NYC DOE Magnet Program
Districts 25 and 28
School M. S. 217 Robert A. Van Wyck
The Green Magnet School for Career Exploration
Grade 8
Teacher: Mr. R.L. Carroll
Department/
ELA
Discipline
A Compare/Contrast Written Response
UNIT
TITLE
ESSENTIAL QUESTION(S)
to Literature using M.T. Anderson’s
novel, Feed plus Herman Hesse’s novel,
Siddhartha, and then an oral
presentation.
The Juxtaposition of Technology with Self
and Soul
 How do we envision a technological
future?
 Does societal pressure allow us time to
discover our own true selves?
 Who am I, and why am I here?
 Is life the notion of Descartes, i.e., “I
think therefore I am,” or Sartre, “I am
therefore I think”?
7
 Does technology eventually overwhelm
our sense of self and soul?
 If technology suffocates us, what
happens to the repressed self and soul?
SUGGESTED TIME FRAME
Magnet Standards/
Big Ideas/Theme
10-12 Weeks
Green Magnet Standards: (Inquiry, Sense of
Place, Sustainability, and Technology)
CCSS: RL.8.1, RL.8.11, RL.8.2, RL.8.3, RL.8.4,
RL.8.5, RL.8.6, RIT. 8.1, RIT.8.3, W. 8.2, W.
8.3, SL.8.4
Self Development, Coming-of-Age, Emotional
and Spiritual Growth, and Technology
8






Essential Question(s)
How do we envision a technological future?
Does societal pressure allow us time to discover our own
true selves?
Who am I, and why am I here?
Is life the notion of Descartes, i.e., “I think therefore I am,”
or Sartre, “I am therefore I think,”?
Does technology eventually overwhelm our sense of self
and soul?
If technology suffocates us, what happens to the repressed
self and soul?
Unit
Name
The Juxtaposition of Technology with Self and Soul
Envisioning a technological future
Self-discovery vs. societal pressure
Mini-unit
Titles
Who am I, and why am I here?
Is it, “I think therefore I am” or “I am therefore I
think”?
Technology, a force that eventually overwhelms
our sense of self and soul
9
If technology suffocates us, what happens to the
repressed self and soul?
Unit’s Culminating Project (Brief Description)
The student will create, with proper MLA Bibliography and End
Notes, a syntactically-correct 6-page typed (9 pages in ink)
essay/research paper to analyze and critique both Feed and
Siddhartha. The student will then orally present the paper to
the class.
10
Standards-Based Learning Goals
Green Magnet Standards: (Inquiry, Sense of Place, Sustainability, and Technology)
Common Core State Standards (CCSS): RL.8.1. Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.11. Interpret,
analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal events, and situations. RL.8.2. Determine a theme
or central idea of a text and analyze its development over the course of the text, including its relationship
to the characters, setting, and plot; provide an objective summary of the text. RL.8.3. Analyze how
particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision. RL.8.4. Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts. RL.8.5. Compare and contrast the
structure of two or more texts and analyze how the differing structure of each text contributes to its
meaning and style. RL.8.6. Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or
humor. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent
diverse world cultures. RIT.8.1. Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text. RIT.8.3. Analyze how a text makes
connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories). W.8.2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant content. W.8.3.
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. SL.8.4. Present claims and findings, emphasizing
salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Danielson’s Framework for Teaching.
Danielson’s Framework for Teaching Rubrics
Domain 1: Planning and Preparation
Domain 3: Instruction
 Demonstrating Knowledge of Content and Pedagogy
 Expectations of learning
 Demonstrating Knowledge of Students
 Explanation of content
 Setting Instructional Outcomes
 Use of oral and written language
 Demonstrating Knowledge of Resources
 Designing Coherent Instruction
 Designing Student Assessments
 Using Questioning and Discussion Techniques
 Engaging Students in Learning
 Using Assessment/self-assessment in Instruction
Domain 2: Creating an Environment of Respect and
Rapport
 Teacher interaction with students

·
·
·
Domain 4: Professional Responsibilities
 Reflecting on Teaching
 Communicating with Families
 Participating in a Professional Community
 Growing and Developing Professionally
Concepts
11
Big Ideas for this Unit/Magnet Themes:
Self Development, Comingof-Age, Emotional and
Spiritual Growth, and
Technology
Vocabulary
Feed (Tier 2 and 3 words, non-traditional usage of
words, and made-up words and tropes) trope, Je ne sais
quoi, null, (“I was feeling null.”); unit, (“Stop that,
Unit!”); uninsulated, ricochet, burbling, romper-gills,
(“At the club were people with romper-gills and metal
wings.”); meg, (“I was feeling meg-tired.”);
bonesprocket, (“He was a real bonesprocket.”);
gravitational, gaga, in mal, (“We decided to go in
mal.”); neuron, flat-lining, rumpus, (“He wanted to do
rumpus on my head.”); slop-bucket, get-go, fugue,
bannered, (“I was getting bannered by the feed”);
crystalline, fission, nutrient, stimulus, electrolyte,
appetizers, sorority, lesions, diad, (“I thought she and I
could be a diad.”); supple, fermion, (“…attracted to its
powerful T44 fermion lift with vertical rise of 50 feet
per second.”); ergonomically, hysterical, A.P.R.,
chlorine, hypest, (“Alex Neetham, the hardest, hippest,
hypest…”); mousse, slamsuit, (“At the club, she was
wearing a slamsuit.”) proteins, banquet, cro-magnon,
youch, (“She was totally youch!”); quadrant,
suppuration, primus, slouching, tranquility, cranked,
rivulets, pinafores, prostheses, weasel-faced, (“Let’s go
get weasel-faceroused.”); lobe-reamer, (“You’re such a
lobe-reamer!”); ripplechicks, (“He was dancing with the
ripplechicks.”); gourds, calamity, squelch, (“We looked
really squelch.”); unette, naysayer, anatomical,
pretentious, lickety-split,
upcar, ™ , spine-leech, low-key, feedcast, allegations,
geezers, earmark, endoscopy, pennywhistle, skip, (“Hey
Violet…what a skip kinda day you’ve had.”) ;
condescending, fascist, instantaneous, pewter,
stringent, feed-sim, contusion, defragging, intercrural,
verdure, speakeasies, minuet, debased, interfaced,
pictographs, genocidal, psychoeconomy, the limbic
system, Trilobites, plankton, magma, hypersite,
demographically, and nostalgia.
Siddhartha: (Tier 2 and 3 words and religious
terminology) Brahmin, ablutions, sacrifice,
contemplation, meditations, Atman, All-Radiant,
atonement, Rig-Veda, Prajapati, transient, innermost,
consciousness, inhalation, Upanishads of Sama-Veda,
enchanting, initiated, profound, insatiable, ChandogyaUpanishads, Satya, Om, unflinchingly, ascetics,
blanched, resignation, Samana, onerous, respite,
Vedas, reflective, inexpressible, Buddha (Gotama),
Sakyamuni, Magadha, abode, Illustrious, sojourn,
Jetavana, Anathapindika, pilgrims, renounced, Yoga12
Veda, Atharva-Veda, Mara, Maya, ostracized,
enlightenment, mortification, ardent, kindle, rejoiced,
Vishnu, Lakshmi, incantation, circuitous, irksome,
contentedly, unkempt, indolent, desolation,
equanimity, covetousness, procurement, Samsara,
disillusionment, wretchedness, and pronounced.
Enduring Understandings:
 Self is more
important than
technological
advancement.
 Sustainability can be
stifled by
technological
advancement.
Essential Question(s):
 How do we envision a
technological future?
 Does societal pressure allow
us time to discover our own
true selves?
 Who am I, and why am I
here?
 Is life the notion of
Descartes, i.e., “I think
therefore I am,” or Sartre, “I
am therefore I think,”?
 Does technology eventually
overwhelm our sense of self
and soul?
 If technology suffocates us,
what happens to the
repressed self and soul?
Content and Skills
Content (nouns)
Skills (verbs)
Students will know…1) Poetry about the
Students will be able to…1) Take notes on various
future; 2) Articles relating to “being” vs.
ideas of the future by poets; 2) Determine relevant
“becoming”; 3) Articles about existential
information from suggested websites; 3) Listen
schizophrenia (“This is what I am, this is what attentively to the lyrics of various pieces of music; 4)
they expect me to be.”); 4) Musical lyrics
Read, respond, and compare/contrast various articles;
which deal with our unit of thought; 5) Videos 5) Read, respond, and compare/contrast various
which deal with our unit of thought.
videos.
13
Stage 2- Summative Assessment Evidence
If students understand, know and are able to do the items in Stage 1, they should be able to show their
understanding by completing an authentic task found in the world beyond the classroom.
Design the Culminating/Summative Project:
G- (goal):
R- (role):
The student will create, with proper MLA
Bibliography and End Notes, a syntacticallycorrect 6-page typed (9 pages in ink)
essay/research paper to analyze and critique
both Feed and Siddhartha.
Students will be Literary Critics, Philosophers,
Social Critics, Technology Geeks.
A- (audience): Students will present ideas and final papers to
class, and then post them on e-zine.
S- (situation):
In a futuristic society, the people have wrecked
the Earth and technology is more important than
self or soul. Students will compare and contrast
this technological future with a simpler time
when self and soul mattered.
P- (purpose
Powerpoint, Websites, Music, Video, Poetry, Rap
and product): (For all homework and presentations)
Culminating Project must be written research
paper (parameters listed above)
S- (standards SEE ABOVE
for
performance):
14
Culminating Project
(Write the Task as the students will see it)
Student Task
Please create, with proper MLA Bibliography and End Notes, a
syntactically-correct 6-page typed (9 pages in ink) essay/research
paper to analyze and critique both Feed and Siddhartha. Be sure to
include at least 3 different aspects from both novels which can be
compared and contrasted. (After the final draft has been accepted,
you will stand in front of the class and orally present your paper.)
15
Rubric
The
Juxtaposition
of Technology
with Self and
Soul
Bonesprocket/ Skip/Eyes
Little SelfBeginning to
Awareness
Open
1
2
Youch/Can
Distinguish
Between Self
& Ego Games
3
Student has little
or no
understanding of
subject/verb
agreement,
alignment of verb
tenses, and
capitalization and
punctuation.
Mostly correct
subject/verb
agreement,
alignment of verb
tenses, and
capitalization and
punctuation. A
few mistakes.
Correct subject
and verb
agreement,
alignment of verb
tenses, and
capitalization and
punctuation. No
more than 2
mistakes.
Much less than 6
typed or 9 written
pages, no
Bibliography and
(or) End Notes,
less than 3
compare/contrast
aspects. An
overall
perfunctory
effort.
Overall Idea of the Compare/contras
paper.
t is not developed
Supporting Details well. Few if any
and Sequence of
details. The
Ideas
paper overall is a
perfunctory effort
Less pages than
required, but
close. An attempt
was made with
the Bibliography
and End notes,
although some
inaccuracies may
exist. 3
compare/contrast
aspects discussed.
Compare/contras
t is fairly welldeveloped. A
number of
details, but a few
more would be
nice.
Required amount
of pages are
present.
Bibliography and
End Notes are
mostly correct. 3
compare/contrast
aspects are welldiscussed.
Syntax/Proper
Mechanics
Parameters of
Assignment:
Length of paper,
Bibliography, End
Notes, at least 3
Compare/Contras
t Aspects
Oral Presentation
Poor delivery/eye Takes the oral
contact. Overall
presentation
perfunctory effort seriously, few
aspects lacking
Compare/Contras
t is welldeveloped. Plenty
of details. Overall
paper is very
good, yet lacks a
certain Je ne sais
quoi.
Good oral
presentation, just
not quite as good
as it could be.
Meg Youch/
Enlightened
Being
4
Correct
subject/verb
agreement,
alignment of verb
tenses, and
mechanics.
Students has
taken chances
with the syntax
and pulled it off.
Required pages
are present—
perhaps more
than required.
Bibliography, End
Notes are totally
correct. At least 3
compare/contrast
aspects are
thoroughly
discussed.
Compare/Contras
t
Is excellent.
Loads of details.
Overall paper is
just plain
excellent!
Excellent and
entertaining oral
presentation
16
Mini-Unit Plan.
17
Mini-Unit Title
Big Ideas of
the mini-unit
Knowledge
Important content to know about mini-unit
(nouns)
Skills
What should students be
able to do?
(verbs)
Vocabulary
Possible Essential and
Focusing Questions
Mini-Unit
Assessment
Benchmarks, Scaffold
Project
18
Envisioning the
Future
How will the Earth look 100
years from now? How will get
our information? How will our
automobiles look?
“I’ve seen the future, and it’s murder,”
Leonard Cohen
8 Poems about the Future:
www.poetseers.org/poem_of_the_day
Too much technology: good or bad?
Poetry:
…/
Novels:
Passages from Orwell’s 1984:
www.online-literature,com/orwell/1984
Passages from Vernes’ From Earth to the
Moon: www.gutenberg.org/83
Nonfiction articles:
“Why the Future Doesn’t Need Us,” Bill
Joy:
http://wired.com/wired/archive/8.04/joy
.html A Future with no Bananas?:
www.newsscientist.com/article/dn9152a-future-with-no-bananas.html
Music (lyric sheets provided): “Blows
Against the Empire,” Jefferson Starship
“1984,” Spirit
“Space Oddity,” David Bowie
Paintings: A look at a few paintings
envisioning the future by Picasso and Dali
Architects with a view of the future:
Examine some of the futuristic buildings
of Frank Lloyd Wright
Video:
Teacher Powerpoint on the Future
Eddie and Wally discussing the future for
10 minutes in an episode of Leave it to
Beaver
“Tomorrowland” at NYC 1939 World’s
Fair
Clip from 2001: A Space Odyssey (when
HAL goes nuts)
Clip from Soylent Green (A future with
limited food supply, and no social
security/medicare benefits, so people are
happy just to die at an appointed time.)
(1) Before lessons
begin, students write a
page, draw a picture,
make a Powerpoint
presentation, write a
poem, rap a rap, make
a sculpture, or make a
diorama which
represents how the
student envisions the
future
(2) Take notes on
various aspects of the
future discussed by the
poets, novelists, and
article writers.
Determine relevant
information.
Find other websites
with Poems, pictures,
and articles about the
Future
See Text
Box on
the
bottom of
the next
page.
(Mini
Lesson 1.)
Is it possible to advance
technologically without
losing our humanity?
Vocabulary
quiz with
writing will
determine
what each
student
learned
This mini-unit is prior to
reading the first 40 pages
of Feed. Understanding
various aspects of the
future, as poets and prose
writers see it, along with
the vocabulary of Feed.
The students need to
thoroughly understand th
novel to do the culminatin
project.
How will the Earth look
100 years from now?
How will get our
information? How will
our automobiles look?
19
Clip from Planet of the Apes (How genetic
engineering may go awry in the future.)
Clip from War Games (How a computer
may take over and force war in the
future.)
The Twilight Zone, “The Monsters are on
Maple Street.” (Technology stops
working, and people start accusing each
other of being from another planet, and
killing each other.)
Can technology strip away our humanity?
Self-discovery vs. societal
Is it possible to
Poetry:
Listen attentively to
See Text
How can one maintain a
Vocabulary quiz
Continuing on with
20
pressure
remain yourself, in
a society which
expects you to
become whatever
society needs?
“Song of Myself,”
Whitman
www.daypoe
ms.net/poem
s/1900.html
Music (lyric sheets
provided): On the
Nature of Being
and Becoming:
songs from “In
Search of the Lost
Chord, “ “Days of
Future Past, “ “To
Our Children’s
Children’s
Children,” and “On
the Threshold of a
Dream,” The
Moody Blues;
songs from “Abby
Road,” “Sgt.
Pepper, and
“Revolver,” The
Beatles. Songs
from “The Wall,”
Pink Floyd;
Songs from Bob
Dylan, Joni
Mitchell, and
Jackson Brown.
“The Sky is a
Landfill,” Jeff
Buckley
Paintings: (which
show the
dichotomy
between selfdiscovery and
societal pressure)
Dali, Van Gough,
music.
Read and respond to
articles with
engagement
Box on
the
bottom
of the
next
page.
(Mini
Lesson
2.)
sense of Self in a complex
society?
with writing will
determine what
each student
learned
moving toward the
21
Who am I, and why am I
here?
The basic question
of human existence
What’s your
answer?
and Munch
Novels: passages
from Heller’s Catch
22, Vonnegut’s
Breakfast of
Champions and
Slaughter House
Five, and Sartre’s
Le Nausea
Short Stories:
Kafka’s
“Metamorphosis.”
Play:
Read Hamlet’s “To
Be or Not To Be”
soliloquy.
Articles: passages
from Sartre
“Societal Insanity.”
Fritz Perls, “In and
Out of the Garbage
Can.”
Music (lyric sheets
provided) Listen to
Les Crane’s
Desiderata; “Jethro
Tull, “Thick as a
Brick,” and
“Passion Play.” Jeff
Buckley, “Grace”
Nonfiction Texts:
Read a few
passages from
Freud’s Id and
Superego, Jung’s
“The Interpretation
of Dreams.” Read
a few passages
from The
Upanishads, The
Bhagavad Gita, The
See Text
Box at
bottom.
(Mini
Lesson
3.)
Engage with the
poem,
Desiderata: analyze,
critique, and write
How does one begin to
understand who they are
and why they’re here?
(Begin reading
Siddhartha.)
Quiz with writing
will determine
what student
learned
The second novel’s
learned, as the nov
22
Torah, and The
Koran.
Novels: Read a few
passages from
Joyce’s Ulysses.
Is it, “I think therefore I
am” or “I am therefore I
think”?
What is the
difference between
seeing the world as
“I think therefore I
am” and “I am
therefore I think”?
Technology, a force that
eventually overwhelms
our sense of self and soul
Technology is
usually a good
thing. When does
technology begin to
hurt the basic
essence of our
being?
Read an article by
Descartes.
Read an article by
Sartre. Listen to
and follow the lyric
sheet for Yes’
“Close to the
Edge.”
Poetry:
Marvell’s “The
Garden,” “The
Mower Poems,”
and “The Nymph
Complaining for
the Death of Her
Fawn.”
www.luminari
um.org/seven
lit/marvell/ma
rbib.ht
“Trees,” Kilmer
www.bartleby
.com/104/119
.html
Absorb both articles
and compare/contrast
Work on
Siddharth
a
vocabular
y
How does a person live
after answering the
question already poised?
A small
compare/contrast
essay
Vocabulary, writing
compare/contrast s
to the Culminating
essay.
How does one begin a
journey of self like
Siddhartha, when
technology attacks our
basic humanity?
A small
compare/contrast
essay
Vocabulary, writing
compare/contrast s
to the Culminating
essay.
Siddharth
a
vocabular
y
Reflect on both videos
and compare/contrast
Video:
See a Twilight Zone
episode in which
modern technology
runs awry and
begins to attack
humans. Watch a
few minutes of
Terminator 2.
(Artificial
23
Intelligence goes
awry.)
MINI LESSON 1 VOCABULARY:
Feed (Tier 2 and 3 words, non-traditional usage of words, and made-up words and tropes) trope, Je ne sais quoi, null, (“I was feeling null.”); unit, (“Stop that,
Unit!”); uninsulated, ricochet, burbling, romper-gills, (“At the club were people with romper-gills and metal wings.”); meg, (“I was feeling meg-tired.”);
bonesprocket, (“He was a real bonesprocket.”); gravitational, gaga, in mal, (“We decided to go in mal.”); neuron, flat-lining, rumpus, (“He wanted to do rumpus on
my head.”); slop-bucket, get-go, fugue, bannered, (“I was getting bannered by the feed”); crystalline, fission, crystalline, fission, nutrient, stimulus, electrolyte,
appetizers, sorority, lesions, diad, (“I thought she and I could be a diad.”); supple, fermion, (“…attracted to its powerful T44 fermion lift with vertical rise of 50 feet
per second.”); ergonomically, hysterical, A.P.R., chlorine, hypest, (“Alex Neetham, the hardest, hippest, hypest…”); mousse, slamsuit, (“At the club, she was
wearing a slamsuit.”)
MINI LESSON 2 VOCABULARY: (“At the club, she was wearing a slamsuit.”) proteins, banquet, cro-magnon, youch, (“She was totally youch!”); quadrant,
suppuration, primus, slouching, tranquility, cranked, rivulets, pinafores, prostheses, weasel-faced, (“Let’s go get weasel-faceroused.”); lobe-reamer,
(“You’re such a lobe-reamer!”); ripplechicks, (“He was dancing with the ripplechicks.”); gourds, calamity, squelch, (“We looked really squelch.”); unette,
naysayer, anatomical, pretentious, lickety-split,
upcar, ™ , spine-leech, low-key, feedcast, allegations, geezers, earmark, endoscopy, pennywhistle, skip, (“Hey Violet…what a skip kinda day you’ve had.”) ;
condescending, fascist, instantaneous, pewter, stringent, feed-sim, contusion, defragging, intercrural, verdure, speakeasies, minuet, debased, interfaced,
pictographs, genocidal, psychoeconomy, the limbic system, Trilobites, plankton, magma, hypersite, demographically, and nostalgia.
24
MINI LESSON 3 VOCABULARY: From Siddhartha: (Tier 2 and 3 words and religious terminology) Brahmin, ablutions,
sacrifice, contemplation, meditations, Atman, All-Radiant, atonement, Rig-Veda, Prajapati, transient, innermost,
consciousness, inhalation, Upanishads of Sama-Veda, enchanting, initiated, profound, insatiable, ChandogyaUpanishads, Satya, Om, unflinchingly, ascetics, blanched, resignation, Samana, onerous, respite, Vedas, reflective,
inexpressible, Buddha (Gotama), Sakyamuni, Magadha, abode, Illustrious, sojourn, Jetavana, Anathapindika, pilgrims,
renounced, Yoga-Veda, Atharva-Veda, Mara, Maya, ostracized, enlightenment, mortification, ardent, kindle, rejoiced,
Vishnu, Lakshmi, incantation, circuitous, irksome, contentedly, unkempt, indolent, desolation, equanimity,
covetousness, procurement, Samsara, disillusionment, wretchedness, and pronounced.
Unit Resources
Books:
Primary Texts: Feed, M.T. Anderson and Siddhartha, Herman Hesse
Fiction:
Websites
Orwell’s 1984
www.online-literature,com/orwell/1984
Verne’s From Earth to the Moon www.gutenberg.org/83
Heller’s Catch 22
www.webster.edu/~barrettb/heller.htm
Vonnegut’s Breakfast of Champions www.goodreads.com/book/.../4980.Breakfast_of_Champions
Slaughter House Five www.gradesaver.com/slaughterhouse-five/
Nonfiction:
Passage from Freud’s The Ego and the Id
psychology.about.com/od/.../a/personalityelem.htm
Passage from Sartre’s Qu’ est-ce que la Litterature? www.sartre.org/Writings/WhatisLiterature.htm
Passage from Jung’s The Interpretation of Dreams
www.dreammoods.com/dreaminformation/dreamtheory/jung3.htm
25
Poetry:
I’ve seen the future, and it’s murder,” Leonard Cohen
8 Poems about the Future:
www.poetseers.org/poem_of_the_day…/
Marvell’s “The Garden,” “The Mower Poems,” and “The Nymph Complaining for the Death of Her Fawn.”
www.luminarium.org/sevenlit/marvell/marbib.ht
Walt Whitman, “Song of Myself.” www.daypoems.net/poems/1900.html
Joyce Kilmer, “Trees.” www.bartleby.com/104/119.html
Play:
Hamlet
(Hamlet’s soliloquy )
shakespeare.mit.edu/hamlet/full.html
Articles:
“Why the Future Doesn’t Need Us,” Bill Joy:
http://wired.com/wired/archive/8.04/joy.html
26
A Future with no Bananas?:
www.newsscientist.com/article/dn9152-a-future-with-no-bananas.html
Music: (all on CDs by teacher, lyric sheets provided for students)
Music (lyric sheets provided): “Blows Against the Empire,” Jefferson Starship
“1984,” Spirit
“Space Oddity,” David Bowie
On the Nature of Being and Becoming: songs from “In Search of the Lost Chord, “ “Days of Future Past, “ “To Our
Children’s Children’s Children,” and “On the Threshold of a Dream,” The Moody Blues; songs from “Abby Road,”
Songs from Bob Dylan, Joni Mitchell, and Jackson Brown.
“The Sky is a Landfill,” Jeff Buckley
Les Crane’s Desiderata; “Jethro Tull, “Thick as a Brick,” and “Passion Play.” Jeff Buckley, “Grace”
Yes’s “Close to the Edge” (Lyric sheets provided) A long song inspired by Siddhartha.
Videos: (teacher brings in VCR tapes and CDs)
Teacher Powerpoint on the Future
Eddie and Wally discussing the future for 10 minutes in an episode of Leave it to Beaver
“Tomorrowland” at NYC’s 1939 World’s Fair
Pepper,
and are happy
A clip from Soylent Green (Futuristic society with no medicare/social security benefits“Sgt.
for the
old, who
“Revolver,” The
to just terminate their lives at a certain age, and a shortage of food on the planet---ergo Soylent Green.)
Beatles. Songs from
“The Wall,” Pink
A clip from Planet of the Apes re: possible genetic mutation in the future
Floyd;
A clip from Terminator II re: possible takeover by artificial intelligence in the future.
27
The Twilight Zone—“The Monsters are on Maple Street.” (Technology stops working. People believe there is an
alien presence responsible, so they start accusing each other of being aliens and then killing each other.)
The Twilight Zone (Technology—small household appliances—form an alliance and begin to attack a human.)
28
A Week at a Glance – Week
(Replicate this page for a second week – Click on hart at left hand upper corner, command “c”, and paste-command “v”)
Allow students to EVALUATE work and
implications
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
TAILOR work to student needs
Opportunity to REVISE and RETHINK their understanding
Be ORGANIZED to maximize engagement
Day 4
Day 5
Day 1
Day 2
Day 3
Content Focus: Envisioning the Future
Content Focus: Envisioning the Future
Hook: Video clips of how others envisioned the
future (Orwell, Verne, plus 1939 NYC film clip of
World’s Fair’s “Tomorrowland”) Wally and
Eddie envisioning the future in Leave it to
Beaver. Read “future poems” to students
Hook: Watch Twilight Zone’s
Content
Focus:
Envisioning
the Future
Daily Assessment: Differentuated by student’s
own personal envisionment of the future.
how student reflects on show (prose,
poem, picture, diorama, rap, stc.)
HW: Create either a written prose page, poem,
picture, diorama, rap, song, etc., which
expresses how you see the future
HW: Create the above for next day for
“The Monsters are on Maple Street”
Daily Assessment: Differentuated by
teacher assessment
Homelink: “Why the Future Doesn’t
Homelink:
Need Us,” Bill Joy:
http://wired.com/wired/archive/8.04 A Future with no Bananas?:
/joy.html
www.newsscientist.com/articles/
dn9152-a-future-with-nobananas.html
Hook:
Watch clips
from
Soylent
Green and
Planet of
the Apes
Daily
Assessment
:
Differentuat
ed by any
way the
student
demonstrat
es that
he/she “got
Content Focus:
Envisioning the
Future
Hook: listen to
Jefferson Starship’s
“Blows Against the
Empire” and Spirit’s
“1984” with lyric
sheets
Daily Assessment:
Students, in groups,
reflect all
4 days of video
clips, music, and
articles, and
produce in group a
one-page paper
which encompasses
the total message
Content
Focus:
Begin the
shared
reading of
Feed
Hook:
video clip
from
Terminator
II
Daily
Assessmen
t: Teacher
will stop
shared
reading
and ask
Socratic
questions
HW: Study
29
it.”
HW: Each
student will
have 3
vocabulary
words from
Feed to
look-up and
share with
class the
next day
received from all of
the work thus far
re: envisioning the
future.
forVocabul
ary
test
HW: Read the
selected passages
from Orwell’s 1984
and Verne’s From
Earth to the Moon
Homelink:
Homelink:
Use Google
to look-up
vocabulary
words
Orwell’s 1984
www.onlineliterature,com/orwell
/1984
Verne’s From
Earth to the
Moon
www.gutenberg.org/
83
Weekly Assessment
Aligned to NYS/NYC exams.
What have students produced that scaffolds
towards the unit’s culminating
assessment/project?
Weekly - Homelink:
Students have seen the future from many
different perspectives and have produced
differentiated assignments which measure
their reflection of the
future.
Everything
is in place
for t
the reading of Feed,
which is a
requirement for the
culminating project
big chunk
of the
culminatin
g
30
WHERE is the student going and what is expected
Allow students to EVALUATE work and implications
HOOK with needed skills to experience and explore
TAILOR work to student needs
Opportunity to REVISE and RETHINK their understanding
Day 21
Day 22
Be ORGANIZED to maximize engagement
Day 24
Day 25
Day 23
Content Focus: How does one
Content Focus: How does one
maintain a sense of Self and Soul maintain a sense of Self and
with continual societal pressure? Soul with continual societal
pressure?
Hook: Read Marvell poetry and
Kilmer poetry
Hook: Students will read
parts in a small play, Boethius’
Daily Assessment: Students will
The Consolation of Philosophy
differentiate how they felt the
poetry via prose response,
Daily Assessment:
poem, picture, art, rap, diorama,
Students will differentiate
etc.
how they felt the about the
HW: read a passage from Freud play via prose response,
poem, picture, art, rap,
Homelink:
diorama, etc.
Content Focus: How does one
maintain a sense of Self and Soul with
continual societal pressure?
psychology.about.com/od
www.sartre.org/
.../a/personalityelem.htm
HW: read a passage from
Jung
Homelink:
www.dreammoods.com
Hook: Read Whitman’s., “Song of
Myself.”
Daily Assessment: Differentiated
reflections of Whitman’s poem
HW: read a passage from Sartre
Read a passage from Descartes
Write one-page compare/contrast
Content Focus:
How does one
maintain a sense
of Self and Soul
with continual
societal
pressure?
Hook:
A video clip
from Lost
Horizon
Daily
Assessment:
Homelink:
Writings/WhatisLiterature.htm
Students will
reflect upon the
video clip, and
differentiate
how they
present
Content Focus:
Begin shared
reading of
Siddhartha in
class with
teacher.
Hook: Listen to
(with lyric
sheets) Yes’
“Close to the
Edge”
Daily
Assessment:
Students will
respond to
Socratic
questions during
the reading and
teacher will
assess their
31
Weekly Assessment
Aligned to NYS/NYC exams.
What have students produced
that scaffolds towards the unit’s
culminating
assessment/project?
Weekly - Homelink:
/dreaminformation/
HW:
engagement
dreamtheory/jung3.htm
Homelink:
HW: Study for
vocabulary test
Students have seen a simpler
past…a life of reflection…from
many different perspectives.
They will have produced
differentiated assignments
which measure their
reflection of the
subject matter they’ve been given.
They will have also, at this stage of
the UBD unit, produced 2 mini
compare/contrast papers—all
designed to lead them to a successful
completion of the culminating project
Culminating
project

32