Mirror On The World: Fiction As a Reflection of Society
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| Mirror On The World: Fiction As a Reflection of Society
A Semester Plan exploring the interplay between fiction and the world it inhabits. 
Designed by: Brenna Aldrich ENED 4414 Spring Semester 2008
ENED 4414 Spring Semester 2008 Course: Literature and Language Arts Grade: 11
Unit 2: Fiction that Reflects Essential Questions:
Table of Contents Rationale……………………………………………Tab1 Backwards Design Templates………………………………………….Tab 2 Unit 1: Fiction that Critiques Unit 2: Fiction that Reflects Course Syllabus…………………………………...Tab 3 Calendar…………………………………………...Tab 4 Assessments and Narratives………………………………………….Tab 5 Test: Dracula Academic Prompt: Analytic Essay Performance Task: Debate Lesson Plans Week One……………………………………..Tab 6 Day 1
Day 2 Day 3
Day 4 Day 5
Week Two…………………………………….Tab 7 Day 1
Day 2 Day 3
Day 4 Day 5
Rationale The focal point for this semester of study is the interaction between fiction and society. This semester plan presupposes a New Historicist theory approach regarding literature in that it assumes text and context are inextricably linked. Sometimes that context invests a work of fiction with power in the eyes of society. While “fiction” is defined in the Oxford English Dictionary as “ b. That which, or something that, is imaginatively invented; feigned existence, event, or state of things; invention as opposed to fact.” How is it then that a work of fiction such as Dan Brown’s The DaVinci Code, can stir the passions of the public more than dozens of non-fiction works that support the same premise? Is it the climate of religious conflict in our generation? Could Brown’s book have even been published in earlier centuries that were more hostile to open questioning of established religious doctrine? Alternatively, fiction can be merely reflective of the society it inhabits. Recently I read a Young Adult novel called Everlost in which children’s souls get stuck in a ghost world when they die. Buildings, places, and objects involved with death can also pass into this world and in the novel the twin towers of the World Trade Center still exist and many of the children of Everlost live in them. How might that novel have been written ten years ago? Such questions beg an examination of the interplay between fiction and the society it inhabits. Thus we begin our study with two questions: “How does fiction affect society” and “How does society affect fiction?” These questions promote more questions, which is a characteristic of the kind of essential questioning Wiggins and McTighe suggest promotes deep understanding (107). The semester is split into two units which specifically examine the relationship between fiction and society. The first unit, titled “Fiction That Critiques,” focus on fictional works of both literature and film (with the exception of one documentary) that were composed by their authors in response to the society around them. The unit begins with an examination of Upton Sinclair’s The Jungle. This text is unique in the fact that unlike many novels that critique society, it actually had an impact on twentieth century America. Its publication led to the passage of pure food acts. Interestingly, however, the novel itself deals with far more than the unsanitary food service industry, focusing on the larger issues of poverty, corruption, the immigrant experience, and the novel openly promotes Socialism as an answer to the problems of the novel’s world. Students will follow their study of The Jungle with viewing the documentary Super-Size Me! Since both the novel and the film are critical evaluations of aspects of the food service industry, students will have the opportunity to compare the themes and effectiveness of the novel with a modern work that is thematically related. Through these texts students can explore fiction composed as a result of the author’s feelings that had a direct impact upon the society in which he lived. Students then progress to examining the novel 1984 and the film V for Vendetta. These two texts, while not direct critiques aimed at a specific aspect of their society, are also examples of “Fiction that Critiques.” They differ in that they are projections of a flawed and degenerating society that is the direct result of the society in which the author lived. They make the statement, “Because of what we are doing now, in twenty years this is where we will be.” Once again the text is inextricably linked to the society it inhabits. Through these texts students are pushed to examine the texts position that regarding the state of the current society. In the case of 1984, students might compare our current society with the one Orwell envisioned. Did his predictions have any validity? In the case of V for Vendetta, since it is a vision of “our” future, students might examine what in their own society might lead to such a future. Another interesting thematic concern with V for Vendetta is the protagonist’s belief that in the interest of changing a corrupt society, acts that could be termed terrorism are justifiable. Living in an age where “terrorism” is a reality, and being citizens of a nation that has suffered terrorist attacks, this philosophy could be a very intriguing point of inquiry and study for students. Finally, students will complete a single day study on the art of Pablo Picasso, Francisco Goya, and Imre Varga. These three artists were known to critique society through their art, thus the viewing and discussing of their work aligns with the themes of this unit. This study of Fiction that critiques society should provide the students with relevancy for the study of literature as a whole, given that the “canon” is largely composed of fictional texts. By illustrating the connection between context and content in fiction, students will gain a heightened awareness of such influences; therefore, open their eyes to the larger implications within a text. By making learning relevant, students gain a deeper understanding than what can be achieved through the simple recitation of facts (Wiggins and McTighe,108). In addition to exploring these texts in the first unit, students will compose a multi-genre research project to demonstrate their learning throughout the unit. Students will use the model of multi-genre paper that requires them to select a topic to research and compose multiple pieces of writing of differing genres based on that research. The project is tailored slightly to this specific unit by requiring students to select a topic based on a societal issue they want to tackle. In this way their multiple genre pieces, while based in research, could presumably be fiction, allowing the students’ work to emulate that of the authors we are studying. The creative outlet also allows students engage with the research in a way that keeps them motivated and interested in the topic. The second unit is titled “Fiction that Reflects” and it focuses on texts that are less explicitly intertwined with their society than those in the first unit. The second unit covers works which are set during, and are reflective of the period during which they were written, but in an unexpected fashion. Students will explore a text set of British Victorian novels all of which incorporate an element of fantasy, but still tackle issues which plagued England at the turn of the century. The texts for this unit include Dracula, Frankenstein, Dr. Jekyll and Mr. Hyde, and The Picture of Dorian Gray. Dracula, while on the surface is a mere horror story of an evil vampire who seeks to lay claim to London, was a very contemporary novel that hints at issues surrounding the gender conflicts of nineteenth century Britain. Similarly, Frankenstein is the story of a man who creates a monster but it is tied to the difficulties between Science and Religion indicative of this period. Mary Shelly herself states the inspiration for her novel came from a dream she had after overhearing a conversation about Darwin’s theories between her husband and his friend Lord Byron. Dr. Jekyll and Mr. Hyde (about a Dr. who attempts to separate his “good” and “evil” natures through a concocted elixir) similarly raises questions about morality and science as well as the fundamental nature of good and evil. Finally, The Picture of Dorian Gray is the story of young man who has his portrait painted, then discovers the painting allows him to remain young and beautiful while the picture displays all the signs of aging, cruelty and malice that should show on his face. Dorian spends the book becoming increasingly evil and cruel, all the while remaining beautiful while the portrait deteriorates. Then novel addresses the nature of morality by exhibiting contempt for the “morals” of middle class Victorian Britain, while at the same time portraying the story of a young man who throughout the course of the books becomes a degenerate and thoroughly immoral being. From the novels the unit progresses to a final text. This time a film: Edward Scissor Hands. This film’s themes, while note quite as dark as the other texts, are in keeping with the nature of the other works. It is about a young man who was created by an inventor, but never finished, therefore has scissors for hands. A friendly Avon lady finds him and brings him home to her safe suburban world. The film is a sort of satirezation of suburban America, while exploring themes of normalcy and fitting in. In some ways, is a friendlier version of the Frankenstein myth. The common theme in this unit is reflection of society and its issues rather than critique. Each of these texts presents a bizarre story, but one situated in a real world, and it is the juxtaposition of the fantastic with the realistic which allows the works to speak to their various themes without being didactic. Exploring these texts with an eye to their imbedded social commentary, creates a “domain for conversation” in which students can operate and discuss the text (Burke, 73). These “domains of conversation” push students to analyze issues, work with “enduring understandings” and big ideas in the text rather than merely reading for plot (Burke, 73). The assessments for this second unit entail an analytic essay in which students will compare the unit texts and draw conclusions about how their fantastic qualities effect or interact with the social commentary imbedded in the work. Through this assessment, students are thinking about the text in a way that looks beyond the simple story line to how the way the text is constructed makes it effective (Burke, 73) Additionally, in this second unit, students have to both perform a live debate in front of the class, questioning the legitimacy of the social commentary in these texts. The debate is also extended into a web-blog format in order to simulate an audience, and contextualize their work, as is consistent with Wiggins and McTighe’s definition of a performance task (153-154). Through the blog format, the student’s performance is not just one static project; rather it allows for reflective response should classmates want to respond to the points presented in the live debate (Beers, 223). Thus from the rather bizarre texts, students can create meaningful conversations that are open to a much larger audience. While this unit is specifically designed for an English Language Arts course, it lends itself well to interdisciplinary connections. The first unit could almost be co-taught with a history professor because so much of the study involves historical context. The Jungle in particular lends itself well to a history unit because it had real ramifications in American history. Lessons could be coordinated with a nutrition teacher to extend the discussion of the health issues raised in The Jungle and Super-Size Me! The second unit lends itself well to collaboration with the Science teachers, as both Frankenstein and Dr. Jekyll and Mr. Hyde’s protagonists are “scientists.” Frankenstein in particular raises issue of “playing god” which could correlate to modern day issues surrounding cloning. Additionally, the Art department could collaborate on the material over the artists Picasso, Goya, and Varga. Such built in connections create the potential for a truly comprehensive semester plan where student learning could be reinforced throughout the school’s curriculum. The unit allows opportunities to discuss skills that would be useful in the workplace. While there is no explicit workplace connection, the strong emphasis on writing, workshops, and group discussions promote an awareness of appropriate audience, and teamwork. These skills in turn promote strong communication skills, which according to Burke in his chapter from the Beers text, is an important skill of workplace literacy (151). We need to help students build these skills because of the increasing trend for jobs to go to “…the people with the best skills”(152), Planning in opportunities to develop these skills while simultaneously engaging in study of Language Arts promotes a well balanced effective curriculum. Rooting the study of literature in big ideas, and promoting textual inquiry that focuses on more than simple “plot” recitation, develops deeper understanding in students (Wiggins and McTighe, 108; Burke 73). This exploration of the interplay between fiction and society is a subject that holds timeless possibilities. The actuality of texts affecting and being affected by society is not a static phenomenon that occurred only in nineteenth century Britain. It happens every day, in every text. Hopefully, the enduring understandings of this semester’s study will accompany students throughout their reading lives.
Beers, Kylene, Robert E. Probst and Linda Rief. Adolescent Literacy: Turning Promis into Practice. Portsmouth NH: Heinemann, 2007. Burke, Jim. The English Teacher’s Companion 3rd Edition. Portsmouth NH: Heinemann, 2008.
Shusterman, Neal. Everlost. New York: Scolastic, 2006. Stevenson, Robert Louis. The Strange Case of Dr Jekyll and Mr. Hyde. New York: Barns & Nobel Classics, 1886. Stoker, Bram. Dracula. Boston: Bedford/St. Martins, 2002. Wiggins, Grant and Jay McTighe. Understanding By Design. Saddle River NJ: Pearson Education, 2005. Wilde, Oscar. The Picture of Dorian Gray. New York: Barns & Noble Classics, 1890. Backwards Design Template Unit One: Fiction that Critiques
Backwards Design Template Unit Two: Fiction that Reflects
“Mirror On The World: Fiction As a Reflection of Society” Literature and Language Arts: 11th Grade, Spring Semester 2008 Wells High School Ms. Aldrich Room 306
Contact Information: Class Phone: 555-671-3232 Ext-306 Home Phone: 555-671-0931 Fax- 555-671-9999 E-mail: baldrich@wellshigh.k12.ga.us
The purpose of this class is to continue building upon and expanding student knowledge of English language arts through the study of literature and writing. To achieve this goal, the semester is focused on the interplay between fiction and the society in which it is composed. Specifically, students will read and analyze through various discussions, activities, and writings the assigned texts for the course. At the end of the semester students grades will be based on daily work, compliance with class policies, and completion of several projects which demonstrate their mastery of the 11th grade standards for English Language Arts. Semester Units: Unit 1: Fiction That Critiques Unit 2: Fiction That Reflects
Required Texts: Class room sets are available for all novels The Jungle- Upton Sinclair Super-Size Me – film by Morgan Spurlock 1984- George Orwell V for Vendetta – film by The Wachowski Brothers Guernica- Pablo Picasso Art of Francisco Goya Art of Imre Varga Dracula- Bram Stoker Frankenstein- Mary Shelly The Picture of Dorian Grey – Oscar Wilde Dr. Jekyll and Mr. Hyde – Robert Louis Stevenson Edward Scissor Hands – film by Tim Burton Required Materials:
If expense is a concern in obtaining any of these materials please contact me. Daily Grades: In addition to the major projects and assignments throughout the semester students receive daily work grades. Daily work consists of the following: In Class Journal Writings: Several times a week students respond to specific prompts in a journal. This journal may either be a simple spiral bound notebook or a more traditional style diary. Either way, it must be kept bound and separate from material kept in the 3 ring binder. Prompts may or may not be related to the reading for the week. I check journal prompts for completion. Grades for journals are either √ meaning complete or 0 for not completing prompts. Missed journal entries cannot be made up. An average score for journal prompts constitutes part of your semester grade. Reading Responses: Throughout the semester I will randomly assign writing prompts which address the days’ reading as a periodic check to make sure you do any reading assigned outside of class. Students must respond to the prompt and turn in their writing in class on the spot. I grade these writings based upon whether or not the response addresses the prompt and to what depth the prompt is discusses. An average score for reading responses constitutes a portion of the final grade for the semester. Reading response grades are a √+ for responses that address and expand on the prompt, √ for responses which simply address the prompt, and a – for responses that indicate you did not do the reading, and yes I will be able to tell. Vocabulary Journal Check : Students will keep a regular “vocabulary Journal” consisting of words from the reading they find difficult, intriguing or challenging. The words are drawn from either the texts we are reading as a class, or books students are reading for pleasure. The journal is kept in a vocabulary section of their binder, and the words on this list are words of the students’ choice. Students must record the word, it definition, synonyms and antonyms as well as compose an example sentence. Vocabulary journals are checked weekly. Multi-genre Research Project: For Unit 1, students will complete a Multi-genre research paper. Students will select a topic based on a specific area of Society they wish to critique and compose multiple “genre-pieces” related to that topic and based upon research about that topic. The type of genre and target of each specific piece is up to them, though as a class we will write several specific genres in order to get them started on the project. The common pieces will include a poem, a 100 word count word photo, and a logo piece about their topic. Film Reading Papers: The Film Reading Paper is a 3 to 5 page essay requiring students to “read” the films we watch together as a class. By reading the film they must choose an aspect of the filmmaking, or select a particularly moving scene, and explain how the shot choice, camera angles and movement, lighting, set design, sound effects, and acting contribute to a specific theme, or the overall effectiveness of the film. Analytic Essay: For unit 2 students will compose an essay. The details of the assignment will be given when I assign it. This essay will constitute a major portion of the semester grade. It should always be double-spaced and use 12 point font. Students who plagiarize will receive no credit for the assignment and are subject to disciplinary action from the administration up to and including expulsion. Debate: For Unit 2, after outside research and analysis of one of the unit texts you will engage a fellow classmate in a debate on the effectiveness of social commentary through stylized fiction. The purpose of this debate is to determine whether or not the imbedded social commentary in the unit texts is as effective given the fantastic nature of the novels. This assignment will constitute a large portion of the semester grade. Final Tests: For each of the texts we read students will take a final test. The test average will be taken at the end of the semester for a portion of the final semester grade. Classroom Expectations: I expect every student to come to class prepared to work and discuss the material/assignment for the given day. I also expect students to treat each-other and me with respect and courtesy. Students who consistently come to class late or unprepared will lose participation credit, thereby will negatively affect their grade. I will not tolerate students who are disrespectful to fellow students or myself; therefore, any student who demonstrates consistently disrespectful behavior will be remanded to the administration for disciplinary action. | ||||||||||||||||||||||||||||||||
