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Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

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Monday, February 24, 2014 Enduring Understandings:

An individuals identity is shaped by how they think about themselves, how others see them, and how society influences these perspectives.

Chapter 3 Essential Questions:

What responsibilities does an individual have in a community and a society? Is identity permanent or malleable? How is an individuals identity shaped by their society?

Objectives:
Students will be able to: Analyze character development in a text Identify themes and motifs in a text Recognize how race, class, and education influence social structure

Materials: Invisible Man texts Procedures: Warm Up: Ask 3 students to share questions to be answered during the class Discussion: Revise questions for clarity. Compare events in Golden Day to interactions with Trueblood What does each situation represent for IM? Unclear. What specific situations do you mean? How would you describe the events that occur inside the Golden Day? Chaotic, opposite of order chaos v. order o What action brings on the chaos/disorder? Why does it become chaotic? To which point in this scene are you referring? o How else to IMs actions disrupt the expected order of society/ what is acceptable? Clarify ???? What were his intentions bringing Norton to both places, and what were the consequences of his actions? Your purpose in posing these questions? The following questions work: How does IM view himself in relation to the veterans? Refers to as them pg. 71; pg. 74 How is this perspective similar to the one he holds about Trueblood? What insight do the veterans have that IM does not? How does the doctor describe IM and Norton? Why is he able to see through them? Look at paragraphs on pg 94/5 Homework: Read Ch. 4, record 1 comment, 1 question, 1 quote response in reading journal for each Assessment: Participation in discussion, collaboration with classmates Standards:
CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an authors implicit and explicit assumptions and beliefs. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

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Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

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Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

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Tuesday, February 25, 2014 Enduring Understandings:

An individuals identity is shaped by how they think about themselves, how others see them, and how society influences these perspectives.

Group Work: Image and Identity, Chapters 1-4 Essential Questions:

Is identity permanent or malleable? How is an individuals identity shaped by their society?

Objectives:
Students will be able to: Analyze character development throughout the course of a text Identify themes and motifs in a text Recognize how external factors can influence self-identity

Materials: Invisible Man texts, poster paper Procedures: Warm Up: Students will spend 3 or 4 minutes writing a reaction/response to quote: Here within this quiet greenness I possessed the only identity I had ever known, and I was losing it (99) Students will share responses with a partner, then with whole class Discussion and Group Work: Discussion: Teacher facilitates as students rRe-establish definitions of image and identity with class Group Work: Students will spend the period discussing IM identitys, comparing and contrasting between Ch. 1-4 Assign groups of 3 or 4 students to focus on one chapter, finding characteristics of IM and evidence, using questions as guidance What does IM think of himself? o What does he value? o What does he /believe in? What do others think of IM? How do others influence IMs self-identity? What external factors affect IMs identity the most? As they answer the questions, teacher will walk around and pass out poster paper for students to display information on Paper will be hung up in room, and continued for later chapters so students can see progression of IMs identity o Students can consider visually representing identity and factors that influence it, either through a drawing, graphic, map, etc. Homework: Chapter 5, (2 out of 3) 1 comment, 1 question, 1 quote response Assessment: Participation in discussion, collaboration with classmates Standards:
CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an authors implicit and explicit assumptions and beliefs. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts,

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Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

and issues, building on others ideas and expressing their own clearly and persuasively. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

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Wednesday, February 26, 2014 Enduring Understandings:

An individuals identity is shaped by how they think about themselves, how others see them, and how society influences these perspectives.

Chapter 5 Essential Questions:

Is identity permanent or malleable? How is an individuals identity shaped by their society?

Objectives:
Students will be able to: Analyze character development in a text Identify themes and motifs in a text Recognize how race, class, and education influence social structure and social identity

Materials: Invisible Man texts Procedures: Warm Up: Ask 3 students to share questions to be answered during class; Have students share with each other and then share out to class. Need to incorporate more student centered activities. Discussion: Students will share work from previous class on IMs identity Compare and contrast the descriptions of the physical appearance of the campus and the descriptions of the students Why are the students described that way What are they being compared to? Connect veterans automaton comment to opening description in Ch. 5 How does the presence of visitors shift the mood on the campus? This sermon and section is fairly complicated; is it possible to reframe this activity so that students analyze portions, make connections in groups? Bledsoe and IM compare/contrast can be combined with this or saved for later. Because the text is dense its necessary to present specific passages for the students to analyze/discuss or have time to review text to address the questions. This will create more student activity and less deer in the headlight looks during class. Another option is to give students these questions/prompts for homework with the task of finding quotes that address the questions/prompts. During the sermon, what images and metaphors are used to describe the Founder? How is this perspective on the Founder perpetuated/kept alive? What is the conflict between IM as a young man and IM as a narrator reflecting on these memories? Narrator looking back sees hypocrisy in Founder and Bledsoe, young IM doesnt see contradictions, only sees that he can no longer be a part of the vision, the dream To what extent are Bledsoe and IM similar and different in their needs, desires/motives, and actions? Students will first work with 1 or 2 other students identifying descriptions and evidence from text; then share with the whole class starting with similarities, and then differences Homework: Chapter 6, Comment, Question, Quote Response Assessment:

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Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

Participation in discussion, collaboration with classmates Standards:

CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an authors implicit and explicit assumptions and beliefs. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearl y and persuasively. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

Thursday February 27, 2014 Enduring Understandings:

An individuals identity is shaped by how they think about themselves, how others see them, and how society influences these perspectives.

Chapter 6 Essential Questions:

What responsibilities does an individual have in a community and a society? How is an individuals identity shaped by their society? How can an individuals self-identity differ from their social identity?

Objectives:
Students will be able to: Analyze character development in a text Identify themes and motifs in a text Recognize how race, class, and education influence social structure

Materials: Invisible Man texts Procedures: Discussion: 3 students will share questions from reading In groups of 2 or 3, students will work to answer the following questions and find quotes to support What illusion has Bledsoe created of the school and its mission? What illusion has he created of himself? (What do others see vs. what is the reality?) How is the illusion broken in this chapter? What does IM believe about Bledsoe and the school? Students will share answers to guide class discussion How does Bledsoe maintain illusion? Why cant IM see reality of Bledsoe? Return to work on IMs identity - how its been shaped by society Homework: Read Ch. 7; Study for Quiz (?) Assessment: Participation in discussion, collaboration with classmates Standards:
CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an authors implicit and explicit assumptions and beliefs. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

Claytor comments Invisible Man Lesson Plans

Week of Feb. 24, 2014

Friday February 28, 2014 Enduring Understandings:

An individuals identity is shaped by how they think about themselves, how others see them, and how society influences these perspectives.

Chapter 7/Quiz Essential Questions:

What obstacles exist as individuals attempt to define their identities? How is an individuals identity shaped by their society?

Objectives:
Students will be able to: Analyze character development in a text Recognize how setting influences characters and their actions Recognize how race, class, and education influence social structure

Materials: Invisible Man texts Procedures: Discussion: Students will spend about half the class reviewing and discussing Ch. 7 other half of class will be independent reading time Why is the veteran being sent away to another hospital? How could he be a threat to Bledsoe and the school community? What advice does he give to IM? What differences does IM see between North and South? Independent Reading: This is a good time for a quiz. It can be a simple reading quiz that assesses comprehension, characters, themes, story and symbolism. Students will use the remainder of the period to begin reading next chapters Reading journals will be collected and checked for homework grade Homework: Read chapters 8 and 9, comment, question, quote response Assessment: Participation in discussion, notes from reading homework Standards:
CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an authors implicit and explicit assumptions and beliefs. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.