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The Other Side Unit Plan Grade: ENGL 30-2 Unit: A Streetcar Named Desire Overview/Essential Question How can individuals in the 21st century critically distinguish between reality and illusion?
In what ways does fantasy help and harm people trying to cope with reality? How far should people go to show loyalty to people they love? To friends? To family? What are the consequences of pursuing overwhelming desire? Is deliberate cruelty the only unforgivable crime? How do characters simultaneously represent and deconstruct the American Dream? How do humans primal instincts both strengthen and destroy them?

Students are going to explore some themes that can span the generation gap between the 20th and 21st century. They will gain an in-depth knowledge of the play, its setting, characters, and use of music, imagery, through the uses of primary and secondary sources. One of the overarching themes is reality verses fantasy. Students will explore how the sub themes to this overarching one are apparent in their lives and what they can learn from the characters in this play. Outcomes/Objectives Students will demonstrate an understanding of the four main characters (Stella, Blanche, Stanley, and Mitch) personalities, appearance, flaws and strengths and how these characters could depict aspects of human nature. Students will be able to relate this play to current issues and personal experiences in the 21st century such as globalization, media, crime, and war. Students will recreate a missing scene from A Streetcar named Desire that depicts major themes from the original play. The students will add a modern day spin to the scene. Students will write an essay about one of the themes and use evidence from the play and outside sources to support their ideas. Performance Task Students will create a missing scene that depicts specific themes from the original play. Students will add a modern day spin to the scene to make it applicable to current issues individuals face in the 21st century. Specifically students will examine themes that relate to the overarching theme reality verses fantasy. Students will choose the format they would like to present their missing scene. Students must also write an essay about one of the theme. It may be beneficial if they choose a theme they emphasized in their missing scene from the play. They need to use evidence

from A Street Car Named Desire and outside sources to demonstrate their understanding. Students can use material from the missing scenes they created. Outcomes/Objectives - Students will demonstrate an understanding of the four main characters personality, appearance, flaws and strengths and how these characters could depict aspects of human nature. - Students will be able to relate this play to current issues in the 21st century such as globalization, media, crime, and war. - Students will recreate a missing scene from the Streetcar named Desire that depicts major themes from the original play. The students can add a modern day spin to the scene. - Students will write an essay about one of the themes and use evidence from the play and outside sources to support their ideas. Program of Studies SLO: Script and Presentation Objectives 2.1.1.b. analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group] 2.1.1. c. explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created 2.1.2. d. explain the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in works of literature and other texts 2.1.2, h. assess the relationship between the content of a presentation and the performance of the presenter, and explain how the quality of the performance affects the credibility and audience acceptance of the content and message 2.3.1. a. identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion 2.3.1. b. form positions on issues that arise from text study; and relate the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts to issues that are personally meaningful and culturally significant 4.1.1. b. describe the purpose and target audience, and select from a repertoire of strategies to accomplish the purpose and engage the audience [for example, one purpose of a job application letter may be to persuade the employer to read the rsum; address the letter to the potential employer, using the correct name and title, and explain in the letter that you have the required skills and talents for the job] 4.1.3. c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect 4.1.3.g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play] 4.1.4. c. develop and deliver oral, visual and multimedia presentations, using voice production factors [such as volume, tone and stress], nonverbal factors [such as gestures, posture, distance

and eye contact] and visual production factors [such as colour and contrast] appropriate to purpose, audience and situation 4.2.1. b. review the accuracy, specificity, precision, vividness and relevance of details, events, images, facts or other data intended to support a controlling idea or to develop a unifying effect; and add to, modify or delete details, events, images, facts or other data as needed to provide complete and effective support or development 5.1.2. b. explain how selected works of literature and other print and non-print texts convey, shape and, at times, challenge individual and group values and behaviours 5.2.1. a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of the thoughts, opinions and contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate 5.2.2. b. analyze and explain the interplay among the roles adopted by group members; and lead or support, when appropriate, motivating a group for high performance Essay Objectives 2.3.1. b. form positions on issues that arise from text study; and relate the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts to issues that are personally meaningful and culturally significant 3.2.1. c. Record information accurately and completely; and document and reference sources, as appropriate 3.2.3. c. Support generalizations and conclusions sufficiently with relevant and consistent detail 4.1.3. e. Develop appropriate, relevant and sufficient content to support a controlling idea or unifying effect 4.1.3. f. Develop content consistent with form and appropriate to context Performance task Instructions Create a CD or facebook page for one of the three main characters (Blanche, Stella, and Stanley) Step 1: You will need to decide whether you want to create a facebook page or a CD for one of the three main characters (Blanche, Stella, and Stanley). Step 2: Using the following criteria create your facbook page of CD Facebook page: 1. Friends of character2. Character description and Picture 3. Music associated with character 4. Three quotes from other characters about your character 5. Three quotes from your character 6. You can include these quotes in wall posts on your facebook page. must discuss themes from the play 7. A poem and visual representation of your character CD 1. Visual cover for front and back of CD 2. Character description and picture 3. Song list- must use themes from the play 4. Lyrics for one song 5. Three quotes from other characters about your character 6. Three quotes from your character

7. You could include these quotes in your song lyrics or description of your character Step 3: Using http://www.classtools.net/fb/home/page work through the different areas to create a facebook page for your character. a. Put in your characters name b. Upload a picture that represents your character. You can use this as your characters profile page you post it as a comment on your characters wall. c. Upload a song that depicts your character or is associated with your character in the play and explain why you choose the song from another characters perspective d. Create at least three posts from three different characters and have at least two characters comment on the post. Make sure your date is appropriate for the time period of this play. e. Add friends that your character would want to be friends with f. Within your post and comments you must make sure to include at least three themes from the play and demonstrate how they relate to your character and demonstrate the type of setting and era your character is from. http://www.classtools.net/fb/41/4LhFHN Or Step 3: Get a CD and CD case and create a CD for the character of your choice (Stella, Blanche, or Stanley). a. Title your CD and in some way incorporate your characters name into the CD cover or back. b. As part of your CD cover and back create a visual representation of your character. c. In every CD there is a jacket that tells the listener about the songs and the band. Create a CD jacket that has a description of your character. You must include at least three quotes from different characters and from your character. These quotes can be included in the song you will write or the songs list. d. Create a song list of 12 songs that depict the different themes and symbols in the play e. For three of the songs develop song lyrics f. For one of the songs put it to music or you can find a song online that reflects your CD and character and download thins onto your CD. Checklist Name of group peer reviewing Setting described in script Character description and actions are present Dialogue between characters depicts overall theme of scene Elements that make the scene current to the 21st century Script is appropriate for audience Editing errors Format is consistent with script format

Name of group being peer reviewed Yes No NA Yes No NA Yes Yes Yes Yes Yes No No No No No NA NA NA NA NA

Comments

Step 6: Now you will begin practising, filming, and creating your scene. Think about your body presence, and tone of voice. You want to capture the audiences attention and engage them. Step 7: Finally you will present your scene to the chosen audience and hand your script into the executive producer. Essay Instructions Step 1: You will choose a topic and write a proposal about why your topic is relevant to the 21st century. You can choose from the following topics and themes 1. Choose two of the four characters (Blance, Stella, Mitch, and Stanley) and discuss their interactions, similarities, and differences and how these relate to you in the 21st century. What can you learn from them? 2. Consider the theme of lies verse truth and discuss how you can discern between lies and truth in the media you encounter in the 21st century. 3. Think about the use of music and tone of voice in the play and describe how music is important and the types of music that impact you in the 21st century. 4. If you have another idea you may consult me. Be prepared to clearly explain what aspects of your topic you want to explore. Step 2: Write your proposal. Make sure you include the following in your proposal 1. The purpose of your paper. Why is this paper important? 2. Evidence that you have begun to research your paper topic. 3. How your paper relate personally to you? 4. How does your paper relate to the 21st century? Proposal checklist Topic is clearly chosen Clear thesis/argument stated 3 sources (can include original text) Clear connection to personal experience Clear connection to current issues or events in the 21st century Step 3: Your proposal will be due about two weeks into the unit plan. Step 4: Once your proposals have been approved you will begin writing your paper 1. Research your paper in more detail 2. Create an outline for your paper 3. Write the first draft of your paper 4. Revise and edit the paper (Peer and teacher Review session) Essay Peer Review Checklist Clear thesis Topical sentences at beginning of paragraphs The paper is focused Editing ie spelling, run-on sentences, fragments etc. 3 aspect of the paper you like

Teacher session preparation - Come prepared to read parts of your essay that you feel are strong and weak - Have key questions prepared. It is okay if you do not. Some kinds of question could be. o How can my thesis be stronger does it line up with the overall purpose of my paper? o What parts of my paper are distracting or repeated and take away from the purpose of my paper? o How can I reword this sentence, paragraph? 5. Finish final draft of paper Step 5: Hand in paper on the due date Handouts/materials - Examples of scripts, and papers - Computers - Filming equipment - A Street Car Named Desire text Rubrics Summative Assessment - Group script 40% - Group presentation 30% - Individual Essay 30 % o Proposal (5%) o Final essay (25%) Rubric for Script

Level

4 Excellent

3 Proficient

2 Adequate

1 Limited *

Insufficient / Blank *

Criteria Creates Script (4.1.3.f)

Creates an engaging, realistic and perceptive script that is insightful and significantly connected to the original text and 21st century. Selection of items demonstrates

Creates a distinct, wellconsidered and appealing script that is thoughtfully connected to the original text and 21st century.

Creates a simplistic but appropriate script that is superficially connected to the original text and 21st century.

Creates a basic script with little or no connection to the original text and 21st century.

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Explains choices (2.1.1.c)

Selection of items demonstrates

Selection of items demonstrates

Selection of items demonstrates

wellconsidered understandin g of situation and characters. Demonstrates Demonstrates Demonstrates audience strong clear understanding understanding awareness (4.1.4.d; of audience of audience 5.1.1.b) and material is and material chosen is appropriate and appropriate. thoughtfully chosen.

insightful understandin g of situation and characters.

basic understandin g of situation and characters. Demonstrates understanding of audience, but may not be sustained due to a choice of some inappropriat e material.

little understandin g of situation and characters. Demonstrates little awareness of audience; material is largely inappropriat e.

Rubric for group presentation Level 4 Excellent Criteria Relevance to Demonstrates 21st century perceptive Students will and insightful demonstrate appreciation that they of texts understand themes and how their relevance to missing scene the 21st relates to the century using 21st century by current modernizing examples that their are precise scene.(2.3.1 and a., 2.3.1 b., articulate. 4.1.3. c.) Audience Appropriate Students will demonstrate the importance of audience by making their scene appropriate for the intended Demonstrates an insightful awareness of audience factors using precise oral and visual techniques.

3 Proficient Demonstrates logical and interesting appreciation of texts themes and relevance to the 21st century using current examples that are accurate and focused.

2 Adequate Demonstrates simplistic appreciation of texts themes and relevance to the 21st century using current examples that are generally accurate.

1 Limited * Demonstrates illogical or minimal appreciation of texts themes and relevance to the 21st century using current examples that are inaccurate or unrelated.

Insufficient / Blank * No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Demonstrates a thoughtful awareness of audience factors using detailed oral and visual techniques.

Demonstrates a partial awareness of audience factors. Using oral and visual techniques. Supporting details may be inadequate.

Demonstrates little awareness of audience factors through oral and visual techniques. Support is inappropriat

audience (2.1.2 d., 2.1.2 h., 4.1.1 b. ) Presentation Techniques Students will understand the importance of visual, and oral techniques by using them appropriately in their recreated scene (4.1.4c c., 4.2.1 b.) Group Work Students will demonstrate that they can work together by recreating a scene that involved every member of the group. (5.1.2 b. 5.2.1 a. 5.2.2 b.)

e or absent.

Uses rich and detailed examples to show how the use of presentation elements and stylistic techniques create atmosphere, tone, voice and other effects. Group worked semmlesly to create a welldeveloped presentation using precise and appropriate examples.

Uses specific examples to show how the use of presentation elements and stylistic techniques create atmosphere, tone, voice and other effects.

Using simplistic examples to show how the use of presentation elements and stylistic techniques create atmosphere, tone, voice and other effects.

Group worked well to create a reasonable presentation using specific examples.

Group worked adequalty well to create a partial paresentation position using superficial examples.

Uses incomplete or off-topic. examples to show how the use of presentation elements and stylistic techniques create atmosphere, tone, voice and other effects. Group worked incohesivly to create a minimal defense presentation using few, if any examples from the text.

Rubric for Essay Level 4 Excellent Criteria Proposal demonstrates understanding of choice [2.3.1 b.] Demonstrates vivid understanding of the purpose and choice of the topic.

3 Proficient

2 Adequate

1 Limited *

Insufficient / Blank * No score is awarded because there is insufficient evidence of student performance based on the requirements of the

Demonstrates accurate understanding of the purpose and choice of the topic.

Demonstrates rudimentary understanding of the purpose and choice of the topic.

Demonstrates negligible understanding of the purpose and choice of the topic.

assessment task. Develop an argument Students will research topic of choice and write an essay that illustrate their perspective/ar gument. [4.1.3.e4.1.3.f ] Support the argument Students will support their ideas with evidence from the original text, outside sources, and personal experience. [3.2.3.c,] Document sources Students will research relevant information for their topic and cite appropriately. [3.2.1.c] Develops an argument that is compelling. The central argument builds to a climax. Develops an argument that is persuasive. The central argument is sustained throughout. Develops an argument that is logical. The central argument loses momentum. Develops an argument that does not persuade. The central argument is not maintained.

Supports argument with insightful details that reinforce the argument in a deliberate and judicious way.

Supports argument with relevant details that reinforce the argument in a clear and logical way.

Supports argument with general details that reinforce the argument in a sufficient but simplistic way.

Supports argument with sketchy details that reinforce the argument in a minimal way.

Documents sources in an extensive manner.

Documents sources in an exact manner.

Documents sources in a basic manner.

Documents sources in a deficient manner.

Formative Assessment Group Character Sketch Vocabulary test Checklist Journal entries/reflections Peer review of paper and scripts Exit Cards

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Group Character Sketch In groups students will make posters that depict the four main characters they can use visual representation. This will demonstrate that students understand who the character their personality, strengths, and flaws.

Vocabulary test Throughout the reading of the text student will create a vocabulary list that will be tested at regular intervals during the unit. This will help me know that students understand some of the terminology that is a new.

Checklist Proposal checklist Topic is clearly chosen Clear thesis/argument stated 3 sources (can include original text) Clear connection to personal experience Clear connection to current issues or events in the 21st century - Checklists help me focus the students on specific aspect they need to look for. - I will also be able to quickly determine if a student has met the expectations of the project Journal Entries - This is place where students have the opportunity to reflect on the readings and insights they may have. - I will read these irregularly throughout the unit so that I can understand the students level of thinking. - This will help direct my teaching because I will gain insight into what areas students understand and do not understand - Students may be asked to share their writing, but only if they feel comfortable. Peer Review Peer Review of script Name of group peer reviewing Setting described in script Character description and actions are present Dialogue between characters depicts overall theme of scene Elements that make the scene current to the 21st century Script is appropriate for

Name of group being peer reviewed Yes No NA Yes No NA Yes No NA

Comments

Yes

No

NA

Yes

No

NA

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audience Editing errors Format is consistent with script format

Yes Yes

No No

NA NA

Essay Peer Review Checklist Clear thesis Topical sentences at beginning of paragraphs The paper is focused Editing ie spelling, run-on sentences, fragments etc. 3 aspect of the paper that you like - Peer review session allow the students to take control of their learning and see different types of work. They also have the opportunity to learn from each other. - I need to make sure that everyone in the class is comfortable sharing their work with each other. Teacher session preparation - Come prepared to read part of your essay that you feel are strong and weak - Have key questions prepared. It is okay if you do not. Some kinds of question could be. o How could my thesis be stronger does it line up with the overall purpose of my paper? o What parts of my paper are distracting or repeated and take away from the purpose of my paper? o How can I reword this sentence, paragraph? Exit Cards - Throughout the various lesson exit cards will be given at the end of class with relevant question based on the material presented in the lesson or material going to be presented in the next lesson.
Stage 1 Desired Results Established Goals:

Students will demonstrate an understanding of the four main characters personality, appearance, flaws and strengths and how these characters could depict aspects of human nature. Students will be able to relate this play to current issues in the 21st century such as globalization, media, crime, and war. Students will recreate a missing scene from the A Streetcar named Desire that depicts major themes from the original play. The students can add a modern day spin to the scene. Students will write an essay about one of the themes and use evidence from the play and outside sources to support their ideas.
Essential Questions: How can individuals in the 21st century critically distinguish

Understandings: Students will understand that

12 Different perspectives affect how individuals interpret a situation. People bring different experiences to different situations. The truth is easily distorted. What is your perspective of the situation in A Streetcar Named Media has a strong influence over our opinions and Desire? What elements influence your perspective? perspectives. Students will know Students will be able to do The characters of the text . Analyze A Streetcar Named Desire. Terminology related to the text. Write an essay. Historical elements relevant to the text. Recreate a missing scene from the text. Author background information. Apply the texts themes to current events and issues. Stage 2 Assessment Evidence Performance Tasks, Projects Students will create a missing scene that depicts specific themes from the original play. Students will add a modern day spin to the scene to make it applicable to current issues individuals face in the 21st century. Specifically students will examine themes that relate to the overarching theme reality verses fantasy. Students will choose the format they would like to present their missing scene. Students must also write an essay about one of the theme. It may be beneficial if they choose a theme they emphasized in their missing scene from the play. They need to use evidence from A Street Car Named Desire and outside sources to demonstrate their understanding. Students can use material from the missing scenes they created. Summative Assessment between what is reality and fantasy? Students terms: How can you distinguish between truth and lies in the 21st century? How does the media influence your perspective?

- Group script 40% - Group presentation 30% - Individual Essay 30 % o Proposal (5%) o Final essay (25%)
Quizzes, Tests, Assignments Formative Assessment

Group Character Sketch Vocabulary test Checklists Journal entries/reflections

Student self-assessment

Other Evidence (observations, work samples, dialogues)

Group discussion and brainstorming sessions

Peer review of paper and scripts Revision individual papers Journal reflection-What do I understand?

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Exit Cards

Assessment Tool Overview Assessment Tool Title Outcomes Brief Description Fo r A S O F

Group script

Students will write a script for a missing scene with a modern day touch and consider elements such as audience, tone of voice, and staging. (2.1.1.c, 4.1.4.d, 4.1.3.f, 5.1.1.b)
Students will recreate a missing scene from A Streetcar named Desire and can decide to present it in a format of their choice. They must think about how they are going to engage the audience and who the audience is. (2.1.2 d., 2.1.2 h., 2.3.1 a., 2.3.1 b., 4.1.1 b., 4.1.3. c., 4.1.4c c., 4.2.1 b. 5.1.2 b. 5.2.1 a. 5.2.2 b.) Students will write an essay that requires research, personal experience and connection to current events and issues. Students will go through a revision and editing process. (2.3.1 b., 3.2.1.c, 3.2.3.c, 4.1.3.e, 4.1.3.f)

Students will recreate a missing scene from A Streetcar named Desire that depicts major themes from the original play. The students will add a modern day spin to the scene. Students will be able to relate this play to current issues and personal experiences in the 21st century such as globalization, media, crime, and war.

Group presentation

Students will recreate a missing scene from A Streetcar named Desire that depicts major themes from the original play. The students will add a modern day spin to the scene.

Individual Essay Proposal Final essay

Students will write an essay about one of the themes and use evidence from the play and outside sources to support their ideas. Students will be able to relate this play to current issues and personal experiences in the 21st century such as globalization, media, crime, and war.

14 Students will demonstrate an understanding of the four main characters (Stella, Blanche, Stanley, and Mitch) personalities, appearance, flaws and strengths and how these characters could depict aspects of human nature. (1.2.1 b, 2.1.2 d, 2.1.2 c, 2. 3.1 c, 2.3.2 d) Students will demonstrate an understanding of the terminology of the play. (4.2.3 a)

Group Character Sketch

In groups students will make posters that depict the four main characters (Stella, Balance, Stanley, and Mitch). They can use visual representation. This will demonstrate that students understand who the characters are their personality, strengths, and flaws. *

Vocabulary test/review

Throughout the reading of the text students will create a vocabulary list that will be tested at regular intervals during the unit. This will help me know that students understand relevant terminology that is a new. Checklists help me focus the students on specific aspect they need to be met. I will also be able to quickly determine if a student has met the expectations of the project

Checklist

Through the use of checklist students will demonstrate what areas they need to work on. (2.1.4 a,

This is place where students have the opportunity to reflect on the readings and insights they may have about the play. Journal entries/reflect ions Through the use of reflection students will demonstrate their understanding of the play. (1.1.1 a, 1.1.2 b, 1.2.1 c, 2.1.1d) I will read these irregularly throughout the unit so that I can understand the students level of thinking. This will help direct my teaching because I will gain insight into what areas students understand and do not understand Students may be asked to share their writing, but only if they feel comfortable. Peer review of paper and scripts Through the use of peer review sessions students will revise and edit their work. (2.1.1 d, 2.2.2 f, 4.1.1 a) Peer review session allow the students to take control of their learning and see different types of work. They also have the opportunity to learn from each other. I need to make sure that everyone in the class is

15 comfortable sharing their work with each other.

Exit Cards

Through the use of exit cards students will demonstrate their knowledge about information presented in the class or information that will be presented in the next lesson. (2.1.1 a)

Throughout the various lesson exit cards will be given at the end of class with relevant questions based on the material presented in the lesson or material going to be presented in the next lesson.

Learning Plans Overview Different lessons will focus on different themes and concepts from A Street Car Named Desire and make connections to current events and issues in the 21st century. Mini lessons and activities will also be built in to support students with their performance task projects. Below are a few ideas I could incorporate into lesson plans to help students learning Introduction Activities Showing related YouTube clips Brainstorming sessions Partner work Predictions Clips from the movie A Street Car Named Desire

Learning and activities and instructional strategies Read the text as a class with specific students as characters. Have students look for different things such as terms, stage directions, and character descriptions and actions while reading the text. Journal reflections Question period Activities that bring the text back to the 21st century Character sketch

Extension and enrichment considerations Write one of the four main characters (Stella, Balance, Stanley, Mitch) internal thought process.

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Write song lyrics for one of the scenes in the play Visually represent one of the characters Recreate on the stage background settings Lesson Plan 1

Grade: ENGL 30-2 Unit: The Other Side A Streetcar Named Desire Lesson Duration: 2 classes (each period is 72 minutes long) Outcomes from Alberta Program of Studies General Learning Outcomes: GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and information. GLO 4: Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication. Specific Learning Outcomes: 3.2.1c Record information accurately and completely; and document and reference sources, as appropriate 3.2.3c Support generalizations and conclusions sufficiently with relevant and consistent detail 4.1.3e Develop appropriate, relevant and sufficient content to support a controlling idea or unifying effect 4.1.3.f Develop content consistent with form and appropriate to context Learning Objectives Students will 1. Research the historical background of the play in groups through the internet and articles 2. Research the author and how his background influences the play 3. Have a basic understanding of the play 4. Will understand the essential question and the direction the unit will take Assessments Observations: Key Questions: What is the Napoleonic Code and the Justice system in Louisiana? What themes did dramatic production explore in the 1940s? What background does the author bring to the play? Written/Performance Assessments: Formative assessment: each group will present information about the author and historical background in a brief presentation. Learning Resources Consulted Resource #1: Link for research is provided in the handout Resource #2: Resource #3: Materials and Equipment - 12 computers or laptops

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Handout with research questions and websites students can use Procedure Introduction (20 min): Expectations: Have students brainstorm what they believe will create a positive classroom community. How do we show respect to everyone? Community building activity: Lie to me https://www.youtube.com/watch?v=YkrP0bjMne82 Truths and a lie. You need to come up with three things about yourself two of them need to be truths and one needs to be a lie. Then the class will guess which one is the lie about you. Hook/Attention Grabber: Introduce the unit-How can individuals in the 21st century critically distinguish between what is reality and fantasy? [Tedtalk clip about lying https://www.youtube.com/watch?v=P_6vDLq64gE, https://www.youtube.com/watch?v=nn5k4snG3rA] I may use this in a different lesson Student terms: How can you analyze what is portrayed in the media. How do we know if the media is telling us lies or a distorted version of the truth? Discuss the significance of this question. The importance of perspectives and how to determine what is truth and what are lies. Predictions based on the name of the play and the cover. I will use Microsoft word to write down their predictions. Assessment of Prior Knowledge: Group Brainstorm: What do you know about Tennessee Williams, justice system in Louisiana, Music in the 1940s, and? Transition to Body: Will divide groups up based on interest and have them research topics. Body (1.5 hour): Learning Activity#1: Poll everywhere How do we determine if information is reliable? Learning Activity #2: Students will research background information about Tennessee Williams, Justice system in New Orleans, Dramatic productions, and Music. All of the groups will come up with questions about their topic, cite their sources, and assess whether the information they have gathered is valid. Group 1: Tennessee Williams 1. What was Williamss family like? 2. When did he first encounter the publishing world? 3. Why was the play The Glass Menagerie important for Williams career? What themes did The Glass Menagerie deal with? 4. Where did Tennessee inspiration come from? Group 2: Americas justice system during post WWII 1947-1950s 1. When was the Napoleonic Code first established? 2. Who established the Napoleonic Code? 3. What does the Napoleonic Code state? 4. Which state in American use the Napoleonic Code as a part of their judicial system? 5. How did the Napoleonic Code influence Women rights? 6. How did the justice system treat whites and blacks in the 1940s? Group 3: Dramatic productions in the 19th and 20th century 1. What major theatres where established in the 1930s? 2. What changes occurred post WWII for dramatic productions? 3. What where common themes in dramatic productions in the 19th and 20th century? 4. Where was A Streetcar Named Desire first presented, how was it received? Group 4: Music in New Orleans 1. What styles of music where prominent in New Orleans?

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2. What characteristics distinguish the music in New Orleans during the 1940s? 3. Find some youtube clips of Blue piano music and the Polka? 4. Who is Frank Yankovic and what was he famous for? a. Provide information about how he became interested in music b. Provide pieces of information facts his musical journey and how he became famous? 5. Who is Lightnin' Hopkins? a. What kind of music was he known for? b. Provide information about how he became interested in music c. Provide pieces of information facts his musical journey and how he became famous? Learning Activity #3: Students will put their information or in a PowerPoint slide to present it to the rest of the class. Activity #4: Students will present their information to the rest of the class Closure ( 5 min): Consolidation/Assessment of Learning: I will know students have researched their topics and where they are at when they present their information to the class and hand in their PowerPoints. Feedback From Students: Exit card two things you learned, one thing you would like to know, and one thing you would like me to know about you. Feedback To Students: Sum up the students information and redirect back to the essential question. Lesson Plan 2 Grade: ENGL 30-2 Unit: The Other Side A Street Car Named Desire Lesson Duration: 1 class Outcomes from Alberta Program of Studies General Learning Outcomes: GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. GLO 2: Students will listen, speak, read, write, view and represent to comprehend literature and other
texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.

GLO 4: Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication. Specific Learning Outcomes: 1.2 Extend awareness: c. analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others understandings, attitudes and aspirations 2.1.1 Discern and analyze context: b. analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group] 2.1.2 Understand and interpret content 4.1.2 Consider and address form, structure and medium

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Learning Objectives Students will 2. Students will explore themes (truth verse lies, reality verse fantasy, violence, loneliness, death, desire) from A Streetcar named Desire. 3. Develop questions they have about scene and the rest of the novel 4. Reflect on their first impressions of the play. Will consider the characters, setting, music, and how the scene relates to the essential question. First impressions 5. Consider what social issues are being addressed in the play. Assessments Observations: Key Questions: What social issues are addressed on this scene? What are your first impressions of the characters? How do we know that the information is reliable? Do the characters appear truthful, why or why not? Written/Performance Assessments: Formative assessment: What do you know about reading a play? Learning Resources Consulted Resource #1: A Street Car Named Desire Resource #2: Resource #3: Materials and Equipment - Computer - Copies of the play for students Procedure Introduction (15 min): Hook/Attention Grabber: Set up the Scene explain the role of a white southern belle. Assessment of Prior Knowledge: What do you know about plays and reading plays? Brainstorm t hings to watch for in A Streetcar Named Desire Could use wordle. In pairs students will brainstorm what they know about reading a play. Will have the play in front of them to help cue their memory. I will put their words into wordle Transition to Body: Begin reading the play. Designate students to watch for certain aspects of the play such as reference to music, the setting, and character description and personality. Read the first page and debrief before moving into the dialogue. Make sure that while they are listening they write down the page number where they find reference to the item they are looking. Body (__min): Learning Activity #1: Will read scene 1 (20 min) as a group and choose people to be certain characters. Other students will be watching form important information Learning Activity #2: Individual reflections about their first impression. Can consider character, setting, and music. Are you confused? What do you think is going to happen? Can you relate? Do you have any questions? (15 min) Learning Activity #3: Share reflections and questions with a partner (10 min) Learning Activity # 4: come together as a group and bring questions and reflections about the play. As a teacher I will try to direct the discussion back to the essential questions and possible themes that may occur in the play. (10 min)

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Learning Activity # 5: Begin Character sketches if we have time Closure (2 min): Consolidation/Assessment of Learning: Bring learning back and pinpoint a few key points. Feedback From Students: Exit card. What did you like about the play? What did you not like? Feedback To Students: Lesson Plan 3 Grade: ENGL 30-2 Unit: The Other Side A Street Car Named Desire class (72 min) Lesson Duration: 1

Outcomes from Alberta Program of Studies General Learning Outcomes: GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. GLO 2: Students will listen, speak, read, write, view and represent to comprehend literature and other
texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.

GLO 4: Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication. GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Learning Outcomes: 1.2. c. analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others understandings, attitudes and aspirations 2.3.1. b. form positions on issues that arise from text study; and relate the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts to issues that are personally meaningful and culturally significant 4.1.1. b. describe the purpose and target audience, and select from a repertoire of strategies to accomplish the purpose and engage the audience [for example, one purpose of a job application letter may be to persuade the employer to read the rsum; address the letter to the potential employer, using the correct name and title, and explain in the letter that you have the required skills and talents for the job] 5.2 Work within a group Learning Objectives Students will 1. Understand the different perspectives in Scene 2 and begin forming opinions about what happened to Belle Reeve. 2. Recognize that the media often provides different perspectives about current issues. 3. Think critically about the different perspectives in the play and consider who is telling the truth. Assessments Observations: Key Questions: What perspectives and information have we been given in the play so far? How does this influence our perspective?

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What views are we given in the media today and what type of information is left out? How does this affect our perspective? Written/Performance Assessments: Formative assessment: Each group will bring present one question they have about the articles they examined related to information that could be missing. Learning Resources Consulted Resource #1: A Street Car Named Desire Resource #2: Resource #3: Materials and Equipment - 3 articles about one current event that demonstrate different perspectives. o Three about the Pope o Three from a current event taking place in Lethbridge or a surrounding community o Three from a city perhaps Calgary or Edmonton o Three from a event that is accruing nationally Procedure Introduction (__min): Hook/Attention Grabber: Youtube Clip about perspective Assessment of Prior Knowledge: What affects an individuals perspective? How does the media influence your persepctive Transition to Body: Begin reading scene 2. Have three individuals focus on the three different characters and gather information about their perspective of Belle Reeve and what happened. The other students will watch for certain aspects of the play such as reference to music, the setting, and the characters, and pick out vocabulary words. Body (__min): Learning Activity #1: Will read scene 2 (15-20 min) in groups of three each person will be a certain characters. I may show the video clip. Learning Activity #2: There are three perspectives in this scene. How does each character treat the information that is being given the reader? What is the Napoleonic code? Which perspective do you trust and why? Is there any information that is missing that would influence your perspective and opinion about whether the information being provided is reliable? Could there be a missing scene (ie Stella going to get the coke, maybe she overhear part of the conversation) Learning Activity #3: In groups students will examine three articles about one current event. Each group will have one of the perspectives. How do you know the information is reliable? Is there any information missing that would influence your perspective? Think about what information is missing and how your opinion of the articles is influenced. Learning Activity # 4: As a large group each small group will share their perspective of the new article. Does the information from other articles round out the information being presented? Do you have a clearer picture of the issues in the news article? Closure (__min): Consolidation/Assessment of Learning: Bring learning back and pinpoint a few key points. Feedback From Students: What do you think happened to Belle Reeve? Whose perspective do you agree with in the play Stellas, Stanleys, and Blanches about what happened to Belle Reeve?

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Feedback To Students:

Calendar In each of these lessons I will always be referring back to my essential question: How can individuals in the 21st century critically distinguish between what is reality and fantasy? March 11 Class 1: Classroom building activity Author background, I will give students topics to research. Will need computers Class 2- Students finish researching and present information. author/background 12 Introduce overarching theme let student know performance task What do you know about reading plays Scene 1 Setting, initial reflection of characters, difference in font. What question do they have are there any terms they are unfamiliar with. 19 LP 6 Scene 4 Your response Animal nature Scene 5 Balances perspective 25 Scene 8 Man world Scene 9 Reality verses fantasy 26 Scene 10 Lies verses truth 13 Scene 2 Importance of perspective use current news articles Consider 21st century issues and themes are there similarities 14 Scene 3 Domestic Abuse How it is portrayed by the different characters Character Sketch violence 15 Flex day Work on Character sketches Music/pictures, Recap- of theme and missing scenes

18 PD

20 LP 7 Scene 6 Finish presentations and present Character sketches

21 LP 8 Scene 7 Importance of Blanche singing

22 Flex day May watch video, work on proposals, and character sketches

27 Scene 11 Crazy Trapped Madonna Clean versus unclean

28 watch video Character sketches One together, four groups each take a main

29 Good Friday

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Apr 8 LP 16 1st class Watch video Do class character work 2nd class Watch video Start proposal for paper If time start proposal 15 1st class teacher session for paper and work on second part of performance task 2nd class Teacher session for paper and work in second half of performance task

9 Work on proposal and finish. Create outline for paper Introduce second half of the performance task can make a CD or facebook page

10 Mini lesson on a good thesis statement Work on paper the rough draft needs to be completed by Friday

character Hand in proposal for paper 11 Mini lesson on research and integrating good supporting evidence Work on paper If done paper can start second half of performance task 18

12 Flex day Peer review session of paper and fix revisions

16 Revise paper And work on second half of paper

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19 Presentations of scene Peer evaluations If done early edit papers. Papers due and second half of performance task

Connections to other areas of the curriculum This unit connects to social studies/history since the class is exploring the historical background that this play is written during and makes connections to current events and issues in the 21st century. Psychology is usally an option course in high school, but there is an exploration of human nature and how they are affected by certain events. This unit plan can also be connected all three streams of fine arts: Drama, music, and art. Students will have the opportunity to explore these areas throughout the unit plan since A Streetcar Named Desire is a dramatic text that references background music and songs.

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Resources A Streetcar Named Desire by William Tennessee http://www.us.penguingroup.com/static/pdf/teachersguides/streetcar.pdf http://www.gradesaver.com/a-streetcar-named-desire/study-guide/major-themes/ http://www.youtube.com/watch?v=xQPIik7oesI http://www.youtube.com/watch?v=Auk0GLf0o-o Questions for the end of the play http://www.plymouth.k12.wi.us/OldSite/Staff%20Home%20Pages/High%20School/HS%20Engl ish/Cleary1/American%20Literature/Streetcar%20discussion%20topics.pdf http://www.webenglishteacher.com/twilliams.html#desire http://artsedge.kennedy-center.org/educators/lessons/grade-912/Exploring_Streetcar.aspx#Instruction http://idahoptv.org/ntti/nttilessons/lessons2001/smith.html http://smithlessonplans.blogspot.ca/2008/12/student-packet-for-streetcar-named.html http://stratfordhigh.stratfordk12.org/Content/A_Streetcar_Named_Desire.asp
Lesson for every scene: http://www.litstudies.org/E6/a_streetcar_named_desires.htm

http://www.teachit.co.uk/index.php?CurrMenu=156&T=120 http://teachersites.schoolworld.com/webpages/EEnglish%26ESL/files/12c%20streetcar%20.pdf

http://www.classtools.net/fb/home/page