Lesson Plan 2

Rachel Lorenzo

11/4/11
LAE 4530.001
Tara Payor & Nina Graham

Censorship and Intro to Fahrenheit 451, Philosophical Chairs

Sunshine State Standards:

LA.910.5.2.3

LA.910.6.2.1

LA.910.6.2.4

                                                                                                                                               

Objectives:

Students will be able to make text to world to self connections

Students will be able to make predictions about the text based on the discussion

Students will be able to discuss varying view points on a controversial topic

Students will be able to form decisions about their stance on a controversial topic

Directions:

·         Bellwork: (Projected) A controversial comic will be displayed showing a woman in a bikini and another in a hijab and jilbaab.

Have students answer the question underneath the comic: “Answer for both women why she thinks the other lives in a male-dominated culture. Answer appropriately and be respectful of others’ beliefs and freedoms. (2-3 sentences)”

·         Have a couple volunteers share their answer and viewpoints.

·         Ask what makes the comic controversial, how controversies divide or unite people.       (5-10 min.)

·         Begin passing out post-it notes, directing students to write their names and their position on whether censorship is necessary or conducive to society. Agreed means yes, disagree means under no circumstances, and neutral means the student is not sure.

(Topic and meaning of positions to be projected along with rules)

·         Make sure the rules are gone over and students understand:

o   Wait for the mediator to call on you before you speak.  Only one person can speak at a time.

o   If you have just spoken for your side, you must wait until two other people on your side speak before you can speak again.

o   Keep an open mind and move to the other side or the neutral section if you feel that someone made a good argument or your opinion is swayed.

o   Listen carefully while others are speaking and try to understand their arguments even if you don’t agree.

·         Collect post-its and direct students to where they will be seated. Have them get up and move as you collect.

·         Begin by asking the “agree” section why they think or under what circumstances books should be banned. Monitor and guide the discussion as it progresses.

Assessment:

            Assessment will be based on participation including the bellwork.

ESOL/ESE Modifications:

            While the rest of the class is working on bellwork, quietly ask students what they think about the comic. Talk to them about the controversial topic and have them tell you their stance ahead of time.

HT Evaluation - Click to enlarge