Extremely Loud and Incredibly Close Unit Plan Final
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Transcript of Extremely Loud and Incredibly Close Unit Plan Final
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ExtremelyLoud&IncrediblyClose
UnitPlan
DouglasBriggs,KathyBroqn,MatthewBuntain,TripLewis,MikeNicholson,TomOConnell
St.ThomasUniversity
Dr.Heather
Richmond
/EDUC
5813
October14,2008
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ExtremelyLoud&IncrediblyClose:UnitPlan
Thefollowingisa20classunitplanforthebookExtremelyLoud&IncrediblyClosebyJonathanS.Foer.
The unit is divided into four sections, each representing a section of the novel and each having a
dominantthemeorapproachtothenovel.
SectionOnefocusesonpages184ofthenovelandintroducesstudentstoIntertextualityinliterature,
9/11andtheeffects ithashadonthepsycheoftheWest,andframesaclosereadingofthetext. As
with the succeeding sections in our Unit,we close this sectionwith Plot Summarization up to and
includingpage84.
SectionTwocoverspages86173ofthenovelanddealswithmorethematicelementsofthenovel,such
as the quest motif, death, and the human condition. Again, we will end this section with a Plot
Summarization.
SectionThreedealswithCharacterdevelopment inthenovel,uptopage259. Here,westudentswill
carry out Character analyses of Oskar, his mother, his grandmother, and his grandfather (Thomas
Schell). Aswiththeothersections,wewillendthissectionwithaPlotSummarization.
Finally,inSectionFourstudentswillbeengagedinvariousStorypathactivitiesthatwill,ineffect,bring
theirjourneywithOskartoaclose.
Throughouttheunit,studentswillbeengagedinactivitiesthatchallengethemtonotonlylookatOskar
andhisjourneythroughthefiveboroughsofNewYork,butalsoattheirownlivesandjourneys.
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Resources
AuthorInterviews(specifictoEL&IC):
http://www.motherjones.com/arts/qa/2005/05/Safran_Foer.html
http://www.guernicamag.com/interviews/73/the_distance_between_us/
http://books.guardian.co.uk/print/0,,519717599930,00.html
http://www.nytimes.com/2005/02/27/magazine/27FOER.html?position=&ei=5090&en=adbd05d8d596
4ba3&ex=1267246800&partner=rssuserland&pagewanted=print&position=(NewYorkTimearticle/
interview)
http://audio.search.yahoo.com/search/audio/view?back=http%3A%2F%2Faudio.search.yahoo.com%2Fs
earch%2Faudio%3Fei%3DUTF8%26sngid%3D681ddc1432fedbc9%26p%3DBoston%2BCollege%253A%2B
Jonathan%2BSafran%2BFoer&p=Boston+College%3A+Jonathan+Safran+Foer&rurl=http%3A%2F%2Ffron
trow.bc.edu%2Fprogram%2Ffoer&name=fr20050407foer
au.rm?mode=compact&dur=65:00&rate=&no=1&tt=1 70minuteintervieww/Foer
http://live.kusp.org:9000/ramgen/fp_04_25_05.rm 26minuteintervieww/Foer
Resources:
http://en.wikipedia.org/wiki/Extremely_Loud_and_Incredibly_Close
http://en.wikipedia.org/wiki/Jonathan_Safran_Foer
Discussion Questions
http://www.bakaitis.com/bookgroups/extremelyloudincrediblyclosediscussiontopics/
http://www.npr.org/templates/story/story.php?storyId=4564451NPRReview
http://www.npr.org/templates/story/story.php?storyId=4573304NPR
Review
(2)
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1.1
IntertextualityInLiterature
Objectives
Acquireinformationfromavarietyofsources,recognizingtherelationships,concepts,and
ideasthatcanbeutilizedtogeneratestudenttext(pg.28ofCurriculum)
Thepurposeofthisactivity isforstudentstounderstandandbecomefamiliarwithideaof
differentmediumscreatingasimilarthemeatechniqueusedbyFoerinExtremelyLoudand
IncrediblyClose.
Methods/
Strategies
Inpreparationfortheclass,putpackagestogether.Anexamplepackage,withthethemeof
the objectification of women, could include pictures from magazines, excerpts from
ShakespearesSister
by
Virginia
Wolfs
A
Room
of
Ones
Own,the
poem
My
Last
DuchessbyRobertBrowning,and sexist1950sadvertisements. Thisexercise isdone in
groups.Otherthemesincludelove,loss,death,redemptionandcomingofage.
Ingroups,giveoutpackagesofshortstories,poems,photographs,paintingsandexcerpts
fromnovelsthatshareasimilartheme.Donottellthegroupswhattheirthemeis.Havethe
groups construct a poster that includes the material and have them decide what the
commonthreadbetweeneverythingontheposteris.Havegroupswriteaonepagepaper
discussingwhat they think is their theme and how each items fits into it. Present their
posterstotheclass.
Following thisactivity, introduce thephotojournal idea.LikeOskar,havestudents takea
photograph a day for the remainder of the unit. Have disposable cameras available for
students
who
need
them.
Resources Various magazine clippings, photocopied excerpts from poetry anthologies, paintings,advertisements,photographs,quotesandshortstories;largepaper,glue,markers,scissors
anddisposablecameras.
Assessment
Strategies/Criteria
Studentswill bemarked on their posters and the papers to be passedwith them. The
posterswillbeevaluatedforgettingthecorrectthemeandcreativelyincludingallormost
ofthe
material
provided
in
the
package.
The
papers
will
be
marked
for
organization
and
supportingtheroleofeachitemontheposterandhowitsupportstheoveralltheme.
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1.2
Discussionof9/11
Objectives
Toarticulate,advocate,andjustifypositionsonanissueortextinaconvincingmanner,
showinganunderstandingofarangeofviewpoints.
Tolistencriticallytoanalyseandevaluateconcepts,ideas,andinformation.
Tomakeinformedpersonalresponsestoincreasinglychallengingprintandmediatexts
andreflectontheirresponses.
Methods/
Strategies
1Theteacherwillshowthevideo,TheFallingMan.
2The teacherwillprovideanoverviewof theeventsof9/11anddisplaythephotoessay,
Shattered.
3Students
will
be
asked
to
consider
the
following
questions
for
ageneral
class
discussion:
Whatdoyouknowabout9/11?
Whatdoyourememberabout9/11?
Whatdiditmeantoyou?
4Ingroupsof5, the studentswillconsideranumberofquotations fromWhyUs?The
students will determine which quotation they would choose as most
appropriate/accurate and least appropriate/accurate forwhy 9/11 took place. The
groupswillreporttheirselectionsbacktotheclass.
5Afterthediscussion,thestudentswillbeaskedtowriteajournalentryfocusingononeof
thegeneraldiscussionquestions.
Resources TheFallingMan
TimeMagazine:Shattered
"WhyUs"quotations(www.911ashistory.org)
AssessmentStrategies/Criteria
Ratherthanfollowingthegroupdiscussionrubricforthenovel,studentswillbegiven
participationmarks
for
making
acomment,
and
responding
with
courtesy
to
others
comments.
Journalentrieswillbemarkedfordemonstrationofthoughtfulconsiderationofthe
question(s)posedandforthearticulationoftheirresponses.
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1.3
ClassReadAloudLessonOne
Objectives Studentswilldeveloptheiroralreadingskills.Students will experience a community interaction with, and response to the text as a
foundationforexploringthemaincharacter(s)andthemesofthenovel.
Studentswillcollectivelyexamineanddiscussthevoiceofthenarratorandthestyleof
thewritingasitrelatestothefirstchapterofthenovel.
Methods/
Strategies
Prereadingactivities:Studentswill fill intheAnticipationGuide (seeAppendix)prior to
theoralreading.
Studentswill
be
given
specific
vocabulary
words
and
meanings
to
guide
their
understanding
ofthetext.
MainActivity:
Studentswillvolunteertoreadpages17ofthetext.
Closing activity: Studentswill individually develop a list of questions that they want to
discussaboutthisportionofthechapter.Instructthestudentsbytellingthemthatusually
thebestdiscussionquestionscomefromtheirownthoughts,feelingsandconcernsasthey
read.
Samplequestions:
1. Whatwasgoingthroughyourmindaswereadthissection?
2. Howdidyoufeelwhilereadingthissection?
3. Didanythinginthissectionsurpriseyou?Confuseyou?
4.
What
do
you
think
is
most
important
to
the
narrator
at
this
point
in
the
chapter?
Resources AnticipationGuide
Assessment
Strategies/Criteria
Using studentgenerated list of questions (see above), teacher will assess students
involvementandunderstandingofthetext.
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1.4
ClassReadAloudLessonTwo
Objectives
Studentswilldeveloptheiroralreadingskills.
Students will experience a community interaction with, and response to the text as a
foundationforexploringthemaincharacter(s)andthemesofthenovel.
Studentswillcollectivelyexamineanddiscussthevoiceofthenarratorandthestyleof
thewritingasitrelatestothefirstchapterofthenovel.
Methods/
Strategies
PrereadingActivity:
Classwillreviewthequestionstheyformedbasedonthepreviousdaysreading.
MainActivity:
Studentswillvolunteertoreadpages816ofthetext.
ClosingActivity:
Individually,and inparagraph form,thestudentswill review theirAnticipationGuideand
comparetheiropinionsonthosestatementswiththeauthorsimpliedorstatedmessages.
Thismaybepassedinnextclass.
Resources AnticipationGuide
Assessment
Strategies/Criteria
Closingactivity
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1.5
PlotSummaryChart&MappingActivity
Objectives
Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,and
reflectontheirthoughts,ideas,feelings,andexperiences.
Studentswillbeexpectedtointerpret,select,andcombineinformation,using
avarietyofstrategies,resources,andtechnologies.
Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearlyandtorespondpersonallyandcritically.
Methods/
Strategies
PlotSummary
Teacherfacilitatesclassdiscussionaboutthe1stsectionofthenovel.Classcreates10point
outlineoftheplottodate,selectingonlythemostrelevantpoints,whicharerecordedon
thewhiteboard.Alongwiththeoutlinewillappearalistofthecharactersintroducedinthe
section (names and roles only.) The completed outline is recorded on chart paper and
placedonasectionofclassroomwalldedicatedtothenovel(PlotSummaryWall.
MappingActivityAfteraquickoverviewofthegeographyand layoutofNewYorkCity,classwillbreak into
pairs. UsingGoogleMapsandGoogleEarth,eachgroupwillplotOskarsjourneythrough
thefiveboroughsofthecity.
(IfusingGoogleMaps,studentswillsaveOskarsjourneyasaMap. IfusingGoogleEarth,
studentswillsavehisjourneyasaPath.) AteachstoponOskarsjourney,studentswilluse
GoogleMaps
Street
View
to
view
images
of
the
area
and
answer
questions
and
make
commentsabouteachpartofthecity.(SeeMappingAppendix)
Resources PlotSummaryTeacherssummarynotesfornovelsection.Listofquestionsintendedtofacilitateclassdiscussionandsummarizing.
chartpaperandwallspace
MappingActivity
GoogleEarthandInternetaccess(GoogleMaps)
Assessment
Strategies/Criteria
ClassDiscussions
Theteachershouldmakecarefulnoteofparticipationandcontributionofstudentsduring
discussion.Theteachershouldmoderatethemoreenthusiasticcontributorsand facilitate
thecontributionofmorereluctantstudentsinordertoobtaininputfromallstudents.
DiscussionrubricStudentsare informed thattheirparticipationduringtheplotsummaryconversationswill
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beassessedwiththeDiscussionRubric.Theywillbegiventherubric inadvance,andtold
thattheywillbeaskedtodoaselfevaluationbasedontheircontributionstothediscussion.
The Teacherwill alsomake notes about student participation to form the basis of later
evaluation.
TeachermustrecordthePlotSummaryinelectronicdocument.
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1.7
OscarSchellandHisQuest:TheHeroMyth(part2)andHeresMyCard
Objectives
To familiarizestudentswith thenotionsofquestand theheromyth,asexaminedby
JosephCampbell,andbasedonastudyofpopcultureexamples.
Thepurposeofthisactivityistodrawcomparisonandcontrastbetweentheconceptofthe
heroquestmotifinliteratureandthenovel.
Toanalysethematicconnectionsamongtextsandarticulateanunderstandingofthe
universalityofmanythemes(12.6)
Methods/
Strategies
UsingQuest
Worksheets,
ask
students
to
share
their
examples.
IntroducetheByronicHero,withcharacteristics. Canyouthinkofanyexamples? Batman,
TheTerminator?,Wolverine,TheCrow,Zena,KurtCobain?,TravisBickle(TaxiDriver),
WilliamFoster(FallingDown)
DoesOskarfitthemoldoftheByronichero?Whyorwhynot? Givespecificexamples.
HeresMyCardActivity
ThestudentswilllookatthepictureofOscarscardonpage99. Thewillanswerthe
question,Whydopeopleputthethingsthattheydoontheircards?
For
twenty
minutes
students
will
create
and
laminate
their
cards.
AfterallofthestudentshavemadeacardtheywillreceiveHandout10HeresMyCard.
TheHandoutisalistofthestudentsintheclassandablankline. Everystudentmust
Interviewtenotherstudentsintheclassandwritedownintheblankthreefeaturesabout
thecardoftheirpeer.
Theclasswillthenspendtheremainderoftheclasstalkingabouteachotherscards,what
theysaid,andtheywillanswerthequestion,Doyoufeelthatyourcardreallyrepresented
you? Theclasswilltalkaboutwhichcardswereourfavorites.
Resources N/A
Assessment
Strategies/Criteria
ClassDiscussions
Theteachershouldmakecarefulnoteofparticipationandcontributionofstudentsduring
discussion.Theteachershouldmoderatethemoreenthusiasticcontributorsand facilitate
thecontributionofmorereluctantstudentsinordertoobtaininputfromallstudents.
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1.8
Slings,Arrows,LasersandJetPlanes
Objectives
Studentswillunderstand andhave aworking knowledge of theme as it relates to the
human condition and death in Extremely Loud and Incredibly Close and otherworks of
literatureandmedia.
Studentswilldemonstrateaworkingknowledgeofpersonificationasafigureofspeechas
theyuseittofleshoutthethemeofdeathinaspecificpassagefromthenovel.
Methods/
Strategies
HaveToBeorNotToBequotationfromthebeginningofHamletssoliloquy,ontheboard
asstudentsentertheclassroom. Instructstudentstotakeacoupleofminutesto listtheir
ownraisonsdtrealaOskar.
Beforestudents
watch
Star
Wars
Rare
Original
Death
of
Emperor
scene,
have
them
consider inwhatspecificways theyseeOscar issuffering themanyslingsandarrowsof
deathinthenovelthisfar?Recordresponsesonboard.
Explainthethemesofthehumanconditionanddeathasspecificthemes in literature/life.
MakereferencetoHamlet(ifpossible,HamlethasbeentaughtbeforeFoersnovel).Explain
how these themes are timeless and universal. Set up the StarWars clip by instructing
students to pay close attention to the Emperor, as the personification of death. After
watchingtheclip,elicitfeedback.
Provide students copies of the pages 168170, written out in the form of a dramatic
dialogue. Have them read the scene silently and imagine themselves as one of the
characters.Tell them that therewillbeanopportunity toassume the roleofoneof the
charactersduringnextclass.
Close
the
class
by
referring
back
to
the
ways
Oskar
is
suffering
the
arrows
of
death
recorded
ontheboard.Seeifthestudentshaveanyadditionalideas.
Resources StarWarsRareOriginalDeathofEmperorHamletsSoliloquyAct3,Scene1
ExtremelyLoudandIncrediblyClosepages168170inscriptform.
Assessment
Strategies/Criteria
Forhomework,havestudentsskimthroughthefirsthalfofthenovelandfindthreeof
Oskarsraisondtre.Havethemaddthesetothelistoftheirown,andsubmitthemon
thefollowingclass.
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thestudents.Observationalnotesaboutstudentsperformancecanlaterbeusedtoform
thebasisofgroupworkevaluationforeachstudent.
TeachermustrecordthePlotSummaryinelectronicdocument.
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1.12
CharacterAnalysisofOskarsMother
Objectives
Demonstrateawillingnesstoexploremultipleperspectivesontext.(Curriculum,page29)
Methods/
Strategies
Beginbydiscussingthevariousnarratorswevehadsofar,andaskwhichmajorcharacter
dowehearnothingfrom.Theanswerwillbethemother.Asaclass,brainstormdifferent
characteristicsofthemother.Wheneverastudentmakesasuggestion,makesuretheyroot
theirobservationwithanexample.Leaddiscussionintoactivity,wherestudentsmustwrite
adiaryentryofOskarsmothersdiary.
Resources Thetext
Assessment
Strategies/Criteria
Studentswillbeevaluatedontheircreativity,organization,grammar,spellingandrelevance
ofcontenttothetext.
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1.13
CharacterAnalysis:GrandmaSchell
Objectives
Toconsistentlydemonstrateactivelisteningandconcernfortheneeds,rights,andfeelings
ofothers(12.3)
Torespondtoawiderangeofcomplexquestionsanddirections.(12.2)
Tomakeconnectionsbetweentheirownvalues,beliefs,andculturesandthosereflected
inliteraryandmediatexts.(12.6)
Methods/
Strategies
1Havetheclassbrainstormalistofwords/phrasesdescribingGrandmaSchell.
2Ingroupsof fivehave the students consider the followinggeneralquestionsandwrite
responsesinpointform:
does
Grandma
resent
her
husband
for
leaving
her?
wassheeverinlovewithhim?
Isshepleasedbyhisreturn?
3Asaclasscomparegroupresponses.
4 focusonthechaptersentitledMyFeelingsandhavestudentsrespond individuallyto
thesequestions:
whenthegrandmotherwritestoOscarthatwhileshewasyoungshefelt,Ihavenoneed
forthepast, Ithought, likeachild. Ididnotconsiderthatthepastmighthaveaneedfor
me(p.78),issheinsinuatingthatOskarthinkslikeachild?
WhatdoesGrandmamean whenshewritesIdidnotneedtoknowifhecouldloveme.
Ineededtoknowifhecouldneedme(p.84)?
GrandmaasksmanytimesWhydoesanyoneevermakelove?(p.8484);isthisrhetorical
and
what
could
it
mean?
Whatdoes thegrandmothermeanwhenshewrites toOskarImissedyouevenwhen I
waswithyou. Thatsmyproblem. Imisswhat Ialreadyhave,and Isurroundmyselfwith
thingsthataremissing(p.174)?
doesshemeanitwhenshewritesThereisnothingwrongwithcompromising.Evenifyou
compromisealmosteverything(p.175)?
GrandmawritesImovedmyhand to touchyourhand (p.227)andIslidclosertohim
untiloursides touchedIwantedasmuchofus to touchaspossible(p.306)why is it so
importantforGrandmatotouchpeople?
Homework:Studentswillwriteaonetwopage response forsubmission for the following
question,doesGrandmamean itwhenshesaystoOskar,Ihopeyounever loveanything
asmuchasIloveyou?Whyorwhynot?
Resources ExtremelyLoud&IncrediblyClose
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Assessment
Strategies/Criteria
Class participation marks will be allotted for evidence of thoughtful participation in
brainstormingandgroupactivity(yes/nocheckmark).
Studentswillreceivemarksforhavingcompletedtheinclassquestions(yes/nocheckmark
for each question; students who wish, will be given the opportunity to complete the
questionsfor
homework).
Studentswillbeevaluatedforthoughtfulconsiderationandarticulationforthehomework
assignment(outofapossible5marks).
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1.15
PlotSummaryChart&MappingActivity
Objectives
Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,and
reflectontheirthoughts,ideas,feelings,andexperiences.
Studentswillbeexpectedtointerpret,select,andcombineinformation,using
avarietyofstrategies,resources,andtechnologies.
Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearlyandtorespondpersonallyandcritically.
Methods/
Strategies
PlotSummary
Teacherformstheclassintogroupsof5students.Theyaregiventwentyminutestodiscuss
the 2nd
novel section and make a ten point outline. Each group briefly presents their
summarytotheclass.Choosingthecommonpointsthatappear inmultiplepresentations,
theclassconstructsa10pointoutlinetogether.Alongwiththeoutlinewillappearalistof
thecharacters introduced inthesection (namesandrolesonly.)Thecompletedoutline is
recordedonchartpaperandplacedonasectionofclassroomwalldedicatedtothenovel
(plotSummaryWall).
MappingActivityContinueplottingofOskarsjourneyusingGoogleMapsandGoogleEarth. Ateachstopon
Oskarsjourney,studentswilluseGoogleMapsStreetViewtoview imagesofthearea
andanswer
questions
and
make
comments
about
each
part
of
the
city.
Resources PlotSummary Teacherssummarynotesfornovelsection.
Listofquestionsintendedtofacilitateclassdiscussionandsummarizing.
Chartpaperandwallspace
MappingActivity:
GoogleEarthandInternetaccess(GoogleMaps)
Assessment
Strategies/Criteria
GroupworkRubric
EachgroupmemberassessesoneothergroupmemberusingtheGroupworkrubric.
Completedrubricsaregiventotheteacherattheendoftheclass.Therubricsare
completedanonymously.
Theteachershouldcloselyobservetheprogressofeachgroup,andthedynamicsbetween
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thestudents.Observationalnotesaboutstudentsperformancecanlaterbeusedtoform
thebasisofgroupworkevaluationforeachstudent.
TeachermustrecordthePlotSummaryinelectronicdocument.
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MappingActivity
To begin this activity, the teacher will give a brief overview of New York City, specifically on the
subdivisionofthecityintothefiveboroughs(also,whataboroughis,etc.)
Throughouttheunit,studentswillbemappingOskarsjourneythroughthefiveboroughs. Thismapping
willbedonebyusingGoogleMapsand/orGoogleEarth. Iftimeallows,theteachershouldgiveabrief
overview of each, pointing out the strengths, weaknesses, and features of each, as well as the
compatibilitybetweenthetwo.
WEEK1
Afterbeingintroducedtotheactivity,studentswillbeplacedinpairstoplotinGoogleMapspointsof
interestinthefirstsectionofthebookreadinWeek1. Thesepointsofinterestinclude(butarenot
limitedto):
OscarsApartment
FrazerandSons(Locksmith)
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Lesson1.4 AnticipationGuide
Name:
Title:
Directions:
On
the
continuum
of
each
of
the
numbers,
place
an
x
that
indicates
where
youstandinregardtothestatementthatfollows.Bepreparedtodefendandsupport
youropinionswithspecificexamples.Afterwehavereadthetext,youwillcompare
youropinionsonthosestatementswiththeauthorsimpliedand/orstatedmessages.
StronglyAgree StronglyDisagree
|________________________________| 1.Itisplausiblethatanineyearoldthinks
about
the
meaning
of
life.
|________________________________| 2.Itisplausiblethatanineyearoldthinks
about andformsopinionsontheexistence
ofGodandlifeafterdeath.
|________________________________| 3.Apersonhastoconfrontdeathinorder
to
understandlifesmeaning.
|________________________________|
4.
It
is
natural
for
people
to
want
toconstruct
meaningoutofchaos.
|________________________________| 5.Thereisalwaysawayout,ameansof
escape.
|________________________________| 6.Sharingacommonlanguagemakes
communicationeasy.
|________________________________| 7. Peoplearefragile.
|________________________________| 8.Attheageofnine,weareprimarily
influencedbyourparents.
|________________________________| 9. Ultimately,everythinginlifehas
meaning.
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