Unit I: Man vs. Man: The Teenage Dilemma Daily Outline
*Outline is tentative and subject to change*
Day 1: Intro to course. Review syllabus, course objectives and course theories/principles. Discussion of
summer reading. Begin student response essay 1. Includes reading of White’s “High School’s Secret
Life”. Assign Remix to students. HW: Complete student response essay 1.
Day 2: Whole class discussion of Student response essay. What did students write about, what ideas
did they express, how did they approach the writing process? Discussion of how to read text in this class.
Use of active reading, notes, annotations, and questions. Small group reading of “Dude Looks Like a
Lady” page 21-24, in Remix. Groups should discuss text. HW: Read “the “He” Hormone” page 25-39 in
Remix. Active reading, annotations, notes, questions.
Day 3: Teacher led discussion regarding summer reading and student response essay 1. Common
writing trends and how to improve upon them for college writing. Small group discussions: examining
paired readings “Dude” and “Hormone”. Focus question: consider the cultural pressures man puts upon
one another”. Whole group discussion about small group discussion. Hand out “Othello” by William
Shakespeare. HW: Read “Othello” Act I.
Day 4: Small group discussions of “Othello” Act I. Focus: Consider the harmful effects of gossip in the
lives of people, specifically teens. Whole group discussion of what small groups came up with. HW:
Read “Othello” Act II. Active reading, notes, annotations, questions.
Day 5: Small group readings of “You are who you know” and “An Ode to Friendster” page 149-159 in
Remix. Group discussion should focus on the impact on teens and social networking communities. HW:
Read “Othello” Act III. Active reading, notes, annotations and questions.
Day 6: Continue/complete small group discussions of social networking communities. Whole group
discussion of what small groups discussed/analyzed when reading. HW: Read Act IV. Active reading,
notes, annotations and questions.
Day 7: Whole discussion of Acts II-IV of “Othello”. Students should consider themes throughout the
text and how they can relate to teenage lives. HW: Complete “Othello” by reading Act V-Active reading,
notes, annotations and questions.
Day 8: Whole class discussion of “Othello” Act V and novel as a whole. Small group readings of two
Browning poems “Porphria’s Lover” and “My Last Duchess”. Whole class discussion of group findings.
HW: Read pages 4-38 in Girl, Interrupted. Active reading, notes, annotations and questions.
Day 9: Introduction to “O”. Begin to watch film. Students should actively be taking notes, questions and
annotations of what they view. HW: Read pages 39-82 in Girl, Interrupted. Active reading, notes,
annotations and questions.
Day 10: Complete viewing of “O”. Whole class discussion of film and understanding in relationship to
“Othello” and the teenage dilemma. HW: Read pages 83-122 in Girl, Interrupted. Active reading, notes,
annotations and questions.
Day 11: Student response essay 2. In class write on student response essay 2, discussion why the “O”
producers would choose to turn “Othello” into a teenage drama. HW: Complete student response essay
if necessary. Read pages 123-169 in Girl, Interrupted. Active reading, notes, annotations and questions.
Day 12: Discussion of Student response essay 2. Small group discussions of Girl, Interrupted. What
about Kaysen speaks to the teenage dilemma? HW: Read “Love in the Time of No Time” pages 275-289
of Remix. Active reading, notes, annotations, questions.
Day 13: Whole class discussion of group findings about Girl, Interrupted. Whole class discussion of
“Love in the Time of No Time”. HW: Read Chapter 8 in Reviving Ophelia “Within the HurricaneDepression” pages 146-165. Active reading, notes, annotations and questions.
Day 14: Discussion Depression as depicted in Reviving Ophelia. Examine connections to Girl, Interrupted
and “Othello”. How does this concept connect to the struggles of teens today? Introduction to Unit I,
formal essay. HW: Create thesis topic to Unit I essay.
Day 15: Workshop day. Teacher will conference with students individually about their thesis
statements. Students will work on rough drafts of essay. HW: Work on rough draft of essay.
Day 16: Workshop day/how to peer edit and revise. Students will get small group assignments.
Students will discuss how to edit and revise and what is expected of them during this process and the in
class revision workshops. HW: Work on rough drafts.
Day 17: Workshop day. Students will work on rough draft of essay. Group members should be emailed
essay by 5pm this day. HW: Email group members rough draft prior to 5 pm, cc me on email. Students
should revise partner’s essays. Comments for essays should be emailed to me prior to the start of class
tomorrow. This should be in one attachment or the body of an email.
Day 18: Small group revision workshop. Teacher will observe and discuss with students. HW: Work on
final draft of essay I
Day 19: Correct MLA formatting. Use Purdue Owl citation packet. Students must correctly cite in text.
Rest of class period used for individual revision workshops. HW: Continue to work on revisions of final
essay.
Day 20: Workshop day. Student may continue to work on self revisions. Teacher will conference with
students on what she observed from their rough drafts. HW: Continue to work on revisions of final
essay.