What do students need to accomplish to complete this project? What part of their work will take the most time? They’ll start to create a planning calendar to establish the steps of their work plan. They’ll schedule due dates for themselves and get feedback on their outline and calendar.
Students will spend time finishing the revision of their written chapter and reviewing possible extensions to include in their work—such as creating an image or writing a poem. They’ll share the ways in which their project work has gone well and any concerns they still have.
Time to write! Students will get started on the first draft of the written chapter of their self-portrait. They’ll spend time focusing on ways to create a strong and memorable opening to draw their readers in.
What questions and concerns do students have with the first draft of their written chapter? They’ll spend time working with a partner to peer edit their draft and get feedback on their writing. They’ll then start planning the revisions they’ll make to their written chapter.
For each of the five lenses, students will think of changes they’ve undergone and character strengths they’ve shown. Are there specific examples that they’d like to include in their self-portrait? They’ll start planning their chapters and the types of media they can use to express them.
In this lesson, students will define satire and look at examples of it in modern media. What makes it satire? Did students know that it was criticizing society when they saw it? What makes people like satire so much?
In this lesson, students continue to revise their Character Analysis Essay. They will look at an example of an effective conclusion and write an alternative conclusion for their essay. With a partner, they’ll discuss their two conclusions and pick the most effective.
In this lesson, students begin writing their Character Analysis Essay and share what they have written with a partner.
In this lesson, students revise their Character Analysis Essay. They will look at an example of an effective introduction and write an alternative introduction for their essay. With a partner, they will discuss their two introductions and pick the most effective.
In this lesson, students will review each other’s Character Analysis Essays. Then they’ll revise their essays again based on their partner’s feedback.
In this lesson, students learn about civil disobedience—about people purposefully disobeying a law that they feel to be unjust. They’ll read from two examples that address the issue: Henry David Thoreau’s “Civil Disobedience” and Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail.”
In this lesson, students will continue reading, annotating, and discussing Pygmalion. Then students will reread and focus on the “at-home” episode in act 3.
In this lesson, students finish reading, annotating, and discussing Pygmalion. They’ll write about what they think will happen to Liza after the play ends and discuss how satisfying they found the ending.
In this lesson, students continue reading, annotating, and discussing Pygmalion. They’ll write about the impact of Higgins’s meddling in Doolittle’s life and also Doolittle’s final speech in the play. They’ll also finish their Independent Reading Group Novel for homework.
In this lesson, students will learn about the Greek myth the play Pygmalion is named after. Then they’ll begin reading and annotating the play, stopping periodically to discuss and write about it.
In this lesson, students read and discuss two poems and their authors’ use of irony. Then they’ll continue reading, annotating, and discussing Pygmalion.
What background knowledge do students need in order to understand this novel? In this lesson, students learn more about Nigeria, the culture of the Igbo people (whom Achebe writes about), and the history of missionary work and colonialism in Africa.
In this lesson, students will continue writing the draft of their personal narrative.
Now that students have completed Your Character Narrative, it’s time to begin planning the second part of their project: their personal narrative. In this lesson, they’ll mine their personal journal entries for materials, and they’ll begin planning and outlining their first draft.
Do other people’s perceptions of us teach us anything about ourselves? What do we hide from those around us? In this lesson, students will think about how their character’s self-image differs from what others see about him or her. Then, students will begin planning their Things Fall Apart narrative.