MKent

Mackenzie Kent Dr. Coiro EDC 448 26 October 2010 Annotated Text Set **Topic:** The difficulties in creating a stable society through literature.

**Context for using the Text Set:** This text set is designed to be used with a racial and economically diverse group of 9th graders. The class will be asked to question their own society, and why we have the rules and infrastructure that we have. By examining other fictional works focused on the idea of creating a new way of living, the students will see why some social works fail, and others succeed. The students will be encouraged to look at fictional settings in various times, and even those outside of any given era, to better determine the main factors that creates a stable environment, and what factors play into that same societies downfall. This concept works well to allow a respectful look at why people are sometimes eager to rebel against their own people, and why it sometimes goes too far. The short story will be an easy read for the students, even one on a lower reading level should be able to handle that as well as the two novels. For anyone that finds this a struggle, the film that will show the events of one of the novels will allow them visual reference. The online clip of the speech from Henry V will help illustrate how play writing is best seen, not just silently read, and give students a firmer grasp of the tone of that important scene. Lastly, the online board game version of Settlers of Catan is a direct way that playing students can shape their own competitive society, by experimenting with wants and needs.

**A. Print Resources:** Text #1: Short Story -Citation: Jackson, S. (2000). //The Lottery and Other Stories (Modern Library)// (New Ed ed.). New York: Modern Library. -Text Summary: "The Lottery" focuses its readers to observe the ritual gathering of a very normal and unassuming community to draw lots. The community sees this as a very important day for everyone, and makes sure that no one misses it. In the end, the "winner" of the lottery is stoned to death by the rest of their friends and family. -Rationale: I selected this text because it allows the students to see a society similar to their own, taking part in something vicious and barbaric. This is a good place to start, because the students will no doubt be surprised by the ending of the story, and will be left with the impression of how easily such a thing could happen if people were to agree to it as the characters themselves had. -Use of Text: After the students read the text, it will be important to discuss with them about 1. Why they felt the characters were to take part in the Lottery, and 2. What they thought of the idea that such a thing would become accepted. I will encourage students to try and point out rules or laws that they themselves find unfair, and have them write a small response to the short story concerning their feelings about the ending. This will help them organize their thoughts more clearly for future discussion. -Attachment: The text was not attached due to length.

-Citation: Asimov, I. (1991). //I, Robot// (Mti ed.). New York: Spectra. -Text Summary: The students will look specifically at the short story "Little Lost Robot". The story focuses on a world where robots advanced enough to have their own consciousness have become common place, and now one of them has gone missing, attempting to follow the orders of its imperfect human master. An investigation is launched into finding the missing Robot, while the story discusses the nature of the relationship humans and robots now share. -Rationale: I chose this text for two reasons. Firstly, it was written by Isaac Asimov, considered by many to be one of the finest writers of both science fiction, and the concept of an evolving society. Many of his works deal almost entirely on what our own society will face when we finally create advanced enough machines that can think and "feel" for themselves. And secondly I selected the story "Little Lost Robot" because it deals specifically with the responsibilities put on a group when they seek out to create something new. In this case it is an entire race of robots that are now under their immediate care, just as how leaders of societies gain control over a body of people, and share the same burdens. -Use of Text: The students will read the story, and discuss it in small groups, dividing the class into two halves. Then they will have to work out points for a debate, one side of the room speaking under the notion that the Robot should not of been destroyed and that robots are considered living beings that matter, and the other half of the room to counter that notion. They will be allowed time to work amongst themselves, and put together a list of their top five most important ideas. -Attachment: The text was not attached due to length.
 * Text #2: Short Story **

-Citation: Orwell, G. (1996). //Animal Farm (Signet Classics)// (50th Anniversary ed.). New York: Signet Classics. -Text Summary: The animals on Manor Farm, tired of poor treatment by their human masters, overthrow them in a glorious revolution. While things are fine for the animals at the onset, they soon discover themselves falling prey to the same weaknesses, and eventual wicked behavior that the humans subjugated them to in the first place. -Rationale: I selected this novel because it is all about creating a new society and throwing off the evils of the one that came before it. It also illustrates how something can start with the best of intentions and still end up making the same mistakes. This is a very direct example to help spark the students thinking on the subject. -Use of Text: As the students read the novel, they will make educated projections of how they think the society will go, who will act for the betterment of the animals, and who might behave poorly. They will also have to write a short essay from the perspective of one of the animal characters. The essay will have them all discuss the same event, but by forcing them to write as a character we will see how each ones role on Animal Farm varies greatly. -Attachment: The text was not attached due to length.
 * Text #3: Novel **

-Citation: Golding, W. (1999). //Lord of the Flies : (Penguin Great Books of the 20th Century) (Penguin Great Books of the 20th Century)//. Boston: Penguin (Non-Classics). -Text Summary: After an accident strands a collection of young schoolboys on a tropical island, they must band together to form a new society out of the remnants of the old one they had back home. Soon lines are drawn, and the boys fall divided between hope and despair, savagery and civilization, and good and evil. In the end the text explores the wild human heart, and human nature when the restraints of society are lifted away. -Rationale: I selected this novel as another example of what can go wrong when societies expectations are taken out of the equation, and a new society has to be created. It is a personal and direct example of where leaders and citizens can make mistakes along the way. -Use of Text: The students will engage in a discussion as to how they might of diffused the situation on the island had they been present, and will be encouraged to think about where exactly things began to slip out of control. They will create their own list of island rules, and debate on what kind of punishments (if any) their new island society should had. Is it possible to have a society without punishment to keep people in control? -Attachment: The text was not attached due to length.
 * Text #4: Novel **

-Citation: Shakespeare, W. (1995). //King Henry V (Arden Shakespeare: Third Series)// (3rd ed.). Nevada: Arden. -Text Summary: The play follows the rise of young Prince Henry V, to ascend to the crown and become a mature just ruler. The play follows his pitfalls and eventual victory at the Battle of Agincourt, where he is proclaimed a hero and his country secured. -Rationale: Firstly, this changes up the format to something I plan to perform out loud with the class. Secondly it creates a different kind of story telling then simple singular reading alone. And thirdly it will allow the students to see an example of a structured society that came dangerously close to collapse, but ultimately found victory thanks to a sound leader. -Use of Text: The students will read portions of the text aloud in class, and we will discuss together mistakes and right choices that Henry makes, and why his decisions are followed regardless by his subjects. Then the class will be split into groups, each one having to do a 5-8 minute presentation of a single scene from within the play itself. -Attachment: The text was not attached due to length.
 * Text #5: Play **

**B. Media Resources:** -Citation: Stephenson, J. (Director). (1999). //Animal Farm (1999) [VHS]// [Motion picture]. United State: Hallmark. -Text Summary: A live action adaptation of George Orwell's Animal Farm. -Rationale: By viewing the movie, it will allow the weaker readers in the class to get a firmer grasp on the material originally presented through the written text of Animal farm, and will give the stories characters greater depth. -Use of Text: The students will watch the film, and then discuss any areas of the story that they found more vivid or clearer now that they have seen it for themselves. Students will be able to cite scenes in the film later for their discussion within the book, and the following essay. -Attachment: The text was not attached because it is a film.
 * Text #6: Motion Picture **

-Citation: Branagh, K. (Director). (1989). //Henry V// [Motion picture]. United States: Fox Video. [] -Text Summary: A filmed scene from a speech from Henry V, wherein Henry inspires his men to seek victory through brotherhood and camaraderie. -Rationale: This is one of the most important speeches in Henry V, and will give the students a good example of what the writing of Shakespeare looks like when acted out, instead of simply read. -Use of text: The students will watch this video after reading this passage in class, and before they have to select their own scenes, as a way to reinforce the nature of how a play is projected from the text itself. This is chosen mainly as a way to help bolster a difficult piece of material. -Attachment: This text was not attached because it is an audio clip.
 * Text #7: Online Video Clip **

**C. Online Interactive Resources:** -Citation: Golding, W. (2010, October 18). Lord of the Flies Quizzes | GradeSaver. //Study Guides & Essay Editing | GradeSaver//. Retrieved October 25, 2010, from [] -Text Summary: The above website offers a simple but direct online quiz, but more importantly has a variety of essays that the students can also access to round out their ideas of how the novel works. -Rationale: I selected this text as a way to assess how the students were fairing in the material, and give them something fun to do besides just reading and writing. The novel itself is not to challenging, but weaker readers will appreciate this break online to do something else. -Use of text: The students will take the online quiz, and then look through at least two other essays, giving summaries of the major points of each. This will help give them a solid grounding in the stories finer details. -Attachment: A print out from the Website has been added.
 * Text #8: Online Quiz **

-Citation: PlayCatan.com. (2010, October 25). //Welcome to PlayCatan! Play Settlers of Catan for free - settle online over the internet! - PlayCatan.com//. Retrieved October 25, 2010, from [] -Text Summary: An online version of the Settlers of Catan board game will allow students to safely and easily play the game in teams or solo against other opponents. The game play focuses on creating a new society driven by the need to dominate your fellow competitors. -Rationale: I selected this site as a way to easily allow each student to play and enjoy the game, while still getting to experience the competitive drive that surges through most societies. They will have to think carefully and strategize, and even weaker readers might find themselves excelling in this competition. -Use of Text: The students will play the game and then discuss in class their thoughts on why the game was or was not fair, and how it does or does not represent the concept of creating a new society. They will be asked to explain their thoughts with references to the past texts. -Attachment: A print out from the Website has been added.
 * Text #9: Online Game **

**D. Instructional Resources:** -Citation: Diamond, J. (n.d.). Edge: WHY DO SOME SOCIETIES MAKE DISASTROUS DECISIONS?. //EDGE//. Retrieved October 25, 2010, from [] -Text Summary: Dr. Diamond discusses directly as to why some societies repeat bad mistakes time and time again, and seem incapable of changing their behavior pattern. He discusses many possible reasons, but mainly blames it on the inability (or unwillingness) of humankind to face oncoming dangers and problems, and act preemptively against them. -Rationale: This article is not for my students, but instead it is for me. I find that my material understanding of failed societies is limited mainly to ancient past cultures and fictional accounts. To better teacher the subject to my class, I will use this article to help create a new groundwork for my own ideas, so I can foresee any obvious pitfalls in discussions that will follow. -Use of Text: The article will allow me to better prepare myself for the upcoming unit of study, so that I can be more sure of my own answers. Additionally with a stronger foundation I will be able to guide the classes extended discussions, and play "devil's advocate" by asking questions that are intentionally difficult to answer. -Attachment: The text was not attached due to length. **Using these texts together in the classroom:** Using each of these various kinds of texts will allow the students to get a solid idea of a very vast and intricate concept. Society, and why some are doomed to fail and others flourish, is not an easy thing to discuss. Still, with all the various examples students will be able to discuss these ideas over several different settings. They will also be able to look at the failings and strengths of their own society with a better understanding then before. The students will be able to look back on the collection of texts and the body of work they have done to fully explore both sides of various issues, including but not limited to; Government, Racism, Power, Loyalty, Hope, and Failure. ** Learning Objectives: **
 * Text #10: Academic Article **

1. English Content Area State Standards: Students will be able to better analyze and study a text to draw out deeper meaning. Key Ideas and Details A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Reading Objective: Allowing students to have a better overall grasp of the materials subject. B. 16. Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge.