Advanced English 10 Example Lesson Plan

Unit Plan: Discovering Theme using Anthem by Ayn Rand

Classes: Advanced English 10, Periods 1 and 3

Common Core State Standards:

10.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

10.RL.2: Determine the theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise.

10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

10.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Day One: Intro to Anthem

Materials:

·         Anthem by Ayn Rand

·         Video clip from “V for Vendetta”

·         Paper and writing utensil

·         Print out of reading schedule and Essential Questions (see below)

Assessments and Scoring:

Informal assessment of participation in “Think, Pair, Share” activities.

Procedure:

• Students will add 5 new SAT vocab words to their journals. (S)
•  Explain to students that they should look for these to discover theme, and answer the essential questions.
•   Essential Questions: What is identity? Cultural identity? What are our responsibilities to others based on this identity?; What role does society play in crafting identity?; How does current events and society influence our perspectives?; What are our responsibilities to society and how can culture play a role in these responsibilities?; and What is the current system of governmental       ideology in America? Is this system any more valid than other systems?
• Students will watch a video clip from “V for Vendetta” and they should be considering the following questions:
• What is the setting (time, physical space, place, etc.)? And how do you know this?
• What is V’s message to the populace? Why is he sharing this message?
• Have students “Think, Pair, Share” these questions, and then discuss them as a whole group.
• Compare what they have watched on V for Vendetta with the following quote by Ayn Rand “Free will means the choice to think or not“, what does this quote mean to you?
• Ask students to imagine themselves in a society where the government controls every aspect of their lives.  Students should list three aspects of a society like this that they would dislike, and three freedoms they currently have.  They will then compare these things and discuss why the freedoms are so important to them.
• Discuss the historical events in Russia that could have affected Rand’s writing (e.g. Bloody Sunday/tsar Nicholas II, the preliminary government of 1917 after the abdication of the throne, the Bolshevik revolution of 1917, and the transformation into communism during 1917–1918). 

If Time:

Begin reading chapters 1-3 of Anthem.

Homework:

Read pages 17-54 (Chapters 1-3) of Anthem, keeping the essential questions in mind when reading.  Be prepared to discuss next class.

Reading Assignments for Anthem

•  Chapters 1-3
•  Chapters 4-6
• Chapters 7-9
• Chapters 10-12

Focus on identifying theme and the following essential questions:

What is identity? Cultural identity?

What are our responsibilities to others based on this identity?

What role does society play in crafting identity?

How does current events and society influence our perspectives?

Day 2: Discovering Themes in Anthem

Materials:

•    Anthem by Ayn Rand
• Bell Ringer Questions
• Paper and writing utensil
•   Discussion questions for small group activity

Assessments and Scoring:

Formative “bell ringer” assessment, 2 questions (see below) worth a total of 5 points (2.5 points/question).

Procedure:

• Students will have 5 minutes to complete the bell ringer: (S)

Why does Equality 7-2521 believe that he was born with a curse? Do you think it is a curse?

Who is Liberty 5-3000, and what does Equality 7-2521 rename her?

• Students will break up into small groups (see group lists below). (S)
• Each group must assign a group leader and a note taker. (S)
• Each group will discuss and answer their assigned questions (see below) about chapters 1-3 of Anthem. (S)
• Return to whole group.  Discuss the questions as a whole, ask students to make predictions for the story. (S)

If time:

Begin reading chapters 4-6

Homework:

Read pages 55-67 (Chapters 4-6) keep in mind the essential questions from day one.

Period One Groups:

Group 1- Anna, Hannah, Erin, Kelsey

Group 2- Megan, Noah, Lou, Johnathen

Group 3- Connor, Emma, Jessica, Sydnie, Miriam

Period Three Groups:

Group 1-Taylor, Louis, Allyson, Rachael

Group 2- Hayley, Charles, Michael, Alyssa

Group 3- Paige, Theresa, Keely, Meghan

Group 4- Olivia, Nicholas, Kaylee, Jackson

Discussion Questions:

Group 1:

• What is the setting of Anthem? Why does Rand not specify the story’s time or location?
•  Why does the Council of Vocations assign Equality 7-2521 to sweeping the streets?
•  Why is having a preference considered a crime? What threat does it impose on this society?

Group 2:

•   What was the immediate effect of discovering the narrator, Equality 7-2521, speaks in the first person plural?
• Why does the narrator share that he is physically different from everyone else in his society?
• What does International 4-8818’s choice to not tell the council what they found say about his character and his relationship with Equality 7-2521?

Group 3:

• The novella opens with the lines, “It is a sin to write this.  It is a sin to think words no others think,” (Rand 17) what is the purpose of these lines, and what is its overall significance?
•  What are the “Unmentionable Times” and what can we infer about them from the text?
•  Why are men of different trades not allowed to speak to one another? Why are men and women not allowed to interact or even think about one another?

Group 4:

•   What is ironic about what Equality 7-2521 has learned in his lessons and why he aspires to go to the Council of Scholars?
•  What impact has Liberty 5-3000 have on Equality 7-2521 and why?
• What discovery does Equality 7-2521 make in the tunnels? How does this discovery change is view of the Council of Scholars?

Day 3: Discovering Themes in Anthem

Materials:

• Anthem by Ayn Rand
• Bell Ringer Questions
•   Paper and writing utensil

Assessments and Scoring:

Formative “bell ringer” assessment, a short answer response worth 5 points.

Procedure:

• Students will have 5 minutes to complete the bell ringer: (S)

Using your book, discuss the relationship between Equality 7-2521 and Liberty 5-3000 as it is portrayed in Chapter 4.  What does this relationship reveal about each character?  What does this chapter suggest about gender roles?

• Students will add the next 4 SAT vocab words to their journals. (S)

·         circuitous -- (adj) indirect, taking the longest route

·         clairvoyant -- (adj) exceptionally insightful, able to foresee the future

·         collaborate -- (v) to cooperate, work together

·         compassion -- (n) sympathy, helpfulness or mercy

• As a class discuss the name “The Unconquered” which Liberty 5-3000 gave Equality 7-2521. (S)
• Why would she choose this name, she hardly knows Equality 7-2521
• Why is it suitable for Equality 7-2521
• What does it say about how Liberty 5-3000 feels about Equality 7-2521
• After discussing the name have students read "Invictus" by William Ernest Henley (see below). Students will then have a few minutes compare the narrator of the poem to Equality 7-2521.  They should then discuss the similarities and differences with a partner. (S)
•  Return to whole group.  Have students share their findings. (S)

If time:

Begin reading chapters 7-9

Homework:

Read pages 68-87 (Chapters 7-9) keep in mind the essential questions from day one.

"Invictus" by William Ernest Henley
 
Out of the night that covers me,
     Black as the Pit from pole to pole,
I thank whatever gods may be
     For my unconquerable soul.
 
In the fell clutch of circumstance
     I have not winced nor cried aloud.
Under the bludgeonings of chance
     My head is bloody, but unbowed.
 
Beyond this place of wrath and tears
     Looms but the horror of the shade,
And yet the menace of the years
     Finds, and shall find me, unafraid.
 
It matters not how strait the gait,
     How charged with punishments the scroll,
I am the master of my fate;
     I am the captain of my soul.

Day 4: Discovering Themes in Anthem

Materials:

• Anthem by Ayn Rand 
• Paper and writing utensil

Assessments and Scoring:

Informal assessment on participation in preparation and execution of debate.

Procedure:

• As a group we will discuss reactions to the novella (S)
• Have students share their personal opinions of the book thus far?
• What kind of character is Equality 7-2521 (static/dynamic)?
• What effect does having Equality 7-2521 tell the events that transpire after they have on the story and your understanding of it?
• If he knows no one will ever read these journals, what is his purpose in writing them?
• What have you learned so far about individuality and collectivism in this society? Which do you think is more important and why?
• Students will be divided into two teams (see below). (S)
• Students will have 15 minutes to compose textual evidence to debate their stance. (S)
• Students will debate their stance, teammates are allowed “tap” their speakers out if there is a point they wish to make.  This should be more of an ongoing discussion, rather than a debate where each speaker takes a turn discussing topics. (S)

If time:

Discuss the activity, did students use strong textual evidence? Get feedback on the activity

Homework:

Read pages 88-105 (Chapters 10-12) keep in mind the essential questions from day one.

Period 1

Council of Scholars:

Anna, Megan, Connor, Hannah, Noah, Emma, Sydnie

Equality 7-2521 and Liberty 5-3000:

Erin, Lou, Jessica, Miriam, Kelsey, Johnathen

Period 3

Council of Scholars:

Taylor, Hayley, Paige, Olivia, Louis, Charles, Theresa, Nicholas

Equality 7-2521 and Liberty 5-3000:

Allyson, Michael, Keely, Kaylee, Rachael, Alyssa, Meghan, Jackson

Day 5: Discovering Themes in Anthem

Materials:

• Anthem by Ayn Rand
• Paper and writing utensil

Assessments and Scoring:

Students are to create an outline for an essay about one of the themes found in Anthem 

Procedure:

• Have students come up with ideas for themes from Anthem and have them write them on the Smartboard. (S)
• Once they have come up with a couple of ideas discuss supporting evidence for each of the themes. (T/S)
• Have students help to create a “rough” outline for an essay about one of the themes. (T/S)
• Then discuss why this basic outline is “weak” have students Think, Pair, Share about how they could strengthen it.  (S)
• Show students an example of a strong outline.

If time:

Students can begin working on their own outlines.

Homework:

Students are to create an outline for one of the themes in Anthem, it will be due at the beginning of the next class.

Day 6: Using Anthem to practice Vocabulary skills

Materials:

• Passage from Anthem
•  Example Quiz
• Reading vocab quiz
•   Paper and writing utensil

Assessments and Scoring:

Students will take a Keystone Exam style quiz to practice identifying vocabulary.  The quiz will be worth 10 points

Procedure:

• Have students read the passage from the practice quiz to themselves. (S)
• When everyone is done, read the passage a second time to the class. (T)
• Teacher will then model the questions on the example quiz and have the class answer the questions.  (T/S)
• The class will discuss each question, the reasoning behind the answer/ how they determined it was the best possible answer.
• Students will then take a keystone style quiz by them self.  Students will have the rest of class to complete the quiz.

If time:

We will go over the answers to the quiz.

Homework:

Define censorship in your own words.  Bring a written definition to the next class.