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Main Curriculum Tie:
Background For Teachers:
In a high school literature unit, students study Dickens's Great Expectations. The unit asks students to:
By selecting appropriate materials and resources, teachers can adapt this learning activity for students whose first language is not English.
For a film study of Great Expectations, use videotapes or digital versions (e.g., DVD, laserdisc) of David Lean's 1946 version, the BBC series, or other versions. Digital copies and multimedia-authoring software, such as HyperStudio, make it easier for students to explore how different filmmakers establish character. (Compare, for example, Dickens's verbal description of Miss Havisham, Lean's gradual revelation, and the Disney version. Play the video and discuss analogies between verbal and visual language.) Other areas that lend themselves to this type of examination are (1) setting, (2) emotional tone, and (3) mood (atmosphere). Perform a Web search on Great Expectations through www.hotbot.com/. Movie-related sites, although not long-lasting, have considerable detail and comparative information.
CRITIQUE OF SOCIETY
Students' outside reading should concentrate on contemporary writers who are responding to social issues, for example: Aleksandr I. Solzhenitsyn's The Gulag Archipelago, John Grisham's The Chamber, or Stephen King's The Shawshank Redemption. Students collaborate on a class timeline (posted on a classroom bulletin board or a class Web site), placing younger authors on a timeline with Dickens. Posting student notes about contemporary social conditions helps students grasp each author's relationship to Dickens.
Students develop a rubric for evaluating presentations. Consider audience response to each presentation.
Hold conferences with students and keep a record of class participation.
Compare with students the iterations of student-developed concept maps.
Written by: Werner Leipolt, Coleytown Middle School, Westport, Connecticut
Created Date :