Title: Understanding Stream of Consciousness in "Bread" by Margaret Atwood
In this lesson students will explore the impact of narrative technique on a work of stream of consciousness in a modern essay. By the end of the lesson, students will evaluate how an author uses stream of consciousness and shifts from scene to scene extending the meaning and significance of a motif.
This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s): [ELA2015] (11) 21: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3]
Title: Faulkner's ''As I Lay Dying'': Form of a Funeral
This unit of five lessons, from EDSITEment, features lessons exploring the narrative voices and social concerns in William Faulkner's novel As I Lay Dying. In these lessons, students explore Faulkner's place in American literary history, research Faulkner's Southin the context of the historical South, and understand the use of multiple voices in narration.
Standard(s): [ELA2015] (12) 9: By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. [RL.11-12.10]
Title: 'Hamlet'' Meets ''Chushingura'': Traditions of the Revenge Tragedy
This lesson, from EDSITEment, contains two activities for students to explore similarities and differences between cultures by comparing Shakespearean and Bunraku/Kabuki dramas. These activities involve literary comparison of Hamlet and the Japanese drama Chushingura, and analyses of different cinematic and theatrical adaptations of both plays.
Standard(s): [ELA2015] (12) 29: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]
Title: Dramatizing History in Arthur Miller's ''The Crucible''
In this EDSITEment lesson, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, The Crucible. Students examine some of Miller's historical sources: biographies of key players and transcripts of the Salem Witch trials themselves. The students also read a summary of the historical events in Salem and study a timeline. The students then read The Crucible itself.
Standard(s): [SS2010] US10 (10) 2: Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
Title: African Americans After World War I: Had Race Relations Changed?
This lesson, from EDSITEment, explores the state of race relations in the U.S. before, during, and after World War I. Students consider the discrimination African-American volunteers faced at home and in the military and, after conducting research using an online database, they take a stand on the state of race relations at this time.
Standard(s): [SS2010] US11 (11) 5: Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
Title: Paying Attention to Technology: Writing Technology Autobiographies
This lesson plan asks students to pay attention to the technologies they use. They graphically map their interactions with technology and compose narratives of their most significant interactions with technology.
Standard(s): [ELA2015] (12) 26: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W.11-12.8]
Title: Happily Ever After? Exploring Character, Conflict, and Plot in Dramatic Tragedy
By exploring the decisions points in a tragedy, students consider how the plot of the story can change if the key characters make a different choice at the turning point.
Standard(s): [ELA2015] (12) 40: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.11-12.6]
Title: Author Eve Bunting was born in Ireland in 1928.
Students listen to a news article about the LA race riots and then read '' Smoky Night'' to discuss how a younger observer might be affected by these events and their perceptions.
Standard(s): [ELA2015] (12) 18: By the end of Grade 12, read and comprehend literary nonfiction at the high end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. [RI.11-12.10]
Title: Thurgood Marshall was appointed to the Supreme Court in 1967.
After discussing a statement made by Thurgood Marshall, students consider each piece of the comment and create a K-W-L chart to begin an investigation with other resources.
Standard(s): [ELA2015] (11) 29: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]
Title: Gold was discovered in California in 1848.
Students read letters from the Gold Rush and follow up by writing an imaginary letter to a family member about their experience using the Letter Generator.
Standard(s): [ELA2015] (12) 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]
Title: Diarist Samuel Pepys was born.
Students write diary entries and revisit the entries as if it were a hundred years from now. Students then brainstorm and write paragraphs about life in the 21st century.
Standard(s): [ELA2015] (12) 21: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3]