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