CI 403 Unit Plan

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<ul><li><p>8/3/2019 CI 403 Unit Plan</p><p> 1/19</p><p>Stevenson 1</p><p>Lesson Plan 1: The Fear of Literature</p><p>Time:</p><p>This lesson will take the whole class period. (45 minutes)</p><p>Setting:</p><p>This lesson will be taught in a senior level elective course, Literature from Around the World,</p><p>in a diverse urban school. There are 25 students in the class and the demographics break down as</p><p>such: 10 white students, 8 African American students, 1 Asian student, and 6 Latino/a students.Of these students 1 has ADHD and 5 of the Latino/a students speak Spanish but they are</p><p>bilingual and not classified as English Language Learners.</p><p>Theory Into Practice:</p><p>This lesson was designed keeping in mind the theory that Thomas Foster writes about inhis book,How to Read Like an English Professor. Students delve into the religious and political</p><p>backlash that Salman Rushdie faced after the publication ofThe Satanic Verses. The content ofthis novel enraged many people and Rushdie was accused of blasphemy and a fatwa was ordered</p><p>by Ruhollah Musavi Khomeini, an Islamic religious leader in Iran. A fatwa is a religious order</p><p>for someones assassination. But this went beyond a religious conflict when the Iranian</p><p>government supported the fatwa. While this controversy did not center aroundMidnights</p><p>Children, this experience in Salman Rushdies life can be seen in his later works. Foster writesthat knowing a little something about the social and political milieu out of which a writer</p><p>creates can only help us understand her work, not because that milieu controls her thinking butbecause that is the world she engages when she sits down to write (Foster 116). Some teaching</p><p>theories call for us to solely focus on the text at hand but what Foster suggests is looking for theworld of the writer reflected in the text.</p><p>Through this unit we ask our students to think critically and engage in the practice of</p><p>using literature as a vehicle for social change. Examining the authors background and how</p><p>society reacted to Rushdies writing (whether that reaction was he was after or not) shows the</p><p>power that literature has to bring out both the good and bad in people. The fatwa placed on</p><p>Rushdie give students a window into the world that he was living in when he wrote Midnights</p><p>Children, a world that when understood brings new insight to the novel. Foster argues that</p><p>political and social issues wind up in literature, sometimes masked, when the author is interested</p><p>in the worlds around them which contains many things, and on the level of society, part of what</p><p>it contains is the political reality of the timepower structures, relations among classes, issues of</p><p>justice and rights, interactions between sexes and among various racial and ethnicconstituencies (Foster 115). Adopting this theory I hope to prepare my student to explore the</p><p>world that they live in a critical and creative way that can adopt change.</p><p>Students will have already gained a comprehensive knowledge of India history in</p><p>previous weeks. This knowledge will allow them to draw connections in this lesson between thishistory, own Rushdies background and the text. In addition to historical context students will</p><p>have completed and discussed the first two books in Midnights Children. Having already made</p></li><li><p>8/3/2019 CI 403 Unit Plan</p><p> 2/19</p><p>Stevenson 2</p><p>examined the book analytically they will be prepared and possess the necessary skills to make</p><p>the connection between the world that Rushdie was writing in and the message that said writingconveys. The next class period will be spent reading the next chapter and completing a short</p><p>activity that has students choose a quote or passage from the chapter and connect it to the themes</p><p>and ideas we talked about in this lesson.</p><p>Objectives:</p><p>By the end of the class period:</p><p> Students will be able to define fatwa and explain the implications that ordering a fatwa onan author (Rushdie) has.</p><p> Students will be able to express their opinions on the topic at hand in a constructive andmeaningful way.</p><p> Students will have begun to explore the idea that literature and society have a symbioticrelationship. (They influence and shape one another)</p><p>Materials:</p><p>Students will need a pen, their copy of Midnights Children, and a notebook</p><p>Preparation:</p><p>Since we are going to be going over a new concept and they will have to take notes, the class</p><p>must turn their desks to face the front of the class if they arent already doing so. Students will</p><p>have just started Book III of Midnights Children and will need their books and notebooks out to</p><p>draw examples from during out discussion.</p><p>Procedure:</p><p>Lesson: Discuss the power that the printed word has in our society and the fear it causes amongstsome people.</p><p> Briefly go over the last nights reading, checking for comprehensions and asking one ortwo discussion questions about the reading that lead into the topic of the days class. (10</p><p>minutes)</p><p> Introduce the term fatwa, stopping to ask comprehension check questions: define it,explain the cultural significance and how/why it was placed on Rushdie. (20 minutes)</p><p> Think, Pair, Share: Students will spend 3 minutes writing about this prompt and then turnto a partner for 3 minutes. The groups will then share their answers to the class as a</p><p>whole for 7 minutes. (13 minutes)</p><p>o Reflect on why someone would place a fatwa on an author or why books arebanned in certain schools and libraries. What are they scared of happening ifpeople read these books? What does this tell us about the function of literature insociety, in America and around the world.</p><p> Students get a chance to add to what they have written after the discussion. Collectpapers. (2 minutes)</p></li><li><p>8/3/2019 CI 403 Unit Plan</p><p> 3/19</p><p>Stevenson 3</p><p>Discussion Ideas:</p><p> Put simply when Saleem loses his memory he is reverted to an animal-like being with notfear or pain, what does this tell us about the narrators view of humanity? </p><p> Why is certain literature banned? What does banning literature do for the message of whatever book is banned? Why do you think literature has such power over society? What is the function of literature in todays society, in America and around the world?</p><p>Bilingual/ESL and Englishes Accommodations:</p><p>Because the students in my class are bilingual, not ESL the accommodations that need tobe made are not as drastic, though necessary nonetheless. For this lesson, students will be asked</p><p>to grasp a large amount of knowledge and make deeper connections. A complications for</p><p>students who are bilingual is the vocabulary used. I will avoid using confusing or unnecessary</p><p>(long, complicated) words and provide assistance if the students are having difficulty with aterm. They can then use these words that they may be unfamiliar with to add to the class</p><p>dictionary and expand their own vocabulary and comfort with the language. Circulation, on mypart, between groups allows me clarify the directions and address any additional trouble any ofmy students have. Another accommodation that I have everyone adapt is writing down their</p><p>Think, Pair Share, responses. This not only allows me to assess how well my students are</p><p>grasping the concept but gives students an opportunity to practice their writing skills. Grammarwill not be graded on these write-ups but their writing can pinpoint common mistakes that are</p><p>being made and that should be addressed either individually or as a class.</p><p>Special Education Accommodations:</p><p>One student in my class has attention deficit- hyperactivity disorder and certain accommodationsmust be implemented in order to ensure that she gets the highest level of education despite her</p><p>disability. One accommodation is that I circulate the classroom making sure she is staying ontask giving her cues to help with this. Another accommodation includes choosing who she sitsnext to and pairs up with for the activity. It is my responsibility to know my students and how</p><p>they learn best. I notice that when she is working with some students she gets off task frequently</p><p>but with others she is on task and is able to reach a deeper level of critical thinking. These are thestudents that I want her working with when group work is necessary. Another accommodation</p><p>that I offer for my student is that on days where the usual routine is different, the schedule will</p><p>be written on the board. This way they know when transitions are coming and can prepare and</p><p>refocus more quickly.</p><p>Assessment:</p><p>Students will be assessed on whether or not they were able to critically think about the ideal ofliterature a medium with potential to enact social change by writing a paragraph addressing the</p><p>topic. This paragraph will be shared with a partner and then the class as a whole giving the</p><p>student a chance to add to their writing as their opinion might change. The free writes and their</p><p>participation in the class will be worth 10 points. Collecting these paragraphs will show mewhether or not we need to spend more time on this concept. In addition have students write down</p></li><li><p>8/3/2019 CI 403 Unit Plan</p><p> 4/19</p><p>Stevenson 4</p><p>their thoughts on this topic ensure that I get to hear everyones points of view, not just the</p><p>students who participate in class a lot.</p><p>Extension Ideas:</p><p>The idea of using literature as a vehicle for social change runs throughout this unit. The idea of</p><p>looking at literature as a power that certain people fear can be turned into a prompt for thatnights reading journal. The day after this lesson is taught students will spend most of the class</p><p>period reading and reflecting on parts in Midnights Children that call for social or political</p><p>change, and what literary techniques Rushdie uses to make his message clear.</p><p>Source of Activity:</p><p>When I chose Midnights Children as my top choice for this unit the only thing I knew about it</p><p>was that the author, Salman Rushdie had a fatwa placed on him because of one of the books hehad written and that fact had always fascinated me. This lesson grew from this fascination and</p><p>the essential question for this unit plan, How can literature serve as a vehicle for social</p><p>change? In order to answer this question students need to examine authors and works that haveeither treated literature as such or have been attacked because of the fear of change that literature</p><p>could bring.</p><p>Resources and References:</p><p>"BBC NEWS | Entertainment | Anniversary of Rushdie Book Fatwa."BBC News - Home. 14</p><p>Feb. 2009. Web. 12 Dec. 2011. .</p><p>Foster, Thomas C. .How to Read Literature like a Professor. New-York: Harper, 2003. Print.</p><p>Rushdie, Salman.Midnight's Children. New York [etc.: Penguin, 1991. Print.</p><p>Illinois State English Language Arts Goals:</p><p> 2.A.5c Analyze the development of form (e.g., short stories, essays, speeches, poetry,plays, novels) and purpose in American literature and literature of other countries.</p><p>o This lesson is has students analyze Rushdies works and introduces the idea ofliterature being used for social change. This lesson gets students to think about the</p><p>purpose of literature in our own country and around the world. After this lesson</p><p>students will be prepared to analyze the text directly keeping in mind the purposes</p><p>of literature discussed in class.</p><p> 2.B.5b Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.</p><p>o This lesson asks students to tap into their knowledge of India history to drawconclusions about the purpose of this novel and the effects of literature on society</p><p>in general.</p></li><li><p>8/3/2019 CI 403 Unit Plan</p><p> 5/19</p><p>Stevenson 5</p><p>Lesson 2: Definition of the self through stories</p><p>Time: This lesson will take the full 45 minutes of class time.</p><p>Setting:</p><p>This lesson will be taught in a senior level elective course, Literature from Around the World,in a diverse urban school. There are 25 students in the class and the demographics break down as</p><p>such: 10 white students, 8 African American students, 1 Asian student, and 6 Latino/a students.Of these students 1 has ADHD and 5 of the Latino/a students speak Spanish but they are</p><p>bilingual and not classified as English Language Learners.</p><p>Theory Into Practice Background:</p><p>While designing this lesson I applied the same theory that Jim Burke does in regards to</p><p>journals in his bookThe English Teachers Companion: A Complete Guide to the Classroom,</p><p>Curriculum, and the Profession. Although the lessons of past weeks have been leading to andpreparing students for their final project, this lesson is the first that puts all of the pieces together</p><p>and shows them what is going to be expected of them on a larger scale. This lesson is a practice</p><p>session that will be critical for students to go through in order to create a successful final project.</p><p>Burke holds that journals, provide students with a space where they can take risks; thinkdifferently, and at times, more honestly than they could if their thinking were public (181). I</p><p>modeled the lesson off ofBurkes idea that giving kids space to explore ideas without having to</p><p>be worried about embarrassment expand their learning. The final project can seem daunting andthis activity not only gives them practice through a structured free write but the interview with</p><p>Salman Rushdie explains the origin of the assessment and puts both literature and their own life</p><p>into a different perspective.</p><p>Another theory that influenced this lesson was Thomas Fosters idea that a reader should</p><p>not read with their eyes. Foster explains: What I really mean is, dont read only from your ownfixed position in the Year of Our Lord two thousand and some. Instead try to find a reading</p><p>perspective that allows for sympathy with the historical moment of the story, that understands</p><p>the text as having been written against its own social, historical, cultural, and personal</p><p>background (Foster 228). This lesson and the final project does just that. It allows students to</p><p>take a step back not only from the text and look at it a different way but it has them take a step</p><p>back from their own life and define it through objective and historical eyes.</p><p>In previous lessons students will have learned more about the background of the author of</p><p>this piece and made connections between literature, history and social change. During the lesson</p><p>students will watch an interview with the author Salman Rushdie that will tie these mainconcepts together. This lesson will feed into the next reading day in which students will continue</p><p>their reading journals and participate in a short activity that has them identify literary element</p><p>that they used in their narratives and that Rushdie uses and explore the effect these have on the</p><p>story.</p></li><li><p>8/3/2019 CI 403 Unit Plan</p><p> 6/19</p><p>Stevenson 6</p><p>Objectives:</p><p>By the end of the class period:</p><p> Students will be able to begin to define themselves through a story or series of stories Students will be able to connect this idea of definition through stories to Midnights</p><p>Children and analyze how this idea influences or connect to the form the Rushdie uses.</p><p>Materials:</p><p> I will need a computer, a projector, and internet access to view:</p><p> Students will need: notebooks, pen,...</p></li></ul>