Faculty of Education Lesson Plan Template

Subject / Course: University English Grade Level: 12 Topic: Mans Search For Meaning AT Name: Mr. Malatesta

TC Name: Robert Ciccocelli Date: December 5th 2012 Time of Class: 1:30-2:45pm Room # / Location:

1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson

a) Expectations: (list. 1-3 specific expectations from the Ontario curriculum} Be realistic about how much you can accomplish in one lesson. - read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading - select and use, with increasing facility, the most appropriate reading comprehension strategies to understand texts, including complex and challenging texts - 4 make and explain inferences of increasing subtlety and insight about texts, including complex and challenging texts, supporting their explanations with well-chosen stated and implied ideas from the texts. b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by the end of the lesson? How will you know they have learned?) -Students will Identify the major themes/ideas in the book including how love, Religion, and Suffering give life meaning. -Students will understand what logotherapy is and how it relates to the book mans search for meaning. c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned what you want them to learn.) -Discussion -Ticket out the door

2. Preassessment and Accommodations/Modifications

(What can you do to ensure the success of all students?) Preassessment: (Describe the student(s)) Academic Needs: Entire Class Accommodation/Modification: (how will you adapt your lesson?) -If the class finishes early they may continue to read Mans Search for Meaning and take notes on it. Students may discuss this They may also choose to read the book they were reading during the 15 minutes of silent reading. -The teacher will facilitate discussion with the students to ensure they remain on topic, that is the discussion of the first 25-30 pages of Mans Search for Meaning. -The teacher will also circulate the classroom and use the proximity to ensure students remain on task.

Behavioural/Social/Emotional Needs: Entire Class

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Physical Needs

-While the brief clip of Viktor Frankl is being shown, students may move closer if they have problems seeing or hearing the video. NA.

Diversity Needs:

3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth transitions? -Students will remain in their assigned seats.

4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students) -Silent Reading -Discussion of the first 30 pages of Mans Search for Meaning -Ticket out the Door.

5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference those here) -Projector. -CPU with video of Frankl on the Meaning of Life Outside the Holocaust http://www.youtube.com/watch?v=XZuq65Z1Rzc -33 copies of Mans Search for Meaning

6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds-on, Instruction, Application and Consolidation with approximate times for each portion with enough detail that another teacher could teach your lesson) Time Teaching and Assessment Strategies/ technology use Questions Detailed Description of your lesson including question

10min

5min

Grey Zone

-Ask students what they cannot live without. -Ask additional questions about having their loved ones torn away from them and never seeing, and never knowing what happened to them. -Start recording these ideas on the White board within a word web. -Discussion will be directed towards the Holocaust and the conditions of Camps and Death Centres. -Ask students what they thought of the film the Grey Zone keeping in mind the

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Discussion

questions the Teacher asked them from the other day. -The questions were: Who are the perpetrators, victims, and bystanders? How might the characters in the film find themselves in the Grey Zone Where (if any) is hope and meaning found. -These questions will serve to help the students to prepare for themes which we will discuss within the book by Viktor Frankl, Mans Search for Meaning. -Explain to the students the overarching themes of the books. These include: Life is given meaning through Love. Life is given meaning through suffering. Life is given meaning through religion. -Explain to students what logotherapy is. -If the opportunity presents itself, ask a student to look up the definition of the word with their cellular phone. Life has meaning no matter the harsh circumstances. Our main reason to live is to find meaning in life. -Speak to students about the background of the book. -These brief talking points include: Frankl is a psychiatrist. The book itself is broken into two sections 1). Experiences in a Concentration Camp. 2). Logotherpay in a Nutshell The first part is non- sequential and discusses various vignettes in concentration camps Frankl faced. The Second part is about logotherapy which explains what it means through technical terms but as well as patient examples Frankl has treated. -Ask students if they have anything they would like to discuss from the assigned readings of the book. (The Foreword, and the first 25-30 pages of the book.) -If no one student volunteers begin to call on each tables for ideas or lines which they found interesting etc. -Lines students should bring up and discuss are outlined as follows(Bold type is the meaning of the points after they are unpacked: P15 All we possessed was our naked existence. -Everything was taken away from these people. -This was their only possession. -Material possessions no longer matter. P16 Through all the horror, a grim sense of humour is created. -Coping Mechanism to death. -This can be used to rouse the soul and create bonds to those in bondage. -How might this humour affect a prisoners outlook.

35min

Mans Search For Meaning Discussion.

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P18 A man can get used to anything but do not ask us how. -What does this indicate about the perseverance of the human soul? -Humans are able to adjust to any given circumstance P20 There are things which may cause you to lose reason or you have nothing to lose. -Reason, something which one still has to lose -It is not material, it is made up of thought and logic. -An argument can be made that reason cannot be completely taken away. -Discuss Primo Levi and reciting Dante. P22 One begins to adjust to the horrors. -Death has become common place in Frankls life. -These sights are seen day to day

P23/24 It is not physical pain which hurts the most. -Injustice of the whole situation at hand. -Ask Students if there is any other quotations, themes, or ideas they would like to cover in first part of the book. -Explain to students they we will end the discussion on this video -Direct students to the video of Viktor E. Frankl entitled Belief after the Holocaust -Enquire if the students have any questions on the video itself -Record one sentence which appealed to you in the text (you may paraphrase it). Explain why you chose it.

10 min Ticket out the door.

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7. Reflections: To be completed after you have taught the lesson. (In this section,
you will assess the effectiveness/ineffectiveness of your lesson and of your teaching. a) Effectiveness of your lesson. Include 2 or 3 lesson elements that were effective/ineffective. You may comment on some of the following: pacing of your lesson: variety of teaching and assessment strategies effective, and student engagement. What do you need to learn more about? What do you need to work on when planning your next lesson? Should you discuss something with your AT or your FA? What was effective/ineffective about your lesson How do you know? What steps will you take to improve?

b) Effectiveness as a Teacher: Include 2 or 3 comments about your effectiveness as a teacher or areas that could be improved such as classroom management, questioning, adaptability, and oral/written communication. What was effective/ineffective about you as a teacher? How do you know? What steps will you take to improve?

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