Evil and Damned? Wrapping up Anthem with Analysis of Author's Purpose and Theme (Day 6)
Lesson 6 of 7
Objective: SWBAT determine the author's purpose and theme as it has developed over the course of the text by using details from a chart and vocab words to develop appropriate theme statements
Do Now: Reading Anthem
For the "Do Now" today, I am having my students read chapters 9-12 (if they have not already read them for homework). I am giving in-class reading time because my students have not been able to take our class set of books home. Even though I have provided a way for students to read online through Curriculet.com, an interactive site on which they can read and answer text-dependent questions, some students like to read with a hard copy of the book. Students that finish this book early know that they can always read their self-selected reading books. I have a classroom library from which they can borrow books as well. During this time, I can either check in with students about new books to read OR I can check in with students that have not been completing their at-home reading on Curriculet. See the reflection in this lesson for an explanation of how Curriculet helps me identify students that are not reading.
Today we complete the last two entries on the Anthem chart (evil and damned). In order to complete the chart, my students will need to define the terms using a dictionary (CCSS.ELA-Literacy.L.9-10.4.c) or by developing their own definitions and find examples from the text. Finally, they will explain why these examples (acts) from the middle column of the chart are condemned in Anthem and explain whether they think these acts should be condemned in the third column. I will allow my students to work together to find evidence (CCSS.ELA-Literacy.RL.9-10.1) for the middle column of the chart, but they will work independently to answer the third column.
I am having students partner today with the hopes that they will be able to quickly find and discuss several examples for each of the final two terms. These two terms, evil and damned are important because they speak to the ideals of the society as well as the conflicts of the characters (CCSS.ELA-Literacy.RL.9-10.3) in the story. They also serve as potential ideas that can be included in a statement of the theme of the text later in this lesson. Check out a sample of evil and damned from this part of the lesson.
In this segment of the lesson, I will ask my students to think about why Ayn Rand wrote this text. I will allow them to use the back of the book, the introduction, or their smartphones to see if they can figure out the author's main purpose for writing the book. I will encourage my students to think about how Ayn Rand's background may have contributed her creation of the novel (CCSS.ELA-Literacy.RL.9-10.6). Although Ayn Rand eventually moved to the United States, the novel is based on her experiences in Russia.
I'll give my students 10 minutes to do a little focused research (CCSS.ELA-Literacy.W.9-10.7).
After we discuss their findings, I will ask my students to use what they discovered about the author's purpose to work with a partner to develop a theme statement for Anthem (CCSS.ELA-Literacy.RL.9-10.2) and (CCSS.ELA-Literacy.W.9-10.10). I will tell them that they can use some of the ideas that we have been discussing as we have been reading to develop their theme statements:
All year, we have been focusing on developing theme statements. A theme statement is a statement that provides the author's message about life or human nature.
Sample theme statement: Establishing individualism may lead to independence and control over one's destiny.
On the last assessment, their theme statements were much better, but I think the extra practice with a partner will be useful before the final assessment at the end of the year.
For homework today, I will remind my students that they will need to have completed all of the questions and quizzes on Curriculet.com by the next class session. We will have a face to face test on the novel as well, so the online homework will prepare students for the end of unit test. I am going over the homework before the closure to make sure that all students are still focused and listening. To students, closure means the lesson is over, so I am trying to avoid having students tell me that they didn't hear the homework.
To close out this lesson, I will have students share (CCSS.ELA-Literacy.SL.9-10.1.a) their theme statements. As they share, I will have the class weigh in on whether they think the theme statement is appropriate for the novel (CCSS.ELA-Literacy.SL.9-10.1.c). I am having them do this because there are at least three questions on the final Anthem test about theme statements, and I want them to recognize several potential themes (CCSS.ELA-Literacy.RL.9-10.2) when they hear them.
Today, I have set up time for students to go to the media center to check out a fiction book for the SSR_Book_Jacket_Project explained in this lesson. I will be giving them time to read in class each day to make sure they have read their books by 5/2/14. It is appropriate that they select a fiction or narrative non-fiction text because our last project was non-fiction, and I want them to read a range of both (CCSS.ELA-Literacy.RL.9-10.10) and (CCSS.ELA-Literacy.RI.9-10.10).
During our visit to the media center, the media specialist usually does an excellent job of steering students toward new arrivals and interesting texts. I also take a look at the texts they select to make sure they are challenging themselves. Most of the choice is up to them, so I encourage them to choose something that they will enjoy reading.
Some book selections were:
The Fault in Our Stars by John Green
Divergent by Veronica Roth
Into the Wild by John Krakauer
Ranger's Apprentice by John Flanagan
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