Overview Texts and Resources UDL/EQuIP Instructional Scaffolding, Assessments Vocabulary CODE Day 20 ; Technology device with QR scanner CCSS- W7.7 Conduct short research projects to answer a question, drawing on several sources UDL- EQuIP- Balance of writing- short research project; reading text closely, Students complete the notecatcher (attached) on archetypes. Task 1-3 can be completed at their own pace, as scaffolding and pre-teaching of the learning is gradually removed and students strive to complete learning tasks individually. For students who struggle, this can be completed in partners or groups, with each student participating in the discovery and discussion, but writing individual responses. Formative assessment- at the end of Task 3, teachers ask students to do a quick-write exit slip, summarizing in their own words what an archetype is and giving an example(s). Archetype symbolism Day 21 Archetype notecatcher; technology device with QR scanner; reflective notebooks UDL- flexible grouping/small groups Subtitles available on videos; Students complete tasks 4-5. As students complete the PPT on metaphors/symbols/archetypes, they add thoughts, connections, and explanations to their Reflective notebooks. Optional strategy: Depending on the student demographics and ability, they may find a discovery carousel more directly engaging/entertaining for Task Deconstructing the PowerPoint into symbol categories, divide class into 8 groups to rotate learning stations, with one symbol per station- this will include pictures, information, and discussion questions for each symbol: ✔ monkey, rose, colors, mirrors, masks, weather, box 5, the ring *This will add another day on to the sequencing plan Archetype Symbolism Allusion Day 22 Archetype notecatcher; technology device with QR scanner; CCSS- RL7.1 Cite several pieces of textual evidence to support analysis Students continue to explore the symbols and archetypes in the Phantom. This will integrate information from guiding questions and scaffolded information with their own personal observations and connections. Formative assessment slip:
#1 group - questions 1, 4, 7, 14 #2 group- questions 2, 6, 10, 15 #3 group- questions 3, 5, 11, 13 Students work through their first read and second read with TDQ’s. They next meet in their like groups- all #1’s, etc. to discuss their answers to TDQ’s. After they have discussed and added to their notebooks, they branch out to larger groups containing 2 people from #1, 2 from group #2, and 2 from group #3 to discuss the remaining questions. In these large groups, ALL students will tackle questions 8,9, and 12 about Jung’s views on “persona” and “shadow”, which are essential to students accomplishing their PT. As jigsaw questions are important, 8, 9, and 12 should be discussed in small groups and as a class. Major Idea/Topic #7: Mask Performance Task Purpose for instruction: Students have explored archetypal and symbolic connections to the Phantom story, so now it is time for them to synthesize their learning and stance on the topical essential question through text-to-self connections and analysis. Overview and Resources UDL/EQuIP/Standards Instructional Notes, Scaffolding, Assessments Vocabulary CODE Day 26 Mask PT Hard copy of poem by Charles Finn: ; Technology device with QR code scanner CCSS- W7.7 Conduct short research projects to answer a question, drawing on several sources EQuIP- UDL- Hand out the Mask Performance tasks. Students complete Tasks 1-3 individually with no scaffolding or assistance. Task 1 is a notice/wonder about a photograph of a mask. Students will note how the specific shape and colors affect the tone/feeling elicited by the mask’s appearance. Task 2 is a video called “Identity” by KJ Adames. The video presses the issue Carl Jung presents about how people adopt persona and shadow archetypes to develop a mask. They then revisit the mask in task 1 to describe the purpose of its shape and tone. Persona Shadow Archetype Symbolism Metaphor