1. General Overview
The Hessian Curriculum(1) demands that the English lesson in the Oberstufe has to improve the pupils’ language skills as well as enlarge their knowledge about English literature and different cultures. Correspondingly, the pupils should gain experiences with a variety of texts and different media. By this, they develop critical media literacy which is an essential prerequisite for working independently. Ideally, these main objectives should be combined
in every teaching unit.
The novel The Grapes of Wrath by John Steinbeck was published in 1939. It reports the story of the farmer family Joad which has, like hundred thousands of other families, to leave their home Oklahoma to start a new life in California. By this, Steinbeck exemplifies the fate
of migrant workers in the USA during the 1930’s. The novel should be motivating for the pupils as it constitutes an authentic documentation of the social circumstances during the time of the Great Depression.(2) Furthermore, the dramatic story of the family Joad is gripping and arouses empathy. The novel, moreover, refers to central topics, like work ethnic and inequality, which can be connected to the current problems of globalization.
In The Grapes of Wrath Steinbeck makes use of the migrants’ authentic language. That is why the reading might be a challenge for the pupils. Besides, Steinbeck’s literary techniques are note-worthy. He, for instance, adds so-called intercalary chapters, which evaluate the plot and provide further information on the historical context.
Moreover, the controversy(3) of the novel led to various reactions of artists and film adaptations. So the novel is an appropriate starting point for the comparison of different media, like for instance songs, photographs and film adaptations. Correspondingly, this teaching unit aims at combining knowledge about literature and history with the
development of language awareness and media competence.
__________
(1)Lehrplan Englisch, Gymnasialer Bildungsgang: Jahrgangsstufen 10G bis 12G, Hessisches Kultusministerium
2010 (Entwurf).
(2) John Steinbeck has accompanied migrant families on their way to California.
(3) At first, the novel was abolished in California, later it won the Pulitzer Prize (1940).
[...]
Table of Contents
1. General Overview
2. Main Objectives
3. Unit Plan
3.1 Introducing Remarks
3.2 Necessary Equipment
3.3 Concise Lesson Description
3.3.1 Lesson 1
3.3.2 Lesson 2/3
3.3.3 Lesson 4
3.3.4 Lesson 5/6
3.3.5 Lesson 7
3.3.6 Lesson 8/9
3.4 Expectations
4. Detailed Example Lesson
4.1 Learner Description
4.2 Subject Matter
4.3 The Learners’ Prerequisites
4.4 Didactical Decisions
4.5 Methodical Decisions
4.6 Detailed Plan for one lesson
4.6.1 Time
4.6.2 Phase Order
4.6.3 Minimal and Optimal Goals
4.7 Projected Competencies
4.8 Appendix
5. Personal Evaluation
6. Bibliography
Objectives and Thematic Focus
This teaching unit aims to improve pupils' language skills and critical media literacy by analyzing John Steinbeck's "The Grapes of Wrath" through a multi-media, student-centered, and action-oriented pedagogical approach.
- Familiarization with plot, characters, symbolism, and themes of the novel.
- Historical context of the Great Depression and migrant experience in the 1930s.
- Development of critical media literacy through the analysis of diverse media forms.
- Enhancement of communicative skills through cooperative learning and creative tasks.
Book Excerpt
4.5 Methodical Decisions
As mentioned above I chose the guided fantasy (Introduction) to arouse the pupils’ curiosity and their empathy. With the help of the guided fantasy, the pupils visualize the setting and the environmental conditions which are described in the novel and they imagine to be in the same position as one of the novel’s main characters. By this, the pupils do not only develop creativity but also a personal connection to the novel and its background. The freewriting activity serves the same purpose and does, moreover, train the writing skills of the pupils and their ability to use the English language to express their impressions.
The method Think! Pair! Share! is a form of cooperative learning where the pupils have the opportunity to first think about the task (Think!), share their ideas with a partner (Pair!) and then work with the whole group (Share!). This method is especially suitable for weaker pupils as they have more time to prepare for the group work. Moreover, the pupils are more self-confident during the group work if they have first the opportunity to formulate their ideas by telling them a partner. The fact that the pupils have to decide on only three index cards might cause discussions where the pupils have to present convincing arguments.
Summary of Chapters
1. General Overview: Provides the educational background and justifies the selection of Steinbeck’s novel based on the Hessian curriculum and thematic relevance.
2. Main Objectives: Defines the cognitive and psycho-motorical learning goals for the unit, emphasizing student-centered and action-oriented learning.
3. Unit Plan: Outlines the five-week curriculum, focusing on thematic approaches to the novel, including a breakdown of individual lessons and necessary teaching materials.
4. Detailed Example Lesson: Offers a deep dive into the methodology and structure of a specific lesson dedicated to exploring the historical background of the 1930s migration.
5. Personal Evaluation: Reflects on the effectiveness of the chosen media-based methodology and suggests adjustments for potential practical challenges in the classroom.
6. Bibliography: Lists all primary and secondary sources, including literature, film adaptations, and online resources used for the unit plan.
Keywords
The Grapes of Wrath, John Steinbeck, Lesson Plan, Great Depression, Migrant Workers, Media Literacy, Action-Oriented Learning, Student-Centered, Didactical Decisions, Intercalary Chapters, Dust Bowl, Communicative Competence, Historical Context, Pedagogical Approach, Cooperative Learning.
Frequently Asked Questions
What is the core focus of this unit plan?
The unit plan focuses on teaching John Steinbeck's "The Grapes of Wrath" in an advanced high school English course, emphasizing the integration of literature, history, and media competence.
What are the primary themes covered in the unit?
The central themes include the historical and social background of the Great Depression, the migrant experience in the 1930s, work ethics, inequality, and the impact of the environment on human migration.
What is the main objective of the teaching unit?
The primary goal is to foster independent, action-oriented learning that combines literary analysis with the development of critical media literacy and improved communication skills.
Which teaching methods are prioritized?
The unit utilizes diverse methods such as "Think! Pair! Share!", guided fantasy, freewriting, group discussions, gallery walks, and creative tasks like poster design and news broadcasts.
What content is covered in the main section of the document?
The main section details the lesson structure, ranging from general overviews and objectives to specific plans for lessons, equipment requirements, and a detailed look at teaching methods and competencies.
Which keywords best characterize this work?
Key terms include "The Grapes of Wrath", "Media Literacy", "Action-Oriented Learning", "Great Depression", and "Didactical Decisions".
Why was a multi-media approach chosen for this novel?
The author argues that a multi-media approach connects the novel to the pupils' everyday lives, helping them critically evaluate modern media while gaining a deeper, empathetic understanding of historical events.
How does the unit address the challenge of the novel’s colloquial language?
The unit uses reading techniques like skimming and scanning, and focuses on thematic aspects rather than just linear reading, supported by articles and supplemental media to provide context and motivation.
What role does the teacher play in this teaching unit?
The teacher acts primarily as an advisor, fostering an environment where students take responsibility for their own learning through group work, presentations, and collaborative problem-solving.
How are creative tasks integrated into the curriculum?
Creative tasks, such as creating handbills, film posters, or storyboards, are used to help pupils express their interpretations of the novel and reinforce the understanding that every media representation is an individual perspective.
- Arbeit zitieren
- Lisa Sangmeister (Autor:in), 2010, Lesson Plan - "The Grapes of Wrath" by John Steinbeck, München, GRIN Verlag, https://www.hausarbeiten.de/document/166099
