apologize? Do you have to accept an apology? What do you do if you apologize and your apology is not accepted? If your parody poem was based on a real incident, what might you do to repair the harm?

**Extensions:**

1. Read the short story "The Necklace" by Guy de Maupassant. In the story the woman repairs harm by replacing the necklace, but she does not own up to her mistake. Fill in the following chart based on the statement below in italics. // The woman should have replaced the necklace without telling the owner what happened. //  ||    P         (Pluses)   || M        (Minuses)   || I    (Interesting) || ||  || ||  ||  || ||  ||  ||    Day 6 extension chart

2. With a partner read the short story //All the Years of Her Life// by Morley Callaghan (__More Strawberries__, pp. 61-67). One of you writes the apology Alfred would give to his mother at the end of the story. Write it in the persona of Alfred. The partner takes the mother's point of view and writes her reply. (This could also be in the form of a script and acted out.)

3. Read //The Bully// by Gregory Clark (__Accelerate: Destinations__: pp. 24-27). The narrator describes Aubrey: "Aubrey was a large, loose boy with sallow skin, pale eyes, a nasal voice and a frustrated character. Nobody loved him. The teachers didn = t like him. He was avoided in the schoolyard. In the knots and squads of children going to and coming from school, Aubrey, large and louty for his age, was always mauling, pushing, shoving the smaller kids. The groups would either hurry to leave him behind or stop and wait for him to go on. Nobody, nobody loved him." (p. 24) Is it possible to feel sorry for a bully? Write a description of a bully from your own experience. Describe his physical appearance, how he carried himself, and show how others treated him. When you are finished re-read the description of Aubrey. Comment on the similarities and differences.

4. Read the short story //All Summer In A Day// by Ray Bradbury. Write the apology from the point of view of the students who locked the girl in the closet.

5. Have you ever caused harm to another person? Write an apology letter in which you take responsibility for your actions.

6. Write about a time someone harmed you and then apologized such that you forgave them and you now have a positive relationship with that person.

7. Read the poem "My Guilt" by Agnus Copithorne (__Your Voice and Mine 3__, pp. 146-147). What does the speaker in the poem discover about herself? Is the speaker really a "bad" person if she is still haunted by the harm she caused? Write an email apology the speaker would write to Freddie if she could contact him today. Do you think Freddie would accept the apology?

Resources for Extensions:

Short Stories: //The Bully// by Gregory Clark (__Accelerate: Destinations__: pp. 24-27) //A Man Who Had No Eyes// by Mackinlay Kantor (__Tuned In__, pp. 167-170) //All Summer In A Day// by Ray Bradbury //All The Years of Her Life// by Morley Callaghan (__More Strawberries__, pp. 61-67) //The Necklace// by Guy de Maupassant

Poems: "Mr. Ford and the Petty Thieves" by Don Freed (__Accelerate: Destinations__, pp. 13-15) "Truce" P. K. Page (__Accelerate: Destinations__, p. 28) "My Guilt" by Agnus Copithorne (__Your Voice and Mine 3__, pp. 146-147)

Anecdotes from __REAL Justice__ by Ted Wachtel: Schoolyard Bullies (pp. 41-44) Victim Generosity (pp. 47-50) Diverting an Assault (pp. 146-148)