#1 group - questions 1, 4, 7, 14 #2 group- questions 2, 6, 10, 15 #3 group- questions 3, 5, 11, 13 Students work through their first read and second read with TDQ’s. They next meet in their like groups- all #1’s, etc. to discuss their answers to TDQ’s. After they have discussed and added to their notebooks, they branch out to larger groups containing 2 people from #1, 2 from group #2, and 2 from group #3 to discuss the remaining questions. In these large groups, ALL students will tackle questions 8,9, and 12 about Jung’s views on and which are essential to students “persona” “shadow”, accomplishing their PT. As jigsaw questions are important, 8, 9, and 12 should be discussed in small groups and as a class. Major Idea/Topic #7: Mask Performance Task Purpose for instruction: Students have explored archetypal and symbolic connections to the Phantom story, so now it is time for them to synthesize their learning and stance on the topical essential question through text-to-self connections and analysis. Overview and UDL/EQuIP/Standards Instructional Notes, Scaffolding, Assessments Vocabulary Resources CODE Day 26 Mask PT CCSS- W7.7 Conduct short research Hand out the Mask Performance tasks. Students complete Tasks 1-3 Persona projects to answer a question, individually with no scaffolding or assistance. Task 1 is a notice/wonder about Shadow Hard copy of drawing on several sources a photograph of a mask. Students will note how the specific shape and colors Archetype poem by Charles affect the tone/feeling elicited by the mask’s appearance. Symbolism Finn: ; EQuIP- Task 2 is a video called by KJ Adames. The video presses the issue Metaphor “Identity” Technology UDL- Carl Jung presents about how people adopt persona and shadow archetypes to device with QR develop a mask. They then revisit the mask in task 1 to describe the purpose of code scanner its shape and tone.
#1 group - questions 1, 4, 7, 14 #2 group- questions 2, 6, 10, 15 #3 group- questions 3, 5, 11, 13 Students work through their first read and second read with TDQ’s. They next meet in their like groups- all #1’s, etc. to discuss their answers to TDQ’s. After they have discussed and added to their notebooks, they branch out to larger groups containing 2 people from #1, 2 from group #2, and 2 from group #3 to discuss the remaining questions. In these large groups, ALL students will tackle questions 8,9, and 12 about Jung’s views on “persona” and “shadow”, which are essential to students accomplishing their PT. As jigsaw questions are important, 8, 9, and 12 should be discussed in small groups and as a class. Major Idea/Topic #7: Mask Performance Task Purpose for instruction: Students have explored archetypal and symbolic connections to the Phantom story, so now it is time for them to synthesize their learning and stance on the topical essential question through text-to-self connections and analysis. Overview and Resources UDL/EQuIP/Standards Instructional Notes, Scaffolding, Assessments Vocabulary CODE Day 26 Mask PT Hard copy of poem by Charles Finn: ; Technology device with QR code scanner CCSS- W7.7 Conduct short research projects to answer a question, drawing on several sources EQuIP- UDL- Hand out the Mask Performance tasks. Students complete Tasks 1-3 individually with no scaffolding or assistance. Task 1 is a notice/wonder about a photograph of a mask. Students will note how the specific shape and colors affect the tone/feeling elicited by the mask’s appearance. Task 2 is a video called “Identity” by KJ Adames. The video presses the issue Carl Jung presents about how people adopt persona and shadow archetypes to develop a mask. They then revisit the mask in task 1 to describe the purpose of its shape and tone. Persona Shadow Archetype Symbolism Metaphor
The-Masks-We-Wear-Unit-Cover-Page.docx