Randy+Pomeroy

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** “I’m really not such a bad guy once you get to know me.” ** By Randy Pomeroy For 11th & 12th Grade English / Literature Time twenty-five (25) fifty (50) minute classes


 * Unit Overview **

We will examine the themes of ‘evil’ and ‘loyalty’, using ‘The Tell-Tale Heart’ as our gateway text and ‘Macbeth’ as our primary text. As a class we will look at what theme is, and then use a thematic approach to model and examine ‘evil’ utilizing ‘The Tell-Tale Heart’. Students then, individually and in small groups, will examine the theme of loyalty in ‘Macbeth’. Students can look at different theme with explicit permission. Students will select multi-genre literature as gateway texts and write both responses and original pieces in multi-genres. This not only gives us an opportunity to examine and write about our theme but to explore both fiction and non-fiction in short form, gaining exposure to all types of form, substance and style of writing. We will develop a knowledge and appreciation of Shakespeare.

====//Why Theme?// Theme is a unifying or dominant idea, motif, etc., as in a work of art. (Dictionary.com). A thematic approach helps us to understand what a work of art has to say. Themes explore and/or attempt to explain life or some aspect of life. Themes are life lessons. They assist us in understanding our world and our places in it. ====
 * Theory to Practice **

// Why Shakespeare? // Shakespeare never grows old. He continues to inspire each new generation. That’s one of the reasons why he is so much fun to teach, and also why he holds such a high place in classic literature. But is that enough reason to study him? Actually, there are…very important reasons to study Shakespeare. They are: an enlightened literary appreciation...and an enriched cultural literacy. Lund, Norman J. Ph.D. June 11, 2005. http://www.oxfordtutorials.com/why_study_shakespeare.htm

// Why ‘The Tell-Tale Heart”? // It is admired as an excellent example of how a short story can produce an effect on the reader. Poe believed that all good literature must create a unity of effect on the reader and this effect must reveal truth or evoke emotions. "The Tell-Tale Heart" exemplifies Poe's ability to expose the dark side of humankind and is a harbinger of novels and films dealing with psychological realism. http://www.bookrags.com/studyguide-telltaleheart/intro.html


 * Student Objectives **

1 Reinforce what theme is, how to identify it, and how to apply it to our own lives. 2 Read at least 3 different types of genres. 3 Write in at least 3 different genres. 4 Demonstrate an understanding of Shakespeare including who, what, where, when and why(s). 5 Demonstrate an understanding of the themes of evil and loyalty and their relevance in our daily lives.


 * Michigan Content Expectations **
 * While we may address every content expectation in English, we will primarily work in **

CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect)

CE 2.2.1 Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view)

CE 3.1.4 Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.

Instructional Plan Overview
text of Macbeth for every student pdf of Macbeth available audio performance of ‘Macbeth’ text of ‘The Tell-Tale Heart’ for each student pdf of ‘The Tell-Tale Heart’ available audio performance of ‘The Tell-Tale Heart’ YouTube clip of James Mason narrating an animation of ‘The Tell-Tale Heart” YouTube clip of the Alan Parsons Project song ‘The Tell-Tale Heart’ copy of the lyrics of Alan Parsons Project song ‘The Tell-Tale Heart’ dvd or YouTube clip of ‘Animated Shakespeare’ ‘Macbeth’ dvd of ‘The Reduced Shakespeare Company - The Complete Works of William Shakespeare (Abridged) (2000)’. dvd of ‘Throne of Blood’ dvd of ‘Macbeth’ (Polanski version) (optional) dvd of ‘Macbeth’ (Welles version) (optional) dvd of ‘Macbeth’ (BBC version) (optional) dvd of ‘Macbeth’ (McKellan version) (optional)
 * Resources **

**Calendar ** // Week 1 //

Day 1 Bell Work – What is Evil? Small groups – What is Loyalty? Whole class discussion of ‘What is Theme?’ Whole class discussion of the themes of Evil and Loyalty Exit slip – Where are your greatest loyalties?

Day 2 Bell Work – Could loyalty ever cause you to commit evil? Watch Alan Parsons Project clip Analyze the lyrics of the song (see attached Pre-Writing Activity) Watch the animated clip of James Mason narrating ‘The Tell-Tale Heart’ Display text of ‘The Tell-Tale Heart’ while listening to an audio performance Exit slip – any comments or suggestions on today’s materials?

Day 3 post list of multigenres Internet time to find three different multigenre pieces on evil Turn in or post a brief description of each selection

Day 4 Compose a piece in any genre either responding to or an original composition based on internet items on evil.

Day 5 Short time to finish compositionPeer review in small groups.* (form attached at end – ‘Peer Response’)1 selection from each group ‘published’ to class

//Week 2//

Day 6 Bell Work – Does Evil Truly Exist?Class discussion on topic Class discussion on Shakespeare – What do they think they know?Start video of ‘Reduced Shakespeare’

Day 7 Continue video of ‘Reduced Shakespeare’

Day 8 Finish video of ‘Reduced Shakespeare’ Write a reaction to ‘Reduced Shakespeare’ Watch ‘Animated Shakespeare – Macbeth’

Day 9 Internet research – looking for multi-genre pieces on loyalty Write or post a short review of each selected piece

Day 10 Watch clip of ‘Witches’ (scene from Macbeth) Write on ‘Witches’ Vocab exercise, historical background info

//Week 3//

Day 11 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

Day 12 Watch clip of Lady Macbeth sleeping walking and wringing hands Write on Lady Macbeth Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

Day 13 Write an original piece or response to one of the self-selected multigenre pieces on loyalty.Peer review.

Day 14 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

Day 15 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

//Week 4//

Day 16 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

Day 17 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

Day 18 Write a multigenre piece comparing/contrasting (etc) earlier student generated piece on evil and ‘Macbeth’

Day 19 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

Day 20 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern.)

//Week 5//

Day 21 Listen to audio performance of Macbeth while text is displayed &/or students follow along in their text. (Group discussion as necessary, prompted by student concern

Day 22 Break into groups by ‘loyalty’ theme (if possible) and begin working on final assessment

Day 23 continuation of Day 22Assign student reflection to be turned in Friday (Homework)

Day 24 performances begin

Day 25 performances continuedDiscussion wrap-up

//Extra credit// Give them an opportunity(s) to view ‘Throne of Blood’ and write a 1+ page multigenre piece for 5% extra credit.


 * The attached grammar mini-lesson is to be taught sometime during this 5-week unit, the flexibility is so that it will be utilized on a ‘slow’ day.