Short Stories!
1. Short Stories - They are an often forgotten, but powerful type of fiction. Short and sweet!
-Explain story behind “Baby Shoes," a famous Ernest Hemingway Short Story.
-Some other writers made a bet with Hemingway at a restaurant in the 1930s that he could not write a powerful story in 6 words.
-They all bet him $10
-He scrawled it on a napkin and passed it around. They agreed and he won.
Baby Shoes was the short story. Here it is:
For Sale: Baby Shoes, never worn.
Think about the meaning of the short story. The sense of loss, the sense of wonder. What does it mean? What does it make you think of? See how powerful words can be.
-Explain story behind “Baby Shoes," a famous Ernest Hemingway Short Story.
-Some other writers made a bet with Hemingway at a restaurant in the 1930s that he could not write a powerful story in 6 words.
-They all bet him $10
-He scrawled it on a napkin and passed it around. They agreed and he won.
Baby Shoes was the short story. Here it is:
For Sale: Baby Shoes, never worn.
Think about the meaning of the short story. The sense of loss, the sense of wonder. What does it mean? What does it make you think of? See how powerful words can be.
Lesson: Introduction to Short Stories - Stories Have Multiple Layers.
Goal: Introduce short stories
1. 20 minutes of reading our Class Novel.
2. Why do human being love short stories? Think about sitting around a camp fire and telling tales. We are hard wired to enjoy narratives.
Mr. Fitton will explain how some stories are just to be enjoyed. The class will watch"Gopher Broke"; however, most of the stories we read here, I will be asking you to look at them on three levels.
https://www.youtube.com/watch?v=Iw-W1K68Sd4
1. 20 minutes of reading our Class Novel.
2. Why do human being love short stories? Think about sitting around a camp fire and telling tales. We are hard wired to enjoy narratives.
Mr. Fitton will explain how some stories are just to be enjoyed. The class will watch"Gopher Broke"; however, most of the stories we read here, I will be asking you to look at them on three levels.
https://www.youtube.com/watch?v=Iw-W1K68Sd4
3. We will examine how there are several layers to most stories. Throughout this Short Story unit and later units on Media Analysis, we will look at the difference between Literal, Inferential and Critical facets of a story.
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines
6. Look at the axe commercials or any beer commercial, what are the three layers? Let's try out our newfound skill with a couple of examples. As a class, let's discuss a few commercials using the three new terms we've learned.
http://www.youtube.com/watch?v=I9tWZB7OUSU&feature=related
http://www.youtube.com/watch?v=rBRw2P9Ez_s&feature=related
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines
6. Look at the axe commercials or any beer commercial, what are the three layers? Let's try out our newfound skill with a couple of examples. As a class, let's discuss a few commercials using the three new terms we've learned.
http://www.youtube.com/watch?v=I9tWZB7OUSU&feature=related
http://www.youtube.com/watch?v=rBRw2P9Ez_s&feature=related
Lesson: Short Stories Terms to Know. |
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1. Continue our introduction to Short Stories
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
-Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
3. Students will receive a short story terms sheet and need to fill out or diagram the terms that are examinable.
4. As a class, we will watch a modern short story in Video form. We will examine an episode of "Modern Family" and pick out the terms that students will eventually have to find on their final exam. Also, the goal is to become more critically reflective as students.
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
-Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
3. Students will receive a short story terms sheet and need to fill out or diagram the terms that are examinable.
4. As a class, we will watch a modern short story in Video form. We will examine an episode of "Modern Family" and pick out the terms that students will eventually have to find on their final exam. Also, the goal is to become more critically reflective as students.
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Lesson: Read our First Short Story "Quitter's Inc" by Stephen King
1. How people here are smokers or ex-smokers. Explain that today we are going to read a story about quitting smoking called “Quitter’s Inc” by Stephen King” Why do they think that people start smoking? Discuss their answer with a partner, then the class.
2. Share argument from Tipping point on why teens smoke
( http://articles.baltimoresun.com/2000-05-02/features/0005020173_1_smoking-teens-gladwell )
3. Discussion: Why do you think that people become addicted to drugs? How can they be cured? Share their answers.
4. Ask them if they have ever heard of the phrase “the ends justify the means”
-comes from Niccolo Machiavelli (show picture)
- In some applications at least, this argument is related to the question of serving the greater good in which the means is detrimental to an individual or a small (i.e., minority) group while appearing to benefit the majority or the vaguely defined society. For example, faced with a bomb hidden in a metropolitan area, it could be considered morally justifiable to torture the person who knows where it is (assuming that under torture he would truthfully reveal information which saved the citizens). Given the belief that torture is wrong, one could consider it moral to commit that wrong in the interests of saving thousands of lives.
-Most religions do not endorse the philosophy. For example, the golden rule, held by Jesus, and the Hindu doctrine of karma, would both discourage actions based on this philosophy.
2. Share argument from Tipping point on why teens smoke
( http://articles.baltimoresun.com/2000-05-02/features/0005020173_1_smoking-teens-gladwell )
3. Discussion: Why do you think that people become addicted to drugs? How can they be cured? Share their answers.
4. Ask them if they have ever heard of the phrase “the ends justify the means”
-comes from Niccolo Machiavelli (show picture)
- In some applications at least, this argument is related to the question of serving the greater good in which the means is detrimental to an individual or a small (i.e., minority) group while appearing to benefit the majority or the vaguely defined society. For example, faced with a bomb hidden in a metropolitan area, it could be considered morally justifiable to torture the person who knows where it is (assuming that under torture he would truthfully reveal information which saved the citizens). Given the belief that torture is wrong, one could consider it moral to commit that wrong in the interests of saving thousands of lives.
-Most religions do not endorse the philosophy. For example, the golden rule, held by Jesus, and the Hindu doctrine of karma, would both discourage actions based on this philosophy.
5. We are going to read a story about this today and I want to see where you lie in your beliefs. Read the survey and circle agree or disagree depending on your view of the question. On the back of the sheet, write 3-5 sentences on a case (on the sheet or your own) where you believe the end does justify the mean and why you believe that. You may also disagree with the question as long as you provide evidence on why.
6. Ask for volunteers
7. Title prediction and begin reading story
6. Ask for volunteers
7. Title prediction and begin reading story
quitters_inc_anticipation_guide_moral_compass_activity_and_pictures.doc | |
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Lesson: Quitters Inc Continued
1. 15 minutes of reading
2. Read through questions I want them to answer from the question sheet.
3. Begin reading. Stop at end of page 210.
4. Ask them what they know about addiction. Can anyone share some of the symptoms? Talk about the different kinds of addiction (cigarettes, alcohol etc.) (show overhead on Nicotine addiction) Attached to the document above.
5. Do students know of any horrible incidences from popular culture about drug overdoses (celebrities like Cory Monteith and Michael Jackson).
6. Continue reading, stop and discuss points noted on Master copy of story.
Define pragmatist: Realistic and with an action-oriented approach
7. Before beginning next day of reading, we viewed a toilet scene from a film called Trainspotting. The scene captures how far addicts will go for their drugs. Explain that he put drugs in his body and cannot get them out, must take a suppository to “get rid” of them.
8. Give time to answer questions.
9. Discuss answers as a class.
10. Show Quitter’s Inc Movie
2. Read through questions I want them to answer from the question sheet.
3. Begin reading. Stop at end of page 210.
4. Ask them what they know about addiction. Can anyone share some of the symptoms? Talk about the different kinds of addiction (cigarettes, alcohol etc.) (show overhead on Nicotine addiction) Attached to the document above.
5. Do students know of any horrible incidences from popular culture about drug overdoses (celebrities like Cory Monteith and Michael Jackson).
6. Continue reading, stop and discuss points noted on Master copy of story.
Define pragmatist: Realistic and with an action-oriented approach
7. Before beginning next day of reading, we viewed a toilet scene from a film called Trainspotting. The scene captures how far addicts will go for their drugs. Explain that he put drugs in his body and cannot get them out, must take a suppository to “get rid” of them.
8. Give time to answer questions.
9. Discuss answers as a class.
10. Show Quitter’s Inc Movie
Lesson: Gentlemen, Your Verdict.
1. 10 minutes of reading the Class novel.
2. Ask the class how much do you think a human life it worth? AND Why do you think that dollar amount? (dollar amount). As a class we will do a three minute free write on a scrap of paper and then share out as a group.
3. We will read an article on the EPA’s (Environmental Protection Agency of the Uniter States) value on human life (1 per pair) and discuss. Students need to:
A. Highlight the main idea in one colour
B. Highlight a personal bias (opinion) in another
C. Highlight three agencies that have determined the value of life
D. Underline one political disadvantage to putting a value on human life.
See copy of the article below:
2. Ask the class how much do you think a human life it worth? AND Why do you think that dollar amount? (dollar amount). As a class we will do a three minute free write on a scrap of paper and then share out as a group.
3. We will read an article on the EPA’s (Environmental Protection Agency of the Uniter States) value on human life (1 per pair) and discuss. Students need to:
A. Highlight the main idea in one colour
B. Highlight a personal bias (opinion) in another
C. Highlight three agencies that have determined the value of life
D. Underline one political disadvantage to putting a value on human life.
See copy of the article below:
the_epa_value_of_human_life_copy.doc | |
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4. Show Batman clip of the convicts on the ferry discuss the difference between economic value and ethical value of life (2hrs in then skip to 2:10 if you have the video. Youtube version is below).
What is the director asking us to do in the movie? He is asking us to be on the boat and make the choice, we squirm in the audience because we don’t want to make the choice, we want someone else to make it for us. Also, there is a third choice, neither boat do anything and do the right thing rather than death being on your conscience.
https://www.youtube.com/watch?v=TmUWRJInwhk
Could anyone in class push the button?
What is the director asking us to do in the movie? He is asking us to be on the boat and make the choice, we squirm in the audience because we don’t want to make the choice, we want someone else to make it for us. Also, there is a third choice, neither boat do anything and do the right thing rather than death being on your conscience.
https://www.youtube.com/watch?v=TmUWRJInwhk
Could anyone in class push the button?
5. However, today, you have to make a choice. Handout “Who should survive.” Get students to break into 5 equal groups. They must write on chart paper who is going to live and why and who is going to die and why.
-There is a "Lifeboat" activity photocopied on a piece of paper. Students must not write on them, as Mr. Fitton wishes to use them again next year.
6. Students will present their answers to the class on a whiteboard. Who should live and why?
-There is a "Lifeboat" activity photocopied on a piece of paper. Students must not write on them, as Mr. Fitton wishes to use them again next year.
6. Students will present their answers to the class on a whiteboard. Who should live and why?
7. Get students to look at the story and make a prediction based on the title of the story and the picture of the sailors. What do they notice about the “men” in the picture? Why do you suppose that picture was used?
8. Read the story "Gentlemen, Your Verdict Please" with the class re-designed to look like a court room. 9. Free write: would you find the Captain Guilty? Why or why not? |
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After "Gentlemen, Your Verdict" We did a mini-unit on Morals and Ethics. Then onto our next Short Story "Eli" by Vincent Lam.
1. Read Class Novel.
2. Define Morality:
a. A code of conduct put forward by society or some other group, such as a religion.
B. A code of conduct that, given specified conditions, would be put forward by rational persons.
C. The differentiation of intentions, decisions, and actions between those that are good (or right) and those that are bad (or wrong)
3. Free-write: Generally speaking, are you a moral person? Have you ever committed an immoral act? Discuss as a class. Use as a springboard to understand the topics from the novel.
4. In groups: Discuss and write answers to the following:
a. List 5 acts that would be universally considered immoral
b. What is the different between immoral and unethical?
c. Do different people or occupations in society have a greater responsibility to the be moral than others?
d. What conditions cause moral people to make immoral decisions?
5. Discuss as a class
6. Introduce the RCMP Incident Management Model and explain how it would work (in a perfect society). Do you think that this is a good model to be trained with? Explain how knowledge of how police should act with force will help us have a better understanding of the short story that we will be examining.
- See the following link for the graphic. It explains when police can use a specific level of force.
http://www.rcmp-grc.gc.ca/ccaps-spcca/cew-ai/imim-migi-eng.htm#imim
2. Define Morality:
a. A code of conduct put forward by society or some other group, such as a religion.
B. A code of conduct that, given specified conditions, would be put forward by rational persons.
C. The differentiation of intentions, decisions, and actions between those that are good (or right) and those that are bad (or wrong)
3. Free-write: Generally speaking, are you a moral person? Have you ever committed an immoral act? Discuss as a class. Use as a springboard to understand the topics from the novel.
4. In groups: Discuss and write answers to the following:
a. List 5 acts that would be universally considered immoral
b. What is the different between immoral and unethical?
c. Do different people or occupations in society have a greater responsibility to the be moral than others?
d. What conditions cause moral people to make immoral decisions?
5. Discuss as a class
6. Introduce the RCMP Incident Management Model and explain how it would work (in a perfect society). Do you think that this is a good model to be trained with? Explain how knowledge of how police should act with force will help us have a better understanding of the short story that we will be examining.
- See the following link for the graphic. It explains when police can use a specific level of force.
http://www.rcmp-grc.gc.ca/ccaps-spcca/cew-ai/imim-migi-eng.htm#imim
7. Introduce the archetypal example of police brutality, the Rodney King beating, play Sublime music in background (April 26, 1992). Discuss the riot. https://www.youtube.com/watch?v=SdZ5xuZOlbk Rodney King video
(http://ca.youtube.com/watch?v=1OtmKwIEn9s) Sublime video April 26, 1992
(http://ca.youtube.com/watch?v=1OtmKwIEn9s) Sublime video April 26, 1992
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7. LAPD traditionally accused of racism and brutality, but, there is some evidence that many cops will react in a similar way. Paraphrase the BLINK argument (idea that people make snap decisions)
-4 plain clothes cops in South Bronx were patrolling crime hotspots in 1999 as part of a gang task force.
-an African American man named Amadou Diallo was on the steps to his building at night, he did not speak English
-asked to speak with them, he didn’t understand and put his hands in his pocket and was digging around, they asked him to put his hands up and he did not.
-kept asking him to put his hands up, but he didn’t. Finally he pulled something black out of his pocket and raised it towards the officers
-one officer thinks it is a gun and jumps backwards and shoots as he is doing so. Another thinks the bullets came from Diallo and begins to shoot too and soon all four are shooting.
-Diallo crouched and they thought he was in a shooting stance, 41 shots were fired.
-When they went up to the bullet riddled body, Diallo was dead and holding a black leather wallet.
-Blink argues that policemen in the USA tend to be biased to a black face, particularly when faced with millisecond decisions. It also argues that when 2 or more officers are together, bravado takes over and policemen are more likely to act without thinking or relying on stereotypes. When they are alone, they slow down and wait for help which gives them more time to think the situation through more clearly.
-Statistically when 2 officers are present, the situation is more likely to end in arrest or injury to the arrestee or assault on a police officer.
8. Michael Moore made a documentary based on the argument that US policemen are biased against a black face. Show the documentary. See what they think. http://www.youtube.com/watch?v=xeOaTpYl8mE 7:32
-4 plain clothes cops in South Bronx were patrolling crime hotspots in 1999 as part of a gang task force.
-an African American man named Amadou Diallo was on the steps to his building at night, he did not speak English
-asked to speak with them, he didn’t understand and put his hands in his pocket and was digging around, they asked him to put his hands up and he did not.
-kept asking him to put his hands up, but he didn’t. Finally he pulled something black out of his pocket and raised it towards the officers
-one officer thinks it is a gun and jumps backwards and shoots as he is doing so. Another thinks the bullets came from Diallo and begins to shoot too and soon all four are shooting.
-Diallo crouched and they thought he was in a shooting stance, 41 shots were fired.
-When they went up to the bullet riddled body, Diallo was dead and holding a black leather wallet.
-Blink argues that policemen in the USA tend to be biased to a black face, particularly when faced with millisecond decisions. It also argues that when 2 or more officers are together, bravado takes over and policemen are more likely to act without thinking or relying on stereotypes. When they are alone, they slow down and wait for help which gives them more time to think the situation through more clearly.
-Statistically when 2 officers are present, the situation is more likely to end in arrest or injury to the arrestee or assault on a police officer.
8. Michael Moore made a documentary based on the argument that US policemen are biased against a black face. Show the documentary. See what they think. http://www.youtube.com/watch?v=xeOaTpYl8mE 7:32
9. Then we began to read the story "Eli" by Vincent Lam. Please see me for a copy of this compelling short story.
10. Pass out the stories, explain the significance of the title “Blood Letting and Other Miraculous Cures”
-What is blood usually associated with? Violence
-What is the connotations of the word cure? Fix, get rid of
-based on this, what do you think the theme of the story will be?
-blood letting was a medieval practice where they used leaches or knives to “bleed” a person to get rid of illness or help with a foul temper (if you were “hot blooded”)
-this practice was not discredited medically until the 1900s
11. As a group, we read "Eli." Each group was responsible to pick out different information and to gather quotes on it.
A. Read Chunk and ask kids to underline important details about the mental state of the doctor (he is overworked and impatient, tired as it is close to midnight)
B. Read chunk 2 and students must underline images that help create an initial impression of Eli’s character (teach direct and indirect characterization)
C. Read chunk 3 and get students to make connections to the text, what do they know about the spread of HIV
D. Read chunk 4 and get them to underline important details (looking to see if they notice the scissors)
E. Discuss the philosophy post modernism and how there are no heroes
12. Put the statement on the board: No characters in the story “Eli” by Vincent Lam are act in a moral way; however, their actions are justifiable.
DIVIDE STUDENTS INTO 6 GROUPS EACH WITH A TASK. In groups, students will get one of the tasks below:
A. Examples of How the Doctor is Immoral (3 examples w/quotes)
B. Examples of How Eli is Immoral (3 examples w/quotes)
C. Examples of How the Police are Immoral (3 examples w/quotes)
D. Why Doctors actions are justifiable ( 3 reasons why w/quotes)
E. Why police actions are justifiable (3 reasons why w/quotes)
F. Why are Eli’s actions justifiable. (3 reasons why w/quotes)
Students will write out their sections on large sheets of paper so that they can be posted around the room for others to see when we write our good copies.
14. Explain that they now have all the information that they need to write a paragraph. Give them an outline to fill in, then they can write the paragraph, then they can type or write a good copy and use a checklist to edit.
10. Pass out the stories, explain the significance of the title “Blood Letting and Other Miraculous Cures”
-What is blood usually associated with? Violence
-What is the connotations of the word cure? Fix, get rid of
-based on this, what do you think the theme of the story will be?
-blood letting was a medieval practice where they used leaches or knives to “bleed” a person to get rid of illness or help with a foul temper (if you were “hot blooded”)
-this practice was not discredited medically until the 1900s
11. As a group, we read "Eli." Each group was responsible to pick out different information and to gather quotes on it.
A. Read Chunk and ask kids to underline important details about the mental state of the doctor (he is overworked and impatient, tired as it is close to midnight)
B. Read chunk 2 and students must underline images that help create an initial impression of Eli’s character (teach direct and indirect characterization)
C. Read chunk 3 and get students to make connections to the text, what do they know about the spread of HIV
D. Read chunk 4 and get them to underline important details (looking to see if they notice the scissors)
E. Discuss the philosophy post modernism and how there are no heroes
12. Put the statement on the board: No characters in the story “Eli” by Vincent Lam are act in a moral way; however, their actions are justifiable.
DIVIDE STUDENTS INTO 6 GROUPS EACH WITH A TASK. In groups, students will get one of the tasks below:
A. Examples of How the Doctor is Immoral (3 examples w/quotes)
B. Examples of How Eli is Immoral (3 examples w/quotes)
C. Examples of How the Police are Immoral (3 examples w/quotes)
D. Why Doctors actions are justifiable ( 3 reasons why w/quotes)
E. Why police actions are justifiable (3 reasons why w/quotes)
F. Why are Eli’s actions justifiable. (3 reasons why w/quotes)
Students will write out their sections on large sheets of paper so that they can be posted around the room for others to see when we write our good copies.
14. Explain that they now have all the information that they need to write a paragraph. Give them an outline to fill in, then they can write the paragraph, then they can type or write a good copy and use a checklist to edit.
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eli_paragraph_checklist_and_venn_diagram.doc | |
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Final Short Story - Bloodsuckers and the Bystander Effect
1. Free-write: Describe a time when someone needed your help, but you didn’t give it (because of peer pressure, inconvenience etc.). Share their answers. (Tell Starbucks Racism Story)
2. Begin reading “The Bloodsuckers”. Give them one sticky note and ask them to record a “What’s important and why” (pick a line, image, symbol, etc.) attach it to free-write and hand in. Use the post it notes to discuss the story.
3. Discuss the story using their post it notes.
4. Discuss the Bystander effect and relate to “Bloodsuckers”
-Social psychological phenomenon in which individuals are less likely to offer help in an emergency situation where other people are present.
- Inverse relationship, more people present, less likely they will help.
-Why? Bystanders monitor reactions to see if help is necessary, since everyone else is doing the same thing (nothing) nothing needs to be done.
-all assume someone else will deal with it.
-may assume others more qualified will help, may fear losing face in front of others, offering unwanted help, legal consequences.
-can be countered by victim giving specific instructions (you in red shirt call 911)
-Good Samaritan laws help
-“No one raindrop thinks it caused the flood” (ie. Someone else has surely called 911 when they see a car accident
-SEP “Someone Else’s Problem” Selfish gene causes us to primarily be concerned with self, can be overridden when there is a threat to the group.
-Fire squad Randomly assign some a weapon with blank Cartridges to shooters . This allows each to believe they didn’t fire the fatal shot, same with electric chair and lethal injection.
-when being attacked, yell fire, more people want to watch that
-Nazis tried unsuccessfully to use Bystander effect as defense in Nuremberg Trials.
5. Show two youtube clips
A.
https://www.youtube.com/watch?v=WMsbsgLJ8O4 (no one helps girl ran over by car in China)
B.
https://www.youtube.com/watch?v=8aRlbCkRrfU (What would you do? Gay Bullying - think about "Bloodsuckers" and how it is about assault based on the concept of sexual discrimination - much like the WWYD episode).
C.
https://www.youtube.com/watch?v=xya617Gu7o0 - Clip from Mr. Fitton's Grade 10 class 4 years ago...
2. Begin reading “The Bloodsuckers”. Give them one sticky note and ask them to record a “What’s important and why” (pick a line, image, symbol, etc.) attach it to free-write and hand in. Use the post it notes to discuss the story.
3. Discuss the story using their post it notes.
4. Discuss the Bystander effect and relate to “Bloodsuckers”
-Social psychological phenomenon in which individuals are less likely to offer help in an emergency situation where other people are present.
- Inverse relationship, more people present, less likely they will help.
-Why? Bystanders monitor reactions to see if help is necessary, since everyone else is doing the same thing (nothing) nothing needs to be done.
-all assume someone else will deal with it.
-may assume others more qualified will help, may fear losing face in front of others, offering unwanted help, legal consequences.
-can be countered by victim giving specific instructions (you in red shirt call 911)
-Good Samaritan laws help
-“No one raindrop thinks it caused the flood” (ie. Someone else has surely called 911 when they see a car accident
-SEP “Someone Else’s Problem” Selfish gene causes us to primarily be concerned with self, can be overridden when there is a threat to the group.
-Fire squad Randomly assign some a weapon with blank Cartridges to shooters . This allows each to believe they didn’t fire the fatal shot, same with electric chair and lethal injection.
-when being attacked, yell fire, more people want to watch that
-Nazis tried unsuccessfully to use Bystander effect as defense in Nuremberg Trials.
5. Show two youtube clips
A.
https://www.youtube.com/watch?v=WMsbsgLJ8O4 (no one helps girl ran over by car in China)
B.
https://www.youtube.com/watch?v=8aRlbCkRrfU (What would you do? Gay Bullying - think about "Bloodsuckers" and how it is about assault based on the concept of sexual discrimination - much like the WWYD episode).
C.
https://www.youtube.com/watch?v=xya617Gu7o0 - Clip from Mr. Fitton's Grade 10 class 4 years ago...
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1. Divide class into two. Read half the group one article about Kitty Genovese
Read the other half the other article. summarize the key points and report out to the class
2. Discuss the two articles as a class, get each group to write a key point /fact on the board
3. Get them to think of ways the narrator of “Bloodsuckers” would respond to the lack of action in the Giovenese murder.
What would the narrator say? Would he be angry? Would forgive him? You have to make a judgment based on what we know about him as a character. (he is a hitchhiker, had a previous experience that would have made him act at the Giovenese murder, felt good when he helped the Indian women).
Read the other half the other article. summarize the key points and report out to the class
2. Discuss the two articles as a class, get each group to write a key point /fact on the board
3. Get them to think of ways the narrator of “Bloodsuckers” would respond to the lack of action in the Giovenese murder.
What would the narrator say? Would he be angry? Would forgive him? You have to make a judgment based on what we know about him as a character. (he is a hitchhiker, had a previous experience that would have made him act at the Giovenese murder, felt good when he helped the Indian women).
Short Story Review
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1. Review short story terms. Students will be given a moment to read over the sheet we filled out from the day we viewed "Modern Family." The sheet contained many of the examinable terms for the short stories unit.
2. Play Bingo to review short story vocab. We will play a round or two of "Bingo" to review terms. Prizes will be awarded. 3. Short story review activity - the Mantis Parable. Watch the following youtube video: https://www.youtube.com/watch?v=lPZPxGoNnn0 Fill out the accompanying sheet. This will help students learn to read more "actively" rather than passively. In order to become better readers and in order to do better on the exam. 4. Read another Government Exam short story and complete the multiple choice associated with it. |
short_story_review.docx | |
File Size: | 98 kb |
File Type: | docx |
bingo.docx | |
File Size: | 135 kb |
File Type: | docx |
Theme Mini Lesson
1. Go over theme notes. Practice with A Small Talent of War, Man in the Mirror and a Calvin and Hobbes Cartoon.
Calvin and Hobbes: http://calvinandhobbesagain.files.wordpress.com/2009/03/19860323.gif
2. Hand out songs of their choice and get them to write a theme statement and 2 lines that support the theme.
3. Present
Calvin and Hobbes: http://calvinandhobbesagain.files.wordpress.com/2009/03/19860323.gif
2. Hand out songs of their choice and get them to write a theme statement and 2 lines that support the theme.
3. Present
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theme_statements_version_2.docx | |
File Size: | 165 kb |
File Type: | docx |
songs_for_theme.docx | |
File Size: | 75 kb |
File Type: | docx |