Lesson 3:  The Need for Life – The Need for Connections

What’s on for today and why?

            In this lesson students will explore what “need” means and will begin to analyze the significance of Elvis’ mother’s journal in the novel.  This analysis will be backed up by the text.  The group presentations will also be explained to them. 

            This lesson continues to get students to interpret.  If the students are savvy (which I will hint towards) the work we do in class could possibly help their outside packet assignments.  This is an activity in close reading that will help students begin to closely look at the meaning of subtle parts of a scene.  The journals also go in and out of personal and interpretive topics.  These journals are meant to keep students engaged in the novel, always ask why something means a certain thing, and how they had experienced similar situations. Further, their discussions about Beatrice is the first step to getting to students to use the text to back up their information and is training them to rely on the text to prove points.  This is the first step to Socratic Seminars.

What to do?

1.      Music:

When students walk in, “I Will Survive” will be playing from a sound system.

2.      Journal:

Refresh the students’ memories about Beatrice’s garden and read from page 36, from “She tried to explain…” Journal question written on board: “Need is a funny thing.  What one person needs another person may not care about.  What kind of need is that? Do you or anyone you know have that kind of need? What does it mean to need?”  Discuss the answers to this journal.

3.      Beatrice:

Ask the following questions to the class in general discussion.  As they start to answer ask where they can prove their answers in the text.  “We meet Elvis’ mother and learn the reason why she died.  How does Elvis feel about her?  How does he connect to her?  Through what media?”

4.      Group Presentations: (Handout illustrates this)

Students pick groups.  Groups of four will each selection a topic to closely look at and analyze.  (ie. Marxist lens, feminist lens, name significance, theme of death, etc.)  Each topic will be made up of five components:

1. Close reading

2. Poster with a sketch, collage, etc., with significance to this form of analysis and explanation of it

3. Brief dramatization of a piece of Graceland to emphasize significance

4. Brief research presentation on information that can bring about a higher understanding of topic

5. Find a song that is significant to Graceland.  Play it for the class and explain why it is significant.

5.      Homework:

Form groups and submit and names of the group members as well as a working proposal of what topic they want to explore within five days.  Each group must work on an original topic (for that class period) so if there are repeats I will ask each group if they have a second choice and figure out how each can be explored in a different way.

      Read Chapters 5&6

How’d it go?

            If students volunteered answers to the journal, and could participate in the Beatrice discussion with using the text to support claims the students are ready for Socratic Seminars, as well as the part of the group presentation that has them do close readings.  If students were excited by any or all parts of the Group Presentation the students will be able to effectively accomplish at least one part of the project.