Calendar for Unit Plan on Tolerance in Films and Literature
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Mon |
Tue |
Wed |
Thu |
Fri |
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2 Lesson One: Introduction to the unit. Free writing and class discussion about
homosexuality and tolerance.
Justifications for teaching this in the classroom. |
3 Lesson One (cont.): Essential Questions– What is Tolerance? How are
homosexuals viewed by our society? How can literature and films affect our
definition of tolerance? |
4 Lesson Two: Reading– Am I Blue? |
5 Lesson Three: Movie Clip- Boys Don’t Cry |
6 Lesson Four: Computer Lab for IM activity |
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9 Lesson Five: Reading– Winnie and Tommy |
10 Lesson Six: Movie Clip- De-lovely |
11 Lesson Seven: Computer Lab- Creating a blog |
12 Lesson Eight: Honorary Shepherds |
13 Lesson Nine: Movie Clip- |
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16 Lesson Ten: Night |
17 Lesson Eleven: Movie Clip– Same Sex Parents |
18 Lesson Twelve: Reading– Michael’s Little Sister |
19 Lesson Thirteen: Movie Clip- Coming Out Party |
20 Lesson Fourteen: Introduction to Final Performances. Script Writing |
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23 Lesson Fifteen: Rehearsals |
24 Lesson Fifteen (cont.): Rehearsals |
25 Lesson Fifteen (cont.): Rehearsals |
26 Lesson Sixteen: Performances |
27 Lesson Sixteen (cont.): Performances |
Lesson
1
“Are we
tolerant?”
What is Tolerance?
How are homosexuals viewed by
our society?
Can literature and film
affect our definition of tolerance?
These are the essential questions of this unit.
WHAT’S ON FOR TODAY
AND WHY
Today we start our unit on tolerance. We will define tolerance as a class. We will free write about our views and societal views of homosexuals and then have a class discussion about the issue. I feel as though I may need to justify to you, my colleagues, and your parents my reasons for teaching this unit, so here it goes. “One out of ten teenagers attempts suicide. One out of three of those does so because of concern about being homosexual. That means that in every statistical classroom across the country there is one young person in danger of dying for lack of information and support concerning his or her sexuality. The intention of this [unit] is to tell challenging, honest, affecting stories [and show films] that will open a window for all who seek to understand themselves or others” (Bauer ix). In today’s world everyone knows or has seen a homosexual person and has an opinion about the morality, tolerance, and acceptance of that person in society. This unit brings these issues into the classroom. The most important thing to remember as we attempt this unit in the next month is that this is a classroom and we must be honest but also respectful and courteous to our fellow classmates.
WHAT TO DO
DAY ONE:
For the first fifteen minutes of class we will decide on a definition of tolerance. This definition will be used for the rest of the unit. Students can use the dictionary.com or regular dictionaries to get them started at coming to their own definition of what tolerance is. Encourage students to talk about their own definitions and combine their thoughts. When a definition is agreed upon by the majority it will be written on the board and volunteers can obtain extra credit to come after school and artistically design and create the bulletin board at the back of the room using the definition and anything else they come up with.
For the remainder of the period I will ask students to free write in their journals with this prompt: How are homosexuals viewed by our society and what are your own experiences or views on the subject? This will no be collected so students feel free to write honestly about their views and societal views. They will get a participation grade for being in class and writing in their journal.
DAY TWO:
For the entire period today we will sit in a circle and discuss. I will begin by passing out Worksheet 1. This is an anonymous survey for the students to fill out. When they are done, I will collect them and look through them quickly to get a feel for where the students are at in their exposure and knowledge about the gay community and tolerance of this group of people. I want to answer the questions: What are our societal views about homosexuals? and Can literature and film affect those views? Since this is a very controversial topic I will remind the students that respect is word that should be on everyone’s mind before they open there mouth. Those who can not handle this discussion will be asked to leave and given Worksheet 2 to do in the library (to be collected at the end of the period). For the rest of the class, the discussion will start with societal views. If no one is willing to talk I will pass out Worksheet 3 (students will read and agree or disagree with the author). I want them to be honest and talk about morality, injustice, tolerance, and bigotry. When that discussion dies down, I will move onto explaining that we will be reading short stories and watching film clips for the rest of the month about homosexuality and the experiences accompanying coming out, relationships with family, friends, and co-workers, and staying silent. I hope that after this unit people’s opinions will be strengthened or changed for the better. I want them to discuss how the media can influence people’s opinions about issues such as homosexuality and tolerance.
HOMEWORK
Students will write a paragraph to be collected about their opinion of this unit. Because this will be the first time I am teaching such a controversial issue I want to know what they think about it and how they feel at the beginning of the unit. I will ask them to do the same thing at the end to see if anyone’s opinion has changed.
HOW DID IT GO?
If students were able to have a respectful and honest conversation about the issues and were able to come up collectively with a definition of tolerance then the lesson was successful. The only grades for this lesson will be check marks in the book for participating in the conversations and writing the original journal entry.
Lesson
2 “Am
I Blue?”
Coville, Bruce. “Am I Blue?” Am I Blue?: Coming Out From the Silence. Ed. Marion
Dane Bauer.
This story is about a young man who is confused about his sexuality. The story starts with him getting beat up by Butch for looking at him the wrong way. Then he meets his fairy Godfather, Melvin. Melvin was beat to death for being gay. He gives him three wishes and one of them is to tint people different shades of blue depending on their sexuality. The boy is shocked by what he sees. The people he thought were gay weren’t and those he would have never suspected were dark blue. This wish makes him believe the statistics about gay people. For his second wish, he turns Butch blue. And his third wish he saves for when he meets mister or misses right. He realizes that you can’t help the sex of the person you love.
WHAT’S ON FOR TODAY
AND WHY
Today we will read the story “Am I Blue?” in class. I want to read this first short story with students because of the nature of the issue. I did not just want to throw them into these stories at home without being able to see facial expressions and reactions to the piece. I will allow students to discuss and question the text if time permits.
WHAT TO DO
We will sit in a circle and take turns reading paragraphs out loud. This is the first step in implementing a conversation about tolerance and homosexuality. I assume that the story will take the entire class time to read. After every three or so pages, I will stop and ask for someone to summarize the story thus far. I also want to be able to answer any questions students might have and allow them to make comments about the text. If we have any time left over I will ask the following questions about the text: How does our definition of tolerance fit into this story? How to you feel about the two main characters? Is this story disturbing in any way? Do you think the boy is gay, straight, or bisexual and why?
HOMEWORK
Students have no homework for tonight. They will have plenty of homework for this unit. I really just want them to think about the story and let the issue of tolerance sink into their vocabulary.
HOW DID IT GO?
If students read the story without too much interruption and respectfully sat and listened to other students then today was successful. I am really trying to figure out how they feel about the topic still, so I am paying close attention to their reactions and comments.
Lesson
3
Boys Don’t Cry
Directed by Kimberly Peirce (1999)
The story of the life of Teena Brandon, a cross dressing youth who preferred life in her male identity as Brandon Teena. It’s a true story about finding the courage to be yourself.
WHAT’S ON FOR TODAY
AND WHY
Today we will be watching a 15 minute film clip from Boys Don’t Cry. I am attempting to juxtapose film and literature about the issue of tolerance in this unit. I will be showing the featurette from the DVD instead of an actual clip because the scenes in the movie that speak to tolerance are incredibly graphic and not suitable for the classroom. The featurette works like a trailer. It shows some of the less graphic scenes like right after Teena cuts her hair to look more like a girl and scenes where she and Lana are falling love. What I think is most poignant about this feature is that the producer and many of the actors from the film talk about the characters and Teena Brandon just wanting to find a place to be herself. I am using this clip along with Am I Blue? because I think it has a nice correlation to being comfortable with whom you are no matter what.
WHAT TO DO
First we will watch the film clip. I will ask if anyone has seen the movie and ask if there are any questions about the piece they just watched. Then I will give a summary of the movie as a whole. Then students will break off into groups of two or three and discuss the following questions: How does our definition of tolerance fit into or not fit into both the short story and the film clip? Do you get a better picture of tolerance from the film or the story? What are your reasons for this choice? Who is plays the Butch type character in the movie? What are the differences in the two main characters? When the groups look like they are done talking, we will resume into a class discussion about the findings from the groups.
HOMEWORK
Pretend you are the character of either John in the movie or Butch in the short story. Write in the voice of that character a one page reaction to the tolerance of homosexuals. What do you think they would say about people who are confused about their sexuality? Do you think they are “good” characters to represent societal views, why or why not?
HOW DID IT GO?
If students watched the movie and were able to discuss the questions in their groups and report back to the class, the day was successful. I want students to start thinking about the other side to which they fall on in reference to tolerance. They also should be making connections between film and literature and how each portrays the issue differently or similarly.
Lesson
4 AOL
Instant Messaging Instruction
For anyone who does not have a screen name here are the directions to get one:
Go to www.aim.com
Click download
Click New Users
Follow the Prompts
WHAT’S ON FOR TODAY
AND WHY
Today we are going to the computer to learn how to instant message in the classroom. I am going to be giving assignments that ask students to instant message one another in groups so today I want to make sure that everyone has an account, knows how to instant message, and has access to a computer. For those students who already have an account they will be doing a sample homework assignment to be collected for a participation grade.
WHAT TO DO
Students will be asked to raise their hands if they do not already have an account. I want those students to group together at a few computers, and I will show them all how to get an account, a screen name and show them how to work instant messaging with the help of a student who knows his/her way around AIM. All of the other students will write their screen names on a sheet of paper and put that sheet of paper in a hat. Randomly, I will choose two pieces of paper from the hat. Those two people will exchange names and work on the assignment as partners. The students will be asked to have an IM conversation talking about the unit so far. They must play roles, one person being a homophobic and the other a completely tolerant person. They must use this prompt. The tolerant person will say, “I think that gay people should have the right to be married in any state in this country.” The homophobic person will answer how ever they see fit. The conversation can and should go anywhere the participants want to take it. They must remember to be respectful and not use inappropriate language. Before the period ends I would like one person to print out a transcript of the conversation for me. The students that do not do this today will be paired with someone who did as a way to have some cooperative learning.
HOMEWORK
During class, I will make a list of screen names and pick two to three people to be in a group being careful to put experienced AIM users with non-experienced users. I will give Worksheet 4 during class and explain to everyone what I want them to do.
HOW DID IT GO?
If students were able to use AIM and actually answer the questions on the handout and the students that did not have AIM previously do now, the class was a success. I know that there are many distractions in the computer lab so even if students were a little rowdy but they handed in a transcript at the end I will count the day as successful. I just wanted them to get a feel for what they would be doing for homework.
Lesson
5
“Winnie and Tommy”
Block, Francesca Lia. “Winnie and Tommy.” Am I Blue?:
Coming Out From the Silence. Ed. Marion Dane Bauer.
This story is about Winnie and Tommy,
WHAT’S ON FOR TODAY
AND WHY
Today we will be reading “Winnie and Tommy.” Instead of reading as a whole class, I am going to break students up into groups of four and ask them to read the story out loud in their groups. I still don’t feel comfortable giving these readings for homework but think that having small reading groups might work well with this story. It is interesting because the characters are the same age as my students. I wonder if any of them have had similar experiences. I want them to be able to talk in their groups about the story and their opinions of the characters and the situation they are in.
WHAT TO DO
I will make the groups and then the students can determine how they want to read. I don’t care if they take turns or elect one person to read the entire thing. When they are finished reading, I want them to talk as a group about how they feel about the characters and the plot. Each group will write a paragraph about any differences or similarities in opinions about the story. Everyone has had their heart broken and been in love or dreamed of those two things, so I am curious to see the reactions to this story. It seems so innocent, but in fact is not. The paragraph will be collected at the end of the period.
HOMEWORK
For homework tonight students will write a journal entry and save it to a disk or email. They must talk about a situation they have experienced or made up about a boyfriend or girlfriend telling them something that is shocking and what they would do in that particular situation. I will tell them that I am collecting them, but I will not collect them for they will be used when the students make their blog accounts.
HOW DID IT GO?
If students read the story and handed in the paragraph and the paragraph was thoughtful then the day was successful. I am really looking for differences in opinion among classmates about their feelings about the story.
Lesson
6
De-Lovely
Directed by Irwin Winkler (2004)
The film is a musical portrait of the life of Cole Porter. The movie is a look back at his life and his complicated relationship with his wife Linda Lee Porter. It is a story about a love would never die and music that would live forever.
WHAT’S ON FOR TODAY
AND WHY
Today we will be watching a film clip from De-Lovely. I chose the scene where Cole and Lee first meet and fall in love. The scene ends with Lee saying that Cole likes men more than she does and she’s okay with that. He tells her he has extra activities that she may not know about and she says of course she knew. People talk. Just like the story “Winnie and Tommy” in the end it doesn’t matter what the man in the relationship likes because the woman loves him for many other reasons.
WHAT TO DO
We will first watch the twenty minute film clip. Then students will answer the following questions: Do you think it is wrong for a woman to be in love with a gay man? Why do you think she stayed and/or married him? Is it more the woman or the man’s fault? Is this a healthy relationship in your opinion? Would you stay with a person you knew was gay? Do you think that Lee and Winnie are similar characters? Do you think that Tommy and Cole are similar? If not, why?
HOMEWORK
For homework tonight the students will be asked to collect everything they written for this unit. There should be two transcripts from the IM activities, an opinion paragraph from the first day, and the journal entry I didn’t collect. As well, I want them to go on the Internet and find an article about tolerance and write a summary of the article. A great website is www.tolerance.org.
HOW DID IT GO?
If the students watched the movie clip and paid attention and were able to make connections between the story and movie, then the class was a success.
Lesson
7
Creating a Blog
WHAT’S ON FOR TODAY
AND WHY
Today we will be in the computer lab for the last time during this unit. We will be learning how to create a blog. Students will be asked to summit all journal entries and homework on this blog for this unit. This is a good way to not have stacks of paper on my desk, but also a way for students to get acquainted with technology being used in the classroom. I will be able to read homework at any time that student’s summit. It is something that I will use for the rest of the year in my class.
WHAT TO DO
I will walk students through the steps. First go to blogger.com. Click on create your blog now. They will create an account and chose a name for their blog using their first and last names. Then they will pick a template. After that they will edit their profile. I will be asking them to write a paragraph post for today’s class. The question they will answer is: We are about half way through the unit, did your opinion about tolerance and homosexuals change since we started? Use a quote from the texts we’ve read or a scene from the movie clips we’ve watched to support your answer.
HOMEWORK
Students will be asked to make another post for homework tonight. They must copy and paste the transcript from their IM homework and talk about whether or not this type of learning and engaging was something they enjoyed or disliked. I really want to get feedback from students about this unit plan and the way I have incorporated technology into the plan. They must answer the following questions: Have you ever used IM-ing in a class before? Did you feel like you learned something from the person in your group if so what, if not why not? Is this something you’d like to do again? Did you write each other in IM language or Standard English? Summarize your transcript. This should be a least four paragraphs or more.
HOW DID IT GO?
If students were able to successfully create blog accounts without too much going wrong and they were able to post a comment to their page, then the class was successful. The homework will be graded tomorrow morning. I will be looking for thoughtful answers to the questions posed about IM-ing and their transcripts.
Lesson
8
“The Honorary Shepherds”
Maguire, Gregory. “The Honorary Shepherds.” Am I Blue?: Coming Out From the
Silence. Ed. Marion Dane
Bauer.
This story is about two boys Pete and Lee and their senior elective film class final project. Their teacher asks them to film a myth of beauty. The story starts with two boys lying naked in bed together, but it is not about sex. The story is about love. The boys fall in love as they are doing this project together. What started as something simple turned into something complicated. They film the holy birth in a new light. Many of the parents and students at Student Display Night did not understand the point of the film, but the boys learned something in the process of film making. They learned that “a myth is your only if you choose to own it” (82) and there is so much more they learned that can not be put into words.
WHAT’S ON FOR TODAY
AND WHY
Today we will be reading the story “The Honorary Shepherds.” I will be reading the story to the class so that they have a break from reading. It is an interesting story and probably the most graphic of the stories we had read thus far. This will probably take the whole class to do, but if we have time I will ask students to talk about myths they know of and how they might film a myth differently. This will be the first time we are actually talking about the plot of the story and not about tolerance. I feel like they might need a break at this point in the unit of the word tolerance.
WHAT TO DO
Students will sit and listen to me read the story today. If time permits we will talk about myths and the unusual film project the boys in the story came up with. I will ask students if they understand what the boys’ film was about. I am also curious if anyone can make a list of some of the things the boys learned that the author did not have words for.
HOMEWORK
Students will be asked to take all the journal entries from the unit and copy and paste or type them as posts on their new blogs.
HOW DID IT GO?
If only one or two students fell asleep during the reading and students participated in the discussion afterwards, then the class will be a success.
Lesson
9
Directed by Jonathan Demme (1993)
This film is about a man, Andrew Beckett, who has AIDS and is fired by a conservative law firm. He hires a homophobic small time lawyer, Joe Miller, whom is the only person willing to defend him in his lawsuit against the firm. No one would take on his case, until one man was willing to take on the system.
WHAT’S ON FOR TODAY
AND WHY
Today we are going to be watching a clip from
WHAT TO DO
I will start the movie at Chapter 29 on the DVD. This is a scene where they are in the courtroom and Joe Miller Andrew’s attorney is talking about being different and how people perceive us. I hope that by the end of the period students will have seen through the verdict scene in the movie.
HOMEWORK
For tonight, I would like students to make a post of their
blogs answering the following questions: How is our definition of tolerance
portrayed in this film? Do you agree
with the verdict? Why or why not? Is there any significance to the fact that
Joe Miller is a black attorney? What did
you think of the jury’s thoughts about the case? Do you sympathize with the law firm or
Andrew, why? After you have answered
these questions feel free to just talk about the clip in reference to what we
have been studying for the last two weeks.
This should be at least one page in length. It is due by
HOW DID IT GO?
Today will be successful in my eyes if the students stay awake to watch the movie and are not doing other work or talking.
Lesson
10
“Parents’ Night”
Garden, Nancy. “Parents’ Night.” Am I Blue?: Coming Out
From the
Silence. Ed. Marion Dane
Bauer.
This story is about Karen the main character and her group of friends in the Gay-Straight-Bisexual Alliance. The story opens with Karen being disappointed in her father. Then it follows the students through their discussions about having a booth at Parents’ Night and who would represent them and their group. Karen was openly gay in school and has a girlfriend named Roxy. But her parent’s do not know about her sexuality. She finally tells them towards the end of the story and they come to her booth to reiterate how much they love her no matter what her sexuality is.
WHAT’S ON FOR TODAY
AND WHY
Today I am going to give students the whole period to read the story. They can opt to read alone or get into reading groups. But I want to see how they handle reading one these stories without my interruptions.
WHAT TO DO
Students will read “Parents’ Night.” As they are reading they must come up with ten questions about the text. The questions can be about anything. If they opt to work in groups I want at least twenty-five from the group.
HOMEWORK
I want students to take the questions they came up with in class today and post them to their blog accounts.
HOW DID IT GO?
If students read out loud or quietly to themselves and seemed to be writing their questions and talking to one another about questions, then the day was a success.
Lesson
11 Same
Sex Parents
Directed by Laurence Katrain (2001)
This movie is about
WHAT’S ON FOR TODAY
AND WHY
Today I had a movie clip from Same Sex Parents. This film is French and has subtitles. I was planning on showing the clip where
WHAT TO DO
If students choice to watch Same Sex Parents they will watch the clip and have a round table discussion about why Olympia chose to kiss her best friend. I will provide them with background from the movie as a whole.
If students choice to watch a comedian from Coming Out Party, I want them to take notes about how the words are presented. I also want them to write down some of the jokes they hear so they can use them and change them for their own skits tomorrow.
HOMEWORK
If SSP, then students will write a blog entry answering the
question: Why did
If COP, then students will talk over IM and come up with a comedic skit about coming out of the rainforest for their classmates tomorrow. They must print their IM transcript and bring it to class. They will have 10 minutes to write down there lines before performing.
HOW DID IT GO?
If students were able to make a choice about what they wanted to do today and did it in a timely manner, then I will call this day a success. If SSP, then I’ll be looking at the discussion and if COP then I will be looking at their notes to see if they are engaging.
Lesson
12
“Michael’s Little Sister”
Adler, C. S. “Michael’s Little Sister.” Am I Blue?:
Coming Out From the
Silence. Ed. Marion Dane
Bauer.
This story is about a young man named Michael and his ten year old sister, Becky. The story follows Michael and his crush Walt. Becky sees Michael and Walt kiss in the living room. She punches a boy at lunch because he called Michael a “fag.” She is really hurt that he didn’t tell her he has different. In the end, she realizes that he is different in the same way she doesn’t like what the other girls in her class like.
WHAT’S ON FOR TODAY
AND WHY
Today we will start the class by reading “Michael’s Little Sister.” I will read for about ten minutes and then students will finish the story for homework. For the remainder of the period, we will be in the computer lab. I want to try and tie some of these lessons together today. I am reading a little of the story just to give them a jumpstart on their homework.
WHAT TO DO
First I will read to the class for about ten minutes. This will bring them to the juicy part of the story. They will want to read the rest tonight for homework. Then we will head down to the computer lab. I want students to pick two other students in the class (and not from their reading groups) and look at the questions they came up with for “Parents’ Night.” They must comment on the post and answer ten questions.
HOMEWORK
Finish reading “Michael’s Little Sister”
HOW DID IT GO?
If students were able to go to their classmates’ blogs and answer the questions, then the day was a success. I want to see that they are able to function in the world of technology while still engaging in the text.
Lesson
13
Coming Out Party
Directed by Rick Tackenberg (2003)
Seven comedians talk about their coming out experiences to family and friends and the difficulties they face with being openly gay comedians.
WHAT’S ON FOR TODAY
AND WHY
Today, we will be watching a clip from Coming Out Party. I have chosen Dan Renzi from the Real World. I think that it is great when you can incorporate things that students are interested in and what better than comedy and MTV. The unit is almost over, and I wanted students to have a day of fun and laughter before they start preparing for their final projects.
WHAT TO DO
I am going to show the entire clip of Dan Renzi. This should take up the bulk of the class, but if there is time left over I want to have a discussion about why it is so hard to come out to family and friends. We have looked at so many short stories and films that really suggest the lack of tolerance occurring in our society.
HOMEWORK
No homework tonight. Students have been writing, reading, and watching for weeks. I want to give them a break before final projects.
HOW DID IT GO?
If students were able to talk about past things we’ve watched and read in reference to tolerance and why it is so hard for people to come out, I will say the day was successful.
Lesson
14
Final Projects
WHAT’S ON FOR TODAY
AND WHY
Today students will be getting an introduction to script writing to begin preparing for the final performances. They will be picking scenes from one of the stories we read in class and making a script out of it. Then they will be using what they learned from the movie clips and perform the scene for the class and their final grade of the unit.
WHAT TO DO
First students will read Worksheet 5 (which is the first scene’s script from Dumb and Dumber). We will talk about how a script tells the actors and directors everything that is going on in a scene and how the scene should be played. I will have volunteers read from the script and have the class be directors for the actors as a warm out activity. Then I will give them Worksheet 6 which is the short story called The Lottery by Shirley Jackson. We will pick a scene as a class and quickly come up with a script in groups of four. I will ask one or two groups to share their script with the class. I will inform them that their final projects will be to write a script to a scene in one of the short stories we have read and perform it for the class (more details tomorrow).
HOMEWORK
Students will look at all the stories we read in this unit and pick one that they would like to work on. They will write the title down and hand it in to me first thing tomorrow. This is how the groups will be made.
HOW DID IT GO?
If the students were engaged and participating in the script reading and performance of Dumb and Dumber and the class was able to pick a scene from The Lottery and come up with a rudimentary script then the class was successful. I want movement and talking during this entire class.
Lesson
15 Rehearsals
WHAT’S ON FOR TODAY
AND WHY
Today I will be picking the groups for the final project. I will use the choices they wrote down last night to make the groups. There will ideally be groups of four or so. I will ask students to get in their groups and ask someone from each group to summarize the story they choose. The groups will have three days to rehearse for their final performances.
I will set up tasks for each day to keep the students on track.
WHAT TO DO
Day One:
I will pass out the Director’s Notebook and answer any questions students might have about the Worksheet 7. By the end of period today students must tell the teacher who the director is, decide on the scene they are using, and begin working on the script for the scene.
Day Two:
Students will work on the staging on the scene today. They must decide on the set, props, and music for the scene. They also need to look at their scripts and talk about facial gestures, vocal pauses, stresses, inflections, movements, and definitions of words that they don’t understand.
Day Three:
Students will do a run through of their performance and work out any last minute details of the scene, along with memorize (if possible) of their lines.
HOMEWORK
Day One:
Students will exchange IM names and finish the script for
homework. They must also decide who the
actors are and what the set and costumes are going to look like. They must post a transcript of this
conversation on their blogs by
Day Two:
Students will choice one character from the scene and write
up a character analysis using the guidelines from Worksheet 7. They must choose different characters and
post the analysis to their blog before
Day Three:
Students may want to get together to run through the scene one last time and make any last minute adjustments.
HOW DID IT GO?
If students were diligently working on their scenes, then the classes were a success. There should be lots of noise and movement in the room for these three days.
Lesson
16
Performances
WHAT’S ON FOR TODAY
AND WHY
Day One and Two: Final performances and final grades of the unit.
WHAT TO DO
Students will perform their scenes and self assess themselves with Worksheet 8. I will also be filling out Worksheet 8 for each group.
HOMEWORK
Students will be asked to bring in chips, cookies, and soda
for the end of the unit party on Monday. They also will be asked to write another
paragraph posting on their blog accounts about their opinion of tolerance and
homosexuality. Has your opinion changed
after this unit plan? The post is due by
HOW DID IT GO?
If the performances showed that the students worked hard to memorize their lines, think about the characters, and set of the performance, then the class was a success.
Worksheet 1
1. Do you know any homosexuals at school or home?
2. How does society view homosexuals?
3. What is your personal definition of tolerance?
4. Are you homosexual or confused about your sexuality?
5. Is there any story you would share with the class about a family member, friend, or your “coming out” experience?
6. Do you think that this issue is appropriate to be talked about in the classroom?
7. Is tolerance good or bad and why?
8. Are you offended by this unit?
9. Have you ever been asked to read or watch films about tolerance or homosexuals in school before today?
10. Is there anything else you would like to talk about with me about this unit? (If so make an appointment to see me after-school)
Worksheet 2
If you received this worksheet it was because of your lack of respect to your fellow classmates. Please type a one to two page essay about what tolerance is, how one respects that tolerance even if they do not agree with it, and your opinion of gay literature and films in society today. I will collect this as your participation grade for the day. Also, you must come make an appointment to see me after-school today or during one of my free periods tomorrow to discuss your behavior. I understand that this may be an issue that you were never exposed to, and I also understand that everyone is entitled to their own moral opinions and beliefs. But you will fail if you do not do the work in this unit, so I would suggest you talk to me as soon as possible.
Worksheet 3
Tolerance in the News
(article available at http://www.tolerance.org/news/article_tol.jsp?id=1195)
Day of
Un-Truth?
April 11, 2005 -- A conservative group aims to counter GLSEN's
annual Day of Silence with what it calls a "Day of Truth." But
gay-rights activists say the effort is more like a day of lies.
By Dana Williams | Writer/Editor, Tolerance.org
On Wednesday this week, hundreds of thousands of students across the nation will take a one-day vow of silence to raise awareness about anti-gay harassment and discrimination in schools and communities.
On Thursday, a conservative
group from
The Day of Silence, sponsored by GLSEN (Gay Lesbian Straight Education Network), is an annual event.
In response, the Alliance Defense Fund, which supports what it calls "traditional family values," will hold a counter event, dubbed the Day of Truth. Its goal is to "counter the promotion of the homosexual agenda" in the nation's schools using the slogan, "Because the truth cannot be silenced."
Many gay-rights activists, however, say the Day of Truth is more like a day of lies, falsely portraying and missing the point of GLSEN's Day of Silence. The Day of Truth, for example, characterizes homosexuality as a "detrimental personal and social behavior."
"It really is based on mistruths and mischaracterizations of what the Day of Silence is all about," said Joshua Lamont, GLSEN communications director.
On the Day of Silence, students choose not to speak for an entire school day, handing out cards explaining that through their quiet activism, they hope to silence the ostracism LGBTQ students face daily. Last year, an estimated 450,000 students at 3,000 K-12 schools took part.
"The Day of Silence simply seeks to bring attention to the bullying and harassment that gay and lesbian students are facing in schools, and to foster a discussion about how to end that."
Statistics from GLSEN's School Climate Survey highlight the prevalence of such bullying and harassment:
- 91% of LGBTQ students frequently hear homophobic remarks in their schools.
- 80% report being verbally harassed because of their sexual orientation.
- 42% report being physically harassed, often with a weapon, because of their sexual orientation.
- 33% skipped school in the past month out of fear for their personal safety.
Rather than addressing such bullying or harassment, Lamont said, the Day of Truth simply portrays the Day of Silence as an effort to promote homosexuality. That, he says, could not be further from the truth.
'Not out to compete'
The Day of Truth takes place Thursday, the day after GLSEN's
Day of Silence. Students are encouraged to wear T-shirts and pass out cards
with the following message:
I am speaking the Truth to break the silence. I believe in equal treatment for all, and not special rights for a few. I believe in loving my neighbor, but part of that love means not condoning detrimental personal and social behavior. I believe that by boldly proclaiming the Truth, hurts will be halted, hearts will be healed and lives will be saved.
"In one sense [the Day of Truth] is a response to the Day of Silence. In another sense it's an attempt to break this public school indoctrination in favor of homosexuality," Joe Infranco of the ADF told the Baptist Press.
Infranco added, "We're not afraid to have the Gospel compete in the marketplace of ideas."
Lamont of GLSEN believes viewing the two events as a competition is a disservice to all students.
"We aren't out to compete," he explained. "We look forward to dialoguing with any group or student who cares about ending the name calling, bullying and harassment that make schools unsafe for all students, including those who are LGBT."
Lamont added, "The Day of Truth seems to be a response to something entirely different from what Day of Silence is all about. It would be interesting to hear what (ADF) has to say about getting to what can be done to make schools safe for all.
Worksheet 4
For this assignment you are paired up with one or two classmates. Add their names to your buddy list. Then have a conversation about whether or not you think literature and films can change the way society views tolerance in general and the tolerance of homosexuals. Use examples from the first film clip and short story we read. You must time stamp your conversation and speak for at least 30 minutes (you may go over). If someone in your group is new to IM-ing be patient and help them out the best you can. When you finish your conversation please make a transcript of the conversation and save it as a Word Document. Also, have one person print out a copy of the transcript and bring it to class tomorrow. If you have any questions my screen name is ker3582. I’ll be on tonight.
Worksheet 5
DUMB AND DUMBER
SCRIPT
Directed by: Peter Farrelly
Screenplay by:
Peter Farrelly, Bennett Yellin,
Bob Farrelly
Cast:
Jim Carrey- Lloyd
Christmas
Jeff Daniels- Harry
Dunne
Lauren Holly- Mary
Swanson
FADE IN:
EXT.
A PRETTY YOUNG
WOMAN is standing on the street corner waiting for a bus. She's carrying books
and looking very collegiate.
A black stretch
LIMOUSINE with darkened windows drives past, SLAMS ON ITS BRAKES, and backs up.
The Young Woman
stares at her reflection in the windows, wondering what this is all about.
Finally, the REAR
PASSENGER WINDOW zips down, revealing LLOYD CHRISTMAS, age 30. He's a
pleasant-enough looking guy, if a little shaggy. He's wearing a dark suit.
LLOYD
Excuse me, can you
tell me how to get
to the medical school? I'm
supposed
to be giving a lecture in
twenty
minutes and my driver's a bit lost.
YOUNG WOMAN (heavy
European accent)
Go straight aheads and makes a left
over za
bridge.
Lloyd checks out
her body.
LLOYD
I couldn't help
noticing the accent.
You
from
YOUNG WOMAN
(unimpressed)
LLOYD
Well, g'day, mate. What do you say
we get together later and
throw a few
shrimp on the barbie.
The Young Woman
turns her back to him and walks away.
LLOYD (CONT.)(to self)
Guess I won't be
going Down Under
tonight…
He SIGHS and zips
the window back up.
INT. LIMO
Lloyd climbs
through the driver's partition into the front seat. Then he puts a CHAUFFEUR'S
CAP on his head and
drives away. We see that HE'S THE DRIVER!
The dispatch radio
CRACKLES TO LIFE:
DISPATCHER
(v.o.)
Carr 22, come in,
car 22…
Lloyd grabs his CB
mike.
LLOYD
This is 22.
DISPATCHER
22, where the hell
are you, Lloyd?
You're running late
on the
pick-up.
LLOYD
Cool your jets, Arnie. I'm on my
way.
DISPATCHER
(v.o.)
Well hurry it up.
And make sure you park legally. One more ticket and
your ass is history.
Worksheet 6
The Lottery by Shirley Jackson
The
morning of June 27th was clear and sunny, with the fresh warmth of a
full-summer day; the flowers were blossoming profusely and the grass was richly
green. The people of the village began to gather in the square, between the
post office and the bank, around ten o'clock; in some towns there were so many
people that the lottery took two days and had to be started on June 2th. but in this village, where
there were only about three hundred people, the whole lottery took less than
two hours, so it could begin at ten o'clock in the morning and still be through
in time to allow the villagers to get home for noon dinner.
The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play. and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix-- the villagers pronounced this name "Dellacroy"--eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at rolled in the dust or clung to the hands of their older brothers or sisters.
Soon the men began to gather. surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother's grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.
The lottery was conducted--as were the square dances, the teen club, the Halloween program--by Mr. Summers. who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him. because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called. "Little late today, folks." The postmaster, Mr. Graves, followed him, carrying a three- legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool. and when Mr. Summers said, "Some of you fellows want to give me a hand?" there was a hesitation before two men. Mr. Martin and his oldest son, Baxter. came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.
The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything's being done. The black box grew shabbier each year: by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.
Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued. had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into he black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them in the box, and it was then taken to the safe of Mr. Summers' coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put way, sometimes one place, sometimes another; it had spent one year in Mr. Graves's barn and another year underfoot in the post office. and sometimes it was set on a shelf in the Martin grocery and left there.
There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up--of heads of families. heads of households in each family. members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory. tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this p3rt of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans. with one hand resting carelessly on the black box. he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.
Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. "Clean forgot what day it was," she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. "Thought my old man was out back stacking wood," Mrs. Hutchinson went on. "and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running." She dried her hands on her apron, and Mrs. Delacroix said, "You're in time, though. They're still talking away up there."
Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through: two or three people said. in voices just loud enough to be heard across the crowd, "Here comes your, Missus, Hutchinson," and "Bill, she made it after all." Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully. "Thought we were going to have to get on without you, Tessie." Mrs. Hutchinson said. grinning, "Wouldn't have me leave m'dishes in the sink, now, would you. Joe?," and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson's arrival.
"Well, now." Mr. Summers said soberly, "guess we better get started, get this over with, so's we can go back to work. Anybody ain't here?"
"Dunbar." several people said. "
Mr. Summers consulted his list. "Clyde Dunbar." he said. "That's right. He's broke his leg, hasn't he? Who's drawing for him?"
"Me. I guess," a woman said. and Mr. Summers turned to look at her. "Wife draws for her husband." Mr. Summers said. "Don't you have a grown boy to do it for you, Janey?" Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.
"Horace's not but sixteen vet." Mrs. Dunbar said regretfully. "Guess I gotta fill in for the old man this year."
"Right." Sr. Summers said. He made a note on the list he was holding. Then he asked, "Watson boy drawing this year?"
A tall boy in the crowd raised his hand. "Here," he said. "I m drawing for my mother and me." He blinked his eyes nervously and ducked his head as several voices in the crowd said thin#s like "Good fellow, lack." and "Glad to see your mother's got a man to do it."
"Well," Mr. Summers said, "guess that's everyone. Old Man Warner make it?"
"Here," a voice said. and Mr. Summers nodded.
A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. "All ready?" he called. "Now, I'll read the names--heads of families first--and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?"
The people had done it so many times that they only
half listened to the directions: most of them were quiet. wetting
their lips. not looking around. Then Mr. Summers
raised one hand high and said, "
"Allen." Mr. Summers said. "
"Seems like there's no time at all between lotteries any more." Mrs. Delacroix said to Mrs. Graves in the back row.
"Seems like we got through with the last one only last week."
"Time sure goes fast.-- Mrs. Graves said.
"
"There goes my old man." Mrs. Delacroix said. She held her breath while her husband went forward.
"
"We're next." Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hand. turning them over and over nervously Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.
"Harburt....
"Get up there, Bill," Mrs. Hutchinson said. and the people near her laughed.
"Jones."
"They do say," Mr. Adams said to Old Man Warner, who stood next to him, "that over in the north village they're talking of giving up the lottery."
Old Man Warner snorted. "Pack of crazy fools," he said. "Listening to the young folks, nothing's good enough for them. Next thing you know, they'll be wanting to go back to living in caves, nobody work any more, live hat way for a while. Used to be a saying about 'Lottery in June, corn be heavy soon.' First thing you know, we'd all be eating stewed chickweed and acorns. There's always been a lottery," he added petulantly. "Bad enough to see young Joe Summers up there joking with everybody."
"Some places have already quit lotteries." Mrs. Adams said.
"Nothing but trouble in that," Old Man Warner said stoutly. "Pack of young fools."
"Martin." And Bobby Martin watched his father go forward. "Overdyke.... Percy."
"I wish they'd hurry," Mrs. Dunbar said to her older son. "I wish they'd hurry."
"They're almost through," her son said.
"You get ready to run tell Dad," Mrs. Dunbar said.
Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, "Warner."
"Seventy-seventh year I been in the lottery," Old Man Warner said as he went through the crowd. "Seventy-seventh time."
"Watson" The tall boy came awkwardly through the crowd. Someone said, "Don't be nervous, Jack," and Mr. Summers said, "Take your time, son."
"Zanini."
After that, there was a long pause, a breathless pause, until Mr. Summers. holding his slip of paper in the air, said, "All right,
fellows." For a minute, no one moved, and then all the slips of paper were
opened. Suddenly, all the women began to speak at once, saving. "Who is it?," "Who's got it?," "Is it the
"Go tell your father," Mrs. Dunbar said to her older son.
People began to look around to see the
"Be a good sport, Tessie." Mrs. Delacroix called, and Mrs. Graves said, "All of us took the same chance."
"Shut up, Tessie," Bill Hutchinson said.
"Well, everyone," Mr. Summers said, "that was done pretty
fast, and now we've got to be hurrying a little more to get done in time."
He consulted his next list. "Bill," he said, "you draw for the
"There's Don and Eva," Mrs. Hutchinson yelled. "Make them take their chance!"
"Daughters draw with their husbands' families, Tessie," Mr. Summers said gently. "You know that as well as anyone else."
"It wasn't fair," Tessie said.
"I guess not, Joe." Bill Hutchinson said regretfully. "My daughter draws with her husband's family; that's only fair. And I've got no other family except the kids."
"Then, as far as drawing for families is concerned, it's you," Mr. Summers said in explanation, "and as far as drawing for households is concerned, that's you, too. Right?"
"Right," Bill Hutchinson said.
"How many kids, Bill?" Mr. Summers asked formally.
"Three," Bill Hutchinson said.
"There's Bill, Jr., and Nancy, and little Dave. And Tessie and me."
"All right, then," Mr. Summers said. "Harry, you got their tickets back?"
Mr. Graves nodded and held up the slips of paper. "Put them in the box, then," Mr. Summers directed. "Take Bill's and put it in."
"I think we ought to start over," Mrs. Hutchinson said, as quietly as she could. "I tell you it wasn't fair. You didn't give him time enough to choose. Everybody saw that."
Mr. Graves had selected the five slips and put them in the box. and he dropped all the papers but those onto the ground. where the breeze caught them and lifted them off.
"Listen, everybody," Mrs. Hutchinson was saying to the people around her.
"Ready, Bill?" Mr. Summers asked. and Bill Hutchinson, with one quick glance around at his wife and children. nodded.
"Remember," Mr. Summers said. "take the slips and keep them folded until each person has taken one. Harry, you help little Dave." Mr. Graves took the hand of the little boy, who came willingly with him up to the box. "Take a paper out of the box, Davy." Mr. Summers said. Davy put his hand into the box and laughed. "Take just one paper." Mr. Summers said. "Harry, you hold it for him." Mr. Graves took the child's hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.
"
"Bill," Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.
The crowd was quiet. A girl whispered, "I hope it's not
"It's not the way it used to be." Old Man Warner said clearly. "People ain't the way they used to be."
"All right," Mr. Summers said. "Open the papers. Harry, you open little Dave's."
Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill. Jr.. opened theirs at the same time. and both beamed and laughed. turning around to the crowd and holding their slips of paper above their heads.
"Tessie," Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.
"It's Tessie," Mr. Summers said, and his voice was hushed. "Show us her paper. Bill."
Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal company office. Bill Hutchinson held it up, and there was a stir in the crowd.
"All right, folks." Mr. Summers said. "Let's finish quickly."
Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. "Come on," she said. "Hurry up."
Mr. Dunbar had small stones in both hands, and she said. gasping for breath. "I can't run at all. You'll have to go ahead and I'll catch up with you."
The children had stones already. And someone gave little Davy Hutchinson few pebbles.
Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. "It isn't fair," she said. A stone hit her on the side of the head. Old Man Warner was saying, "Come on, come on, everyone." Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.
"It isn't fair, it isn't right," Mrs. Hutchinson screamed, and then they were upon her.
Worksheet 7
Director’s Notebook
In preparation for this performance, each group will keep a director’s notebook in which it will record its insights about the delivery of lines, costuming, characterization, staging, music, and set and prop choices.
Required Contents for the Notebook:
Script
- Please use the Dumb and Dumber script as a guide to help you create your own script.
- There are many resources on the Internet to help you with script writing. My favorite site is http://www.absolutewrite.com/screenwriting/screenwriting.htm.
Costumes
- Please create a conceptual costume sketch (one you would wear if you had money)
- Please create the actual costume.
- Use pictures, sketches, or words in this section
Character Analysis
·
What does each character want?
·
Do the characters’ objectives change in this
scene?
·
What is distinctive about the way the character
speaks
·
What is your characters sexuality?
·
What is your characters view of tolerance?
Staging
- Draw the set
- Plan the staging
Set and Props
- List all the things in the classroom you will be using and things you are bringing from home. Please give reasons and explanations here.
Music
- Select appropriate music for the scene or no music at all. Please write an explanation if you’re using music as to what, why, and when.
Worksheet 8
Performance Evaluation
Acting Company Name:
Scene Performed:
CHARACTER PLAYED BY COMMENTS
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To what extent does the performance show Possible Points Points Earned
Careful reading & rehearsal 15
Understanding of the characters 15
Understanding of the plot 15
Understanding of tolerance 15
Well planned movements 15
Well planned set and props 15
Something Extra 10
COMMENTS: