Purpose: To integrate and evaluate multiple sources of information presented in different media or formats in order to address a question or solve a problem. Outcome: Through extended practice analyzing and synthesizing a diverse set of texts and media students will answer the following question: How should human life be valued?
Monday: Agenda: Warmup: How should one value life? Followed by class discussion. Introduction to Module 4: The Value of Life Read Aloud of Animal Rights Essay Homework: Last revisions for Animal Rights Essay, Hard copy due tomorrow
Tuesday: Roger Ebert's Ted Talk: Remaking my Voice Students will watch the Ted Talk and answer the questions below followed by a class discussion: 1. Who is Roger Ebert? 2. Why was he paralyzed and unable to talk? 3. How did his life change as a result of his illness? 4. What were the obstacles he faced with his voice machine "Alex"? 5. What new hobby emerged for Ebert? How and Why? 6. How has your perspective changed as a result of watching this Ted Talk? Homework: Students will watch the trailer for the Steve Gleason movie and be prepared to discuss in class tomorrow. Wednesday: Agenda: Warmup: How did the movie trailer affect you? Did it raise questions for you about ALS? Are you motivated to see the documentary film? Read and Annotate: "Roger Ebert: The Essential Man" Surveying the Text Homework: Complete a descriptive outline for paragraphs 1-7, 8-11, 12-14
Monday: Please turn in all outstanding assignments from Friday. Gleason: The documentary film was directed by J. Clay Tweel. The description from the Sundance website reads: “At the age of 34, Steve Gleason, former NFL defensive back and New Orleans hero, was diagnosed with ALS. Doctors gave him two to five years to live. So that is what Steve chose to do: Live -- both for his wife and newborn son and to help others with this disease.” “The hope is that this film will be a catalyst for positive change and choices for those who face major challenges in life,” Gleason said in the statement. “Thanks to my extraordinary family, friends, ‘film guys’, as well as talented director J. Clay Tweel, that this story will be told. If there is a takeaway, we believe those who watch might think differently about life, love and family.”
Students will begin watching Gleason, and be taking notes to include: examples of evidence that illustrate how the movie affects an audience comprised of adolescent high school students. Students will be prepared to discuss the movie's themes and motifs as they relate to our essential question: what is the value of life?
TUESDAY: Gleason: Students will discuss the following prompt in partners. In their notebooks they will create a list of 5-10 examples of cinematic and rhetorical examples: *How does J. Clay Tweel use rhetorical appeals and cinematography to convey ideas about Gleason's life? Students will continue watching the film, take notes, and continue preparing to answer the prompt above in the context of an academic paragraph tomorrow in class.
WEDNESDAY: Minimum Day Students will read and annotate Steve Job's speech "You've got to find what you love". Students may watch the film of the speech on their phones.
Students will write an academic paragraph in class (what isn't finished will be completed for homework) 1. Write a paragraph contrasting the ideas presented in the movie, Gleason, with the ideas presented in Steve Job's speech.
Please follow academic paragraph format provided in class.
THURSDAY: Students will finish watching Gleason Writing assignment to follow
FRIDAY: Please answer the following prompt (1/2-1 page response): How are Roger Ebert, Steve Gleason, and Steve Jobs' perspectives similar and different? What did you learn from each of these individuals? Read Aloud Friday
WEDNESDAY: Warmup: Last week you defined in your notebook the word "value." Write about how your definition of "the value of life" may have changed since then. How would you have compensated the families of the victims of 9/11? Complete Charting Multiple Texts for Hamlet's Soliloquy, Roger Bert: The Essential Man, What is a Life Worth?, and Steve Job's Commencement Address to Stanford
THURSDAY: Agenda: Warmup. Read the writing prompt. Deconstruct the prompt using a Do/What Chart, and then answer pre-writing questions to help start the essay. Discuss the various strategies that students use to complete a writing task in a limited amount of time. Adopt one of them (lining up all research in a chart -or- writing a rough draft as if it were a timed writing in order to get the words on paper quickly -or- creating an outline first -or- working on the thesis first to make sure it is perfect before continuing with the supporting details -or- writing a "rant" first to get all the ideas on paper before picking and choosing which ideas to use where, and which to discard or address carefully -or- write a rough draft and ask peers to read it and give suggestions -or- [other strategies suggested by students]).
FRIDAY: Read Aloud Friday! Happy Holidays! Special holiday tribute to Steve Gleason...
Week of 1/3-1/6
TUESDAY: Purpose: To complete final prewriting activities for the essay. Outcome: Students will be prepared to write the essay in class tomorrow. Agenda: Students will revisit their theses, their texual charts, and the articles in Module 4 in preparation for the in-class essay write. Students will also identify three quotes from the articles or film to sustantiate their claims about how they value life.
WEDNESDAY: Purpose: To begin writing the essay. Outcome: Students will complete the introduction and first body paragraph of their essay.
*Students may ask for consultation at any time during the writing session. Homework: Students may finish writing intro and body 1 if they did not finish during class.
THURSDAY: Purpose: To continue writing the essay. Outcome: Students will make progress on the drafts of their essays. Agenda: Continue writing the Value of Life essay. You may request a consultation with the teacher for advice. Homework: Continue working on the essay; final draft is due at the end of class tomorrow.
WEDNESDAY: Purpose: To read aloud rough drafts in order to get feedback before writing a final draft. To learn more about grammar rules if time. Outcome: Students from designated alpha group will read aloud; others will give feedback.