Unit Plan-Good and Evil
Short Fiction
Spring Semester 2014- 13 Days
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Introduction:
Context:
For the purposes for this unit plan, we will instead be looking at a 12th grade Short Fiction class at Rocky Mountain High School. This change is due to the fact that this class is something that I will actually teach in the upcoming semester. So the only things have have changed from the Teaching Context tab (located under the course overview) will be the classroom. Revisions are made below.
Classroom- Students and Classroom:
This curriculum is designed for a 12th grade Short Fiction class. This class is not designed to be an honors or high level class, it is instead designed for those students at lower levels. The exact number of students for this class is currently undetermined, but for the sake of this assignment there are 30 students in this class. Students also have constant access to technology due to the individual laptops that the students are allowed during class. Another important aspect to understand for this class is the fact that the school itself starts late on Wednesdays. Therefore, these days will have a 70 minute class period as opposed to the usual 90 minutes.
Since this is, so far, a fictional class, I have come up with some fictional statistics regarding my students. In this class, there are five minority students. Four of these students are Hispanic and one is African American (these numbers reflect the overall diversity of the school). There are also three students with IEPs as well as two students with 504's.
The classroom is laid out in a sort of ampitheatre type seating. The desks line the back and sides of the room, with all desks facing the front of the classroom. However, this is often changed with the amount of group work that I have students completing. One aspect about this classroom that is different from others is the low lighting. Situated around the room are three floor length lamps. These lamps are turned on during class and the overhead, florescent lights are turned off. This gives the classroom a laid back and comfortable feeling.
Course Description:
"In this class, the study of short fiction as a literary form strives to help students widen their perspectives. Students will explore ways in which literature reflects the human condition, while stressing critical and analytical thinking and communication skills. Students will first review the basic characteristics of fiction, including plot, character, conflict, point of view and theme. Students will then focus on variations of the literary form such as style, tone, imagery, symbolism, and irony. Upon completion, students should be able to interpret, analyze, and discuss the distinguishing features of short fiction. At Rocky Mountain High School, students will also complete writing assignments and creative projects".
Essentially, this course is divided into units by theme. Over the course of the semester, we will tackle different short stories that encompass the themes of illusion versus reality, prejudice, identity, good versus evil, and war and the human condition. These different themes, while different, come together in the overarching concept of this course.
Overall Course Objectives:
Students will...
Overarching Concept
How does literature reflect the human condition?
Overview of Units:
Unit 1: Short Story Introduction
Unit 2: Illusion versus Reality
Unit 3: Prejudice
Unit 4: Identity
Unit 5: Good and Evil
Unit 6: The Human Condition
Unit 7: War
Unit 8: Chaos and Order: Dystopian and Post-Apocalyptics Fiction
Unit Long Assignments:
Vocabulary- 10 pts
For each unit there will be vocabulary words that students will be responsible for learning. These words will often come directly from their assigned reading. There will be a set of vocabulary words that will be assigned once a week. They will be given out every Monday (or in this case, a Tuesday since that will be the beginning of the unit) and they will be due every Friday. These vocabulary assignments will be paperless through RMHS’s Blackboard. It will be graded based on completion (the grade will be done via the computer program).
Quote Blog Post- 5pts
Every Monday (and at the beginning of the unit) a quote relevant to the unit will be put up on the board. At the beginning of these classes, students will spend around 5 minutes writing a response to that quote on the class blog. This is meant to act as an anticipatory set for the lesson. These will be graded strictly on completion since it will be based on student opinion. If a student is absent that day, they can make up the blog post by midnight that night for full credit.
Discussion Blog Post- 5 pts
Every Thursday students will be asked to write on the class blog about regarding a discussion question that will be placed on the board. Students will spend around 5 minutes answering this question at the beginning of class. Like the quote blog post, students will receive 5 points if they complete the post. These will be graded strictly on completion since it will be based on student opinion. If a student is absent that day, they can make up the blog post by midnight that night for full credit.
Response to Blog Post- 10 pts
Students will also have to respond to two different student's discussion blog posts for homework every Thursday night. Each response should be at least 2 sentences long. Students will receive 5 points per response. These will be due by the beginning of class on Friday.
Class Blog can be seen here: http://shortfictionspring2014.weebly.com/class-blog.html
Unit Focus and Overview:
This unit's focus will be on the concepts of good versus evil. In this unit, we will identify and define the abstract ideas of good and evil through four short stories. Through these stories students will explore their own definitions of good and evil and relate these ideas to their own lives. (See rationale below for more thorough details).
Rationale:
As stated previously, the overarching concept for this course to give students the opportunity to examine the human condition through the use of literature. In this particular unit, students will be examining the human condition of good and evil in particular. Students will read four short stories: "The Lottery" "The Black Cat", "The Monkey's Paw", and "The Most Dangerous Game". All of these stories follow the common theme of examining good and evil within human nature, from the rather blunt definition of evil in "The Black Cat" to the more ambiguously defined idea of evil in "The Monkey's Paw". The purpose of this unit in particular is to push students towards the more ambiguously defined ideas of what good and evil.
We will begin the unit by creating definitions of good and evil as a class. These definitions will center around characteristics pulled from multiple good versus evil tropes within popular literary culture (Harry Potter vs. Voldemort, Peter Pan vs. Captain Hook, etc.). As we venture through the unit, and consequently through the short stories, these definitions of good and evil should change and become slightly more ambiguous. I understand that this could be a questionable portion of this course. After all, what is the purpose of schooling but to clarify concepts and ideas?
However, the concept of good and evil is not something that is strictly defined. The world is not divided into strictly good and evil people, there is always a whisper of both traits in everything. Ultimately in life, it will be up to the students to decide for themselves what constitutes good and evil and what sort of action, if any, they wish to take in response. In this explanation lies the true purpose of this unit, driving each student to personally determine what constitutes good and evil. The purpose is to allow students the opportunity to identify moments in their life regarding good and evil and allow them to individually develop a moral stance on which to approach such moments. Educational authors Richard Beach, Amanda Haertling Thein, and Allen Webb argue that, "Identifying tensions and contradictions [in their own life] can lead students to ask important questions such as 'how come?' and 'why is this the case that...'..." (59). Essentially, students should be able to take the critical thinking that they do during this unit and apply it to their own lives. This particular unit is designed to be more than a lesson that meets the Common Core State Standards (while it does that as well) it is also designed with the purpose of helping students on the path to discovering what sort of person that want to become.
*Quote taken from Teaching To Exceed the English Language Arts Common Core State Standards written by Richard Beach, Amanda Haertling Thein, and Allen Webb.
Reading Materials:
Calendar:
Context:
For the purposes for this unit plan, we will instead be looking at a 12th grade Short Fiction class at Rocky Mountain High School. This change is due to the fact that this class is something that I will actually teach in the upcoming semester. So the only things have have changed from the Teaching Context tab (located under the course overview) will be the classroom. Revisions are made below.
Classroom- Students and Classroom:
This curriculum is designed for a 12th grade Short Fiction class. This class is not designed to be an honors or high level class, it is instead designed for those students at lower levels. The exact number of students for this class is currently undetermined, but for the sake of this assignment there are 30 students in this class. Students also have constant access to technology due to the individual laptops that the students are allowed during class. Another important aspect to understand for this class is the fact that the school itself starts late on Wednesdays. Therefore, these days will have a 70 minute class period as opposed to the usual 90 minutes.
Since this is, so far, a fictional class, I have come up with some fictional statistics regarding my students. In this class, there are five minority students. Four of these students are Hispanic and one is African American (these numbers reflect the overall diversity of the school). There are also three students with IEPs as well as two students with 504's.
The classroom is laid out in a sort of ampitheatre type seating. The desks line the back and sides of the room, with all desks facing the front of the classroom. However, this is often changed with the amount of group work that I have students completing. One aspect about this classroom that is different from others is the low lighting. Situated around the room are three floor length lamps. These lamps are turned on during class and the overhead, florescent lights are turned off. This gives the classroom a laid back and comfortable feeling.
Course Description:
"In this class, the study of short fiction as a literary form strives to help students widen their perspectives. Students will explore ways in which literature reflects the human condition, while stressing critical and analytical thinking and communication skills. Students will first review the basic characteristics of fiction, including plot, character, conflict, point of view and theme. Students will then focus on variations of the literary form such as style, tone, imagery, symbolism, and irony. Upon completion, students should be able to interpret, analyze, and discuss the distinguishing features of short fiction. At Rocky Mountain High School, students will also complete writing assignments and creative projects".
Essentially, this course is divided into units by theme. Over the course of the semester, we will tackle different short stories that encompass the themes of illusion versus reality, prejudice, identity, good versus evil, and war and the human condition. These different themes, while different, come together in the overarching concept of this course.
Overall Course Objectives:
Students will...
- "identify, analyze, and demonstrate understanding of the conventions of short fiction.
- develop strategies for reading and responding personally and analytically to short stories.
- understand short fiction in historical and literary contexts.
- improve written argument by writing critically about fiction.
- determine how ideas, issues, and/or subjects developed in short stories apply to student's lives."
Overarching Concept
How does literature reflect the human condition?
Overview of Units:
Unit 1: Short Story Introduction
Unit 2: Illusion versus Reality
Unit 3: Prejudice
Unit 4: Identity
Unit 5: Good and Evil
Unit 6: The Human Condition
Unit 7: War
Unit 8: Chaos and Order: Dystopian and Post-Apocalyptics Fiction
Unit Long Assignments:
Vocabulary- 10 pts
For each unit there will be vocabulary words that students will be responsible for learning. These words will often come directly from their assigned reading. There will be a set of vocabulary words that will be assigned once a week. They will be given out every Monday (or in this case, a Tuesday since that will be the beginning of the unit) and they will be due every Friday. These vocabulary assignments will be paperless through RMHS’s Blackboard. It will be graded based on completion (the grade will be done via the computer program).
Quote Blog Post- 5pts
Every Monday (and at the beginning of the unit) a quote relevant to the unit will be put up on the board. At the beginning of these classes, students will spend around 5 minutes writing a response to that quote on the class blog. This is meant to act as an anticipatory set for the lesson. These will be graded strictly on completion since it will be based on student opinion. If a student is absent that day, they can make up the blog post by midnight that night for full credit.
Discussion Blog Post- 5 pts
Every Thursday students will be asked to write on the class blog about regarding a discussion question that will be placed on the board. Students will spend around 5 minutes answering this question at the beginning of class. Like the quote blog post, students will receive 5 points if they complete the post. These will be graded strictly on completion since it will be based on student opinion. If a student is absent that day, they can make up the blog post by midnight that night for full credit.
Response to Blog Post- 10 pts
Students will also have to respond to two different student's discussion blog posts for homework every Thursday night. Each response should be at least 2 sentences long. Students will receive 5 points per response. These will be due by the beginning of class on Friday.
Class Blog can be seen here: http://shortfictionspring2014.weebly.com/class-blog.html
Unit Focus and Overview:
This unit's focus will be on the concepts of good versus evil. In this unit, we will identify and define the abstract ideas of good and evil through four short stories. Through these stories students will explore their own definitions of good and evil and relate these ideas to their own lives. (See rationale below for more thorough details).
Rationale:
As stated previously, the overarching concept for this course to give students the opportunity to examine the human condition through the use of literature. In this particular unit, students will be examining the human condition of good and evil in particular. Students will read four short stories: "The Lottery" "The Black Cat", "The Monkey's Paw", and "The Most Dangerous Game". All of these stories follow the common theme of examining good and evil within human nature, from the rather blunt definition of evil in "The Black Cat" to the more ambiguously defined idea of evil in "The Monkey's Paw". The purpose of this unit in particular is to push students towards the more ambiguously defined ideas of what good and evil.
We will begin the unit by creating definitions of good and evil as a class. These definitions will center around characteristics pulled from multiple good versus evil tropes within popular literary culture (Harry Potter vs. Voldemort, Peter Pan vs. Captain Hook, etc.). As we venture through the unit, and consequently through the short stories, these definitions of good and evil should change and become slightly more ambiguous. I understand that this could be a questionable portion of this course. After all, what is the purpose of schooling but to clarify concepts and ideas?
However, the concept of good and evil is not something that is strictly defined. The world is not divided into strictly good and evil people, there is always a whisper of both traits in everything. Ultimately in life, it will be up to the students to decide for themselves what constitutes good and evil and what sort of action, if any, they wish to take in response. In this explanation lies the true purpose of this unit, driving each student to personally determine what constitutes good and evil. The purpose is to allow students the opportunity to identify moments in their life regarding good and evil and allow them to individually develop a moral stance on which to approach such moments. Educational authors Richard Beach, Amanda Haertling Thein, and Allen Webb argue that, "Identifying tensions and contradictions [in their own life] can lead students to ask important questions such as 'how come?' and 'why is this the case that...'..." (59). Essentially, students should be able to take the critical thinking that they do during this unit and apply it to their own lives. This particular unit is designed to be more than a lesson that meets the Common Core State Standards (while it does that as well) it is also designed with the purpose of helping students on the path to discovering what sort of person that want to become.
*Quote taken from Teaching To Exceed the English Language Arts Common Core State Standards written by Richard Beach, Amanda Haertling Thein, and Allen Webb.
Reading Materials:
- Shirley Jackson's "The Lottery"
- Edgar Allen Poe's "The Black Cat": http://poestories.com/read/blackcat
- W. W. Jacob's "The Monkey's Paw": http://gaslight.mtroyal.ca/mnkyspaw.htm
- Audio Recording of "The Monkey's Paw": http://www.youtube.com/watch?v=aCMAreZO0ec
- Comic Strip from Robert Kirkman's "The Walking Dead" (http://www.youtube.com/watch?v=p0C97MfUuBI)
- Richard Connell's "A Most Dangerous Game": http://language-arts-land.wikispaces.com/file/view/Most%20Dangerous%20Game%20-%20Full%20Text.pdf/89562431/Most%20Dangerous%20Game%20-%20Full%20Text.pdf
Calendar:
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Grade book Example:
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Lesson Plans:
(Note: For the easiest reading experience, open the document titled "Unit Plan Materials" and have window open alongside this page. This way you can easily follow both documents without much scrolling).
Day 1- 90 minutes
Standards:
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objectives:
Students will learn...
the definitions of good and evil as come up with by the class.
to apply these definitions to real life situations.
Students will be able to...
identify key characteristics within a character's biography.
define good and evil as it applies to their understanding of a character.
Materials:
1. Quote Blog Post (5 minutes)
President Snow: http://thehungergames.wikia.com/wiki/President_Coriolanus_Snow (look under personality)
NOTE TO SELF: Make sure to work in ideas that students have for this unit.
Homework: Begin work on Good and Evil Unit Vocab #1
Vocab words: These words are all from "The Black Cat"
Day 2- 70 minutes
(Note: For the easiest reading experience, open the document titled "Unit Plan Materials" and have window open alongside this page. This way you can easily follow both documents without much scrolling).
Day 1- 90 minutes
Standards:
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objectives:
Students will learn...
the definitions of good and evil as come up with by the class.
to apply these definitions to real life situations.
Students will be able to...
identify key characteristics within a character's biography.
define good and evil as it applies to their understanding of a character.
Materials:
- Quote written on board
- Laptops for blog post
- Copies of character backgrounds (handouts)
- Paper and pencils/pens
1. Quote Blog Post (5 minutes)
- Quote: “All human beings are commingled out of good and evil.” –Robert Louis Stevenson
- Students will complete a blog post on the class website in response to the above quote.
- Housekeeping, attendance, go over schedule, etc.
- Break class up into groups of four. Do this by counting off. Each group examines a different classical example of good versus evil (listed below). Give students a few minutes to read through character descriptions. (5 minutes).
- Character descriptions will be viewed online through Wikipedia. They will focus particularly on the characterization portion of the Wiki page.
- Group 1- Harry Potter versus Voldemort
- Group 2- Snow White versus the Evil Queen
- Group 3- Katniss Everdeen versus President Snow
President Snow: http://thehungergames.wikia.com/wiki/President_Coriolanus_Snow (look under personality)
- Group 4-Sherlock Holmes versus Moriarty
- Group 5- Shrek versus Lord Farquaad
- Group 6- Simba versus Scar
- Group 7- Batman versus the Joker
- Group 8- Peter Pan versus Captain Hook
- After reading the character descriptions, students will only examine the “good” character. As a group, they will come up with 4-5 traits that they think makes that character good. (10 minutes)
- The students will then come up with a 1-2 sentence definition of what they think constitutes a character being “good”. (5 minutes)
- Then, students will look at the “evil” character. Again, they will come up with 4-5 traits that makes the character evil. (5 minutes)
- Again, the students will come up with a 1-2 sentence definition of what they define as an evil character. (5 minutes)
- Each group will showcase their definitions of good and evil by writing them on the board. They will also be asked clarifying questions by myself and their fellow students.
- Students will take their group’s definition of good and come up with a list of 2-3 real people who fit this definition. They will write a short explanation (2-3 sentences) for their choices. (5 minutes)
- Students will then look at their definition of evil and come up with another list of 2-3 real people. Again, they will write a short explanation. (5 minutes)
- Bring in the previous blog post from the beginning of class. Have quickly discussion regarding this blog post and its relation to the activity that we have just done.
- What did you write in your blog post?
- Has your opinion changed since doing this activity? Why or why not?
- Have students create a list of things that they hope to get out of/study for this unit
- What would you like to discuss or learn about good and evil?
NOTE TO SELF: Make sure to work in ideas that students have for this unit.
Homework: Begin work on Good and Evil Unit Vocab #1
Vocab words: These words are all from "The Black Cat"
- solicit
- baroque
- phantasm
- fidelity
- intemperate
- atrocity
- equivocal
- unfathomable
- consummate
- aversion
Day 2- 70 minutes
Homework: Read the other sections of the story “The Lottery” that you did not get to read during class.Use this link: http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf (ignore discussion questions)
Day 3- 90 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Objectives:
Students will learn...
The perspective of characters in Shirley Jackson's "The Lottery".
Methods of making inferences.
Students will be able to...
Cite textual evidence through using the dialogue to support perceptions of characters.
Make inferences about the thought processes of characters through the examination of textual evidence.
Use the class blog to express their opinions and thinking process.
Materials:
Lesson:
1. Opening Blog Discussion Question: Could an event such as the one that happens in “The Lottery” happen in our society? Why or why not? Is there anything in our society that reminds you of it? (5 minutes)
Homework: Students will respond to at least 2 of their classmate’s blog responses from the beginning of class. (Students will be given 5 points per response. Their response must be at least 2 sentences long. This will be a norm that will be established).
Day 4- 90 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Objectives:
Students will learn...
the correct use of prepositional phrases.
the central theme in "The Lottery".
Students will be able to...
correctly use and identify prepositional phrases.
cite textual evidence to support their analysis of "The Lottery".
determine the theme of "The Lottery" through discussion based examination.
Materials:
1. Attendance, housekeeping, etc. (5 minutes)
2. Discuss Blog Posts (15 minutes)
4. Wrap up “The Lottery” (15 minutes)
Homework: Work on Vocab
Lesson Adaptation:
This lesson adaptation is in case of an assembly. According to the school website, during an assembly day, each class period is shortened around 10 minutes.
Duration- 80 minutes
1. Attendance, housekeeping, etc. (5 minutes)
2. Discuss Blog Posts (15 minutes)
4. Wrap up “The Lottery” (20 minutes)
Homework: Work on vocab
Read the short story "The Black Cat": http://knowingpoe.thinkport.org/writer/picturethis.asp
Day 5-90 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objectives:
Students will learn...
the definition of unreliable narrator.
the reasons for the inclusion of an unreliable narrator in "The Black Cat".
examples of unreliable narrator in "The Black Cat".
the repercussions of an unreliable narrator.
Students will be able to...
identify instances of an unreliable narrator in "The Black Cat" and other stories.
identify instances of an unreliable narrator in their own lives.
Materials:
Homework: Have students start thinking about what they want to do for their final project.
Day 6- 90 minutes
Standards:CCSS.ELA-Literacy.SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Objectives:
Students will learn...
to speak in public effectively.
Students will be able to...
utilize tone, voice, and eye contact in order to speak effectively in front of their peers.
identify traits of a good public speaker.
Materials:
1. Attendance, housekeeping, etc. (5 minutes)
2. Introduce Final Project (20 minutes) (Handout included)
*Lesson Plan taken from http://voices.yahoo.com/lesson-plan-public-speaking-1-2104196.html?cat=4
• Be unorganized
• Forget your board marker or chalk, ask students if they have any
• Keep a monotone voice with no smile
• Use a lot of fillers in speech - "uh," "um"
• Look down at your notes
• Write sloppily on the board
• Don't model what to do
• Explain things in a confusing way
• Fiddle with something while speaking
Voice - explain and demonstrate the following characteristics of good and bad voice quality.
• monotone versus inflected
• fluid versus halting
• loud versus soft
• voice projection: using your diaphragm
• slumped & lazy versus straight back & confident
• rigid versus relaxed
• shaking & nervous
• fidgeting
• showing your back to the audience
• pacing around the room
• bumping or hitting the table or podium inadvertently
• natural gestures versus erratic gestures
Eye-Contact - explain and demonstrate how to keep the attention of the whole room by using eye-contact. Ask students why eye-contact is so important. Explain the importance of not staring at the ceiling, looking at the floor, or locking on one only one person's gaze.
7. Closure (10 minutes)
-Watch the video: http://www.youtube.com/watch?v=6FMNFvKEy4c
Make a list of what public speaking elements Charlie Chaplin uses effectively.
Day 7- 70 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.4
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objectives:
Students will learn...
key vocabulary from "The Monkey's Paw"
how to work in a group to accomplish a goal.
Students will be able to...
determine the meaning of unknown words in "The Monkey's Paw"
read through "The Monkey's Paw" with limited unknown vocabulary.
work effectively in a group by completing the butcher paper for the vocabulary word.
Materials:
1. Attendance, housekeeping, etc. (5 minutes)
2. Introduce vocabulary words (20 minutes)
Ticket out the door: Opinionaire. Ask students to answer 2 questions.
Homework: Begin vocabulary #2
Day 8- 90 minutes
*Powerpoint taken from modified from http://www.husd.org/cms/lib07/AZ01001450/Centricity/Domain/2221/Elements%20of%20Horror%20Fiction.ppt
*Video of The Walking Dead: http://www.youtube.com/watch?v=p0C97MfUuBI
Day 3- 90 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Objectives:
Students will learn...
The perspective of characters in Shirley Jackson's "The Lottery".
Methods of making inferences.
Students will be able to...
Cite textual evidence through using the dialogue to support perceptions of characters.
Make inferences about the thought processes of characters through the examination of textual evidence.
Use the class blog to express their opinions and thinking process.
Materials:
- Copy of "The Lottery": http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf
- Paper and pens/pencils for group work
- Laptops
Lesson:
1. Opening Blog Discussion Question: Could an event such as the one that happens in “The Lottery” happen in our society? Why or why not? Is there anything in our society that reminds you of it? (5 minutes)
- Students write on their laptops for 5 minutes on the class blog about this discussion question.
- Go over housekeeping and daily schedule.
- Students will be putting on a talk show with the characters from “The Lottery”. We will begin this activity by arranging students into groups of 10. Students may choose their own groups. (2 minutes)
- Then, each group will be given a sign-up sheet for different roles. Each member of the group must sign up for a different character. Each group will have the same characters. The roles will be: (3 minutes)
- Tessie Hutchinson
- Old Man Warner
- Mr. Summers
- Bill Hutchinson
- Mr. Harry Graves
- Two Talk Show Hosts
- 3 Lottery By-Standers
- Students will be given time to come up with a talk show skit involving these characters. The first group of 10 students will cover the first 3rd of the story only. The two other groups will cover the 2 other thirds of the story. (See assignment sheet for details). (60 minutes)
Homework: Students will respond to at least 2 of their classmate’s blog responses from the beginning of class. (Students will be given 5 points per response. Their response must be at least 2 sentences long. This will be a norm that will be established).
Day 4- 90 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Objectives:
Students will learn...
the correct use of prepositional phrases.
the central theme in "The Lottery".
Students will be able to...
correctly use and identify prepositional phrases.
cite textual evidence to support their analysis of "The Lottery".
determine the theme of "The Lottery" through discussion based examination.
Materials:
- Laptops for discussion of responses
- Copy of student created definitions of good and evil
- List of prepositions (handout)
- Song lyrics (handouts)
- Copy of Edgar Allen Poe's "The Black Cat": http://knowingpoe.thinkport.org/writer/picturethis.asp
1. Attendance, housekeeping, etc. (5 minutes)
2. Discuss Blog Posts (15 minutes)
- Who did you respond to? Why did you choose these?
- Read what you wrote to the class (based on volunteers) and elaborate more on what you wrote.
4. Wrap up “The Lottery” (15 minutes)
- Bring in previously made definitions of good and evil. Do the people of this town and their lottery ritual fit into these definitions? If so, how and which one? Tie in blog post.
- Add on to definitions of good and evil as a class based on elements from this story.
- Direction instruction (5 minutes) (Shorten if necessary)
- Go over list of prepositions (This will be provided in a print-out)
- Review definition of phrase (the syntax of a sentence)
- Explain how a prepositional phrase is the syntax of a sentence that begins with a preposition.
- Combine prepositions and phrases into prepositional phrases. Give examples.
- EX) The house is at the end of the street.
- EX) The man is above the chair.
- My car is stuck in traffic.
- Students create examples (1-2 only)
- Explain why ending a sentence with a preposition is not correct
- Group students into groups of 4. The groups can be chosen by students.
- Each group will be given four different song lyrics (Each member of a group of 4 will get a different lyric).
- Each student will then be given differing tasks (in the following order)
- Students will identify prepositional phrases within their song (10 minutes)
- Once that is completed, students will then be given a passage from our next short story, Edgar Allen Poe’s “The Black Cat”, that has been edited to have incorrect prepositional phrases. Students will underline these incorrect phrases and correct them below (see handout for further details). (10 minutes)
- Read story through the website: http://knowingpoe.thinkport.org/writer/picturethis.asp
- Students will read along and listen to the story.
- Stop periodically to ask clarifying questions
- What is happening in this section? Etc.
- In your opinion, what was the most shocking part of this story? If you didn’t think it was shocking, why?
- What do you think my reasoning is for including this story in our class? (Feed up)
Homework: Work on Vocab
Lesson Adaptation:
This lesson adaptation is in case of an assembly. According to the school website, during an assembly day, each class period is shortened around 10 minutes.
Duration- 80 minutes
1. Attendance, housekeeping, etc. (5 minutes)
2. Discuss Blog Posts (15 minutes)
- Who did you respond to? Why did you choose these?
- Read what you wrote to the class (based on volunteers) and elaborate more on what you wrote.
4. Wrap up “The Lottery” (20 minutes)
- Bring in previously made definitions of good and evil. Do the people of this town and their lottery ritual fit into these definitions? If so, how and which one? Tie in blog post.
- Add on to definitions of good and evil as a class based on elements from this story.
- Direction instruction (5 minutes) (Shorten if necessary)
- Go over list of prepositions (This will be provided in a print-out)
- Review definition of phrase (the syntax of a sentence)
- Explain how a prepositional phrase is the syntax of a sentence that begins with a preposition.
- Combine prepositions and phrases into prepositional phrases. Give examples.
- EX) The house is at the end of the street.
- EX) The man is above the chair.
- My car is stuck in traffic.
- Students create examples (1-2 only)
- Explain why ending a sentence with a preposition is not correct
- Group students into groups of 4. The groups can be chosen by students.
- Each group will be given four different song lyrics (Each member of a group of 4 will get a different lyric).
- Each student will then be given differing tasks (in the following order)
- Students will identify prepositional phrases within their song (10 minutes)
- Once that is completed, students will then be given a passage from our next short story, Edgar Allen Poe’s “The Black Cat”, that has been edited to have incorrect prepositional phrases. Students will underline these incorrect phrases and correct them below (see handout for further details). (10 minutes)
- Based on the title "The Black Cat", what can you predict will happen in the story? What will this be about?
Homework: Work on vocab
Read the short story "The Black Cat": http://knowingpoe.thinkport.org/writer/picturethis.asp
Day 5-90 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objectives:
Students will learn...
the definition of unreliable narrator.
the reasons for the inclusion of an unreliable narrator in "The Black Cat".
examples of unreliable narrator in "The Black Cat".
the repercussions of an unreliable narrator.
Students will be able to...
identify instances of an unreliable narrator in "The Black Cat" and other stories.
identify instances of an unreliable narrator in their own lives.
Materials:
- Unreliable narrator graphic organizer (handout)
- Online copy of “The Black Cat”
- Laptops
- Video for Grease loaded: http://www.youtube.com/watch?v=ZW0DfsCzfq4
- Quote: “What if evil doesn't really exist? What if evil is something dreamed up by man, and there is nothing to struggle against except out own limitations? The constant battle between our will, our desires, and our choices?” –Libba Bray
- Attendance, housekeeping, etc.
- Go over vocab words
- Give note graphic organizer for note taking
- Definition: Fiction in which the credibility of the narrator is seriously compromised.
- This unreliability can be due to psychological instability, a powerful bias, a lack of knowledge, or even a deliberate attempt to deceive the reader or audience.
- Examples of Unreliable Narrators: Jack from Fight Club, Nick Caraway from The Great Gatsby. (Students add two more examples)
- Have students get out online copy of “The Black Cat”
- What areas of the story could be considered unbelievable?
- What about these makes it unbelievable?
- Do you think the narrator is unreliable?
- Why do you or do you not believe him?
- Does an unreliable narrator mean that the narrator is evil? Is there a correlation?
- Show the video of the song "Summer Nights" from the movie Grease: http://www.youtube.com/watch?v=ZW0DfsCzfq4
- Quickly discuss as a class what sort of unreliable narrators are in this song. Who is bending the truth? Is it both of them or one over the other? Why?
- Students will journal about a time in their life when they may have lied. Is there a particular reason why they lied?
- Prep for socratic seminar. Have students underline one comment that they want to share.
- Discuss journal prompt.
- Have you ever been an unreliable narrator?
- What are the reasons that you may have had for not telling the whole truth?
- Do you think that lying is something evil?
- Bring in opening quote.
Homework: Have students start thinking about what they want to do for their final project.
Day 6- 90 minutes
Standards:CCSS.ELA-Literacy.SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Objectives:
Students will learn...
to speak in public effectively.
Students will be able to...
utilize tone, voice, and eye contact in order to speak effectively in front of their peers.
identify traits of a good public speaker.
Materials:
- Assignment sheet
- White board, board marker
- 30+ speech topics on small pieces of paper, cut up and put in a hat or box
1. Attendance, housekeeping, etc. (5 minutes)
2. Introduce Final Project (20 minutes) (Handout included)
- Go over handout (15 minutes)
- Have students choose their groups and briefly meet (5 minutes)
*Lesson Plan taken from http://voices.yahoo.com/lesson-plan-public-speaking-1-2104196.html?cat=4
- Tell the students that you are going to leave the room, come back and pretend to start the class again. You will do many things wrong. Ask students to write down what you, or the model, doesn't do very well.
- Leave the room and come back immediately. Enter the room while talking on your mobile or otherwise distracted. Do several things in the course of the mock introduction to make you look like a bad public speaker. Some ideas are:
• Be unorganized
• Forget your board marker or chalk, ask students if they have any
• Keep a monotone voice with no smile
• Use a lot of fillers in speech - "uh," "um"
• Look down at your notes
• Write sloppily on the board
• Don't model what to do
• Explain things in a confusing way
• Fiddle with something while speaking
- After you have done the skit, say, "Okay! Time out!"
- Then ask students to explain what you did wrong. Hopefully they will pick up on the most obvious points.
- Ask each student to think of one person who is a great public speaker. They should write down that person's name and write why he or she is an excellent speaker. Put students into small groups of 4 to 5. Then ask them share their answers with the group.
- Ask students to think of someone who is a terrible speaker. This should be someone famous. Ask them to write down why that person was not an effective speaker. Have them share in their groups. Walk around and listen to them. Ask a few of the most detailed accounts to be shared aloud with the entire class.
Voice - explain and demonstrate the following characteristics of good and bad voice quality.
• monotone versus inflected
• fluid versus halting
• loud versus soft
• voice projection: using your diaphragm
- To show voice projection, help students understand the difference between "head voice" and "chest voice." Stand next to someone and talk in a normal "inside tone." Then move further away from that person and use your "chest voice" or "outside voice" to make sure that person can hear you far away. Demonstrate the difference between a whisper and a stage whisper. Have students try it. If you have access to a big open space, try the following activity.
- Ask students to get with partners. Start with students in two lines very close to their partners. Ask them to use the quietest voice possible to talk to their partners. Most will start with a whisper. Then ask them to move two steps away. Gradually ask them to move further and further away so that their voices carry further. This should help them learn how to use their diaphragms.
• slumped & lazy versus straight back & confident
• rigid versus relaxed
• shaking & nervous
• fidgeting
• showing your back to the audience
• pacing around the room
• bumping or hitting the table or podium inadvertently
• natural gestures versus erratic gestures
Eye-Contact - explain and demonstrate how to keep the attention of the whole room by using eye-contact. Ask students why eye-contact is so important. Explain the importance of not staring at the ceiling, looking at the floor, or locking on one only one person's gaze.
7. Closure (10 minutes)
-Watch the video: http://www.youtube.com/watch?v=6FMNFvKEy4c
Make a list of what public speaking elements Charlie Chaplin uses effectively.
Day 7- 70 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.4
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objectives:
Students will learn...
key vocabulary from "The Monkey's Paw"
how to work in a group to accomplish a goal.
Students will be able to...
determine the meaning of unknown words in "The Monkey's Paw"
read through "The Monkey's Paw" with limited unknown vocabulary.
work effectively in a group by completing the butcher paper for the vocabulary word.
Materials:
- 10 sheets of butcher paper
- List of vocabulary words
- Youtube video loaded for audiobook
- Dictionaries
- Online copy of "The Monkey's Paw" http://gaslight.mtroyal.ca/mnkyspaw.htm
1. Attendance, housekeeping, etc. (5 minutes)
2. Introduce vocabulary words (20 minutes)
- Assign students into 10 groups (count off for groups)
- Each group will receive a different vocabulary word. They will then have to create a poster board about that vocabulary word using butcher paper. They will use the classroom dictionaries to accomplish this.
- The word
- A picture
- Part of speech
- The word used in a sentence
- Placidly
- Doughty
- Rubicund
- Enthralled
- Doubiously
- Credulity
- Frivolous
- Audible
- Fusillade
- Reverberated
- Students will present their posters to the class and hang them up in various locations around the room.
- We will also go around and each group will have to present their vocabulary word (using the public speaking skills that we spoke about in the previous class).
- Students should be asked to take notes on their classmate’s presentations. This way, they already have their vocabulary for the week done. (They still have to complete the assignment on blackboard).
- Students will complete an assignment for this short story where they will create a comic strip for the story “The Monkey’s Paw”.
- Tell students to think of how they would visually represent this story as a comic as they read.
- Direct students to website: http://gaslight.mtroyal.ca/mnkyspaw.htm
- Have students read along with audio recording (found at http://www.youtube.com/watch?v=aCMAreZO0ec)
- Stop periodically and ask questions for comprehension
Ticket out the door: Opinionaire. Ask students to answer 2 questions.
- Did you enjoy this story?
- Does it help to read the stories in class or would you prefer to read them at home? What is your reasoning?
Homework: Begin vocabulary #2
Day 8- 90 minutes
*Powerpoint taken from modified from http://www.husd.org/cms/lib07/AZ01001450/Centricity/Domain/2221/Elements%20of%20Horror%20Fiction.ppt
*Video of The Walking Dead: http://www.youtube.com/watch?v=p0C97MfUuBI
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
elements_of_horror_fiction.pptx | |
File Size: | 395 kb |
File Type: | pptx |
Day 9- 90 minutes
Standards:
CCSS.ELA-Literacy.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Objectives:
Students will learn...
one of the central themes of "The Monkey's Paw"
to apply a theme of "The Monkey's Paw" to their own life.
Students will be able to...
Create a comic strip about a specific event in their lives.
Effectively communicate the idea of "be careful what you wish for" through the use of narrative storytelling.
Materials:
Lesson:
1. Discuss Blog Posts (15 minutes)
3. Journaling (20 minutes)
Standards:
CCSS.ELA-Literacy.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Objectives:
Students will learn...
one of the central themes of "The Monkey's Paw"
to apply a theme of "The Monkey's Paw" to their own life.
Students will be able to...
Create a comic strip about a specific event in their lives.
Effectively communicate the idea of "be careful what you wish for" through the use of narrative storytelling.
Materials:
- Document camera
- Laptops
- Knowledge of pixton.com
- Paper for journaling
Lesson:
1. Discuss Blog Posts (15 minutes)
- What posts did you respond to? Why did you choose these?
- Read what you wrote to the class (based on volunteers) and elaborate more on what you wrote.
- Open the floor for any questions regarding the Comic Strip Project
3. Journaling (20 minutes)
- In the story, “The Monkey’s Paw”, there are many instances where the wish is achieved through the cost of something else. This reinforces the whole idea of “be careful what you wish for”.
- Put up comic strip:
- Have students journal for 5-10
minutes about an instance in their life where they have gotten something that
they wished for, but at a price.
- Students may also draw a picture of this
instead of writing (as long as they include a brief explanation of their
picture underneath).
- After journaling, students may
share out to the class about what they wrote or drew (have students share
pictures over the document camera).
- Within their own journal story, have students identify at least two places where they can incorporate an element of horror.
- Give students a virtual tour of www.pixton.com (10 minutes)
- Students will create a short comic strip (similar to the one for their project) that depicts the instance or scene from their journal prompt.
- This scene should include two elements of horror (they should also be labeled).
- Students should be able to complete this in class. A copy of this comic will be included in their final comic strip project. So they will need to print this out.
- Discuss with students the reasoning behind using this activity. It is used as a sort of test run for the project that they are to complete that weekend.
Read half of "The Dangerous Game" (till page 8): http://language-arts-land.wikispaces.com/file/view/Most%20Dangerous%20Game%20-%20Full%20Text.pdf/89562431/Most%20Dangerous%20Game%20-%20Full%20Text.pdf
NOTE TO SELF: If students had asked to read stories out of class, then assign them to read all of"The Most Dangerous Game" as well.
Day 10-90 minutes
Standards:
CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Objectives:
Students will learn...
the similarities and differences between "The Most Dangerous Game" and an episode of Dollhouse.
the theme of "The Most Dangerous Game"
Students will be able to...
effectively compare and contrast mediums of "The Most Dangerous Game"
locate and discuss the theme in "The Most Dangerous Game"
Materials:
- Copy of "The Most Dangerous Game": http://language-arts-land.wikispaces.com/file/view/Most%20Dangerous%20Game%20-%20Full%20Text.pdf/89562431/Most%20Dangerous%20Game%20-%20Full%20Text.pdf
- Log into netflix account and have video loaded at the proper spot
1. Quote Blog Post (5 minutes)
- Quote: “Nature has no principles. She makes no distinction between good and evil.”–Anatole France
- Attendance, housekeeping, etc.
- Give students an opportunity to present their comic strips. This is optional and not mandatory.
NOTE TO SELF: Work in the fun fact that paintball was created with the idea of this story in mind. That way, people could “hunt” other people without actually killing other people.
4. Current Day Examples (20 minutes)
- This idea of people hunting other people is still prevalent within our society. It has worked its way into many of our stories. One example of this is an episode from a TV show called Dollhouse.
- Log into Netflix account.
- Have students watch 20 minutes of an episode called "The Target"
- What similarities and differences do you see between this episode and "The Most Dangerous Game?"
- Have students come up and list other examples of human hunting that they have seen represented in the media.
- Bring out class definitions of good and evil.
- Does hunting humans fall under the category of good and evil?
- Why do you think there is a fascination with hunting humans if we agree that it tends to fall under the category of evil?
- Tie in opening quote.
- Have students answer the question: do you think that this topic/story is something that should be discussed in a future class?
Play 5 minutes of hunting video game: http://www.realtree.com/hunting/free-online-hunting-games/hunting-and-shooting-challenge
Begin vocab #3
The words are from "The Most Dangerous Game"
1. Dread
2. Tangible
3. Mystify
4. Recede
5. Extremity
6. Vitality
7. Dense
8. Lacerate
9. Imprudent
10. Bewilderment
Day 11- 90 minutes
Standards:CCSS.ELA-Literacy.SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Objectives:
Students will learn...
to look at two sides of a contemporary issue.
Students will be able to...
work on their upcoming discussion project.
effectively discuss two sides of the issue of violence in video games.
Materials:
- Video up and loaded
- Any materials that students may need for the project
- Laptops
- Sign up sheet for topics
1. Attendance, housekeeping, etc. (5 minutes)
- Ask if there’s any questions about final project
- Did you enjoy playing the hunting game?
- Why do you think people hunt?
- Have students watch video: http://www.youtube.com/watch?v=2VAl7sh6JtU (4 minutes)
- Make connection: make the connection from this contemporary issue to the story “The Most Dangerous Game”. I made this connection because many of the video games out today are first person shooters, so often times you are essentially hunting other people.
- Introduce discussion question: As a class we agree that hunting people is something that is considered evil and immoral. Do you think this rule still applies to things like video games where you aren’t actually killing real people? Is there a distinction for you? Why or why not.
- Divide students up into groups of four (students can choose their groups). Have students discuss this question amongst themselves. (5 minutes).
- Have students report out to the rest of the class (5 minutes).
- Students will break into their groups and begin to brainstorm and work on their project.
- As they decide on a topic, students will have to come up to me and get their topic checked.
Homework: Work on final project
Work on vocabulary
Day 12-70 minutes
Standards:
CCSS.ELA-Literacy.SL.11-12.1
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Objectives:
Students will learn...
to effectively lead a discussion
to speak effectively
Students will be able to...
lead an informed discussion with little overlap of personal opinion
speak publicly to a group of their peers.
Materials:
- Paper/writing utencil
- Copies of articles or links posted onto class website
1. Attendance, housekeeping, etc. (5 minutes)
2. Prep time (15 minutes)
3. Presentations (50 minutes)
Day 13-90 minutes
Standards:
CCSS.ELA-Literacy.SL.11-12.1
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Objectives:
Students will learn...
to effectively lead a discussion
to speak effectively
Students will be able to...
lead an informed discussion with little overlap of personal opinion
speak publicly to a group of their peers.
Materials:
- Paper/writing utencil
- Copies of articles or links posted onto class website
2. Presentations (40 minutes)
3. Break (5 minutes)
- Students may get up and walk around/talk to friends.
Culminating Text:
Students will break up into groups of 2-3. As a group, students will bring in a contemporary article pertaining to issues of good and evil that we have discussed in class. Students will then have to connect this article to one of our short stories that we've read for this unit. They will then have to lead a 15 minutes discussion/presentation to the class in which they address the issues of good and evil within their article. (Assignment sheet included).