Time Frame:

UNIT: human nature

Monday 1
Play Michael Jacksons Human Nature. Distribute lyrics. TPS: What is this song about? Introduction to the Units Essential Questions and Objectives. Introduce Anchor Activity: Students must keep a journal including five examples of human nature from the text or real life and their connections/explanations. At least three examples must be textual. Students fill out Prediction Paragraph Frame: I think we are going to study this because _____. Things I know about this topic are _____. Questions I have about this topic include _____. Distribute Cornell Notes template to be filled out during todays lecture. Lecture (PPT): Introduction to Natural Law. Definition Philosophical origins Aristotle bio Quickwrite: What are the main components of Natural Law? How do they explain human behavior? Homework: Read The Natural Law Tradition in Ethics (http://plato.stanford.edu/ entries/natural-lawethics/) and complete DEJ.

Four Weeks Grade Level: 12 AP Literature and Composition

Tuesday 2

Wednesday 3
Synthesis of DEJ. Students select the Most Valuable Point from their DEJs and share them with a partner. Students work with a partner to fill out Natural Law Vocabulary SelfAwareness Chart. Students will fill this out using their lecture and reading notes. Due Day 5 Students also have time to work on their Anchor Activity. Collect DEJs to check for article understanding and for completion credit. Homework: Read and annotate Letter Four from Letters to a Young Poet by Rainer Maria Rilke paying special attention to favorite quotes.

Thursday Humans want to learn. 4

Write on the board: Nearly everything that matter is a challenge, and everything matters. (PG 35) Think Aloud: Explain why I chose this quote, what I think the author means and connect it to Natural Law. Graphic Organizer: Students choose their favorite quote to place in the middle of the thought web. Other categories to be filled out: Why I chose this quote What I think the author meant when he wrote this Connections Natural Law Connection to human nature Homework: Students write their own Letter to a Young Freshman. Hand out grading rubric. Due Day 5

Friday Humans want to share information. 5

Think/Pair/Square: Students share their favorite paragraph from their letters. Together, groups write a statement summarizing main themes that appear in all pieces. Summary statement Sharing Whip. Quickwrite: How did writing this letter help you determine what important information to share about the human experience? Collect. Students work in pairs to update their Natural Law Vocabulary SelfAwareness Chart. Students turn in worksheet as an informal assessment and completion grade. Students also have time to work on their Anchor Activity.

Humans seek revenge. 6

Hand out Characterization Concept Map. While watching the Dexter clip students fill out the following categories: actions, thoughts, motivations and values about Dexter Morgan. Watch Dexter clip. TYPS: Compare notes. Students decide if they agree or disagree with statements by standing on one side of the classroom. Students debate the statements using examples from the clip. Dexter is in control of his actions. Dexters actions are just. Killing someone is always bad. Dexter is a good person. Dexter is human. Exit Slip: Students write a synthesis statement on the bottom of their Characterization Concept Maps. Collect. Mini lecture (PPT) on parables. Definition History Usage Purpose

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Entrance Slip: Can good people do bad things? Can bad people do good things? TPS. Distribute Cornell Notes template to be filled out during todays lecture.

Humans value progress. 8

Read Aloud: PG 28-29 which describes Kino making plans for the future Discussion: Why do people make plans for the future? Does making plans for the future make us feel better about the present? Distribute magazines. Students choose a few ads or features to visually represent their goals for the future. TPS: Share the item you chose and why you chose it. How does planning for this future impact your actions today? Exit Slip: Write down one question you have about The Pearl. Homework: Pearl reading PG 40-90. Fill out DEJ.

Humans are greedy. 9

Answer important, repeated questions from yesterdays Exit Slips. This pearl has become my soul, said Kino. If I give it up I shall lose my soul. (PG 67) Ba-Da-Bing writing exercise to make personal connections to greed. Have students free write on green paper. Prompt: Write creatively about a time you felt greed. Consider: Where your feet went What you last saw What you thought What you felt TPS. Discussion: Why did Kino feel greed over the pearl? Why do humans feel greed? Is greed always a negative emotion? Students have time to work on their Anchor Activity with any remaining time in class or tonight as homework.

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Hand out Characterization Concept Map. Students work in pairs to fill them out about Kino, Juana and the Doctor working with a different partner for each character. Categories again are actions, categories, motivations and values. Discussion: Share results in full group. Fill out a master copy of the Characterization Concept Map on the ELMO. Encourage students to update their individual copies. Exit Slip: Students write a synthesis statement summarizing the natures of each of the three main characters on the bottom of their Characterization Concept Maps. Collect.

Students work with a partner to fill out an Anticipation Guide about The Pearl. Inferences based on: Book cover Paragraphs on the back cover Genre (parable) Homework: Pearl reading PG 1-40. Fill out DEJ.

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Gradual Release of Responsibility: outlining for AP test timed writings. Read prompt Collect evidence Write thesis Access prior knowledge Prompt: Read the passage from The Pearl carefully. Then write a well-developed essay in which you analyze how literary devices help convey that authors complex attitude toward greed. I DO: Read prompt; decide what I need in order to answer it. Collect supporting evidence in the passage. WE DO: Read next paragraph together. Collect more evidence. YOU DO TOGETHER: Students writing a thesis statement with a partner. Homework (YOU DO): Building on class discussion, students make a list of prior knowledge they could use in their essays. Examples: natural law, parable definition. Due Day 12. Collect homework. Distribute Cornell Notes template to be filled out during todays lecture.

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Discussion. Each discussion question will start with a Read Aloud from Siddhartha. Students will then write their thoughts and have full group sharing. Why is Siddhartha dissatisfied with his life? Discuss this quote: One must find the source within ones own Self, one must possess it. Why does Siddhartha need to leave home to find what hes looking for? Any other questions? Students work with a partner to fill out Buddhism Vocabulary SelfAwareness Chart. Students will fill this out using their lecture and reading notes. Students have time to work on their Anchor Activity with any remaining time in class or tonight as homework. Homework: Siddhartha reading PG 25-43. Fill out DEJ.

Humans search for meaning. 14

Read Aloud about the description of the Self on PG 38. Hand out large sheets of white paper and markers. Students make a graphic organizer answering one of the following questions. Share out to full group. In the end, why doesnt Siddhartha follow the Buddha? Does this fact suggest that the Buddhas teachings are wrong? What is the relationship between knowledge and spirituality? Discuss this quote: Meaning and reality were not hidden somewhere behind things, they were in them, in all of them. What is the awakening or realization in this chapter? How does Siddhartha relate to the world differently in this chapter? Homework: Siddhartha reading PG 43-77. Fill out DEJ.

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Carousal Walk Discussion. Hand out large sheets of white paper and markers. In groups, students rotate around the room answering different questions in different colors of marker. Students then walk around the posters and read all the responses. Questions include: How has Siddharthas relationship to nature changed? Explain how everyone are children What is the inner voice? Is Siddhartha a good businessman? Why or why not? What is love according to Siddhartha? Homework: Siddhartha reading PG 77-103. Fill out DEJ.

Lecture (PPT): Introduction to Buddhism. History Philosophy The Buddha Introduce Performance Summative Assessment (AP essay test outline) students will be working toward throughout the unit. Prompt: Carefully read the following excerpt from the novel Siddhartha by Hermann Hesse. Then write a well-organized essay in which you analyze the development of Siddharthas character navigating the human experience. In your analysis, you may wish to consider such literary elements as selection of detail, figurative language, and tone. Homework: Siddhartha reading PG 1-25. Fill out DEJ.

Humans seek enlightenment 16

Read Aloud discussing the meaning of Om PG 89-90. Discrepant Event: Meditation. Dim lights, light candles. Play guided Buddhist meditation for students to participate in. Quickwrite: Why is meditation important in the Buddhist faith? How did this experience help you better understand Siddharthas meditation in the book? Students work in pairs to update their Buddhism Vocabulary Self-Awareness Chart. Due Day 17. Homework: Siddhartha reading PG 103-132. Fill out DEJ. Rough draft of Performance Summative Assessment Due Day 18.

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Read Prince Siddhartha: The Story of Buddha by Jonathon Landlaw. Students work with a partner to fill out a Ven Diagram comparing and contrasting Hesses Siddhartha to the historical Buddha. Students write three statements explaining either the theme or universal truth of the book. Full group sharing. Students work in pairs to update their Natural Law Vocabulary SelfAwareness Chart. Students turn in worksheet as an informal assessment and completion grade. Homework: Begin work on Performance Summative Assessment due Day 20.

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Collect rough drafts of Performance Summative Assessment. Hand out Characterization Concept Map. Students work in pairs to fill them out about Siddhartha, Govinda working with a different partner for each character. Categories again are actions, categories, motivations and values. Discussion: Share results in full group. Fill out a master copy of the Characterization Concept Map on the ELMO. Encourage students to update their individual copies. Exit Slip: Students write a synthesis statement summarizing the natures of each of the three main characters on the bottom of their Characterization Concept Maps. Collect. Homework: Final drafts of Performance Summative Assessment and Anchor Activity are Day 20. Work Day

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Collect Performance Summative Assessment and Anchor Activity.

20

Students have the choice to work on: Performance Summative Assessment Anchor Activity While students are working, I will conduct individual conferences with students about their outline rough drafts. Homework: Final drafts of Performance Summative Assessment and Anchor Activity are due tomorrow.

Practice AP Literature and Composition writing test. Prompt: Choose a novel or short story in which a character shows moral ambiguity. Then write a well-organized essay in which you analyze how the characters actions and moral reflect the authors beliefs on the nature of human behavior and illuminate the meaning of the work as a whole.

Works Cited AP Essay Prompts http://apcentral.collegeboard.com/apc/public/repository/ap_2012_frq_eng_lit.pdf

Siddhartha Discussion Questions http://www.utexas.edu/cola/insts/southasia/_files/pdf/outreach/Javitch.pdf