LESSON 1: “THE CHASER” AND THE AMERICAN DREAM
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Topic and rationale (this equals the narrative)
o The topic of this lesson will be an introduction to the concept of the
American Dream. Students will read a story about a man chasing his own
ideal dream – this one being a romantic ideal – in John Collier’s “The
Chaser.” Students will practice writing skills, reading skills, and
analytical thinking by writing in class, reading in class, and comparing the
short story to one of its film adaptations.
Grade Level:
o 11 - 12
Michigan standards addressed in the lesson—please write out
o CE 1.2.2: Write, speak, and visually represent to develop self-awareness
and insight (e.g., diary, journal writing, portfolio self-assessment
o CE 2.2.1: Recognize literary and persuasive strategies as ways by which
authors convey ideas and readers make meaning (e.g., imagery, irony,
satire, parody, propaganda, overstatement/understatement, omission, and
multiple points of view).
o CE 3.1.1: Interpret literary language (e.g., imagery, allusions, symbolism,
metaphor) while reading literary and expository works.
Lesson objectives
o Students will be able to write a short piece during a five-minute
timeframe.
o Students will be able to identify and correct any grammar and spelling
mistakes made by their peers.
o Students will be able to identify basic components of the short story “The
Chaser,” including characters, conflict, climax, setting, etc.
o Students will be able to identify examples of figurative language in the
short story “The Chaser,” including allusions, metaphors, similies, etc.
o Students will be able to compare and contrast the short story “The Chaser”
with its adaptation in the Twilight Zone episode of the same name.
Specifically, students will note any changes and additions made by the
adaptation and discuss how the story’s theme changed or remained the
same on account of the changes.
o Students will be able to identify a theme or moral in the short story “The
Chaser.”
o Students will be able to practice various pre-writing activities, including
brain-storming, outline writing, story mapping, etc.
o Students will be able to write a draft of a long writing assignment.
Resources/materials
o Photocopies of “The Chaser” by John Callier
o A DVD player
o A projector connected to said DVD player
o A DVD of the Twilight Zone episode “The Chaser”
o Paper
o Pencils
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o A pencil sharpener
Initiating activity
o Journal writing activity: Students will be given the prompt question “What
is your ideal love?” They may then either write on that topic for five
minutes or on a topic of their choosing. After writing, students will spend
five to ten minutes discussing what they wrote (if they feel comfortable
doing so) or just sharing their ideas on the subject.
Main lesson—brief description/overview of day’s activities
o “The Chaser” Discussion: Students will be given a handout of the short
story “The Chaser” by John Collier. As the story is only four pages long,
they will spend ten to fifteen minutes reading it in class. The class will
then split into groups and break the story down to its main components
(who are the characters, what is the setting, what is the conflict, how is it
resolved, etc.). When this is done the class will discuss their findings.
After this, the class will watch the Twilight Zone episode based on “The
Chaser.” After watching the episode, we will discuss how the adaptation
altered the story, as well as try to parse out the story’s theme by analyzing
its use of figurative language as well as the actions of the characters in the
story. When the class has the story figured out, students will be allowed
time to work on prewriting for the big writing assignment of the unit.
Steps/components of lesson—indicate estimated time. Provide significant
detail—as outlined above
o Journal Writing: Students write a short piece in a short amount of time.
They are given a prompt to write on, but they don’t have to use it if they
choose not to. 5 minutes.
o Journal Discussion: Students discuss what they wrote in their journal (if
they feel comfortable doing so) and/or their general thoughts about the
day’s writing prompt. 5 – 10 minutes.
o “The Chaser” in class reading: Students will read the short story “The
Chaser” by John Collier in class. They may mark up their photocopies
with notes, and will be encouraged to do so. 10 – 15 minutes.
o “The Chaser” Group Work: Students will get into groups of four to five
and analyze the text. They will identify the protagonist, antagonist,
supporting character(s), the source of conflict, the climax, and the
resolution. 10 minutes.
o “The Chaser” Group Work Findings: The class will then share and
compare their group work findings. 5 minutes.
o “The Chaser” Twilight Zone Episode Viewing: The class will watch the
Twilight Zone episode “The Chaser,” which is adapted from the John
Collier story of the same name. Students will be asked to note any changes
the adaptation makes. 25 minutes.
o “The Chaser” Final Class Discussion: The class will discuss the
differences between the Twilight Zone adaptation of “The Chaser” and the
original story. The discussion will expand to include analysis of the
figurative language used by the story before eventually evolving into an
attempt to parse out the story’s theme (or at least its moral). The
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comparison between the story and its adaptation may carry into how they
differ in their handling of the figurative language, moral, and theme. 20
minutes.
o American Dream Assignment Prewriting: Students will receive a handout
explaining the big writing assignment due at the end of the unit: a piece
discussing the concept of the American Dream. Students will then be
allowed to work on some pre-writing activities for the assignment –
mainly brain-storming their own thoughts and feelings about the concept.
10 minutes (or any time that is remaining).
Concluding activity
o American Dream Assignment Prewriting - Students will receive a handout
explaining the big writing assignment due at the end of the unit: a piece
discussing the concept of the American Dream. Students will then be
allowed to work on some pre-writing activities for the assignment –
mainly brain-storming their own thoughts and feelings about the concept.
Assessment(s)
o Journal Writing Activity: Journals are collected every week and returned
at the start of the following week. I can use the journals to assess the
students’ writing skills and give them feedback so they can improve.
o In-Class Discussions: The several in-class discussions will allow me to
assess the students’ analytical skills.