and recite it. oral format date finished: date begun: also...
TRANSCRIPT
ELA
9A
Le
vel 4
Mo
du
le- Anthem
by
Ayn
Ran
d
Dat
e B
egu
n:
Dat
e F
inis
hed
:
Nam
e /
Pe
rio
d
MT
1:
Vo
cab
ula
ry
Acq
uis
itio
n
MT
2:
Re
adin
g &
Re
spo
nse
M
T 3
: Sy
nta
x &
Str
uct
ure
M
T 4
: A
rgu
me
nta
tive
Te
xt
MT
5:
Ran
ge o
f R
ead
ing
D
ete
rmin
e m
ean
ing
of
wo
rds
and
ph
rase
s as
th
ey
are
use
d in
a t
ext
, fi
gura
tive
or
con
no
tati
ve,
and
an
alyz
e c
um
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im
pac
t o
f sp
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fic
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cho
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on
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on
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A
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f a
sub
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or
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in
two
dif
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me
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D
ete
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n a
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or’
s p
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f vi
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or
pu
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a t
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and
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on
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d u
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(p
aral
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tru
ctu
re a
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ph
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wri
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wh
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aniz
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a sp
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an
an
alys
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s, u
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an
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grad
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ead
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in
ora
l fo
rmat
EVIDENCE CHOICES
Usa
ge in
Co
nte
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Ch
oo
se 2
w
ord
s fr
om
ea
ch c
hap
ter
Etym
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See
task
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on
p
df
file
Co
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on
of
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s
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Po
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leas
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Wri
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n T
ext
s
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l Mo
des
Ess
ay
– C
HO
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ON
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Pro
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An
alys
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See
pro
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t p
df
on
line
D
efi
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: Se
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f o
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see
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imu
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and
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po
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del
iver
a
bo
ok
revi
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of
the
no
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see
tem
pla
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)
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p
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and
mem
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Au
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Pu
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of
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of
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A
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tati
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ssay
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s 1
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Au
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Figu
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Module Pacing Calendar
Due at the
end of
this week
Today, I will Today, I will Today, I will Today, I will Today, I will
Today, I will Today, I will Today, I will Today, I will Today, I will
Today, I will Today, I will Today, I will Today, I will Today, I will
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Today, I accomplished Today, I accomplished Today, I accomplished Today, I accomplished Today, I accomplished
Today, I accomplished Today, I accomplished Today, I accomplished Today, I accomplished Today, I accomplished
Name:___________________
Month(s)
_____________________________
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Na
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:___________
________
Mo
nth
(s)
_____________________________
ACTIVE READING BLOG (LEVEL 4 – 9A)
Every 30 pages, you will complete a journal entry that details your exploration of the text you are reading. Each entry will be a minimum of 10 sentences long, and follow the format explained below. You must VARY your optional topics for each chapter (use them all at some point).
Minimum 4 sentences = summary Minimum 2 sentences = optional topic #1 Minimum 2 sentences = optional topic #2 Minimum 2 sentences = optional topic #3
Optional – You’re encouraged to make your journal entries an online blog! You can put this blog on a website that will become your senior project webpage, and we’ll make a link from lhsenglish.com to your site, so others can admire your efforts and learn from your insight. Requires parent approval. See LF for more information. SUMMARY = Writing a short summary of what you have read
• “The most important events were…” • “In this chapter the main character…” • “In this reading I discovered that…”
OPTIONAL TOPICS PREDICTIONS = Making predictions about what will happen next
• “I predict that…because…” • “In the next chapter I think…” • “I wouldn’t be surprised if…”
QUESTIONS = Asking questions about what is happening in the story
• “I wonder why…” • “I wonder what it means when…” • “Why doesn’t (character’s name)…”
CONNECTIONS = Connecting what you are reading to another text, to your own life or to what you know
about the world • “When I read about…it made me think of…” • “Reading this reminds me of…”
REACTIONS = Having reactions to what is happening in the story
• “I was surprised when…” • “I was disappointed when…” • “I was confused when…” • “I was really angry when…”
OPINIONS = Giving opinions about what you are reading
• “I felt…when…” • “I think the character should have…” • “In my opinion…”
UNDER THE SURFACE = Reading “under the surface” or thinking about what is happening that isn’t being
talked about • “This is what I think is really going on here….” • “I think this is what’s happening…”
MESSAGE = Discovering the author’s message.
• “This story made me realize…” • “I think (main character) learned that…” • “The message of the story was…”
MTS 2/3: WHOLE WORK COMPREHENSION: Using your novel by your author, complete leveled questions and answers for the whole text. These questions must:
Be formatted as Cornell Notes
Be in question form with answers in complete, and thorough, sentences
Meet the requirements of the rubric below Leveled Questions after finishing the novel or text- Write a minimum of four level 1 questions; three level 2 questions; two level 3 questions; one level 4 questions. Every question must
include answers in complete sentences. These questions should demonstrate your understanding of the following:
Level 1- Basic chapter information: Character names, relationships, events o i.e. Who was Scout Finch’s father and what was his job?
Level 2- Comparison of characters, events, and outcomes o i.e How did Scout’s view of Calpurnia differ from Jem’s view of her?
Level 3- Analysis of characters, events, plot details o i.e. How did the experience at night at Boo Radley’s house change
Scout’s view of her neighbor? Level 4- Connection of text to other context, time, idea, period, event
o How does Tom’s courtroom experience portray the realities of how African Americans are prosecuted within the American criminal justice system?
4 3 2 1 -All questions relate to the particular text -There are 3 questions (minimum) -Level 4 questions provide significant and specific answers with elaboration - All questions are answered with sophisticated insight and complete sentences -Answers cite extensively from the text -A 5 sentence summary that takes a position on the essential question
-All questions relate to the particular text -There are 4 questions of (minimum) - All questions are answered in full detail and complete sentences -Answers cite some direct evidence from text -A 5 sentence summary that successfully answers the essential question
-All questions relate to the particular text -There are 5 questions of (minimum) -Questions may lack full detail and complete sentence structure -Answers do not cite direct evidence from text - Summary lacks 5 sentences or may not successfully answer the essential question
-Questions may not relate to the particular text -Minimum amount of questions not met -Questions lack full detail and complete sentence structure -Answers do not cite direct evidence from text - Summary lacks 5 sentences or does not address the essential question
# of Questions: 4
Answer: 1 sentence
# of Questions: 2
Answer: 3 sentences
# of Questions: 3
Answer: 2 sentences
# of Questions: 1
Answer: 5 sentences
ANTHEM VOCABULARY Chapter 1 • atone • base • befell • dais • forbade • indivisible • larder • lashed • mandates
• portals • prescribe • pulpit • ravine • sieve • uncharted • vocations • wretch
Chapter 2 • avert • deigned • eugenics • falter • fraternity • furrows • lassitude • likeness
• monstrous • perish • pyre • reprimanded • solidarity • taut • tunics
Chapter 3 • brine • lodestone • unveiling • whence
Chapter 4 • scornful • submission • tarried • unconquered
Chapter 5 • abyss • bidding • conceive • devised • reeling
Chapter 6 • defied • hastened • humblest • withered
Chapter 7 • alliance • boon • collectively • corruption • decreed • harness • illustrious
• infamy • quest • redemption • solitude • torrent • unanimity
Chapter 8 • obtain • thus • upturned
Chapter 9 • damnation • ecstasy • halting • obediently • vainly • weariness
Chapter 10 • barren • endeavoring • hearth • reverence
Chapter 11 • alms • covet • creed • depraved • dictate • edict • impotent
• plunder • sanction • serfdom • threshold • undefiled • vindicate • warrant
Chapter 12 • beacon • deliverance • impassable • raze • savage • shackled • tilled • transition • whither • yoke
9A LEVEL 4 MODULE
MT 1: VOCABULARY IN CONTEXT
Look at the vocabulary list provided for the novel and choose 2 words per chapter (or, 1 word for
books over 20 chapters) to complete the following task in a table similar to the one shown below.
You may make one table for the entire text.
1. Find the sentence that uses that word in the actual text, and record it.
2. Write the definition of the word (in your own language) and its part of speech
3. Write your own sentence that demonstrates proper use of the word.
Example from Anthem:
Word Word Used in Text Definition and Part of
Speech
My own Sentence
Atone
(chpt 1)
“We knew we had been
guilty, but now we had a
way to atone for it.”
Verb. To make up for or
to right a wrong.
I will atone for my mistakes in his
class by writing a letter of apology
to the teacher and my fellow
students.
For a play script (“To Kill a Mockingbird”), choose 1 word per scene, or simply write “N/A” in
your second column if the word does not appear in the script.
MT1 – ETYMOLOGY TASKS
Directions: Choose 1 of the following tasks to complete.
ETYMOLOGY ASSIGNMENT OPTION #1
Choose 12 of the words listed in the vocabulary list, and look up each in the dictionary:
List:
1) The language source (Latin, Greek, etc.)
2) Its original meaning
3) Its current meaning
EXAMPLE:
CANDIDATE
1) Latin
2) White robed; those who sought office in ancient Rome wore white robes
3) A person who seeks, or has been proposed for an office, an award, etc.
________________________________________________________________________
ETYOMOLOGY ASSIGNMENT OPTION #2
Choose 12 of the available terms and look up each at etymonline.com and record all information
related to the term. Click the dictionary symbol and look up the word and write the current
definition, synonyms antonyms. Also write down all derivations of the word.
Example:
lugubrious (adj.)
c.1600, from Latin lugubris "mournful, pertaining to mourning," from lugere "to mourn," from
PIE root *leug- "to break; to cause pain" (cf. Greek lygros "mournful, sad," Sanskrit rujati
"breaks, torments," Lettish lauzit "to break the heart"). Related: Lugubriously; lugubriousness.
lugubriosity (n.) 1839, from Latin lugubris (see lugubrious) + -ity. Sometimes also
lugubrosity.
lugubrious — adjective
lugubriously — adverb
lugubriousness — noun
Synonyms: sorrowful, melancholy.
Antonyms: cheerful.
8
Linking Linking Linking Linking Anthem Anthem Anthem Anthem PoetryPoetryPoetryPoetry
Liberty chooses “Unconquered” as a fitting name for Equality. Similarly, William Henley’s most famous
poem is titled Invictus, which is Latin for “Unconquered.” Describe the similarities between the main
characters in each of these works.
InvictusInvictusInvictusInvictus By William Ernest Henley
Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find me, unafraid.
It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate;
I am the captain of my soul.
Modified by S. Nugent as interpreted from Anthem—Lesson Plans and Study Guide © Ayn Rand Institute 2006
Name: Anthem Philosophical Analysis / Textual Comparison
Several political, moral, and philosophical concepts are evident in Rand‟s work. The following terms are defined according to her Lexicon, a book she wrote about her philosophies. Find one supporting example from Anthem that best illustrates the ascribed definition. Write the entire quote, the page number or chapter (if reading electronically), and a modern day parallel.
Concept Quote Supporting Example from Anthem
Modern Day Parallel
EXAMPLE: Collectivism “Collectivism means the subjugation of the individual to a group – whether to a race, class, or state does not matter. Collectivism holds that man must be chained to a collective action and collective thought for the sake of what is called “the common good.” (Lexicon, 74)
We strive to be like all our brother men, for all men must be alike. (Chapter 1)
A modern day parallel to this collectivist mentality is gangs. In a gang, a person is supposed to act, think, behave and obey the “collective” thought of the gang, what is good for the gang. The individual is less important than the gang as a whole. In addition, gang members are often expected to dress alike, look alike and adhere to certain colors and brands- making them seem even less like individuals.
Individualism “Individualism regards man – every man – as an independent, sovereign entity who possesses an inalienable right to his own life, a right derived from his nature as a rational being. Individualism holds that a civilized society…can be achieved only on the basis of the recognition of individual rights – and that a group, as such has no rights other than the individual rights of its members.” (Lexicon, 218)
Altruism “The basic principle of altruism is that man has no right to exist for his own sake, that service to others is the only justification of his existence, and that self-sacrifice is his highest moral duty, virtue, and value…which means: the self as a standard of evil, the selfless as a standard of good.” (Lexicon, 4)
Egoism “Egoism states that each man‟s primary moral obligation is to achieve his own welfare, well-being, or self-interest…He should be „selfish‟ in the sense of being the beneficiary of his own moral actions.” (The Virtue of Selfishness, 49)
Conformity “The act or habit of bringing [oneself] into harmony or agreement with others; of adhering to conventional behavior. (Webster’s, 149)
Obedience “Complying with a command; yielding to those in authority.” (Webster’s, 533)
Independence “One‟s acceptance of the responsibility of forming one‟s judgments and of living by the work of one‟s own mind…is the virtue of independence.” (For the New Intellectual, 128)
7
2. Ayn Rand wrote Anthem in diary form, using first-person point of view. Discuss the merits of this
form and point of view for this particular novel. Consider: Why is the diary form crucial to plot and
character development in Anthem? How does it help to reveal the setting and establish the nature of
this society? How does it contribute to the mystery surrounding the Unspeakable Word? How
would using first person minor or third person omniscient point of view weaken the novel? It might
be necessary to review some common methods of narration with students:
Name: ________________________________ Date:_________________
S - 51 Reproducible Student Worksheet
Student’s Page Anthem
Chapters V – VII
Ideas/Themes II
Objective: Interpreting and altering ideas
Activity
Imagine that the gender roles of Equality 7-2521 and the Golden One are reversed—in other words, Equality 7-2521 is a woman, and the Golden One is a man.
Fill in the events chart below, identifying how such a gender reversal would change the story. Then, under the “Significance” column, explain how a gender reversal would affect the message of the book. One has been done for you.
IDEAS AND THEMES CHART
Event Difference Significance
Equality 7-2521 approaches Liberty 5-3000 as she works in her field.
A young woman would have been approaching a young man to make an advance.
Rand’s passive portrayal of the female would be reversed here, with the woman making the romantic advance.
Liberty 5-3000 silently offers Equality 7-2521 a drink of water from his hands.
The Golden One looks into a mirror and, paralyzed by his own beauty, collapses into a pile of fine clothes. Meanwhile, Equality 7-2521 is downstairs planning their future together.
Anthem RHETORICAL MODES ESSAY PROMPTS Process Analysis While recounting man’s struggle for freedom throughout history, Equality laments that “At first, man was enslaved by gods. . . . Then he was enslaved by the kings. . . . He was enslaved by his birth, his kin, his race. But he broke their chains. He declared to all his brothers that a man has rights which [no men] can take away from him. . . . And he stood on the threshold of . . . freedom. . . . But then he gave up all that he had won, and fell lower than his savage beginning” (pp. 101–102).
Find a specific example from history for each of these five stages in mankind’s political history, including an example from the twentieth century for the final stage. What, according to this novel, must man understand to enable him to pass through the threshold of freedom that, in the past, he so nearly reached? Process Analysis
In the final chapter of Anthem, Prometheus writes that he now understands “why the best in me had been my sins and my transgressions; and why I had never felt guilt in my sins.” What has Prometheus come to understand about himself? Describe the events (the process) throughout the novel which led to this realization.
Definition What is “collectivism”? Which of our laws today are collectivist? Definition Give your own definition of an “ideal society,” drawing on what you’ve read in Anthem, in light of the society in which we live Classification/Division Classify and define the different forms of government that are in use today, and explain how they are alike/dislike the society of Anthem.
YOU MAY CHOOSE YOUR OWN TOPIC WITH PRIOR APPROVAL.
FINAL ESSAYS – ANTHEM The following essays could win you money! See http://essaycontest.aynrandnovels.org/Anthem.aspx?theme=blue for details.
Topics
Select ONE of the following three topics:
1. In many real and fictionalized totalitarian societies, children live apart from their families. Why would dictatorial leaders enforce this living arrangement?
2. In the final chapter of Anthem, Prometheus writes that he now understands “why the best in me had been my sins and my transgressions; and why I had never felt guilt in my sins.” What has Prometheus come to understand about himself? Why does his society regard the “best in him” as sinful?
3. Prometheus writes: “The secrets of this earth are not for all men to see, but only for those who will seek them.” (Chapter 3) Why does he think that the secrets of this earth are not for all men to see? If he thinks this, why does he decide to show his glass box to the World Council of Scholars? How do these issues relate to the theme of the novel?
Judging
Essays will be judged on both style and content. Judges will look for writing that is clear, articulate and logically organized. Winning essays must demonstrate an outstanding grasp of the philosophic meaning of Anthem.
You must still use sentence patterns! Use vocabulary terms as well – judges like that!
OTHER ESSAY OPTIONS
1. Is Anthem a realistic portrayal of life in a totalitarian society? Compare the fictionalized society in Anthem to a real dictatorship, past or present. Some options are Nazi Germany, Soviet Russia, Cuba, China, Cambodia, etc.
2. The novel ends with one word, EGO. Prometheus declares that his son “will be taught to say “I” and to bear the pride of it. He will be taught to walk straight on his own feet. He will be taught reverence for his own spirit.” and that he will worship “the word which will not die. . . the word which can never die on this earth, for it is the heart of it and the meaning and the glory. The sacred word: EGO.” Consider the distinct perspectives on the idea of EGO expressed in the following statements. “Ego has a voracious appetite, the more you feed it, the hungrier it gets.” -Nathaniel Bronner Jr. Pastor, Scientist and Speaker (1940-1993)
“I have nothing to declare except my genius. . . Nothing makes one so vain as being told one is a sinner. Conscience makes egotists of us all.” -Oscar Wilde. Poet and Writer (1854-1900)
In a well-organized essay, take a position on the issue of ego. Support your argument with appropriate evidence and examples.