English-Language Arts Content Standards for California Public Schools
Grades Nine and Ten:

Reading
1.0    Analysis, Fluency, and Systematic Vocabulary Development
2.0    Reading Comprehension (Focus on Informational Materials)
3.0    Literary Response and Analysis

Writing
1.0    Writing Strategies
2.0    Writing Applications (Genres and Their Characteristics)

Class Schedule
Monday: 50 minutes
Tuesday: 60 minutes
Block (Wednesday: Periods 1, 3, 5; Thursdays: Periods 2, 4, 6): 90 minutes
Friday: 40 minutes

Date	Topic	Concepts/Activities	Readings	Homework
Mon	Law & Order Clip Plays (Concepts) Context (History/Bible Belt)	Students will watch the court scene from "Law & Order", episode: In God We Trust, to familiarize themselves with courtroom procedures Plays                                      -The Stage The Stage 2 (.pdf) Fundamentalism                   - Bible Belt States		Faith vs Reason Question
Tues	Faith vs Reason  Casting Act I: Scene 1 Binders	Faith vs Reason Discussion  -Conclusions from survey Cast List, students will be cast as all characters and be given brief character synopses.                            Perform Act I: Scene 1 Explain Binder Assignment (See Attachment)	Act I: Scene 2	Character Logs: Cates and Rachel
Block	Themes Act I: Scene 2 Term Paper Assignment Thesis Statement	Quiz Themes (See Attachment) Perform Act I: Scene 2 City vs Country (Hornbeck's actions) Assign Term Paper (See Attachment) Create a thesis statement	Act I: Scene 2 Term Paper Attachment	Read Act II: Scene 1 Thesis Statement Theme Logs: 1 citation per theme with explanation
Fri	Act II: Scene 1 Research: Secondary Sources	Quiz Perform Act II: Scene 1 Brady's attitude and Rachel's motivation Secondary Sources Direct Quote with introduction: Hamlet indicates this when he says, “To be or not to be, that is the question” (Shakespeare 235). Paraphrase: Hamlet asserts that the actual question is whether or not there is a being (Shakespeare 235). Works Cited Page ISBN: 0345501039		Works Cited/Secondary Sources Character Logs: Hornbeck and Brown
Mon	Act II: Scene 2	Perform Act II: Scene 2 Drummond's ethics Cates's state of mind	Act II: Scene 2	Read Act III
Tues	Act III	Golden Dancer Write-up: 2-paragraph essay on something that you were looking forward to, but it let you down (like the prize in a cereal box). Perform Act III	Act III	Outline Character Logs: Brady and Drummond
Block	Act III Scopes Trial	Quiz Conclude Performance of Act III Scopes Trial Lecture (See Attachment) Scopes Trial Video Compare and Contrast actual people with characters (Included in above attachment).	Act III	First Draft Complete Binder Watch "Inherently Wind" and submit a 3-paragraph response here.
Fri	Closing Discussion (Socratic Circle)	Socratic Circle Discussion: Drummond and Brady's point of views Brady's breakdown Rachel's perspective opening up
Mon	Exam	Exam
Tues	First Draft Peer Review	Students will get into peer response groups and peer edit.	First Drafts	Second Draft
Block	21 Jump Street	Students will watch a radical episode of "21 Jump Street" entitled "Brother Hansen & the Miracle of Renner's Pond". While watching, students will note similarities between it and "Inherit the Wind" What shared themes are expressed in the episode?	21 Jump Street: Season 2, Ep 18: Brother Hansen & the Miracle of Renner's Pond
Fri	Second Draft Peer Review	Students will get into peer response groups and peer edit.	Second Drafts	Final Draft
Mon	Film	Students will watch the film. They must note 10 key differences.
Tues	Film Final Drafts DUE	After watching the film, students must write a 4-paragraph review of the film, elaborating upon the 10 key differences from the previous class. What worked? What didn't work?

SELF REFLECTION
     Overall, I feel that this is a very streamlined lesson plan - especially compared to when I first began. I would say that the organization and structure of the lesson is a definite strength. I feel that all demands are clearly stated. The term paper is also structured to keep students on a constant work ethic. It is divided into sections that build upon each other, which students find helpful to alleviate the anxiety one single due date creates. Students tend to enjoy the "21 Jump Street" session (not just because of the dreamy 80's Depp), but because it reveals that the debate between faith and reason will continue to be fought. The binder is something that does create a physical manifestation of a student's effort. It is something that the student can see that reflects their attitude and effort in the course.
    
     One weakness in the past has been casting. I have previously given all students the opportunity to play any part (hoping that the responsibility would force effort out of them), only to have terrible performances ruin the play. I currently plan on only casting students that I feel are capable for the part. This may seem one-sided, but I feel that it is currently necessary. Another weakness has been pacing. Students move each class in different ways which sometimes create relevant tangents. I will try my best to address these needs, yet keep each class at the same pace.
    
     "Inherit the Wind" is a play, and must be taught as one. All the formal assessments (quizzes, drafts, etc) only exist to bolster the comprehension and expand upon thematic elements. My favorite moments are always watching each classes' performances and making the play their own.