This 6-week unit plan focuses on analyzing the novel Brooklyn by Colm Toibin. Key understandings for students include how authors construct meaning through narrative viewpoint, setting, and symbols. Students will explore how social, historical, and cultural values are embodied in the text and consider different possible interpretations. Major assessments include a reading response SAC analyzing structures, features, and themes in the novel. Learning activities involve discussing the historical context of 1950s Ireland and America, analyzing characters, themes, and changing views/values in the text through group and individual tasks.
This 6-week unit plan focuses on analyzing the novel Brooklyn by Colm Toibin. Key understandings for students include how authors construct meaning through narrative viewpoint, setting, and symbols. Students will explore how social, historical, and cultural values are embodied in the text and consider different possible interpretations. Major assessments include a reading response SAC analyzing structures, features, and themes in the novel. Learning activities involve discussing the historical context of 1950s Ireland and America, analyzing characters, themes, and changing views/values in the text through group and individual tasks.
This 6-week unit plan focuses on analyzing the novel Brooklyn by Colm Toibin. Key understandings for students include how authors construct meaning through narrative viewpoint, setting, and symbols. Students will explore how social, historical, and cultural values are embodied in the text and consider different possible interpretations. Major assessments include a reading response SAC analyzing structures, features, and themes in the novel. Learning activities involve discussing the historical context of 1950s Ireland and America, analyzing characters, themes, and changing views/values in the text through group and individual tasks.
This 6-week unit plan focuses on analyzing the novel Brooklyn by Colm Toibin. Key understandings for students include how authors construct meaning through narrative viewpoint, setting, and symbols. Students will explore how social, historical, and cultural values are embodied in the text and consider different possible interpretations. Major assessments include a reading response SAC analyzing structures, features, and themes in the novel. Learning activities involve discussing the historical context of 1950s Ireland and America, analyzing characters, themes, and changing views/values in the text through group and individual tasks.
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ST.
JOSEPHS COLLEGE TOPIC PLAN
SUBJECT: TOPIC:
YEAR:
English Brooklyn
Duration (weeks):
12 6
Stage 1: Desired Results
AUSVELS/OUTCOMES: The following achievement standards are addressed during this topic:
Thoughtful and insightful understandings of the ideas, characters, and themes constructed and presented in the text. Complex discussion and critical analysis of the structures, features and conventions used by the author to construct meaning Considered selection of textual evidence and highly appropriate and relevant use of metalanguage
Key Understandings:
Essential Questions:
Students will understand that:
Authors use narrative viewpoint, settings and symbols to construct meaning
Social, historical and cultural values are embodied in the text.
Different interpretations are possible.
How does migration impact on a persons sense of identity?
What were the social influences of the 1950s in Ireland and America? How did the context of the time impact on Eilis views and values? What is the authors message within the novel? How are the different themes portrayed in the novel? What is Colm Toibin trying to indicate about each theme?
Stage 2: Assessment Evidence
Major Assessment Task(s):
Other Evidence:
Reading and Responding SAC
Class activities Class discussions Group Work Individual class tasks Writing Tasks Learning Activities Practice SACs
Stage 3: Learning Plan
Week
Key skills/knowledge Historical background information about the 1950s The American Dream
Introduction to the author: Colm Toibin
Structure and features of
Brooklyn Symbols/Imagery within Brooklyn
Learning Activities
Resources
1&2: Introduction to Brooklyn/Context of 1950s Ireland and
America Students will be watching an interview with the author of Brooklyn Colm Toibin. They will then be discussing some ideas from the interview. After this they will move onto researching the context of the time. Students can work in groups and choose one aspect from 1950s Ireland and one from 1950s America to work on. The students will then be presenting their information gathered in the following lesson. During the presentations students are to take notes about the context of the time.
Introduction to Brooklyn SIMON
3: The American Dream
PowerPoint on The American Dream Class Discussion/individual activities throughout the PowerPoint presentation. Quotes from Brooklyn and questions relating to the text/Eilis/The American Dream throughout. 1&2: Structure/Language/Plot of Brooklyn Part 1: Page 3-49 (Home) Part 2: Page 53-91 (Brooklyn a place of loss and a terrible weight) Part 3: Page 95-199 (Brooklyn a place of renewal) Part 4: Page 203-52 (Enniscorthy reversal of nostalgia) Group work activity on final slide of PowerPoint
Extra resource: http://www.bbc.co.uk/programmes/p00j74mq BBC Bookclub Interview (55mins)
Interview with Colm Toibin:
https://www.youtube.com/watch?v=VVGvcbIsI_g&safe=activ The American Dream PowerPoint SIMON Article on 1950s: Pursuing the American Dream http://www.achrnews.com/articles/the-1950s-pursuing-theamerican-dream
Metalanguage to use for Brooklyn SIMON
Structure and Style in Brooklyn SIMON Structure and Plot in Brooklyn PowerPoint on SIMON Four Acts of Brooklyn SIMON
Four Acts of Brooklyn Ticking Mind resource (students to fill out)
Introduction Questions - SIMON 3: Symbols/Imagery/Motif Eilis is Celtic for Gods Oath
Stage 3: Learning Plan
Week
Key skills/knowledge
Learning Activities
Resources
Curtain (See sheet on SIMON on curtain motif)
Introduction Questions (SIMON) Students are to complete three of these questions in detail and will be sharing their ideas and responses. Practice SAC on structure/language (planned response): Toibins Brooklyn places just as much importance on what the characters dont say as well as what they do. Discuss. 1,2,3: Characters
Brooklyn Eilis Journey Qs SIMON
Brooklyn Eilis Journey Questions SIMON
Brooklyn Discussion Questions SIMON
Brooklyn Discussion Questions SIMON
These can be split up amongst the class. Perhaps one question between three students. They need to come up with an answer to the question including textual references and quotations in their response as evidence. Each response should be extended aim for 3 paragraphs.
Character Roles Handout SIMON
Characters in Brooklyn
Minor Characters Handout SIMON
Role Development Handout - SIMON
Characters to focus on: Eilis Lacey, Rose Lacey, Mrs. Lacey, Father Flood, Tony Fiorello, Mrs Kehoe, Miss Kelly, Jim Farrel, Nancy, etc.
Character Roles Handout Students are to link these words with the characters in Brooklyn Minor Character Handout Students can fill out the similarities of the minor characters to the major, and plot which minor characters hinder the struggle of Eilis, or support her on her coming of age journey Role Development Handout Students can look at the various roles that Eilis plays (student, daughter, sister, wife, girlfriend, worker etc.) and how these roles change/develop throughout the text. Linking in each part of the text with each role.
Themes
Character Practice SAC:
Eilis Laceys journey is stagnant. By the end of the novel she is still restricted and unable to make choices in her life. Discuss. 1&2: Themes Students first begin to reflect through the following statements:
Brooklyn Theme Work SIMON
Stage 3: Learning Plan
Week
Key skills/knowledge Views and Values
Learning Activities Eilis feels at the start of the text Eilis feels during the text Eilis realises during the text Eilis knows at the end of the text After the conclusion of themes prezi (link in resources) students will work through the themes work and then try to come up with their own statements in relation to the themes. Family Social class/social status Migration Racial prejudice Love and duty Education Commitment and marriage Morals Role of Church Growing Up Identity Grief and Loss Brooklyn Theme Work - SIMON Theme Resources SIMON (words to use in essay) 3: Values Honesty Justice Patriotism Respect for others Loyalty Fidelity Equality Freedom of Choice Responsibility Tolerance Changing Views and Values SIMON Students to try filling out individually, then coming together as a class to work through it. Perhaps splitting it up for a group of 3-4 students for each value and them gathering quotes, evidence etc. for the value and
Resources Values in Brooklyn SIMON Changing views and values - SIMON A prezi on themes in Brooklyn http://prezi.com/jmau_25_caqk/themes-in-colm-toibinsbrooklyn/
Stage 3: Learning Plan
Week
Key skills/knowledge
Learning Activities
Resources
any change that occurs, then coming back and presenting to the class while they take notes. Theme Practice SAC: The migration experience for Eilis was positive. Do you agree? 1: Eilis Journey Questions Discuss and work through these as a class identifying quotes that could be used for each question, what ideas are being asked, what links you would make to views and values, symbolism, themes etc. Brooklyn essay writing PPT (SIMON)
2: SAC Prep 3: The Big Nine Keynote on SIMON. Go back over the metalanguage sheet, the words and phrases for essay writing sheet
(The Springer Series On Stress and Coping) Gregory R. Pierce, Barbara R. Sarason, Irwin G. Sarason (Eds.) - Handbook of Social Support and The Family-Springer (1996) PDF
(The Springer Series On Stress and Coping) Gregory R. Pierce, Barbara R. Sarason, Irwin G. Sarason (Eds.) - Handbook of Social Support and The Family-Springer (1996) PDF
