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A Novel by Daniel Quinn The Unit Plan of Ishmael: An Adventure of the Mind and Spirit – A Novel by Daniel Quinn The Class: A Grade 10 Honors class in which the units are intended to last 2 weeks each. Each class is 77 minutes long. In preparation for entrance into the International Baccalaureate Program, the students do three novel studies, a Short Story Unit, Poetry, Debating, Media, and Shakespeare in addition to a unit each of Grammar and Vocabulary interwoven throughout the semester. The students are generally bright and capable of taking ideas into more abstract, philosophical realms; however, it is still critically important that they are scaffolded to that point and that their foundational skills are developed along with their cognitive skills. This unit addresses one of the novel studies. The Novel: Ishmael: An Adventure of the Mind and Spirit is a philosophical novel that examines the human condition as fundamentally influenced by our self-constructed culture. Ishmael, the ‘teacher,’ is a gorilla who communicates through a type of mental telepathy to our protagonist, the ‘student.’ Both are interested in saving the world and it would seem that the gorilla has figured out how; now, he must spread the word by challenging the student, and the reader, to examine how ‘we’ and the world have gotten to where we now are: a dilapidated state by which we cannot stop ourselves from further destroying the world. This novel challenges the reader to consider the state of the world, the environment and our relation to it. It also challenges the reader to consider various “mythologies” upon which our culture is founded, their respective truths, how they interact with one another, and how they influence our daily thoughts and activities. This novel should stimulate critical thinking and challenge the students to reach beyond past considerations and even the bounds of the novel, itself. This novel will likely challenge the students to consider their daily approach to life and their environment. Most Basic, Underlying and Abstract Objectives That I Hope Our Marathon through Ishmael Will Produce: to enhance the students’ ability to think critically about philosophical issues to facilitate students’ understanding by providing various thinking strategies such as questioning, journaling, discussion and cooperative learning to enhance cultural awareness to help students engage in problem solving and evaluative skills to encourage students’ sense of “learner responsibility” to observe a unique literary style for the novel Pre-Unit Confirmations: (All the Supplies you will need for this unit, short of the standard stuff like Overheads and pens) Books & book cards: count & prep Large sheets of paper & felts for Wednesday’s Placemat Reserve Library &/or acquire resources for Thursday’s research Prepare supplies that ss may desire for Friday’s presentation (Bristol or Poster Board, Construction paper, scissors, glue) Large sheets of paper & felts for Monday’s Placemat Ishmael: Unit Overview – At-A-Glance 1 2 3 4 5 -Vocab -Vocab -Vocab -Vocab -Vocab -‘+/-, interesting to see’: -“Sort & Predict” chart -USSW -USSR (finish ‘6’ ~30m) -Present findings from “If a creature…” -USSR: to end of ‘two’ -USSR (“four” should -USSW (short) yesterday (~7 group -Brainstorm 60s & 70s -USSW: Journal to end take about 16 min. need -Cultural exploration: x5min = 35m) -Brnstrm current events of “two” to get through 5.1) collaborative learning -Collective Reading “7” -USSW: “if you could -Group work -Placemat strategy and (20min) change anything…” - Discuss discussion -Student’s choice: -Share -Other Qs & -Exit slip: three “big” (discussion; journal; -Collective Reading to clarifications questions you have and a USSR) p.6 sample of your vocab -Monday: must be done -USSR -hmwk: finish “three” list (min 5 words) “8” & ready for “9” -Story Ps & Qs -spare time = USSR time -USSR to end -hmwk: finish ‘5’ -hmwk: finish “one” (~24min) 6 7 8 9 10 -Vocab -Vocab -Vocab -Vocab -Vocab -Recap Drill -Discussion: Address -USSR: finish 10 (20m) -USSR/W -USSR: “13” (10 min) -USSR to ~ 9.5/9.7 questions from exit slips -Paper debate -Multiple Mind Map -Journal -Placemat - Think-Pair-Shares -USSR: “11” - Exit slip: three “big” - Whole class -hmwk: ‘12’ (40min) questions you still have - Address any info gaps (Genesis…) -Hmwk: finish ‘9’ -USSR: finish10.6 (~40min) (p.184) Ishmael Overall Learning Outcomes: At-A-Glance 1 2 3 4 5 - assess prior knowledge - use various strategies - demonstrate - demonstrate flexibility, - demonstrate effective and experience with to cope with difficult or willingness to consider responsibility, and oral skills to enhance specific topics dense communications diverse, contrary, and commitment when communications (throughout unit) innovative views working together - use a variety of - use appropriate criteria strategies before, during, -- apply the Sort & - apply various strategies - monitor their own and to evaluate group and after reading and Predict chart strategy to including consensus- others’ contributions, processes and individual listening to increase organize, generate and building and formal suggest new ideas, and contributions, and to comprehension shape ideas decision-making build on others’ critique presentation (throughout unit) techniques to achieve strengths to achieve forms relative to purpose Demonstrate: goals group goals and audience - demonstrate the ability - an understanding of to listen and read the main ideas, events, - formulate and refine -use efficient strategies - organize information critically or themes of the novel research questions for locating, recording, and ideas to clarify - the ability to record, and organizing research thinking - paraphrase and make organize, and store information hypotheses about the information they read main ideas, events, and themes 6 7 8 9 10 -demonstrate effective - apply the Think-Pair- - explain the influence of - use the Multiple Mind - use charts to organize oral paraphrasing skills Share strategy to others’ ideas and Map to organize and ideas and listening skills to organize, generate and contributions to the communicate ideas refresh prior knowledge shape ideas development of their Demonstrate: personal thoughts and - defend their choices of - an understanding of - develop and defend a Demonstrate: feelings organizational and the differences between point of view using - respect for divergent communication forms, working collaboratively evidence from work they ideas and values - show a willingness to and formulate ways to vs. independently on have read, heard, or expressed in text consider and elaborate improve their own and presentations viewed - an awareness of on others’ ideas or others’ work - respect for others’ cultural, geographical, viewpoints viewpoints when - demonstrate and historical working collaboratively willingness to reassess background in text - an understanding of their understanding of a and evaluate the purpose topic on the basis of and effectiveness of responses from others rhetorical situation in and new ideas and text experiences - establish and use - develop focussed criteria to evaluate group inquiry questions related processes, their own to increasingly complex contributions to them, topics and the results of their work Day 1 – Ishmael Materials: Books & book cards: count & prep SWBAT: Access prior, historical knowledge that will be relevant to enhancing understanding of concepts presented in Ishmael Hypothesize about the current state of the world as affected by humankind Present abstract ideas about the notion of “captivity” that go beyond the dictionary definition Objective Time/Pace Teacher Activity Student Activity 1. Build 5 min • Read “New Words” thru “Reading Wisely”; • Listen to new words; note usage; accurately fill Vocab. provide time; review in blanks; review and adjust as necessary 2. 5-15 min • Present Question: “If a creature from outside of • In your Journal, respond to the question (10 min Hypothesize civilization had the chance to observe and USSW) comment on human behaviour/nature, what • Receive books & complete book cards would it say?” 3. Access 15-20 min • Ask ss what they know about the 1960s and 70s. • Brainstorm and offer findings on recall about the prior Write down answers on white board or OH 1960s and 70s. Hook knowledge 20-25 min • Ask ss what they know about current events. • Brainstorm and offer findings on recall about the Write down answers on white board or OH events of the last five years. 4. Critical 25-35 min • Ask: “if you could change anything in or about • USSW(Journal) 10 min.: respond to question Thinking & the world, what would it be & why?” • Opportunity to Share Application 5. Listening/ 35-45 min • Collective Reading – read to class to p.6 • Listen & follow in book Rdg comp. • Assess comprehension/thinking • Sum up protag; predict what he will find 45-65 min • USSR 6. Think 65-75 min Address Story Ps & Qs: 1) what are some different forms of captivity?; 2) What would it be like to live in abstractly captivity? (Do we live in captivity?); 3) Does Ishmael really speak? (no; p21);4) Is this real, or is the Body Lesson protagonist dreaming/ imagining/ making it up…? (explore literary criticism & devices) 7. Build vocab 75-77 min Direct SS to build vocab list of any words they do not know & to find/learn their definitions. To be & Learner continued throughout reading of novel. Wrap Responsibility *Homework: Finish “one” Assessment: Participation, Journals (Journals are handed in periodically; students choose which are to be
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