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Blended Learning Unit for Inclusion in Victorian or Modern Era

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Blended Learning Unit for Inclusion in Modern Era

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Request for resources?

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https://docs.google.com/a/iss.k12.nc.us/document/d/1xFWIZSwBYYoNyBs5P4fVCKvPe9e6kn9b2wjawr7TZdE/edit?usp=sharing
Above link is to the google doc containing the video links for intro to Shakespeare's language

https://drive.google.com/open?id=0B-1GtW_MQ6RobzhBcXVDekFlbmM
Folder of documents, etc., to help students with language (Intro to Shakespeare).

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The following poets listed  under Restoration are Victorian: the Brownings and Tennyson.  Blake, Byron, and Keats are Romantics.  Housman and Hardy are either late Victorian or early modern.  Three poets which would fit nicely in the Restoration are Pope, Swift, and Dryden.  John Donne belongs in the Renaissance; he was dead for thirty years before the Restoration commenced.

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The following poets listed  under Restoration are Victorian: the Brownings and Tennyson.  Blake, Byron, and Keats are Romantics.  Housman and Hardy are either late Victorian or early modern.  Three poets which would fit nicely in the Restoration are Pope, Swift, and Dryden.  John Donne belongs in the Renaissance; he was dead for thirty years before the Restoration commenced.

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When teaching sonnets, Shakespearian, I use a couple of these pop sonnets created by Erik Didriksen. You can find these pop songs turned sonnets through an image search, on tumblr (which is currently blocked), or you could buy his book. Here's a link http://www.npr.org/2015/10/17/446676686/pop-sonnets-finds-hidden-shakespeare-in-top-40-tunes Didriksen even includes voltas in his versions, I incorporate some into a work sheet and have the kids identify components etc. As they start to guess the songs I play them. I also give the kids different sonnet worksheets so the class is continually discovering the sonnet versions of songs instead of one kid getting them early and ending the mystery.

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For Frankenstein: At the beginning of the unit, I put a basket with random supplies on each group of desks and call it the "morgue." I tell students to sit in groups of 4 and then give them 20 minutes to create a monster using the items in their morgue. To make the activity more authentic, I tell them that they can steal items from other morgues as long as the group doesn't see them doing it. Their monster has to be life like, but not human like. At the end of 20 minutes, students have to make a profile for their monster. The group has to come up with a name and a bio (birthplace, hobbies, interests, etc.). Then students are told that over the course of the week, they are responsible for the upbringing of their monster. They can either be good parents who teach their monsters life lessons, or can document the effect of the lack of instruction. Each student is responsible for taking 6 pictures of their monster experiencing life in a different way. During this first class period, the group members must all decide which day they will be taking the monster and must plan which pictures they will be taking (so that there aren't 2 "baby's first car ride" pictures). By the end of the week, each group should have 24 pictures of their monster and should feature these in an Instagram account that is named for the monster. In addition to these 24 pictures, there must be one "Family photo," essentially creating the expectation that there will be 25 pictures in the account. This activity serves to front-load Frankenstein and to introduce Victor's choice of not being a responsible parent for Adam. This lends itself to a discussion about parenting through the centuries and about the age-old debate regarding "nature vs. nurture." 

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For Frankenstein: At the beginning of the unit, I put a basket with random supplies on each group of desks and call it the "morgue." I tell students to sit in groups of 4 and then give them 20 minutes to create a monster using the items in their morgue. To make the activity more authentic, I tell them that they can steal items from other morgues as long as the group doesn't see them doing it. Their monster has to be life like, but not human like. At the end of 20 minutes, students have to make a profile for their monster. The group has to come up with a name and a bio (birthplace, hobbies, interests, etc.). Then students are told that over the course of the week, they are responsible for the upbringing of their monster. They can either be good parents who teach their monsters life lessons, or can document the effect of the lack of instruction. Each student is responsible for taking 6 pictures of their monster experiencing life in a different way. During this first class period, the group members must all decide which day they will be taking the monster and must plan which pictures they will be taking (so that there aren't 2 "baby's first car ride" pictures). By the end of the week, each group should have 24 pictures of their monster and should feature these in an Instagram account that is named for the monster. In addition to these 24 pictures, there must be one "Family photo," essentially creating the expectation that there will be 25 pictures in the account. This activity serves to front-load Frankenstein and to introduce Victor's choice of not being a responsible parent for Adam. This lends itself to a discussion about parenting through the centuries and about the age-old debate regarding "nature vs. nurture." 

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Please post any links or additions that you would like to see on the "Pacing Guide"