Unit Points Distribution:
2 Socratic Seminars:
Final Project:
2 Close Reading Days: (participation)
10 points each
30 points
no grade required
UNIT TOTALS:
50 points
Day 1- Intro and Essential Questions
Learning Objectives:
Students will have a basic understanding of existentialism and the absurd.
Students will understand the function of absurd art
Students will review the myth of Sisyphus
Students will learn about Camus’s personal background
Students will make predictions about Mersaults character
Students will begin to analyze the unit’s essential question
Students will be aware of the reading schedule for the unit
State Standards:
Standard - 1.1.11.D: Demonstrate comprehension / understanding of a wide
variety of appropriate literary works from different cultures and literary
movements, including classic and contemporary literature.
Standard - 1.3.11.A: Examine the impact of diverse cultures and writers on the
development and growth of literature. Describe how an author conveys intent and
perspective in contemporary and historical writings.
Materials:
Myth of Sisyphus Handout
Author and Unit Overview Handout
Albert Camus’s The Stranger Powerpoint
Procedure:
1) As the students come in they should begin copying down the Word of the
Day from Merriam Webster’s top ten list of “funny sounding words”.
2) The teacher should read aloud the word, its definition, and it’s origin.
3) The teacher should introduce the students to the next unit, Albert
Camus’s The Stranger.
4) The teacher should pass out the handout “The Myth of Sisyphus” and ask
students to silently read it while the teacher passes out the books.
5) The teacher should ask the following follow-up questions.
-What is the difference between existentialism and absurdism?
-What are the three characteristics of the absurd life?
-What is the purpose of absurd art?
6) The teacher should have students turn over the handout and popcorn
read the other side. Then the teacher should transition into the
Powerpoint by saying “so who is this Camus guy anyway? How did he get
so serious?”
7) The teacher should present the Powerpoint on Albert Camus’s The
Stranger
8) The teacher should invite students to briefly discuss the four essential
questions of the novel in the last 4 slides of the Powerpoint as a large
class.
9) The teacher should give students the Author and Unit Overview Handout
and direct their attention to the reading schedule. The teacher should
assign the students to read the first two chapters of the text for
tomorrow.
10) The teacher should ask students to write down 4 quotations that
characterize Meursault as ‘strange’ or ‘absurd’ from the first 2 chapters
and write a 3-4 sentence explanation of their impression of him below.
This assignment will be due tomorrow.
Check for Understanding:
Students will have a handout to refer to throughout their study of theories of
existentialism and the absurd, as well as the myth of Sisyphus.
Students will participate in reading aloud the myth of Sisyphus
Students will orally make predictions about Meursault’s character
Students will participate in a discussion of the novels essential questions
Day 2- Chapters 1-2
Learning Objective:
Students will analyze Meursualt’s reactions to his mother’s death
Students will determine the function of two other characters of the text
Students will share observations of an absurd hero
State Standards:
Standard - 1.2.11.D: Analyze inferences and draw conclusions based on
and related to an author’s implicit and explicit assumptions and beliefs about
a subject.
Standard - 1.6.11.A: Listen critically and respond to others in small and
large group situations. Respond with grade level appropriate questions, ideas,
information or opinions.
Materials:
“Is He Strange”? Handout
Powerpoint 2 Quotations Slide
Procedure:
1) As students come into class the teacher should project the word of the day
from Merriam Webster’s top ten list of “funny sounding words”.
2) The teacher should read aloud the words, it’s definition and it’s origin as
the students copy it down on paper.
3) The teacher should ask students to take out the 4 quotations they were
asked to find for homework that characterize Meursault as ‘strange’ or ‘absurd’.
4) The teacher should ask students to share 2 of their quotations in small
groups and discuss what they noticed.
5) Then the teacher should ask students to share some of their quotations
and observations from their smaller groups.
6) The teacher should direct students to the overhead projector. The teacher
should note that one of the main observations we see in these two chapters is
Mersault’s initial reactions to his mothers death. The teacher should have two
student volunteers read the two quotes about Meursault’s reactions.
7) The teacher should ask students how each quote demonstrates how
Meursault is “strange”, but also how these reactions might be perceived as normal.
The teacher should write these observations on their handout that looks like this:
8) The teacher should ask students to answer the question: In addition to
Meursault’s unorthodox relationship with his mother, he has a strange relationship
with the character Marie. Who is Marie? What is her reaction to Meursualt’s
announcement about his mother’s death? What might this relationship demonstrate
about a “stranger” or someone who lives outside of society’s expectations? What
does he enjoy? What is he indifferent to?
9) The teacher should also ask students to discuss this question: Who is
Perez? In what ways is he a foil of Meursault?
10) The teacher should remind the class that they are to read chapters 3-4
for tomorrow.
Check For Understanding:
Students will take notes on Meursault’s behavior that classify him as strange
or normal
Students will orally discuss the function of Marie and Perez in the novel
Students will orally share their observations of Meursault as ‘absurd’
Day 3- Chapters 3 and 4, Quotations Analysis
Learning Objectives:
Students will analyze 4 quotations from the reading
Students will make connections between characters in the text and the
philosophy of the absurd.
Students will characterize Meursault and Raymond.
State Standards:
Standard - 1.1.11.D: Demonstrate comprehension / understanding of a wide
variety of appropriate literary works from different cultures and literary
movements, including classic and contemporary literature.
Standard - 1.3.11.A: Examine the impact of diverse cultures and writers on the
development and growth of literature. Describe how an author conveys intent and
perspective in contemporary and historical writings.
Standard - 1.3.11.B: Interpret and analyze works in various genres of literary and/or
cultural significance in American and world history: Reflect a variety of genres in
the respective major periods of literature. Represent important authors in each
historical period. Reveal contrasts in major themes, styles, and trends in the
respective historical periods. Examine the important philosophical, religious, social,
political, or ethical ideas of the time.
Standard - 1.6.11.A: Listen critically and respond to others in small and large group
situations. Respond with grade level appropriate questions, ideas, information or
opinions.
Materials:
Chapter 3-4 Handout
Blackboard
Procedure:
1) As students enter the classroom the teacher should project the word the
day on the overhead projector from Merriam Webster ‘funny sounding
words”.
2) The teacher should read aloud the word, it’s definition and it’s origin.
Students should be asked to copy down this information.
3) The teacher should pass out the Chapter 3-4 Handout.
4) The teacher should ask students to answer the questions independently
or in groups of no more than 3.
5) The teacher should give students 15-20 minutes to work on these
questions, he/she should walk around observing the students discussions
and helping them where necessary.
6) The teacher should call the classes attention to the whole group to review
their answers to the 4 questions. The teacher should write on the board
the three characteristics of an absurd hero, as well as these notes: the
absurd means one can accept and live in a world devoid of meaning or
purpose. The absurd is a contradiction that cannot be reconciled, and any
attempt to reconcile this contradiction is simply an attempt to escape
from it.
7) The class should share their answers to all four questions. The teacher
should take notes of their responses on the board.
8) The teacher should remind students that they are to bring their books to
class tomorrow as a reading and Socratic circle preparation day.
Check for Understanding:
Students will orally participate in analysis of the characters, their function
and their illustration of the philosophy of the absurd.
Students will have a written record of their notes from the day’s class.
Students will have the opportunity to engage in discussion and supplemental
analysis with the teacher during small group discussion.
Day 4- Chapter 5-6 Reading and Socratic Circle Prep Day
Learning Objectives:
Students will silently read
Students will critically think to generate discussion questions
State Standards:
Standard - 1.1.11.E: Demonstrate an appropriate rate of silent reading based
upon specific grade level texts.
Standard - 1.2.11.E: Examine and respond to essential content of text and
documents in all academic areas.
Materials:
Book
Laptops
Procedure:
1) As students enter class they should copy down the projected word of the
day from the Merriam Webster’s “funny sounding” words website.
2) The teacher should read the word, it’s definition, and it’s origin.
3) The teacher should announce to the class that this is a work day due to the
stress and pressure of the upcoming AP Exam.
4) The teacher should tell students that they will be expected to have
chapters 5 and 6 read for tomorrow. The teacher should also instruct students to
write 5 Socratic seminar discussion questions, 3 based on quotations, typed up and
double-spaced that address Part One of the novel. The teacher should direct
students to the unit’s essential questions as well as the previous day’s close reading
assignment as a model of questions that may generate discussion. The teacher
should encourage students to analyze the crime, it’s context-politically and literally,
and the implications for Meursault, as well as other characters involved.
5) The students should work quietly and independently reading or writing
their discussion questions for the remainder of the period.
Check For Understanding:
Students will be working quietly, reading their books, or writing their
questions
Day 5- Socratic Seminar Day #1
Learning Objectives:
Students will participate in a student-led discussion circle
Students will have generated discussion questions, 3 based on quotations, to
promote analysis of the text.
State Standards:
Standard - 1.6.11.A: Listen critically and respond to others in small and large
group situations. Respond with grade level appropriate questions, ideas,
information or opinions.
Standard - 1.2.11.E: Examine and respond to essential content of text and
documents in all academic areas.
Materials:
Class Roster (for grouping)
Chairs in a circle
Procedure:
1) The teacher should announce that there will be a Socratic Seminar today.
2) The teacher should call out the names of the students on the roster who
will be in each group for the 4 rounds of discussion.
3) The teacher should announce that they will set a timer for 8 minutes per
group and that they will be taking notes on the discussion. The teacher should
announce that the students who are not participating in the discussion should be
listening, comparing the current discussion to questions that they have written, and
if they would like they are able to jump into the middle seat of the circle and make a
comment in the other groups discussion. Students should also be thinking of
questions that come to mind while listening to other groups that they might want to
bring up when it is there turn to go.
4) The teacher should call the first group to sit in the circle, begin the timer
and say “Go.”
5) As the students discuss the teacher should take notes on their laptop
about the discussion. When the timer rings, the teacher should call the second group
to sit in the circle and replace the first group. The teacher should re-set the timer
and begin the process again. This should be repeated 2 more times for the other
groups.
6) Once all groups have participated in discussion the teacher should debrief
with the whole class. The teacher should comment on common trends or frequent
topics that they noticed. The teacher should ask students how they would assess the
quality of the discussion? What factors helped the discussion? What factors
hindered discussion? What ways could the discussion be improved? How?
7) The teacher should collect the students discussion questions. The teacher
should announce to the class that they are to read chapters 1-2 of Part Two for
Monday.
Check For Understanding:
Students will orally participate in discussion in small groups
Students will turn in a written product of the questions they generated
Day 6- Chapters 1-2, Part 2
Learning Objectives:
Students will analyze specific passages from the reading section
Students will engage in discussion about Meursault’s characterization and his
correlation to the concept of an absurd hero.
State Standards:
Standard - 1.2.11.A: Evaluate and critique text organization and content to
determine the author’s purpose and effectiveness according to the author’s theses,
accuracy, thoroughness, logic, and reasoning.
Standard - 1.2.11.E: Examine and respond to essential content of text and
documents in all academic areas.
Materials:
Close Reading Part Two Handout
Teacher Handout
Procedure:
1) Students will, upon entering the classroom, begin copying down the word
of the day from Merriam Webster’s top ten list of “funny sounding words”.
2) The teacher should read the word aloud, it’s definition and its origin.
3) The teacher should distribute the handout “Close Reading Part Two” and
ask students to work independently or in small groups of no more than 3. The
teacher should tell the students that we will review these answers in about 15
minutes.
4) As students begin working on the handout, the teacher should circulate
the room to be available to ask questions. The teacher should also listen to what
students are talking about, redirecting their attention or suggesting things to further
their analysis of the text.
5) After about 15-20 minutes the teacher should call the class into a larger
group to review their responses. The teacher should aim to hear from at least 2-3
students per question.
6) At the conclusion of the discussion the teacher should announce to the
class that they are to read Chapter 3 for tomorrow’s class.
Check for Understanding:
Students will be actively discussing the answers to the questions in small
groups
Students will record their answers on the written handout
Students will review the answers with the whole class
Day 7- Chapter 3, Part 2
Learning Objectives:
Students will review the history of when the text was written
Student will
State Standards:
Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and
assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s
argument or defense of a claim as related to essential and non-essential information.
Standard - 1.3.11.A: Examine the impact of diverse cultures and writers on
the development and growth of literature. Describe how an author conveys intent
and perspective in contemporary and historical writings.
Materials:
The Absurd Review
Testimony Review
Procedure:
1) Students will, upon entering the classroom, begin copying down the word
of the day from Merriam Webster’s top ten list of “funny sounding words”.
2) The teacher should read the word aloud, it’s definition and it’s origin.
3) The teacher should distribute the “Absurd Review” handout.
4) The teacher should have the students read the front side of the handout
hand out aloud (popcorn style or student volunteers) and ask the following
questions after:
a) Why is Meursault’s trial the ‘story of the season?” (84)
b) What other trial is coming up after his?
5) The teacher should review the other side of the handout with the class and
ask the following questions after:
a) Which example of the absurd life does Meursault most closely
match up with? Any? All?
b) What about the time period and setting make the story ideal as a
backdrop for the theory of the absurd? (WWII)
6) The teacher should distribute the Testimony Review handout and review
with students each character’s statement. As a large class students should discuss
the intent and implication of each statement.
7) When the class reaches Meursault’s statement the teacher should ask
students “What does Meursault mean by this? How does this align him with ideas
that he is an absurd hero?”
8) The teacher should tell students that they are to read chapters 4-5 for
tomorrow and write 5 discussion questions on the end of the novel (the second half
of the novel). 3 of these questions need to be based on passages from Part Two.
Students can look to the unit’s essential questions or close reading passages as an
example of good discussion questions.
9)The teacher should announce that there will be a Socratic Circle tomorrow
in class.
Check For Understanding;
Students will orally discuss the theory of the absurd and collaboratively
classify Meursault as an absurd hero.
Students will orally discuss the evidence presented in trial and how
Meursault reacts.
Day 8- Socratic Seminar Day #2
Learning Objectives:
Students will participate in a student-led discussion circle
Students will have generated discussion questions, 3 based on quotations, to
promote analysis of the text.
State Standards:
Standard - 1.6.11.A: Listen critically and respond to others in small and large
group situations. Respond with grade level appropriate questions, ideas,
information or opinions.
Standard - 1.2.11.E: Examine and respond to essential content of text and
documents in all academic areas.
Materials:
Class Roster (for grouping)
Chairs in a circle
Procedure:
1) The teacher should announce that there will be a Socratic Seminar today.
2) The teacher should call out the names of the students on the roster who
will be in each group for the 4 rounds of discussion.
3) The teacher should announce that they will set a timer for 8 minutes per
group and that they will be taking notes on the discussion. The teacher should
announce that the students who are not participating in the discussion should be
listening, comparing the current discussion to questions that they have written, and
if they would like they are able to jump into the middle seat of the circle and make a
comment in the other groups discussion. Students should also be thinking of
questions that come to mind while listening to other groups that they might want to
bring up when it is there turn to go.
4) The teacher should call the first group to sit in the circle, begin the timer
and say “Go.”
5) As the students discuss the teacher should take notes on their laptop
about the discussion. When the timer rings, the teacher should call the second group
to sit in the circle and replace the first group. The teacher should re-set the timer
and begin the process again. This should be repeated 2 more times for the other
groups.
6) Once all groups have participated in discussion the teacher should debrief
with the whole class. The teacher should comment on common trends or frequent
topics that they noticed. The teacher should ask students how they would assess the
quality of the discussion? What factors helped the discussion? What factors
hindered discussion? What ways could the discussion be improved? How?
7) The teacher should collect the students discussion questions. The teacher
should announce to the class that tomorrow they will be assigned the unit’s final
projects.
Check For Understanding:
Students will orally participate in discussion in small groups
Students will turn in a written product of the questions they generated
Day 9- Final Project Assignment and Work Day
Learning Objectives:
Students will understand the purpose and requirements of the unit’s final
project.
State Standards:
Standard - 1.4.11.A: Write poems, short stories, and plays. Apply various
organizational methods. Include literary elements and devices. Construct a strong
story line with illustrative details. Include elements of style in writing to develop a
personal style
Standard - 1.1.11.D: Demonstrate comprehension / understanding of a wide variety
of appropriate literary works from different cultures and literary movements,
including classic and contemporary literature.
Materials:
Final Projects Assignment Sheet
Procedure:
1) As the students enter the classroom they should begin copying down the word of
the day projected on the screen from Merriam Websters top ten “funny sounding”
words.
2) The teacher should read the word aloud, it’s definition and it’s origin.
3) The teacher should distribute the Final Projects Handout. The teacher should
explain that the students will have a choice of one of the two proposed projects on
the handout. These projects were designed to extend their learning into an
assignment that requires them to create something based on the things they’ve
learned in this unit.
4) The teacher should ask two student volunteers to read aloud the final projects
from the handout.
5) After reading aloud the first one the teacher should elaborate that the story they
write does not necessarily need to be about The Stranger, but rather it needs to
demonstrate the way in which existentialists and absurdists view one or more of the
themes listed in the assignment.
6) After reading aloud the second project choice the teacher should elaborate that
this assignment was designed as an extension of the close reading pracatice we had
been doing previously. The teacher should tell students to think of this project as an
exercise in claim, data, warrant. Then the students need to create a “found poem”.
The teacher should explain that this is a poem, written in stanzas, that uses only
words and phrases from the text. The words and phrases they choose should not all
come from the same section but rather use the whole book to pick out key sections
of the text to highlight Meursault as an absurd hero. These could be things he said,
things he thought, things others said about him or critical narration.
7) The teacher should then announce to students that they will have the class period
to work independently on their projects and that these projects will be due on
Monday.
8) The teacher should remain available the remainder of the class period and walk
around the room discussing ideas with students.
Check For Understanding:
Students will have the final projects assignment sheet to take home with
them
Students will have had the opportunity to discuss with the teacher ideas they
have for the project
Students will begin writing during class