2014-2015 ESSENTIAL QUESTION: What values define America?
 
MARKING PERIOD 1 ESSENTIAL QUESTION: How do our time and place affect our thinking?
 
Grade Level Specific Understandings:

       About Essential Questions

  1. The way we view the world may change as our individual contexts change.
  2. Time and place influence both the reader and writer’s beliefs.
  3. Time and place affect behavior and action in both art and life.
  4. All art or literature occurs in multiple contexts, including the physical, the temporal, and the psycho-social dimensions.  (No art occurs in a vacuum.)
  5. Learning about different historical and geographical contexts help us understand ideologies that may be different from our own.
New Jersey Core Curriculum Content Standards for Language Arts Literacy 
  • 3.1.12 E. Reading Strategies (before, during, and after reading)
1. Identify, assess, and apply personal reading strategies that were most effective in previous learning from
a variety of texts.
2. Practice visualizing techniques before, during, and after reading to aid in comprehension. 
3. Judge the most effective graphic organizers to use with various text types for memory retention and
monitoring comprehension.
 
  • 3.5.12 C. Living with Media
1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture
(e.g., racial prejudice, dating, marriage, family, and social institutions).
2. Determine influences on news media based on existing political, historical, economical, and social
contexts (e.g., importance of audience feedback).
3. Recognize that creators of media and performances use a number of forms, techniques, and
technologies to convey their messages.

Lesson 1:

Students will be able to --

·        Receive their seating assignments.

·        Review the course syllabus.

·        Examine the components of the teacher page.

·        Understand the requirements of the summer reading assessment.

·        View the Malala Yousafzai BBC video clip.

·        Reflection: What are three things that struck you about Malala Yousafzai's experience?  Aside from education, list three VALUES (principles, standards, judgments of what is important) that Yousafzai defends.

·        Engage in a whip discussion to briefly share either what struck them or the value Yousafzai defends.

·        Quick Write: List 3-5 values that are unique to the United States.

·        Share their American values, and narrow the list to three values. Partners should be prepared to develop ONE value and share it with the class.

 
Lesson 2:
Students will be able to --

DO NOW:

a.  Take out homework for submission.

b.  Answer "Upon the Burning of Our House" questions.

·  Review "Upon the Burning of Our House" questions and connect the concepts of the poem back to the Marking Period 1 essential question.

·  Underline the most important aspect of their paragraphs (homework), and share their values with the class.

·  Engage in a meditation exercise re: Carl Jung's concept of the collective unconscious to better understand the meaning of symbols.

Lesson 3:
Students will be able to --
-- take the summer reading assessment.

Lesson 4:

Students will be able to --
-- take notes and engage in a discussion on allegory.
-- understand the allegory and symbolism of early New England gravestones as a model for reading "Young Goodman Brown."
-- interpret two early New England gravestones.
-- sketch a gravestone for Young Goodman Brown that includes an appropriate epitaph and symbols.

Lesson 5:

Students will be able to --
-- engage in a whip discussion to share their Young Goodman Brown epitaphs and symbols.
-- work in cooperative groups on the allegorical interpretations of the characters, objects, settings, and actions in "Young Goodman Brown."
-- begin group presentations.

Lesson 6:

Students will be able to --
-- take a reading check quiz on The Scarlet Letter, Chapters 1-4.
-- finish the "Young Goodman Brown" group presentations.
-- discuss and take notes on American Romanticism to contextualize The Scarlet Letter.
-- screen the "Sandwich Board Kids" segment of ABC's "What Would You Do?" as a connection to The Scarlet Letter.
-- discuss the crime and punishment represented in the video and compare it to Hester Prynne's predicament.
 
Lesson 7:
Students will be able to --
-- describe the relationship between Hester Prynne and Roger Chillingworth up to and including Chapter 6 (as a Do Now/journal).
-- discuss their journal writing.
-- read aloud and discuss specific passages in Chapter 3: "The Recognition" to expound on the meaning of Chillingworth's transformation.
 
Lesson 8: 
Students will be able to --
-- write three images and one value represented in Rev. Jonathan Edwards's "Sinners in the Hands of an Angry God."
-- Examine the cover art of The Scarlet Letter and discuss the insight it adds to our knowledge of the text.
-- compare Hester Knocking at Mercy's Door to Christ Knocking at Heart's Door.
-- begin screening Dr. Ralph Greene's reenactment of Rev. Jonathan Edwards's "Sinners in the Hands of an Angry God."
-- observe the forensic elements of Dr. Greene's performance and assess its effectiveness in delivering the message of the sermon.
 
Lesson 9:
Students will be able to --
-- write a journal entry that responds to the following prompt (Do Now):
> Describe the Pearl's personality.
> Describe Pearl's relationship with:
a.  Hester
b.  Chillingworth
c.  Gov. Bellingham
d.  Rev. Dimmesdale
-- discuss their journal writing.
-- examine the Madonna and Child painting by Raphael as a model used by Nathaniel Hawthorne in describing the relationship between Hester and Pearl (allegory).
 
Lesson 10:
Students will be able to --
-- assess Dimmesdale as a minister. Do Now/Journal: How would Rev. Jonathan Edwards evaluate Dimmesdale as a minister? Refer to passages in the novel and the sermon to support your ideas.
-- discuss their journal writing.
 
Lesson 11:
Students will be able to --
-- write a journal entry on the following topic: Describe the relationship between Dimmesdale and Chillingworth. Provide textual evidence to support your ideas.
-- engage in a whip discussion to share their journal writing.
 
Lesson 12:
Students will be able to --
-- engage in a second reading of The Scarlet Letter, Chapter 13.
-- engage in a literary analysis of Chapter 13, using the "Hawthorne and Hester" handout.
-- work in assigned cooperative groups on the "Hawthorne and Hester" handout.
-- present their group work to the class. 
 
Lesson 13:
Students will be able to -- 
-- finish their "Hawthorne and Hester" group presentations.
-- screen the Scarlet Letter film to reinforce and visualize the novel.
 
Lesson 14:
Students will be able to --
-- understand the requirements of the personal narrative themed autobiography assignment.
-- review the formatting of dialogue.
-- review the difference between active and passive voice. 
-- engage in silent, sustained free-writing to begin the personal narrative themed autobiography assignment. 
 
Lesson 15:
Students will be able to --
-- set up their TurnItIn.com accounts in the computer lab.
-- review how to set up a document in MLA format.
-- write a draft of their personal narrative themed autobiography in the computer lab
-- submit the first page of their personal narrative themed autobiography for preliminary feedback.
 
Lesson 16: 
Students will be able to --
-- engage in mini individual writing conferences with Dr. Sunga re: their personal narrative themed autobiography draft.
-- silently work on a close reading of Dimmesdale's transformation.
 
Lesson 17:
Students will be able to --
-- present their Dimmesdale transformation close readings. 
 
Lesson 18:
Students will be able to -- 
-- understand the requirements of the Socratic Seminar.
-- discuss the different levels of questions on Bloom's Taxonomy as models.
-- work in cooperative groups to create higher-level thinking questions their assigned chapters.
-- begin the Socratic Seminar. 
 
Lesson 19:
Students will be able to --
-- continue the Scarlet Letter (Chapters 16-21) Socratic Seminar.
 
Lesson 20:
Students will be able to --
-- finish  the Scarlet Letter (Chapters 16-21) Socratic Seminar.
-- discuss the overarching issues that emerged from the Socratic Seminar. 
 
Lesson 21:
Students will be able to --
-- understand the requirements of the Spoon River Anthology dramatic monologue project. 
-- juxtapose the three scaffold scenes as a way to put closure to The Scarlet Letter.
-- utilize the graphic organizer to summarize the scenes, gather textual evidence, and draw conclusions.
 
Lesson 22:
Students will be able to --
-- select their Spoon River Anthology monologues. 
-- finish discussing the juxtaposition between the scaffold scenes.
-- screen the Scarlet Letter film, if time permits. 
 
Lesson 23:
Students will be able to --
-- discuss The Scarlet Letter, Chapters 22-24. 
-- review the study guide for the Scarlet Letter final test.
-- practice their Spoon River Anthology monologues. 
 
Lesson 24:
Students will be able to --
-- continue screening the Scarlet Letter film to reinforce and visualize the novel.
 
Lesson 25:
Students will be able to -- 
-- take the final test on The Scarlet Letter (summative assessment).
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