Unit Plan Overview

         Using all three texts, students are going to explore the idea of classism in American society, and how our views of the lower class are shaped by the stories about them. In different ways for each book, we will touch on point of view and how it shapes a story. Students will then be allowed to reflect on their own life and study how p.o.v. can impact their stories as well. We will trace the theme of classism through each book, pulling out details about the perceptions of the lower class, and the perceptions those in the lower class have.

Essential Questions:

• Are we stuck in the situation we’re born into?
• What is class mobility?
• What is the difference between middle and lower class?
• Is it possible? For Maggie? For Esperanza?

• Does our economic situation impact our fate?
• What is fate?
• Can we change it?
• How do our “protagonists” see fate?

• How does society feel about the lower class?
• What are the effects of oppressing an entire group of people?
• What is the glass ceiling? Does it exist?
• How do the jurors feel about the lower class?

• Do outside perspectives change the way we see ourselves?
• How do society and the media portray the different classes?
• How do different points of view change a story?
• How did it affect Esperanza’s? The accused kid? Maggie’s?

Objectives:

Students will be able to....

  - Apply different points of view to the same story

- Analyze the sources of information (how it's manipulated and why)

- Determine how a society/themselves perceive people in different classes

Yale Unit Plan

    Just from briefly skimming the unit plan, the elaborate interconnection of ideas and activities is clearly established. This is one of the most daunting things about becoming a teacher to me, because there literally has to be a point to everything that lends itself to an even bigger point. In my studies so far, my job has been  to layout single lessons at a time with only a bigger topic in mind. Now it's time to integrate like in this Yale example. I don't care much for how this unit plan is laid out. It is clear, don't get me wrong, but my thought process does not match up with how this is organized. My first thoughts when planning lessons in advance is to consider an idea, think about a rationale, but then go straight to objectives and how my ideas fit in with them. But after reading the whole plan through, I understand that I gathered that the difference between planning a lesson and planning a unit is the idea of a theme. We've studied essential questions all semester, but only in context of how to teach one specific book. So while considering my own unit plan, I decided to start with finding a theme that can be taught with a minimum of two of our syllabus, and reaching for that third book. I still have to consider how I am going to think of activities for these books that point towards the theme I've come up with: Predestination. Another thing I don't agree with about this unit layout is that the essential questions and the unit itself are sort of buried in the middle. Those seem to be the most important things in a classroom, yet they are barely touched upon here. I do like, however, how the scaffolding is very clear in this layout. It starts from the broadest of the elements and builds down to activities and Core Standards.
   

Hashtag #3

"The kids bend trees and bounce between cars and dangle upside down from knees and almost break like fancy museum vases you can't replace."

#irreplaceable    #delicate       #oneofakind


"and nobody looked up not once the day Angel Vargas learned to fly and dropped from the sky like a sugar donut, just like a falling star, and exploded down to earth without even an 'Oh.'"

#donutsdon'tfallfromthesky       #imagination        #sheactuallycouldn'tfly


"And what about the kind that looks like you combed its hair? Yes, those are clouds too."

#mymomusedtocombmyhair          #cloudsareunexplainable      #hairisnot


"My feet swell big and heavy like plungers, but I drag them across the linoleum floor straight center where Uncle wants to show off the new dance we learned."

#dancingorcleaningthetoilet     #nocorrelation


"Some are skinny like chicken lips. Some are baggy like soggy Band-Aids after you get out of the bathtub. I don't care what kind I get. Just as long as I get hips."

#bodyimageissues          #hipsdon'tlie          #whyisthisanorm

Brainstorms on Twelve Angry Men

    For the project, I'm considering the part  A and the focus on character in Rose's novel. I think role playing is one of the easiest way for students to get practice with character roles, and really getting an in depth perspective on how it's built. I want the first part of my activities to focus on presumptions we make based on appearances. Part one of the first day of this mini-unit would be to present a series of faces to the class, and then to themselves they would brainstorm brief phrases and adjectives they would use to describe these people. Then we would go around the room and share anything we noticed or thought about these people to highlight the different perspectives we can have just in one picture. Part two of this class period would be focused more on character building. By first passing out little slips of paper, each class member would have to come up with a character and a trait that doesn't have to do with physical appearance (e.g. a middle aged recovering alcoholic). Then the slips would be redistributed, assigning a completely random character to each student. Then we would set up a sort of makeshift fish bowl activity where questions are presented to the characters about their personalities and past, and we start a discussion where they have to stay in character no matter what. To end the fishbowl (this part I haven't quite figured out) I would show them a picture, or give them a situation, and their homework would be to write creatively about what their character think happened in this photo/situation.
    For the second day of this mini unit, I would have them share their stories about what they thought happened and again point out the difference. But then I would tell them "the truth" and have them acknowledge the differences in their version and what is perceived to be the truth. For the rest of class, I would want them to do an independent journal about how their character's past shaped their version of the truth and be prompted by the question "why did I (the teacher) make you think of a past for your character and then introduce you to the situation?" I haven't figured out yet an example I would give at the end of the fishbowl that could be considered "the truth" (hence the quotes). I also don't like how completely wide open the create a random character part is. In a high school classroom, that kind of freedom can cause havoc in one of two ways: either students will get too inappropriate/outlandish with the roles, which could be interesting, or they could just stick to the generic and make it less fun for a big group discussion. The other thing I'm not too sure about are the prompts that would be in the fishbowl to keep the discussions flowing. I remember from my own high school experience that discussion is not easy to keep going with students.

Hattie Carroll vs. William Zan(t)zinger

       On the same day that Martin Luther King gave his famous "I Have a Dream" Speech, William Zantzinger (dubbed Zanzinger by Bob Dylan in "The Lonesome Death of Hattie Carroll") was convicted to a six month sentence in county jail on counts of manslaughter and assault. Hattie Carroll, the victim of said slaughter, was nothing more than an African American barmaid that happened to take too long to make his drink. Dylan just so happened to be one of the celebrities who was present for King's delivery of his iconic speech. Before King's address, Dylan performed one of his other songs from the same album (The Times They Are A-Changin') as "Hattie Carroll." In the early sixties, Dylan's music shaped the image surrounding racism among the white community, in a society that was still highly segregated.
       On a more singular level, "The Lonesome Death of Hattie Carroll" particularly criticized the legal system and how Lady Justice was not actually blind in this society. In Virginia today (where Carroll and Zintzinger lived) the sentence for manslaughter is "imprisonment of not less than one year nor more than 10 years or confinement in jail for not more than 12 months, and a possible fine of not more than $2,500" (statelaws.findlaw.com/virginia). But if the crime is found to be "wanton," the sentence can be raised to twenty years. If Zantzinger had been going around attacking people all night before getting to Carroll, his actions are the epitome of wanton - deliberate and unprovoked. But because he was a white socialite and plantation owner, and she was a black bartender, he was let off with six months in a county jail after beating her with a toy cane and causing her brain to bleed. He served a longer jail sentence (19 months) for tax fraud and deceptive practices. The song juxtaposes Zantzinger and Carroll, comparing their standings in society, while continuing to prompt us not to cry during the story of her death. Where he urges us to cry is in the last verse where he describes the fairness of the legal system, and irony that they just let this man go after he murdered an innocent woman.
       After doing this kind of background research, I would hope that students would have a better understanding of how appearances and race can effect an opinion or a decision. I would also like for them to know about what kind of world 12 Angry Men is taking place in. I would use this as a post-reading activity so the group can maybe bring different lenses to the events of the books, and maybe create a different interpretation. I think the song is a good way to incorporate different mediums into a lesson and change it up from the usual read and analyze. Researching topics like this allows students to make their own connections as they continue finding facts and different perspectives. The positive thing about using this song after the book is that while the book uses minimal appearances, the song is hinting that the justice system is controlled entirely by people who fit the "normal" profile. It helps students understand that this incident was not a one time thing, even though the book neer blatantly said the killer was black (although it was implied).

#hashtag2

"7TH Juror: You know what the soft sell is? You're pretty good at it. I'll tell ya. I got a different technique. Jokes. Drinks. Knock 'em on their asses."

#wineanddine #notbragging #lifeofasalesman

"12TH Juror: I have this habit of doodling. It keeps me thinking clearly."

#ad-libs #notreallypayingattention #breakfastwiththebuiltinbounce

"FOREMAN: Oh i probably forgot to tell you - I'm assistant head football coach at the Andrew J. McCorkle High School. That's in Queens."

#CorklePride #KinginQueens #manwitha(game)plan

"3RD Juror: I run messenger service. 'The Beck and Call Company.' The name's my wife's idea. I employ thirty-seven people . . . .Started with nothing."

#startedfromthebottom #nowwehere #fancynameforabusybody

"10TH Juror: I got three garages of mine going to pot while you're talking. Let's get done and get outa here."

#iamimportant #youarenot #iworkwithcars #thereforeiamright

Are All Twelve Men Really Angry?

    The first major component to the characterization of the jury members is their lack of names. Having to constantly look back to see which juror said what to whom was initially an annoyance, but as I got farther into the first act, the namlessness started to make sense. By not naming the characters anything other than Jurors 1-12, and only giving minimal details about professions and interests, it is impossible for readers to judge based on appearance. It gives off a "the truth has no face" vibe that is further built upon by the author's ability to build character without giving any indications towards physical appear. In fact, as a direct contrast to Maggie, the idea of race is simply eliminated (save for one middle-European immigrant). It leaves the reader to develop a completely non-biased opinion of these jurors, and also of the accused and his victim.
   By only building characterization through dialogue, personalities shine through in words and actions. We get a few back stories thrown into the script, like the man "making a man" out of his son, which keeps building on this idea of facelessness. Because we never get a description, we can't consciously put a face to their problems, so as not to build on our own prejudices. This book generally reminds me of a music video I saw once for a song about abuse, where the abusers face was never shown. "Independence Day" by Martina McBride never puts a specific face on the abuser, so that we don't associate his look with an abuser. It helps to contribute to the story that any one can come from any background and experience anything, just like our jurors.
   What concrete facts we do get about our characters are professions and facts about a few of them. Juror 4 is a broker - very analytical and diligent.  Juror 3 is the owner of a messenger service, which tells me he likes to always be in the know (almost like a busybody). Juror number 7 is quite the die-hard baseball fan, which can symbolize the righteous true blooded all American (not necessarily a good thing). The eleventh juror is our German immigrant, which is Juror 7's foil (an outsider) and also a watchmaker.  Juror 8, the "hero" of the play, is an architect with a level, calculating mind. Juror 12 is an advertising agent, and the most fickle among our cast (he knows what the people want). Juror 5 is the man from the tough past, the one who is the "exception" to the awful people from the slums. Juror 10, is the outspoken garage owner that knows everything about everyone. To sum up the rest, there is a meticulous house painter, and a wise elderly man. Each profession says something about these men, because of the lives they chose to live. So without giving us very many details at all, Rose aids us in building a mental picture, without a picture at all.