Unit Points Distribution: 2 Socratic Seminars: 10 points each



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Unit Points Distribution:
2 Socratic Seminars: 10 points each

Final Project: 30 points

2 Close Reading Days: (participation) no grade required
UNIT TOTALS: 50 points

Day 1- Intro and Essential Questions

Learning Objectives:
Students will have a basic understanding of existentialism and the absurd.

Students will understand the function of absurd art

Students will review the myth of Sisyphus

Students will learn about Camus’s personal background

Students will make predictions about Mersaults character

Students will begin to analyze the unit’s essential question

Students will be aware of the reading schedule for the unit
State Standards:

Standard - 1.1.11.D: Demonstrate comprehension / understanding of a wide variety of appropriate literary works from different cultures and literary movements, including classic and contemporary literature.
Standard - 1.3.11.A: Examine the impact of diverse cultures and writers on the development and growth of literature. Describe how an author conveys intent and perspective in contemporary and historical writings.

Materials:


Myth of Sisyphus Handout Author and Unit Overview Handout

Albert Camus’s The Stranger Powerpoint


Procedure:

  1. As the students come in they should begin copying down the Word of the Day from Merriam Webster’s top ten list of “funny sounding words”.

  2. The teacher should read aloud the word, its definition, and it’s origin.

  3. The teacher should introduce the students to the next unit, Albert Camus’s The Stranger.

  4. The teacher should pass out the handout “The Myth of Sisyphus” and ask students to silently read it while the teacher passes out the books.

  5. The teacher should ask the following follow-up questions.

-What is the difference between existentialism and absurdism?

-What are the three characteristics of the absurd life?

-What is the purpose of absurd art?


  1. The teacher should have students turn over the handout and popcorn read the other side. Then the teacher should transition into the Powerpoint by saying “so who is this Camus guy anyway? How did he get so serious?”

  2. The teacher should present the Powerpoint on Albert Camus’s The Stranger

  3. The teacher should invite students to briefly discuss the four essential questions of the novel in the last 4 slides of the Powerpoint as a large class.

  4. The teacher should give students the Author and Unit Overview Handout and direct their attention to the reading schedule. The teacher should assign the students to read the first two chapters of the text for tomorrow.

  5. The teacher should ask students to write down 4 quotations that characterize Meursault as ‘strange’ or ‘absurd’ from the first 2 chapters and write a 3-4 sentence explanation of their impression of him below. This assignment will be due tomorrow.

Check for Understanding:

Students will have a handout to refer to throughout their study of theories of existentialism and the absurd, as well as the myth of Sisyphus.

Students will participate in reading aloud the myth of Sisyphus

Students will orally make predictions about Meursault’s character

Students will participate in a discussion of the novels essential questions

Day 2- Chapters 1-2
Learning Objective:
Students will analyze Meursualt’s reactions to his mother’s death

Students will determine the function of two other characters of the text

Students will share observations of an absurd hero
State Standards:

Standard - 1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s implicit and explicit assumptions and beliefs about a subject.

Standard - 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions.
Materials:
“Is He Strange”? Handout Powerpoint 2 Quotations Slide
Procedure:
1) As students come into class the teacher should project the word of the day from Merriam Webster’s top ten list of “funny sounding words”.

2) The teacher should read aloud the words, it’s definition and it’s origin as the students copy it down on paper.

3) The teacher should ask students to take out the 4 quotations they were asked to find for homework that characterize Meursault as ‘strange’ or ‘absurd’.

4) The teacher should ask students to share 2 of their quotations in small groups and discuss what they noticed.

5) Then the teacher should ask students to share some of their quotations and observations from their smaller groups.

6) The teacher should direct students to the overhead projector. The teacher should note that one of the main observations we see in these two chapters is Mersault’s initial reactions to his mothers death. The teacher should have two student volunteers read the two quotes about Meursault’s reactions.

7) The teacher should ask students how each quote demonstrates how Meursault is “strange”, but also how these reactions might be perceived as normal. The teacher should write these observations on their handout that looks like this:
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8) The teacher should ask students to answer the question: In addition to Meursault’s unorthodox relationship with his mother, he has a strange relationship with the character Marie. Who is Marie? What is her reaction to Meursualt’s announcement about his mother’s death? What might this relationship demonstrate about a “stranger” or someone who lives outside of society’s expectations? What does he enjoy? What is he indifferent to?

9) The teacher should also ask students to discuss this question: Who is Perez? In what ways is he a foil of Meursault?

10) The teacher should remind the class that they are to read chapters 3-4 for tomorrow.


Check For Understanding:

Students will take notes on Meursault’s behavior that classify him as strange or normal

Students will orally discuss the function of Marie and Perez in the novel

Students will orally share their observations of Meursault as ‘absurd’

Day 3- Chapters 3 and 4, Quotations Analysis
Learning Objectives:

Students will analyze 4 quotations from the reading

Students will make connections between characters in the text and the philosophy of the absurd.

Students will characterize Meursault and Raymond.


State Standards:



Standard - 1.1.11.D: Demonstrate comprehension / understanding of a wide variety of appropriate literary works from different cultures and literary movements, including classic and contemporary literature.
Standard - 1.3.11.A: Examine the impact of diverse cultures and writers on the development and growth of literature. Describe how an author conveys intent and perspective in contemporary and historical writings.
Standard - 1.3.11.B: Interpret and analyze works in various genres of literary and/or cultural significance in American and world history: Reflect a variety of genres in the respective major periods of literature. Represent important authors in each historical period. Reveal contrasts in major themes, styles, and trends in the respective historical periods. Examine the important philosophical, religious, social, political, or ethical ideas of the time.

Standard - 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions.
Materials:

Chapter 3-4 Handout Blackboard


Procedure:

  1. As students enter the classroom the teacher should project the word the day on the overhead projector from Merriam Webster ‘funny sounding words”.

  2. The teacher should read aloud the word, it’s definition and it’s origin. Students should be asked to copy down this information.

  3. The teacher should pass out the Chapter 3-4 Handout.

  4. The teacher should ask students to answer the questions independently or in groups of no more than 3.

  5. The teacher should give students 15-20 minutes to work on these questions, he/she should walk around observing the students discussions and helping them where necessary.

  6. The teacher should call the classes attention to the whole group to review their answers to the 4 questions. The teacher should write on the board the three characteristics of an absurd hero, as well as these notes: the absurd means one can accept and live in a world devoid of meaning or purpose. The absurd is a contradiction that cannot be reconciled, and any attempt to reconcile this contradiction is simply an attempt to escape from it.

  7. The class should share their answers to all four questions. The teacher should take notes of their responses on the board.

  8. The teacher should remind students that they are to bring their books to class tomorrow as a reading and Socratic circle preparation day.



Check for Understanding:

Students will orally participate in analysis of the characters, their function and their illustration of the philosophy of the absurd.

Students will have a written record of their notes from the day’s class.

Students will have the opportunity to engage in discussion and supplemental analysis with the teacher during small group discussion.

Day 4- Chapter 5-6 Reading and Socratic Circle Prep Day
Learning Objectives:
Students will silently read

Students will critically think to generate discussion questions

State Standards:

Standard - 1.1.11.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts.
Standard - 1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.

Materials:


Book Laptops
Procedure:

1) As students enter class they should copy down the projected word of the day from the Merriam Webster’s “funny sounding” words website.

2) The teacher should read the word, it’s definition, and it’s origin.

3) The teacher should announce to the class that this is a work day due to the stress and pressure of the upcoming AP Exam.


4) The teacher should tell students that they will be expected to have chapters 5 and 6 read for tomorrow. The teacher should also instruct students to write 5 Socratic seminar discussion questions, 3 based on quotations, typed up and double-spaced that address Part One of the novel. The teacher should direct students to the unit’s essential questions as well as the previous day’s close reading assignment as a model of questions that may generate discussion. The teacher should encourage students to analyze the crime, it’s context-politically and literally, and the implications for Meursault, as well as other characters involved.

5) The students should work quietly and independently reading or writing their discussion questions for the remainder of the period.

Check For Understanding:

Students will be working quietly, reading their books, or writing their questions


Day 5- Socratic Seminar Day #1


Learning Objectives:

Students will participate in a student-led discussion circle

Students will have generated discussion questions, 3 based on quotations, to promote analysis of the text.

State Standards:



Standard - 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions.
Standard - 1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.
Materials:

Class Roster (for grouping) Chairs in a circle


Procedure:

1) The teacher should announce that there will be a Socratic Seminar today.
2) The teacher should call out the names of the students on the roster who will be in each group for the 4 rounds of discussion.

3) The teacher should announce that they will set a timer for 8 minutes per group and that they will be taking notes on the discussion. The teacher should announce that the students who are not participating in the discussion should be listening, comparing the current discussion to questions that they have written, and if they would like they are able to jump into the middle seat of the circle and make a comment in the other groups discussion. Students should also be thinking of questions that come to mind while listening to other groups that they might want to bring up when it is there turn to go.

4) The teacher should call the first group to sit in the circle, begin the timer and say “Go.”

5) As the students discuss the teacher should take notes on their laptop about the discussion. When the timer rings, the teacher should call the second group to sit in the circle and replace the first group. The teacher should re-set the timer and begin the process again. This should be repeated 2 more times for the other groups.

6) Once all groups have participated in discussion the teacher should debrief with the whole class. The teacher should comment on common trends or frequent topics that they noticed. The teacher should ask students how they would assess the quality of the discussion? What factors helped the discussion? What factors hindered discussion? What ways could the discussion be improved? How?

7) The teacher should collect the students discussion questions. The teacher should announce to the class that they are to read chapters 1-2 of Part Two for Monday.


Check For Understanding:

Students will orally participate in discussion in small groups

Students will turn in a written product of the questions they generated

Day 6- Chapters 1-2, Part 2


Learning Objectives:
Students will analyze specific passages from the reading section

Students will engage in discussion about Meursault’s characterization and his correlation to the concept of an absurd hero.


State Standards:


Standard - 1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.
Standard - 1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.

Materials:


Close Reading Part Two Handout Teacher Handout

Procedure:


1) Students will, upon entering the classroom, begin copying down the word of the day from Merriam Webster’s top ten list of “funny sounding words”.
2) The teacher should read the word aloud, it’s definition and its origin.

3) The teacher should distribute the handout “Close Reading Part Two” and ask students to work independently or in small groups of no more than 3. The teacher should tell the students that we will review these answers in about 15 minutes.

4) As students begin working on the handout, the teacher should circulate the room to be available to ask questions. The teacher should also listen to what students are talking about, redirecting their attention or suggesting things to further their analysis of the text.

5) After about 15-20 minutes the teacher should call the class into a larger group to review their responses. The teacher should aim to hear from at least 2-3 students per question.

6) At the conclusion of the discussion the teacher should announce to the class that they are to read Chapter 3 for tomorrow’s class.

Check for Understanding:


Students will be actively discussing the answers to the questions in small groups


Students will record their answers on the written handout

Students will review the answers with the whole class







Day 7- Chapter 3, Part 2


Learning Objectives:

Students will review the history of when the text was written

Student will
State Standards:

Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.3.11.A: Examine the impact of diverse cultures and writers on the development and growth of literature. Describe how an author conveys intent and perspective in contemporary and historical writings.
Materials:
The Absurd Review Testimony Review
Procedure:

1) Students will, upon entering the classroom, begin copying down the word of the day from Merriam Webster’s top ten list of “funny sounding words”.


2) The teacher should read the word aloud, it’s definition and it’s origin.

3) The teacher should distribute the “Absurd Review” handout.

4) The teacher should have the students read the front side of the handout hand out aloud (popcorn style or student volunteers) and ask the following questions after:

a) Why is Meursault’s trial the ‘story of the season?” (84)


b) What other trial is coming up after his?

5) The teacher should review the other side of the handout with the class and ask the following questions after:

a) Which example of the absurd life does Meursault most closely match up with? Any? All?

b) What about the time period and setting make the story ideal as a backdrop for the theory of the absurd? (WWII)

6) The teacher should distribute the Testimony Review handout and review with students each character’s statement. As a large class students should discuss the intent and implication of each statement.

7) When the class reaches Meursault’s statement the teacher should ask students “What does Meursault mean by this? How does this align him with ideas that he is an absurd hero?”

8) The teacher should tell students that they are to read chapters 4-5 for tomorrow and write 5 discussion questions on the end of the novel (the second half of the novel). 3 of these questions need to be based on passages from Part Two. Students can look to the unit’s essential questions or close reading passages as an example of good discussion questions.

9)The teacher should announce that there will be a Socratic Circle tomorrow in class.


Check For Understanding;

Students will orally discuss the theory of the absurd and collaboratively classify Meursault as an absurd hero.

Students will orally discuss the evidence presented in trial and how Meursault reacts.

Day 8- Socratic Seminar Day #2


Learning Objectives:

Students will participate in a student-led discussion circle

Students will have generated discussion questions, 3 based on quotations, to promote analysis of the text.

State Standards:



Standard - 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions.
Standard - 1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.
Materials:

Class Roster (for grouping) Chairs in a circle


Procedure:

1) The teacher should announce that there will be a Socratic Seminar today.
2) The teacher should call out the names of the students on the roster who will be in each group for the 4 rounds of discussion.

3) The teacher should announce that they will set a timer for 8 minutes per group and that they will be taking notes on the discussion. The teacher should announce that the students who are not participating in the discussion should be listening, comparing the current discussion to questions that they have written, and if they would like they are able to jump into the middle seat of the circle and make a comment in the other groups discussion. Students should also be thinking of questions that come to mind while listening to other groups that they might want to bring up when it is there turn to go.

4) The teacher should call the first group to sit in the circle, begin the timer and say “Go.”

5) As the students discuss the teacher should take notes on their laptop about the discussion. When the timer rings, the teacher should call the second group to sit in the circle and replace the first group. The teacher should re-set the timer and begin the process again. This should be repeated 2 more times for the other groups.

6) Once all groups have participated in discussion the teacher should debrief with the whole class. The teacher should comment on common trends or frequent topics that they noticed. The teacher should ask students how they would assess the quality of the discussion? What factors helped the discussion? What factors hindered discussion? What ways could the discussion be improved? How?

7) The teacher should collect the students discussion questions. The teacher should announce to the class that tomorrow they will be assigned the unit’s final projects.


Check For Understanding:

Students will orally participate in discussion in small groups

Students will turn in a written product of the questions they generated

Day 9- Final Project Assignment and Work Day


Learning Objectives:

Students will understand the purpose and requirements of the unit’s final project.


State Standards:


Standard - 1.4.11.A: Write poems, short stories, and plays. Apply various organizational methods. Include literary elements and devices. Construct a strong story line with illustrative details. Include elements of style in writing to develop a personal style
Standard - 1.1.11.D: Demonstrate comprehension / understanding of a wide variety of appropriate literary works from different cultures and literary movements, including classic and contemporary literature.

Materials:

Final Projects Assignment Sheet
Procedure:
1) As the students enter the classroom they should begin copying down the word of the day projected on the screen from Merriam Websters top ten “funny sounding” words.

2) The teacher should read the word aloud, it’s definition and it’s origin.


3) The teacher should distribute the Final Projects Handout. The teacher should explain that the students will have a choice of one of the two proposed projects on the handout. These projects were designed to extend their learning into an assignment that requires them to create something based on the things they’ve learned in this unit.

4) The teacher should ask two student volunteers to read aloud the final projects from the handout.

5) After reading aloud the first one the teacher should elaborate that the story they write does not necessarily need to be about The Stranger, but rather it needs to demonstrate the way in which existentialists and absurdists view one or more of the themes listed in the assignment.

6) After reading aloud the second project choice the teacher should elaborate that this assignment was designed as an extension of the close reading pracatice we had been doing previously. The teacher should tell students to think of this project as an exercise in claim, data, warrant. Then the students need to create a “found poem”. The teacher should explain that this is a poem, written in stanzas, that uses only words and phrases from the text. The words and phrases they choose should not all come from the same section but rather use the whole book to pick out key sections of the text to highlight Meursault as an absurd hero. These could be things he said, things he thought, things others said about him or critical narration.

7) The teacher should then announce to students that they will have the class period to work independently on their projects and that these projects will be due on Monday.

8) The teacher should remain available the remainder of the class period and walk around the room discussing ideas with students.


Check For Understanding:

Students will have the final projects assignment sheet to take home with them



Students will have had the opportunity to discuss with the teacher ideas they have for the project

Students will begin writing during class

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