528 Standard 1 Ex.

Lesson Title: Looking Through An Existential Lens Teacher Name: Jessica Kalny Subject: English Grade Level: 12th Time Required (days; time/day): 10 days total (days 1 and 2 are displayed below) Topic: Literature Essential Question: Is The Stranger an existential novel? Pre-requisites (Prior Knowledge): None required to begin reading this book other than to have a working knowledge of reading and writing. STAGE 1 - DESIRED RESULTS A. Content Area Standard(s): (include complete standard, not just standard #) B. Intended Learning Outcome Define what students will know and be able to do and at what level of mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading, Student will know… Student will be able to… 1. The definition of existentialism 1. View songs and novels through the lens of existentialism. 2. Background information about Albert 2. Understand how the life of an author affects Camus his work. 3. Background knowledge of The Stranger 3. Use this information to determine how Camus’ life impacted his texts. 4. The events of chapters 1 and 2 of The 4. Answer questions given to them from their Stranger study guide. 5. What a wiki is 5. How to find, use, and edit a wiki to update class information. STAGE 2 - ASSESSMENT EVIDENCE Students will demonstrate their learning/understanding in the following way(s): A. Teacher-Created Assessments: Pre-test: Final essay assignment from Post-test: Final essay assignment for The previous novel. Stranger. B. Performance Assessments: Bell work journals; class participation; study guide answers; essays C. Other Assessments (e.g., Peer, Self): n/a D. Assessment Adaptations: Students may type or handwrite things to be turned in except final drafts of essays. Attendance does not negatively impact participation unless student is absent longer then allowed by school guidelines. STAGE 3 - LEARNING PLAN A. Learning Activities 1. Instructional Strategies/Learning Activities: • Note-taking • Class discussion • Group work • Reading • Examples/models 2. Introducing the Lesson: Day 1: How does an author’s life affect his writing? Day 2: What is considered a “normal or typical” response when a person finds out that someone close to him has died?

3. Instructional Sequence: (representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.) Complete the following two columns, showing teacher activity in correspondence with student activity. Add/subtract rows as needed. Teacher activity (The teacher is doing….) Day 1: Taking Attendance Selecting participants/ listening to responses Selecting readers/ listening to information about Camus Giving an overview of the novel Posing the question: How does life influence text? Giving the definition of existentialism by typing it on the computer and having students copy it from the Promethean Board. Play the song “existentialism on Prom Night” by Straylight Run and put the lyrics up on the promethean board for the students to follow along with. Pose the Question: Is this song existential? Why or why not? Create class wiki (only open to the member of each individual class) Assign one group per day to edit the wiki to include the most up to date information. Day 1 closure question. HW read chapters 1and 2 of The Stranger. Day 2: Taking Attendance Selecting participants/ listening to responses Clarify last night’s reading Oversee group work

Student activity (The student is doing…) Day 1: Answering bell work question in journal Offering responses to bell work/listening to classmates responses Reading/following along with Camus handout Listening/taking notes Answering question – Think, pair, share Writing the word and definition Listening to song and following along with lyrics Answering question – Think, pair, share Watch, listen, and take notes on creating and editing the wiki. Writing down when their group will edit the wiki page and for which chapters. Verbally answer question. Do homework! Day 2: Answering bell work question in journal Offering responses to bell work/listening to classmates responses Ask questions about anything unclear in last night’s reading Work on study guide questions in groups from chapters 1 and 2 Verbally answer questions to verify answer and have their peers edit the wiki to include these answers for students to refer back to when they need to. Verbally answer the question. Do homework!

Put study guide questions up from the wiki on promethean board and invite a group up to log in to the wiki and put in the correct study guide answers Day 2 Closure: Why do we consider Meursault’s actions to be atypical? HW read chapters 3 and 4 of The Stranger. B. Adaptations to the Instructional Sequence to Differentiate: Heterogeneous groupings of students Choice boards for final assignment Tiered assignments Interest groups to be used with group assignments C. Discussion and Assessment of Learning: Learning what existentialism is will help to see

this novel through an existential lens. They practiced on a small scale with the song. They will answer questions to help them understand the text on a surface level before digging into the novel as existential. D. Closure: 1. Overall Closure Plans: Day 1: Can you think of another text you have read that could be classified as existential now that you know the definition of existential? Day 2: Why do we consider Meursault’s actions to be atypical? 2. Extensions for Early Finishers: Peer tutor with struggling student 3. Alternate strategies for struggling students or those who learn differently: Peer tutor with a student that has finished early E. Procedures: Everyday class procedures/routine: 1. Attendance/ bell work 2. Discussion of bell work 3. Discuss new information/ readings 4. Closure LESSON DEVELOPMENT RESOURCES A. Technology Tools and Materials: Promethean board with speakers Computer with CD playing capabilities Desks all facing in a way so everyone can see the promethean board A wiki site that isn’t blocked by the school B. Parent/Community Resources: n/a C. Contact Information: n/a Resources needed for lessons: Similar work sample using the play Hamlet instead of The Stranger, and on a different wiki platform: http://shakespeare.wikia.com/wiki/Hamlet_Study_Guide. Link to “Existentialism on Prom Night” Lyrics: http://www.azlyrics.com/lyrics/straylightrun/existentialismonpromnight.html. Link to listen to the song online: http://www.jango.com/music/Straylight+Run?l=0. Link to Albert Camus information that would be read in class: http://nobelprize.org/nobel_prizes/literature/laureates/1957/camus-bio.html. Google doc link to original study guide: http://docs.google.com/Doc?docid=0AUoCApW1YuzSZGZkZzIzcnpfMTJnZjh0Y3dkcw&hl=en.