Title:
Investigating
Nevil Shute’s 1957 novel, On The Beach
By: Lindsey Peterson
Primary Subject: Language Arts
Grade Level: High School English IV seniors.
OBJECTIVES:
1.) The students will read On The Beach, and develop a comprehension of the book, its symbolism, and the culture of the time around the Cold War.
2.) The students will also watch the film adaptation of the book, noting the differences between the two versions and better strengthen their concepts of what happened in the plot line.
3.) The students will be able to decipher and interpret all forms of symbolism, bias, and cultural differences present within the book, through reading as well as class discussion sessions.
4.) The students will strengthen their concepts of the different parts of literary works (i.e.: plot, setting, exposition, climax, etc.)
5.) The students will use effective, creative methods to teach their predetermined sections to the rest of the class through the integration of thechnology and oral presentations, demonstrations, models, props, and paraphrasing.
LESSON SEQUENCE:
DAY 1: Each student will have their own book, so that they may mark in it at will during the reading (in the event that the student cannot afford their own book, one will be provided for them.) If enough time is left after all books are accounted for and credit is given for having them, and arrangements are made if there is a need to acquire them, students will begin reading (those who do not have a book will either read with a partner or use a class copy).
DAY 2-13: Students will read the chapters, 2/3 of which will be in class and the other 1/3 will be done as homework. They will be encouraged to take notes and highlight as they see fit. There will occasionally be a small discussion at the end of the class, time permitting. When characters use dialogue, the students will be encouraged to try and mimic the accent. Smaller activities will also be mixed into the reading.
DAY 14: The students will engage in a class discussion of the book and its themes, symbolism, structure, and the cultural differences present in the book – how easy is it to always understand what the characters are saying?
DAY 15-17: The students will group up. Each group will be given a section of the book to teach to the rest of the class. Creativity will be encouraged and extra credit points will be given for the groups who show extra effort. I will have a list of ideas for the students to choose from if they need.
DAY 18: One final discussion on the book and review. Packets will be handed out as study guides.
DAY 19-21: Students will present their sections to the rest of the class.
DAY 22: The final exam, a comprehensive test consisting of multiple choice, true and false, and two essay questions (more on the argumentative and opinionated side).
DAY 23: The class will watch the movie and write down 15 differences between the two for up to five extra credit points on the final exam.
DAY 1
OBJECTIVES: None.
PROCEDURES/ASSIGNMENTS:
1.) The students will be able to purchase a book from the school (it will be noted on my syllabus in the beginning of the year). If they cannot afford one, one will be provided for them. It will be noted who has the book and who needs one. After this is finished, students will begin reading the book.
ASSESMENT: None.
MATERIALS AND EQUIPMENT: The book, On the Beach, by Nevil Shute, a highlighter and a pen or pencil.
CLASSROOM ARRANGMENT: Regular rows, facing the teacher’s podium or desk.
CLOSURE: After attempting to read the first chapter, assign whatever is not finished
as well as the next chapter in the book.
DAY 2-13
OBJECTIVES: The students will read the book, and complete the activities.
PROCEDURES/ASSIGNMENTS:
1.) “The End is Near” – A narrative on what the students would do if they were to hear that the world were about to end (i.e.: by radiation left over from nuclear warfare, such as in the story.) Can be typed or hand written in blue or black ink.
2.) Vocabulary Journal- Students will be asked to write down, look up, and define at least five words from every chapter that they did not understand.
3.) Three to four small class discussions toward the end of class about the reading for the day. (Dissection of the novel’s symbolism, conflict, social relevance, and cultural aspects will be stressed.)
ASSESMENT: “The End is Near”- will be turned in, graded on an ABC basis, and handed back before or on the 14th day.
MATERIALS AND EQUIPMENT: On The Beach book, a spiral notebook to write notes and vocabulary journal, and the essay (to be either typed or hand written in blue or black ink), a highlighter, and a pen or pencil.
CLASSROOM ARRANGMENT: Semi-circular rows, facing the teacher’s podium.
CLOSURE: Small discussions at the end of class will help the students better comprehend the reading. Ask the class if they had any difficulty with anything.
DAY 14
OBJECTIVES: The students will earn points (and extra credit points) by participating in a general discussion of the book and its themes, symbolism, structure, and the cultural differences present in the book – how easy is it to always understand what the characters are saying?
PROCEDURES/ASSIGNMENTS:
1.) Class discussion – As mentioned in the objectives.
ASSEMENT: The students will earn points for each time they speak up or bring up a point. The first two times are five points each (required) and every response thereafter will be an extra point added to the exam average.
MATERIALS AND EQUIPMENT: None.
CLASSROOM ARRANGEMENT: Desks will be set up in a circle, so that the students can see each other.
CLOSURE: Remind the students that the group projects will be starting next class.
DAY 15-17
OBJECTIVES: The students will be put in to groups of four or five, depending on the total number of students). The students will work on the presentation of their predetermined sections of the novel. The students should be able to come up with creative innovative ways to teach the book to their peers. By the end of day 15, the students should have some idea of what they will be doing.
PROCEDURES/ASSIGNMENTS:
1.) The students will be put into groups of either four or five.
2.) Each group will be given a section of the book that they must teach the other students.
3.) The students will begin to work on the presentations. The students will group up. Each group will be given a section of the book to teach to the rest of the class. Creativity will be encouraged and extra credit points will be given for the groups who show extra effort. I will have a list of ideas for the students to choose from if they need.
ASSESSMENT: None.
MATERIALS/EQUIPMENT: Students will be encouraged to come up with the ways they will be presenting. They will be able to work on the presentations out outside of class, but it is not necessary. All in-class time on days 15-17 will be devoted to working on the presentations. Two or three camcorders, furnished by the school will be available for students who wish to make video presentations (camcorders to be kept on school grounds at all times.)
CLASSROOM ARRANGMENT: None.
CLOSURE: Students will be told in the beginning that they may work on it outside of school if they wish, but it will not be absolutely required.
DAY 18
OBJECTIVES: Students will discuss the book and anything that they did not comprehend one last time. All grounds should be covered by the end of class. Students will receive review packets at the end of class.
PROCEDURES/ASSIGNMENTS:
1.) A classroom discussion which will last for the duration of class.
ASSESMENT: None.
MATERIALS/EQUIPMENT: None.
CLASSROOM ARRANGMENT: Regular rows, facing the teacher’s podium.
CLOSURE: I will hand out review packets and briefly go over them.
DAY 19-21
OBJECTIVES: Presentations to be given.
ASSIGNMENTS/PROCEDURES:
1.) Students will present their sections to the rest of the class.
ASSESMENT: I will grade them on form, accuracy, creativity, effort, etc.
MATERIALS/EQUIPMENT: What ever materials needed to present from the students.
CLASSROOM ARRANGMENT: Horizontal rows, connected together, but toward the back of the classroom.
CLOSURE: Presentations will last for the duration of class, each day.
DAY 22
OBJECTIVES: The students will take the final exam.
ASSIGNMENTS/PROCEDURES:
1.) A comprehensive test consisting multiple choice, true and false, and two essay questions (more on the argumentative and opinionated side). The test will be 75 questions long.)
ASSESMENT: Tests will be graded via scan-tron and given back next class. Test grade will count as two test grades.
MATERIALS/EQUIPMENT: A pencil and three sheets of notebook paper.
CLASSROOM ARRANGMENT: Rows facing the teacher’s desk.
CLOSURE: Before the students leave at the end of the day, each group will receive their presentation grades. After the students are done with the test, they will be given a bit of quiet, free time.
DAY 23
OBJECTIVES: Watch the film adaptation of the book.
ASSIGNMENTS/PROCEDURES:
1.) Write down 15 differences between the book and the film for up to five extra credit points on the final exam.
DAY 22: The final exam, a comprehensive test consisting multiple choice, true and false, and two essay questions (more on the argumentative and opinionated side).