Unit Plan
“The Joy Luck Club”
Lauren Gehr
Basic Overview
My unit plan will be based around the theme of “identity.” The unit will be based on the novel The Joy Luck Club by Amy Tan. This theme is important because
the search for one’s identity is the definition of high school. Almost every student in high school can relate to this theme because they are each trying to find out who they
are. They are on quests to discover themselves. The novel relates to this theme in many ways. This novel is about trying to make an American identity as Chinese
immigrants. Also, the younger women in this book are trying to define themselves and their roles in their families. This book is perfect for this theme.
Assessment
One of my major assessments for this unit will be the blog entries. Every night, the students will be assigned readings. After they finished the readings, they will
need to blog a response to the readings. Most of the days, I will provide the students with a prompt. I will be using powerpoint presentations during class lectures. Also,
students will be making movies on photostory as well. The big assessment at the end will be Glogsters. The students will be instructed to create a Glogster poster based on
a character from the novel. The students will be broken up into groups to make their poster. They will need in depth character analysis which will be discussed in class.
Technology
ELA standard E3-1.6 states that “Students will be able to analyze and contrast a literary work with other cultural mediums.” This is the main standard that I am
aiming to meet with my use of technology. I want my students to be able connect literature to other forms of mediums, like technology. I think that in the English
classroom, it is important to interconnect the two. Technology only enhances literature and a student’s understanding of it.
January 2010
Sun
Mon
3
Tue
Wed
Thu
Fri
Sat
1
Intro To Unit & Joy
Luck Club/ Identity
-“I Don’t Want to
Be”
HW: Read Joy
Luck Club WooJong & Blog
2
8
9
15
16
4
Native Americans
-Character Analysis
“Flat vs Round”
mini lesson
-“The Trail of
Tears” article
-“The Trail of
Tears” painting
HW: Read JLC StClair & Jong &
Blog
5
Native Americans
- Read aloud
opening
paragraphs of Jong
and St. Clair
-Native American
Fables
HW: Read JLC
St Clair & Jordan
& Blog
6
African Americans
- “Steal Away” &
“Swing Low Sweet
Chariot”
- “The Negro
Speaks of Rivers”
& “If We Much Die”
HW: Read JLC
Woo & Blog
11
Masculine Identity
-photos of Rocky,
Rambo,
Terminator, The
Rock, MLK, George
Clooney
-“My Papa’s Waltz”
HW: Read JLC
HSU& Blog
12
Feminine Identity
-Clip from Killing Us
Softly3
--“I know why the
caged bird sings”
HW: Read JLC StClair & Jong &
Blog
13
Intro to Media &
Identity
-Clip from V for
Vendetta
-“Think as I think”
-“Hunting for
Witches”
HW: Read JLC
Woo & Blog
17
18
19
20
21
22
23
24
25
26
27
28
29
30
10
31
7
African Americans
-“We Wear the
Mask”
HW: Read JLC St
Clair & Blog
Asian Americans
-Angel Child
Dragon Child
-Hush! A Thai
Lullaby
HW: Read JLC
Jong & Woo &
Blog
14
-Wrap Up of JLC
HW: Prepare
Glogsters
-Presentations of
Glogsters
Lauren Gehr
Lesson Plan #1
January 1st, 2010
Title: “Who Are You?”
Subject: English III, CP 90 minutes
Topic: Creating ideas about the theme of “identity” and relate it to different forms of media like the song “I Don’t Want to Be” by Gavin DeGraw and analyzing excerpts
from primary texts like The Joy Luck Club by Amy Tan.
Objectives:
1. Students will be able to compare ideas between literary works.(E3-1.1)
2.
Students will create responses to a prompt through oral presentations. (E3-1.6)
3.
4.
Students will construct a meaning of an overall text by using textual components. (E3-2.6)
Students will be able to analyze and contrast a literary work with other cultural mediums.(E3-1.6)
Purpose: In participating in this lesson, students will be introduced into the unit. They will learn how to represent themselves in creative ways while relating it to the
overarching theme of the unit.
Procedure:
Introduction:
1. When the students arrive in the room, the word “IDENTITY” will already be presented on the board. Underneath the word, the teacher will have written:
“What does this word mean to you? Who are you? What is YOUR identity? Write 6 to 8 sentences.” This will get the students thinking about the topic. (5
minutes)
2.
After the writing period, the teacher will pass out lyrics to the song “I Don’t Want to Be” by Gavin DeGraw. The students will first read the lyrics silently.
Then, the teacher will play the song for the students. After the song is finished, the students will be prompted to discuss their responses from before and relate
them to the song. The teacher will prompt discussion with questions such as “In what was does the song relate to identity? What is he trying to say in the
song? What do you NOT want to be? What qualities would you not want to have?” This will provide students with a contemporary form of media for
instruction. (10 minutes)
Development:
1. After the discussion, the teacher will then explain the unit and theme. The students will be told that the unit they will be studying for the next month or so will
be concerning identity. The students will be told that they will analyze four different sections: cultural identity, media and identity, and masculine and
feminine identity. Then, the students will be asked to do a “title testing.” (140) The students will be given the title of their central novel (The Joy Luck Club)
and will be asked to write a few sentences describing their expectations from the title. This activity is depicted in the Bridging English book. This lecture and
activity are great ways to introduce the students to a text and unit. (25 minutes)
2.
After the students are finished, some will be asked to share their expectations about their upcoming reading. This activity will intrigue them about the novel.
Also, it will expose them to the ideas of their peers. (5 minutes)
3.
When the discussion ends, the teacher read a quote from The Joy Luck Club. The quote will read “I . . . looked in the mirror. . . . I was strong. I was pure. I
had genuine thoughts inside that no one could see, that no one could ever take away from me. I was like the wind. . . . And then I draped the large embroidered
red scarf over my face and covered these thoughts up. But underneath the scarf I still knew who I was. I made a promise to myself: I would always remember
my parents' wishes, but I would never forget myself.” (Tan 175). After the teacher reads the quote, they will assign the students into groups by the counting
off method. The groups will then be instructed that they will make their “ideal” person out of play doh. This person can have any identity they want it to
have. They will then have to write 6 to 8 sentences describing their person (i.e. who they are, what they are like, why you would want to be them). The
teacher will then pass out the play doh to the groups. Also, the students will be asked to create a video recording about their play doh creation. They will be
given a video camera and will readaloud their 6 to 8 sentences and display their creation. (20 minutes)
4.
After the groups have completed their “people,” the groups will be chosen in random order to present. They will show their videos. The teacher will prompt
the groups in discussion their creations by asking questions like “Who is your person? What kinds of qualities does he/she have? How did you symbolize
that? Why would you want to be this person?” This activity will give tactile students a way of expressing themselves. (15 minutes)
Closure:
1. Students will then be asked to explain their expectations vocally for the unit. The teacher will ask such questions like: “What texts would you expect to read?
What would you like to read? Which section are you looking forward to?” Then, students would be asked blog a response at home to the following
prompt:“Write 6 to sentences about a real person (dead or alive) that you would want to be. Why did you pick this person? Did you ever think about just
choosing yourself? Why or why not.” This activity would allow students to think about the content of class outside of the classroom and carry it over into their
daily lives. After that, the teacher will explain the final project. Students will be broken up into random groups and will pick a character or family from the
novel. They will then be instructed to create a poster on Glogster that uses in depth character analysis. It will be due on January 15th. (10 minutes)
Materials:
1.
2.
3.
4.
5.
6.
7.
CD Player, Tape, Ipod
Video Cameras
Play Doh
Paper
Pencils
Gavin DeGraw “I Don’t Want to Be” Chariot. J Records, 2003.
Quote from The Joy Luck Club
Evaluation: Students will be evaluated on their participation in discussion. Also, pictures will be taken of their creations and their descriptions would be taken up. The
pictures of the people would be displayed in the hallway under the headline: “Who I Want To Be.” The participation would be 2 out of 2 points as well as the play doh
activity.
“I Don’t Want to Be” by Gavin DeGraw
I don't need to be anything other
Than a prison guard's son
I don't need to be anything other
Than a specialist's son
I don't have to be anyone other
Than the birth of two souls in one
Part of where I'm going, is knowing where I'm coming from
[Chorus:]
I don't want to be
Anything other than what I've been trying to be lately
All I have to do
Is think of me and I have peace of mind
I'm tired of looking 'round rooms
Wondering what I've got to do
Or who I'm supposed to be
I don't want to be anything other than me
I'm surrounded by liars everywhere I turn
I'm surrounded by imposters everywhere I turn
I'm surrounded by identity crisis everywhere I turn
Am I the only one who noticed?
I can't be the only one who's learned!
[Chorus]
Can I have everyone's attention please?
If you're not like this and that, you're gonna have to leave
I came from the mountain
The crust of creation
My whole situation-made from clay to stone
And now I'm telling everybody
[Chorus]
I don't want to be [x4]
Lauren Gehr
Lesson Plan #2
January 6, 2010
Title: “Steal Away”
Subject: English III, CP 90 minutes
Topic: Creating connections between texts over time like slave spirituals and works from the Harlem Renaissance while relating it back to the unit as a whole.
Objectives:
1. Students will be able to compare ideas between literary works.(E3-1.1)
2.
Students will create responses to texts through the performing arts. (E3.1.6)
3.
Students will compare information across texts and develop overarching themes.(E3-2.2)
4.
Students will be able to analyze and contrast a literary work with other cultural mediums.(E3-1.6)
Purpose: In participating in this lesson, students will learn about the importance of literature and the African-American cultural identity. Students will read the texts and
distinguish how they relate to identity. Students will also
Procedure:
Introduction:
1. After the students arrive in class, the teacher will show a short slide show from photostory of images from the Civil Rights Era. Students will be asked to pay
close attention to the words in the images. Students will also be asked to jot down their thoughts informally on a sheet of paper. (5 minutes)
2. After a few minutes, the teacher will start discussion. The teacher will ask questions such as follows:
a. What are the images depicting?
b. How do words influence the meaning of the pictures?
c. How do the words influence the person?
The students will then be told that a lot of African-American history and cultural identity has been defined through words and language. This discussion will
prompt students to think about how words contribute to identity. (15 minutes)
Development:
1. After discussion, the teacher will assign four groups by the counting off method. Each group will be given a text. The texts included are the spirituals “Swing
Low Sweet Chariot” and “Steal Away” and the poems from the Harlem renaissance “The Negro Speaks of Rivers” and “If We Must Die.” After the group is
assigned their reading, they will be instructed to create a tableau of their assigned poem or song. They will need to create a silent scene depicting an important
theme from their work. They will present it to the class. Before the groups being, the teacher will play recordings of the spirituals and read the poems aloud.
This is important so that the students can get the feel of their works. This activity is called the “freeze frame” activity in Bridging English and encourages
Drama in the classrooms (105). (30 minutes)
2. After they are finished, the groups will be selected in random order to present their interpretations. The other students will try to guess what their scene
symbolizes. After each of their presentations, the teacher will ask how their interpretation and poem or song relates to identity. (20 minutes)
3. After all the groups are finished presenting, the students will participate in a discussion lead by the teacher. The teacher will prompt the discussion with the
following questions:
1. What was difficult about the freeze frames?
2. What was your favorite poem?
3. How do these works relate to identity?
This will enable the students to recap their thoughts. (10 minutes)
Closure:
1. The teacher will then assign an in class writing assignment. The prompt will read: “The dictionary defines Ebonics as ‘Any of the nonstandard varieties of
English spoken by African Americans. Also called Black English, Black English Vernacular, Black Vernacular English, and Ebonics.’ What is your response
to the use of “nonstandard” as a description? Do you think Ebonics should be recognized because it is a part of a cultural identity? Is this another way words
define an identity at times? Write a page in response.” The teacher will take the pages up as they walk out the door. The teacher will also hand out a written
prompt for the blog response to the reading. It will read: “How do you see the struggle for cultural identity working in the novel? In which characters? Have
you experienced this crisis?” (10 minutes)
Materials:
1.
2.
3.
4.
5.
6.
7.
8.
Paper
Pencils
Slide Show
Computer
A copy of “The Negro Speaks of Rivers” by Langston Hughes
A copy of the spiritual “Swing Low” and “Steal Away”
A copy of “If We Must Die” by Claude McKay
Tape, CD player, or Ipod
Evaluation: Students will be evaluated on their participation. Participation is important in this lesson because of the freeze frames. They will be given a point for their
participation in the freeze frame. They will also be given a point for class discussions. The one-page assignment at the end will be two points.
“Steal Away”
Steal away, steal away, steal away to Jesus
Steal away, steal away home
I ain't got long to stay here
My Lord, He calls me
He calls me by the thunder
The trumpet sounds within-a my soul
I ain't got long to stay here
Green trees are bending
Po' sinner stand a-trembling
The trumpet sounds within-a my soul
I ain't got long to stay here
19. Swing low, sweet chariot
Swing low, sweet chariot, coming for to carry me home
“Swing Low Sweet Chariot”
“I looked over Jordan, and what did I see
Coming for to carry me home?
A band of angels coming after me
Coming for to carry me home.
If you get there before I do
Coming for to carry me home?
Tell all my friends I’m coming too.
Coming for to carry me home.
I’m sometimes up, I’m sometimes down,
Coming for to carry me home?
But still my soul is heaven bound
Coming for to carry me home.
"If We Must Die"
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.
If we must die, O let us nobly die
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! We must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
“The Negro Speaks of Rivers”
By Langston Hughes
I've known rivers:
I've known rivers ancient as the world and older than the
flow of human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I've seen its muddy
bosom turn all golden in the sunset.
I've known rivers:
Ancient, dusky rivers.
My soul has grown deep like the rivers.
Lauren Gehr
Lesson Plan #3
January 11th, 2010
Title: “Manly Man”
Subject: English III, CP 90 minutes
Topic: Creating an image of what is means to be a man and connect it to other works like “My Papa’s Waltz” by Theodore Roethke.
Objectives:
1. Students will be able to analyze and contrast a literary work with other cultural mediums.(E3-1.6)
2.
Students will compare information across texts and develop overarching themes.(E3-2.2)
3.
Students will construct a meaning of an overall text by using textual components. (E3-2.6)
Purpose: In participating in this lesson, students will learn how to construct their own gender role and identity.
Procedure:
Introduction:
1. After arriving in class, students will be given a writing prompt which reads: “What is a man? What do you have to do to become a man? Who do you know
that is a man? Write 6 to 8 sentences in response.” This starting activity will get the students thinking about the topic. It will also help them practicing
expressing their opinions on paper. (5 minutes)
2. After they finish writing, the teacher will tell the students to look at each photo during a photo story presentation. The photos will include Rambo, The
Terminator, The Rock, MLK, and George Clooney. For each man, the students will have to say who it is and what traits make them “manly.” They will also
have to choose which man they would want to be and why. What makes the man appealing? The teacher will then place the pictures on the board. This will
help the students to connect themes on greater levels. (10 minutes)
3. When they are finished, discussion will begin. The discussion will commence picture by picture. Teacher will prompt discussion by asking questions like
“What makes this man a man?” “Who would you want to be and why?” “How do we come up with these constructions of what is ‘manly’?” (15 minutes)
Development:
1. After discussion, the teacher will read the poem “My Papa’s Waltz” by Theodore Roethke aloud. After reading the poem, the teacher will then break the class
up into four groups using the counting off method. Each group would be assigned a stanza in the poem. They would be asked to identify any striking
vocabulary. They would be encouraged to discuss the meaning of any words they do not know. They would have to choose three to five words from the
stanza that best show meaning and tone. They would be told to be prepared for a “fish bowl” discussion. (15 minutes)
2.
After the allotted time, the groups would go in order of stanzas. The class would make a circle around the group with the stanza. Then, the group would
inwardly discuss their findings. They would need to discuss their take on the meaning and tone of the poem. Each group would follow the next until all
groups were finished. This is the “fish bowl” activity described in Bridging English (40). This activity allows students to share their ideas while critiquing
others’ ideas as well. (30 minutes)
3. When all groups discussed, the class would regroup and discuss their findings together. The teacher would ask questions like “What is the tone of the poem?”
“What is his papa’s waltz?” (5 minutes)
Closure:
1.
Students will then be instructed to create a glogster a home. Students will be asked to make a glogster representation of women today. What is a woman’s
role in society and how is she portrayed? Students will then be given the blog prompt which reads: “How is masculinity defined in the novel? Pick a masculine
character and describe him and his effect on the story.”(10 minutes)
Materials:
1. Photos
2. Paper
3. Pencils
4. Computer
5. A copy of “My Papa’s Waltz” by Theodore Roethke
Evaluation: Students will be given participation points during the fishbowl activity. Also, written assignments will be handed in for participation points. Participation
during all activities is always accounted for. Student can gain a total of three points. A point will be awarded for each area of participation.
My Papa's Waltz
By Theodore Reothke
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.
Lauren Gehr
Lesson Plan #4
February 12th, 2010
Title: “A Natural Woman”
Subject: English III, CP 90 minutes
Topic: Analyzing the image of women and how they are portrayed in the media like advertising and in literature.
Objectives:
1. Students will be able to analyze and contrast a literary work with other cultural mediums.(E3-1.6)
2.
Students will compare information across texts different mediums and construct meaning. (E3-2.2)
3.
Students will construct a meaning of an overall text by using textual components. (E3-2.6)
Purpose: In participating in this lesson, students will examine the image of women in the media and literature. They will acknowledge media bias and overcome society’s
views to formulate their own.
Procedure:
Introduction:
1. Upon arrival in class, the students will present their glogsters about women. (30 minutes)
2. When the presentations are finished, student will share their responses with the class. The teacher will prompt discussion with questions like “How are women
shown to be portrayed throughout the presentations? Is there a commonality in the presentations? What is your reaction to the different posters? How does this
define our concept of gender identity?” (10 minutes)
Development:
1. When discussion is finished, the teacher will read aloud the poem “I Know Why The Cage Bird Sings” by Maya Angelou. The poem is more effective when
read aloud. Then, the teacher will pass out paper, hole punchers, yarn and markers. The students will then be told they will create a sort of “story quilt.” Each
student will choose a line of the poem that speaks to them. They will write the line on the piece of construction paper and then illustrate it. This activity is
from Bridging English and is class “story quilt.” (10 minutes)
2. After the students finish, each student will present their piece of the quilt. When all are finished, the class will work together to string them together. (20
minutes)
Closure:
1.
The students will be asked to blog a response to this prompt: “How are women portrayed in the book? What is the biggest struggle for women in the book?
How are their struggles similar to our glogster posters?” (10 minutes)
Materials:
1.
2.
3.
4.
5.
6.
7.
8.
Paper
Pencils
Markers
Yarn
Hole puncher
Construction paper
A copy of “I know Why the Caged Bird Sings” by Maya Angelou
Laptop
Evaluation: Students will receive points for their quilts. Also, they will be awarded points for their participation in discussions. The response page at the end will be taken
up as well. There will be a possible of three points at the end of class.
I KNOW WHY THE CAGED BIRD SINGS
A free bird leaps on the back of the wind
and floats downstream till the current ends
and dips his wing in the orange suns rays and dares to claim the sky.
But a bird that stalks down his narrow cage
can seldom see through his bars of rage
his wings are clipped and his feet are tied so he opens his throat to sing.
The caged bird sings with a fearful trill
of things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom.
The free bird thinks of another breeze
and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn-bright lawn and he names the sky his own.
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied so he opens his throat to sing.
The caged bird sings with a fearful trill
of things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom.
Lauren Gehr
Lesson Plan #5
January 13th, 2010
Title: “Mind Over Media”
Subject: English III, CP 90 minutes
Topic: Discovering how the media impacts our understanding of literature such as “Think as I Think” and our identities while creating connections between the media and
the poem.
Objectives:
1. Students will be able to analyze and contrast a literary work with other cultural mediums.(E3-1.6)
2.
Students will compare information across texts and develop overarching themes.(E3-2.2)
3.
Students will construct a meaning of an overall text by using textual components. (E3-2.6)
Purpose: In participating in this lesson, students will learn how the media can connect to literature. Students will be able to construct images that convey their personal
opinion while analyzing how the media affects their viewpoints on issues.
Procedure:
Introduction:
1. After arriving into the classroom, a writing prompt would be written on the board which reads: “Write five to six sentences concerning the media. What is the
media? In what ways does it affect the way we perceive events? Does it influence our thought? Does it change who we are?” This enables the students to begin
thinking about the topic of media and also practice their writing skills (5 minutes).
2.
After the writing period, the students will discuss their responses. Such questions could be asked by the teacher like: “What is the media?” “What ways does it
affect our understanding of events in our life?” “Does it influence thought?” These questions promote discussion. The discussion promotes students to share their
ideas and be receptive of other ideas as well. (10 minutes)
3.
After the discussion, the teacher will read the poem “Think as I Think” by Stephen Crane aloud. Reading the poem aloud enables the students to hear the poem and
allows the reader to emphasize different words in the poem. (5 minutes)
4.
After hearing the poem, the students will be asked a series of questions by the teacher for discussion. The teacher will lead discussion through questions like: 1.
How does this poem connect to the media? 2. If someone were to ask you to “think as I think,” would you respond like the speaker? 3. How does the identity of the
person asking to “think as I think” influence your decision? 4. Does someone telling you what to do change you as a person? This discussion would prompt the
mixing of ideas about the media and its influence in the poem(10 minutes)
1.
Development:
The next activity may be too heavy for some students. The teacher will have an optional assignment available for any student who chooses that they do not want
to participate. When the discussion ends, the teacher will pass out a copy of the song “Hunting for Witches” by Bloc Party. Students will then be instructed by the
teacher to read the lyrics to themselves silently. Then, the teacher will instruct the students to write about 5 to 6 sentences about the subject of the song. This will
immediately introduce a new form of media to the students. (5 minutes).
**Optional Assignment: After the discussion, the teacher will give the students who chose not to participate a prompt that reads as follows: “How do
presidential elections focus on identity? How much do we get to know about the president in their campaigns?” (5 minutes).
2.
When the students finish, the teacher will play the song accompanied by a slide show with images from 9/11 and the bus bombings in London. This activity
incorporates the “juxtaworlds” activity. 1(5 minutes)
**Optional Assignment: The students will then be given a series of photos from the recent presidential elections. Students will be asked to analyze each
picture. Then, they will be given a series of questions that read: “Which image is most striking? Who are these images intended to impact? How do these
reflect or target certain identities?”
3.
After viewing the slide show and listening to the song, the teacher will then tell the students that the song was written in response to the 9/11 attacks and the
London bombings. Then, the teacher will assign the students into six groups by using the “counting off” method. Then, the students will be instructed to discuss
within their groups these questions: 1. How do the images relate to the song? 2. Do the images illicit feelings from yourself and if so what kind? 3. Do these
images affect your thinking about certain events? 4. How do the images of the negative propaganda reflect your feelings about the media? 5. What is the overall
message of the song? 6. How can the song and your perception of events change the way you think about yourself and others? Each group will learn cooperation
and sharing of ideas. (15 minutes)
**Optional Assignment: The other students will be grouped together and be asked to share their ideas with each other. They will be asked to create a coherent
list of important ideas that they decide upon. They will be told they will present the ideas and pictures to the class. Even if there is one student, they can do
this assignment by themselves.
4.
After the discussion, the teacher will assign each numbered group a question to answer and discuss with the class. This will not only encourage healthy discussion
but will also teach the groups to organize their responses clearly. (15 minutes)
**Optional Assignment: The other students will present their bulleted list and photos to the class during discussion.
5.
Then, each group will be given a topic by the teacher. Such topics will be given such as: 1. The Election of Obama 2. Steroids in Baseball 3. 9/11 4. Opposition
of the war in Iraq 5. Support of the War in Iraq 6. The Economic Recession. Each group will then be given a lap top. The groups will be told to create a bumper
sticker reflecting their topic. Students will be encouraged to make their bumper stickers try to make people “think as YOU think.” This will enable an outlet for
their creativity as well as promote the organization of a group’s ideas. (10 minutes)
6.
Then, each group will discuss their bumper sticker and its significance. Groups would be asked questions by the teacher to promote discussion such as: “What
issue did your group have?” “What stance did your group take on the issue?” “What are significances in colors and images?” One of the more important questions
the teacher will ask is the response from the class to the sticker. This will help students to understand how the media affects our feelings. (15 minutes)
Closure:
1. The teacher will then assign blog entry prompt which reads: “How does the media impact immigrants? How does it affect the characters in the novel?” (5
minutes)
Materials:
1
Milner, Joseph and Lucy. “Juxtaworlds” Bridging English. (321)
5.
6.
7.
8.
9.
1. Paper
2. Pencils
3. Slide Show
4. Computer
White Paper
Laptop
A copy of “Think as I Think” by Stephen Crane
Bloc Party. “Hunting for Witches.” A Weekend in the City. Wichita, 2007.
Tape, CD player, or Ipod
Evaluation: Students will be evaluated on their writing assignments in class. They will be evaluated on their ability to organize their thoughts clearly. Also, students will
be evaluated on their discussion and ability to draw conclusions between texts. Each bumper sticker will be graded and voted on by the class for the best bumper sticker.
They will be posted in class to be observed. Finally, the journal will also be critiqued. Each assignment will be graded on a 2 out of 2 point scale. Group participation will
be taken into account.
“Think as I Think”
By Stephen Crane
“Think as I think,” said a man,
“Or you are abominably wicked;
You are a toad.”
And after I had thought of it,
I said, “I will, then, be a toad.”
Bloc Party “Hunting for Witches”
I am sitting
On the roof of my house
With a shotgun
And a six pack of beer, six pack of beer, six pack of beer.
The newscaster says the enemy's among us
As bombs explode on the 30 bus,
Kill your middle class indecision,
Now is not the time for liberal thought,
So I go hunting for witches
I go hunting for witches
Heads are going to roll
I go hunting for...
90's, optimistic as a teen.
Now its terror
Airplanes crash into towers, into towers, crash into towers.
The Daily Mail says the enemy's among us,
Taking our women and taking our jobs,
All reasonable thought is being drowned out
By the non-stop baying, baying, baying for blood
So I go hunting for witches
I go hunting for witches
Heads are going to roll
I go hunting for...
I was an ordinary man with ordinary desire
I watched TV it informed me
I was an ordinary man with ordinary desire
There must be accountability
Disparate and misinformed
Fear will keep us all in place
So I go hunting for witches
I go hunting for witches
Heads are going to roll
I go hunting for...
I was an ordinary man with ordinary desires
I watched TV and it formed me
I was an ordinary man with ordinary desires
There must be accountibility
Disparate and misinformed
Fear will keep us all in place