Day Seven

Theme:

Freedom Through Literature

Objectives:

Students will engage in small group discussions concerning Goldstein's book of freedom. The objective is for the students to discover their own topics for discussion in small groups and to connect the themes that they discover with other groups when we convene as a whole. We will also introduce essay requirements for the composition assignment due the following Thursday. Topics will be chosen by the students, approved by the teachers.

Rationale:

By working together students will learn from one another rather than through lecture or explanation dominated by the teacher. The concepts in Goldstein's book are complex and difficult, but through small group discussion, students will have the opportunity to think about and discuss these issues rather than just listen to them. Therefore, concepts will become more solidified and personal after the class reconvenes. In terms of the essay due next week, it is important to give students freedom of choice in choosing a topic because they will be more inclined to write a cohesive essay rather than a forced, unenlightened paper. By giving the students advanced notice we are hoping that they will use this opportunity to contribute the essay to the web page.

Materials:

1984 pages 148-185
Notes pertaining to explanation of essay

Lesson:

We will begin by asking the students if they have any questions regarding yesterday's discussion or last night's reading. We will write these questions on the board to create a mind map of the class ideas and problematic issues. Students will then be divided into groups of 4-5 people. Half of these groups will be asked to examine chapter one in Goldstein's book, entitled "Ignorance is Strength." The other half of the groups will examine chapter three which is entitled, "War is Peace." Issues that we anticipate to arise could include class structure, communism, modern warfare, technological progress, authoritarian thought, and surveillance. We will reconvene in a large group for the remainder of the class, and discuss possible answers to the questions on the board, using themes that were discussed in small groups. At the close of class we will introduce the requirements for the reflective essay pertaining to the readings. As students are leaving class, they will be told what literature circle group they are assigned to and their role for the next day.

Assessment:

Students will be assessed on the relevance of questions raised and on their ability to formulate responses to these questions on their own. The students' comprehension of the class created mind map will also be assessed through further questions on days that follow.

Assignment:

Read pages 186-215. Also read excerpts from Hard-Boiled Wonderland and the End of the World to be used for literature circles discussion. Complete literature circle sheet for class.

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