Katy+Garcia-+Lesson+Plan

Day: 1 Katy-Ann Garcia

 Objective: Students will be able to explore the differences between a persons public and personal personas so that they can hypothesize what they believe their public and private persona is.

Summary: To introduce the themes of public ad private personas the students will engage in in an introductory activity entitled "Around the World". This activity is done to give the students specific examples of the differences between public and private personas.

Learning Context: Once the students see how we the public are so easy to place judgment on others they will begin to understand how the character in the book, The Scarlet Letter are judged by the community they live in. This will then smoothly transition into getting them to self-evaluate their own public persona verses their private personas.

 Procedure: 1. Initial public/private personas a. Students will begin the period by pulling out a sheep of paper and writing in one sentence only who they think they are (their private persona). b. Once complete they are to turn the sheet of paper over and in one sentence write what the world thinks they are (their public persona). c. Once complete with both sentences they will staple this page to the very back cover of a journal that I will pass out to each student. These two sentences will be reflected upon after the final assessment so that they can reflect on the changes that they have made (persona growth) throughout the unit.

2. Five Faces a. Next I will place the students into even groups (say five groups of five students each for a class of thirty) Once grouped I will ask the groups to gather at one of the five different stations around the classroom. b. At each station their will be a picture of: a mother and a daughter standing in front of a tent, a priest in front of an altar, a man sitting in a chair with a drink in hand, a child in mid jump and a shadowy pixilated or distorted picture of a family unit. Under each photo will be a oversized piece of construction paper. c. I will direct the students as a whole that they will have four minutes at their station to write down any words or phrases that come to mind while looking at the given pictures. Once time is up they all groups are to move one station over until each group has had a chance to write about each station. d. Before I allow activity to begin, as a class, we will look at a picture of a photo of Heath Ledger pushing his daughter on a swing set. I will model appropriate language, instead of saying say, "crackhead" I will say drug addict. Instead of saying "pathetic" I will say "troubled". Then we as a class will blurt out more words a phrases. Once I feel that they get the gist of what is being asked of them I will allow them to begin the activity while I monitor them. e. Once fully complete I will have them sit in their assigned seats and we will as a class go over all the names and phrases they came up with for each picture. <span style="font-family: 'Times New Roman',Times,serif;">f. After the review is complete, we will as a class, try using the words and phrases they came up with, come up with once sentence for each posters public persona. <span style="font-family: 'Times New Roman',Times,serif;">g. Once complete we will revisit the Heath Ledger poster and come up with his public persona statement. <span style="font-family: 'Times New Roman',Times,serif;">h. Once the statement is created I will get on www.youtube.com and find the interview with Michelle Williams (mother of Ledgers daughter and girlfriend at the time of his death). In the interview Williams describes the Ledger that only his family knew, his private persona. <span style="font-family: 'Times New Roman',Times,serif;">i. Once the clip is complete we will discuss what the differences are between Ledger's public and private personas.

<span style="font-family: 'Times New Roman',Times,serif;">3. Next I will pass out the "Personal Scarlet Letters" handout. I will inform the students that they like the main character in the novel they are about to read will be required to wear their own personal scarlet letters for the duration of this unit and chronicle their journey to self discovery. They will spend the remaining time in class deciding on what their personal letters will be.

<span style="font-family: 'Times New Roman',Times,serif;">Time Allotment: 1 class period. 1 Hr per class.

<span style="font-family: 'Times New Roman',Times,serif;">Authors Comments: I believe that using Heath Ledger as the 'we do' part of the activity is fitting because his death is recent enough for the students to remember it and the impact it had on his final movie. Also Ledger is also a great example for public ad private persona because after his death he became the poster child for prescription drug overdoses when in private he was simply a doting father and method actor.

<span style="font-family: 'Times New Roman',Times,serif;"> Instructional Materials: The five poster pictures which will be copied and pasted off of random www.google.com picture searches and construction paper. And www.youtube.com for the Williams interview.

<span style="font-family: 'Times New Roman',Times,serif;">Standards:

<span style="font-family: 'Times New Roman',Times,serif;">Reading: <span style="font-family: 'Times New Roman',Times,serif;">3.2 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. <span style="font-family: 'Times New Roman',Times,serif;">3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth <span style="font-family: 'Times New Roman',Times,serif;"> and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare's tragedy Macbeth). <span style="font-family: 'Times New Roman',Times,serif;">Writing: <span style="font-family: 'Times New Roman',Times,serif;">1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. <span style="font-family: 'Times New Roman',Times,serif;">2.3 Write reflective compositions: <span style="font-family: 'Times New Roman',Times,serif;">a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). <span style="font-family: 'Times New Roman',Times,serif;">b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. <span style="font-family: 'Times New Roman',Times,serif;">c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. <span style="font-family: 'Times New Roman',Times,serif;">Written and Oral English Language Conventions <span style="font-family: 'Times New Roman',Times,serif;">1.1 Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language). <span style="font-family: 'Times New Roman',Times,serif;"> 1.2 Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

<span style="font-family: 'Times New Roman',Times,serif;"> Assessment: To leave the class they are required to hand in their "exit slip" which will consist of the letter they will wear, what word or phrase the letter stands for, why they chose it and if it connects to their private or public personas.

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