Post on 07-Jan-2016
description
The Literature Behind England’s Industrial RevolutionFeaturing:Hard Times by Charles Dickensand selections by poets from the Romantic period
Unit SummaryNew advancements in technology brought forth new ideas regarding human nature as expressed through the arts. This unit will attempt to demonstrate how a movement in literature reflects and comments on a particular era. Students will analyze universal themes within selections of Romantic Poetry and Dickens’ novel, Hard Times, to develop critical thinking skills. In the final project, students will be asked to observe the world around them, and illustrate how technology has affected their modern world.
Objectives
Students will make connections between the text and their lives. Students will develop critical thinking skills by deeply analyzing
the text. Students will analyze the importance of symbolic images in
literature, and how they relate to a theme. Students will demonstrate their ability to work effectively in groups
by compiling theme strands and creating theme statements for each.
Students will develop an argument using symbolic images to support a theme statement.
Students will collaborate in a group without direct oversight to demonstrate a working knowledge of technology through Powerpoint, web browsing, and digital photography.
Students will understand the impact of the Industrial Revolution. Students will be exposed to the ideas behind the Romantic
Movement.
How can technology lead a revolution?
Essential Question:
Unit Questions:How did the Industrial Revolution affect England?
What was the idea behind the Romantic movement?
Content Questions:Why do the workers want to unionize in Hard Times?
Who are “the hands” in Dickens’ novel, Hard Times?
Gauging students’ needsK-W-L Chart: Students will fill out a chart with information about the Industrial Revolution. The “Know”
section will be done independently. The “Wonder” section will be done in small groups to promote discussion and brainstorming. Both the “Wonder” and “Learn” sections will be filled out as the unit progresses. The teacher will collect this chart to observe what the students already know. This chart will be returned to the student for use throughout the unit.
Encouraging Self-Direction and CollaborationDiscussion: At various times throughout the unit, there will be a discussion with the class to monitor
progress. This is an opportunity to ask questions and make suggestions regarding the project.
Monitoring ProgressConferences: The teacher will meet with each group in order to observe the progress. Students will have the
option of meeting privately with the teacher to discuss any issues affecting the group.
Checking for Understanding and Encouraging MetacognitionTheme Essay: A two-page paper will be required consisting of a developed argument from a selection of
prompts, or from a student’s own ideas.
Demonstrating Understanding and SkillProject Presentation: Students will demonstrate their ability to work together by creating a multimedia
presentation reflecting on the Question: “How can technology lead a revolution?”
Assessments
Adobe Acrobat 7.0 Document
K-W-L Chart
Project Description
Students will work together in small groups to observe how technology hasImproved the quality of living, or has replaced humans altogether. Take a side- for technological advances or against them. Using a digital camera, capture twelve images that represent your side. Create a PowerPoint Presentation that comments on how technology has affected our world. Include captions explaining your images. Be creative, be artistic!
Why Projects?
Project-based learning is neither a diversion, nor will it neglect our high standards of teaching.
Projects are an alternative to the more formal style of education (lectures, memorizing facts, comprehensive exams).
The carefully planned projects will ensure the coverage of the California state standards
Includes ongoing assessments to gage a student’s progress.
Engage students with a different approach to the subject Enhance their experience of literatureHelp develop critical thinking skillsTeach students to collaborate
Projects:
English-Language Arts Content Standards for California Public Schools
3.0 Literary Response and Analysis3.2 Analyze the way in which the theme or meaning of a selection represents
a view or comment on life, using textual evidence to support the claim.3.7 Analyze recognized works of world literature from a variety of authors: b. Relate literary works and authors to the major themes and issues of
their eras.
1.0 Writing Strategies1.3 Structure ideas and arguments in a sustained, persuasive, and
sophisticated way and support them with precise and relevant examples.1.6 Develop presentations by using clear research questions and creative
and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).
Image Sources:
https://ir-newspaper.wikispaces.com/file/view/300_18445.jpg/43370021
http://formaementis.files.wordpress.com/2008/05/hughestown2.jpg
http://www.csudh.edu/actech/images/laptop2.gif
http://automotivehistoryonline.com/rouge%20plant%201930.jpg
http://www.candrugstore.com/blog/uploaded_images/texting-706480.jpg
http://www.boeing.com/defense-space/space/gps/images/GPSIIF_DVD-1111-1_375x300.jpg
http://farm1.static.flickr.com/131/353753314_41c1dab493.jpg
http://www.onetipaday.com/wp-content/gallery/hd-nature-wallpapers/HD%20Nature%20Wallpaper%2010.jpg
http://www.americansolvent.com/wp-content/uploads/2009/07/industrial_revolution.jpg
http://theformofmoney.blogharbor.com/IndustrialRevolutionWorkers.jpg
http://www.ymca.org.au/about/PublishingImages/24%20-%20child%20labor.jpg
http://www.conversionrater.com/wp-content/uploads/2008/02/terminator.jpg
http://www.smarts.nl/BouncingLight/images/20071204221332_indrevbl2.jpg
Presentation by Eric Zamora