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.

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.

 
Last Modified on Thursday at 10:06 PM