Engel+513A+Unit+of+Study







WHERETO

WHERE:

Students are headed to a comprehensive knowledge of the themes the __Outsider__ has contributed to the genre/field of Existentialist literature, and an understanding of how race and class contribute to a person’s analysis of life’s meaning or meaninglessness.

HOOK:

The novel has a fairly fast, paced, suspenseful plot. Through in class reading, students generally get hooked into the story of an urban Black man, who fakes his own death to get away from unwanted problems, like his girlfriend, wife, and debt.

EQUIP:

Class modeling will be used to develop students ability to trace themes through the interactive notes and to discuss these analyses through Socratic Sminar.

RETHINK, REHEARSE:

The interactive notes allow students to continue to revisit ideas and themes as they trace their reactions to reading sessions, before, during, and after reading. Students will have opportunities to rehearse their presentations in class, in front of peers, and in front of the teachers.

EVALUATE

Students will self evaluate during 1on1 teacher conferences.

TAILORED

IEP students will be provided with 1 on 1 support and guidance with teachers, such as reading next to a student and talking the student through the reading after each session.

Students interests and styles will be represented through their choice of presentation style in the final project.

Organized

Learning plan varies reading, discussion, and writing. Formative assessments of both writing and discussion are strategically planned at key points throughout the month. LEARNING PLAN Introduction to Richard Wright and Pop-in reading. In-class reading. HW: 10 pages || Day 2 Introduction to Interactive notes. Model in class. In class reading. HW: 10 Pages+interactive notes || Day 3 Introduce final poster/presentation project. Popin reading. HW: 10 Pages+interactive notes || Day 4 Model socratic seminar discussion. HW: 10 pages+interactive notes || Day 5 Connections to Existentialism writing activity. HW: 30 pages+ interactive notes || Present Models of movie pitches. Analyze for argument. HW: 10 Pages+interactive notes || Day 7 In-class reading. Project planning time in class. HW: 10 Pages+interactive notes || Day 8 Overview of communism, socialism, totalitarianism in class. In class reading HW: 10 Pages+interactive notes || Day 9 Evaluating Wright’s critique of communism writing activity.
 * M || T || W || TH || F ||
 * Day 1
 * Day 6

HW: 10 Pages+interactive notes || Day 10 Say-Mean-Matter Quiz || Analyzing Movie Posters. What makes a good tag line? How do visuals sell the movie?
 * Day 11

HW: 10 Pages+interactive notes || Day 12 In-class reading. Time to continue planning project.

HW: 10 Pages+interactive notes || Day 13

Quotes that support a theme graphic organizer activity. In class reading

HW: 10 Pages+interactive notes || Day 14

Time to prepare questions and quotations for Socratic Seminar.

HW: 10 Pages+interactive notes || Day 15 Socratic Seminar Assessment Day ||
 * Day 16

Time to finish and practice projects.

HW: 10 Pages+interactive notes || Day 16

Time to finish and practice projects.

HW: 10 Pages+interactive notes || Day 16

Time to finish and practice projects.

HW: 10 Pages+interactive notes || Day 17

Presentations || Day 18

Presentations ||