"The Voice"

Lesson 2:

"The Voice"

Grade Level:

11 - 12

Subjects:

• English/Language Arts
• Social Studies
• Fine Arts
• Vocational/Technical Skills

Learner Outcomes: 

The student will:

• Analyze the literary value of John Irving's A Prayer for Owen Meany for plot structure, diction, imagery, symbolism, repetition, tone, mood, and allusion
• Create a two-dimensional work that will demonstrate an understanding of the Pop Art style
• Identify and defend the impact of an historical figure via oral interpretation and presentation
• Demonstrate an understanding of the draft's sociological and emotional impact

Duration of Lesson:

twenty-one 41 minute class periods

Materials:

• laptop/computer with PowerPoint
• data projector
• text: A History of the United States: American Voices, Scott-Foresman, publ.
• novel: A Prayer for Owen Meany

Technology Tools/Courseware:

• computer lab
• laptop/computer with PowerPoint
• data projector

Teacher Notes:

• Schedule computer lab
• Have access to Internet for presentation
• Review school's acceptable use policy for work on the Internet
• Preview web links for those that may be out of date

Procedures: 

• Choose a prominent personality of the time period and present an oral interpretation of a speech or part of a speech and be able to defend its impact and significance
• John F. Kennedy (e.g. Inaugural Address)
• Martin Luther King, Jr. (e.g. "I have a dream")
• Malcolm X
• Lyndon B. Johnson
• Jane Fonda
• Richard M. Nixon
• George Wallace
• Rosa Parks
• Larry Flint
• Hugh Heffner
• Dr. Benjamin Spock
• Cassius Clay/Muhammad Ali
• Betty Friedan
• Gloria Steinem
• Nikita Khrushchev
• Robert F. Kennedy
• Analyze John Irving's use of flashback, incorporation of historical figures and events, and other literary techniques to reflect a period of uncertainty and turmoil with special attention to personal choices
• Students will draw new "birth dates" (a month and a date) and identify that date according to the 1971 lottery. Students will also draw for new classifications, and assuming the new identity of a draft-age person write an essay about how the 1971 lottery would have affected them, their family, their feelings and their choices.  The essay will be incorporated into the multi-media scrapbook at the conclusion of the unit.
• Discuss Pop Art and Andy Warhol's use of "cultural icons."
• Select a photograph of a famous/popular person or artifact of the period and use various media and computer graphics to produce a Warhol-style artwork

Modifications:

Provided adaptations that meet with student IEPs

Enrichment Activities: 

• View the musical, "Camelot", and research and analyze the association of Kennedy with Camelot
• Identify the personal choices made by characters in the rock-musical Hair and compare/contrast with Irving's characters

Evaluation/Assessment:

• Student speeches will be evaluated for effectiveness of delivery as well as historical significance using a rubric.
• A class critique of the art work will focus on adherence to the style of Pop Art as well as to the use of the elements and principles of design.
• The understanding and comprehension of the novel will be assessed using a teacher developed test.
• Student creative writing assignments will be evaluated for correct usage of standard English as well as appropriateness to the period.

West Virginia IGOs:

• English/Language Arts:
• 11.8, 11.9, 11.13, 11.14, 11.15, 11.16, 11.17, 11.18, 11.27, 11.28, 11.29, 11.31, 11.33, 11.34, 11.37, 11.40, 11.41, 11.42, 11.44, 11.45, 11.46, 11.47, 11.49, 11.51, 11.53, 11.54, 11.60, 11.61, 11.62, 11.65, 11.68, 11.80, 11.81, 11.82, 11.83, 11.84, 11.94, 11.97
• 12.8, 12.9, 12.10, 12.11, 12.18, 12.19, 12.20, 12.21, 12.22, 12.24, 12.26, 12.27, 12.28, 12.30, 12.32, 12.33, 12.34, 12.35, 12.37, 12.40, 12.42, 12.44, 12.47, 12.53, 12.54, 12.55, 12.61, 12.73, 12.75, 12.76, 12.77, 12.78, 12.79, 12.81, 12.90, 12.93
• Social Studies:
• 11.40, 11.41, 11.42, 11.45, 11.47, 1.48, 11.49, 11.51, 11.52, 11.53, 11.57, 11.59, 11.62
• Fine Arts:
• GAIII.1, GAIII.3, GAIII.5, GAIII.6, GAIII.7, GAIII.9, GAIII.11, GAIV.1, GAIV.3, GAIV.12
• AH.1, AH.2, AH.3, AH.4, AH.5, AH.6, AH.7, AH.9, AH.14

National Standards:

• Language Arts:
• NL-ENG.K-12.1, NL-ENG.K-12.3, NL-ENG.K-12.4, NL-ENG.K-12.5, NL-ENG.K-12.6, NL-ENG.K-12.7, NL-ENG.K-12.8, NL-ENG.K-12.12
• Social Studies:
• NSS-USH.5-12.9, NSS-USH.5-12.10, NSS-WH.5-12.8
• Art:
• NA-VA.9-12.1, NA-VA.9-12.2, NA-VA.9-12.3, NA-VA.9-12.4, NA-VA.9-12.5, NA-VA.9-12.6

Job/Career Clusters:

Fine Arts and Humanities

References:

• Discovering Art History, Davis Publications
• The History of the United States:  American Voices, ScottForesman, publ.

Additional Resources:

• The 1960’s  website(1)
• The 1960's website(2)
• John Irving website

Links to Lessons:

Unit Plan "As You Shall See"	Lesson 1 "Doomed to Remember"	Lesson 2 "The Voice"
Lesson 3 "The Grave"	Lesson 4 "MADE FOR TELEVISION"	Lesson 5 "Time to Leave... Too Many Ghosts"

Created By:

George Washington High School

• Karen Donathan      kdonathan@aol.com
• Cindy Lavender      cjlavender@aol.com
• Gene Petry          spartan@newwave.net

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