Society: How does it shape us, and where do I fit in?
Unit: Four / Semester 1
Duration: 5 full weeks (23 days)
Textual Materials:
1. Nathaniel Hawthorne’s The Scarlet Letter (novel)
2. Mark Twain’s The Adventures of Huckleberry Finn (novel)
3. F. Scott Fitzgerald’s The Great Gatsby (novel)
4. Ken Kesey’s One Flew Over the Cuckoo’s Nest (novel)
5. Thornton Wilder’s “Our Town” (play)
Rationale:
Some societal structures and interactions are common across times and places, but there are also societal elements that are unique to a culture that help define that place. This unit will focus on how interactions between people of a society and the values, laws, and ideals that govern those actions help define America. Studying these various aspects of society will have great cultural significance, as well as providing students with civic awareness and preparing them for the future social needs of their society. Students will observe interactions between characters in the texts we read, and then they will be asked to dig deeper and ask why these characters acted the way they did. Some of the questions they may be asked to consider are: What role did laws or societal values play in the characters’ decision making? Was what the characters did right or wrong? If there is no clear answer, how could you make a strong argument for either side? Which characters fit the mold of the society, and how do you know? Which characters break free from societal expectations, and how do you know? If students are going to help construct a better society in the future, they need to be taught how to look at society through a critical lens. In addition, it is important that students look at society as a whole so that they can think about the role they play in society as an individual. While we will be using texts they may not find direct relations to, the discussions that will come from analyzing these texts will make this unit relevant to the students.
There will be four major texts for this unit: The Scarlet Letter, Huckleberry Finn, The Great Gatsby, and One Flew Over the Cuckoo’s Nest. Because these are somewhat lengthy novels, students will be divided into reading groups, so each student will only be reading one of these texts. Each group will meet in class and discuss the reading assigned for that day as well as engage in discussion and do in-class assignments. The culminating project for this unit involves a group project that each group will present to the class so everyone is given a idea of what each of these influential texts has to offer, and will be given the opportunity to discuss the societal structures and expectations presented in each. I chose these four novels because they not only span a long period of time, but they also each focus on a different aspect of society. The Scarlet Letter deals with gender issues, Huckleberry Finn involves issues of race, The Great Gatsby looks at issues in class, and One Flew Over the Cuckoo’s Nest takes place during the Civil Rights Movement and deals with disability discrimination. “…people in general do not act with care and tolerance for those who are different or less fortunate from the way they are. Anticipating the need for a more compassionate society, you might decide to teach a unit on the outcast or the effects of discrimination” (Smagorinsky 145). One might argue that each of these novels cover such important topics that every student should be reading all four, and while I wish this could be so, there is limited time in the school year, and by having each student focus on only one novel, they will be able to gain better analytical skills because they can take their time with their assigned text. Having each group present a project to the class will not only help them build collaboration skills, but will also give every student exposure to all four texts even though they cannot study each one extensively.
Works Cited
Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann, 2008. Print.
Goals:
By the end of the unit, my students will...
-Become experts on their chosen book club text.
-Give a well-organized group presentation for their peers.
-Have a good understanding of all four major texts in this unit.
By the end of the unit, I as an educator will...
-Gain new ideas for activities by observing and participating in the activities done by my students in their presentations.
-Gain new insights into the kind of things students find fun about literature by evaluating the ways in which they structure their presentations.
-Learn new things about these novels that I might not have seen before that my students present.
Standards:
· CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
· CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
· CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
· CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Activities:
1. Reading logs: Students will be required to complete a reading log for every time their group meets in class to discuss the latest segment of assigned reading from their book club novel. Their reading logs can be unstructured and not focused on structure or proper grammar. The idea is for students to write in exploratory ways and respond to the literature in any way that has meaning for them. These notes will need to be at least a half page long, written. Their reading logs should include page numbers, quotes that have meaning for them, realizations, questions, and anything else students want to bring up and discuss with their book club groups.
2. Book covers: Individually, students will work on creating a book cover for their book club novel. The book cover should have relevant artwork for the front, a brief author bio for the inside flap, and a short summary meant to grab a prospective reader’s attention and get them interested in reading the book. These book covers will be passed around during each group’s presentation for their peers to look at. These summaries should not spoil anything, but rather get the students’ peers curious about the books. This activity will be a good exercise with persuasive writing.
3. Group conferences: Since the students will mostly be studying these novels on their own, I want to set aside time where I can interact with each group individually about their novel from time to time. I will take this time to hear how the groups are progressing, answer any questions that students may have about the novel, and also touch on important character qualities and themes.
4. Anticipation Guides: For this unit I would like to have four separate anticipation guides for the students (one for each novel). Since we won’t be reading the same novel, I need another way of introducing the novels and having students access prior knowledge without my direct instruction. Each anticipation guide will have about 10 questions that have no real right or wrong answer (opinion questions) that will get the students thinking about the concepts of their chosen novel before they even open the book. Students will also need to write a short explanation of their reasoning. We will come back to these anticipation guides at the end of the unit and students will answer them again and reflect on how and why their answers changed.
5. Acting out the play: When we study Our Town, I would like us to read the entirety of the play in class, and I think it would be beneficial if we made space for a stage in the classroom and acted it out as much as we could because this play is noted for its sparse sets and props, so I believe seeing it played out by actors would be even more important, especially because students will most likely not have been exposed to many performances that have so little sets and props before. Students can switch off each day with playing the characters so everyone can participate, and I can acquire the minimal props we do need. The students will still be able to read out of their books, but should try to add as much movement, expression, and acting into their readings as possible.
Culminating texts:
Book club Group Presentation: Students will present on their book club novel at the end of this unit so students have an understanding of all four of the novels and what elements of society they present. (The parts of the presentation are listed under the assessments portion.)
Assessments:
1. Book Club Presentations:
2. Self-Evaluations: Students will reflect on the group project and book clubs as a whole. They will talk about specific things they did to contribute not only to the presentation, but also to the day to day work in the book club group itself. This will also be the time for students to speak out if they believe a student didn’t pull their weight in the group. I will tell students at the beginning of the unit, however, that I would like to know as soon as possible about students who are not participating so that we can find a way to get them involved early on. It does no good to tell me about problems at the end, but I do want the feedback so students’ grades will reflect the work they put out.
3. Depending on time and how well students presentations go, I may or may not have students write a short essay on one of the topics respective to their book club novel. (See options in misc.) Otherwise, I might just have these be guiding questions for students to discuss and make a quick write-up about during a book club meeting.
Miscellaneous:
A. “Fitzgerald’s ultimate subject is the character of the American Dream in which, in their respective ways, all of his principal heroes are trapped.” –Marius Bewley
Think about the typical elements of the American Dream, the positives and the negatives. How could it be a trap? How are the characters in The Great Gatsby, especially Gatsby himself, trapped in it? For your conclusion, you might think about the American Dream today. Is it still alive?
B. Critics have called Gatsby everything from “the last of the great romantics, to a “sinister gangster.” Fitzgerald in the title called him “Great.” What do you think? Was Gatsby great? Be sure to explain the paradoxes as you discuss his greatness.
(Options A and B are adapted from Mrs. Nuzum’s 11th grade English class.)
C. Think about the novel portrays the American Dream. What definition would you give “the American Dream” based on this novel?
A. Several critics call Jim “the moral center of the book” and the “freest man in the book.” Agree or disagree, supporting your thesis with careful textual evidence.
Hints: There is a paradox here. The critics know Jim is a slave. Don’t spend time belaboring the obvious. Ask yourself in what ways he might be freer than those who aren’t slaves. Use specific details in your explanations. Ditto for “moral center.”
B. The evils of slavery and racism are major themes in the novel. Review the novel examining how Twain develops these themes through incidents, comments by characters, and statements by the narrator.
Hints: You need very specific details and quotes, and many will require some detailed explanation. For example, Huck makes statements both humorous and profound without understanding what he’s really saying!
(Options A and B are adapted from Mrs. Nuzum’s 11th grade English class.)
A. Define symbolism and discuss/analyze Hawthorne’s use of symbolism in The Scarlet Letter. How does it enhance the central theme of the novel? Do not just list symbols!
B. Discuss the importance of the three scaffold scenes in “structuring” the novel and progressively revealing the theme.
C. Authors sometimes use the last glimpse of characters to emphasize significant personality traits, especially as they relate to dominate themes of the novel. How does Hawthorne use the last glimpses of Dimmsdale, Pearl, Chillingworth (Chapter 23) and Hester (Chapters 23 & 24)?
(Options A, B, and C are adapted from Mrs. Nuzum’s 11 grade English class.)
D. How do laws or societal values/norms influence the characters’ actions, specifically Hester’s? Was what Hester and Dimmesdale right or wrong? There is no clear answer, so find textual support to defend your opinion.
A. Considering all of the imagery and character elements, does Kesey intend for us to see McMurphy as a Christ-like character? Defend your response with specific quotes from the novel.
B. There are many motifs in this novel. Choose three to expand upon. How do these motifs fit into the novel as a whole? How does these motifs help define the characters?
C. Think about the ward as a smaller society within the bigger society we all live in. Which characters fit the mold of the society, and how do you know? Which characters break free from societal expectations, and how do you know?
1. Nathaniel Hawthorne’s The Scarlet Letter (novel)
2. Mark Twain’s The Adventures of Huckleberry Finn (novel)
3. F. Scott Fitzgerald’s The Great Gatsby (novel)
4. Ken Kesey’s One Flew Over the Cuckoo’s Nest (novel)
5. Thornton Wilder’s “Our Town” (play)
Rationale:
Some societal structures and interactions are common across times and places, but there are also societal elements that are unique to a culture that help define that place. This unit will focus on how interactions between people of a society and the values, laws, and ideals that govern those actions help define America. Studying these various aspects of society will have great cultural significance, as well as providing students with civic awareness and preparing them for the future social needs of their society. Students will observe interactions between characters in the texts we read, and then they will be asked to dig deeper and ask why these characters acted the way they did. Some of the questions they may be asked to consider are: What role did laws or societal values play in the characters’ decision making? Was what the characters did right or wrong? If there is no clear answer, how could you make a strong argument for either side? Which characters fit the mold of the society, and how do you know? Which characters break free from societal expectations, and how do you know? If students are going to help construct a better society in the future, they need to be taught how to look at society through a critical lens. In addition, it is important that students look at society as a whole so that they can think about the role they play in society as an individual. While we will be using texts they may not find direct relations to, the discussions that will come from analyzing these texts will make this unit relevant to the students.
There will be four major texts for this unit: The Scarlet Letter, Huckleberry Finn, The Great Gatsby, and One Flew Over the Cuckoo’s Nest. Because these are somewhat lengthy novels, students will be divided into reading groups, so each student will only be reading one of these texts. Each group will meet in class and discuss the reading assigned for that day as well as engage in discussion and do in-class assignments. The culminating project for this unit involves a group project that each group will present to the class so everyone is given a idea of what each of these influential texts has to offer, and will be given the opportunity to discuss the societal structures and expectations presented in each. I chose these four novels because they not only span a long period of time, but they also each focus on a different aspect of society. The Scarlet Letter deals with gender issues, Huckleberry Finn involves issues of race, The Great Gatsby looks at issues in class, and One Flew Over the Cuckoo’s Nest takes place during the Civil Rights Movement and deals with disability discrimination. “…people in general do not act with care and tolerance for those who are different or less fortunate from the way they are. Anticipating the need for a more compassionate society, you might decide to teach a unit on the outcast or the effects of discrimination” (Smagorinsky 145). One might argue that each of these novels cover such important topics that every student should be reading all four, and while I wish this could be so, there is limited time in the school year, and by having each student focus on only one novel, they will be able to gain better analytical skills because they can take their time with their assigned text. Having each group present a project to the class will not only help them build collaboration skills, but will also give every student exposure to all four texts even though they cannot study each one extensively.
Works Cited
Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann, 2008. Print.
Goals:
By the end of the unit, my students will...
-Become experts on their chosen book club text.
-Give a well-organized group presentation for their peers.
-Have a good understanding of all four major texts in this unit.
By the end of the unit, I as an educator will...
-Gain new ideas for activities by observing and participating in the activities done by my students in their presentations.
-Gain new insights into the kind of things students find fun about literature by evaluating the ways in which they structure their presentations.
-Learn new things about these novels that I might not have seen before that my students present.
Standards:
· CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
· CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
· CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
· CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Activities:
1. Reading logs: Students will be required to complete a reading log for every time their group meets in class to discuss the latest segment of assigned reading from their book club novel. Their reading logs can be unstructured and not focused on structure or proper grammar. The idea is for students to write in exploratory ways and respond to the literature in any way that has meaning for them. These notes will need to be at least a half page long, written. Their reading logs should include page numbers, quotes that have meaning for them, realizations, questions, and anything else students want to bring up and discuss with their book club groups.
2. Book covers: Individually, students will work on creating a book cover for their book club novel. The book cover should have relevant artwork for the front, a brief author bio for the inside flap, and a short summary meant to grab a prospective reader’s attention and get them interested in reading the book. These book covers will be passed around during each group’s presentation for their peers to look at. These summaries should not spoil anything, but rather get the students’ peers curious about the books. This activity will be a good exercise with persuasive writing.
3. Group conferences: Since the students will mostly be studying these novels on their own, I want to set aside time where I can interact with each group individually about their novel from time to time. I will take this time to hear how the groups are progressing, answer any questions that students may have about the novel, and also touch on important character qualities and themes.
4. Anticipation Guides: For this unit I would like to have four separate anticipation guides for the students (one for each novel). Since we won’t be reading the same novel, I need another way of introducing the novels and having students access prior knowledge without my direct instruction. Each anticipation guide will have about 10 questions that have no real right or wrong answer (opinion questions) that will get the students thinking about the concepts of their chosen novel before they even open the book. Students will also need to write a short explanation of their reasoning. We will come back to these anticipation guides at the end of the unit and students will answer them again and reflect on how and why their answers changed.
5. Acting out the play: When we study Our Town, I would like us to read the entirety of the play in class, and I think it would be beneficial if we made space for a stage in the classroom and acted it out as much as we could because this play is noted for its sparse sets and props, so I believe seeing it played out by actors would be even more important, especially because students will most likely not have been exposed to many performances that have so little sets and props before. Students can switch off each day with playing the characters so everyone can participate, and I can acquire the minimal props we do need. The students will still be able to read out of their books, but should try to add as much movement, expression, and acting into their readings as possible.
Culminating texts:
Book club Group Presentation: Students will present on their book club novel at the end of this unit so students have an understanding of all four of the novels and what elements of society they present. (The parts of the presentation are listed under the assessments portion.)
Assessments:
1. Book Club Presentations:
- Brief summary of the novel. Don’t forget to include the time period.
- Basic information about the author.
- Describing major characters and their roles as well as major themes, symbols, motifs, found throughout the novel.
- Attention to the role of society in the novel. Who has power? Who is discriminated against?
- Must have a PowerPoint/Prezi/Smartboard presentation to accompany their presentation.
- Must have a handout to give their peers.
- Must have some kind of class activity for their peers to participate in. (This could be anything from a writing exercise, class discussion on a topic, or a Gatsby-themed party that students talk about afterwards. They could also use a combination of multiple smaller activities. The more creative, the better.)
- Students will have 45 minutes for their presentation/lesson and must fill all of it.
- Every student must be involved in the presentation to some capacity.
- There will be sub-due dates that you must meet in order to receive full credit on the presentation.
2. Self-Evaluations: Students will reflect on the group project and book clubs as a whole. They will talk about specific things they did to contribute not only to the presentation, but also to the day to day work in the book club group itself. This will also be the time for students to speak out if they believe a student didn’t pull their weight in the group. I will tell students at the beginning of the unit, however, that I would like to know as soon as possible about students who are not participating so that we can find a way to get them involved early on. It does no good to tell me about problems at the end, but I do want the feedback so students’ grades will reflect the work they put out.
3. Depending on time and how well students presentations go, I may or may not have students write a short essay on one of the topics respective to their book club novel. (See options in misc.) Otherwise, I might just have these be guiding questions for students to discuss and make a quick write-up about during a book club meeting.
Miscellaneous:
- Prop list to get ideas from for performing the play in class: http://ndyke.homestead.com/Prop_List.pdf
- Gatsby Essay Prompts/Ideas for students to consider:
A. “Fitzgerald’s ultimate subject is the character of the American Dream in which, in their respective ways, all of his principal heroes are trapped.” –Marius Bewley
Think about the typical elements of the American Dream, the positives and the negatives. How could it be a trap? How are the characters in The Great Gatsby, especially Gatsby himself, trapped in it? For your conclusion, you might think about the American Dream today. Is it still alive?
B. Critics have called Gatsby everything from “the last of the great romantics, to a “sinister gangster.” Fitzgerald in the title called him “Great.” What do you think? Was Gatsby great? Be sure to explain the paradoxes as you discuss his greatness.
(Options A and B are adapted from Mrs. Nuzum’s 11th grade English class.)
C. Think about the novel portrays the American Dream. What definition would you give “the American Dream” based on this novel?
- Huckleberry Finn Essay Prompts/Things for students to consider:
A. Several critics call Jim “the moral center of the book” and the “freest man in the book.” Agree or disagree, supporting your thesis with careful textual evidence.
Hints: There is a paradox here. The critics know Jim is a slave. Don’t spend time belaboring the obvious. Ask yourself in what ways he might be freer than those who aren’t slaves. Use specific details in your explanations. Ditto for “moral center.”
B. The evils of slavery and racism are major themes in the novel. Review the novel examining how Twain develops these themes through incidents, comments by characters, and statements by the narrator.
Hints: You need very specific details and quotes, and many will require some detailed explanation. For example, Huck makes statements both humorous and profound without understanding what he’s really saying!
(Options A and B are adapted from Mrs. Nuzum’s 11th grade English class.)
- Scarlet Letter Essay Prompts/Things for students to consider:
A. Define symbolism and discuss/analyze Hawthorne’s use of symbolism in The Scarlet Letter. How does it enhance the central theme of the novel? Do not just list symbols!
B. Discuss the importance of the three scaffold scenes in “structuring” the novel and progressively revealing the theme.
C. Authors sometimes use the last glimpse of characters to emphasize significant personality traits, especially as they relate to dominate themes of the novel. How does Hawthorne use the last glimpses of Dimmsdale, Pearl, Chillingworth (Chapter 23) and Hester (Chapters 23 & 24)?
(Options A, B, and C are adapted from Mrs. Nuzum’s 11 grade English class.)
D. How do laws or societal values/norms influence the characters’ actions, specifically Hester’s? Was what Hester and Dimmesdale right or wrong? There is no clear answer, so find textual support to defend your opinion.
- One Flew Over the Cuckoo’s Nest Essay Prompts/Things to consider:
A. Considering all of the imagery and character elements, does Kesey intend for us to see McMurphy as a Christ-like character? Defend your response with specific quotes from the novel.
B. There are many motifs in this novel. Choose three to expand upon. How do these motifs fit into the novel as a whole? How does these motifs help define the characters?
C. Think about the ward as a smaller society within the bigger society we all live in. Which characters fit the mold of the society, and how do you know? Which characters break free from societal expectations, and how do you know?