Institut für ErziehungswissenschaftClaudia Ziegler & Renata Schuh
Abteilung Lehrerinnen- und Lehrerbildung The Wave Worksheet
FD II: Englisch FS 14
lic. phil. I Hansjürg Perino 27.3.2014
Novel: The Wave
The goal would be to do a project together with History and German (possibly a work week?) where WWII /Fascism would be jointly covered, as well as the Vietnam War era/60s and “Die Welle” in the German class.
Procedure for weekly homework reading: groups of three sts do a summary of their three chapters, find the key points everyone must know to understand the story and explain specific concepts. Block 1: assign/self-select six groups of 3 sts for HW task. This active participation is part of sts’ oral grade for the term.
Lesson / Aim/Topic / Tasks/Ideas / Methods / HomeworkBlock 1
(2h each) / · Sts become aware of cultural/historical background of 1967 / · Work out cultural background:
a. High school culture
b. Football
c. High school magazine/press, Silicon Valley
· Historical background:
T presents info about Vietnam War/draft / · Class divided into 3 groups a., b. and c.
a. Elicit sts’ knowledge from popular films (dating, proms, cliques, sports). Sts a. present to b. and c.
b. Sts watch short clip on football. Then fill in gapped text about football. T explains relevance of football in US-high schools (identity, fundraising, scholarships for universities)=> group b. presents to a. and c.
c. Sts work with real H.S. magazine from 1960s, note topics, style. Research Palo Alto/Bay Area (map, sociodemographics) => group c. presents to a. and b.
· T presentation (using clip of historical footage)
· Sts research about the draft, what young men did to avoid becoming a soldier / Read ch. 1-3
(group 1 of 3 sts will present in Block 2:
a. summary
b. key points
c. specific concepts
Individual sts: For each chapter, write down 5 words that seem important to the story or that are interesting words => discuss and explain in next class in small groups
Block 2 / · Sts get personally involved in question “this couldn’t happen now”
· Sts compare/contrast US-CH high school classes
· Robert as the object of ridicule / · FB on reading HW
· Discussion: your Gymi class vs. Wave high school class
· Sts become aware of different roles in class (U.S.: jock, nerd, most popular girl/boy etc.) / · HW group presents/class ask Qs (repeat in each Block) & small groups (S-S-S-S) share their vocab
· Groups discuss and T elicits similarities/differences of high school culture on BB
· Sts discuss “typical” CH-class and compare to Wave class.
· Why is someone an outsider? Small groups discuss, present findings to class
· 10-min In-class writing task: what is your role in your class? / Read ch. 4-6 (group 2)
Block 3 / · Role of discipline and community:
Sts understand what happens when the group takes over
· Review of word families
· Overview of characters / · Robert’s character is changing – Why?
- develop vocab
· Use common WAVE words to investigate building of other word classes
· Sts revise the names of main characters / · HW group presents/class ask Qs (repeat in each Block) & small groups (S-S-S-S) share their vocab
· Sts watch clip of marching Hitler Youth, saluting.
- Vocab task: brainstorm words that come to your
mind when you see these images.
- Small group discussion and FB
· Worksheet “Word families”, Tasks 1-3
· Puzzlemaker worksheet “Wave characters” / Read ch. 7-9 (group 3)
Block 4 / · Peer pressure / group dynamics
· Recruitment
· Wave in football team / · Sts reflect on their own life / · HW group presents/class ask Qs & small groups (S-S-S-S) share their vocab
· Sts discuss their experience with team sports. Role of discipline?
· Sts roleplay p. 67 Grapevine session in small groups, compare Ross’ class to magazine staff
· Show clip sts learning to salute & answer properly / Read ch. 10-12 (group 4)
Block 5 / · Robert as bodyguard, his clothes and appearance
· Parents’ role / · What is a friend? / · HW group presents/class ask Qs & small groups (S-S-S-S) share their vocab
· Writing Task: Write about your best friend at school / Read ch. 13-14 (group 5/ 2 people)
Block 6 / · students see how society changes and understand the consequences for the individual;
· sts are aware of the importance of freedom of the press, and
· sts think about mob-experiences / · understand how the Wave creates outsiders, limits freedom and spreads fear; element of threat (ch. 13)
· understand what is the role of the press, importance of freedom of the press
· Understand how the ‘game’ has become a real threat
· Think about ‘mob-feeling’, how individual dissolves; sts’ own experiences of ‘strength through community’
· Ch. 15: Understand how ‘the good of the whole’ is no justification for violence to an individual; understand what made David change his mind
· Ch. 16: character and character development: understand the different roles in society of each type; practice in character detection
· Ch. 16: How could Ross end it profitably? / · In class read dialogue between Brad and Laurie (distributed roles?)
· Question to class:
- What has happened to the community since the Wave has taken off? (Comprehension: creates outsiders, limits freedom, spreads fear, etc) .→ collect on bb
- ‘I am not saying anything. I am just telling you’ – What could Brad be alluding to? (threat)
· Distribute cartoons on ‘freedom of the press’
- In groups discuss:
What is on the picture? What does it mean?
- How can you connect it to the wave?
· In class discuss results, connect to ‘Grapevine’ , establish connection to political reality behind the cartoons
· Read together, esp. Laurie’s flight.
- Discuss in class:
- Why is Laurie afraid?
- Is her fear justified?
· Watch clip ‘tomorrow belongs to me’-scene (film Cabaret)
- Sts alone note thoughts while watching, impressions, feelings pos/neg
· T asks:
- Why did I show you this? (hopefully get answer about group-feeling of togetherness, that’s scary and empowering)
- Have you had a group-experience where you were caught up, felt stronger and more important as a group? (football, concerts, demonstrations, etc) / Read ch. 15-16 (group 6/ 2 people)
Block 7 / · students understand in what ways the Wave ruins society
· sts discuss the different roles people play in society and how they interact and matter;
· sts think about what Ross could do to end it.
· Sts are aware of character developments
· David’s change and violence / · read David-Laurie scene in class
· In pairs discuss:
- Why did David change his mind?
- What exactly happened inside his head?
- Writing task: Write down his thoughts.
· Watch clip David’s and Laurie’s visit to Ross (2x?)
- Sts take notes
- in what different ways does the Wave affect society? (no more room to be yourself , no freedom of speech, fear if not in the Wave, spying, fear of being overheard)
- In class collect on board
· (maybe look for parallels in historical totalitarian regimes – connect to reality)
· Each group is assigned one character:
Expert groups:
- Determine character
- Does he/she change? Why?
- How does she/he respond to the wave?
Jigsaw groups:
- Exchange results, so everyone has a complete character-sheet
- Imagine four societies, each one consisting only of Davids/Lauries/Roberts/Amy&Brians and a leader; what would happen in this society?
- How would they react to a leader?
Class discussion, compare ideas, maybe talk about the society we live in…?
· In groups:
- come up with solutions and schemes how Ross could end it.
For aid look through notes, at black board etc, to understand the problem he’s facing and the goals he has.
(guiding question: what do they believe in? what does he want them to understand?) / Read ch. 17 (group 7 / 2 sts)
Block 8 / · students find individually what lesson they would have learnt, think about what character strengths it would take to withstand or even counteract such a movement, think about the ‘underdog’ problematic.
· Responsibility of teacher
· Personality of charismatic Ron Jones
· Ross’ speech; what character strength does it take to withstand the wave, Robert’s problem / · Understand the most important points in Ross’s speech;
· Sts get involved themselves finding what ‘lesson’ is most important in their opinion (from topics such as responsibility, leader, outsiders,…) / · Reread 133-136, make sure they understand
Students go through text individually,
- make up minds what three passages are the most important ones to them; get together in pairs and discuss why they think that (don’t have to agree)
- in class collect ideas and complete reasons why these passages are important
· Get together in jigsaw groups, discuss
what character strengths it would take to withstand and oppose such a movement;
- what could you do, as an individual? (refer to notes from last lessons, characters, mob, etc) – each takes notes
- Discuss in class
· Read ending again, Ross and Robert
Discuss in class:
- Why is he crying?
- What cold Ross tell him?
- Why is Robert’s character important in the novel?
Students take notes
- Discuss in class
· Possible written task!
- Sts in pairs write dialogue between Ross and Robert: What will Ross tell Robert when they go away to have a meal (last page)?
- 10 main concepts of Ross’ speech (key words, ie. freedom, individuality etc.)
· Show clip of Ron Jones in German “Die Welle” class (sts see charisma of this teacher) / Possible Writing task:
What is going to happen to Robert? Visualize him in five years.
BLOCK 9 / · Think about blame vs. importance of the experience
· What is teacher’s responsibility
· Review and personal connection / · Sts learn about the original class of the 3rd Wave at Cubberley High school, Palo Alto CA
- What happened to them?
· What kind of teacher was Ron Jones? Did he hurt or help his sts?
· Sts get ready to make up their minds about the story and to write a final essay / · Watch clip interviews from ‘The Lesson Plan’ with conflicting views: ‘Ross is evil’ vs. ‘every student should go through this process’
- Discuss in pairs, groups or class
- Did you like the book? Why?
- Do you think it is relevant to you?
- Maybe show list of topics we discussed, ask which they remember best, what task they most enjoyed, etc…. / Final essay
Materials:
1981 - The Wave (novel by Todd Strasser)
1981 - The Wave (TV movie)
2008 - Die Welle (German film)
2011 - Lesson Plan, the story of The Third Wave (a documentary film, featuring Ron Jones
Ron Jones – Wikipedia
www.ronjoneswriter.com
www.thewavehome.com
Cubberley high school magazine (with 3rd Wave mentioned) http://www.cubberleycatamount.com/Content/66-67/Catamount%20Pages/V11No13/670407.pdf
Article on 3rd wave p. 3: http://www.cubberleycatamount.com/Content/66-67/Catamount%20Pages/V11No14/670421.pdf
http://www.youtube.com/watch?v=iM7zC6aS4pQ
Ron Jones live in a theatre
http://www.youtube.com/watch?v=P193fvqbbSU
Ron Jones visits German school